Category Archives: Latest Education News

A category dedicated to all education news in Kenya and other countries across the world. This is your one stop location for all news related to the education sector.

TSC News Portal

Letter of probationary appointment for TSC teachers

The Teachers Service Commission, TSC, letter of probationary appointment is given to newly appointed teacher. This is after receiving your appointment letter (also called the posting letter/ employment letter).

Once you receive your employment letter, you are expected to accept or reject the employment offer formally. n case you accept the offer, then you will write to the Commission through the Head of Institution.

TSC will then send your letter of probationary appointment. You will be expected to serve for a minimum of six (6) months before your terms are changed to permanent and pensionable.

TSC letter of probationary appointment.

Below is a sample of the TSC letter of probationary appointment.

RE: LETTER OF PROBATIONARY APPOINTMENT

I am pleased to note that you have accepted the appointment as a teacher and started
teaching at…… ………with effect from…………………………

This appointment forms an AGREEMENT made betrveen the Teachers Service Commission and ( Full name) …………… Of (Address) …School. P.O. Box

(Herein after called the teacher) with effect from this………. ……………..day of…………… …………..with continuous service to count from ……………(where applicable.)

The following are the Terms and Conditions of this agreement:-
l. Grade…………………….

2. The salary scale attached to this grade is Kshs………………. to Kshs ………..per annum. You will enter the scale at Kshs…………………..per month. You will also be entitled to allowances provided for in the Code of Regulations for Teachers.

(a) The period of probation will be six (6) months subject to satisfactory performance of duty.
(b) On satisfactory completion of this probationary period, your terms of service will convert to Permanent and Pensionable.
(c) You will be required to apply for confirmation of appointment not later than one month before the expiry of this probationary period.

3. This appointment may be terminated by either party giving to the other, one month’s notice in writing, or by paying to the other an amount equal to one month’s salary in lieu of notice.

4. A condition of this employment is readiness to serve in any institution in Kenya where the Commission considers you qualified to teach.

5. Employment is subject to the Code of Regulations and Code of Conduct and Ethics compiled and published by the Commission under the Teachers Service Commission Act No. 20 of 2012.

6. You will be required to sign this agreement and return copies to the TSC Headquarters and the TSC County Office respectively.

See also;
Teachers' Resources

Guide Books For New Secondary Set Books

Latest Guides For Secondary School Set Books 2022-2026

A DOLL’S EXCERPTS S1 Q.pdf
A DOLL’S HOUSE GUIDE SP.pdf
A SILENT SONGS KCSE QNS (2).pdf
AN ARTIST OF FLOATING WORLD GUIDE SP-1.pdf
BasicEducationActNo_14of2013 (2).pdf
BEMBEA YA MAISHA REVISION S3.pdf
BEMBEA YA MAISHA S2 Q.pdf
BLOSSOMS ESSAYS S1 Q.pdf
CHOZI LA HERI GUIDE SP.pdf
CHOZI LA HERI KCSE QNS.pdf
FATHERS OF NATIONS ESSAYS S1.pdf
FATHERS OF NATIONS ESSAYS S2.pdf
FATHERS OF NATIONS EXCERPTS S1.pdf
FINAL_CIRCULAR_ON_DEPLOYMENT_OF_PRI_SCH_TCHRS_TO_JUNIOR_SEC_SCHOOLS.pdf
FORM 2 OPENER EXAM.pdf
ISIMU JAMII REVISION S1.pdf
KCSE CLOZE-TEST REVISION S1.pdf
KCSE ENGLISH PASSAGES S1.pdf
KCSE ENGLISH PP1 REVISION S1.pdf
KCSE ENGLISH PP1 REVISION S2.pdf
KCSE ENGLISH PP2 REVISION S1.pdf
KCSE ENGLISH PP2 REVISION S2.pdf
KCSE ENGLISH PP3 REVISION S1.pdf
KCSE GRAMMAR REV S1.pdf
KCSE INHERITANCE ESSAYS.pdf
KCSE POETRY REVISION S1.pdf
KCSE USHAIRI REVISION S1.pdf
MAPAMBAZUKO YA MACHWEO QNS-1.pdf
MOE-NEW-SETBOOKS(1).pdf
MWONGOZO WA BEMBEA YA MAISHA SAMPLE-1.pdf
MWONGOZO WA MAPAMBAZUKO SAMPLE-1.pdf
NGUU ZA JADI GUIDE SAMPLE-1.pdf
ORAL LITERATURE S1.pdf
PARLIAMENT OF OWLS GUIDE SP-1.pdf

Universities & Colleges information

Technical and Vocational Education Training, TVETs, institutions in Nakuru County; Contacts, Fees, How to join and Requirements

Technical and Vocational Education Training, TVET, institutions over various certificate, diploma and craftsmanship training to students in Kenya. The beauty with TVET training institutions is that they offer flexible entry and fee requirements to students wishing to study in these institutes. TVETs are registered, accredited and regulated by the Technical and Vocational Education and Training Authority (TVETA); which is a public corporate agency established under the Technical and Vocational Education and Training (TVET) Act No. 29 of 2013 to regulate and coordinate training in the country through licensing, registration and accreditation of programs, institutions and trainers. Section 7 of the Act, 2013 gives the powers and functions of the Authority to regulate and coordinate training; inspect, license and register and accredit training institutions; accredit and inspect programmes and courses; promote access and relevance of training programmes; determine the national technical and vocational training objectives; assure quality and relevance in programmes of training among other functions.

How to get placement

To get a place at a TVET institution, one has to apply via the Kenya Universities and Colleges Central Placement Service (KUCCPS). The available programmes, institutions, minimum entry requirements and the application procedure are always available on the KUCCPS Student’s Portal accessible through the Placement Service website www.kuccps.ac.ke. KUCCPS sets an application window within which the prospective students can submit their applications. The Entry requirement for all Diploma Courses is a C- and above; D (plain) and above for Certificate while other course categories are open.

Funding.

The good news for students joining TVETs is that they can now apply for funding from the Higher Education Loans Board, HELB. They can now get Loans and Bursaries from HELB for their fees payment and upkeep.

HERE IS THE LIST OF REGISTERED TVETs IN COUNTY

The table below provides TVET institutions’ information in the order: Institution Name, Category, Type, County, Registration Number and Registration Status.

Achievers School Of Professional StudiesTVCPrivateNakuruTVETA/PRIVATE/TVC/0054/2017Registered and Licensed
Adept College of Professional StudiesTVCPrivateNakuruTVETA/PRIVATE/TVC/0003/2016Registered and Licensed
African Institute of Research and Development StudiesTVCPrivateNakuruTVETA/PRIVATE/TVC/0055/2017Registered and Licensed
AIC Naivasha Technical Training instituteTVCPrivateNakuruTVETA/PRIVATE/TVC/0090/2016Registered and Licensed
Amboseli Institute of Hospitality and TechnologyTVCPrivateNakuruTVETA/PRIVATE/TVC/0027/2015Registered and Licensed
Bahati Institute Of Business And Administration StudiesTVCPublicNakuruTVETA/PUBLIC/TVC/0018/2017Registered and Licensed
Baraka Agricultural CollegeTVCPrivateNakuruTVETA/PRIVATE/TVC/0093/2016Registered and Licensed
Barut Youth PolytechnicVTCPublicNakuruTVETA/PUBLIC/VTC/0020/2015Registered and Licensed
Berea Christian College For Integrated StudiesTVCPrivateNakuruTVETA/PRIVATE/TVC/0094/2016Registered and Licensed
Bright Star Institute of Business StudiesTVCPrivateNakuruTVETA/PRIVATE/TVC/0097/2016Registered and Licensed
Chemare VTCVTCPublicNakuruTVETA/PUBLIC/VTC/0113/2018Registered and Licensed
Cheptuech Vocational Training CenterVTCPublicNakuruTVETA/PUBLIC/VTC/0088/2018Registered and Licensed
Classic Su Hair and Beauty CollegeTVCPrivateNakuruTVETA/PRIVATE/TVC/0175/2016Registered and Licensed
Comboni PolytechnicVTCPrivateNakuruTVETA/PRIVATE/VTC/0001/2016Registered and Licensed
Comboni VTCVTCPrivateNakuruTVETA/PRIVATE/VTC/0022/2018Registered and Licensed
Dairy Training InstituteTVCPublicNakuruTVETA/PUBLIC/TVC/0002/2014Registered and Licensed
Dundori VTCVTCPublicNakuruTVETA/PUBLIC/VTC/0117/2018Registered and Licensed
Dykaan College-Nakuru CampusTVCPrivateNakuruTVETA/PRIVATE/TVC/0046/2017Registered and Licensed
Earthrise Institute of TechnologyTVCPrivateNakuruTVETA/PRIVATE/TVC/0022/2017Registered and Licensed
German Kenya Training InstituteTVCPrivateNakuruTVETA/PRIVATE/TVC/0121/2017Registered and Licensed
House of Plenty Vocational Training CenterVTCPublicNakuruTVETA/PUBLIC/VTC/0030/2017Registered and Licensed
Institute of AdvancedTechnology – NakuruTVCPrivateNakuruTVETA/PRIVATE/TVC/0111/2016Registered and Licensed
Kenstar College of AccountancyTVCPrivateNakuruTVETA/PRIVATE/TVC/0030/2016Registered and Licensed
Kenya  Institute of Development StudiesVTCPrivateNakuru–Registered and Licensed
Kenya industrial training institute –nakuruTVCPublicNakuruTVETA/PUBLIC/TVC/0006/2017Registered and Licensed
Kenya Institute of Management – Nakuru CampusTVCPrivateNakuruTVETA/PRIVATE/TVC/0206/2016Registered and Licensed
Kenya Institute of Security and Criminal Justice – NakuruTVCPrivateNakuruTVETA/PRIVATE/TVC/0211/2016Registered and Licensed
KenyaInstitute of Development StudiesTVCPrivateNakuruTVETA/PRIVATE/TVC/0097/2017Registered and Licensed
Kikopey Vocational Training CenterVTCPublicNakuruTVETA/PUBLIC/VTC/0107/2018Registered and Licensed
KWS Training InstituteTVCPublicNakuruTVETA/PUBLIC/TVC/0004/2018Registered and Licensed
Lake Lawrenzo Medical Training CollegeTVCPrivateNakuruTVETA/PRIVATE/TVC/0090/2018Registered only
Lake Naivasha InstituteTVCPrivateNakuruTVETA/PRIVATE/TVC/0125/2016Registered and Licensed
Lion Hill Vocational Training CenterVTCPublicNakuruTVETA/PUBLIC/VTC/0089/2018Registered and Licensed
Maiela Vocational Training CentreVTCPrivateNakuruTVETA/PRIVATE/VTC/0021/2018Registered and Licensed
Milele College NakuruTVCPrivateNakuruTVETA/PRIVATE/TVC/0034/2017Registered and Licensed
Mirera Vocational Training CentreVTCPublicNakuruTVETA/PUBLIC/VTC/0213/2018Registered and Licensed
MMCT-ST. Mary’s Nursing SchoolTVCPrivateNakuruTVETA/PRIVATE/TVC/0031/2015Registered and Licensed
Molo Vocational Training CenterVTCPublicNakuruTVETA/PUBLIC/VTC/0101/2017Registered and Licensed
Morendat institute of oil and gasTVCPublicNakuruTVETA/PUBLIC/TVC/0036/2016Registered and Licensed
Muteithia Vocational Training CentreVTCPublicNakuruTVETA/PUBLIC/VTC/0214/2018Registered and Licensed
Mwangaza College NakuruTVCPrivateNakuruTVETA/PRIVATE/TVC/0033/2015Registered and Licensed
Nairobi Aviation- NakuruTVCPrivateNakuruTVETA/PRIVATE/TVC/0043/2016Registered and Licensed
Nakuru College of Health Sciences and Management,TVCPrivateNakuruTVETA/PRIVATE/TVC/0077/2017Registered and Licensed
Nakuru Training CollegeTVCPrivateNakuruTVETA/PRIVATE/TVC/0227/2016Registered and Licensed
Nakuru Youth PolytechnicVTCPublicNakuruTVETA/PUBLIC/VTC/0038/2018Registered and Licensed
NYS Advanced Building SchoolTVCPublicNakuruTVETA/PUBLIC/TVC/0003/2017Registered and Licensed
NYS SCHOOL OF CATERING – GILGILTVCPublicNakuruTVETA/PUBLIC/TVC/0031/2018Registered and Licensed
NYS School of Fashion Design – NaivashaTVCPublicNakuruTVETA/PUBLIC/TVC/0004/2017Registered and Licensed
OSONS BUSINESS SYSTEMS INSTITUTETVCPrivateNakuruTVETA/PRIVATE/TVC/0044/2018Registered and Licensed
P.C.E.A Molo College of Professional StudiesTVCPrivateNakuruTVETA/PRIVATE/TVC/0133/2016Registered and Licensed
Prudential International School of Professional StudiesTVCPrivateNakuruTVETA/PRIVATE/TVC/0231/2016Registered and Licensed
Rift Valley Institute of Business StudiesTVCPrivateNakuru–License additional courses
Rift Valley Institute of Business StudiesTVCPrivateNakuruTVETA/PRIVATE/TVC/0056/2016Registered and Licensed
Rift Valley Institute of Science and TechnologyTVCPublicNakuruTVETA/PUBLIC/TVC/0002/2018Registered and Licensed
Rift Valley Institute of Science and Technology- Nakuru TownTVCPublicNakuruTVETA/PUBLIC/TVC/0001/2018Registered and Licensed
RongaiVocational Training CenterVTCPublicNakuruTVETA/PUBLIC/VTC/0047/2017Registered and Licensed
SAPTET VTCVTCPublicNakuruTVETA/PUBLIC/VTC/0119/2018Registered and Licensed
Sensei Institute of TechnologyTVCPrivateNakuruTVETA/PRIVATE/TVC/0081/2017Registered and Licensed
Serein Education CentreTVCPrivateNakuruTVETA/PRIVATE/TVC/0061/2016Registered and Licensed
Skyways Aviation Training InstituteTVCPrivateNakuruTVETA/PRIVATE/TVC/0160/2016Registered and Licensed
Stac instituteTVCPrivateNakuruTVETA/PRIVATE/TVC/0047/2017Registered and Licensed
Subukia Vocational Training CenterVTCPublicNakuruTVETA/PUBLIC/VTC/0088/2017Registered and Licensed
Subukia Vocational Training CenterVTCPublicNakuruTVETA/PUBLIC/VTC/0108/2018Registered and Licensed
TecqskillsprofessionalInstituteTVCPrivateNakuruTVETA/PRIVATE/TVC/0108/2017Registered and Licensed
The Serenity College – GilgilTVCPrivateNakuruTVETA/PRIVATE/TVC/0143/2016Registered and Licensed
Tracom CollegeTVCPrivateNakuruTVETA/PRIVATE/TVC/0073/2016Registered and Licensed
Wanyororo VTCVTCPublicNakuruTVETA/PUBLIC/VTC/0118/2018Registered and Licensed

Important news. Just for you, click on the links below;

HOW TO APPLY FOR TVET BURSARIES FROM HELB

Students pursuing Diploma and Certificate courses in Public universities, university colleges, public national polytechnics and Institutes of Technology and Technical Training institutes country-wide are eligible for this loan and bursary from HELB. Orphans, single parent students and others who come from poor backgrounds will be given priority for the loans and or bursaries.

Required Documents

  1. Applicants should access and fill the relevant TVET Loan & Bursary Application Form (TLAF) at the HELB website.
  2. Print TWO copies of the duly filled Loan Application Form.
  3. Have the TVET Loan Application Form signed and stamped by the Dean of Students/Financial Aid Officers.
  4. Retain one copy of the duly filled TLAF (Mandatory).
  5. Drop the TLAF personally at the HELB students Service Centre on the Mezannine One, Anniversary Towers or any of the SELECT Huduma Centers nearest to you.

TVET Institution Application

The TVET Authority accredits institutions and approves managers of institutions and new programmes.

Application Process

  1. Undertake a business name search from the Registrar of companies via Ecitizen
  2. Obtain a “letter of no objection” on suitability of the name from TVETA

In order to obtain the letter of no objection, present;

  • Reserved business name search
  • Invoice for the name search
  • Copy of KRA Pin for the Director(s)
  • Copy of ID for the Director(s)
  • Dully filled and signed BN2 form (Click here to Download)

3. Register the Business name with the office of the Registrar of Companies
4. Download the TVETA application Forms for accreditation of institution, manager, Trainer, approval of programs, foreign institution and checklist here.
5. Submit complete application documents to TVETA offices located at Utalii House 8th Floor.
6. An accreditation officer will check the documents and compute the amount to be paid. (TVETA Gazetted Fees)
7. You will then be required to pay the amount through MPESA or TVETA bank account below.

Payment process

MPESA PaymentTVETA Bank Account
1. Go to the MPESA menu,
2. Select payment services
3. Choose Pay Bill option
4. Enter 894135 as the business number
5. Enter your full name as the account number
6. Enter the amount
7. Enter your pin and press Ok		A/C Name: Technical and Vocational Education and Training Authority
A/C No.: 1212502450
Bank: Kenya Commercial Bank
Branch: Kipande House

Acknowledgement
After making payment the applicant will complete a registration form in duplicate as evidence of having submitted their application. An acknowledgement letter will then be sent to the applicant.

Inspection and Assessment
1.The institution will be scheduled for inspection and a Team of assessors will visit and inspect the institution for compliance with set standards. Download the assessment tool here
2.The assessors will prepare an inspection report which will be presented to TVETA Board

Registration and Licensing
1. Resolution of the Board based on evaluation of the inspection report shall be;
i. Approve Registration and Licensing of the institution
ii. Reject the application
iii. Request the Institution to improve within a period of six months
2. The applicant is notified on results of the TVETA Board resolution within 3 months from the date of submission of a fully compliant application documents
3. TVETA will issue training License to qualified institutions and maintain a register of the institutions and programs approved.

Note
TVETA will maintain a register of;

i. Registered and licensed institutions
ii. Ongoing registrations
iii. Institutions recommended for improvement

At this point, the accreditation process is complete, and an institution will be issued with a registration certificate and training license.

Also read:

KSSSA Portal

Holders Kanyawanga, Sega, Barchando and Ambira off to a flying start as Nyanza region term one games get underway at Homa Bay.

Nyanza Region Basketball boys’ defending champions, Ambira, kicked off their title defence by recording a 100 percent win in their opening two clashes today. Ambira defeated Kisii’s Nyanchwa 65- 59 in a hotly contested group A clash played at Homa Bay High school. It is Nyanchwa who led in the first quarter 19-12 only for them to fall in the second quarter by a 20-11 margin. Nyanchwa picked up from where they had left in the first quarter by recording a 15-14 lead in the third quarter. But, Ambira had other plans as they picked 19 points against Nyanchwa’s 14 in the fourth quarter to walk away with the bragging rights.

In the day’s other basketball boys’ matches show stoppers, hosts Agoro Sare (last year’s finalists) were on fire humbling Nyamira’s Nyambaria 90-22 before seeing off Maranda 72-42.

In the girls’ category, holders Barchando collected maximum points recording back to back wins against newbies Tuk Jowi and regulars Asumbi.

Other title holders who recorded impressive wins in their opening clashes were: Kanyawanga boys (Hand ball), Sega (Girls’ Handball), Sinyolo (Girls’ hockey) and Kisumu Day (Boys’ Hockey).

The games enter day two tomorrow; Tuesday 18th March, 2019, with the remaining preliminary matches and knock outs. Finals will be played on Wednesday with winners booking tickets to the National games to be staged in Mombasa county from 6th April, 2019.

COLLATED DAY 1 RESULTS.

HOCKEY

GIRLS

🏑Kisumu Girls 03 vs 01 Kereri
🏑 Nyamira Girls 06 vs 01 St. Lucy’s Raruowa
🏑 Sinyolo 03 vs 00 Amb. Pamela Mboya
🏑 Kisumu Girls 02 vs 01 St. Lucy’s Raruowa
🏑 Nyamira Girls 03 vs 00 Kereri

BOYS
🏑 Maseno 02 vs 00 Kisii
🏑 Pe-Hill 00 vs 01 Homa Bay
🏑 Kisumu Day 01 vs 00 Agoro Sare
🏑 Maseno 00 vs 00 Homa Bay
🏑 Pe- Hill 00 vs 01 Kisii School

BASKETBALL

BOYS
🏀 Ambira Boys 65 vs 59 Nyanchwa
🏀Maseno 68 vs 34 Oriwo
🏀 Maranda 51 vs 38 Kanyawanga
🏀 Nyambaria 22 vs 90 Agoro Sare.
🏀 Ambira 69 vs 38 Oriwo
🏀 Maseno 64 vs 38 Nyanchwa
🏀 Maranda 42 vs 72 Agoro Sare
🏀 Nyambaria 28 vs 47 Kanyawanga

GIRLS
🏀 Ng’iya 41 vs 39 Itierio
🏀 Koru 12 vs 31 Ototo
🏀 Barchando 45 vs 30 Tuk Jowi
🏀 Sironga 20 vs 29 Asumbi
🏀 Ng’iya vs Ototo
🏀 Koru 19 vs 29 Itierio
🏀 Barchando 28 vs 10 Asumbi
🏀 Sironga 07 vs 16 Tuk Jowi

HANDBALL

BOYS
🤾‍♂ Kanyawanga 38 vs 14 Riomego SDA
🤾‍♂ Tabaka 26 vs 27 Agoro Sare
🤾‍♂ Lwanda Magwar 32 vs 25 Thurgem
🤾‍♂ Barding 26 vs 28 Mbita
🤾‍♂ Kanyawanga vs Agoro Sare
🤾‍♂ Tabaka 29 vs 19 Riomego SDA
🤾‍♂ Lwanda Magwar 12 vs 32 Mbita
🤾‍♂ Barding 40 vs 26 Thurgem

GIRLS
🤾‍♂ Sega 33 vs 15 Masosa
🤾‍♂ Kegati 13 vs 24 Miranga
🤾‍♂ Rachar 21 vs 17 Ratta
🤾‍♂ Sagegi 10 vs 32 Msare
🤾‍♂ Sega 29 vs 19 Miranga
🤾‍ Kegati 15 vs 19 Masosa
🤾‍♂ Rachar 10 vs 33 Msare
🤾‍♂ Sagegi 14 vs 20 Ratta

RUGBY 15’s

Morning fixtures
🏈 St. Mary’s Yala 17 vs 00 St. Joseph Rapogi
🏈 Cardinal Otunga 08 vs 12 Oriwo Boys
🏈 Ambira 51 vs 00 Nyansiongo
🏈 Maseno 07 vs 00 Homa Bay High
🏈 St. Mary’s Yala 10 vs 00 Oriwo
🏈 Cardinal Otunga 17 vs 00 St. Joseph Rapogi
🏈 Ambira 08 vs 03 Homa Bay High.
🏈 Maseno 64 vs 00 Nyansiongo Boys

🏉RUGBY 7’s🏉

🏉 Nyabondo 34 vs 05 Rapogi
🏉 Chianda 36 vs 00 Taranganya
🏉 Agoro Sare 39 vs 00 Nyagokiani
🏉 Kisii School 00 vs 24 Maseno
🏉 Nduru 38 vs 00 Rapogi
🏉 Gesure 07 vs 00 Taranganya
🏉 Mbita 29 vs 05 Nyagokiani
🏉 Sawagongo 07 vs 14 Maseno
🏉 Nyabondo 10 vs 19 Nduru
🏉 Chianda 28 vs 12 Gesure.
🏉 Agoro Sare 22 vs 00 Mbita
🏉 Kisii School 10 vs 07 Sawagongo.

TSC News Portal

TSC list of Promoted Chief Principals 2024

TSC list of Promoted Chief Principals 2024

ADVERT NO. 46/2023(D4-D5): CHIEF PRINCIPAL (REGULAR SECONDARY SCHOOL) T-SCALE 15 –34 POSTS

ADVERT NO. TSC NO.
46/2023 252704
46/2023 254677
46/2023 271966
46/2023 282602
46/2023 291593
46/2023 291840
46/2023 304464
46/2023 305078
46/2023 308468
46/2023 313078
46/2023 313461
46/2023 322084
46/2023 322305
46/2023 324619
46/2023 324658
46/2023 352956
46/2023 357104
46/2023 361240
46/2023 363174
46/2023 372015
46/2023 372662
46/2023 387064
46/2023 407943
46/2023 416457
46/2023 420093
46/2023 432689
46/2023 437735
46/2023 445559
46/2023 456762
46/2023 472629

 

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Latest Education News

Sue the Education Ministry, TSC for the loss of your child- Suba North MP Millie Odhiambo tells Bomet Girl’s family

Suba North MP Millie Odhiambo has urged the family of the class Six pupil who committed suicide after being humiliated by her teacher for soiling her clothes to sue the Ministry of Education for the loss of their child.

She blamed the death of the girl on failure by the Teachers Service Commission, TSC, to train its teachers and providing sanitary towels that have already been budgeted for. She said disciplinary action should be taken against the teacher, though.

“Sanitary towels have been provided for in the budget. These are things you cannot delay in the ministry because, unlike infrastructure, menses cannot wait,” she said.

The 14 year old class six pupil identified as Jacqueline Chepng’eno is said to have hung herself, last week, using a leso after a teacher humiliated her before the entire class for soiling her uniform. The girl, a pupil at Kabyangek Primary School in Konoin, Bomet County, decided to tragically end her life after a female teacher ridiculed her for soiling her clothes with menses blood.

Her mother, Beatrice Koech, said Chepng’eno was made to stand outside the class and the teacher later told her to go home and clean up the ‘mess’.

It is said the girl then went to a nearby river; never to come back! She was later found hanging from a tree near their house.

In June this year, President Uhuru Kenyatta signed into law the Basic Education Amendment Act which provides free and quality sanitary towels to girls who have reached puberty as a means of curbing absenteeism and giving girls a level playing field with their male counterparts.

Last year, the government distributed free sanitary pads to over the 4.2 million girls in its public schools. The initiative was aimed at boosting girls’ access to education. The Government distributed close to 140 million sanitary pads to the learners.

In Kenya, one million girls miss school because they lack access to menstrual hygiene supplies. This is according to a research by ZanaAfrica; a Kenyan NGO.

Teachers' Resources

Social Studies Grade 6 CBC Free Schemes of Work

GRADE 6 SPORTLIGHT SOCIAL STUDIES

 SCHEME OF WORK TERM 3

SCHOOL GRADE LEARNING AREA TERM YEAR
  GRADE 6 SOCIAL STUDIES       3 2022

 

Week Lesson Strand Sub-strand Specific-Learning outcomes Learning Experience Key Inquiry Question(S) Learning

Resources

 Assessment Methods Reflection
1 1 Political Systems and Governance

 

 Traditional forms of Government among the Buganda and Nyamwezi By the end of the lesson, the learner should be able to:

a)       Identify the administrative units that make up the Buganda Kingdom.

b)      Explain the roles of Kabaka.

c)       Describe how the Buganda Kingdom was ruled in the past.

d)      Sing a song about the Buganda governance structure.

e)       Have fun and enjoy singing a song about the Buganda kingdom.

 

 Learners are guided to:

-Identify the administrative units that make up the Buganda Kingdom.

 

-Explain the roles of Kabaka.

 

-Describe how the Buganda Kingdom was ruled in the past.

 

-Sing a song about the Buganda governance structure

 How was the community ruled in the past?

 

How was Buganda Kingdom ruled in the past?

 Spotlight; Social Studies Learner’s Book Grade 6 pg. 139-141

 

Atlas

Photographs

Pictures

Video clips

Maps

Charts

Realia

Computing devices

 

 Oral questions Oral Report Observation

 

  
  2 Political Systems and Governance

 

 Comparison between the Buganda and Nyamwezi traditional forms of government By the end of the lesson, the learner should be able to:

a)       Identify the similarities between the Buganda and Nyamwezi Kingdom.

b)      Identify the values of good governance among the Nyamwezi.

c)       Recite the poem on learner’s book.

d)      Enjoy reciting the poem.

 

 Learners are guided to:

-Identify the similarities between the Buganda and Nyamwezi Kingdom.

 

-Identify the values of good governance among the Nyamwezi.

 

-Recite the poem on learner’s book.

 

 

 What are the similarities between the Buganda and Nyamwezi Kingdom? Spotlight; Social Studies Learner’s Book Grade 6 pg. 142-144

 

Atlas

Photographs

Pictures

Video clips

Maps

Charts

Realia

Computing devices

 

 Oral questions Oral Report Observation

 

  
  3 Political Systems and Governance

 

 Differences between the Buganda and Nyamwezi traditional forms of government. By the end of the lesson, the learner should be able to:

a)       Identify the differences between the Buganda and Nyamwezi traditional forms of government.

b)      Illustrate the governance structure among the Buganda and Nyamwezi on a chart.

c)       Display the chart at the Social Studies corner.

 

 Learners are guided to:

-Identify the differences between the Buganda and Nyamwezi traditional forms of government.

 

-Illustrate the governance structure among the Buganda and Nyamwezi on a chart.

 

 What are the differences between the Buganda and Nyamwezi traditional forms of government? Spotlight; Social Studies Learner’s Book Grade 6 pg. 144-145

 

Atlas

Photographs

Pictures

Video clips

Maps

Charts

Realia

Computing devices

 

 Oral questions Oral Report Observation

 

  
2 1 Political Systems and Governance

 

 Aspects of good governance in traditional societies By the end of the lesson, the learner should be able to:

a)       Discuss the aspects of good governance in traditional societies.

b)      Role ply the conversation on learner’s book.

c)       Have fun and enjoy role playing the conversation.

 Learners are guided to:

-Discuss the aspects of good governance in traditional societies.

 

-Role ply the conversation on learner’s book.

 

 What aspects of good governance have you learnt?

 

 Spotlight; Social Studies Learner’s Book Grade 6 pg. 145-147

 

Atlas

Photographs

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 Oral questions Oral Report Observation

 

  
  2 Political Systems and Governance

 

 Regional Co-operations in Eastern Africa; Objectives of the East African Community. By the end of the lesson, the learner should be able to:

a)       Read the newspaper article on learner’s book.

b)      List the objectives of the East African Community.

c)       Model member states of the Eastern African Community as shown on learner’s book.

d)      Have fun and enjoy modelling member states of the East African Community.

 

 Learners are guided to:

-Read the newspaper article on learner’s book.

List the objectives of the East African Community.

 

-Model member states of the Eastern African Community as shown on learner’s book

 

 What are the objectives of the East African Community? Spotlight; Social Studies Learner’s Book Grade 6 pg. 147-149

 

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  3 Political Systems and Governance

 

 Benefits of the East African Community to Member States By the end of the lesson, the learner should be able to:

a)       Identify the benefits of the East African Community to Member States.

b)      Read the story on learner’s book and answer the questions that follow.

c)       Create a poster on benefits of the East African Community.

d)      Appreciate the benefits of the East African Community to Member States.

 

 Learners are guided to:

-Identify the benefits of the East African Community to Member States.

 

-Read the story on learner’s book and answer the questions that follow.

 

-Create a poster on benefits of the East African Community.

 

 

 What are the benefits of the East African Community to Member States? Spotlight; Social Studies Learner’s Book Grade 6 pg. 150-151

 

Atlas

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3 1 Political Systems and Governance

 

 Challenges facing East African Community By the end of the lesson, the learner should be able to:

a)       Discuss the challenges facing East African Community.

b)      Find out from appropriate sources the challenges facing the East African Community.

c)       Sing a song about the challenges facing East African Community.

d)      Have fun and enjoy singing a song.

 

 Learners are guided to:

-Discuss the challenges facing East African Community.

 

-Find out from appropriate sources the challenges facing the East African Community.

 

-Sing a song about the challenges facing East

 What are the challenges facing East African Community? Spotlight; Social Studies Learner’s Book Grade 6 pg. 152-152

 

Atlas

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 Oral questions Oral Report Observation

 

  
  2 Political Systems and Governance

 

 Solutions to challenges facing the East African Community By the end of the lesson, the learner should be able to:

a)       Discuss possible solutions to the challenges facing the East African Community.

b)      Complete the table on learner’s book by matching the solutions to the challenges.

c)       Sing the East African Anthem.

d)      Appreciate the solutions to challenges facing the East African Community

 

 Learners are guided to:

-Discuss possible solutions to the challenges facing the East African Community.

 

-Complete the table on learner’s book by matching the solutions to the challenges.

 

-Sing the East African Anthem.

 

 

 What are the solutions to challenges facing the East African Community? Spotlight; Social Studies Learner’s Book Grade 6 pg. 153-155

 

Atlas

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 Oral questions Oral Report Observation

 

  
  3 Political Systems and Governance

 

 Citizenship; Rights and responsibilities of a Kenyan citizen By the end of the lesson, the learner should be able to:

a)       Study the pictures on learner’s book.

b)      Discuss the rights and responsibilities of a Kenyan Citizen.

c)       Make flashcards about the rights and responsibilities of a Kenyan citizen.

d)      Appreciate the importance of the rights and responsibilities of a Kenyan citizen.

 

 Learners are guided to:

-Study the pictures on learner’s book.

 

-Discuss the rights and responsibilities of a Kenyan Citizen.

 

-Make flashcards about the rights and responsibilities of a Kenyan citizen.

 

 What are the rights and responsibilities of a Kenyan citizen? Spotlight; Social Studies Learner’s Book Grade 6 pg. 155-157

 

Photographs

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 Oral questions Oral Report Observation

 

  
4 1 Political Systems and Governance

 

 Values of a good citizen By the end of the lesson, the learner should be able to:

a)       Identify the values of a good citizen.

b)      Explain how to promote values of a good citizen.

c)       Create posters about the values of a good citizen.

d)      Appreciate the values of a good citizen.

 

 Learners are guided to:

-Identify the values of a good citizen.

 

-Explain how to promote values of a good citizen.

 

-Create posters about the values of a good citizen

 How can we demonstrate good citizenship? Spotlight; Social Studies Learner’s Book Grade 6 pg. 158-160

 

Atlas

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 Oral questions Oral Report Observation

 

  
  2 Political Systems and Governance

 

 Human Rights; Classification of human rights By the end of the lesson, the learner should be able to:

a)       Define human rights.

b)      Identify human rights enjoyed by the people.

c)       Classify the rights they have identified as social, economic or political rights.

d)      Have fun and enjoy making a human rights wheel

 

 Learners are guided to:

-Define human rights.

 

-Identify human rights enjoyed by the people.

 

-Classify the rights they have identified as social, economic or political rights.

 

 

 What is the meaning of human rights? Spotlight; Social Studies Learner’s Book Grade 6 pg. 161-163

 

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  3 Political Systems and Governance

 

 Ways in which human rights are violated in society. By the end of the lesson, the learner should be able to:

a)       Identify ways in which human rights are violated in society.

b)      Make a chart on ways in which human rights are violated in the society.

c)       Have fun and enjoy making a chart.

 

 Learners are guided to:

-Identify ways in which human rights are violated in society.

 

-Make a chart on ways in which human rights are violated in the society

 How are human rights are violated in society? Spotlight; Social Studies Learner’s Book Grade 6 pg. 163-165

 

Video clips

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 Oral questions Oral Report Observation

 

  
5 1 Political Systems and Governance

 

 Peace and Conflict Resolution; Causes of conflict in society By the end of the lesson, the learner should be able to:

a)       Define conflict.

b)      Identify the causes of conflicts in society.

c)       Read the following case study on learner’s book on causes of conflicts in society.

d)      Appreciate the importance of peace.

 

 Learners are guided to:

-Define conflict.

 

-Identify the causes of conflicts in society.

 

-Read the following case study on learner’s book on causes of conflicts in society.

 

 What are the causes of conflict in society? Spotlight; Social Studies Learner’s Book Grade 6 pg. 165-167

 

Pictures

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 Oral questions Oral Report Observation

 

  
  2 Political Systems and Governance

 

 Peace and Conflict Resolution; Causes of conflict in society By the end of the lesson, the learner should be able to:

a)       Search the internet or any other appropriate sources for a story on a conflict that happened in the society.

b)      Match the causes of conflict in column A to its description in column B

c)       Appreciate the importance of maintaining peace in the society.

 

 Learners are guided to:

-Search the internet or any other appropriate sources for a story on a conflict that happened in the society.

 

-Match the causes of conflict in column A to its description in column B

 

 How do we resolve conflicts peacefully? Spotlight; Social Studies Learner’s Book Grade 6 pg. 167-168

 

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 Oral questions Oral Report Observation

 

  
  3 Political Systems and Governance

 

 Peaceful methods of resolving conflicts in society By the end of the lesson, the learner should be able to:

a)       Identify peaceful methods of resolving conflicts in society.

b)      Role play how to resolve the situations.

c)       Have fun and enjoy role playing how to resolve different situations

 Learners are guided to:

-Identify peaceful methods of resolving conflicts in society

 

-In pairs, to discuss peaceful ways of resolving conflicts stated on the cards.

 

-Role play how to resolve the situations

 How do we live peacefully with each other in school and society? Spotlight; Social Studies Learner’s Book Grade 6 pg. 168-170

 

Pictures

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 Oral questions Oral Report Observation

 

  
6 1 Political Systems and Governance

 

 Peaceful methods of resolving conflicts in society By the end of the lesson, the learner should be able to:

a)       Discuss the causes of conflicts in the society.

b)      Match statements with their meaning on the peaceful methods of resolving conflicts in society.

c)       Appreciate peaceful methods of resolving conflicts in society.

 

 Learners are guided to:

-Discuss the causes of conflicts in the society.

 

-Match statements with their meaning on the peaceful methods of resolving conflicts in society.

 

 What are the peaceful methods of resolving conflicts in society? Spotlight; Social Studies Learner’s Book Grade 6 pg. 170-171

 

Pictures

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 Oral questions Oral Report Observation

 

  
  2 Political Systems and Governance

 

 Benefits of resolving conflicts peacefully in society By the end of the lesson, the learner should be able to:

a)       Identify the benefits of resolving conflicts peacefully in society.

b)      Design posters on ways of promoting peace in Eastern Africa.

c)       Recite the poem on learner’s book.

d)      Appreciate the benefits of resolving conflicts peacefully in the society.

 

 Learners are guided to:

-Identify the benefits of resolving conflicts peacefully in society.

 

-Design posters on ways of promoting peace in Eastern Africa.

 

-Recite the poem on learner’s book.

 

 What are the benefits of resolving conflicts peacefully in society? Spotlight; Social Studies Learner’s Book Grade 6 pg. 172-174

 

Photographs

Pictures

Maps

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Computing devices

 

 Oral questions Oral Report Observation

 

  
  3 Political Systems and Governance

 

 Governance in Kenya; Sources of Government Revenue and Expenditure By the end of the lesson, the learner should be able to:

a)       Explain the meaning of revenue.

b)      Give reasons why we should pay taxes to the government.

c)       Match the sources in column A with the examples in column B

d)      Appreciate the importance of paying revenue.

 

 Learners are guided to:

-Explain the meaning of revenue.

 

-Give reasons why we should pay taxes to the government.

 

-Match the sources in column A with the examples in column B

 

 What is the meaning of revenue?

 

Why should we pay taxes to the government?

 Spotlight; Social Studies Learner’s Book Grade 6 pg. 174-175

 

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 Oral questions Oral Report Observation

 

  
7 1 Political Systems and Governance

 

 Ways in which the National and County Governments in Kenya spend their revenue By the end of the lesson, the learner should be able to:

a)       Study the pictures on learner’s book.

b)      Discuss ways in which the National and County Governments in Kenya spend their revenue.

c)       Draw the pictures on learner’s book.

d)      Appreciate the ways in which the National and County Governments in Kenya spend their revenue

 

 Learners are guided to:

-Study the pictures on learner’s book.

 

-Discuss ways in which the National and County Governments in Kenya spend their revenue.

 

-Draw the pictures on learner’s book.

 

 

 

 What are the ways in which the National and County Governments in Kenya spend their revenue? Spotlight; Social Studies Learner’s Book Grade 6 pg. 176-177

 

Atlas

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Pictures

Video clips

Maps

Charts

Realia

Computing devices

 

 Oral questions Oral Report Observation

 

  
  2 Political Systems and Governance

 

 Ways in which the National and County Governments in Kenya spend their revenue By the end of the lesson, the learner should be able to:

a)       Find out from the internet, textbooks or any appropriate materials other ways in which the National and County Governments in Kenya spend their revenue.

b)      Make a poster of paying taxes to the Government of Kenya.

c)       Appreciate the importance of paying taxes to the Government of Kenya

 

 Learners are guided to:

-Find out from the internet, textbooks or any appropriate materials other ways in which the National and County Governments in Kenya spend their revenue.

 

-Make a poster of paying taxes to the Government of Kenya.

 

 

 What is the importance of paying taxes to the Government of Kenya? Spotlight; Social Studies Learner’s Book Grade 6 pg. 177-179

 

Atlas

Photographs

Pictures

Video clips

Maps

Charts

Realia

Computing devices

 

 Oral questions Oral Report Observation

 

  
  3 Political Systems and Governance

 

 The Preamble of the Constitution of Kenya By the end of the lesson, the learner should be able to:

a)       Define constitution.

b)      Listen to an audio or watch a video played by the teacher.

c)       Identify key words in the preamble of the constitution of Keya in the audio or video.

d)      Appreciate the Constitution of Kenya.

 

 Learners are guided to:

-Define constitution.

 

-Listen to an audio or watch a video played by the teacher.

 

-Identify key words in the preamble of the constitution of Keya in the audio or video.

 

 What is the meaning of constitution? Spotlight; Social Studies Learner’s Book Grade 6 pg. 179

 

Pictures

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 Oral questions Oral Report Observation

 

  
8 1 Political Systems and Governance

 

 Interpretation of key words in the preamble of the constitution of Kenya By the end of the lesson, the learner should be able to:

a)       Read the conversation on learner’s book.

b)      Write the key words in the Preamble of the Constitution from the conversation.

c)       Act out the conversation on learner’s book.

d)      Have fun and enjoy role playing the conversation.

 

 Learners are guided to:

-Read the conversation on learner’s book.

 

-Write the key words in the Preamble of the Constitution from the conversation.

 

-Act out the conversation on learner’s book.

 

 

 What have you learnt about the Constitution of Kenya? Spotlight; Social Studies Learner’s Book Grade 6 pg. 180-181

 

Pictures

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 Oral questions Oral Report Observation

 

  
  2 Political Systems and Governance

 

 Interpretation of key words in the preamble of the constitution of Kenya By the end of the lesson, the learner should be able to:

a)       Pick a card with a key word in the preamble of the Constitution of Kenya.

b)      Circle the key words in the preamble of the Constitution of Kenya in the puzzle on learner’s book.

c)       Have fun and enjoy playing the puzzle.

 

 Learners are guided to:

-Pick a card with a key word in the preamble of the Constitution of Kenya.

 

-Circle the key words in the preamble of the Constitution of Kenya in the puzzle on learner’s book.

 

 

 What have you learnt about the Constitution of Kenya? Spotlight; Social Studies Learner’s Book Grade 6 pg. 182

 

Atlas

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Pictures

Video clips

Maps

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Realia

Computing devices

 

 Oral questions Oral Report Observation

 

  
  3 Political Systems and Governance

 

 Interpretation of key words in the preamble of the constitution of Kenya By the end of the lesson, the learner should be able to:

a)       Discuss the activities people engage in to appreciate the preamble of the Constitution of Kenya.

b)      Design a card on a manila paper with various declaration messages.

c)       Sing the song on learner’s book.

d)      Have fun and enjoy designing cards.

 

 Learners are guided to:

-Discuss the activities people engage in to appreciate the preamble of the Constitution of Kenya.

 

-Design a card on a manila paper with various declaration messages.

 

-Sing the song on learner’s book

 

 

 Which activities do people engage in to appreciate the preamble of the Constitution of Kenya? Spotlight; Social Studies Learner’s Book Grade 6 pg. 183-184

 

Atlas

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Pictures

Video clips

Maps

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Realia

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 Oral questions Oral Report Observation

 

  
9 ASSESSMENT

 

 

TSC News Portal

Types of teachers in schools and their characters

TYPES OF TEACHERS

1. #The_Broadcaster: Reads from a textbook and asks students to make notes. After the lesson this one, too, heads to the staffroom for tea break. They act like they’ve made it in life.

2. #The_Delegator: Delegates work to the learner with the best handwriting and the monitor. On social media during lessons.

3. #The_Makeup_Artist: applies too much makeup and fashion conscious. Dresses skimpily. They teach mostly Literature and English.

4. #The_Braggart: Spends most of the lesson bragging how bright they were in school, what they’ve accomplished and how they’ve helped relatives. They teach half the lesson.

5. The Stone faced: Wears sura ya kazi always. Their classes are mostly full and quiet due to fear. They Have all loan apps on their phones.

6. #The_Latecomer: This one left college when Kenyatta was still president. They go to class 10 minutes late but leaving is not easy; students have to drop spoons when lunchtime is ½way through.

7. #Multitasker: Stops lessons halfway to attend to some personal errand; maybe a baby they left in the school kitchen or staffroom, answer a call from a relative in the US…most lessons end prematurely.

8. #The_Comedian: They could have joined Churchill Live but somehow they ended up in Kiswahili or History lecture rooms. They don’t teach maths. It’s not easy to find a funny maths teacher.

9. #Miss_OCD: They suffer from Obsessive Compulsive Disorder. They can’t touch the duster lest they cough their intestines out. They carry 4 handkerchiefs, wet wipes and tissue.

10. #The_OCS: This one could have joined the Army and fight for Kenya in Somalia. Somehow they found themselves in college and now they teach Biology and Chemistry. They’re the Discipline Masters.

11. #Diet_Consultant: This one sneezes a lot and doesn’t eat most of the school meals. Knows the importance of pumpkin and cord liver oil. Carries her water and charger.

12. The IT Guru: They operate All digital devices .

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Universities & Colleges information

Good news for KMTC students as UK government makes a donation

KMTC LATEST NEWS- The Kenya Medical Training College (KMTC) on Thursday received emergency obstetric and newborn care equipment from the UK Government and Liverpool School of Tropical Medicine (LSTM) to enhance teaching and learning.
  The equipment was handed over to the College by Dr. Issak Bashir, the Program Coordinator at UNFPA.
  While delivering the donation, Dr. Issak said the equipment will go a long way in training competent health professionals to serve both local and international markets.
  “I am confident that the training offered in the College is competitive on a global platform and that this equipment will enhance it,” he said.
  Academic Registrar Dr. Lucy Waweru who received the equipment on behalf of the CEO Prof. Michael Kiptoo appreciated the continued support from LSTM and UK government, noting that the equipment will enhance the College’s mandate of producing competent health professionals that can compete globally.
  In addition, the equipment will boost training in emergency maternal and newborn care for improved outcomes.
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FORM THREE EXAMS, ASSIGNMENTS FOR ALL SUBJECTS: FREE TERM 1-3 EXAMS & ANSWERS

Get free form three set examinations, assignments, home works, marking schemes and all revision materials. This site endeavors to provide you with free education materials for all learners in both primary and high schools. Be sure to get vast materials for both pupils and students, here. What is more? Whereas some of the materials may be in pdf form, a number of some others are in editable form (word format). We are open for your opinions on how we can make you more satisfied. Do not hesitate to give your feedback.

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Complete list of best performing, top, extra county schools in Mombasa County

 Looking for the best and top performing Extra County Schools in Mombasa County? Well, get details in this feature.

Extra County Schools in Kenya form the second tier of secondary schools; after National schools. They were formerly referred to as Provincial schools. These schools are distributed all over the Country with each county having its share. The schools admit students from all over the country. These schools are in 3 Categories i.e category 1 (C1), Category 2 (C2) and Category 3 (C3). The Schools are either of Mixed or single sex type.

Here are the best Extra County Schools in Mombasa County:

School  Code School Name Category Type Cluster
03106102 KHAMIS SECONDARY SCHOOL Extra County Boys C2
03106104 COAST GIRLS HIGH SCHOOL Extra County Girls C2

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Teachers' Resources

Free Grade 7 Notes and Schemes of work in pdf

Grade 7 CBC Free Notes and Schemes of work pdf

Junior Secondary Schools CBC Free Grade Seven Notes

GRADE 7 AGRIC NOTES.pdf
GRADE 7 BUSINESS NOTES.pdf
GRADE 7 COMPUTER NOTES.pdf
GRADE 7 CRE NOTES.pdf
GRADE 7 ENGLISH NOTES.pdf
GRADE 7 HEALTH EDU NOTES.pdf
GRADE 7 HOME SCI NOTES.pdf
GRADE 7 INTEGRADTED SCI NOTES.pdf
GRADE 7 KISWAHILI NOTES.pdf
GRADE 7 KISWAHILI SCHEMES 1.pdf
GRADE 7 LIFE SKILLS NOTES.pdf
GRADE 7 MATHEMATICS NOTES.pdf
GRADE 7 PHYSICAL EDUCATION NOTES.pdf
GRADE 7 PRE TECHNICAL NOTES.pdf
GRADE 7 SOCIAL STUDIES NOTES.pdf

Junior Secondary Schools CBC Free Grade Seven Schemes of Work

GRADE 7 TERM 1 AGRICULTURE SCHEMES 1.pdf
GRADE 7 TERM 1 BUSINESS STUDIES SCHEMES 1.pdf
GRADE 7 TERM 1 COMPUTER SCIENCE SCHEMES 1.pdf
GRADE 7 TERM 1 CRE SCHEMES 1.pdf
GRADE 7 TERM 1 ENGLISH SCHEMES 1.pdf
GRADE 7 TERM 1 HEALTH EDUCATION SCHEMES 1.pdf
GRADE 7 TERM 1 HOME SCIENCE SCHEMES 1.pdf
GRADE 7 TERM 1 INTEGRATED SCIENCE SCHEMES 1.pdf
GRADE 7 TERM 1 MATHEMATICS SCHEMES 1.pdf
GRADE 7 TERM 1 PHYSICAL EDUCATION SCHEMES 1.pdf
GRADE 7 TERM 1 SOCIAL STUDIES SCHEMES 1.pdf
grade_7_klb_physical_education_and_sports_schemes_of_work_term_1.docx
grade-7-cbc-business-studies-schemes-of-work-term-1.docx
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grade-7-health-education-schemes-of-work-term-1.docx
grade-7-home-science-schemes-of-work-term-1.docx
grade-7-kiswahili 2 klb schemes-of-work-term-1.docx
grade-7-kiswahili kurunzi schemes-of-work-term-1.docx
grade-7-klb-english-schemes-of-work-term-1.docx
grade-7-klb-social-studies-schemes-of-work-term-1.docx
grade-7-pre-technical-studies-schemes-of-work-term-1 (2).docx
grade-7-pre-technical-studies-schemes-of-work-term-1.docx

KNEC News Portal, Knec Schools Exams Portal

List of schools yet to upload 2020 form one selection list on Nemis per county- Migori

About 5,397 schools are yet to upload their 2020 from one selection lists onto the National Education Management Information System, Nemis. This is according to the latest data from the Education Ministry. This mostly affects the Sub County and Private schools whose selection was done manually. The list detailing the school’s name and location indicates that the schools are yet to upload their selection lists onto their Nemis accounts in readiness for the admission exercise in January 2020.

The Education Ministry has set reporting date for the 2020 form ones to secondary schools to be between January Monday 13th to Friday 17th. This will be about one week after the other students would have reported back to school for the new year.

FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA CLICK ON THE LINK BELOW;

Here are links to the most important news portals:

SCHOOLS YET TO UPLOAD THEIR 2020 FORM ONE SELECTION LISTS IN MIGORI COUNTY

In this county 160 schools are yet to upload their lists. Here is a list of the schools:

COUNTY NAME SUB COUNTY NAME INSTITUTION NAME INSTITUTION TYPE
Migori AWENDO SMITH HIGHLIGHTS Private
Migori AWENDO ST HALJORO HOPE Private
Migori AWENDO SUSANA ANNEX ACADEMY Private
Migori AWENDO OMBASA JUNIOR Private
Migori AWENDO ST PAULS Private
Migori AWENDO STARLINK ACADEMY Private
Migori AWENDO STEGEPE SUCCESS Private
Migori AWENDO VICTORY EDUCATION CENTRE Private
Migori AWENDO RANEN ADVENTIST Private
Migori AWENDO ST KIZITO WANGA PALA Private
Migori AWENDO ST BENEDICTS SONY MIXED Private
Migori AWENDO OPOYA ACADEMY Private
Migori AWENDO NEEMA ACADEMY Private
Migori AWENDO VICTORY JUNIOR ACADEMY Private
Migori AWENDO ANGAGA MIXED SEC Public
Migori AWENDO RABUOR KOGELO SEC Public
Migori AWENDO RARUOWA KADERA SECONDARY SCHOOL Public
Migori AWENDO St Marys Ang’ogo Public
Migori AWENDO ST. MARY’S ANG’OGO SECONDARY Public
Migori AWENDO OGWAMRONDO HILL MIXED Public
Migori AWENDO KENYASREGA NYOKAL Public
Migori AWENDO RAYWER DAY MIXED Public
Migori AWENDO GAMBA MIXED Public
Migori AWENDO MICHELLE OBAMA KOGELO GIRLS SEC Public
Migori KURIA EAST MIMARU EDUCATIONAL CENTRE Private
Migori KURIA EAST ST AGNES GETONGOROMA Public
Migori KURIA EAST ST PAULS NTIMARU Public
Migori KURIA WEST ST SHEILA JOY Private
Migori KURIA WEST NYATECHI PROGRESSIVE SCHOOL Private
Migori KURIA WEST SUNRISE -NYAMOTAMBE ACADEMY Private
Migori KURIA WEST IGENA MIXED Private
Migori KURIA WEST VICTORIUS Private
Migori KURIA WEST NYAIROMA ACADEMY Private
Migori KURIA WEST NGINARO ACADEMY Private
Migori KURIA WEST NGIMERIA JUNIOR Private
Migori KURIA WEST JOSIKA KEHANCHA Private
Migori KURIA WEST KABIERO Private
Migori KURIA WEST SUZZY ACDEMY Private
Migori KURIA WEST KEHANCHA EDUCATIONAL CENTRE Private
Migori KURIA WEST NYABOHANSE STAR Private
Migori KURIA WEST ST JOSEPHS MASABA Private
Migori KURIA WEST IKEREGE SHINERS Private
Migori KURIA WEST MASIAGA JUNIOR Private
Migori KURIA WEST KEHANCHA PROGRESSIVE Private
Migori KURIA WEST ISIBANIA FAITH ACADEMY Private
Migori KURIA WEST NYANTAMA MIXED Private
Migori KURIA WEST CHACHA MORONGE SORORE Public
Migori KURIA WEST NYABOKARANGE MIXED Public
Migori KURIA WEST NYANGOGE MIXED DAY SEC Public
Migori KURIA WEST ISIBANIA BOYS Public
Migori KURIA WEST NYANCHABO MIXED Public
Migori KURIA WEST KUBWEYE SEC Public
Migori MIGORI ORUBA COMPLEX ACADEMY Private
Migori MIGORI SCOFIELD CHRISTIAN HIGH SCHOOL Private
Migori MIGORI THE CARTER EDUCATION CENTRE Private
Migori MIGORI PESODA COMPLEX Private
Migori MIGORI GLORY MISSIONARY GIRLS CENTRE Private
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KCSE top ranking secondary schools in Marsabit County

KCSE Best and Top Ranking Secondary Schools in Kenya- Are you looking for the list of the best and top performing secondary schools in Marsabit County? Below is a list of all the best Secondary Schools in Marsabit County. The list features the best schools plus their Knec codes. Extra County High schools form the second level of secondary schools in Kenya; after National Schools. For complete information on all schools in the country, visit the Schools’ Portal. Here you will find contact details, location, KCSE performance analysis and fees details for all schools in Kenya.

BEST SECONDARY SCHOOLS IN MARSABIT COUNTY

See also; List of all County secondary schools in Kenya
School  Code School Name Category Type Cluster
16305101 MARSABIT BOYS HIGH SCHOOL Extra County Boys C2
16305202 SASURA GIRLS’ SECONDARY SCHOOL Extra County Girls C2
16311102 MOYALE GIRLS SECONDARY SCHOOL Extra County Girls C3
16320302 CHALBI BOYS’ HIGH SCHOOL Extra County Boys C1
16340201 SOLOLO BOYS SECONDARY  SCHOOL Extra County Boys C3
16340202 DR.GURRACHA MEMORIAL GIRLS SECONDARY SCHOOL Extra County Girls C3
16359101 LOIYANGALANI SECONDARY SCHOOL Extra County Boys C3

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REFRACTION OF LIGHT PHYSICS NOTES, REVISION QUESTIONS & ANSWERS

  1. Define the term refraction of light.   (1mk)

 

  1. Distinguish between reflection and refraction of light   1 mk

 

  1. State SNELL’S LAW

 

  1. State the two laws of refraction of light(2mk)

 

  1. Define refractive index of a substance.   (1 mk)

 

  1. Fig below shows two rays of light incident on a water-glass surface.

 

 

 

 

 

 

 

 

 

 

Complete the rays to show their paths from the glass to water.            (2mks)

 

  1. The refractive indices of water and glass are 4/3 and 3/2 respectively. Determine the refractive index of a ray of light moving from water to glass. (3mks)

 

  1. Light is incident on an air-glass boundary at an angle of incidence of 400. If the refractive index of the glass is 1.7, determine the angle of refraction. (3mk)

 

  1. Fig (i) and (ii) show refraction of light at air-water interface. Determine angle Ø in figure (ii)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. A ray of light is incident on a glass oil interface as shown in figure below. Determine the value of r (Take refractive index of glass and oil as 3/2 and 6/3 respectively)3mk

 

 

 

 

 

 

 

 

  1. The figure below shows a ray of light traveling through water, whose refractive index is 1.33 and glass.

 

 

 

 

 

 

Determine the refractive index of glass.                                     (3mks)

 

  1. A ray of light makes a glancing angle of incidence i = 60o with a flat glass surface as shown in figure

 

 

 

 

 

 

 

 

 

 

 

Given that the critical angle for glass is 42o determine;

(i)    The refractive index of glass                                             (2mks)

(ii)     The angle of refraction r                                                   (2mks)

(iii)    Given that the speed of light in air 3.0 x 108 m/s, find the speed of light in glass                                         (2mks)

 

  1. A ray of light traveling in the direction EO in air enters a rectangular block as shown. The resulting angle of refraction is 180.     

 

 

 

 

 

 

 

 

 

 

Find:-

  • The refractive index of the block.     (2mks)
  • The critical angle C of the block. (3mks)

 

  1. A ray of light travels from air into medium 1 and 2 as shown.

 

 

 

 

 

 

 

 

 

 

Calculate;

  1. i) The refractive index of medium 1.
  2. Critical angle of medium 1

iii) The refractive index of medium 2 relative to medium 1 (1n2)

 

  1. For three media with parallel boundaries as shown in figure below, show that

2n3 = 2n1 x 1n3                                                                   (3mk)

 

 

 

 

 

 

 

 

 

 

 

 

  1. A ray light is incident at right angles at the face AB, of a right angled isosceles prism of refractive index 1.6 as shown in the figure below.

 

 

 

 

 

 

 

 

 

 

 

If the prism is surrounded by a liquid of refractive index 1.4. Determine:

  • The angle of incidence on the face BC. (1mk)
  • The angle of refraction on the face BC. (3mk)
  1. Two glass prisms are placed together as shown in figure below:

 

 

 

 

 

 

 

 

 

 

If a beam of light strikes the face of one of the prisms normally as shown, at what angle q does the beam emerge from the prism?                            (5mks)

 

  1. Figure below shows the path of light through a transparent material placed in air.

 

 

 

 

 

 

 

 

 

Calculate the refractive index of the transparent material.                    (3mks)

 

  1. A student carried out and experiment on refraction of light incident on a glass block.

Sheobtained the following.

i r Sin i Sin r
20o 12.7 o    
30o 18.9 o    
40o 25.0 o    
50o 30.0 o    
60o 34.0 o    
70o 37.0 o    

 

(i). Complete the table for the values of sin i and sin r.                  (1mk)

(ii). Draw the graph of sin i (y – axis) against sin r.                       (5mk)

(iii). Determine the slope of the graph.  What does it represent?     (4mk)

(iv).  Use the results in b (iii) to calculate the velocity of light in glass, given that velocity of light in vacuum is 3.0 x 108 m/s.                                   (3mk)

 

SPEED OF LIGHT

  1. Light travels through glass of refractive index 5 with a speed V. Calculate the value of V. (Speed of light in air = 3.0 x 108 m/s).   (2mk)

 

  1. Paraffin has a greater refractive index than that of water. Comment about the relative velocity of light in paraffin and in water.
  2. Calculate the refractive index of glass given that the velocity of light in air is 3x 108 ms-1 and velocity of light in glass is 2.4 x 108ms-1.

 

  1. Calculate the speed of light in water (nw = 4/3, C= 3 x 108ms)

 

  1. Liquid X has a greater refractive index than liquid L. What information does this statement give with regard to:

(i)       Velocity of light in the two liquids?                                             (1mk)

(ii)      The path of light ray moving from liquid X to liquid L if the angle of incidence in X is greater than zero degrees (i.e. i° > 00)                              (1mk)

 

REAL AND APPARENT DEPTH

  1. The diagram below shows a transparent water tank containing water of refractive index 4/3. An electric light is fixed at corner A of the tank.  A light ray from the slit shines on the water surface BC at an angle of 480as shown

 

 

 

 

 

 

 

 

  1. Determine the angle of refraction for the ray shown in the diagram.
  2. Complete the diagram to show the refracted ray.

 

  1. Figure shows a coin placed in a large empty container. An observer looking into the container from the position shown is unable to see the coin.

 

 

 

 

 

 

 

 

Sketch two rays from a point on the coin to show how the observer is able to

see the image of the coin after the container is filled with water.

 

  1. An Eskimo walking along an Iceland observed an inverted image in the sky of a polar bear standing some distance away. Explain (2mks)

 

  1. A coin is placed beneath a transparent block of thickness 10cm and refractive index 1.50. Calculate the vertical displacement of the coin. (3mks)
  2. A ray of light is directed at an angle of 500 on to a liquid-air boundary. The refractive index of the liquid is 1.4.Show on a diagram the patch taken by the ray on striking the liquid-air boundary.  Show how you arrive at your answer.

 

  1. A small object lies at the bottom of a water pond at a depth of 2.4m.Given that the refractive index of water is 1.3, determine the apparent depth of the object. Give your answer to 1 decimal place.

 

  1. A nail at the bottom of a beaker containing glycerine appears to be 6.8 cm below the surface of glycerine. Determine the height of the glycerine in the beaker. (take the refractive index of glycerine as 47) (3mk)

 

  1. A beaker of height 10 cm is filled with water. An optical pin which is at the bottom of the beaker is then viewed from the top of the beaker. How far does the pin appear from the surface, if the refractive index of water is ) (2mk)
  2. A pin is placed horizontally at the bottom of a beaker 9cm tall completely filled with a liquid. Viewing from the top, the pin appears to be 2cm above the bottom of the beaker. Calculate the refractive index of the liquid. (3mk)

 

  1. The real thickness of crown glass block of refractive index 58 is 10cm is 10cm. Calculate theapparent thickness of the glass.

 

  1. A microscope is focused on a mark on a horizontal surface. A rectangular glass block 30mm thick is placed on the mark. The microscope is then adjusted 10mm upwards to bring the mark back to focus. Determine the refractive index of the glass.                                                                                     (3mk)

 

  1. Calculate the apparent depth of an object, O in the fig (3mk)

 

 

 

 

 

 

 

 

 

 

  1. A traveling microscope (M) is focused on a coin placed at the bottom of an empty beaker as shown in the figure below

 

 

 

 

 

 

 

When water of refractive index 1.33 is poured into the beaker, the microscope has to be raised through 3cm to focus the image of the coin, figure (ii). Calculate the height of water poured into the beaker                                         (3mk)

 

  1. A vertical pin is fixed at the centre of a rectangular container with thin transparent walls as shown below.

 

 

 

 

 

 

 

A transparent liquid is then poured into the container. When viewed from side A, the distance of the pin is 1.9cm from the edge, determine the refractive index of the liquid.   (2mk)

 

  1. A small bright object O lies at the bottom of a beaker containing water of depth h. A convex lens of focal length 15cm is held at the surface of the water. With this arrangement the image of O is formed at a point 45cm from the water surface as shown in the figure below.

 

 

 

 

 

 

 

 

 

Taking the refractive index of water to be 4/3. Determine

  • the apparent depth of the object (2mk)
  • the real depth h, of the object (3mk)

 

  1. The data below shows the results obtained when such an experiment was performed by form three students using various values of real depths, Y of a liquid.
Real depth (cm) 30 50 70 90 110 130
Apparent depth(cm) 22 37 52 66 81 96
  1. i) Plot a graph of the real depth (y-axis) against apparent depth.
  2. ii) From the graph, determine the refractive index of the liquid.

 

  1. In an experiment to determine refractive index of water, a black line is painted on the bottom of a tall glass container which is then partially filled with water. The black line appears closer than it is really. The following results were recorded from the experiment
Real depth (cm) 8.1 12 16 20
Displacement (cm) 2.2 2.9 4 4.9
Apparent depth(cm)        

 

  1. Complete the table for apparent depth row (2mks)

 

  1. Plot a graph of real depth against apparent depth on the grid provided (5mks)

(iii)  Determine the refractive index for the water                                           (2 mks)

 

  1. The table below shows results obtained when an experiment was carried out using various depths of a liquid.
Real depth (cm) 8.0 12.0 16.0 20.0 24.0 28.0
Apparent depth (cm) 4.88 7.32 9.76 12.20 14.64 17.08

(i)     Use the table to plot a graph of apparent depth against real depth         (5mks)

(ii)     Use the graph to determine the refractive index of the liquid.         (3mks)

(iii)    What is the real depth of the pin when the apparent depth is 2.44cm? (2mks)

 

  1. The graph shown below shows, the apparent depth (y-axis) against real depth. Use it to calculate the refractive index of glass.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

TOTAL INTERNAL REFLECTION

 

  1. Explain what you understand by the term critical angle as applied in optics (1 mk)

 

  1. State two conditions necessary for total internal reflection to occur 2 mks

 

  1. State TWO uses of total internal reflection.

 

  1. Give one use of an optical fibre.   (1mk)

 

  1. State two uses of optical fibres whose working relies on total internal reflection.

(2mk)

  1. Kenya launched the use of optical fibres in communication recently. State why optical fibres are preferred to ordinary cables.

 

  1. A glass prism of has refractive index of 1.5. Calculate the critical angle of this glass prism (3mk)
  2. The refractive index for air to water is , find the critical angle C for water – air interface

 

  1. Critical angle of a material is 420, determine the angle of retraction of light in the material if theincidence angle is 300.            (2 mks)

 

  1. The refractive index for air-water boundary is 4/3. Calculate the critical angle for water–air interface.

 

  1. Explain with an aid of a diagram why to a diver under water, most of the surface looks slivery. Bubbles of air rising from the diver look slivery. (2mk)

                

  1. Explain with the aid of a diagram, how a suitable glass prism may be used to turn a ray of light 1800

 

  1. Light travels from glass to air as shown. The refractive index of glass 1.5

 

 

 

 

 

 

 

 

 

(a)    Determine angle x                                                                        (2mk).

b). What name is given to angle x?                                                         (1mk)

 

  1. The figure below shows the path of a ray of light passing through a rectangular glass block placed in air.

 

 

 

 

 

 

 

Calculate the refractive index of glass.                                        (2mk)

 

  1. Complete the path of the ray shown until when it leaves the glass prism, given that the criticalangle from glass is 420. (Show all the angles). (n = 3/2 for glass)

 

 

 

 

 

 

 

  1. Complete the path of the ray shown until when it leaves the glass prism, given thatrefractive indexfor glass is n= 1.5 and the critical angle of glass is 420. (Show all the angles).                         (3mk)

 

 

 

 

 

 

 

 

  1. The figure below shows two rays of light incident normally on one face of a glass prism, whose critical angle is 42º .

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Complete the diagram to show the paths of the two rays as they pass through the prism.                                                                                   3mks

 

  1. Two rays are incident on the base of a triangular prism whose angles areas shown in the figure below. If the refractive index is, determine the angle between the two emergent rays.                                                      (3mks)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. Figure 6 show a ray of light incident on the face of a water prism.

 

 

 

 

 

 

 

 

 

 

 

 

Sketch the path of the rays as it passes through the prism. Critical angle for water is 490

 

  1. The fig 1 below shows a ray of light incident on a glass prism

 

 

 

 

 

 

 

 

 

Given that the critical angle for the grass is 390, sketch on the diagram the path of the ray through the prism                                 (2 mk)

 

  1. The figure below shows two rays A and B entering a semi circular glass block which has critical angle of 420. The rays are incident at an air glass boundary at point O

 

 

 

 

 

 

 

 

 

 

 

 

 

Complete the path of the two rays from point O. Label A1 and B1 the corresponding rays.

 

 

 

 

DISPERSION OF LIGHT

  1. Other than the peeling off of the silvering on mirrors. State two other disadvantages of plane mirrors over prisms in making periscopes. ( 2mk)

 

  1. What is dispersion of light?   (1mk)

 

  1. What measurable quantity is associated with colour of light?

 

  1. Fig shows white light falling on a prism.

 

 

 

 

 

 

 

 

  1. a)  Name the colour at X and Y                                        (1 mk)
  2. b) Explain why a prism disperses white light into its component colours.(1 mk)

 

  1. The figure below shows a ray of light passing into a glass prism ABC. Sketch the path of the ray as it travels from the face AC. (critical angle for glass is 420)                                                      (2mk)

 

 

 

 

 

 

 

 

  1. The figure below represents a ray of white light incident on one face of a triangular prism, a spectrum is observed on a screen on the other side of the prism. Draw a labeled diagram to show the path of differently coloured rays which produces the spectrum observed on the screen. (3mk)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. The figure shows the path of a yellow light through a glass prism. The speed of yellow light in the prism is 88 x 108 m/s.

 

 

 

 

 

 

 

 

 

 

 

  1. a) Determine the refractive index of the prism material for the light. (Speed of light in vacuum = 3.0 x 108 ms-1)
  2. b) Show on the figure, the critical angle C and determine its value.
  3. c)      Given that r= 21.20, determine angle Ө

(d)    Determine the critical angle for the prism.                     (2mk)

 

  1. e) On the same figure, sketch the path of the light after striking the prism if the prism was replaced by another of similar shape but lower refractive index. (Use dotted line for your answer).

 

  1. Figure shows the path of a ray of red light through a glass prism. The speed of red light in the prism is 2.02 x 108m/s.

 

 

 

 

 

 

 

 

 

 

 

 

  1. a) Determine the refractive index of glass for red light given that the speed of light in air is 3.0 x 108m/s. (2 mks)
  2. b) Calculate the wavelength of red light in air if the frequency of red light is

4.3 x 1014Hz.                                                                           (2 mks)

  1. c) Calculate the wavelength of red light in glass.                           (2 mks)
  2. d) Given that the angle of refraction is 25.60. Determine the value of the angle of incidence.                           (2 mks)
  3. e) Draw a ray to compete the path of red light in figure above up to the point where it hits the screen. (Label this ray as e)                              `
  4. f) If the red light shown in above is replaced by yellow light. Complete the entire path of yellow light until it hits the screen. (Label this ray as f)      (1 mk)
  5. g) Is the speed of yellow light in glass more or less than that of red light? Explain your answer. State one reason why prisms produce better optical instruments than plane mirrors                                    (1mk)
  6. A student used the set up below in order to determine the refractive index of glass white light. The results obtained are displayed in the table below the diagram

 

 

 

 

 

 

 

 

 

 

 

Angle i0 20 25 30 35 45 50 55 65 70
Angle D0 67 52 41 39 38 41 44 57 60

 

(i)     In the grid below, plot a graph of D0 against i0                   (5 marks

 

(ii)     From the graph, determine the minimum angle of deviation, d0        (2mk)

(iii)    Using the equation

 

Determine, n, the refractive index of the glass                   (2 marks)

 

(iv)    Use your value of n in (iii) above to determine the critical angle of glass for white light                                           (3 marks)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SCHEEM

An Eskimo walking along an Iceland observed an inverted image in the sky of a polar bear standing some distance away. Explain                              (2mks)

ANS

The layers of air above the ice are such that warm air is above and temperature decreases downwards. When light from the bear travels across the layers of air it is refracted downwards until total internal reflection occurs making the apparent position of the image to be in sky.

Teachers' Resources

AGRICULTURE SCHEMES OF WORK FORM 1- 4, TERM 1-3

AGRICULTURE FORM 1 SCHEMES OF WORK – TERM 1

  

WEEK

LESSON

TOPIC

SUB-TOPIC

LEARNING OBJECTIVES

TEACHING/LEARNING

ACTIVITIES

TEACHING/LEARNING

RESOURCES

REFERENCES

REMARKS

  
 

4

 

 

 

 

 

 

  

1

  

Introduction to Agriculture

 

  

Definition and branches of Agriculture

  

By the end of the lesson, the learner should be able to

·        Define Agriculture

·        State main branches of Agriculture

  

·        Definition of Agriculture

·        Giving examples

·        Use of questions and answers

·        Note taking

  

·        Charts

·        Tree diagrams

·        Students book

·        Chalk board

·        handouts

  

·        KLB secondary Agriculture form 1 pg 1-3

·        Certificate Agriculture F1 pg 1-3

·         Longhorn secondary Agriculture form 1 pg 1-5

Teachers guide pg 37

·        Golden tips KCSE Agriculture pg 4-5

·        Top mark Agric Pg 2-2

    
   

2-3

  

Introduction to Agriculture

  

·        Crop farming

·        Livestock farming

·        Agricultural economics and engineering

  

By the end of the lesson, the learner should be able to

·        State various types of crop and animal farming

·        Describe various types of crop and animal farming

·        Explain agricultural economics and engineering

  

·        Giving descriptions of crops and animals

·        Explanations

·        Note taking

  

·        Photographs

·        Charts

·        Students book

·        Chalk board

  

·        KLB secondary Agriculture form 1 pg 3-5

·        Certificate F1 Agriculture pg 3

·         Longhorn secondary Agriculture form 1 pg 2-6

Teachers guide pg 37

·        Golden tips KCSE Agriculture pg 5-6

·        Top mark Revision pg 2-4

    
 

5

  

1

  

Introduction to Agriculture

  

Systems of farming

Extensive

Intensive

Small scale

Large scale

  

By the end of the lesson, the learner should be able to

·        State and describe farming systems

·        State and explain the advantages and disadvantages of each system

  

·        Asking questions

·        Answering questions

·        Describing farming systems

·        Stating advantages and disadvantages of each

·        Note taking

  

·        Student’s book

·        Charts

·        Diagrams

  

·        KLB secondary Agriculture form 1 pg 5

·        Certificate F1 pg 5-7

·         Longhorn secondary Agriculture form 1 pg 6-9

Teachers guide pg 38

·        Golden tips KCSE Agriculture pg 6-7

·        Top mark Revision pg 3

    
   

2-3

  

Introduction to Agriculture

  

Methods of faming

–        Mixed

–        Nomadic

–        Shifting

–        Organic

–        agro forestry

  

By the end of the lesson ,the learner should be able to

·        identify various methods of farming

·        explain the various methods

  

·        explanations of the methods

·        identification of methods

·        note taking

  

·        photographs

·        livestock product

·        charts

·        chalkboard

  

·        KLB secondary Agriculture form 1 pg 6-8

·        Certificate F1 pg 7-10

·         Longhorn secondary Agriculture form 1 pg 9-12

Teachers guide pg 39

·        Golden tips KCSE Agriculture pg 7-8

·        Top mark Revision pg 4-5

    
 

6

  

1

  

Introduction to Agriculture

  

Role of Agriculture in the economy

  

By the end of the lesson, the learner should be able to

·        State and explain the roles of agriculture in economy

  

·        Explaining the roles of Agriculture in the economy

·        Appreciating the importance of Agriculture

·        Note taking

  

·        Raw Materials

·        Flow charts

·        Specimen on produce

·        Industrial goods

  

·        KLB secondary Agriculture form 1 pg 8-9

·        Certificate F1 pg 3-4 Longhorn secondary Agriculture form 1 pg 9-12

Teachers guide pg 39

·        Golden tips KCSE Agriculture pg 7-8

·        Top mark Revision pg 5

    
   

2-3

  

Factors influencing agriculture

  

Human factors

  

By the end of the lesson, the learner should be able to

·        State and explain human factors influencing agriculture

  

·        Explaining the human factors influencing agriculture

  

·        Charts with HIV data

·        Photographs on means of transport

  

·        KLB secondary Agriculture form 1 pg 11-15

·        Certificate F1 pg 11-12

·         Longhorn secondary Agriculture form 1 pg 16-21

Teachers guide pg 43-44

·        Golden tips KCSE Agriculture pg 7-8

·        Top mark Revision pg 7

    
 

7

  

1

  

Climatic factors

  

Factors influencing Agriculture

  

By the end of the lesson, the learner should be able to

·        Identify and explain the biotic factors influencing agriculture

  

·        Explaining the biotic factors

·        Identify the factors

  

·        Weather

·        Station equipment

·        Maps in students books

·        Maps showing rainfall distribution

  

·        KLB secondary Agriculture form 1 pg 16-17

·        Certificate F1 pg 20

·         Longhorn secondary Agriculture form 1 pg 21-24

Teachers guide pg 43-45

·        Golden tips KCSE Agriculture pg 7-8

·        Top mark Revision pg 7

 

    
   

2-3

  

Factors influencing Agriculture

  

Climatic factors

  

By the end of the lesson, the learner should be able to

·        State climatic factors

·        Describe how climatic factors influence Agriculture

  

·        Stating climatic factors

·        Describing how climatic factors influence agriculture

  

·        Weather

·        Station equipment

·        Maps in students books

·        Maps showing rainfall distribution

  

·        KLB secondary Agriculture form 1 pg 18-21

·        Certificate F1 pg 13-129

·         Longhorn secondary Agriculture form 1 pg 24-32

Teachers guide pg 46

 

    
 

8

  

1

  

Factors influencing Agriculture

  

Edaphic Factors

  

By the end of the lesson, the learner should be able to

·        Define soil

·        Describe soil formation processes

  

·        Defining soil

·        Describing soil formation processes

  

·        Soil samples

·        Diagrams in students book

  

·        KLB secondary Agriculture form 1 pg 22-29

·        Certificate F1 pg 21-26

·         Longhorn secondary Agriculture form 1 pg 33-38

Teachers guide pg 47

·        Golden tips KCSE Agriculture pg 7-8

·        Top mark Revision pg 9-10

 

    
   

2-3

  

Factors influencing Agriculture

  

Soil profile

  

By the end of the lesson, the learner should be able to describe the soil profile

Explain its influence on crop production

  

·        Describing soil profile

·        Explaining its influence on crop production

  

·        Diagrams in students books

·        Excavated areas charts showing soil profile

  

·        KLB secondary Agriculture form 1 pg 22-29

·        Certificate F1 pg 21-26

·         Longhorn secondary Agriculture form 1 pg 33-38

Teachers guide pg 47

·        Top mark Revision pg 9-10

 

    
 

9

  

1

  

Factors influencing Agriculture

  

Soil constituents

Mineral & organic matter

  

By the end of the lesson, the learner should be able to

·        Determine soil constituents

·        State the importance of each constituents

  

·        Determining soil constituents

·        Stating the importance of soil constituents

  

·        Sieves

·        Soil samples

·        Lens

·        Diagrams and apparatus in students book

  

·        KLB secondary Agriculture form 1 pg 32-33

·        Certificate F1 pg 29-34

·         Longhorn secondary Agriculture form 1 pg 40-49

Teachers guide pg 49

·        Gateway secondary Revision paper 1 pg 15-17

·        Top mark Revision pg 12-13

 

    
   

2-3

  

Factors influencing Agriculture

  

Soil constituents

Organic matter

Air

Water

Living organisms

  

By the end of the lesson, the leaner should be able to

·        Determine soil constituents

·        State the importance of each constituents

  

·        Determining soil constituents

·        Stating the importance of soil constituents

  

·        Sieves

·        Soil samples

·        Lens

·        Diagrams and apparatus in students book

  

·        KLB secondary Agriculture form 1 pg 32-33

·        Certificate F1 pg 29-34

·         Longhorn secondary Agriculture form 1 pg 40-49

Teachers guide pg 49

·        Gateway secondary Revision paper 1 pg 15-17

·        Top mark Revision pg 12-13

 

    
 

10

  

1

  

Factors influencing Agriculture

  

Physical properties of soil

  

By the end of the lesson, the learner should be able to

(i)                Classify soil according to structure

  

·        Classify soil according to structure

  

·        Soil samples

·        Diagrams in the students book

·        School farm

  

·        KLB secondary Agriculture form 1 pg 43-45

·        Certificate F1 pg 40-42

·         Longhorn secondary Agriculture form 1 pg 49-53

Teachers guide pg 47

·        Gateway secondary Revision paper 1 pg 17-19

·        Top mark Revision pg 12

 

    
   

2-3

  

Factors influencing Agriculture

  

Physical properties of soil

  

By the end of the lesson, the learner should be able to

·        Classify soil according to texture and colour

  

·        Classifying soil according to texture and colour

  

·        Soil samples

·        Diagrams in the students book

·        School farm

  

·        KLB secondary Agriculture form 1 pg 46-54

·        Certificate F1 pg 35-39

·         Longhorn secondary Agriculture form 1 pg 53-59

Teachers guide pg 47

·        Gateway secondary Revision paper 1 pg 17-19

·        Top mark Revision pg 13-14

    
 

11

  

1

  

Factors influencing Agriculture

  

Influencing of physical and chemical properties of soil on crop production

  

By the end of the lesson, the learner should be able to

·        Explain the chemical properties of soil

  

·        Explain  the chemical properties of soil

  

·        PH Meter

·        PH Papers

·        Diagrams

  

·        KLB secondary Agriculture form 1 pg 55-56

·        Certificate F1 pg 43-45

·         Longhorn secondary Agriculture form 1 pg 59-60

Teachers guide pg 47

·        Gateway secondary Revision paper 1 pg 19-20

·        Top mark Revision pg 13-14

    
   

2-3

  

Factors influencing Agriculture

  

Influence of physical and chemical properties of soil on crop production

  

By the end of the lesson, the learner should be able to

·        Explain the effects of PH on mineral availability Relate crop and animal distribution to chemical and physical properties of soil

  

·        Explain the effects of soil PH relating crop and animal distribution on soil properties

  

·        Charts on PH

·        Distribution maps for crops and livestock in Kenya School

  

·        KLB secondary Agriculture form 1 pg 56-57

·        Certificate F1 pg 45-47

·         Longhorn secondary Agriculture form 1 pg 53-60

Teachers guide pg 47

·        Gateway secondary Revision paper 1 pg 17-20

·        Top mark Revision pg 13-14

 

    
 

END OF TERM ONE EXAMINATIONS

MARKING AND CLOSING

  
AGRICULTURE  FORM 1 SCHEMES OF WORK – TERM 2

 

  
WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS  
 

1

  

1-2

  

Farm tools and Equipment

  

Garden and equipment

  

By the end of the lesson, the learner should be able to

·        Identify various garden tools and equipments

·        Draw various garden  tools and equipments

·        Name the garden tools and equipments various parts

  

·        Identifying tools and demonstrating their use

·        Draw the garden tools and equipments

·        Name various parts

  

·        Garden tools and equipments

·        Diagrams in students books

·        photographs

  

·        KLB secondary Agriculture form 1 pg 59-62

·        Certificate F1 pg 49-54

·         Longhorn secondary Agriculture form 1 pg 63-67

Teachers guide pg 52-54

·        Gateway secondary Revision paper 2 pg 90-99

 

    
   

3

  

Farm tools and Equipment

  

Garden tools and equipment

  

By the end of the lesson, the learner should be able to

·        State the use of various tools

·        Carry out maintenance practices on tools and equipments

  

·        State the use of tools

·        Practicing

·        Maintenance of tools and equipments

  

·        Photographs of tools

·        Diagrams in students book

·        School farm

  

·        KLB secondary Agriculture form 1 pg 59-62

·        Certificate F1 pg 49-56

·         Longhorn secondary Agriculture form 1 pg 63-67

Teachers guide pg 52-54

·        Gateway secondary Revision paper 2 pg 90-99

 

    
 

2

  

1-3

  

Farm tools and Equipments

  

Workshop tools and equipment

  

By the end of the lesson, the learner should be able to

·        Identify workshop tools and equipment

·        Name various parts

·        State the use of various tools

·        Carry out maintain ace practices on workshop tools and equipment

  

·        Identifying tool

·        Demonstrating their use

·        Drawing the tools

·        Labeling the parts

·        Practicing maintenance of tools and equipment

  

·        Workshop tools

·        Diagrams in students text books

·        School store

·        School farm

  

·        KLB secondary Agriculture form 1 pg 75-93

·        Certificate F1 pg 59-71

·         Longhorn secondary Agriculture form 1 pg 84-101

Teachers guide pg 52-54

·        Gateway secondary Revision paper 2 pg 107-117

    
 

3

  

1-3

  

Farm tools and Equipment

  

Livestock production tools

  

By the end of the lesson the learner should be able to

·        Identify livestock production tools

·        Draw various livestock production tools

·        Name various parts of the tools

·        State the use of the various tools

·        Carry out maintenance practices on livestock production tools

  

·        Drawing tools

·        Labeling

·        Demonstrating their use

·        Identifying the tools

·        Practicing maintenance practices

  

·        Livestock

·        Diagrams on students book

·        Livestock store

·        School farm

  

·        KLB secondary Agriculture form 1 pg 63-74

·        Certificate F1 pg 54-59

·         Longhorn secondary Agriculture form 1 pg 74-84

Teachers guide pg 52-54

·        Gateway secondary Revision paper 2 pg 100-106

 

    
 

4

  

1-3

  

Farm tools and Equipment

  

Plumbing and masonry tools and equipment

  

By the end of the lesson, the learner should be able to

·        Identify plumbing and masonry tools and equipment

·        Name parts of various plumbing and masonry tools and equipment

·        Draw the various plumbing and masonry tools and equipment

·        State the use of various plumbing and masonry tools and equipment

·        Carry out maintenance practices on plumbing and masonry tools and equipment

  

·        Naming parts of tools

·        Drawing various tools

·        Stating the use of the tools

·        Carrying out maintenance practices

  

·        School workshop

·        Drawing in the students book

·        Plumbing and masonry tools

  

·        KLB secondary Agriculture form 1 pg 99-102

·        Certificate F1 pg 72-75

·         Longhorn secondary Agriculture form 1 pg 97-101

Teachers guide pg 52-54

·        Gateway secondary Revision paper 2 pg 116-117

 

    
 

5

  

1

  

Land Preparation (Crop production 1)

  

Definition and importance of land preparation

Land clearing

  

By the end of the lesson, the learner should be able to

·        Define land preparation

·        Explain importance of land preparation

·        Describing land clearing

  

·        Defining and preparation

·        Explaining the importance of land preparation

·        Describing land clearing

  

·        School farms

·        Panga

·        Slashers

·        digging

  

·        KLB secondary Agriculture form 1 pg 104-105

·        Certificate F1 pg 77-78

·         Longhorn secondary Agriculture form 1 pg 103-105

Teachers guide pg 56-57

·        Top mark Agric pg 28

 

    
   

2-3

  

Land Preparation

  

Primary cultivation

Secondary Cultivation

  

By the end of the lesson, the learner should be able to

·        Define primary and secondary cultivation

·        Explain how each is carried out and importance

·        Discuss the choice of correct tool and equipment for each operation

  

·        Defining terms

·        Explain how each is carried out

·        Discussion the correct choice of tools and equipment

  

·        School farms

·        Jembes

·        Diagrams in students books

·        pangas

  

·        KLB secondary Agriculture form 1 pg 106-110

·        Certificate F1 pg 79-84

·         Longhorn secondary Agriculture form 1 pg 105-109

Teachers guide pg 58-59

·        Gateway secondary Revision paper 2 pg 116-117

·        Top-mark secondary Agric Revision pg 28-29

    
 

6

  

1

  

Land Preparation

  

Tertiary Operation

  

By the end of the lesson, the learner should be able to

·        Identify tools used in tertiary operations

·        Explain how each of the operation is done

·        State the importance of the operation

  

·        Discussion

·        Identifying the tools

·        Explaining how operation is done

  

·        Drawing in the students book

·        Photographs of tools used

  

·        KLB secondary Agriculture form 1 pg 110-113

·        Certificate F1 pg 85-87

·         Longhorn secondary Agriculture form 1 pg 109-111

Teachers guide pg 59

·        Gateway secondary Revision paper 2 pg 116-117

·        Top-mark secondary Agric Revision pg 29

    
   

2-3

  

Land Preparation

  

Minimum tillage

Meaning

Importance

practices

  

By the end of the lesson, the learner should be able to

·        Define minimum tillage

·        Explain how it is done

·        State the importance

·        List the practices involved in minimum tillage

  

·        Defining minimum tillage

·        Explaining how it is done

·        Stating the importance

·        Listing practices involved

  

·        School farm

  

·        KLB secondary Agriculture form 1 pg 112-113

·        Certificate F1 pg 85-86

·         Longhorn secondary Agriculture form 1 pg 112

Teachers guide pg 57-59

·        Top-mark secondary Agric Revision pg 29

    
 

7

  

1

  

Water supply irrigation and drainage

  

Water supply

Source

importance

  

By the end of the lesson, the learner should be able to

·        Describe the various sources of water in the farm

·        State the importance in the farm

  

·        Describing sources of water

·        Stating the importance of water in the farm

  

·        Drawing in student book

·        Photographs of dam, boreholes

  

·        KLB secondary Agriculture form 1 pg 120-126

·        Certificate F1 pg 94-100

·         Longhorn secondary Agriculture form 1 pg 116-121

Teachers guide pg 62-63

·        Gateway Agriculture revision paper 1 page 127-288

    
   

2-3

  

Water Supply Irrigation and drainage

  

Water collection storage of water

Pumping of water

Conveyance of water

  

By the end of the lesson, the learner should be able to

·        Describe collection, pumping and conveyance of water

  

·        Describing collecting, pumping and conveyance of water

  

·        Pipes

·        Pumps

·        Tanks

·        Water treatment plant

·        Diagrams in students book

  

·        KLB secondary Agriculture form 1 pg 120-126

·        Certificate F1 pg 94-100

·         Longhorn secondary Agriculture form 1 pg 116-121

Teachers guide pg 62-63

·        Gateway Agriculture revision paper 1 page 127-288

    
 

8

  

1

  

Water Supply irrigation and drainage

  

Water treatment methods and importance

  

By the end of the lesson, the learner should be able to

·        State methods of water treatment

·        Describe the method

·        State the importance of water treatment

  

·        Stating the methods of water treatment

·        Describing the methods

·        Stating importance of water

  

·        Charts

·        Water treatment plants

·        Diagrams in the student book

  

·        KLB secondary Agriculture form 1 pg 126-129

·        Certificate F1 pg 98-100

·         Longhorn secondary Agriculture form 1 pg 121-125

Teachers guide pg 62-63

·        Gateway Agriculture revision paper 1 page 129-130

    
   

2-3

    

Irrigation

·        Definition

·        Importance

·        methods

  

By the end of the lesson, the learner should be able to

·        define irrigation

·        state the importance of irrigation

    

·        charts

·        school farm

·        students book

·        photographs

  

·        KLB secondary Agriculture form 1 pg 129-130

·        Certificate F1 pg 101-103

·         Longhorn secondary Agriculture form 1 pg 125-129

Teachers guide pg 62-63

·        Gateway Agriculture revision paper 1 page 130

·        Top mark secondary Agriculture pg 16

    
 

9

  

1

  

Water supply, irrigation and drainage

  

Methods of irrigation surface/basin irrigation

Overhead irrigation

  

By the end of the lesson, the learner should be able to

·        Describe surface and overhead irrigation

  

·        Describing surface and overhead irrigation

  

·        School farm

·        Drawings in students book

·        Photographs, sprinklers and spades

  

·        KLB secondary Agriculture form 1 pg 130-131,134

·        Certificate F1 pg 104-106

·         Longhorn secondary Agriculture form 1 pg 128-130

Teachers guide pg 62-63

 

    
   

2-3

  

Water supply, irrigation and drainage

  

Methods of irrigation

Drip irrigation

Sub-surface

  

By the end of the lesson, the learner should be able to

·        Describe drip and sub-surface irrigation

  

·        Describe both drip and sub-surface irrigation

  

·        School farm

·        Drawings in the students book

·        Photographs

·        Bottles

·        pipes

  

·        KLB secondary Agriculture form 1 pg 132-134

·        Certificate F1 pg 107-108

·         Longhorn secondary Agriculture form 1 pg 131-133

Teachers guide pg 62-63

·        Gateway Agriculture revision paper 1 page 132,134

·        Top mark secondary Agriculture pg 16

    
 

10

  

1

  

Water supply and irrigation and drainage

  

Drainage

·        Definition

·        Importance

·        Causes of poor drainage

  

By the end of the lesson, the learner should be able to

·        Define drainage

·        Explain the importance of drainage

·        Describe causes of poor drainage

  

·        Defining drainage

·        Explaining the importance of drainage

·        Describe the causes of poor drainage

  

·        Charts

·        Photographs

·        Diagrams in the student book

  

·        KLB secondary Agriculture form 1 pg 136-139

·        Certificate F1 pg 108-109

·         Longhorn secondary Agriculture form 1 pg 133-134

Teachers guide pg 63-65

·        Gateway Agriculture revision paper 1 page 134-134

 

    
   

2-3

  

Water supply irrigation and drainage

  

Methods of drainage

Water pollution

 

  

By the end of the lesson, the learner should be able to

·        Describe methods of drainage

·        Define water pollution

·        Explain how farming practices causes pollution

  

·        Describe methods of drainage

·        Defining water pollution

·        Explain how farming practices cause pollution

  

·        School farm

·        Drawing in students book

·        Photographs

·        Polluted water

·        School farm

  

·        KLB secondary Agriculture form 1 pg 137-141

·        Certificate F1 pg 108-110

·         Longhorn secondary Agriculture form 1 pg 135-138

Teachers guide pg 63-65

·        Gateway Agriculture revision paper 1 page 136

    
 

11

  

1

  

Soil Fertility (organic)

(Manures)

  

Soil fertility

  

By the end of the lesson, the learner should be able to

·        Define soil fertility

·        Explain the factor influencing soil fertility

  

·        Define soil fertility

·        Explain factors influencing soil fertility

  

·        Soil samples

·        Charts

·        School farm

  

·        KLB secondary Agriculture form 1 pg 140-144

·        Certificate F1 pg 112-113

·         Longhorn secondary Agriculture form 1 pg 140

Teachers guide pg 63-65

·        Gateway Agriculture revision paper 1 page 136

    
   

2-3

  

Soil Fertility

  

Soil Fertility

  

By the end of the lesson, the learner should be able to

·        Explain how soil fertility loses its fertility

·        Describe how soil fertility can be maintained

  

·        Explaining how soil loses its fertility

·        Describing how soil fertility is maintained

  

·        Leached soils

·        Samples of fertile soil

·        Eroded soil

  

·        KLB secondary Agriculture form 1 pg 143-146

·        Certificate F1 pg 112-113

·         Longhorn secondary Agriculture form 1 pg 141-142

Teachers guide pg 68-69

·        Gateway Agriculture revision paper 1 page 61-62

 

    
 

12

  

1

  

Organic manure

  

Definition

importance

  

By the end of the lesson, the learner should be able to

·        Define organic manures

·        Explain the importance of organic manure

  

·        Definition

·        Explanation of importance of organic manure

  

·        Chalkboard

·        School farm

·        charts

  

 

·        KLB secondary Agriculture form 1 pg 146-147

·        Certificate F1 pg 113

·         Longhorn secondary Agriculture form 1 pg 143-144

Teachers guide pg 69-71

·        Gateway Agriculture revision paper 1 page 62-63

 

    
   

2-3

  

Organic Manure

  

Types of organic manure

  

By the end of the lesson, the learner should be able to

·        State the 3 types of organic manure

·        Describe preparation of green manure

·        Describe preparation of farmyard manure

·        Describe preparation of compost manure

  

·        Stating types of organic manure

·        Describing the preparation of green, farmyard and compost manure

  

·        Sample of green manure

·        Sample of compost manure

·        Sample of farm yard

  

·        KLB secondary Agriculture form 1 pg 148-154

·        Certificate F1 pg 114-117

·         Longhorn secondary Agriculture form 1 pg 145-150

Teachers guide pg 69-71

·        Gateway Agriculture revision paper 1 page 63-64

·        Top mark revision Agriculture for m 1 page 31-33

 

    
 

END OF TERM TWO EXAMINATIONS

  
 

 

 

 

 

  
 

AGRICULTURE  FORM 1 SCHEMES OF WORK – TERM 3

  
WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS  
 

1

  

1

  

Livestock Breeds

  

Importance of livestock

  

By the end of the lesson, the learner should be able to

·        Explain the importance of livestock to man

  

·        Explaining the importance of livestock to man

·        Asking and answering questions

  

·        Photographs of livestock

·        Livestock products e,g skin, milk

  

·        KLB secondary Agriculture form 1 pg 155

·        Certificate Secondary Agriculture F1 pg 118

·         Longhorn secondary Agriculture form 1 pg 152-153

Teachers guide pg 73-74

·        Gateway Agriculture revision paper 1 page 62-63

·        Top mark Agriculture page 173

    
   

2-3

  

Livestock Breeds

  

Cattle breeds

·        Exotic

·        indigenous

  

By the end of the lesson, the learner should be able to

·        state examples of exotic and indigenous breeds

·        describe the characteristics of exotic and indigenous cattle

  

·        stating examples

·        describing the characteristics of exotic and local cattle breeds

 ·        charts

·        photographs

·        school farm

·        drawings from student books

  

·        KLB secondary Agriculture form 1 pg 155

·        Certificate Secondary Agriculture F1 pg 118

·         Longhorn secondary Agriculture form 1 pg 152-153

Teachers guide pg 73-74

·        Gateway Agriculture revision paper 1 page 62-63

·        Top mark Agriculture page 173

    
 

2

  

1-3

  

Livestock breeds

  

Dairy

Cattle

breeds

  

By the end of the lesson, the learner should be able to

·        Identify various breeds

·        Describe their characteristics

·        Draw and label the external parts of cattle

  

·        Describing the characteristics of cattle breeds

·        Drawing the external parts of the cattle

·        Labeling the external parts of the cattle

·        Identifying various breeds

  

·        Charts

·        Photographs

·        Drawing from the students book

·        School farm

  

·        KLB secondary Agriculture form 1 pg 159-162

·        Certificate Secondary Agriculture F1 pg 119-122

·         Longhorn secondary Agriculture form 1 pg 158-162

Teachers guide pg 73-77

·        Gateway Agriculture revision paper 1 page 1-4

·        Top mark Agriculture page 173

    
 

3

  

1-2

  

Livestock Breeds

  

Beef breeds

  

By the end of the lesson, the learner should be able to

·        Identify various breeds

·        Describe their characteristics

·        Draw the external parts of cattle

·        Label the external parts of the cattle

  

·        Identifying various breeds

·        Describing the characteristics of cattle breeds

·        Drawing external parts of cattle

·        Labeling the external parts of cattle

  

·        Charts

·        Photographs

·        School farm

·        Drawings from the student’s book.

  

·        KLB secondary Agriculture form 1 pg 162-165

·        Certificate Secondary Agriculture F1 pg 124-126

·         Longhorn secondary Agriculture form 1 pg 155-158

Teachers guide pg 73-77

·        Gateway Agriculture revision paper 1 page 3-4

 

    
   

3

  

Livestock Breeds

  

Dual Purpose Breeds

  

By the end of the lesson, the learner should be able to

·        Identify various breeds

·        Describe their characteristics

·        Draw and label the external parts of the cattle

  

·        Identifying various breeds

·        Describing their characteristics

·        Drawing and labeling their external parts

  

·        Charts Photographs

·        Wall hangings showing dual breeds

·        School farm

·        Drawing from the students book

  

·        KLB secondary Agriculture form 1 pg 164-165

·        Certificate Secondary Agriculture F1 pg 127-129

·         Longhorn secondary Agriculture form 1 pg 164-168

Teachers guide pg 73-77

·        Gateway Agriculture revision paper 1 page 1-4

·        Top mark Agriculture page 75

    
 

4

  

1-3

  

Livestock Breeds

  

Sheep breeds

Wool sheep

Mutton sheep

Dual sheep

  

By the end of the lesson, the learner should be able to

·        Identify various breeds

·        Describe their characteristics

·        Draw the external parts of sheep

·        Labeling the external pars

  

·        Identifying the various breeds

·        Describing their characteristics

·        Drawing the external parts of the sheep

·        Labeling the external parts

  

·        Charts

·        Photograph

·        School farm

·        Drawings from the students book

  

·        KLB secondary Agriculture form 1 pg 174-179

·        Certificate Secondary Agriculture F1 pg 129-134

·         Longhorn secondary Agriculture form 1 pg 164-168

Teachers guide pg 73-77

·        Gateway Agriculture revision paper 1 page 8

·        Top mark Agriculture page 75-76

    
 

5

  

1-3

  

Livestock breeds

  

Goats Breeds

·        Milk

·        Meat

·        Hair

  

By the end of the lesson, the learner should be able to

·        identify various breeds

·        describe their characteristics

·        draw the external parts of the goat

·        label the external parts of the goat

  

·        identifying various breeds

·        describing the characteristics of goat breeds

·        drawing the external parts of the goat

  

·        charts

·        photographs

·        drawing from the student books

·        school farm

 ·        KLB secondary Agriculture form 1 pg 179-182

·        Certificate Secondary Agriculture F1 pg 135-137

·         Longhorn secondary Agriculture form 1 pg 169-173

Teachers guide pg 73-77

·        Top mark Agriculture page 76

    
 

6

  

1-3

  

Livestock Breeds

  

Pigs

Breeds

Bacon

pork

  

By the end of the lesson, the learner should be able to

·        Identify various breeds of pigs

·        Describe their characteristics

·        Draw the external parts of pigs

·        Labeling the external parts of the goat

  

·        Identifying various breeds

·        Drawing the various external parts of a pig

·        Labeling the external parts

·        Describing the characteristics

  

·        Drawings from the students book

·        Photographs

·        Charts

·        School farm

  

·        KLB secondary Agriculture form 1 pg 165-171

·        Certificate Secondary Agriculture F1 pg 139-140

·         Longhorn secondary Agriculture form 1 pg 174-178

Teachers guide pg 73-77

·        Gateway Agriculture revision paper 1 page 5-6

·        Top mark Agriculture page 77

    
 

7

  

1-3

  

Livestock Breeds

  

Chicken

·        Light breeds

·        Heavy breeds

·        Dual purposes

·        hybrids

  

By the end of the lesson, the learner should be able to

·        identify various breeds

·        describe their characteristics

·        draw the various external parts

·        draw the various external parts

·        label the various external parts

  

·          identify various breeds

·          describing the characteristic of various breeds

·          drawing the external parts of chicken

·          labeling the various parts of the chicken

  

·        school farm

·        photographs

·        charts

·        drawings from the students books

 ·        KLB secondary Agriculture form 1 pg 171-174

·        Certificate Secondary Agriculture F1 pg 143-145

·         Longhorn secondary Agriculture form 1 pg 178-182

Teachers guide pg 73-77

·        Gateway Agriculture revision paper 1 page 6-7

·        Top mark Agriculture page 77

    
 

8

  

1

  

Livestock breeds

  

Rabbit breed

Characteristics

drawings

  

By the end of the lesson, the learner should be able to

·        Identify various breeds

·        Describe their characteristics

·        Draw and label the external parts

  

·        Identifying various breeds

·        Describing their characteristics

·        Drawing the external parts of rabbit

·        Labeling the various parts

  

·        Photographs

·        Charts

·        Drawings in the students book

·        School farm

 ·        KLB secondary Agriculture form 1 pg 182-184

·        Certificate Secondary Agriculture F1 pg 141-142

·         Longhorn secondary Agriculture form 1 pg 164-168

Teachers guide pg 73-77

·        Top mark Agriculture page 78

    
   

2-3

  

Livestock breeds

  

Camels, donkeys breeds

Characteristics

drawings

  

By the end of the lesson, the learner should be able to

·        Identify various breeds

·        Describe characteristics

·        Draw and label external parts of camels

  

·        Identifying various breeds

·        Describing their characteristics

·        Drawing external parts

·        Labeling the various parts

  

·        Drawings in the students book

·        School farm

·        Charts

·        photographs

  

·        KLB secondary Agriculture form 1 pg 185-186

·        Certificate Secondary Agriculture F1 pg 146-147

·         Longhorn secondary Agriculture form 1 pg 186

Teachers guide pg 73-77

·        Gateway Agriculture revision paper 1 page 10-11

·        Top mark Agriculture page 78

    
 

9

  

1

  

Livestock breeds

  

Terms used to describe livestock

·        Age

·        Sex

·        Use

  

By the end of the lesson, the learner should be able to

·                  Explain the terms used to describe livestock

  

Explaining the various terms used to describe livestock

  

·        School farm

·        Charts

·         Photographs

·        Drawing from the student book

 ·        KLB secondary Agriculture form 1 pg 164-165

·        Longhorn secondary Agriculture form 1 pg 164-168

Teachers guide pg 73-77

 

    
   

2-3

  

Agriculture Economics

  

Economics

·        Definition

·        Agricultural economics

  

By the end of the lesson, the leaner should be able to

·          Define economics

·          Define agricultural economics

·          Explain the factors of production

  

·        Defining economics

·        Explaining the factors of production

  

·        Flow chart

·        Students book

  

·        KLB secondary Agriculture form 1 pg 189

·        Certificate Secondary Agriculture F1 pg 149

·         Longhorn secondary Agriculture form 1 pg 190-191

Teachers guide pg 78-80

 

    
 

10

  

1

  

Agricultural Economics

  

Basic concepts of economics principles

Scarcity

Opportunity cost

Preference & choice

  

By the end of the lesson, the learner should be able to

·        State basics concepts of economics

·        Explain the basic concepts of economics

  

·        State basic concepts

·        Explaining the basic concepts of economics

  

·        Students books

·        Chalk board

  

·        KLB secondary Agriculture form 1 pg 189-190

·        Certificate Secondary Agriculture F1 pg 149-150

·         Longhorn secondary Agriculture form 1 pg 191-192

Teachers guide pg 78-80

 

    
   

2-3

  

Agricultural Economics

  

Farm records define

Types of records

importance

  

By the end of the lesson, the leaner should be able to

·        Define farm records

·        Explain the uses of farm records

·        Describe breeding and feeding records

  

·        Defining farm records

·        Explaining uses of farm records

·        Describing breeding and feeding records

  

·        Sample records

·        School farm

·        Sample records in students book

  

·        KLB secondary Agriculture form 1 pg 190-191,194-196

·        Certificate Secondary Agriculture F1 pg 150-156-158

·         Longhorn secondary Agriculture form 1 pg 193-196

Teachers guide pg 80-81

 

    
 

11

  

1

  

Agricultural Economics

  

Farm records

·        Production records

·        Health records

·        Field records

  

By the end of the lesson, the learner should be able to

·        State the farm records

·        Describing production health, field records

  

·        Stating farm records

·        Describing production, health and field records

  

·        Diagrams on students book

·        Charts

·        chalkboard

  

·        KLB secondary Agriculture form 1 pg 193,197

·        Certificate Secondary Agriculture F1 pg 152-154

·         Longhorn secondary Agriculture form 1 pg 198-200

Teachers guide pg 80-81

·        Gateway Agriculture revision paper 1 page 1-4

·        Top mark Agriculture page 75

    
 

END TERM THREE EXAMS

  
 

 

 

 

 

 

  
 

AGRICULTURE  FORM 2 SCHEMES OF WORK – TERM 1

  
WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS
 

1

  

1

  

Soil Fertility

  

Essential elements

  

By the end of the lesson, the leaner should be able to

(a)    List essential elements

(b)    Classify the essential elements

  

·        Listing essential elements

·        Classifying the essential elements

  

·        Students book

·        Charts on classification of essential minerals

  

·        KLB secondary Agriculture form 2 pg 1,6

·        Certificate Secondary Agriculture F2  pg 1-2

·         Longhorn secondary Agriculture form 2 pg 1-2

Teachers guide pg 33-36

·        Gateway Agriculture revision paper 1 page 37, 39

·        Top mark Agriculture page 37

  
   

2-3

  

Soil Fertility (II)

  

Essential elements

  

By the end of the lesson, the learner should be able to

·        State the role of each macro-element

·        Describe the deficiency symptoms of the macro-nutrients

  

·        Stating the role of macro-elements

·        Describing the deficiency symptoms of the macro-nutrients

  

·        Photographs

·        Tables in student books

·        Plant samples

  

·        KLB secondary Agriculture form 2 pg 1-5

·        Certificate Secondary Agriculture F2 pg 2-5

·         Longhorn secondary Agriculture form 1 pg 2-12

Teachers guide pg 33-36

·        Gateway Agriculture revision paper 1 page 1-4

·        Top mark Agriculture page 37-38

  
 

2

  

1

  

Soil Fertility (I)

  

Essential elements

  

By the end of the lesson, the leaner should be able to

·        State the role of each micro-element

·        Describe the deficiency symptoms of the macro-nutrients

  

·        Stating the role of micro nutrients

·        Describing their deficiency symptoms

  

·        Photographs

·        Tables in the students book

·        Plant samples

  

·        KLB secondary Agriculture form 1 pg 6-7

·        Certificate Secondary Agriculture F1 pg 1-2

·         Longhorn secondary Agriculture form 1 pg 10-11

Teachers guide pg 33-36

·        Gateway Agriculture revision paper 1 page 66-68

·        Top mark Agriculture page 75

  
   

2-3

  

Soil Fertility (II)

  

Inorganic fertilizers

  

By the end of the lesson, the learner should be able to

·        Classify fertilizers

·        Identify fertilizers

·        Describe the properties of various fertilizers

  

·        Classifying fertilizers

·        Identifying fertilizers

·        Describing the properties of various fertilizers

  

·        Photographs of fertilizers

·        Students book

·        Fertilizers samples

  

·        KLB secondary Agriculture form 1 pg 7-12

·        Certificate Secondary Agriculture F1 pg 5-8

·         Longhorn secondary Agriculture form 1 pg 11-18

Teachers guide pg 36-38

·        Gateway Agriculture revision paper 1 page 66-70

 

  
 

3

  

1

  

Soil Fertility (II)

  

Inorganic fertilizers

  

By the end of the lesson, the learner should be able to

·        State methods of fertilizer application

·        Explaining various methods of fertilizer application

  

·        Stating various methods

·        Explaining various methods of fertilizer application

·        Describing the various methods of fertilizer application

  

·        School farm

·        Buckets

·        Fertilizer samples

·        Panga

·        Soil

·        Spade

  

·        KLB secondary Agriculture form 2 pg 12-13

·        Certificate Secondary Agriculture F2 pg 9

·         Longhorn secondary Agriculture form 1 pg 18-21

Teachers guide pg 36-38

·        Gateway Agriculture revision paper 1 page 70

  
   

2-3

  

Soil Fertility (II)

  

Inorganic fertilizers

  

By the end of the lesson, the learner should be able to

·        Calculate the fertilizer grade

·        Calculate fertilizer ratio

·        Determine fertilizer amount per lecture

  

·        Calculating fertilizer rates

  

·        School farm

·        Students book

  

·        KLB secondary Agriculture form 1 pg 6-7

·        Certificate Secondary Agriculture F1 pg 1-2

·         Longhorn secondary Agriculture form 1 pg 10-11

Teachers guide pg 33-36

·        Gateway Agriculture revision paper 1 page 66-68

·        Top mark Agriculture page 75

  
 

4

  

1

  

Soil Fertility

  

Soil Sampling

  

By the end of the lesson, the learner should be able to

·        Define soil sampling

·        Explain the sampling methods

·        Describe sampling procedures

  

·        Defining soil sampling

·        Explain the sampling methods

·        Describing sampling procedures

  

·        Charts

·        Soil samples

·        Students book

·        Polythene bags

  

·        KLB secondary Agriculture form 2 pg 20-21

·        Certificate Secondary Agriculture F1 pg 11

·         Longhorn secondary Agriculture form 2 pg 23-24

Teachers guide pg 39-41

·        Top mark Agriculture page 41-42

  
   

2-3

  

Soil Fertility

  

Soil testing

  

By the end of the lesson, the learner should be able to

·        Define soil testing

·        Explain the importance of soil testing

·        Describe soil testing procedure

·        Explain how soil PH affects crop production

  

·        Defining soil testing

·        Explaining the importance of soil testing

·        Describing soil testing procedure

·        Explaining how

  

·        Test tubes

·        Diagrams in students book

·        Distilled water

·        Soil testing reagents

·        PH scale

  

·        KLB secondary Agriculture form 1 pg 22-26

·        Certificate Secondary Agriculture F1 pg 12-13

·         Longhorn secondary Agriculture form 1 pg 24-28

Teachers guide pg 39-41

·        Gateway Agriculture revision paper 1 page 71

·        Top mark Agriculture page 42

  
 

5

  

1

  

Crop Production (II)

  

Planting materials

  

By the end of the lesson, the leaner should be able to

·        Describe types of planting materials

·        State advantages and disadvantages of planting materials

  

·        Describing types of planting materials

·        Stating the advantages and disadvantages

  

·        Seed samples

·        Vegetative parts

·        Students book

·        School farm

  

·        KLB secondary Agriculture form 1 pg 27-28

·        Certificate Secondary Agriculture F1 pg 15-17

·         Longhorn secondary Agriculture form 1 pg 33-35

Teachers guide pg 45-46

·        Gateway Agriculture revision paper 1 page 28

  
   

2-3

  

Crop production (II)

  

Planting materials

  

By the end of the lesson, the leaner should be able to

·        State various parts used for vegetative propagation

·        Describe various parts used for vegetative propagation

  

·        Stating various parts

·        Describing various parts used for vegetative propagation

  

·        School farm

·        Various vegetative parts

·        Diagrams in the students book

  

·        KLB secondary Agriculture form 2 pg 29-34

·        Certificate Secondary Agriculture F1 pg 15-17

·         Longhorn secondary Agriculture form 2 pg 35-40

Teachers guide pg 45-47

·        Gateway Agriculture revision paper 1 page 29-30

 

  
 

6

  

1

  

Crop Production (II)

  

Selection of planting materials

  

By the end of the lesson, the learner should be able to

·        Select planting materials

  

·        Selecting planting materials

  

·        Tape measure

·        Student’s books

·        School farm

·        Planting line

·        Seed dressers

·        Planting materials

  

·        KLB secondary Agriculture form 2 pg 34-35

·        Certificate Secondary Agriculture F1 pg 18-19

·         Longhorn secondary Agriculture form 2 pg 35-40

Teachers guide pg 47-48

·        Gateway Agriculture revision paper 1 page 30

 

  
  2-3  

Crop Production (II)

  

Preparation of Planting

·        Breaking seed dormancy

·        Dressing

·        Seed inoculation

·        chitin

  

By the end of the lesson, thelearner should be able to

·        Prepare planting materials

·        Determine optimum planting time

·        Describe methods of planting

 

 

  

·        Preparing planting materials

·        Determining optimum planting time

·        Describing methods of planting

  

·        Planting line

·        Tape measure

·        Planting materials

  

·        KLB secondary Agriculture form 2 pg 35-39

·        Certificate Secondary Agriculture F1 pg 20-22

·         Longhorn secondary Agriculture form 2 pg 49-50

Teachers guide pg 35-39

·        Gateway Agriculture revision paper 1 page 30-32

 

  
 

7

  

1

  

Crop production (II)

  

Plant population

  

By the end of the lesson, the learner should be able to

·        Calculate plant population of various crops

  

·        Calculating plant population

  

·        Charts

·        School farm

·        Seeds for planting

  

·        KLB secondary Agriculture form 2 pg 29-34

·        Certificate Secondary Agriculture F1 pg 26

·         Longhorn secondary Agriculture form 2 pg 49-50

Teachers guide pg 50-51

·        Gateway Agriculture revision paper 1 page 32

 

  
   

2-3

  

Crop Production (II)

  

Spacing seed rate planting depth

  

By the end of the lesson, the learner should be able to

·        State factors determining spacing, seed rate and depth

·        Explain the factors which determine spacing depth and seed rate

  

·        Stating factors

·        Explaining factors which determine spacing, depth and seed rate

  

·        Tape measure

·        School farm

·        Panga

·        Jembe

·        Students book diagram

  

·        KLB secondary Agriculture form 2 pg 42-45

·        Certificate Secondary Agriculture F1 pg 24-26

·         Longhorn secondary Agriculture form 2 pg 50-54

Teachers guide pg 51-52

·        Gateway Agriculture revision paper 1 page 32-33

 

  
 

8

  

1

  

Crop Production (III) Nursery practices

  

Nursery practices

Nursery bed

Seed bed

Seedling bed

  

By the end of the lesson, the learner should be able to

·        Define nursery practices

·        Describe nursery bed, seed bed and seedling bed

·        Distinguish between nursery, seedling and seed bed

  

·        Garden tools

·        School farm

·        Nursery beds

·        Students book

·        Diagrams on the students book

·        charts

  

·        garden tools

·        school farm

·        nursery beds

·        students book

·        diagrams on the students book

·        charts

  

·        KLB secondary Agriculture form 2 pg 46

·        Certificate Secondary Agriculture F1 pg 28

·         Longhorn secondary Agriculture form 2 pg 56-57

Teachers guide pg 54-56

·        Gateway Agriculture revision paper 1 page 34

  
   

2-3

  

Crop Production (III) Nursery Practices

  

Nursery bed

Importance

Site selection

Vegetable nurseries

  

By the end of the lesson, the learner should be able to

·        State the importance of nursery in crop propagation

·        Select a suitable site for the nursery

·        Prepare a nursery bed for vegetables

  

·        Stating importance of nursery

·        Selecting suitable sites for nursery

·        Preparing nursery bed for vegetables

 

  

·        Nursery beds

·        School farm

·        Diagrams from students books

·        Garden tools

·        Students books

  

·        KLB secondary Agriculture form 2 pg 46-49

·        Certificate Secondary Agriculture F1 pg 28-29

·         Longhorn secondary Agriculture form 2 pg 57-58

Teachers guide pg 54-56

·        Gateway Agriculture revision paper 1 page 34-35

·        Top mark Agriculture page 34

  
 

9

  

1

  

Crop Production (III) Nursery Practices

  

Nursery establishment

  

By the end of the lesson, the leaner should be able to

·        Establish a vegetable nursery

·        Establish a tree nursery

  

·        Establishing a vegetable and a tree nursery

  

·        Charts

·        Diagrams from students book

·        School farm

·        School nurseries

·        Boxes

·        Grass

  

·        KLB secondary Agriculture form 2 pg 48-49

·        Certificate Secondary Agriculture F1 pg 29-32

·         Longhorn secondary Agriculture form 2 pg 58-60

Teachers guide pg 54-56

·        Top mark Agriculture page 34

  
   

2-3

  

Crop production (III)

  

Nursery Establishment

  

By the end of the lesson, the learner should be able to

·        Establish tea nursery using cuttings

·        Manage a nursery bed

  

·        Establishing tea nursery using cuttings

·        Managing nursery bed

  

·        Tea cuttings photographs

·        School farm

·        Diagrams from students book

  

·        KLB secondary Agriculture form 2 pg 49-51

·        Certificate Secondary Agriculture F1 pg 30-32

·         Longhorn secondary Agriculture form 2 pg 60-62

Teachers guide pg 54-58

·        Gateway Agriculture revision paper 1 page 35

  
 

10

  

1

  

Crop production (III)

  

Grafting

  

By the end of the lesson, the learner should be able to

·        Define grafting

·        Describe the methods of grafting

·        Give reasons for grafting

  

·        Defining grafting

·        Describing methods of grafting

·        Giving reasons for grafting

  

·        Knives

·        Grafting materials

·        Students book

·        Raising boxes

  

·        KLB secondary Agriculture form 2 pg 53-55

·        Certificate Secondary Agriculture F1 pg 35-36

·         Longhorn secondary Agriculture form 2 pg 64-65

Teachers guide pg 58-59

·        Gateway Agriculture revision paper 1 page 36

·        Top mark Agriculture page 35-36

  
   

2-3

    

Budding

  

By the end of the lesson, the learner should be able to

·        Define budding

·        Describe methods of budding

·        State the importance of budding

  

·        Defining budding

·        Describing methods of budding

·        Giving reasons for budding

  

·        School farm

·        Water

·        Budding materials

·        Students book

·        knives

  

·        KLB secondary Agriculture form 2 pg 55-58

·        Certificate Secondary Agriculture F1 pg 34-35

·         Longhorn secondary Agriculture form 2 pg 66-70

Teachers guide pg 57-59

·        Gateway Agriculture revision paper 1 page 36

·        Top mark Agriculture page 35

  
 

11

  

1

  

Crop Production (III)

  

layering

  

By the end of the lesson, the learner should be able to

·        Define layering

·        Describe methods of layering

·        State the importance of layering

  

·        Defining layering

·        Describing methods of layering

·        Giving importance of layering

  

·        Peg

·        Strings

·        School farm

·        Root medium

·        Student books

  

·        KLB secondary Agriculture form 2 pg 58-60

·        Certificate Secondary Agriculture F1 pg 41-44

·         Longhorn secondary Agriculture form 2 pg 71-72

Teachers guide pg 59

·        Gateway Agriculture revision paper 1 page 36-37

·        Top mark Agriculture page 35

  
   

2-3

  

Crop production (III)

  

Tissue culture

Transplanting seedlings

  

By the end of the lesson, the learner should be able to

·        Define tissue culture

·        Explain importance of tissue culture in crop propagation

·        Describe the procedure of transplanting seedlings

  

·        Defining tissue culture

·        Explaining importance of tissue culture

·        Describing procedure of transplanting seedlings

  

·        School farm

·        Garden trowel

·        School nursery

·        Seedlings

·        Diagrams

·        Students books

  

·        KLB secondary Agriculture form 2 pg 61-66

·        Certificate Secondary Agriculture F1 pg 41-44

·         Longhorn secondary Agriculture form 2 pg 72-77

Teachers guide pg 60-61

·        Gateway Agriculture revision paper 1 page 36-37

·        Top mark Agriculture page 35

 

  
END TERM ONE EXAMINATIONS  
 

 

 

 

 

  
AGRICULTURE  FORM 2 SCHEMES OF WORK – TERM 2

 

  
WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS  
 

1

  

1

  

Crop Production (IV) Field practices

  

Crop Rotation

  

By the end of the lesson, the learner should be able to

·        Define crop rotation

·        Explain the importance of crop rotation

·        State principles of crop rotation

  

·        Defining crop rotation

·        Explaining the importance of crop rotation

·        Stating principles of crop rotation

  

·        Charts

·        School farm

·        Diagrams in the students book

  

·        KLB secondary Agriculture form 2 pg 67-68

·        Certificate Secondary Agriculture F1 pg 50

·         Teachers guide pg 59

·        Gateway Agriculture revision paper 1 page 40

·        Top mark Agriculture page 43

    
   

2-3

  

Crop production (IV) field practices

  

Crop Rotation

  

By the end of the lesson, the learner should be able to

·        Identify factors influencing crop rotation

·        Draw a crop rotation programme

·        Distinguish terms used in crop farming

  

·        Identifying factors influencing crop rotation

·        Drawing a crop rotation progamme

·        Distinguishing terms used in crop farming

  

·        Photographs

·        Charts

·        School farm

·        Diagrams in the students book

  

·        KLB secondary Agriculture form 2 pg 69-71

·        Certificate Secondary Agriculture F1 pg 50-51

·         Longhorn secondary Agriculture form 2 pg 79-80

Teachers guide pg 84-88

·        Gateway Agriculture revision paper 1 page 40-42

 

    
 

2

  

1

  

Field Practices

  

Mulching

  

By the end of the lesson, the learner should be able to

·        Define mulching

·        State the importance of mulching

  

·        Defining mulching

·        Stating the importance of mulching

 

 

  

·        Samples of mulch

·        School farm

·        Photograph in students book

  

·        KLB secondary Agriculture form 2 pg 71-72

·        Certificate Secondary Agriculture F1 pg 51-52

·         Longhorn secondary Agriculture form 2 pg 82-84

Teachers guide pg 59

·        Gateway Agriculture revision paper 1 page 36-37

·        Top mark Agriculture page 43

    
 

 

  

2-3

  

Field Practices

  

Routine

Field practices

Thinning

Gapping

Training

  

By the end of the lesson, the learner should be able to

·        State the various routine practices

·        Describe importance of field practices

·        Carry out field practices

  

·        Stating various routine practices

·        Describing importance of field practices

·        Carrying out field practices

  

·        School farm

·        Pruning saw

·        Pruning knives

·        Jembes

·        Diagrams in students book

·        wire

  

·        KLB secondary Agriculture form 2 pg 72-74

·        Certificate Secondary Agriculture F1 pg 52-54

·         Longhorn secondary Agriculture form 2 pg 88-90

Teachers guide pg 67-68

·        Gateway Agriculture revision paper 1 page 36-37

·        Top mark Agriculture page 44

    
 

3

  

1

  

Field Practices

  

Pruning

  

By the end of the lesson, the learner should be able to

·        Define pruning

·        Give reasons for pruning

·        Describe procedure of pruning

  

·        Defining pruning

·        Giving reasons for pruning

·        Describing the procedure of pruning

  

·        Running tools

·        School farm

·        Diagrams in the students book

·        secateurs

  

·        KLB secondary Agriculture form 2 pg 73-75

·        Certificate Secondary Agriculture F2 pg 41-44

·         Longhorn secondary Agriculture form 2 pg 91-93

Teachers guide pg 67-68

·        Gateway Agriculture revision paper 1 page 42-43

·        Top mark Agriculture page 44

    
   

2-3

  

Field practices

  

Tea Pruning

  

By the end of the lesson, the learner should be able to

·        Describe methods of pruning in tea

·        Describe plucking table formation

  

·        Describe methods of pruning in tea

·        Describing the plucking table formation

·        Note taking

·        Demonstration of plucking table formation

  

·        Pegs

·        Rings

·        School farm

·        Charts

·        Diagrams in the students book

·        Photographs

·        farms

  

·        KLB secondary Agriculture form 2 pg 76-80

·        Certificate Secondary Agriculture F2 pg 54-57

·         Longhorn secondary Agriculture form 2 pg 93-96

Teachers guide pg 67-68

·        Gateway Agriculture revision paper 1 page 43

 

    
 

4

  

1

  

Field practices

  

Coffee pruning

  

By the end of the lesson, the learner should be able to

·        Give reasons for pruning coffee

·        Describing the methods of pruning coffee

  

·        Giving reasons for pruning coffee

·        Describing the methods of pruning coffee

  

·        Farms

·        Photographs

·        Diagrams in the students book

  

·        KLB secondary Agriculture form 2 pg 81-84

·        Certificate Secondary Agriculture F2 pg 57-59

·         Longhorn secondary Agriculture form 2 pg 96-98

Teachers guide pg 67-68

·        Gateway Agriculture revision paper 1 page 43-44

 

    
   

2-3

  

Field practices

  

Pruning in bananas

Pruning pyrethrum

Earthling up

Weed control

Pest and disease control

  

By the end of the lesson, the learner should be able to

·        Describe how to carry out the routine field practices

·        State the importance of each practices

  

·        Stating the importance of various practices

·        Describing how to carry out the routine field practices

    

·        KLB secondary Agriculture form 2 pg 85-87

·        Certificate Secondary Agriculture F2 pg 60

·         Longhorn secondary Agriculture form 2 pg 98-101

Teachers guide pg 67-68

·        Top mark Agriculture page 44

    
 

5

  

1

  

Field Practices

  

Harvesting

  

By the end of the lesson, the end of the learner should be able to

·        State the stage of harvesting

·        Explain timing of harvesting

·        Describe the methods of harvesting

  

·        Stating the stage of harvesting

·        Explaining timing of harvesting

·        Describing harvesting methods

  

·        Crops

·        Photographs in students book

·        Diagrams in the students book

·        School farm

  

·        KLB secondary Agriculture form 2 pg 73-75

·        Certificate Secondary Agriculture F2 pg 60

·         Longhorn secondary Agriculture form 2 pg 101-104

Teachers guide pg 68

·        Top mark Agriculture page 44-45

    
   

2-3

  

Field Practices

  

Post harvesting practices

  

By the end of the lesson, the leaner should be able to

·        explain post harvesting practices

·        state importance of storage

·        describe storage methods

 

  

·        explaining post harvesting practices

·        stating importance of storage

·        describing harvesting methods

  

·        crops

·        photographs in students book

·        diagrams in the students book

·        school farm

  

·        KLB secondary Agriculture form 2 pg 90-94

·        Certificate Secondary Agriculture F2 pg 60-66

·         Longhorn secondary Agriculture form 2 pg 103-105

Teachers guide pg 67-68

·        Top mark Agriculture page 45

    
 

6

  

1

  

Crop production (V) vegetables

  

Cabbages/kales

  

By the end of the lesson, the learner should be able to

·        State importance of vegetables

·        Describe the production of the vegetable crop from nursery to harvesting

·        Keep crop production records

·        Market the vegetable  produce

 

  

·        Stating importance of vegetables

·        Describing vegetable production

·        Keeping crop production record

·        marketing the vegetable produce

  

·        pesticides

·        herbicides

·        fertilizers

·        photographs

·        students book

·        school farm

·        crops

  

·        KLB secondary Agriculture form 2 pg 96-99

·        Certificate Secondary Agriculture F2 pg 74-78

·         Longhorn secondary Agriculture form 2 pg 107-111

Teachers guide pg 72-75

·        Gateway Agriculture revision paper 1 page 47-48

·        Top mark Agriculture page 45

    
   

2-3

  

Crop production (V) vegetable

  

Cabbages/Kales

  

By the end of the lesson, the leaner should be able to

·        State importance of vegetables

·        Describe the production of the vegetable crops from nursery to harvesting

·        Keep crop production records

·        Market the vegetable produce

  

·        Stating importance of vegetables

·        Describing vegetable production

·        Keeping crop production records

·        Marketing the vegetable produce

  

·        Pesticides

·        Herbicides

·        Fertilizers

·        Photographs

·        Diagrams from the students book

·        Crops

·        School farm

  

·        KLB secondary Agriculture form 2 pg 96-99

·        Certificate Secondary Agriculture F2 pg 60-66

·         Longhorn secondary Agriculture form 2 pg 107-111

Teachers guide pg 72-75

·        Gateway Agriculture revision paper 1 page 47-48

 

    
 

7

  

1

  

Crop production (V) vegetables production

  

Tomatoes

  

By the end of the lesson, the learner should be able to

·        State the importance of tomatoes

·        Describe the production of tomatoes from nursery to harvesting

·        Keep crop production records

·        Market the produce

  

·        Stating the importance of tomatoes

·        Describing tomatoes production

·        Keeping crop production records

·        Marketing the produce

  

·        Photographs

·        Students book

·        School farm

·        Garden tolls

·        Pesticides

·        Herbicides

·        fertilizers

  

·        KLB secondary Agriculture form 2 pg 100-106

·        Certificate Secondary Agriculture F2 pg 67-71

·         Longhorn secondary Agriculture form 2 pg 112-115

Teachers guide pg 67-68

·        Gateway Agriculture revision paper 1 page 48-49

    
   

2-3

  

Crop production (V) vegetable production

  

Carrots

onions

  

By the end of the lesson, the leaner should be able to

·        State importance of carrots and onions

·        Describe the production of tomatoes from nursery to harvesting

·        Keep crop production records

·        Market the produce

  

·        Stating the importance of carrots & onions

·        Describing their production

·        Keeping crop production records

·        Marketing the produce

  

·        School farm

·        Garden tools

·        Pesticides

·        Herbicides

·        Fertilizers

·        photographs

  

·        KLB secondary Agriculture form 2 pg 90-94

·        Certificate Secondary Agriculture F2 pg 60-66

·         Longhorn secondary Agriculture form 2 pg 103-105

Teachers guide pg 67-68

·        Gateway Agriculture revision paper 1 page 42-43

·        Top mark Agriculture page 48-49

    
 

8

  

1

  

Livestock Health (I) Disease

  

Health disease

  

By the end of the lesson, the leaner should be able to

·        Define health and disease

·        State the importance of livestock health

·        State the predisposing factors of diseases

  

·        Defining health and disease

·        Stating the importance of livestock health

·        Stating the predisposing factors of diseases

  

·        Livestock species

·        Farm

·        Students book

  

·        KLB secondary Agriculture form 2 pg 115-119

·        Certificate Secondary Agriculture F2 pg 82-85

·         Longhorn secondary Agriculture form 2 pg 121-122

Teachers guide pg 77

·        Gateway Agriculture revision paper 1 page 52

·        Top mark Agriculture page 80

    
   

2-3

  

Livestock health (i) disease

  

Signs of ill/good health in livestock

  

By the end of the lesson, the leaner should be able to

·        Describe signs of sickness in livestock

·        Describe signs of good health in livestock

  

·        Describing signs of sickness in livestock

·        Describing signs of good health in livestock

  

·        Livestock species

·        Farm animals

·        Diagrams in the students book

·        Farm

  

·        KLB secondary Agriculture form 2 pg 116-119

·        Certificate Secondary Agriculture F2 pg 82-85

·         Longhorn secondary Agriculture form 2 pg 123-124

Teachers guide pg 77

·        Top mark Agriculture page 80

 

    
 

9

  

1

  

Livestock Health (Disease)

  

Classification of livestock diseases

Causes of livestock diseases

  

By the end of the lesson, the leaner should be able to

·        Explain the causes of livestock diseases

·        Classify livestock diseases

  

·        Explaining causes of livestock diseases

·        Classifying livestock diseases

  

·        Student book

·        Chart

·        Farm animals

·        Tables in the students book

 ·        KLB secondary Agriculture form 2 pg 120-125

·        Certificate Secondary Agriculture F2 pg 86-88

·         Longhorn secondary Agriculture form 2 pg 123-124

Teachers guide pg 77

·        Gateway Agriculture revision paper 1 page 52-53

 

    
   

2-3

  

Livestock Health (disease)

  

General methods of disease control

  

By the end of the lesson, the learner should be able to

·        Describe the various methods of disease control

·        Carry out disease control measures

  

·        Describing methods of disease control

·        Carrying out disease control

  

·        Livestock tolls

·        Farm animals

·        Students book

·        Diagrams in the students book

  

·        KLB secondary Agriculture form 2 pg 125-128

·        Certificate Secondary Agriculture F2 pg 89-91

·         Longhorn secondary Agriculture form 2 pg 126-127

Teachers guide pg 78-79

·        Top mark Agriculture page 80

    
 

10

  

1-3

  

Livestock Health (Disease)

  

Appropriate methods of handling livestock

  

By the end of the lesson, the learner should be able to

·        State the reasons why animals are handled

·        Explain the reasons why animals are handled

  

·        Stating the reasons

·        Explaining the reasons why animals are handles

  

·        Farms animals

·        Charts

·        Diagrams in students book

·        Photographs

  

·        KLB secondary Agriculture form 2 pg 129

·        Certificate Secondary Agriculture F2 pg 92

·         Longhorn secondary Agriculture form 2 pg 128-133

Teachers guide pg 79-80

·        Gateway Agriculture revision paper 1 page 54

·        Top mark Agriculture page 81

    
 

11

  

1-3

  

Livestock Health (Disease)

  

Appropriate methods of handling livestock

  

By the end of the lesson, the learner should be able to

·        State various methods of handling livestock

·        Demonstrate a caring attitude towards livestock

  

·        Stating various methods of handling livestock

·        Demonstrating a caring attitude towards livestock0

  

·        Diagrams in the students books

·        Farm animals photographs

·        Charts

·        Students books

  

·        KLB secondary Agriculture form 2 pg 129-132

·        Certificate Secondary Agriculture F2 pg 95-96

·         Longhorn secondary Agriculture form 2 pg 128-133

Teachers guide pg 79-80

·        Gateway Agriculture revision paper 1 page 54

 

    
 

END TERM TWO EXAMINATIONS

  
 

 

 

 

 

 

  
 

AGRICULTURE  FORM 2 SCHEMES OF WORK – TERM 3

  
WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS
 

1

  

1

  

Livestock Health II (Parasites)

  

Host parasite relationship

  

By the end of the lesson, the learner should be able to

·        Define parasites

·        Explain their effects on host

  

·        Defining a parasite

·        Explaining the effects of parasites

  

·        Farm animals

·        Parasite specimen students book

·        Photographs

  

·        KLB secondary Agriculture form 2 pg 133-134

·        Certificate Secondary Agriculture F2 pg 98

·         Longhorn secondary Agriculture form 2 pg 134

Teachers guide pg 83

·        Gateway Agriculture revision paper 1 page 56

 

  
   

2-3

  

Livestock Health (II) parasites

  

Types of parasites –External parasites ticks

  

By the end of the lesson, the learner should be able to

·        Identify types of ticks

·        Describe the life cycle of the parasite

·        Identify the livestock attacked

·        State the control measures

  

·        Identifying types of ticks

·        Describing the life cycle of the parasite

·        Identifying the livestock attacked stating the control measures

  

·        Parasite specimen

·        Photographs

·        Students book

·        Farm animals

  

·        KLB secondary Agriculture form 2 pg 138-143

·        Certificate Secondary Agriculture F2 pg 98-102

·         Longhorn secondary Agriculture form 2 pg 135-139

Teachers guide pg 83-85

·        Gateway Agriculture revision paper 1 page 56-58

·        Top mark Agriculture page 82

  
 

2

  

1

  

Livestock Health (Parasites)

  

External parasites

Tsetse fly

mites

  

By the end of the lesson, the learner should be able to

·        Describe the life cycle of parasite

·        Identify the livestock attacked

·        State the control measures

  

·        Describing the life cycle of the parasite

·        Identifying the livestock attacked

·        Stating the control measures

  

·        Farm animals

·        Parasites specimen

·        Students book

·        Photographs

·        Diagrams from the students book

  

·        KLB secondary Agriculture form 2 pg 134-135

·        Certificate Secondary Agriculture F2 pg 103,104,107

·         Longhorn secondary Agriculture form 2 pg 139-141

Teachers guide pg 83-85

·        Gateway Agriculture revision paper 1 page 52

 

  
   

2-3

  

Livestock health (Parasites)

  

External parasites

·        Lice

·        keds

  

By the end of the lesson, the learner should be able to

·        describe the life cycle of the parasite

·        identify the livestock attacked

·        state the control measures

  

·        describing the life cycle of parasite

·        identifying the livestock attacked

·        stating the control measures

  

·        farm animals

·        parasites specimen

·        students book

·        photographs

·        diagrams from the students book

  

·        KLB secondary Agriculture form 2 pg 136-138

·        Certificate Secondary Agriculture F2 pg 105-107

·         Longhorn secondary Agriculture form 2 pg 141-142

Teachers guide pg 83-85

·        Gateway Agriculture revision paper 1 page 56-58

 

  
 

3

  

1

  

Livestock (Parasites)

  

Internal parasites

Liver flukes (Trematodes)

  

By the end of the lesson, the learner should be able to

·        Describe the life cycle of the parasites

·        Identify the livestock attacked

·        State the control measures

  

·        Describing the life cycle of the parasites

·        Identifying the livestock attacked

·        Stating the control measures

  

·        Farm animals

·        Parasites specimens

·        Student books

·        Photographs

·        charts

  

·        KLB secondary Agriculture form 2 pg 151-154

·        Certificate Secondary Agriculture F2 pg 110-113

·         Longhorn secondary Agriculture form 2 pg 142-144

Teachers guide pg 84-85

·        Gateway Agriculture revision paper 1 page 56-58

·        Top mark Agriculture page 83

 

  
   

2-3

  

Livestock Health (Parasites)

  

Internal parasites

Tape worms

  

By the end of the lesson, the learner should be able to

·        Describe the life cycle of the parasite

·        Identify the livestock attacked

·        State the control measures

  

·        Describing the life cycle of the parasite

·        Identifying the livestock attacked

·        Stating the control measures

  

·        Charts

·        Farm animals

·        Parasites specimens

·        Students book

·        Photographs

·        Tables on the students book

  

·        KLB secondary Agriculture form 2 pg 144-148

·        Certificate Secondary Agriculture F2 pg 108-110

·         Longhorn secondary Agriculture form 2 pg 144-146

Teachers guide pg 83-85

·        Gateway Agriculture revision paper 1 page 60

·        Top mark Agriculture page 83

 

  
 

4

  

1

  

Livestock health (Parasites)

  

Internal parasites

Round worms

  

By the end of the lesson, the learner should be able to

·        Describe the life cycle of the parasite

·        Identify the livestock attacked

·        State the control measures

  

·        Describing the life cycle of the parasite

·        Identifying the livestock attacked

·        Stating the control measures

  

·        Farm animals

·        Parasite specimen

·        Students book

·        photographs

  

·        KLB secondary Agriculture form 2 pg 149-151

·        Certificate Secondary Agriculture F2 pg 112-113

·         Longhorn secondary Agriculture form 2 pg 146-147

Teachers guide pg 83-85

·        Top mark Agriculture page 84

 

  
   

2-3

  

Livestock health (parasites)

  

Principles of controlling

Endoparasites

Treatment

Drug administration

  

By the end of the lesson, the leaner should be able to

·        Explain factors to consider when controlling endoparasites

·        Describe methods of administration of drugs

·        State the rules that are followed in treatment of parasites

  

·        Explaining factors considered in controlling endoparasites

·        Describing methods of drug administration

·        Stating the rules followed in treatment of parasites

  

·        Chart

·        Students book

  

 

·        KLB secondary Agriculture form 2 pg 154-155

·        Certificate Secondary Agriculture F2 pg 113-114

 

  
 

5

  

1

  

Livestock production nutrition (II)

  

Components of food

  

By the end of the lesson, the learner should be able to

·        Define nutrition

·        Explain major components of food

  

·        Defining nutrition

·        Explaining major food components

  

·        Charts

·        Chalkboard

·        Students book

  

·        KLB secondary Agriculture form 2 pg 158

·        Certificate Secondary Agriculture F2 pg 115

·         Longhorn secondary Agriculture form 2 pg 148-149

Teachers guide pg 83-85

·        Top mark Agriculture page 85

  
   

2-3

  

Livestock Nutrition

  

Food nutrients

·        Water

·        Carbohydrate

·        fats

  

By the end of the lesson, the leaner should be able to

·        describe the food nutrients

·        describe the feed nutrients

·        explaining the functions of each feed

  

·        describing the feed nutrients

·        explaining the functions of each feed

  

·        students book

·        samples of feed nutrients

  

·        KLB secondary Agriculture form 2 pg 159-161

·        Certificate Secondary Agriculture F2 pg 115-116,118

·         Longhorn secondary Agriculture form 2 pg 149-152

Teachers guide pg 81-82

·        Gateway Agriculture revision paper 2 page 12

·        Top mark Agriculture page 85-86

  
 

6

  

1

  

Livestock production (II) nutrition

  

Feed nutrients

·        Proteins

·        minerals

  

By the end of the lesson, the learner should be able to

·        explain the functions of each food

·        describe the food nutrients

  

·        explaining functions of each food

·        describing food nutrients

 

  

·        Feed specimen

·        Photographs

·        Farm stores

·        Students book

  

·        KLB secondary Agriculture form 2 pg 163-165

·        Certificate Secondary Agriculture F2 pg 117

·         Longhorn secondary Agriculture form 2 pg 157

Teachers guide pg 89-92

·        Gateway Agriculture revision paper 2 page 13

·        Top mark Agriculture page 86

  
   

2-3

  

Livestock Production (II) Nutrition

  

Food nutrients

vitamins

  

By the end of the lesson, the learner should be able to

·        State various types of vitamins

·        Explain the importance of vitamins

·        Describe the food nutrients

  

·        Stating various types of vitamins

·        Explaining the importance of vitamins

·        Describing the food nutrients

  

·        Food store

·        Photographs of animals with deficiency

·        Feed specimen

·        Students book

  

·        KLB secondary Agriculture form 2 pg 163-165

·        Certificate Secondary Agriculture F2 pg 117

·         Longhorn secondary Agriculture form 2 pg 157

Teachers guide pg 89-92

·        Gateway Agriculture revision paper 2 page 13

·        Top mark Agriculture page 86

 

  
 

7

  

1

  

Livestock production (II) nutrition

  

Foods and foodstuffs

·        roughages

  

By the end of the lesson, the leaner should be able to

·        state the classifications of animals food

·        identify the food stuffs

·        state the characteristics of foodstuffs

 

  

·        Stating the classes of food stuffs

·        Identifying the food stuffs

·        Stating the characteristics of food stuffs

  

·        food stuffs

·        food store

·         photographs

·        Students book

  

·        KLB secondary Agriculture form 2 pg 169-170

·        Certificate Secondary Agriculture F2 pg 118-119

·         Longhorn secondary Agriculture form 2 pg 162-163

Teachers guide pg 89-92

·        Gateway Agriculture revision paper 2 page 14-15

·        Top mark Agriculture page 86

  
   

2-3

  

Livestock production (II) nutrition

  

Foods and foods stuffs

·        Concentrates

·        Proteins

·        Carbohydrate

·        Mixed succulents

  

By the end of the lesson, the leaner should be able to

·        Identify the food stuffs

·        State their characteristics

  

·        Identifying the food stuffs

·        Stating the characteristics of the food stuffs

  

·        Food stuffs

·        Students book

·        Food store

·        photographs

  

·        KLB secondary Agriculture form 2 pg 171

·        Certificate Secondary Agriculture F2 pg 117

·         Longhorn secondary Agriculture form 2 pg 163-164

Teachers guide pg 89-92

·        Gateway Agriculture revision paper 2 page 15

·        Top mark Agriculture page 86-87

  
 

8

  

1

  

Livestock production (II) nutrition

  

Concept of rationing

Terms used to express food values

  

By the end of the lesson, the learner should be able to

·        State the terms used to express food values

·        Explain the various terms

  

·        Stating the terms used to express food values

·        Explaining the various terms

  

·        Charts

·        Students book

·        Chalk board

  

·        KLB secondary Agriculture form 2 pg 172-175

·        Certificate Secondary Agriculture F2 pg 125

·         Longhorn secondary Agriculture form 2 pg 162-164

Teachers guide pg 89-92

·        Top mark Agriculture page 87

  
   

2-3

  

Livestock production (II) Nutrition

  

Ratio computation

  

By the end of the lesson, the learner should be able to

·        Explain the process of ration computation

·        Stating the methods

·        Compute a livestock station

  

·        Stating the methods

·        Explaining the process of ration computation

·        Computing livestock ration

  

·        geometric set

·        Students book

·        Charts

·        Tables in the students book

  

·        KLB secondary Agriculture form 2 pg 176-179

·        Certificate Secondary Agriculture F2 pg 126-128

·         Longhorn secondary Agriculture form 2 pg 166-169

Teachers guide pg 89-92

·        Gateway Agriculture revision paper 2 page 16-17

·        Top mark Agriculture page 87-88

  
 

9

  

1

  

Livestock production (II) nutrition

  

Digestion in livestock

  

By the end of the lesson, the leaner should be able to

·        Define digestion

·        Describe the  process of digestion generally

  

·        Defining digestion

·        Describing the process of digestion

  

·        Chart

·        Diagrams in the students book

·        Specimens of digestive systems

·        School farm

  

·        KLB secondary Agriculture form 2 pg 179-182

·        Certificate Secondary Agriculture F2 pg 120-121

·         Longhorn secondary Agriculture form 2 pg 173-175

Teachers guide pg 89-92

·        Top mark Agriculture page 88

  
   

2-3

  

Livestock production (II) nutrition

  

Digestion in non-ruminants (Pigs)

  

By the end of the lesson, the learner should be able to

·        Describe digestion and digestive system of a pig

  

·        Describing digestion and the digestive system of a pig

·        Drawing diagrams

  

·        Chart

·        Specimens of digestive systems

·        Diagrams in the students book

  

·        KLB secondary Agriculture form 2 pg 182-184

·        Certificate Secondary Agriculture F2 pg 121-122

·         Longhorn secondary Agriculture form 2 pg 172-173

Teachers guide pg 89-92

 

  
 

10

  

1

  

Livestock production (II) nutrition

  

Digestion in poultry

  

By the end of the lesson, the learner should be able to

·        Describe digestion and digestive system of poultry

  

·        Describing digestion and digestive system of poultry

·        Drawing diagrams

  

·        Diagrams in the students book

·        Specimen of the digestive system

·        chart

  

·        KLB secondary Agriculture form 2 pg 185

·        Certificate Secondary Agriculture F2 pg 123-124

·         Longhorn secondary Agriculture form 2 pg 170-172

Teachers guide pg 89-92

·        Gateway Agriculture revision paper 2 page 18-19

·        Top mark Agriculture page 90

  
   

2-3

  

Livestock production (II) nutrition

  

Differences and similarities in 60th ruminant and ruminant digestive systems

  

By the end of the lesson, the learner should be able to

·        State the differences & similarities in both ruminant and non-ruminant digestive systems

  

·        Stating the differences and similarities both in ruminant and non-ruminant digestive system

  

·        Diagrams in the students book

·        Specimens of digestive system chart

  

·        KLB secondary Agriculture form 2 pg 186-188

·        Certificate Secondary Agriculture F2 pg 123-124

·         Longhorn secondary Agriculture form 2 pg 175-176

Teachers guide pg 89-92

·        Gateway Agriculture revision paper 2 page 13

·        Top mark Agriculture page 90

  
 

11

  

1-3

  

Livestock production (II) nutrition

  

Appropriate livestock

Landling techniques while feeding

  

By the end of the lesson, the leaner should be able to

·        Handle livestock appropriately while feeding

  

·        Handling livestock appropriately

  

·        Farm animals

·        Charts

·        Farm structures

·        Students book

·        Diagrams from the students book

  

·        KLB secondary Agriculture form 2 pg 129-132

·        Certificate Secondary Agriculture F2 pg 128-131

·         Longhorn secondary Agriculture form 2 pg 176-178

Teachers guide pg 89-92

 

  
 

END TERM THREE EXAMS

  
 

 

 

 

  
 

AGRICULTURE  FORM 3 SCHEMES OF WORK – TERM 1

  
 

1

  

1

  

Livestock Production (III) selection

  

Reproduction and reproductive systems in cattle

  

By  the end of the lesson, the learner should be able to

·        describe reproduction and reproductive systems in cattle

 

  

·        Describing reproduction and reproductive systems in cattle

·        drawing reproductive systems in cattle

  

·        charts

·        diagrams in students book

·        farm animals

  

·        KLB secondary Agriculture form 3 pg 1-6

·        Certificate Secondary Agriculture F2 pg 123-124

·         Longhorn secondary Agriculture form 3 pg 1-5

Teachers guide pg 37-38

·        Gateway Agriculture revision paper 2 page 21-23

·        Top mark Agriculture page 91-92

  
   

2

  

Livestock production (III) selection and Breeding

  

Reproduction and reproductive systems in poultry

  

By the end of the lesson, the leaner should be able to

·        Describe reproduction and reproductive systems in poultry

  

·        Describing reproduction and reproductive systems in poultry

·        Drawing reproduction system in poultry

  

·        Charts

·        Farm animals

·        Diagrams in the students book

  

·        KLB secondary Agriculture form 3 pg 6-8

·        Certificate Secondary Agriculture F2 pg 123-124

·         Longhorn secondary Agriculture form 3 pg 6-8

Teachers guide pg 37-38

·        Gateway Agriculture revision paper 2 page 23-24

·        Top mark Agriculture page 92

  
   

3-4

  

Livestock production selection and Breeding

  

Selection of dairy and beef cattle

  

By the end of the lesson, the learner should be able to

·        Define selection

·        Describe selection of the breeding of stock in cattle

  

·        Defining selection

·        Describing selection of the breeding stock in cattle

·        Drawings in students book

  

·        Farm animals

·        Diagrams in the students book

·        charts

  

·        KLB secondary Agriculture form 3 pg 8-9

·        Certificate Secondary Agriculture F2 pg 123-124

·         Longhorn secondary Agriculture form 3 pg 8-10

Teachers guide pg 38-39

·        Gateway Agriculture revision paper 2 page 24

·        Top mark Agriculture page 91-92

  
 

2

  

1

  

Livestock selection and breeding

  

Selection of sheep and goats

  

By the end of the lesson, the learner should be able to

·        Describe selection of the breeding stock

  

·        Describing selection of the breeding stock

·        Note taking

·        Asking and answering questions

  

·        Farm animals

·        Diagrams in students book

·        charts

  

·        KLB secondary Agriculture form 3 pg 8-9

·        Certificate Secondary Agriculture F2 pg 123-124

·         Longhorn secondary Agriculture form 3 pg 11-12

Teachers guide pg 37-38

  
   

2

    

Selection of pigs and camels

  

By the end of the lesson, the learner should be able to

·        Describe selection of the breeding stock

  

·        Describing the breeding stock

·        Note taking

·        Asking and answering questions

  

·        Farm animals

·        Diagrams in the students book

  

·        KLB secondary Agriculture form 3 pg 1-6

·        Certificate Secondary Agriculture F2 pg 123-124

·         Longhorn secondary Agriculture form 3 pg 1-5

Teachers guide pg 37-38

·        Gateway Agriculture revision paper 2 page 21-23

·        Top mark Agriculture page 91-92

  
   

3-4

  

Livestock section and breeding

  

Selection of breeding

Methods of selection

  

By the end of the lesson, the learner should be able to

·        State factors considered when selecting a breeding stock

·        Describe the methods in selection

·        Define breeding

·        Explaining the importance of breeding

  

·        Stating factors considered in selection

·        Describing the various methods used

·        Defining breeding

  

·        Charts

·        Chalkboard

·        Diagrams on students book

·        Farm animals

  

·        KLB secondary Agriculture form 3 pg 11-16

·        Certificate Secondary Agriculture F2 pg 123-124

·         Longhorn secondary Agriculture form 3 pg 15-16

Teachers guide pg 38-39

·        Gateway Agriculture revision paper 2 page 24

·        Top mark Agriculture page 93

  
 

3

  

1

    

Breeding

  

By the end of the lesson, the learner should be able to

·        Explain the terms used in breeding

  

·        Explaining the various terms

  

·        Charts

·        Chalkboard

·        Farm animals

  

·        KLB secondary Agriculture form 3 pg 16

·        Longhorn secondary Agriculture form 3 pg 16-19

Teachers guide pg 39-41

·        Gateway Agriculture revision paper 2 page 24-25

·        Top mark Agriculture page 93-94

  
   

2

  

Livestock selection and breeding

  

Signs of heat in livestock cattle, pigs rabbits

  

By the end of the lesson, should be able to

·        Explain the process of mating in cattle, pigs & rabbits

·        State signs of heat in cattle, pigs and rabbits

  

·        Explaining the process of mating

·        Stating signs of heat in pigs, rabbits and cattle

  

·        Farm animals

·        Photographs

·        Students book

·        Farm

  

·        KLB secondary Agriculture form 3 pg 16-19

·        Longhorn secondary Agriculture form 3 pg 19-23

Teachers guide pg 39-41

·        Gateway Agriculture revision paper 2 page 25

·        Top mark Agriculture page 94-95

  
   

3

    

Breeding systems of breeding

 

  

By the end of the lesson, the learner should be able to

·        State various systems of breeding

·        Explain reasons for breeding systems

·        Describe various

 

  

·        Stating various systems of breeding

·        Explaining reasons for breeding

·        Describing various breeding systems

  

·        Charts

·        Farm animals

·        Diagrams in the students book

  

·        KLB secondary Agriculture form 3 pg 16-19

·        Longhorn secondary Agriculture form 3 pg 19-23

Teachers guide pg 39-41

·        Gateway Agriculture revision paper 2 page 25

·        Top mark Agriculture page 94-95

  
  4 Livestock selection and breeding  

Methods of service in livestock

Natural mating

Artificial insemination

Embryo transplant

  

By the end of the lesson, the leaner should be able to

·        Identify the various services in livestock

·        Describe the methods of services in livestock

·        Explain the advantages & disadvantages of the methods

  

·        Identifying the various methods of services

·        Describing the methods of services in livestock

·        Drawing diagrams

·        Explaining the advantages & disadvantages

  

·        Farm animals

·        A.I technicians

·        Diagrams in the students book

  

·        KLB secondary Agriculture form 3 pg 20-23

·        Longhorn secondary Agriculture form 3 pg 23-30

Teachers guide pg 41-43

 

  
 

4

  

1

    

Signs of parturition in livestock

·        Cows

·        Sows

·        Does

  

By the end of the lesson, the learner should be able to

·        State signs of parturition in cows, sows and does

  

·        Stating signs of parturitions in cows, sows and does

  

·        Coral, photographs

·        A.I Technicians

·        Students book

·        Farm animals

  

·        KLB secondary Agriculture form 3 pg 24-25

·        Longhorn secondary Agriculture form 3 pg 41-43

Teachers guide pg 39-41

·        Gateway Agriculture revision paper 2 page 26-27

·        Top mark Agriculture page 96-97

  
   

2

  

Livestock production

Livestock rearing practices

  

Routine

Livestock rearing practices

  

By the end of the lesson, the learner should be able to

·        Define a routine

·        Explain the routine practices in livestock rearing

·        State the importance of each of the practice

  

·        Defining a routine

·        Explaining the routine  practices

·        Stating the importance of each practice

  

·        Livestock structures

·        Livestock feeds

·        Animals farm

·        Livestock

·        Student book

·        photographs

  

·        KLB secondary Agriculture form 3 pg 27-31

·        Longhorn secondary Agriculture form 3 pg 33-35

Teachers guide pg 49-51

·        Gateway Agriculture revision paper 2 page 28-29

·        Top mark Agriculture page 98

  
   

3-4

  

Livestock production (IV)

  

Parasite and disease control practices

  

By the end of the lesson, the learner should be able to

·        State various methods of parasite and disease control

·        Describe the various parasite and disease control practices

  

·        Stating the various control practices

·        Describing various control practices

·        Carrying out the various control practices

  

·        Livestock drugs

·        Livestock tools

·        Photographs

·        Diagrams on the students book

·        Livestock tools

·        Students book

  

·        KLB secondary Agriculture form 3 pg 32-36

·        Longhorn secondary Agriculture form 3 pg 35-39

Teachers guide pg 49-51

·        Gateway Agriculture revision paper 2 page 25

·        Top mark Agriculture page 98-99

  
 

5

  

1

  

Livestock production (IV)

Livestock Rearing

  

Breeding practices

  

By the end of the lesson, the learner should be able to

·        State the breeding practices

·        Describe the various breeding practices

·        Carry out the various practices

  

·        Stating the breeding practices

·        Describing the various breeding practices

·        Carrying out the various practices

  

·        Livestock drugs

·        Livestock tools

·        Photographs

·        Students book

·        Diagrams on the students book

·        Livestock

·        Livestock farm

  

·        KLB secondary Agriculture form 3 pg 27-29

·        Longhorn secondary Agriculture form 3 pg 49-51

Teachers guide pg 49-51

·        Gateway Agriculture revision paper 2 page 30-31

·        Top mark Agriculture page 99

  
   

2

  

Livestock Rearing practices

  

Identification

De-breaking

Tooth clipping

culling

  

By the end of the lesson, the learner should be able to

·        Describe de-beaking tooth, clipping and culling

·        Carry out these practices

  

·        Describing de-beaking, tooth clipping and culling

·        Carrying out the practices

·        Drawing the diagrams showing the practices

  

·        Livestock

·        Livestock drugs

·        Livestock tools

·        Students book

·        Photographs

·        Diagrams on the students book

  

·        KLB secondary Agriculture form 3 pg 41-48

·        Longhorn secondary Agriculture form 3 pg 41-44

Teachers guide pg 49-51

·        Gateway Agriculture revision paper 2 page 25

·        Top mark Agriculture page 99-100

  
   

3-4

    

Dehorning, shearing, castration

  

By the end of the lesson, the learner should be able to

·        describe dehorning, shearing, castration

·        Carry out these practices

  

·        Describing  dehorning, shearing castration

·        Carry out these practices

  

·        Livestock

·        Livestock drugs

·        Livestock tools

·        Students book

·        Photographs

  

·        KLB secondary Agriculture form 3 pg 45-50

·        Longhorn secondary Agriculture form 3 pg 41-44

Teachers guide pg 49-51

·        Gateway Agriculture revision paper 2 page 25

·        Top mark Agriculture page 100

  
 

6

  

1

  

Livestock rearing practices

  

Management of cows during parturition

  

By the end of the lesson, the leaner should be able to

·        Describe the management of a cow parturition

  

·        Describing the management of a cow during parturition

·        Drawing diagrams

  

·        Cows

·        Photographs

·        Students book

·        Veterinary personnel

  

·        KLB secondary Agriculture form 3 pg 53

·        Longhorn secondary Agriculture form 3 pg 50-54

Teachers guide pg 49-51

·        Access secondary Agriculture Revision page 170, 295

·        Golden tips agriculture page 277

  
   

2

    

Management of sows, nannies, does, ewes

  

By the end of the lesson, the learner should be able to

·        Describe the management, does & ewes during parturition

  

·        Describing the management of sows, nannies, does, ewes& during parturition

    

·        KLB secondary Agriculture form 3 pg 53-56

·        Longhorn secondary Agriculture form 3 pg 54-56

Teachers guide pg 49-51

·        Gateway Agriculture revision paper 2 page 33-34

·        Access secondary Agriculture Revision page 170, 295

·        Golden tips agriculture page 175,295-296

  
   

3-4

  

Bee- keeping

  

·        Importance

·        Bee colony

·        Sitting the a apiary

  

By the end of the lesson, the learner should be able to

·        State the importance of bee keeping

·        Describe the importance of bee keeping

·        Describe the bee conolony

·        Explain factors to consider when citing an apiary

  

 

·        Stating the importance of bee keeping

·        Describing the bee colony

·        Explaining factors to consider when citing an apiary

  

·        Combs

·        Bee hives

·        Apiary

·        Bee handling tools

·        bees

  

·        KLB secondary Agriculture form 3 pg 56-60

·        Longhorn secondary Agriculture form 3 pg 51-52

Teachers guide pg 49-51

·        Gateway Agriculture revision paper 2 page 33-34

·        Access secondary Agriculture Revision page 175-176

  
 

7

  

1

  

Bee keeping

  

Types of bee hive stocking the bee hive

Management of bees

  

By the end of the lesson, the learner should be able to

·        State the various types of bee hives

·        Describe the stocking of bee hive and management

  

·        Stating various types of bee hives

·        Describing the stocking of a bee hive and management

  

·        Beehives

·        Combs

·        Apiary

·        Bee handling

·        Students book

·        Protective clothing

  

·        KLB secondary Agriculture form 3 pg 60-69

·        Longhorn secondary Agriculture form 3 pg 59-62

Teachers guide pg 51-52

·        Gateway Agriculture revision paper 2 page 33-34

·        Access secondary Agriculture Revision page 175-176

·        Golden tips agriculture page 299-300

  
   

2

  

Bee keeping

  

Importance of fish farming

Types if fuse kept in farm ponds

  

By the end of the lesson, the learner should be able to

·        Define fish farming

·        Explain the importance of fish farming

·        Identifying the types of fish kept in the fish pond

  

·        Defining fish farming

·        Explaining the importance of fish farming

·        Identifying the types of fish kept in pond

·        Drawing diagrams

  

·        Fish nets

·        Fish species

·        Fish ponds

·        Diagrams in the students book

·        Fish food

  

·        KLB secondary Agriculture form 3 pg 70-73

·        Longhorn secondary Agriculture form 3 pg 62-64

Teachers guide pg 51-52

·        Gateway Agriculture revision paper 2 page 36

·        Access secondary Agriculture Revision page 175-176

·        Golden tips agriculture page 301

  
   

3

  

Fish Farming

  

Importance of fish farming

Types of fish kept in farm ponds

  

By the end of the lesson, the learner should be able to

·        Define fish farming

·        Explain the importance of fish farming

·        Identifying the types of fish kept in fish pond

  

·        Defining fish farming

·        Explaining the importance of fish farming

·        Identifying the types of fish kept in fish pond

·        Drawing diagrams

  

·        Fish nets

·        Fish species

·        Fish pond

·        Diagrams in the students book

·        Fish pond

  

·        KLB secondary Agriculture form 3 pg 73-77

·        Longhorn secondary Agriculture form 3 pg 65-70

Teachers guide pg 52-53

·        Gateway Agriculture revision paper 2 page 36-37

·        Access secondary Agriculture Revision page 177

·        Golden tips agriculture page 301-302

  
 

7

  

4

  

Fish Farming

  

Management

Fish farming

Harvesting and processing fish

  

By the end of the lesson, the learner should be able to

·        Describe fish management

·        Explain fish harvesting and processing fish

  

·        Describing fish management

·        Explaining fish harvesting and processing

  

·        Fish pond

·        Fish species

·        Fish nets

·        Students book

  

·        KLB secondary Agriculture form 3 pg 73-79

·        Longhorn secondary Agriculture form 3 pg 65-70

Teachers guide pg 52-53

·        Gateway Agriculture revision paper 2 page 36-37

·        Access secondary Agriculture Revision page 177

·        Golden tips agriculture page 302-303

  
 

8

  

1

  

Livestock Rearing Practices

  

Appropriate handling of livestock during routine management

  

By the end of the lesson, the learner should be able to

·        Demonstrate a caring attitude towards livestock

  

·        Demonstrating a carrying attitude towards livestock

·        Drawing diagrams

  

·        Diagrams from the student book

·        Farm animals

·        Photographs

·        Livestock handling tools

  

·        KLB secondary Agriculture form 3 pg 79-81

·        Longhorn secondary Agriculture form 3 pg 70-75

Teachers guide pg 53-54

·        Gateway Agriculture revision paper 2 page 36-37

·        Access secondary Agriculture Revision page 296

·        Golden tips agriculture page 296

 

  
   

2

  

Farm Structures

  

Farm buildings and structures

Citing parts of a building

Cite preparation

  

By the end of the lesson, the learner should be able to

·        State factors considered when citing farm structures

·        Describe parts of a building

  

·        Stating factors considered when citing farm structures

·        Describing parts of a building

  

·        Farm buildings

·        Diagrams

·        School farm

·        Student’s book

  

·        KLB secondary Agriculture form 3 pg 83-88

·        Longhorn secondary Agriculture form 3 pg 77-80

Teachers guide pg 59-60

·        Gateway Agriculture revision paper 2 page 36-37

·        Access secondary Agriculture Revision page 235

·        Golden tips agriculture page 250

  
   

3-4

  

Farm Structures

  

Livestock Structures

Crushes

  

By the end of the lesson, the learner should be able to:

·        Identify materials used in constructions

·        State the maintenance of a crush

·        Explain the uses of a crush

  

·        Identifying materials used n construction of crush

·        Stating the maintenance of a crush

·        Explaining the various uses of a crush

  

·        Crush

·        Constructional materials

·        Student’s book

·        Photographs

  

·        KLB secondary Agriculture form 3 pg93-94

·        Longhorn secondary Agriculture form 3 pg 81-83

Teachers guide pg 59-60

·        Access secondary Agriculture Revision page 236

·        Golden tips agriculture page 251-252

  
 

9

  

1

  

Farm structures

  

Livestock Structures- Dips

  

By the end of the lesson, the learner should be able to:

·        Identify materials used in construction of a dip

·        State the maintenance of a dip

·        Explain the uses of a dip

  

·        Identifying materials used in constructions

·        Stating the maintenance of a dip

·        Explaining the uses of the dip

·        Drawing the structures

  

·        Dip construction materials

·        Photographs

·        Diagrams from the students book

  

·        KLB secondary Agriculture form 3 pg 95-96

·        Longhorn secondary Agriculture form 3 pg 83-86

Teachers guide pg 60-63

·        Gateway Agriculture revision paper 2 page 36-37

·        Access secondary Agriculture Revision page 236

·        Golden tips agriculture page 252

  
   

2

  

Farm structures

  

Livestock structures

·        Spray race

·        Dairy shed

  

By the end of the lesson, the learner should be able to

·        Identify the constructional materials used

·        State the uses of these structures

  

·        Identifying materials used in construction

·        Stating the uses of the structure

·        Drawing the structures

  

·        Diagrams from the students book

·        Photographs

·        Construction materials

·        Spray race and dairy shed

  

·        KLB secondary Agriculture form 3 pg 99-102

·        Longhorn secondary Agriculture form 3 pg 86-90

Teachers guide pg 60-63

·        Gateway Agriculture revision paper 2 page 88

·        Access secondary Agriculture Revision page 236

·        Golden tips agriculture page 253-254

  
   

3-4

  

Farm structures

  

Livestock structure

Calf pens

Poultry houses

Rabbits hutches

Pig sty’s

  

By the end of the lesson, the learner should be able to

·        Name the construction materials used

·        State the uses of these structures

·        Describe the construction of the materials

  

·        Naming the construction materials

·        Stating the uses of the structures

·        Describing the construction of the structures

  

·        Calf pens

·        Poultry houses

·        Rabbit hutches

·        Pig stys

·        Construction materials

·        Photographs

·        Students book

·        Diagrams on the students book

  

·        KLB secondary Agriculture form 3 pg 194-114,115

·        Longhorn secondary Agriculture form 3 pg 86-90

Teachers guide pg 60-63

·        Gateway Agriculture revision paper 2 page 88

·        Golden tips agriculture page 254-257

  
 

10

  

1

  

Farm Structures

  

Livestock structures

·        Fish pond

·        Silo

  

By the end of the lesson, the learner should be able to

·        Identify the construction materials used

·        Explain the uses of these structures

  

·        Identifying the construction materials

·        Explaining the uses of these structures

  

·        Photographs

·        Students book

·        Constructional materials

·        Diagrams in the students book

  

·        KLB secondary Agriculture form 3 pg 115, 123

·        Longhorn secondary Agriculture form 3 pg 100-104

Teachers guide pg 60-63

·        Golden tips agriculture page 250

  
   

2

  

Farm structures

  

Zero grazing unit

Bee hive

  

By the end of the lesson, the learner should be able to

·        Identify construction materials used

·        State the uses of these structures

  

·        Identifying the construction materials

·        Stating the uses of these structures

  

·        Zero grazing unit

·        Photographs

·        Students book

·        Construction materials

·        beehive

  

·        KLB secondary Agriculture form 3 pg 102-104

·        Longhorn secondary Agriculture form 3 pg 103-106

Teachers guide pg 60-63

·        Gateway Agriculture revision paper 2 page 88

·        Access secondary Agriculture Revision page 235

·        Golden tips agriculture page 259-260

  
   

3-4

  

Farm Structures

  

Farm Stores

  

By the end of the lesson, the learner should be able to

·        Identifying the construction materials used

·        State the uses of these structures

·        Describe the process of constructing a farm store

  

·        Identifying the construction materials

·        Stating the uses of these structures

·        Describing the process of constructing a farm store

  

·        Diagrams in the students book

·        Photographs

·        Farm store

·        Construction materials

  

·        KLB secondary Agriculture form 3 pg 121-122

·        Longhorn secondary Agriculture form 3 pg 106-110

Teachers guide pg 64

·        Gateway Agriculture revision paper 2 page 89

·        Golden tips agriculture page 260-261

  
 

11

  

1-2

  

Farm structures

  

Fences

  

By the end of the lesson, the learner should be able to

·        State the types of fences

·        Identify the construction materials used

  

·        Stating types of fences

·        Identifying the construction materials used

·        Explaining the uses of these structures

·        Drawing the fences

  

·        Fences

·        Construction materials

·        Students book

·        Photographs

·        diagrams

  

·        KLB secondary Agriculture form 3 pg 124-132

·        Longhorn secondary Agriculture form 3 pg 110-117

Teachers guide pg 65

 

  
   

3-4

  

Farm structures

  

Green Houses

  

By the end of the lesson, the learner should be able to:

·        State the construction materials used

·        Describe the process of constructing green house

·        Explain the uses of these structures

  

·        Stating the construction materials

·        Describing the process of constructing green house

·        Explaining the uses of the structures

  

·        Green houses

·        Construction materials

·        Diagrams from the students book

·        Students book

·        photographs

  

·        KLB secondary Agriculture form 3 pg 133-139

·        Longhorn secondary Agriculture form 3 pg 128-121

Teachers guide pg 66

·        Gateway Agriculture revision paper 2 page 89

·        Access secondary Agriculture Revision page 235

·        Golden tips agriculture page 262

  
 

END TERM ONE EXAMINATIONS

  
 

 

 

 

  
 

AGRICULTURE  FORM 3 SCHEMES OF WORK – TERM 2

  
WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS
 

1

  

1

  

Agricultural Economics (III)

Land tenure and reforms

  

Land tenure types

Collective tenure systems

  

By the end of the lesson, the learner should be able to

·        Define land tenure

·        State the types of land tenure

·        Describe the collective tenure systems

  

·        Defining the term land tenure

·        Stating the types of land tenure

·        Describing the collective systems

  

·        Charts

·        Students book

·        Chalk board

  

·        KLB secondary Agriculture form 3 pg 140-141

·        Longhorn secondary Agriculture form 3 pg 123-125

Teachers guide pg 74

·        Gateway Agriculture revision paper 2 page 98-99

·        Access secondary Agriculture Revision page 120

·        Golden tips agriculture page 125

  
   

2

    

Individual Tenure System

  

By the end of the lesson, the learner should be able to

·        State the types of individual tenure system

·        Describe individual tenure systems

·        State advantages and disadvantages of this tenure system

  

·        Stating the individual tenure systems

·        Describing individual tenure system

·        Stating advantages and disadvantages of the system

  

·        Title deeds

·        Charts

·        Students book

  

·        KLB secondary Agriculture form 3 pg 143-145

·        Longhorn secondary Agriculture form 3 pg 123-125

Teachers guide pg 74

·        Gateway Agriculture revision paper 2 page 98-99

·        Golden tips agriculture page 124

  
   

3-4

  

Land tenure and reform

  

Land Reforms

  

By the end of the lesson, the learner should be able to

·        Define land reforms

·        Describe the various types of land reforms

·        Explaining the various settlement schemes in Kenya

  

·        Defining land reforms

·        Describing various types of land reforms

·        Explaining the various settlement scenes in Kenya

  

·        Title deeds

·        Students book

·        Charts

·        Chalk board

  

·        KLB secondary Agriculture form 3 pg 148-157

·        Longhorn secondary Agriculture form 3 pg 127-155

Teachers guide pg 75-76

·        Gateway Agriculture revision paper 2 page 99

·        Access secondary Agriculture Revision page 120-121

·        Golden tips agriculture page 125-126

  
 

2

  

1

  

Soil and water conservation

  

Soil Erosion

  

By the end of the lesson, the earner should be able to

·        Define soil erosion

·        Explain factors that influence soil erosion

  

·        Defining soil erosion

·        Explaining factors that influence soil erosion

  

·        Excavated areas

·        School farm

·        Photographs

·        Diagrams on the students book

  

·        KLB secondary Agriculture form 3 pg 158-160

·        Longhorn secondary Agriculture form 3 pg 137-138

Teachers guide pg 80

·        Gateway Agriculture revision paper 2 page 121

·        Access secondary Agriculture Revision page 120-121

·        Golden tips agriculture page 126

  
   

2

  

Soil and Water Conservation

  

Soil Erosion

  

By the end of the lesson, the learner should be able to

·        Explain the various agents of erosion

  

·        Explaining various agents

  

·        Photographs

·        School farm

·        Excavated areas

·        Students book

  

·        Longhorn secondary Agriculture form 3 pg 15-16

Teachers guide pg 38-39

·        Gateway Agriculture revision paper 2 page 24

·        Access secondary Agriculture Revision page 80

·        Golden tips agriculture page 26

  
   

3-4

  

Soil and Water Conservation

  

Soil Erosion

  

By the end of the lesson, the learner should be able to

·        Describe the various types of soil erosion

  

·        Describing the various types of erosion

  

·        Photographs

·        Students book

·        School farm

·        Excavated areas

·        Diagrams in the students book

  

·        KLB secondary Agriculture form 3 pg 161-167

·        Longhorn secondary Agriculture form 3 pg 139-141

Teachers guide pg 80

·        Gateway Agriculture revision paper 2 page 24

·        Access secondary Agriculture Revision page 80-81

·        Golden tips agriculture page 27

  
 

3

  

1

    

River bank erosion

  

By the end of the lesson, the learner should be able to

·        Define river bank erosion

·        Explain the effects of river bank erosion

·        State the control measures

  

·        Defining riverbank erosion

·        Explaining the effects of river

·        Bank erosion

·        Stating control measures

  

·        Photographs

·        River bank

·        Diagrams in the students book

·        charts

  

·        KLB secondary Agriculture form 3 pg 167-168

·        Access secondary Agriculture Revision page 87

·        Golden tips agriculture page 27

  
   

2

    

Mass wasting solifluction

  

By the end of the lesson, the learner should be able to

·        Define mass wasting

·        Explain factors influencing mass wasting

·        Describing effects of mass wasting

  

·        Defining mass wasting

·        Explaining factors influencing mass wasting

·        Describing effects of mass wasting

  

·        Charts

·        Photographs

·        Diagrams in the students book

  

·        KLB secondary Agriculture form 3 pg 168-173

·        Access secondary Agriculture Revision page 87

·        Golden tips agriculture page 27

  
   

3-4

  

Soil and water conservation

  

Soil control

Measures

·        Biological and cultural control

·        Physical and structural control measures

  

By the end of the lesson, the learner should be able to

·        Describe the biological, cultural physical and structural control

·        Measures on soil erosion

  

–        Describing the biological, cultural, physical and structural measures of controlling soil erosion

–        Drawing diagrams

  

·        Mesh wire

·        Poles

·        Quarry chips

·        School farm

·        Photographs

·        Excavated areas

·        Students book

·        Garden tools

·        Diagrams in the students book

  

·        KLB secondary Agriculture form 3 pg 173-186

·        Longhorn secondary Agriculture form 3 pg 142-149

Teachers guide pg 81

·        Gateway Agriculture revision paper 2 page 122-124

·        Access secondary Agriculture Revision page 81-83

·        Golden tips agriculture page 28-30

  
 

4

  

1-2

  

Soil and Water  Conservation

  

Water Harvesting

  

By the end of the lesson, the leaner should be able to

·        Name methods used to harvest water

·        Describe water harvesting and conservation techniques

·        Explain the micro catchment and their uses

  

·        Naming methods used to harvest water

·        Describing water harvesting and conservation

·        Explaining micro catchment

·        Stating their uses

  

·        Dams

·        Tanks

·        Reservoirs

·        Wells

·        Photographs

·        School farm

·        Garden tools

·        Gutters

·        Ponds

  

·        KLB secondary Agriculture form 3 pg 187-191

·        Longhorn secondary Agriculture form 3 pg 149-159

Teachers guide pg81-82

·        Gateway Agriculture revision paper 2 page 124-125

·        Access secondary Agriculture Revision page 83-85

·        Golden tips agriculture page 30-31

 

  
   

3-4

  

Weeds and weed control

  

Weeds

·        Definition

·        Identification

·        classification

  

By the end of the lesson, the learner should be able to

(a)    define a weed

(b)    identify the various weeds

(c)     classify the weeds in various groups

  

·        defining weeds

·        observation

·        identifying the weeds

·        classify the weeds

  

·        weed specimen

·        school farm

·        photographs

·        students book

·        diagrams in the students books

  

·        KLB secondary Agriculture form 3 pg 192-201

·        Longhorn secondary Agriculture form 3 pg 161-164

Teachers guide pg 87-88

·        Gateway Agriculture revision paper 2 page 73-74

·        Golden tips agriculture page 63-64

  
 

5

  

1-2

  

Weeds and weed control

  

Weeds

Identification

classification

  

By the end of the lesson, the learner should be able to

·        identify the various weeds

·        classify the various weeds

  

·        identifying the various weeds

·        classifying the various weeds

  

·        weed specimen

·        school farm

·        photographs

·        diagrams in the students book

  

·        KLB secondary Agriculture form 3 pg 193-200

·        Longhorn secondary Agriculture form 3 pg 161-164

Teachers guide pg 87-88

·        Gateway Agriculture revision paper 2 page 73-74

·        Access secondary agriculture page 89

·        Golden tips agriculture page 63-64

  
   

3-4

  

Weeds and weed control

  

Weeds competitive abilities of weeds

Harmful effects of weeds

  

By the end of the lesson, the learner should be able to

·        Identify the various weeds

·        Classify the various weeds

  

·        Identify the various weeds

·        Classifying the various weeds

  

·        Weed specimen

·        School farm

·        Photographs

·        Diagrams in students book

  

·        KLB secondary Agriculture form 3 pg 200-202

·        Longhorn secondary Agriculture form 3 pg 159-161

Teachers guide pg 87-88

·        Gateway Agriculture revision paper 2 page 73-74

·        Access secondary agriculture page 89-90

·        Golden tips agriculture page 64-65

  
 

6

  

1

  

Weeds and weed control

  

Weed control

·        mechanical

  

By the end of the lesson, the learner should be able to

·        Describe mechanical weed control

  

·        Describing mechanical weed control

  

·        weed specimen

·        school farm

·        photographs

·        diagrams in the students book

·        garden tools

  

·        KLB secondary Agriculture form 3 pg 209-210

·        Longhorn secondary Agriculture form 3 pg 169-170

Teachers guide pg 88-92

·        Gateway Agriculture revision paper 2 page 76

·        Golden tips agriculture page 64-65

  
   

2

  

 

  

Cultural and biological control

  

By the end of the lesson, the learner should be able to

·        Describe biological and cultural weed control method

  

 

·        Describing the biological and cultural weed control method

·        Note taking

·        Asking and answering questions

  

·        Garden tools

·        Students book

·        Photographs

·        School farm

·        Farm specimen

  

·        KLB secondary Agriculture form 3 pg 210-211

·        Longhorn secondary Agriculture form 3 pg 178

Teachers guide pg 93-95

·        Gateway Agriculture revision paper 2 page 76

·        Golden tips agriculture page 65

  
   

 

3-4

    

Chemical and legislative weed control methods

  

By the end of the lesson, the learner should be able to

·        Explain ways in which chemicals kill weeds

·        State the classification of herbicides

·        Explaining factors affecting selectivity and effectiveness of herbicides

·        Identifying the precautions in using chemicals

·        Stating the advantages and disadvantages of herbicides

  

·        Explaining ways in which chemicals kill weeds

·        Stating the classifications of herbicides

·        Explaining factors affecting selectivity and effectiveness of herbicides

·        Identifying the precautions in using chemicals

·        Stating the advantages and disadvantages of herbicides

  

·        Garden tools

·        Students book

·        Photographs

·        School farm

·        Weed specimen

  

·        KLB secondary Agriculture form 3 pg 203-208

·        Longhorn secondary Agriculture form 3 pg 170,172-175

Teachers guide pg 88-92

·        Gateway Agriculture revision paper 2 page 74

·        Golden tips agriculture page 90

·        Access secondary Agriculture page 65-66

 

  
 

7

  

1

  

Crop pest and diseases

  

Crop Pests

  

By the of the end lesson, the learner should be able to

·        Define a pest

·        Explain harmful effects of crop pests

  

·        Defining a pest

·        Explaining the harmful effects of crop pests

·        Asking and answering questions

  

·        Students book

·        Specimens of crop pests

·        Crops attacked

·        Pesticides

·        Photographs

  

·        KLB secondary Agriculture form 3 pg 213-214

·        Longhorn secondary Agriculture form 3 pg 177-178

Teachers guide pg 93-95

·        Gateway Agriculture revision paper 2 page 76

 

  
   

2

    

Crop Pests

  

By the end of the lesson, the learner should be able to

·        Classify pests based on mode of feeding

·        Classify pests based on crop part attacked

  

·        Classifying pests based on mode of feeding

·        Asking and answering questions

  

·        Crops attacked specimens of crop pests

·        Photographs of pests

·        Students book

  

·        KLB secondary Agriculture form 3 pg 214

·        Longhorn secondary Agriculture form 3 pg 177-178

Teachers guide pg 93-95

·        Gateway Agriculture revision paper 2 page 76

·        Golden tips agriculture page 67

·        Access secondary Agriculture page 97

 

  
   

3-4

  

 

  

Crop Pests

  

By the end of the lesson, the learner should be able to

·        Classify pest on the basis of stage of growth classification (scientific)

·        Level of damage and place where they are found of habitat

  

·        Classify pests

·        Asking and answering questions

·        Note taking

  

·        Crops attacked

·        Specimen of crop pests

·        Photographs of pests

·        Students book

  

·        KLB secondary Agriculture form 3 pg 214-215

·        Longhorn secondary Agriculture form 3 pg 177-178

Teachers guide pg 93-95

·        Gateway Agriculture revision paper 2 page 76

·        Golden tips agriculture page 67

·        Access secondary Agriculture page 97

  
 

8

  

1-2

  

Crop pests and diseases

  

Crop pests

·        Identification

  

By the end of the lesson, the learner should be able to

·        identify common pests

·        describe the various pests and the stage, part of the crop attacked

  

·        Identifying common pests

·        Describing the various pests on the various basics

·        Asking and answering questions

·        Note making

  

·        Diagrams in the students book

·        Photographs of pests

·        Pesticides

·        Crops attacked

·        Specimens of crop pests

·        Students book

  

·        KLB secondary Agriculture form 3 pg 215-226

·        Longhorn secondary Agriculture form 3 pg 179-184

Teachers guide pg 93-95

·        Gateway Agriculture revision paper 2 page 77-79

·        Golden tips agriculture page 67-69

·        Access secondary Agriculture page 97-98

  
   

3-4

    

Crop pests

·        identification

  

By the end of the lesson, the learner should be able to

·        identify common pests

·        describe the various pests and the stage part of the crop attacked

  

·        Identifying common pests

·        Describing the various pests

·        Asking and answering questions

·        Note making

  

·        Crops attacked

·        Specimens of crop pests

·        Photographs of pests

·        Pesticides

·        Diagrams in the students book

  

·        KLB secondary Agriculture form 3 pg 215-226

·        Longhorn secondary Agriculture form 3 pg 179-184

Teachers guide pg 93-95

·        Gateway Agriculture revision paper 2 page 77-79

·        Golden tips agriculture page 67-69

  
 

9

  

1

  

Crop Pests and disease control

  

Crop pests

  

By the end of the lesson, the learner should be able to

·        Describe harmful effects of pests

·        Identify pest control measures

  

·        Describing the effects of pests

·        Identifying pests control measure

  

·        Students book

·        Specimens of crop pests

·        Crops attacked

·        Pesticides

·        Photography

·        Pests

  

·        KLB secondary Agriculture form 3 pg 213-226

·        Longhorn secondary Agriculture form 3 pg 83-86

Teachers guide pg 60-63

·        Gateway Agriculture revision paper 2 page 88

·        Golden tips agriculture page 70-75

·        Access secondary Agriculture page 97-98

  
   

2

    

Crop pests control

·        cultural

  

By the end of the lesson, the learner should be able to

·        Describe the cultural pest control measures

  

·        Describing the cultural pest

·        Control measures

·        Note taking

·        Asking and answering questions

 

  

·        Students book

·        Crops attacked

·        Pesticides

·        Photographs of pests

·        School farm

·        Specimen of crop pests

  

·        KLB secondary Agriculture form 3 pg 228-230

·        Longhorn secondary Agriculture form 3 pg 185-186

Teachers guide pg 63-70

·        Gateway Agriculture revision paper 2 page 79

·        Golden tips agriculture page 71-72

 

  
 

 

  

3

  

Crop pest and diseases

  

Crop pests

  

By the end of the lesson, the learner should be able to

·        Describe the mechanical pest control

  

·        Describing mechanical pest control

·        Asking and answering questions

·        Note taking

 ·        Students book

·        Specimen of crop pests

·        Crops attacked

·        Photographs of pests

  

·        KLB secondary Agriculture form 3 pg 226-227

·        Longhorn secondary Agriculture form 3 pg 186-188

Teachers guide pg 95

·        Gateway Agriculture revision paper 2 page 80

·        Golden tips agriculture page 7

  
   

4

    

Crop pests

  

By the end of the lesson, the learner should be able to

·        Describe the biological pest control

  

·        Describing biological pest control

·        Asking and answering questions

·        Note taking

·        Explanations

  

·        Photographs of pests

·        Crops attacked

·        Specimens of crop pests

  

 

·        KLB secondary Agriculture form 3 pg 232

·        Longhorn secondary Agriculture form 3 pg 186-188

Teachers guide pg 95

·        Gateway Agriculture revision paper 2 page 88

·        Golden tips agriculture page 73-74

  
 

10

  

1

    

Crop pests

 

 

  

By the end of the lesson, the learner should be able to

·        Describe chemical methods of pest control

  

·        Describing the chemical methods of pest control

·        Note taking

·        Asking and answering questions

  

·        Photographs of pests

·        Crops attacked

·        Specimens of crop pests

  

·        KLB secondary Agriculture form 3 pg 230-232

·        Longhorn secondary Agriculture form 3 pg 188-190

Teachers guide pg 95

·        Gateway Agriculture revision paper 2 page 88

 

  
   

2

  

Crop pests and disease

  

Crop diseases

  

By the end of the lesson, the learner should be able to

·        Define a plant disease

·        Classify plant diseases

·        Explain harmful effects of crop diseases

  

·        Defining a plant diseases

·        Classifying plant diseases

·        Explaining the harmful effects of crop diseases

  

·        Students book

·        Specimens of diseases crops

·        Photographs

·        Fungicides

  

·        KLB secondary Agriculture form 3 pg 233-236

·        Longhorn secondary Agriculture form 3 pg 190-191

Teachers guide pg 96-99

·        Gateway Agriculture revision paper 2 page 88

  
 

 

  

3-4

 

  

Crop pest and diseases

  

Crop diseases

  

By the end of the lesson, the learner should be able to

·        Identify common crop diseases

  

·        Identifying common crop diseases

·        Asking questions and answering

·        Note taking

  

·        Students book

·        Specimens of diseased crops

·        Photographs

·        Fungicides

  

·        KLB secondary Agriculture form 3 pg 233-241

·        Longhorn secondary Agriculture form 3 pg 191-197

Teachers guide pg 96-99

·        Gateway Agriculture revision paper 2 page 82-84

 

  
 

11

  

1-2

    

Crop diseases

  

By the end of the lesson, the learner should be able to

·        classify  plant diseases

  

·        Classifying plant

·        Diseases

·        Asking and answering questions

·        Explanations

  

·        Specimen of diseased crops

·        Photographs

·        Fungicides

·        Students book

·        Diagrams in the students books

  

·        KLB secondary Agriculture form 3 pg 233-238

·        Longhorn secondary Agriculture form 3 pg 191-197

Teachers guide pg 96-99

·        Gateway Agriculture revision paper 2 page 82-84

·        Golden tips agriculture page 74-77

·        Access secondary Agriculture page 97-98

  
   

3-4

    

Crop diseases

  

By the end of the lesson, the learner should be able to

·        Describe the disease control crops

·        Carry out crop diseases control

  

·        Describing the disease control in crops

·        Carrying out crop disease control

 

 

  

·        Students book

·        Specimen of disease crops

·        Photographs

·        Fungicides

·        Diagrams in the students book

  

·        KLB secondary Agriculture form 3 pg 239-240

·        Longhorn secondary Agriculture form 3 pg 182-184

Teachers guide pg 95

·        Gateway Agriculture revision paper 2 page 84

·        Golden tips agriculture page 77-78

·        Access secondary Agriculture page 104-106

  
 

END TERM 2 EXAMINATION

  
   
 

AGRICULTURE  FORM 3 SCHEMES OF WORK – TERM 3

  
WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS  
 

1

  

1

  

Crop Production (VI)

  

Production of maize

  

By the end of the lesson, the learner should be able to

·        Name hybrids, composites of maize

·        State the ecological requirement of maize

·        Describe, field establishments, management and harvesting maize & marketing

  

·        Naming hybrids composites

·        Stating the ecological requirements

·        Describing management harvesting and field establishment

·        Note making

·        Asking and answering questions

  

·        Garden tools

·        Samples of maize

·        School farms

·        Student book

  

·        KLB secondary Agriculture form 3 pg 242-250

·        Longhorn secondary Agriculture form 3 pg 200-202

Teachers guide pg 101-102

·        Gateway Agriculture revision paper 2 page 52,54,55

·        Golden tips agriculture page 57-58

    
   

2

    

Production of millet

  

By the end of the lesson, the learner should be able to

·        Name hybrids, composites and cutting of millet

·        State the ecological requirement of millet

·        Describe field establishment, management, harvesting and marketing

  

·        Stating the ecological requirements

·        Describing field establishment management harvesting and marketing

·        Note making

·        Asking and answering questions

·        Naming the hybrids, composites cultwas

  

·        Garden tools

·        School farm

·        Sample of millet

·        Diagrams on the students book

·        charts

  

·        KLB secondary Agriculture form 3 pg 250-255

·        Longhorn secondary Agriculture form 3 pg 201-214

Teachers guide pg 101-102

·        Gateway Agriculture revision paper 2 page 56

·        Golden tips agriculture page 82-84

·        Access secondary Agriculture page 58

    
   

3

    

Production of sorghum

  

By the end of the lesson, the learner should be able to

·        Name composites, hybrids, cultivar of sorghum

·        State the ecological requirements of sorghum

·        Describe the field establishment, management marketing and harvesting

  

·        Naming the hybrids, composite cultivars

·        Stating the ecological requirement of sorghum

·        Describing the field establishment management, harvesting and marketing

·        Asking and answering questions

  

·        Charts samples of sorghum

·        Garden tools

·        Diagrams on the students book

  

·        KLB secondary Agriculture form 3 pg 250-255

·        Longhorn secondary Agriculture form 3 pg 201-204

Teachers guide pg 101-102

·        Gateway Agriculture revision paper 2 page 56

·        Golden tips agriculture page 84-85

·        Access secondary Agriculture page 59-60

    
   

4

  

Production Crop

  

Production of Beans

  

By the end of the lesson, the learner should be able to

·        State the varieties of beans grown

·        Describe the varieties of beans grown

·        Explaining the ecological requirements of maize

·        Describe field establishment management and harvesting marketing

  

·        Stating the varieties

·        Explaining the ecological requirements of maize

·        Describing field establishment, harvesting and marketing

·        Note making

·        Asking and answering questions

  

·        School farm

·        Garden tools

·        Seed samples

·        Students book

  

·        KLB secondary Agriculture form 3 pg 250-255

·        Longhorn secondary Agriculture form 3 pg 214-215

Teachers guide pg 101-102

·        Gateway Agriculture revision paper 2 page 56-58

·        Golden tips agriculture page 85-87

·        Access secondary Agriculture page 59-60

    
 

2

  

1-2

  

Crop production

  

Gross Margin of Crop enterprises

  

By the end of the lesson, the learner should be able to

·        Compare and contrast the gross margin of maize/millet, sorghum and beans

  

·        Comparing and contrasting gross margins of maize, millet, sorghum and beans

  

·        Charts

·        Receipts

·        Tables

·        Chair

·        Farm records

·        Students book

  

·        KLB secondary Agriculture form 3 pg 243-268

·        Longhorn secondary Agriculture form 3 pg 218-219

Teachers guide pg 101-102

·        Gateway Agriculture revision paper 2 page 56-58

·        Golden tips agriculture page 85-87,79-90

·        Access secondary Agriculture page 57-63

    
   

3-4

  

Crop production

  

Harvesting of cotton, sugarcane, pyrethrum

  

By the end of the lesson, the learner should be able to

·        describe the harvesting of cotton, pyrethrum and sugarcane

 

  

·        describing the harvesting of cotton, pyrethrum and sugarcane

  

·        photographs

·        diagrams in the students book

·        school farm

·        farm harvesting tools

  

·        KLB secondary Agriculture form 3 pg 263-264

·        Longhorn secondary Agriculture form 3 pg 221-224

Teachers guide pg 102-103

·        Gateway Agriculture revision paper 2 page 58-59

·        Golden tips agriculture page 85-87,79-90

·        Access secondary Agriculture page 57-63

    
 

3

  

1

  

Crop Production

  

Harvesting of cotton, sugarcane, pyrethrum

  

By the end of the lesson, the learner should be able to

·        Describe the  harvesting of cotton, pyrethrum and sugar cane

  

·        Describing the harvesting of cotton, pyrethrum and sugarcane

  

·        Photographs

·        Diagrams in the students book

·        School farm

·        Farm harvesting tools

  

·        KLB secondary Agriculture form 3 pg 264-266

·        Longhorn secondary Agriculture form 3 pg 224-226

Teachers guide pg 103-105

·        Gateway Agriculture revision paper 2 page 59

    
   

2

  

Crop production

  

Harvesting of tea and coffee

  

By the end of the lesson, the learner should be able to

·        Describe the harvesting of tea and coffee

 

  

·        Describing the harvesting of tea and coffee

  

·        Diagrams in the students book

·        Photographs

·        Harvesting tools

·        Charts

  

·        KLB secondary Agriculture form 3 pg 226-268

·        Longhorn secondary Agriculture form 3 pg 226-228

Teachers guide pg 103-105

·        Gateway Agriculture revision paper 2 page 59-60

·        Golden tips agriculture page 88-89

 

    
   

3-4

  

Crops forage

  

Pastures classifications

  

By the end of the lesson, the learner should be able to

·        Define pastures and forage crops

·        Classify pastures

  

·        Defining pastures and forage crops

·        Classifying pastures & forage

 

  

·        Students book

·        Specimens of pastures

·        Photographs of forage crops charts

  

·        KLB secondary Agriculture form 3 pg 269-272

·        Longhorn secondary Agriculture form 3 pg 230-234

Teachers guide pg 106-107

·        Gateway Agriculture revision paper 2 page 59-60

·        Golden tips agriculture page 108

·        Access secondary revision page 72

    
 

4

  

1

    

Pastures establishment management

  

By the end of the lesson, the learner should be able to

·        Describe pasture establishment

·        Describe pasture management

  

·        Describing pasture establishment

·        Describing pasture management note taking

 

 

  

·        Specimens of pastures

·        Photographs of forage crops

·        Garden tools

  

·        KLB secondary Agriculture form 3 pg 272-276

·        Longhorn secondary Agriculture form 3 pg 234-236

Teachers guide pg 106-107

·        Golden tips agriculture page 109

·        Access secondary revision page 72

    
   

2

    

Pastures utilizations

  

By the end of the lesson, the learner should be able to

·        Describe various methods of pasture utilization

  

·        Describing various methods of pastures

·        Utilization

·        Asking and answering questions

  

·        Specimens of pastures

·        Photographs of forage crops

·        Students book

  

·        KLB secondary Agriculture form 3 pg 277-280

·        Longhorn secondary Agriculture form 3 pg 326-340

Teachers guide pg 107

·        Gateway Agriculture revision paper 2 page 59-60

·        Golden tips agriculture page 109

 

    
   

3

  

Forage Crops

  

Grazing methods

  

By the end of the lesson, the learner should be able to

·        Explain the two grazing methods

·        State the advantages and disadvantages of each

  

·        Explaining the two grazing methods

·        Stating the advantages and disadvantages of each

  

·        Diagrams in the students book

·        Photographs

·        charts

  

·        KLB secondary Agriculture form 3 pg 280-283

·        Gateway Agriculture revision paper 2 page 59-60

·        Access secondary agriculture page 73-74

·        Golden tips agriculture page 110-111

    
   

4

    

Folder crops

Napier grass

  

By the end of the lesson, the learner should be able to

·        State the ecological requirements of Napier grass

·        Describe the field establishment, management and utilization

  

·        Describing the field production of Napier grass

 

 

  

·        Samples of folder crop

·        School farm

·        Photographs

·        Charts

·        Students book

 

  

·        KLB secondary Agriculture form 3 pg 283-287

·        Longhorn secondary Agriculture form 3 pg 241-242

Teachers guide pg 107

·        Gateway Agriculture revision paper 2 page 88

·        Access secondary revision page 94

    
 

5

  

1

  

Forage crops

  

Sorghum

Guatemala grass

  

By the end of the lesson, the learner should be able to

·        Describe the production of Guatemala grass under ecological requirements, establishment, management and utilization

·        Describe the production of sorghum under ecological requirements establishment, management and utilization

  

·        Describing the field production of sorghum and Guatemala grass

  

·        Students book

·        Specimens of fodder crops

·        Photographs of forage crops

·        School farm

  

·        KLB secondary Agriculture form 3 pg 269-272

·        Longhorn secondary Agriculture form 3 pg 242-244

Teachers guide pg 108

·        Gateway Agriculture revision paper 2 page 89

 

    
   

2

    

Kales

·        Edible

·        Canaa

  

By the end of the lesson, the learner should be able to

·        describe the production of kales under ecological requirements

  

·        Explanations

·        Note taking

  

·        School farm

·        Photographs of folder

·        Specimen of fodder crops

  

·        KLB secondary Agriculture form 3 pg 291-292

·        Longhorn secondary Agriculture form 3 pg 244-245

Teachers guide pg 108

·        Gateway Agriculture revision paper 2 page 89-90

·        Golden tips agriculture page 108

·        Access secondary revision page 75-76

    
   

3-4

    

Fodder crops

Lucerne

Kenya white clover

  

By the of the end of the lesson, the learner should be able to

·        Describe the production of Lucerne under ecological requirements, establishment and utilization

·        Describe the production of Kenya white clover under ecological, requirement establishment, management and utilization

  

·        Describing the production of Lucerne, Kenya white clover

·        Note making

·        Asking and answering questions

  

·        Students book

·        Specimens of

·        Fodder crops

·        Photographs of Forage crops

  

·        KLB secondary Agriculture form 3 pg 269-272

·        Longhorn secondary Agriculture form 3 pg 230-234

Teachers guide pg 106-107

·        Gateway Agriculture revision paper 2 page 59-60

·        Golden tips agriculture page 108

·        Access secondary revision page 72

    
 

6

  

1

  

Forage Crops

  

Fodder crops

Disodium

Marigold

  

By the end of the lesson, the learner should be able to

·        Describe the production of disodium under ecological requirements establishment, management and utilization

·        Describe the production of marigold under ecological requirements and utilization

  

·        Describing the field production of disodium and marigold

  

·        Students book

·        Specimens of fodder crops

·        Photographs of fodder crops

·        School farm

  

·        KLB secondary Agriculture form 3 pg 295-297

·        Longhorn secondary Agriculture form 3 pg 247-248

Teachers guide pg 108

·        Golden tips agriculture page 112

·        Access secondary revision page 77

 

 

    
   

2

  

Forage Crops

  

Agroforestry

  

By the end of the lesson, the learner should be able to

·        Describe agroforestry under ecological requirement, management and utilization

  

·        Describing agro forestry tree/bushes

·        Asking and answering questions

·        Note making

  

·        Student’s book

·        Specimens of fodder crops

·        Photographs of forage crops

·        School farm

  

·        KLB secondary Agriculture form 3 pg 297-299

·        Longhorn secondary Agriculture form 3 pg 248-249

Teachers guide pg 108

·        Golden tips agriculture page 86,99

    
   

3-4

  

 

  

Forage Conservation

 By the end of the lesson, the learner should be able to

·        Define lay making

·        Describe silage making

·        Describe standing lay

  

·        Defining lay making

·        Describing the making of lay silage and standing lay

·        Asking and answering questions

·        Drawing diagrams

  

·        Tools used

·        School farm

·        Specimens of lay

·        Silage

·        School farm

·        Diagrams in the students book

  

·        Longhorn secondary Agriculture form 3 pg 250-253

Teachers guide pg 114-116

·        Gateway Agriculture revision paper 2 page 66-67

·        Golden tips agriculture page 112-113

    
 

7

  

1

  

Health Livestock Diseases (III)

  

Terms used in livestock diseases

Protozoan diseases

E.C.F (East Coast Fever)

  

By the end of the lesson, the learner should be able to

·        Define terms used in livestock diseases

·        Describe cause symptoms and control

  

·        Defining terms

·        Describing the East Coast Fever

·        Asking and answering questions

·        Note making

  

·        School farms

·        Photographs of animals with the disease

·        Diagrams in the students book

·        Cattle dip

  

·        KLB secondary Agriculture form 3 pg 308-312

·        Longhorn secondary Agriculture form 3 pg 114-116

Teachers guide pg 106-107

·        Gateway Agriculture revision paper 2 page 66-67

 

 

    
   

2

    

Anaplasmosis

  

By the end of the lesson, the learner should be able to

·        Describe the cause, symptoms and control of anaplasmosis

  

·        Describing anaplasmosis

  

·        School farm

·        Photograph of animal with the disease

·        Diagrams in the students book

·        Students book

  

·        KLB secondary Agriculture form 3 pg 312

·        Longhorn secondary Agriculture form 3 pg 256-257

Teachers guide pg 114-116

·        Gateway Agriculture revision paper 2 page 66-67

·        Golden tips agriculture page 316

·        Access secondary revision page 204

    
   

3

  

Livestock diseases

  

Protozoan diseases

Coccidiosis

  

By the end of the lesson, the learner should be able to

·        Describe cause, symptoms and control of coccidiosisis

  

·        Describing coccidiosisis

·        Note making

·        Asking and answering questions

  

·        Photographs of animals with the disease

·        School farm

·        Diagrams in the students book

  

·        KLB secondary Agriculture form 3 pg 312-313

·        Longhorn secondary Agriculture form 3 pg 257-258

Teachers guide pg 114-116

·        Gateway Agriculture revision paper 2 page 66-67

·        Golden tips agriculture page 316

·        Access secondary revision page 204

    
   

4

    

Tryponosomiasis

  

By the end of the lesson, the learner should be able to

·        Describe cause, symptoms and control of Trypanosomiasis

  

·        Describing trypanosomiasis

·        Note taking

·        Asking and answering questions

  

·        Photographs of animals with the disease

·        School farm

·        Diagrams in the students book

  

 

·        KLB secondary Agriculture form 3 pg 314

·        Longhorn secondary Agriculture form 3 pg 257-258

Teachers guide pg 114-116

·        Gateway Agriculture revision paper 2 page 66-67

·        Golden tips agriculture page 317

·        Access secondary revision page 204-205

    
 

8

  

1

    

Bacteria diseases

Fowl typhoid

  

By the end of the lesson, the learner should be able to

·        Describe cause, symptoms and control of fowl typhoid

  

·        Describing fowl typhoid

·        Note making

·        Answering and asking questions

  

·        Farm

·        Photographs of the affected animals

·        Diagrams in the students books

·        School farm

  

·        KLB secondary Agriculture form 3 pg 317-318

·        Longhorn secondary Agriculture form 3 pg 259-260

Teachers guide pg 116-117

·        Gateway Agriculture revision paper 2 page 67-71

 

    
   

2

    

Foot rot

  

By the end of the lesson, the learner should be able to

·        Describe cause, symptoms and control of foot rot

  

·        Describing foot rot

·        Disease

·        Note making

·        Asking and answering questions

  

·        School farm

·        Students book

·        Photographs of animal affected

·        Diagrams in the students book

  

·        KLB secondary Agriculture form 3 pg 318-319

·        Longhorn secondary Agriculture form 3 pg 260-261

Teachers guide pg 116-117

·        Gateway Agriculture revision paper 2 page 67-71

·        Access secondary revision page 205-206

    
   

3

  

Livestock Health (III) diseases

  

Bacterial diseases

Contagious abortion

  

By the end of the lesson, the learner should be able to

·        Describe the causes, symptoms and control of contagious abortion

  

·        Describing contagious abortion

·        Note making

  

·        Photographs of affected students book

·        Farm (Livestock)

·        School farm

·        Diagrams in the students book

  

·        KLB secondary Agriculture form 3 pg 319-320

·        Longhorn secondary Agriculture form 3 pg 261-262

Teachers guide pg 116-117

·        Gateway Agriculture revision paper 2 page 67-71

·        Access secondary revision page 206

    
   

4

    

scours

  

By the end of the lesson, the learner should be able to

·        Describe the causes, symptoms and the control of scours

  

·        Describing scours

·        Note taking

·        Asking and answering questions

  

·        Photographs of animals with the disease

·        Students book

·        Farm (Livestock)

·        Diagrams in the students book

  

·        KLB secondary Agriculture form 3 pg 320-321

·        Longhorn secondary Agriculture form 3 pg 261-262

Teachers guide pg 116-117

·        Gateway Agriculture revision paper 2 page 314

·        Access secondary revision page 206-207

    
 

9

  

1

    

Bacterial Black quarter

Mastitis

  

By the end of the lesson, the learner should be able to

·        Describe the cause, symptoms and control of mastitis

·        Describe the cause, symptoms and control of black quarter

  

·        Describing the mastitis

·        Describing the black quarter

·        Note making

·        drawings

  

·        school farm

·        diagrams in the students book

·        Photographs of affected animals

·        Students book

  

·        KLB secondary Agriculture form 3 pg 321-322,315-317

·        Longhorn secondary Agriculture form 3 pg 263-264

Teachers guide pg 116-117

·        Golden tips agriculture page 314

·        Access secondary revision page 207

    
   

2

    

Anthrax Pneumonia

  

By the end of the lesson, the learner should be able to

·        Describe cause, symptoms and control of anthrax

·        Describe cause, symptoms and control of pneumonia

  

·        Describing the Anthrax

·        Describing the pneumonia

·        Asking and answering questions

  

·        Photographs of animal with the disease

·        School farm

·        Livestock farm

·        Diagrams on the students books

  

·        KLB secondary Agriculture form 3 pg 312

·        Longhorn secondary Agriculture form 3 pg 256-257

Teachers guide pg 116-117

·        Gateway Agriculture revision paper 2 page 67-71

·        Golden tips agriculture page 314

·        Access secondary revision page 208-209

    
   

3-4

  

Livestock Diseases

  

Viral Diseases

Foot & Mouth

Rinderpest

  

By the end of the lesson, the learner should be able to

·        Describe cause, symptom and control of foot and mouth

·        Describe cause, symptom and control of Rinderpest

  

·        Describing foot and mouth and Rinderpest

·        Asking and answering questions

·        Note making

  

·        Photographs  of the animal with the disease

·        Students book

·        Chalk board

·        School farm

·        Livestock farm

·        Diagrams in the students book

·        Charts

  

·        KLB secondary Agriculture form 3 pg 325-326

·        Longhorn secondary Agriculture form 3 pg 267-269

Teachers guide pg 116-117

·        Gateway Agriculture revision paper 2 page 71-74

·        Access secondary revision page 209-210

    
 

10

  

1

    

New castle

  

By the end of the lesson, the learner should be able to

·        Describe cause, symptoms and control a new castle

  

·        Describing new castle

·        Asking and answering questions

  

·        Photographs of animal with the disease

·        School farm

·        Livestock farm

·        Diagrams in the students book

  

·        KLB secondary Agriculture form 3 pg 326-327

·        Longhorn secondary Agriculture form 3 pg 269-270

Teachers guide pg 117-118

·        Gateway Agriculture revision paper 2 page 71-74

·        Golden tips agriculture page 316

·        Access secondary revision page 210

    
   

2

    

Fowl Pox

  

By the end of the lesson, the learner should be able to

·        Describe cause, symptoms and control of fowl pox

  

·        Describing fowl pox disease

·        Asking and answering questions

  

·        Livestock farm

·        School farms

·        Students book

·        Photographs of the affected animal

  

·        KLB secondary Agriculture form 3 pg 327-329

·        Longhorn secondary Agriculture form 3 pg 269-270

Teachers guide pg 117-118

·        Golden tips agriculture page 315

·        Access secondary revision page 211

    
   

3

    

Gumboro

  

By the end of the lesson, the learner should be able to

·        Describe cause, symptoms and control of Gumboro

  

·        Describing Gumboro

·        Asking and answering questions

·        Note making

  

·        Photograph of affected animal

·        Livestock farm

·        School farm

·        Students book

  

·        KLB secondary Agriculture form 3 pg 329

·        Longhorn secondary Agriculture form 3 pg 271-272

Teachers guide pg 117-118

·        Golden tips agriculture page 315

·        Access secondary revision page 211

    
   

4

  

Livestock Diseases

  

African Swine Fever

  

By the end of the lesson, the learner should be able to

·        Describe cause, symptom and control of African Swine Fever

  

·        Describing African Swine Fever

·        Note taking

·        Asking and answering questions

  

·        Photograph of animals with the disease

·        Diagrams in the students book

·        School farm

·        Livestock farm

  

·        KLB secondary Agriculture form 3 pg 330-332

·        Longhorn secondary Agriculture form 3 pg 272-273

Teachers guide pg 118-119

·        Gateway Agriculture revision paper 2 page 66-67

·        Golden tips agriculture page 317

·        Access secondary revision page 212

    
 

11

  

1

    

Nutritional disorders

Milk fever

  

By the end of the lesson, the learner should be able to

·        Describe causes, symptoms and control, treatment of milk fever

  

·        Describing milk fever

·        Note making

·        Asking and answering questions

  

·        Photographs of animals with the disease

·        Diagrams in the students book

·        School farm

·        Livestock farm

  

·        KLB secondary Agriculture form 3 pg 330-332

·        Longhorn secondary Agriculture form 3 pg 272-273

Teachers guide pg 118-119

·        Gateway Agriculture revision paper 2 page 66-67

·        Golden tips agriculture page 317

·        Access secondary revision page 212

    
   

2

    

Bloat

  

By the end of the lesson, the learner should be able to

·        Describe the cause, symptom and the control of bloat

  

·        Describing bloat diseases

·        Drawing the process of control using surgical means

·        Asking and answering questions

  

·        Troca and canular

·        Photographs of the animals with the disease

·        Diagrams in the students book

·        School farm

  

·        KLB secondary Agriculture form 3 pg 332-333

·        Longhorn secondary Agriculture form 3 pg 272-273

Teachers guide pg 118-119

·        Gateway Agriculture revision paper 2 page 66-67

·        Golden tips agriculture page 317

·        Access secondary revision page 212

    
REVISION  
 

 

 

 

 

 

  
 

AGRICULTURE  FORM 4 SCHEMES OF WORK – TERM 1

  
 

1

  

1

  

Livestock production (V) poultry

  

Parts of an egg

  

By the end of the lesson, the learner should be able to

·        Identify the various parts of an egg

·        Explain the functions of each part of an egg

  

·        Identifying the parts of an egg

·        Explaining the functions of each part of an egg

·        Note making

·        Illustrations

·        Asking and answering questions

  

·        Text books

·        Labeled diagram of internal structure of an egg

·        Boiled egg

  

·        KLB secondary Agriculture form 4 pg 1-3

·        Longhorn secondary Agriculture form 4 pg 1-2

Teachers guide pg 114-116

·        Gateway Agriculture revision paper 2 page 39

·        Golden tips agriculture page 303-304

    
   

2

  

Livestock production (V) poultry

  

Natural incubation

  

By the end of the lesson, the learner should be able to

·        Describe natural incubation

·        State the advantages and disadvantages of natural incubation

  

·        Describing natural incubation

·        Stating the advantages and disadvantages of natural incubation

·        Illustration

·        Note making

·        Asking and answering questions

  

·        Text books

·        A diagram illustrating natural incubation

·        An egg

·        Realic of nesting box

  

·        KLB secondary Agriculture form 4 pg 1-3

·        Longhorn secondary Agriculture form 4 pg 1-2

Teachers guide pg 114-116

·        Gateway Agriculture revision paper 2 page 39

·        Golden tips agriculture page 303-304

    
  3-4 Livestock production (V) Poultry  

Artificial incubation

  

By the end of the lesson, the learner should be able to

·        Outline the conditions necessary for artificial incubation

·        Describe the management of an incubator

·        State the advantages and disadvantages of artificial incubation

  

·        Outline the conditions necessary for artificial incubation

·        Description

·        Stating the advantages and disadvantages of artificial incubation

·        Illustration

·        Note making

·        Asking and answering questions

  

·        Text books

·        Diagrams illustrating  the structure of an artificial incubator

·        Realic of an artificial incubator

·        An egg

 

 

  

·        KLB secondary Agriculture form 4 pg 7-9

·        Longhorn secondary Agriculture form 4 pg 5-6

Teachers guide pg 114-116

·        Gateway Agriculture revision paper 2 page 411

·        Golden tips agriculture page 305

    
 

2

  

1

  

Livestock Production (V) poultry

  

Natural Brooding

  

By the end of the lesson, the learner should be able to

·        Define the term brooding

·        Describe natural brooding

  

·        Defining and describing natural brooding

·        Note making

·        Asking and answering questions

·        illustration

  

·        text books

·        diagram of broody hen

·        Realia of a broody hen

·        samples of chicken variety

  

·        KLB secondary Agriculture form 4 pg 9

·        Longhorn secondary Agriculture form 4 pg 7

Teachers guide pg 114-116

·        Gateway Agriculture revision paper 2 page 41-42

·        Golden tips agriculture page 305-306

    
   

2

  

Livestock Production (V) Poultry

  

Artificial Brooding

  

By the end of the lesson, the learner should be able to

·        Explain artificial brooding

·        Identify the requirements in an artificial brooder

  

·        Explanation of artificial brooding

·        Identification of the artificial brooding requirements

·        Note making

·        Illustration

·        Asking and answering questions

  

·        Text books

·        Diagrams of a brooder

·        Realia of a brooder in a chicken

  

·        KLB secondary Agriculture form 4 pg 10-13

·        Longhorn secondary Agriculture form 4 pg 8-10

·        Gateway Agriculture revision paper 2 page 42

·        Golden tips agriculture page 306

    
   

3 and

4

  

Livestock Production (V) Poultry

  

Recring  systems

Free range

Fold system

  

By the end of the lesson, the learner should be able to

·        Describe free range on fold system

·        Outline the requirements of free range systems

·        State the disadvantages and advantages of free range and fold system

  

·        Describing free range and fold system

·        Outline the requirements of free range

·        Stating the advantages and disadvantages of free range and fold

·        Asking and answering questions

  

·        Text books

·        Poultry Farm

·        Sample of chicken feed

·        Photographs

  

·        KLB secondary Agriculture form 4 pg 14-15

·        Longhorn secondary Agriculture form 4 pg 11-13

·        Gateway Agriculture revision paper 2 page 43

·        Golden tips agriculture page 306

    
 

3

  

1

 

  

Livestock Production (V) poultry

  

Rearing systems

Free range fold system

  

By the end of the lesson, the learner should be able to

·        Describe free range on fold system

·        Outline the requirements of free range systems

·        State the disadvantages and advantages of free range and fold system

  

·        Describing free range and fold system

·        Outline the requirements of free range

·        Stating the advantage and disadvantages of free range and fold system

·        Illustration

·        Asking and answering questions

  

·        Text books

·        Poultry farm

·        Sample of chicken feed

·        photographs

  

·        KLB secondary Agriculture form 4 pg 16-18

·        Longhorn secondary Agriculture form 4 pg 12-13

·        Gateway Agriculture revision paper 2 page 43

·        Golden tips agriculture page 307

 

    
   

2

  

Livestock Production (V) Poultry

  

Rearing systems

Deep litter system

Battery cage system

  

By the end of the lesson, the learner should be able to

·        Outline the requirements in deep litter system

·        State the advantages and disadvantages of the deep litter and battery cage system

  

·        Outlining the requirements of deep litter

·        Stating the advantages and disadvantages of deep litter on battery cage system

·        Note making

·        Illustration

·        Asking and answering questions

  

·        Test books

·        School poultry farm

·        Sample of chicken feed

·        photographs

  

·        KLB secondary Agriculture form 4 pg 18-21

·        Longhorn secondary Agriculture form 4 pg 12-13

·        Gateway Agriculture revision paper 2 page 45

 

    
   

3

  

Livestock production (V) poultry

  

Stress in chicken

  

By the end of the lesson, the learner should be able to

·        Define the term stress

·        Identify the causes of stress in chicken

·        State the control measures of stress in chicken

  

·        Identifying the causes of stress in chicken

·        Stating the control measures of stress in chicken

·        Illustration

·        Note making

·        Asking and answering questions

  

·        Text books

·        Poultry farm

·        photographs

  

·        KLB secondary Agriculture form 4 pg 16-18

·        Longhorn secondary Agriculture form 4 pg 12-13

·        Gateway Agriculture revision paper 2 page 45

·        Golden tips K.C.S.E agriculture page 307

    
   

4

  

Livestock Production (V) poultry

  

Vices in chicken

  

By the end of the lesson, the learner should be able to

·        Identify the kinds of vices in chicken

·        Identify the causes of such vices in chicken

·        State the control measures of vices in chicken

  

·        Identifying the vices in chicken

·        Identifying the causes of vices in chicken

·        State the control measures of vices in chicken

  

·        Text books

·        Poultry farm

·        Photos illustrating example of such vices

  

·        KLB secondary Agriculture form 4 pg 23-24

·        Longhorn secondary Agriculture form 4 pg 20-21

·        Gateway Agriculture revision paper 2 page 45

·        Golden tips K.C.S.E agriculture page 307

    
 

4

  

1

  

Livestock Production V Poultry

  

Marketing of poultry products

eggs

  

By the end of the lesson, the learner should be able to

·        Describe the marketing of eggs

  

·        Describing the marketing of eggs

·        Note making

·        Illustration

·        Asking and answering question

  

·        Text books

·        Eggs

·        Poultry farm

·        store

  

·        KLB secondary Agriculture form 4 pg 24-25

·        Longhorn secondary Agriculture form 4 pg 22-23

·        Gateway Agriculture revision paper 2 page 46

·        Golden tips K.C.S.E agriculture page 307

    
   

2

  

Livestock production Poultry

  

Marketing of poultry production

Chicken meat

  

By the of the lesson, the learner should be able to

·        Describe the marketing of chicken meat

  

·        Describing the marketing of chicken meat

·        Note making

·        Illustration

·        Asking and answering questions

  

·        Text books

·        Poultry farm

·        photos

  

·        KLB secondary Agriculture form 4 pg 23-24

·        Longhorn secondary Agriculture form 4 pg 20-21

·        Gateway Agriculture revision paper 2 page 46

·        Golden tips K.C.S.E agriculture page 307

    
  3 and 4  

Livestock production VI (Cattle)

  

Raising of the young stock

  

By the end of the lesson, the learner should be able to

·        Describe the feeding of a new born calf

·        Describe the preparation of artificial colostrums

·        State the importance of colostrums

  

·        Describing the feeding of a new calf

·        Describe the preparation of artificial colostrums

·        State the importance of colostrums

·        Illustrations

·        Note making

·        Asking and answering of questions

  

·        Text books

·        Dairy farm

·        Calf

·        Sample of artificial colostrums

  

·        KLB secondary Agriculture form 4 pg 23-24

·        Longhorn secondary Agriculture form 4 pg 20-21

·        Gateway Agriculture revision paper 2 page 45

·        Golden tips K.C.S.E agriculture page 307

    
5 1 Livestock Production VI (Cattle)  

Methods of calf rearing

  

By the end of the lesson, the learner should be able to

·        Describe the natural and artificial methods of feeding a calf

·        State the advantages and disadvantages of both natural and artificial rearing

  

·        Describing the methods of rearing

·        Stating the advantages and disadvantages of the methods of rearing

·        Illustrations

·        Note making

·        Asking and answering of questions

  

·        Text books

·        Dairy farm

·        Calf

·        Sample of artificial colostrum

 ·        KLB secondary Agriculture form 4 pg 29-30

·        Longhorn secondary Agriculture form 4 pg 26-28

·        Gateway Agriculture revision paper 2 page 48

·        Golden tips K.C.S.E agriculture page 308

    
   

2

  

Livestock Production (Cattle

  

Weaning of calves

  

By the end of the lesson, the learner should be able to

·        discuss late weaning and early weaning programmes

  

·        Discussing both weaning and late weaning

·        Illustrating

·        Note making

·        Asking and answering questions

  

·        Text books

·        Dairy farm

·        Calf

·        Sample of colostrums

  

·        KLB secondary Agriculture form 4 pg 30-32

·        Longhorn secondary Agriculture form 4 pg 30-32

·        Gateway Agriculture revision paper 2 page 48

·        Golden tips K.C.S.E agriculture page 308

    
   

3 and 4

  

Livestock production VI (Cattle)

  

Calf housing

  

By the end of the lesson, the learner should be able to

·        Identify the types of calf pens

·        Outline the requirements of calf pens

  

·        Identifying the types of calf pens

·        Outlining the requirements of calf pens

·        Illustration

·        Note making

·        Asking and answering questions

  

·        Text books

·        Dairy farm

·        Calf pen

·        Diagrams and photos of calf pens

  

·        KLB secondary Agriculture form 4 pg 32-34

·        Longhorn secondary Agriculture form 4 pg 30-32

·        Gateway Agriculture revision paper 2 page 48

·        Golden tips K.C.S.E agriculture page 308-309

·        Top mark series Revision Agriculture pg 124

    
 

6

  

1

  

Livestock production VI (Cattle)

  

Routine management practices

  

By the end of the lesson, the learner should be able to

·        Describe the various routine practices in managing a calf

  

·        Describing the routine management practices

·        Illustration

·        Note making

·        Asking and answering questions

  

·        Text books

·        Dairy farm

·        Realize on some tools for calf managements

  

·        KLB secondary Agriculture form 4 pg 34-36

·        Longhorn secondary Agriculture form 4 pg 30-32

·        Gateway Agriculture revision paper 2 page 49

·        Golden tips K.C.S.E agriculture page 308-309

    
   

2

  

Livestock Production VI (Poultry)

  

Milk and milking

Factors affecting milk composition

Milk secreting and let down

  

By the end of the lesson, the learner should be able to

·         explain the factors that affect milk composition

·         Illustrate milk secretion and milk let down

  

·        Explaining factors that affect milk composition

·        Illustrate milk secretion and milk let down

  

·        Text books

·        Milk sample

·        Diagram illustrating the udder

·        Milking equipment

  

·        KLB secondary Agriculture form 4 pg 36-40

·        Longhorn secondary Agriculture form 4 pg 32-38

·        Golden tips K.C.S.E agriculture page 309-310

·        Topmark series Revision Agriculture page 124-126

    
   

3 and 4

  

Livestock production VI (Poultry

  

Milk and milking

Clear milk production

Dry cow therapy

  

By the end of the lesson, the learner should be able to

·        Describe clean milk production

·        Describe the milking procedure

·        Explain dry low therapy

  

·        Describing clean milk production

·        Describing the milking procedure

·        Explaining dry low therapy

·        Illustration

·        Note making

·        Asking and answering question

  

·        Text books

·        Milking equipment

·        Dairy farm

·        cow

  

·        KLB secondary Agriculture form 4 pg 40-46

·        Longhorn secondary Agriculture form 4 pg 32-38

·        Top mark series Agriculture Revision Pg 120

    
 

7

  

1

  

Livestock production VI (Cattle)

  

Marketing of milk and beef cattle

  

By the end of the lesson, the learner should be able to

·        Discuss the marketing of milk

·        Discuss the marketing of Beef

  

·        Discussing the marketing of milk and beef

·        Illustration

·        Note making

·        Asking and answering questions

  

·        Students text book

·        Milk products

·        Photographs

  

·        KLB secondary Agriculture form 4 pg 47-48

·        Longhorn secondary Agriculture form 4 pg 38-41

·        Golden tips K.C.S.E agriculture page 310

    
   

2

  

Farm power and machinery

  

Sources of power in the farm

·        Human power

·        Animal power

  

By the end of the lesson, the learner should be able to

·        Describe animal power

·        Describe human power

·        Stating the advantages and disadvantages of animal power

  

·        Describing human and animal power

·        Illustration

·        Note making

·        Asking and answering questions

·        Stating the advantages and disadvantages of animal power

  

·        Text books

·        Photo of farm workers

·        An agricultural farm

  

·        KLB secondary Agriculture form 4 pg 50-51

·        Longhorn secondary Agriculture form 4 pg 42-45

·        Gateway Agriculture revision paper 2 page 48

·        Top Mark Series Agriculture Revision pg 139

    
   

3 and 4

  

Farm power and machinery

  

Sources of power in the farm

·        Wing power

·        Water power

  

By the end of the lesson, the learner should be able to

·        Describe wind power

·        Describe water power

  

·        Describing wind and water power

·        Illustration

·        Note making

·        Asking and answering questions

  

·        Text books

·        Diagrams of wind mill

  

·        KLB secondary Agriculture form 4 pg 50-51

·        Longhorn secondary Agriculture form 4 pg 42-45

·        Gateway Agriculture revision paper 2 page 77

·        Top Mark Series Agriculture Revision pg 139

·        Golden tips K.C.S.E agriculture page 308

    
 

8

  

1

 

  

Farm power and machinery

  

Sources of power in the farm

·        biogas

  

By the end of the lesson, the learner should be able to

·        describe biogas wood and charcoal fuel

·        state the advantages of biogas charcoal and wood fuel

  

·        describing biogas wood and fuel

·        stating the advantages of biogas, charcoal and wood fuel

  

·        text books

·        wood and charcoal

·        biogas plant

·        photos

·        diagram of biogas digester

  

·        KLB secondary Agriculture form 4 pg 52-54

·        Longhorn secondary Agriculture form 4 pg 46-48

·        Golden tips K.C.S.E agriculture page 234-235

    
   

2

  

Farm power and machinery

  

Sources if power in the farm

Fossil fuels

Hydro-power

Geothermal power

  

By the end of the lesson, the learner should be able to

·        Describe fossils fuels

·        Describe fossil fuels

·        Describe hydro-power

·        Describe geothermal power

  

·        Describing fossils fuels and hydro-electric power

·        Illustrations

·        Note making

·        Asking and answering questions

  

·        Text books

·        Photos of a geothermal station

  

·        Longhorn secondary Agriculture form 4 pg 46-48

·        Gateway Agriculture revision paper 2 page 71

·        Top Mark Series Agriculture Revision pg 139

 

    
   

3 and 4

  

Farm power and machinery

  

Sources of power in the

·        Nuclear power

·        Storage battery

·        Electrical power

  

By the end of the lesson, the learner should be able to

·        Describe nuclear power

·        Describe storage battery

·        Describe solar power/radiation

·        Describe electrical power

  

·        Describing nuclear storage battery and solar power

·        Illustration

·        Note making

·        Asking and answering questions

  

·        Text books

·        Storage battery

·        Photos of solar panels

  

·        KLB secondary Agriculture form 4 pg 54-55

·        Longhorn secondary Agriculture form 4 pg 51-52

·        Top Mark Series Agriculture Revision pg 401

 

    
 

9

  

1

  

Farm power and machinery

  

Tractor engine

  

By the end of the lesson, the learner should be able to

·        Describe a four stroke cycle engine

·        Differentiate between a petrol engine and a diesel engine

  

·        Describing a four structure engine

·        Differentiating between dsel and petrol engine

·        Illustration

·        Note making

·        Asking and answering questions

  

·        Text books

·        Models of engines

·         A tractor

·        photographs

  

·        KLB secondary Agriculture form 4 pg 56-61

·        Longhorn secondary Agriculture form 4 pg 53-56

·        Top Mark Series Agriculture Revision pg 140-141

·        Golden tips K.C.S.E agriculture page 308

    
   

2

  

Farm power and machine

  

Tractor engine

  

By the end of the lesson, the learner should be able to

·        Describe a two stroke cycle engine

  

·        Describing a two stroke engine

·        Illustration

·        Note making

·        Asking and answering questions

  

·        Text books

·        Models of engines

·        A tractor

·        photographs

  

·        KLB secondary Agriculture form 4 pg 61-63

·        Longhorn secondary Agriculture form 4 pg 57-58

·        Top Mark Series Agriculture Revision pg 141

 

    
   

3 and 4

  

Farm power and machinery

  

Systems of a tractor

Fuel system

Electrical system

  

By the end of the lesson, the learner should be able to

·        Describe the fuel system

·        Describe the electrical system

·        Describe the maintenance of the fuel and electrical systems

  

·        Describing the fuel and electrical systems

·        Illustrations

·        Note making

·        Asking and answering questions

·        Describing the maintenance of the fuel and electrical systems

  

·        Text books

·        Models of engines

·        A tractor

·        photographs

  

·        KLB secondary Agriculture form 4 pg 63-69

·        Longhorn secondary Agriculture form 4 pg 60-62

·        Top Mark Series Agriculture Revision pg 141-142

 

    
 

10

  

1

  

Farm power and machinery

  

Systems of a tractor

Cooling systems

Lubricating system

  

By the end of the lesson, the learner should be able to

·        Describe the coding and its maintenance

·        Describe the lubricating system and its maintenance

  

·        Describing the coolong and lubricating systems and their maintenance

·        Illustration

·        Note making

·        Asking and answering questions

  

·        Text books

·        Models of engines

·        photographs

  

·        KLB secondary Agriculture form 4 pg 69-72

·        Longhorn secondary Agriculture form 4 pg 63-64

·        Top Mark Series Agriculture Revision pg 143-144

    
   

2

  

Farm power and machinery

  

Systems of a tractor

Transmission system

  

By the end of the lesson, the learner should be able to

·        Describe the power transmission system

  

·        Describing the power transmission system

·        Note making

·        Illustration

·        Asking and answering questions

  

·        Text books

·        Models of engine

·        photographs

  

·        KLB secondary Agriculture form 4 pg 72-76

·        Longhorn secondary Agriculture form 4 pg 64-65

·        Top Mark Series Agriculture Revision pg 144

 

    
   

3 and 4

  

Farm power and machinery

  

Tractor servicing

Short term services

Long term services

  

By the end of the lesson, the learner should be able to

·        Discuss the various practices on tractor maintenance, both short term services and long term services

  

·        Discussion the tractor maintenance Practices

·        Illustrations

·        Asking and answering questions

·        Note making

  

·        Text books

·        Models of engines

·        A tractor

·        photographs

  

·        KLB secondary Agriculture form 4 pg 76-77

·        Longhorn secondary Agriculture form 4 pg 65-66

·        Top Mark Series Agriculture Revision pg 144-145

 

    
PRE MOCK EXAMINATIONS  
 

 

 

 

  
 

AGRICULTURE  FORM 4 SCHEMES OF WORK – TERM 2

  
WEEK LESSON TOPIC SUB – TOPIC OBJECTIVES LEARNING/TEACHING ACTIVITIES LEARNING/TEACHING RESOURCES REFERENCES REMARKS  
 

1

  

1

  

Farm power and Machinery

  

Farm implements

Tractor drawn implements

Disc plough

trailer

  

By the end of the lesson, the learner should be able to

·        Outline the various methods of attachment

·        Describe a trailer and its maintenance

  

·        Outline the methods of attachment

·        Describing the trailer and its maintenance

·        Illustration

·        Note making

·        Asking and answering of questions

  

·        Text books

·        Photos illustrating the various implements

·        Agricultural farm

  

·        KLB secondary Agriculture form 4 pg 77-79

·        Longhorn secondary Agriculture form 4 pg 66-70

·        Gateway Agriculture revision paper 2 page 81

·        Top Mark Series Agriculture Revision pg 145

 

    
   

2

  

Farm Power and Machinery

  

Tractor drawn implements

Disc plough

Mould board plough

  

By the end of the lesson, the learner should be able to

·        Identify the various parts of a disc plough and mould board plough

·        State the maintenance practices of a disc plough and mould board plough

·        State the differences between a disc plough and a mould board plough

  

·        Identification of the parts of a disc and mould board plough

·        Stating the maintenance practices of disc and mould board plough

·        Stating the differences between a disc and mould board plough

·        Illustration

·        Note making

·        Asking and answering questions

  

·        Text books

·        Photos illustrating a disc and mould board plough

·        An agricultural farm

  

·        KLB secondary Agriculture form 4 pg 79-82

·        Longhorn secondary Agriculture form 4 pg 73-77

·        Gateway Agriculture revision paper 2 page 81-82

·        Top Mark Series Agriculture Revision pg 145-148

 

    
   

3 and 4

  

Farm power and machinery

  

Tractor drawn implements

Harrows

Disc harrows

Spring time harrows

Spike tooth harrow

Sub soilers

  

By the end of the lesson, the learner should be able to

·        Describe the various types of harrows and sub-soilers

·        State the maintenance practices of the various types of harrows and sub-soilers

  

·        Description of the various types of harrows and sub-soilers

·        Stating the maintenance of practices of the harrows and sub-soilers

·        Illustration

·        Asking and answering questions

·        Note making

  

·        Text books

·        Photos illustrating the harrows and sub-soiler

·        An agricultural farm

  

·        KLB secondary Agriculture form 4 pg 82-84

·        Longhorn secondary Agriculture form 4 pg 73-77

·        Gateway Agriculture revision paper 2 page 82

·        Top Mark Series Agriculture Revision pg 147-148

    
 

2

  

1

  

Farm power and machinery

  

Tractor drawn

Implements

Ridges

rotary tillers

  

By the end of the lesson, the learner should be able to

·        Describe the ridges and rotary tillers

·        State the maintenance practices of the ridges and rotary tillers

  

·        Description of the ridgers and rotary tillers

·        Stating the maintenance practices of the ridges and rotary tiller

·        Illustrations

·        Not making

·        Asking and answering questions

  

·        Text books

·        Photos illustrating the ridges and rotary tillers

·        An agricultural farm

  

·        KLB secondary Agriculture form 4 pg 85

·        Longhorn secondary Agriculture form 4 pg 77-79

·        Gateway Agriculture revision paper 2 page 82

·        Top Mark Series Agriculture Revision pg 148-149

    
   

2

  

Farm power and machinery

  

·        Tractor drawn Implements

·        Mowers

·        Planters and seeders

  

By the end of the lesson, the learner should be able to

·        Describe the various types of mowers and the planters and seeders

·        State the maintenance practices of the various types of mowers and the planters and seeder

  

·        Description of the various types of mowers and planters and seeders

·        Stating the maintenance of practices of mowers and planters and seeders

·        Illustration

·        Note making

·        Asking and answering questions

  

·        Text books

·        Photos

·        Illustrating the mowers and planters and seeders

·        An agricultural farm

  

·        KLB secondary Agriculture form 4 pg 85-88

·        Longhorn secondary Agriculture form 4 pg 79-81

·        Gateway Agriculture revision paper 2 page 83

·        Top Mark Series Agriculture Revision pg 149-151

 

    
   

3 and 4

  

Farm power and machinery

  

·        Tractor drawn implements

·        Cultivators and seeders

·        Sprayers

·        Harvesting machines

  

By the end of the lesson, the learner should be able to

·        Describe the cultivators/seeders, sprayers and various types of harvesting machine

·        State the maintenance practices of the cultivators/seeders, sprayers and harvesting machines

  

·        Describing the cultivators/seeders, sprayers and harvesting machines

·        Stating the maintenance practices of the cultivators seeders, sprayers and harvesting machines

·        Illustrations

·        Note making

·        Asking and answering questions

  

·        Text books

·        Photos illustrating the

·        Cultivators/seeder

·        Sprayers

·        Harvesting machines

·        An agricultural farm

  

·        KLB secondary Agriculture form 4 pg 88-90

·        Longhorn secondary Agriculture form 4 pg 81-82

·        Gateway Agriculture revision paper 2 page 84

·        Top Mark Series Agriculture Revision pg 149-151

 

    
 

3

  

1

  

Farm power and machinery

  

·        Animal drawn implements

·        Ox-drawn plough

·        Ox-line harrow

·        Ox-carts

·        Ox-ridger

  

By the end of the lesson, the learner should be able to

·        Describe the ox-drawn plough, ox-time harrow, ox-carts and ox-ridger

·        State the maintenance practices of animal drawn implements

·        Identify the parts of an ox-drawn plough

  

·        Describing the animal drawn implements

·        Stating the maintenance of the animal drawn implements

·        Identifying the parts of an ox-drawn plough

·        Illustration

·        Note making

·        Asking and answering questions

  

·        Text books

·        Photos illustrating the animal drawn implements

·        An agricultural farm

  

·        KLB secondary Agriculture form 4 pg 91-95

·        Longhorn secondary Agriculture form 4 pg 82-85

·        Gateway Agriculture revision paper 2 page 84-85

·        Top Mark Series Agriculture Revision pg 152-154

 

    
   

2

  

Agricultural economics (III) production economics

  

·        -nation income

·        GDP

·        GNP

·        Per capital income

  

By the end of the lesson, the learner should be able to

·        Explain how household firms and central authority contributes to the national income

·        Explain the terms GDP, GNP and per capital income

  

·        Explaining how household firms and central authorities contribute to national income

·        Explaining  – GDP, GNP, Per capital income

·        Illustrations

·        Note making

·        Questioning and answering

  

·        Text books

·        Chart containing formulae

·        Newspapers

·        Statistical abstractor

  

·        KLB secondary Agriculture form 4 pg 96-98

·        Longhorn secondary Agriculture form 4 pg 87-90

·        Gateway Agriculture revision paper 2 page 101-102

·        Top Mark Series Agriculture Revision pg 161

 

 

    
   

3 and 4

  

Agricultural Economics (III) productions economics

  

Factors of production

·        Land

·        labour

  

By the end of the lesson, the learner should be able to

·        discuss land and labour and factors of production

·        to explain how land and labour affect production

  

·        Discussing land and labour as factors of production

·        Explanation of how land and labour affect production

·        Illustrations

·        Note making

·        Questioning and answering

  

·        Text books

·        Newspapers

·        Statistical abstracts

  

·        KLB secondary Agriculture form 4 pg 99-102

·        Longhorn secondary Agriculture form 4 pg 92-94

·        Gateway Agriculture revision paper 2 page 102

·        Top Mark Series Agriculture Revision pg 161-162

 

    
 

4

  

1

  

Agricultural Economics (III) production economics

  

Factors of production

·        Capital

·        The management

  

By the end of the lesson, the learner should be able to

·        Discuss capital and management as factors of production

·        Explain how capital and management affect production

  

·        Discussion of capital and management factors of production

·        Explanation of how capital and management affect production

·        Illustrations

·        Note making

·        Questioning and answering

  

·        Text books

·        News papers

·        Statistical abstracts

  

·        KLB secondary Agriculture form 4 pg 102-104

·        Longhorn secondary Agriculture form 4 pg 94-96

·        Gateway Agriculture revision paper 2 page 103

·        Top Mark Series Agriculture Revision pg 162

    
   

2

  

Agricultural economics (III) production economics

  

The production function

  

By the end of the lesson, the learner should be able to

·        Define production function

·        Identify the types of production function

·        Describe the types of production function

  

·        Defining production function

·        Identifying the types of production functions

·        Describing the types of production functions

·        Illustrating

·        Asking and answering of questions

  

·        Text books

·        Graphs of various production functions

·        Tables of various production functions

  

·        KLB secondary Agriculture form 4 pg 104-111

·        Longhorn secondary Agriculture form 4 pg 96-99

·        Gateway Agriculture revision paper 2 page 103

·        Top Mark Series Agriculture Revision pg 162-163

 

    
   

3 and 4

  

Agricultural Economics (II) production economics

  

Economic laws and principles

Law of diminishing rations

  

By the end of the lesson, the learner should be able to

·        State the law of diminishing returns

·        Explain how it affects agricultural production

  

·        Stating the law of diminishing return

·        Explanation of how the law affects agricultural production

·        Illustration

·        Questioning and answering

  

·        Text books

·        Graphs on the three zone of a production of a function

·        Tables on production under this law

  

·        KLB secondary Agriculture form 4 pg 111-115

·        Longhorn secondary Agriculture form 4 pg 100-102

·        Gateway Agriculture revision paper 2 page 103

·        Top Mark Series Agriculture Revision pg 163

    
 

5

  

1

  

Agricultural economics (II) production economics

  

Economic law and principles

Law of substitution

  

By the end of the lesson, the learner should be able to

·        State the law of substitution

·        Explain how law of substitution affects Agricultural productions

  

·        Stating the law of substitution

·        Explanation of how the law affects agricultural production

·        Illustration

·        Asking and answering questions

  

·        Text books

·        Charts

·        Statistical abstracts

  

·        KLB secondary Agriculture form 4 pg 115-117

·        Longhorn secondary Agriculture form 4 pg 102-103

·        Gateway Agriculture revision paper 2 page 103

·        Top Mark Series Agriculture Revision pg 163

    
   

2

  

Agricultural economics (III) production economics

  

Economic law and principles

·        Law of equimarginal returns

  

By the end of the lesson, the learner should be able to

·        State the law of equimarignal returns

·        Explain how the law of equimarginal returns affects production

  

·        Stating the law of equimarginal returns

·        Explaining how the law affects production

·        Illustration

·        Questioning and answering

  

·        Text books

·        Charts

·        Statistical abstracts

  

·        KLB secondary Agriculture form 4 pg 117

·        Longhorn secondary Agriculture form 4 pg 104-105

·        Gateway Agriculture revision paper 2 page 104

·        Top Mark Series Agriculture Revision pg 164

    
   

3 and 4

  

Agricultural Economics (III) production economics

  

Principle of profit maximization

  

By the end of the lesson, the learner should be able to

·        State the principle of profit maximization

·        Describe various types of costs

·        Explain the concept of revenue

  

·        Stating the principle of profit maximization

·        Describe the various types of costs

·        Explanation of the concept of revenue

·        Illustration

·        Questioning and answering

  

·        Text books

·        Tables on revenues

·        Charts on revenue

·        Statistical abstracts

  

·        KLB secondary Agriculture form 4 pg 117-121

·        Longhorn secondary Agriculture form 4 pg 105

·        Gateway Agriculture revision paper 2 page 104

·        Top Mark Series Agriculture Revision pg 164-165

    
 

6

  

1

  

Agricultural economics (II) Production economics

  

Farm planning

 By the end of the lesson, the learner should be able to

·        Explain the factors to consider in drawing a farm planning

·        Outline steps in making a farm plan

  

·        Explaining the factor to consider when drawing a farm plan

·        Outlining the steps in making a farm plan

·        Illustration

·        Questioning and answering

  

·        Text books

·        Charts

·        Statistical abstracts

  

·        KLB secondary Agriculture form 4 pg 121-123

·        Longhorn secondary Agriculture form 4 pg 108-109

·        Gateway Agriculture revision paper 2 page 104

·        Top Mark Series Agriculture Revision pg 165

    
   

2

  

Agricultural Economics (III) production economics

  

Farm budgeting

  

By the end of the lesson, the learner should be able to

·        Define farm budgeting

·        State the importance of farm budgeting

  

·        Definition of farm budgeting

·        Stating the importance of farm budgeting

·        Illustration

·        Note making

·        Questioning and answering

  

·        Text books

·        Farm records

·        Ag agricultural farm

  

·        KLB secondary Agriculture form 4 pg 123-127

·        Longhorn secondary Agriculture form 4 pg 110-112

·        Gateway Agriculture revision paper 2 page 104

·        Top Mark Series Agriculture Revision pg 165

    
   

3 and 4

  

Agricultural economics (III) production economics

  

Farm budgeting

  

By the end of the lesson, the learner should be able to

·        Describe the types of budgeting in agriculture

  

·        Description of the types of budgeting

·        Illustration

·        Note making

·        Question and answering

  

·        Text books

·        Farm records

·        An agricultural farm

  

·        KLB secondary Agriculture form 4 pg 123-127

·        Longhorn secondary Agriculture form 4 pg 110-112

·        Gateway Agriculture revision paper 2 page 104

 

    
 

7

  

1

  

Agricultural Economics (III) Production economics

  

·        Agricultural support services available to the farmer

·        Extension and training

·        Banking

·        Credit services

·        Agricultural Research

·        marketing

  

By the end of the lesson, the learner should be able to

·        explain the agricultural support services available to the farmers

·        extension and training

·        banking

·        credit

·        AI services

·        Agricultural research

·        marketing

  

·        Explanation of the Agricultural support services available to the farmer

·        Illustrations

·        Note making

·        Questioning and answering

  

·        Text books

·        Farm record

·        An agricultural farm

  

·        KLB secondary Agriculture form 4 pg 112-132

·        Longhorn secondary Agriculture form 4 pg 112-114

·        Gateway Agriculture revision paper 2 page 105-106

·        Top Mark Series Agriculture Revision pg 165-166

 

 

    
   

2

  

Agricultural Economics (III) production economics

  

Agricultural support services available to the farmers

Veterinary services

Farm input supplies

Tractor hive services

  

By the end of the lesson, the learner should be able to

·        Explain the Agricultural support services available to a farmer

·        Veterinary services

·        Farm input supplies

·        Tractor hive services

  

·        Explanation of the Agricultural support services available to a farmer

·        Illustration

·        Note making

·        Asking and answering questions

  

·        Text books

·        Farm records

·        An agricultural farm

  

·        KLB secondary Agriculture form 4 pg 133-134

·        Longhorn secondary Agriculture form 4 pg 110-112

·        Gateway Agriculture revision paper 2 page 104

·        Top Mark Series Agriculture Revision pg 166-167

    
  3 and 4  

Agricultural economics (IV) farm accounts

  

Risks and uncertainties in farming

  

By the end of the lesson, the learner should be able to

·        Identify the types of risks on uncertainties of a farmer may face

·        Outline the ways in which a farmer may adjust to uncertainty

  

·        Identification of the types of risk and uncertainties

·        Outlining the ways in which a farmer may adjust to the uncertainties

·        Illustration

·        Note making

·        Questioning and answering

  

·        charts

·        Text books

·        Financial documents

·        An agricultural farm

  

·        KLB secondary Agriculture form 4 pg 134-136

·        Longhorn secondary Agriculture form 4 pg 116-119

·        Gateway Agriculture revision paper 2 page 106

·        Top Mark Series Agriculture Revision pg 166-167

    
 

8

  

1

  

Agricultural economics (IV) farm accounts

  

·        Importance of keeping farm accounts

·        Type of farm accounts

  

By the end of the lesson, the learner should be able to

·        State the importance of keeping farm accounts

·        Identify the types of farm accounts

  

·        Stating the importance of keeping farm records

·        Identification of the types of farm accounts

·        Illustration

·        A sample of financial documents

·        charts

  

·        charts

·        Text books

·        Financial documents

·        An agricultural farm

  

·        KLB secondary Agriculture form 4 pg 139

·        Longhorn secondary Agriculture form 4 pg 121

·        Gateway Agriculture revision paper 2 page 108

·        Top Mark Series Agriculture Revision pg 168

    
   

2

  

Agricultural economics (IV) farm accounts

  

Financial statements

Invoice

Statement of accounts

  

By the end of the lesson, the learner should be able to

·        Describe an invoice and a statement of account

·        Distinguish between invoice and a statement of account

  

·        Distinguishing an invoice and a statement of account

·        Describing an invoice and a statement of accounts

·        Note making

·        Questioning and answering

 

  

·        Text books

·        An invoice

·        An agricultural firm

·        A chart

  

·        KLB secondary Agriculture form 4 pg 140-141

·        Longhorn secondary Agriculture form 4 pg 122-124

·        Gateway Agriculture revision paper 2 page 108

·        Top Mark Series Agriculture Revision pg 168

    
   

3 and 4

  

Agricultural economics (IV) farm accounts

  

·        Receipts

·        Delivery note

·        Purchase order

  

By the end of the lesson, the learner should be able to

·        Describe a receipt, delivery note and purchase order

·        Distinguish between, receipts, delivery note and a purchase order

  

·        Description of a receipt delivery note and a purchase order

·        Distinguish the three documents

·        Illustrations

·        Note making

·        Questioning and answering

  

·        Text books

·        A receipt

·        A railway note

·        A purchase order

·        An agricultural farm

  

·        KLB secondary Agriculture form 4 pg 141-145

·        Longhorn secondary Agriculture form 4 pg 124-125

·        Gateway Agriculture revision paper 2 page 108

·        Top Mark Series Agriculture Revision pg 168-169

    
 

9

  

1

  

Agricultural Economics (iV) Farm accounts

  

Books of accounts

·        Cash book

·        inventory

  

By the end of the lesson, the learner should be able to

·        identify the cash book and the inventory

·        state the uses of cash book and the inventory

  

·        identification of the cash book and the inventory

·        stating the uses of the cash book and the inventory

·        note making

·        illustration

·        questioning and answering

  

·        Text books

·        A cash account

·        An inventory

·        Charts

  

·        KLB secondary Agriculture form 4 pg 146-150

·        Longhorn secondary Agriculture form 4 pg 125-127

·        Gateway Agriculture revision paper 2 page 109

·        Top Mark Series Agriculture Revision pg 169

    
   

2

  

Agricultural Economics (IV) farm accounts

  

Books of Accounts

·        Journal

·        ledger

  

By the end of the lesson, the learner should be able to

·        describe the journal and ledger

·        state the uses of a journal and ledger

  

·        description of the ledger and journal

·        stating the uses of the ledger and journal

·        illustration

·        questioning and answering

  

·        Text books

·         A ledger account page

·        A journal

·        Charts

  

·        KLB secondary Agriculture form 4 pg 150-153

·        Longhorn secondary Agriculture form 4 pg 127-129

·        Gateway Agriculture revision paper 2 page 109

·        Top Mark Series Agriculture Revision pg 169

    
   

3

  

Agricultural Economics (IV) farm accounts

  

Financial statements

·        Balance sheet

  

By the end of the lesson, the learner should be able to

·        Analyses and prepare a balance sheet

  

·        Analyzing and preparing a balance sheet

·        Illustration

·        Questioning and answering

·        Note taking

·        Explanation

  

·        Text books

·        Charts

·        Format of balance sheet

·        A  balance sheet

  

·        KLB secondary Agriculture form 4 pg 154-157

·        Longhorn secondary Agriculture form 4 pg 124-125

·        Gateway Agriculture revision paper 2 page 109-111

·        Top Mark Series Agriculture Revision pg 169

    
 

10

  

1

  

Agricultural economics (IV) farm accounts

  

·        Financial statements

·        Profit and loss account

  

By the end of the lesson, the learner should be able to

·        Analyse and prepare a profit and loss account

  

·        Analyzing and preparing profit and loss account

·        Note making

·        Explanation

·        Illustration

·        Questioning and answering

  

·        Text books

·        Charts

·        A format of profit and loss account

·        A profit and loss account

  

·        KLB secondary Agriculture form 4 pg 157-159

·        Longhorn secondary Agriculture form 4 pg 132-133

·        Gateway Agriculture revision paper 2 page 109-111

·        Top Mark Series Agriculture Revision pg 169

    
   

2

  

Agricultural economics (IV) farm accounts

  

Financial statements

Cash analysis

  

By the end of the lesson, the learner should be able to

·        Analyses and prepare a cash analysis

  

·        Analyzing and preparing cash analysis

·        Explanation

·        Illustration

·        Note making

·        Questioning and answering

  

·        Text books

·        Charts

·        A cash analysis

  

·        KLB secondary Agriculture form 4 pg 159-162

·        Longhorn secondary Agriculture form 4 pg 133-135

·        Gateway Agriculture revision paper 2 page 111

·        Top Mark Series Agriculture Revision pg 169

    
MOCK EXAWMINATIONS  
 

 

  
 

 

AGRICULTURE  FORM 4 SCHEMES OF WORK – TERM 3

  
 

1

  

1

  

Agricultural Economics (V)

Agricultural marketing and organization

  

Market and marketing

  

By the end of the lesson, the learner should be able to

·        Define marketing and market

·        Identify the types of markets

·        Describe the various types of markets available

  

·        Definition of market and marketing

·        Identification of the types of markets

·        Description of the various types

·        Note taking

·        Asking and answering questions

·        Illustrations

  

·        Text books

·        Charts

·        Local markets

  

·        KLB secondary Agriculture form 4 pg 137-138

·        Longhorn secondary Agriculture form 4 pg 164-166

·        Gateway Agriculture revision paper 2 page 109-111

·        Top Mark Series Agriculture Revision pg 173

    
   

2

  

Agricultural Economics (V)

Agricultural marketing and organization

  

Demand, supply and price theory

demand

  

By the end of the lesson, the learner should be able to

·        Define demand

·        State the law of demand

·        Explain the factors influencing demand for a commodity

  

·        Define demand

·        Stating the law of demand

·        Explaining the factors influencing demand

·        Note taking

·        Asking and answering questions

·        illustration

  

·        Text books

·        Charts

·        A local market

·        Tables

·        Graphs

  

·        KLB secondary Agriculture form 4 pg 166-169

·        Longhorn secondary Agriculture form 4 pg 139-141

·        Gateway Agriculture revision paper 2 page 114

·        Top Mark Series Agriculture Revision pg 174

    
   

3 and 4

  

Agricultural Economics (V)

Agricultural marketing and organization

 

  

Elasticity of Demand (ED)

  

By the end of the lesson, the learner should be able to

·        Describe elasticity of demand

·        Explain the factors influencing elasticity of demand

  

·        Description ofelasticity

·        Explanation of the factors that influencing elasticity of demand

·        Illustration

·        Note making

·        Questioning and answering

  

·        Text book

·        Local market

·        Tables

·        Graphs

  

·        KLB secondary Agriculture form 4 pg 170-174

·        Longhorn secondary Agriculture form 4 pg 140-144

·        Gateway Agriculture revision paper 2 page 114

·        Top Mark Series Agriculture Revision pg 174

 

    
 

2

  

1

  

Agricultural Economics (V)

Agricultural marketing and organization

  

Supply

  

By the end of the lesson, the learner should be able to

·        Define supply

·        State the law of supply

·        Explain the factors influencing supply of a commodity

  

·        Definition of supply

·        Explanation

·        Stating the law of supply

·        Illustration

·        Note making

·        Questioning and answering

  

·        Text book

·        A local market

·        Charts

·        Tables

·        Graphs

  

·        KLB secondary Agriculture form 4 pg 174-177

·        Longhorn secondary Agriculture form 4 pg 144-145

·        Gateway Agriculture revision paper 2 page 115

·        Top Mark Series Agriculture Revision pg 174-175

 

    
   

2

  

Agricultural Economics (V)

Agricultural marketing and organization

 

  

Elasticity of Supply (ES)

  

By the end of the lesson, the learner should be able to

·        Describe elasticity of supply

  

·        Description of elasticity of supply

·        Explanation

·        Illustration

·        Note making

·        Asking and answering questions

  

·        Text books

·        A  local market

·        Tables

·        Graph charts

  

·        KLB secondary Agriculture form 4 pg 177-178

·        Longhorn secondary Agriculture form 4 pg 145-149

·        Gateway Agriculture revision paper 2 page 115

·        Top Mark Series Agriculture Revision pg 17

    
   

3 and 4

  

Agricultural economics (V)

Agricultural marketing and organization

  

Price Theory

  

By the end of the lesson, the learner should be able to

·        Define the term price

·        Discuss the determination of market prices

  

·        Definition of the term price

·        Discussion of the market price determination

·        Illustrations

·        Note taking

·        Questioning and answering

  

·        Text books

·        A local market

·        Tables

·        graphs

  

·        KLB secondary Agriculture form 4 pg 178-179

·        Longhorn secondary Agriculture form 4 pg 149-150

·        Gateway Agriculture revision paper 2 page 115

·        Top Mark Series Agriculture Revision pg 175

    
 

3

  

1

  

Agricultural Economics (V)

Agricultural marketing and organization

  

Price control

  

By the end of the lesson, the learner should be able to

·        Describe price control

·        Illustrate the price control graphically

  

·        Description of price control

·        Illustration of price control graphically

·        Note taking

·        Asking and answering questions

  

·        Text books

·        A local market

·        Tales

·        Graphs

·        charts

  

·        KLB secondary Agriculture form 4 pg 178-179

·        Longhorn secondary Agriculture form 4 pg 149-150

·        Gateway Agriculture revision paper 2 page 115

·        Top Mark Series Agriculture Revision pg 175

    
   

2

 Agricultural Economics (V)

Agricultural marketing and organization

  

·        Marketing

·        Marketing functions

  

By the end of the lesson, the learner should be able to

·        Define the term marketing

·        Identify the meaning of the term marketing functions

·        Discuss the various marketing functions

  

·        Discussion

·        Defining marketing

·        Explanations

·        Illustration

·        Note making

·        Questioning and answering

  

·        Text books

·        Charts

·        A local market

  

·        KLB secondary Agriculture form 4 pg 186-189

·        Longhorn secondary Agriculture form 4 pg 153-156

·        Gateway Agriculture revision paper 2 page 116

·        Top Mark Series Agriculture Revision pg 176

    
 

4

  

1

 Agricultural Economics (V)

Agricultural marketing and organization

  

Agricultural organizations

  

By the end of the lesson, the learner should be able to

·        Describe agricultural organizations

·        List the various agricultural organizations

·        List the functions of the various organizations

  

·        Description

·        Listing the agricultural organization

·        Listing functions of the organization

·        Illustration

·        Note taking

·        Asking and answering questions

  

·        Text books

·        Charts

·        A local market

  

·        KLB secondary Agriculture form 4 pg 189-192

·        Longhorn secondary Agriculture form 4 pg 157-159

·        Gateway Agriculture revision paper 2 page 92-94

·        Top Mark Series Agriculture Revision pg 176

    
   

2

 Agricultural Economics (V)

Agricultural marketing and organization

  

Co-operative societies

  

By the end of the lesson, the learner should be able to

·        Define a co-operative

·        Describe the formation of a co-operative

·        Outline the principles of co-operatives

·        Give the types of co-operative societies

·        State the functions of farmers co-operative societies

  

·        Defining a co-operative

·        Description

·        Outlining principles of a co-operative

·        Giving types of co-operatives

·        Stating the functions of a co-operative

  

·        Text books

·        Local market

·        Wall charts

  

·        KLB secondary Agriculture form 4 pg 192-195

·        Longhorn secondary Agriculture form 4 pg 159-162

·        Gateway Agriculture revision paper 2 page 117

·        Top Mark Series Agriculture Revision pg 176-177

    
   

3 and 4

  

Agricultural Economics (V)

Agricultural marketing and organization

  

Association and unions

  

By the end of the lesson, the learner should be able to

·        List the various agricultural union

·        State the roles of agricultural unions

  

·        Listing the various unions

·        Stating their roles

·        Illustrations

·        Asking and answering questions

  

·        Text books

·        Farmers

·        Magazines

·        Wall charts

  

·        KLB secondary Agriculture form 4 pg 192-195

·        Longhorn secondary Agriculture form 4 pg 159-162

·        Gateway Agriculture revision paper 2 page 117

·        Top Mark Series Agriculture Revision pg 177

    
 

5

  

1

  

Agroforestry

  

·        Forms of Agro foresty

·        Importance of agroforestry

  

By the end of the lesson,, the learner should be able to

·        Define agroforestry

·        Describe the various forms of agroforestry

·        State the importance of agroforestry

  

·        Definition of agroforestry

·        Description

·        Stating the importance of agroforestry

·        Illustration

·        Note taking

·        Questioning and answering

  

·        Text books

·        Specimen of fees and shrubs

·        Charts

·        Photos

·        Agroforestry farm

  

·        KLB secondary Agriculture form 4 pg 200-203

·        Longhorn secondary Agriculture form 4 pg 166-168

·        Gateway Agriculture revision paper 2 page 139

·        Top Mark Series Agriculture Revision pg 22

 

    
   

2

  

Agroforestry

  

Tree nursery

  

By the end of the lesson, the learner should be able to

·        List various types of tree nurseries

·        Describe the various types of tree nurseries

  

·        Listing the types of nurseries

·        Description

·        Note making

·        Illustration

·        Asking and answering questions

  

·        Text books

·        Nursery books

·        Nursery beds

·        Agroforestry farm

·        Charts

·        photos

  

·        KLB secondary Agriculture form 4 pg 203

·        Longhorn secondary Agriculture form 4 pg 168-170

·        Gateway Agriculture revision paper 2 page 100-101

·        Top Mark Series Agriculture Revision pg 23

    
   

3 and 4

  

Agroforestry

  

Nursery establishment and management

  

By the end of the lesson, the learner should be able to

·        Discuss the establishment of tree nurseries

·        Describe the management of tree nurseries

  

·        Discussion

·        Description

·        Illustration

·        Note taking

·        Asking and answering questions

·        explanation

  

·        text books

·        garden tools

·        tree seedlings

·        charts

·        watering cans

·        nursery beds

  

·        KLB secondary Agriculture form 4 pg 203

·        Longhorn secondary Agriculture form 4 pg 168-170

·        Gateway Agriculture revision paper 2 page 100-101

·        Top Mark Series Agriculture Revision pg 23

 

    
 

6

  

1

  

Agroforestry

  

Care and management of trees

Agroforestry practices

  

By the end of the lesson, the learner should be able to

·        Discuss the various care and management of trees

·        Discuss the various agroforestry practices

  

·        Discussion

·        Explanation

·        Illustration

·        Asking and answering questions

·        Note making

  

·        Text books

·        Nursery beds

·        Watering cans

·        Garden tools

·        Tree seedlings

·        charts

  

·        KLB secondary Agriculture form 4 pg 208-212

·        Longhorn secondary Agriculture form 4 pg 174-175

·        Gateway Agriculture revision paper 2 page 143

·        Top Mark Series Agriculture Revision pg 25-26

    
   

2

  

Agroforestry

  

·        Sites for agroforestry trees

·        Tree harvesting methods

  

By the end of the lesson, the learner should be able to

·        Describe the sites for agroforestry trees

·        Discuss the various tree harvesting methods

  

·        Description

·        Discussion

·        Note making

·        Illustration

·        Question and answers methods

  

·        Text books

·        Nursery  beds

·        Watery cans

·        Garden tools

·        Tree seedlings

·        Charts

  

·        KLB secondary Agriculture form 4 pg 212-217

·        Longhorn secondary Agriculture form 4 pg 176-179

·        Gateway Agriculture revision paper 2 page 144

·        Top Mark Series Agriculture Revision pg 26-27

 

    
 

STUDY LEAVE/PREPARATION FOR K.C.S.E

  

 

Latest Education News

Schools get Sh7.5 billion in preparation for KCSE exams 2021

The latest education news- The government has disbursed Sh7.5 billion to secondary schools to help in the administration of the Kenya Certificate of Secondary Education (KCSE) examinations set to kick off on Friday.

Education Cabinet Secretary Prof George Magoha announced that the funds, which translate to 50 percent of the total capitation balances, hit the school accounts on Tuesday. Each learner got Sh1875.26. Operations accounts received Sh1277 per learner while tuition got Sh598.26.

See also; 2020-2021 KCSE Timetable download (knec revised/final copy)

He was speaking at Manyatta Primary School in Kisumu County where he oversaw the handing over of the just-concluded KCPE examinations.

The CS assured the centre managers that the second tranche of funds would be released by the end of April. The money will be used to purchase chemicals for practical subjects and apparatus for science subjects.

Magoha insisted that for proper administration of the national exams, at least two police officers should be posted to each centre to help in securing the examination environment.

“Some schools have a large number of candidates like Maranda has close to 600 and many others with over 300 candidates. Such schools should have three to four police officers, one police officer stationed in the exam room throughout the exam session and the other two should patrol the compound,” noted Magoha.

He also sent a strong warning to teachers and other people who are plotting to impersonate candidates in the forthcoming exams. The CS added that those found culpable would be arrested and taken to court.

Some 699,745 candidates are expected to sit KCSE test papers and have been urged to remain focused and be relaxed as they write the exams.

CS Magoha who was flanked by other education officials congratulated the over 1.9 million KCPE candidates for finishing their exams peacefully. He hailed school heads for ensuring that all the Covid-19 guidelines were observed during that period.

“There was no incident of Covid-19 case reported at any school as the pupils were doing the KCPE exams and we thank all the stakeholders for the smooth process, ” said the CS.

This year’s KCPE which was postponed last year following the outbreak of Covid -19 attracted a 99.99 percent turnout among the pupils.

According to Magoha, even the candidates who were not registered due to some rogue teachers were allowed to do the exams.

The CS did not bow to pressure from KUPPET to have marking centres decentralised. He said that having numerous marking centres across the country promotes cheating of exams.

He advised the  Kenya National Examinations Council (KNEC) to avoid expanding the marking centres.

TSC News Portal

Teachers receive second phase of salary increment

The Teachers Service Commission (TSC) effected salary increment under phase 2 the 2021-2025 Collective Bargaining Agreement. The increments reflected in teachers;’ salary accounts as the Commission effected August salaries’ payment.

Earlier, the Commission had been allocated Sh13 billion in the financial year starting July to implement the second phase of the 2021– 2025 collective bargaining agreement (CBA).

The Commission and teachers’ unions in August last year signed an agreement to amend the 2021-2025 CBA to include a salary increment of up to 9.5 percent spread over two years.

The original version of the CBA did not have a monetary aspect.

“Key areas funded include implementation of the 2nd phase of the collective bargaining agreement 2021-2025 at a cost of Sh13 billion,” TSC officials told the National Assembly committee on Education during a meeting to consider the financial year 2024/2025 estimates.

In addition to increase in basic pay, the deal with Kenya National Union of Teachers (KNUT), Kenya Union of Post Primary Education Teachers (KUPPET) and Kenya Union of Special Needs Education Teachers (KUSNET) includes a house allowance for teachers under cluster 4 that is also payable in two financial years.

Up to 87 percent of the public teaching service, majority of whom are stationed in rural areas, are earning house allowance under Cluster 4 category. The allowance abides by the standard criteria Kenya Union of Post Primary Education Teachers teacher’s job grade and workstation. The net effect of increasing the house allowance for teachers in Cluster 4 is that it now levels up with what is payable to those in Cluster 3, with full harmonisation set for July 2024.

The higher the job grade, the higher the TSC house allowance, alongside other allowances including commuter, hardship and leave allowance.

The 2021-2025 CBA was negotiated and executed in the middle of an economic meltdown occasioned by the Covid-19 pandemic that disrupted global supply chains causing reversal of prior monetary and fiscal policies. At the time, the TSC and the teachers’ unions agreed to suspend the monetary component of the CBA and make reviews once the economy improved.

The Commission opened discussions with the unions in August with view of reviewing the 2021-2025 CBA after the National Treasury predicted Kenya’s economic growth would expand by 5.5 percent in 2023 up from 4.8 percent last year.

The talks hit a rough patch when the trade unions refused the TSC’s offer of between 2.4 percent and 9.5 percent salary increase saying it was lower than what is recommended by the Salaries and Remuneration Commission (SRC).

“The unions sought for more time to interrogate the offer and consult with their members in order to make an informed decision on the matter,” noted TSC Chief Executive Nancy Macharia at the time..

The Commission and the unions have had several negotiations targeted at improving the welfare of teachers in the country, such as promotions, career progression and reducing the workload for special needs education (SNE) teachers. To enable the Commission to achieve its mandate, the government bumped up TSC’s allocation for the 2024/2025 financial year to Sh358.2 billion, from Sh340.75 billion in the current period.

TSC salary increment 2024,
Salary increment News today,
New teachers salary structure table,
Proposed salary increment for teachers,
TSC July salary,
Salary of teachers,
TSC salary and allowances,
TSC salary arrears,
KNEC News Portal

2019 KCSE & KCPE Registration Documents.

The Registration exercise for the 2019 Kenya National Examinations Council, is ongoing and expected to come to an end on 15th February, 2019.

2019 KCSE REGISTRATION DOCUMENTS

The Registration for the Kenya Certificate of Secondary Education, KCSE, will require that the following documents be submitted to KNEC:

  1. 2019 KCSE CANDIDATES WITH SPECIAL NEEDS FORM:

This form is filled for candidates who may be having Special needs like: Visual impairments, Multiple impairments (Deaf, Blind), Physical, Mental and hearing impairment.

Points to note as pertains filling out this form, according to KNEC:

  1. Ensure that all registration details for the above listed candidates are included in the on line registration accurately showing their optional subjects where applicable.
  1. The Council will rely on the reports written by both the headteachers and medical doctors to determine the kind of assistance the candidates will be accorded during the examinations. It is imperative that the headteachers submit all the reports mentioned herein on all SNE candidates indicating the kind of assistance the candidates are  accorded during the time of examinations offered by school and learning periods .
  1. For the mentally and physically impaired candidates and those who suffer psychomotor disorders the headteacher must write a letter on the same which MUST be accompanied by a recent detailed medical doctor’s report, a full size photograph for physical disability, an Education Assessment Resource Centre  (EARC) officers assessment report on each of candidate’s functional ability. Candidates whose doctors’ medical reports are not received will NOT be considered for any assistance during the examination time.
  1. Low vision candidates must also have a medical report from certified medical doctors.
  • If the school does not have any candidate(s) in any of the above categories the headteacher must indicate Nil and submit the form to the council together with the registration materials.

2. 2019 KCSE EXAMINATION FEES EXPECTED TO BE PAID BY GOVERNMENT FOR PUBLIC AND PRIVATE SCHOOLS

This form is filled by computing respective candidates’ number of subjects registered for and whether the candidate is enrolling in a project based subject. It only captures details for candidates who are attempting the exams for the first time (Not Repeaters) and are Kenyans; who are both in Government and Privately Sponsored schools.

3. 2019 KCSE FEES SUMMARY SHEET FOR PRIVATE CANDIDATES ONLY

This form will capture details of private candidates.

4. 2019 KCSE PRIVATE CANDIDATES LIST

This form captures the following details from private candidates: Candidate’s Name, Candidate’s Name, Code, Sex, Year of Birth, Birth Certificate Number, Centre (Examination Centre Name) and Optional subjects registered for.

5. KENYA CERTIFICATE OF SECONDARY EDUCATION 2019 KCSE REGISTRATION RETURN ENVELOPE

The form contains vital registration details for the examination Centre. Details captured, here, include:

  • NAME OF SCHOOL/ PRIVATE CANDIDATE’S CENTRE
  • POSTAL ADDRESS
  • PHYSICAL ADDRESS
  • SCHOOL TELEPHONE NO
  • HEAD TEACHER’S/SCEO MOBILE PHONE NUMBER
  • NUMBER OF CANDIDATES UPLOADED ON THE KNEC WEBSITE IN 2019
  • TOTAL FEES COLLECTED (where applicable)
  • AMOUNT OF REGISTRATION FEES PAID IN WORDS)

6. 2019 REPEATER’S AND NON- CITIZEN FEES BREAKDOWN

This form gives the break down of fees paid by repeaters and Foreign candidates.

7. PRIVATE CANDIDATES ENTRY FORM FOR THE 2019 KCSE EXAMINATION

This form details the private candidates; those registered at the Sub- County Director of Education’s office. It should only be filled by the Sub- County Director of Education only; and not Principals.

How to access the forms: Click on this link to download the 2019 KCSE Registration Form from the official KNEC portal: https://www.knec.ac.ke/download-hub/

2019 KCPE REGISTRATION DOCUMENTS.

For Kenya Certificate of Primary Education (KCPE) candidates, the following forms will be submitted to KNEC:

  1. 2019 – DECLARATION BY THE SCHOOL HEADTEACHERS
  2. 2019 – KCPE Candidates with special needs
  3. 2019- Application form for KCPE Examination centre (Only For those applying to be considered by KNEC as Examination Centres)
  4. 2019-ENTRY FORM FOR PRIVATE CANDIDATES
  5. Nill Return form: FOR NEW SCHOOLS/OLD SCHOOLS NOT OFFERING KCPE EXAMINATION IN YEAR 2019
  6. Return envelope

How to access the forms: Click on this link to download the 2019 KCPE Registration Form from the official KNEC portal: https://www.knec.ac.ke/download-hub/

TSC News Portal

TSC advert for recruitment of the 10,300 intern teachers in October, 2019: Requirements and How To Apply

The Teachers Service Commission, TSC, has advertised 10,300 vacancies for intern teachers.; 4,300 posts for Primary Schools and 6,000 posts for Secondary Schools. Here is the advert for the vacancies:

RECRUITMENT OF TEACHER INTERNS FOR PRIMARY AND SECONDARY SCHOOLS-OCTOBER, 2019

Teachers Service Commission is inviting applications from suitably qualified candidates to fill 10,300 teacher internship posts (4,300 posts for Primary Schools and 6,000 posts for Secondary Schools).
Interested candidates who meet the required qualifications, should make their applications online through the TSC Website: https://teachersonline.tsc.go.ke so as to be received on or before Wednesday, 23rd October, 2019.
Please note that manual applications will not be considered.

Eligibility for Internship


Eligible candidates should meet the following basic requirements:

  • Be Kenyan Citizen;
  • Have original academic and professional certificates
  • Be unemployed and has not previously been employed by the Commission on permanent terms;
  • Must be registered as per the TSC ACT 2012:
  • Be a holder of a P1 Certificate for Primary Schools and a minimum of a Diploma in Education Certificate for Secondary Schools applicants
  • Be ready to be posted to any public educational institution in Kenya where their services are required:
  • Must have a Personal Accident Insurance to cover for personal risks during the internship period;

Also read;

In addition to the above, successful Interns shall be required to produce:

  • A valid Certificate of Good Conduct:
  • National Identity Card (ID) or copy of passport and a copy of KRA PIN Certificate:
  • Two (2) coloured passport size photographs
  • Teacher Registration Certificate.

Duration of internship

The Internship period will be twelve (12) months.

Remuneration

This is not a remunerative position. However, interns will be entitled to payment of a monthly stipend of Kshs 15,000 for Secondary School Teacher interns and Ksh 10,000 for Primary School Teacher Inters. This stipend is subject to statutory deductions where applicable)

Application process

For detailed information on available vacancies per county and schools, you are advised to visit the TSC Website: www.tsc.go.ke

CAUTION

The recruitment exercise is free of charge. The Teacher Service Commission would wish to fore worn applicants against fraudsters who might extort money while purporting to assist in recruitment.
Any fraudulent activity should be reported to the nearest police station, TSC County Directors Sub County Directors or to Teachers Service Commission Headquarters through the following telephone lines:
PHONE
Tel: 0202892193
Tel: 0202892131/2

OR

write to the Commission through the email address ddirtm@tsc.go.ke

Important links:

KUCCPS portal

Tharaka University Kuccps admission letters portal login

Selected by Kuccps to join Tharaka University? This is a great milestone. Download your  Kuccps admission letter to kick-start your journey. Visit the Tharaka University Kuccps portal login to get your letter today.

The admission letter contains vital information like the reporting date, course details and fees.

Visit the https://portal.tharaka.ac.ke:882/login portal to download your letter today.

Government Sponsored Students

To join the university as a Government (KUCCPS) sponsored student, follow the steps below:

  1. First ensure you have received an invitation to our university from KUCCPS.
  2. Click on login at the top of this page or at the bottom of this section.
  3. Enter the required login details
  4. The first time you login, you are required to accept or reject the programme you have been offered. Accepting the offer gives you the access to other services while rejecting denies you access to any other services.

Login here. Please ensure you have already received a letter from KUCCPS which indicates you have been granted an offer in Tharaka University.

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Latest Education News

Educational Reforms in Kenya: The Committees and their recommendations

Educational Reforms in Kenya

The main focus of Kenya’s education is on improving access, retention, equity, quality, relevance and the overall efficiency of the education sector. The reforms in education aim to develop critical human capital to transform the Country on a sustainable basis. Furthermore, Kenya’s Vision 2030 has identified access to quality education and training as important in transforming Kenya into a middle-income country (GoK, 2008).

In response to this, the Government of Kenya is implementing critical reforms at both the Basic and Tertiary levels of education. The reforms are taking place amidst important achievements in the education sector.

CBE has been implemented at the basic education level, enrollment figures have exponentially increased at all levels in the recent past, and the number of teaching and training institutions has also increased. Financing of the education sector has also remained a priority of the Government, receiving about a 25% share of the annual budget, equivalent to 6.4% of GDP.

Past education commissions of inquiry, taskforces, and presidential working parties largely focused on structure, curriculum, examination and assessment, human resources, legislation, education financing and policies affecting the education sector.

Table 1.2 presents a summary of the key recommendations resulting from educational reforms between 1919 and 2020.

Year Name of Working Party/ Taskforce/Commission/ Committees Key Recommendations
1919 Education Commission for the East African Protectorate •   Recommended the introduction of Grants-In-Aid. As a result, the colonial Government left significant aspects of African education to missionaries.
1924 Phelps-Stokes Commission •   Introduced the Devonshire White Paper (or Devonshire Declaration), which promoted a policy of separate development on racial lines. The European, Asian and Black Kenyan children were to go through separate schools for their education.
1934 The Annual Report of 1934 on African Education Paper 21 •   Under the Grant-in-Aid rule of 1934, aided schools were released from the necessity of training technical apprentice Federation of Protestant Missions: Donated surplus funds from the East Africa war relief to start Alliance High School in March 1926 and the Holy Ghost, Kabaa was started in January 1930.
1937 De-la-Warr Commission on Higher Education in East Africa •   Following the recommendations of this commission, Maseno and Mang’u opened as Junior Secondary Schools in 1938 and 1939, respectively.
1949 Beecher Education Committee of 1949 •    Recommended that a small selected group of African children be allowed to transition to Secondary education.

•    The Committee also recommended the opening of an additional sixteen (16) Secondary schools by 1957 in the context of the 4-4-4 system of education.
1964 Ominde Commission •   Establishment of Harambee schools;

•   Establishment of day Secondary schools;

•   Appointment of teachers by BOGs;

•   Establishment of Government assisted schools that would be under BOGs;

•   Kenyanisation of Secondary schools;

•   Uniform Secondary fee guidelines and change of structure of the education system.
1965 Sessional Paper No. 1 of 1965 •   Regarded Secondary education as the most important point in the education system, which could help in solving the manpower constraints of the nation.

•   Emphasised expansion of Secondary education as a necessity to laying a firm foundation for further education, training and work.
1971 Report of the Commission of Inquiry — Public Service Structure and

Remuneration Commission

(The Ndegwa Report)

 •   Introduction of double streams; increased teachers’ salary.

•   Conversion of Aided schools to maintained schools.
1976 Report of the National Committee on Educational Objectives (Gachathi Report) •    Integration of non-formal sector to Secondary education in order to take care of school dropouts;

•    Development and rationalisation of education for those not selected to government Secondary Schools through extramural, correspondence courses, radio and television;

•    Consolidation (amalgamation) of Secondary schools into larger units of at least four streams in order to share the use of expensive facilities and teachers;

•    Establishment of a national school in each district and

government support to Harambee Secondary schools.
1981 Presidential Working Party on the establishment of

a 2nd University (MacKay Report)

 •   Recommended the establishment of a second University in Kenya to cater for the increasing demand for higher education and its resulting pressure on the existing institutions.

•   Proposed the introduction of the 8-4-4 system of education: 8 years in Primary School, 4 years in Secondary School, and 4 years in University. This recommendation led to the phasing out of the “A” level and the introduction of the 8-4-4 education system in Kenya.
1988 Presidential Working Party on Education and

Manpower Training for the Next Decade and Beyond (Kamunge Report)

 •   Students in public schools pay the full cost of boarding and feeding, but needy students be assisted through bursaries;

•   Establishment of day Secondary schools as a more cost- effective way of expanding accessibility; expansion of single and double stream Secondary schools to three streams; abolition of categorisation of schools as high and low cost;

•   Re-designation of Secondary schools in order to do away with Harambee and government stream students in the same school.
2000 Commission of Inquiry Into Education System of Kenya (Koech Report) •   Proposed to replace the existing 8-4-4 system of education in Kenya with TIQET (Totally Integrated Quality Education and Training).
2012 Taskforce on re-alignment of the education and training sector to the Constitution of Kenya, 2012, (Odhiambo and Some Report). •   Curriculum       reform       to      specify     the      expected competencies at every level of learning.

•   Revamp accreditation and assessment at all levels.
2020 Taskforce on Enhancing Access, Relevance, Transition, Equity and Quality for Effective Curriculum Reforms Implementation (Fatuma Chege Report). •   Placement to Junior Secondary Schools be based on formative and summative evaluation.

•   JSS to be domiciled at the Secondary school level.

 

In 2010, the Country adopted a new Constitution which provided anchorage for reforming the education sector. It included education as a constitutional right in the Bill of Rights, made basic education free and compulsory, established the Teachers Service Commission as a Chapter 15 constitutional body, and divided education delivery function between the National and County Governments.

Two task forces were then appointed in 2012 to align the education sector to the dictates of the above constitutional imperatives. They made the following key recommendations:

  • Development of a new education structure based on a reformed
  • Expansion of access to education and training by reducing the cost to the
  • Enhancement of access to education among vulnerable, disadvantaged and hard-to-reach
  • Improvement of quality and standards at all levels of education, training and
  • Setting up a national qualification
  • Emphasis on skills for industrial
  • Integration of Science, Technology and Innovation (ST & I) in all sectors; and
  • Reforming the governance structure in education, training and

Thereafter, legislative policy and administrative measures were undertaken to continue reforming the education sector. The Universities Act and the Teachers Service Commission Act were enacted in 2012, while the Basic Education Act and the Technical and Vocational Education and Training Act were enacted in 2013.

Other related laws were enacted simultaneously, including the Science, Technology and Innovation Act.

In 2012, efforts were made to develop a sessional paper to actualise the recommendations of the two task forces in aligning the education and training sectors to the Constitution. In 2017 as part of curriculum reforms, the Basic Education Curriculum Framework was adopted, which provided the launchpad for CBC.

In 2018 and 2019, the National Curriculum Policy and the Sessional Paper No. 1 of 2019 were developed and adopted, respectively. This is the context against which the sector’s performance and challenges should be viewed.

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