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.

2022 Teachers’ Calendar Watch- Must do activities

2022 Teachers’ Calendar Watch

Here is a list of activities to keep an eye out for:

⏰Term dates:
Opening: 26/09/2022
Closing: 25/11/2022
Duration: 9 weeks

⏰2022 Term 3 TPAD: Portal open, already.

⏰Huduma Day Holiday: Monday 10/10/2022

⏰Mashujaa Day Holiday: Thursday 20/10/2022

⏰Diwali: Monday 24/10/2022

⏰Jamhuri Day Holiday: Monday 12/12/2022

⏰ 2022 Knec Contracted professionals (Centre Managers, Supervisors and Invigilators)

Deployment deadline: 18/10/2022

⏰2022 KCSE Exams: Friday 2/12/2022 to Friday 23/12/2022

⏰2022 KCPE Exams: Monday 28/11/2022 to 30/11/2022.

⏰2022 KCSE marking Dates: 02/01/2022 to 20/01/2023

⏰🏐🏀2022 Africa Schools’ Games in Morocco.

Championship dates: 9th to 13th November, 2022.

⚽East African Chipkizi Cup in Arusha, Tanzania: 13th to 18th December, 2022

Soccer tournament for boys (U7, U9, U11, U13, U15, U17, U20) and girls (U15 and U20).

⏰USA Green Card Application: October 5, 2022 to November 8, 2022.

⚽FIFA World Cup Qatar 2022:
Action dates: 20th November to 18th December, 2022.

Ultimate KCSE Registration Guidelines, Documents

KCSE Registration Guidelines, Documents

REGISTRATION FOR THE KCSE EXAMINATION AND KCSE QUALIFYING TEST

The registration of candidates wishing to sit for the Kenya Certificate of Secondary Education (KCSE) examination and KCSE Qualifying Test is usually scheduled to commence in January and end in March.

In this regard, the Kenya National Examinations Council (KNEC) wishes to bring to your attention the following information:

1.0       Registration of regular Candidates

Heads of institutions with students attending school in a regular setting will be responsible for registration of their candidates, which is strictly online. Institutions shall therefore log into the KNEC  registration  portal  to capture  registration  details of their candidates  using  their examination centre log-in credentials.   It is the responsibility of the Heads of institutions presenting candidates for the KCSE examination to ensure that:

1.1       all candidates presented for the examination are the eligible, school-going students who have been learning in their schools. Registration of ghost candidates constitutes an  examination  malpractice,   which  attracts  sanctions,  including  de-registration of the school as a KNEC examination centre,

1.2       all candidates adhere to the laid down regulations on subject entry requirements for grading (subject clusters) as stipulated in the Regulations for the KCSE examination issued by KNEC.

1.3       all eligible candidates upload their correct passport size photographs (300 x 300 pixels).

There will be no replacement/changing ofp hotographs once the registration period is over,

1.4       the registration data for all the candidates presented is accurate and error-free. This includes:

1.4.1  correct spellings and order of candidates’ names as documented in their KCPE examination certificates;

1.4.2  gender;

1.4.3  year of birth;

1.4.4  citizenship;

1.4.5  entry Codes;

1.4.6  Birth Certificate numbers;

1.4.7  subjects registered for; and

1.4.8  category of special needs and disabilities (where applicable).  The categories catered for should be indicated as:

1.4.8.1  Visual Impairment — VI (totally blind candidates who require Braille);

1.4.8.2  Low Vision – LP (candidates who require Large Print papers);

1.4.8.3  Hearing Impairment — HI (Deaf) ; and

1.4.8.4      Physical Impairment – PI.

2.0       Registration of Private Candidates

Persons wishing to sit for the KCSE examination as private candidates (those who are not enrolled in a regular school setting) shall be registered at Sub-County Directors of Education (SCDEs) offices.

2.1      Such candidates should note and ensure the following:

2.1.1  SCDEs shall be responsible for registration of all private candidates. The candidates shall therefore present themselves to their respective Sub-county education offices for identification and registration by their respective SCDEs.

2.1.2  The candidates will address all their registration related issues through their SCDEs’ office and follow up on the same through the said office.

2.2       Education Officers in charge of registration of private candidates including those in prisons must ensure that all eligible candidates:

2.2.1  download, fill in and submit the Private Candidate’s Registration Form and all other required documents;

2.2.2  upload their correct passport size photographs (300 x 300 pixels). There will be no replacement/changing of photographs once the registration period is over.

2.2.3  adhere to all Registration requirements as stipulated under 2.1 and 2.2 of this circular.

2.3       Any candidate wishing to repeat for less than seven (07) subjects (partial repeaters)

will be allowed to do so, regardless of the year they sat their KCSE examination, as long as they are not introducing a subject they did not sit for in the first attempt.

NB:  This provision is only for candidates  with proof of having sat for KCSE examination previously.

3.0       Registration of candidates for the KCSE Qualifying Test

Persons wishing to sit for the KCSE Qualifying Test  (QT) shall be registered at the County Director of Education (CDE)’s offices.  Such candidates should note and ensure the following:

3.1       CDEs’ offices shall be responsible for the registration of the Qualifying Test. Therefore, all prospective  candidates should  present themselves at their respective County Directors of Education (CDEs) offices for registration.

3.2      The test will be administered online, in a venue to be identified by the respective CDEs.

3.3      Students should register for The Qualifying Test a year before they are due to register for their KCSE examination.

3.4       Heads of institutions with students requiring the Qualifying test and bearing foreign certifications or any other local Primary school equivalent certifications should seek for Equation services at KNEC. The service for obtaining the Equation Letter is available online, on the KNEC website.

3.5       The documents to be presented for KCSE Qualifying Test registration include:

3.5.1  A copy of the original CPE certificate and/or any other specified documentary evidence for Kenyans who did not sit for KCPE examination;

3.5.2  A copy of the Equation Letter from KNEC for all candidates holding non-Kenyan (foreign) primary education certifications;

3.5.3  A passport size photograph in a CD (300 x 300 pixels).

4.0       Examination Fees

All Education Officers and Heads of institutions are expected to adhere to the Regulations and User Guides for the Management of KCSE examinations regarding payment of examination fees, and in particular, note the following:

4.1       The  Government  of  Kenya  through  the  Ministry  of  Education (MoE)  shall  pay examination fees for all candidates in public and private schools except for the following categories of candidates:

4.1.1  candidates who are re-sitting/repeating the examinations;

4.1.2  Non-Citizens (Non Kenyans);

4.1.3  Private candidates registering in the Sub County Private Examination Centres.

4.2       The summary of examination fees is as follows:

Table    1:      KCSE Examination Fees for Regular and Private candidates

re isterin       for the entire examination for the first time.

Number of Subjects                       7             8             9

Total fees (Kes)                          5,000       5,400      5,800

Table 2: KCSE Examination Fees for re-sitting candidates (repeaters / partial repeaters)

Number of Subjects
Total fees (Kes)

1= 3,100

2              3              4

3,500      3,900      4,300

5              6              7              8              9

4,700       5,100       5,500       5,900       6,300

4.3       The KCSE Qualifying Test registration fee is Kes. 3,000.00 (three thousand) per

candidate.

4.4       All private candidates will be expected to deposit their examination fees directly into the KNEC fees collection accounts in any of the following banks:

4.4.1  National Bank;

4.4.2  Kenya Commercial Bank;

4.4.3  Co-operative Bank; or

4.4.4  Equity Bank.

4.5       The Bank deposit slips should be submitted to the SCDEs who shall forward to KNEC together with other registration documents.

5.0       Verication or examination centres

Heads of institutions wishing to present candidates for the 2024 KCSE examination are hereby informed that:

5.1       Schools with less than five (5) candidates will not be allowed to register candidates for the 2024 KCSE examination as independent examination centres. Such schools are advised to liaise with their respective Sub-County Directors of Education (SCDEs) to identify an approved KNEC examination centre with more than five (5) candidates for their learners to be registered there.

5.2       Examination centres with  less than thirty    (30) candidates shall  be hosted  in examination centres that will be identified by the SCDEs, in line with the guidelines provided by KNEC on the same.

5.3       KNEC will only allow one private examination centre (for Private candidates) per Sub-County. SCDEs are requested to identify one public school where private candidates registered under their sub-county will be hosted during the examination. This will be the centre where the candidates will undertake the examination projects and sit for their practical examination papers.

5.4       KNEC reserves the right to deregister and/or place an examination centre and its candidates in another centre if deemed necessary, as provided for in the KNEC Rules and Regulations (2015).

6.0       Registration of new examination centres

6.1      The office of the Sub-County Director of Education (SCDE) will facilitate registration of new institutions that have submitted their application to be registered as KNEC examination centres for the 2024 KCSE examination. KNEC will communicate on the acceptance / non-acceptance of such requests in writing, through the SCDEs’ offices once validation of the request is complete.

6.2       The institutions are subject to inspection by KNEC and must submit the following to KNEC at the time of application:

6.2.1  A certified copy of a valid Registration Certificate from the County Director of Education;

6.2.2  Inspection questionnaire from the SCDE’s office, duly filled;

6.2.3  An Application Form duly filled by the school;

6.2.4  A valid Registration Certificate (expired certificates will not be accepted);

6.2.5  A Bank deposit slip as evidence of payment of Examination Centre Registration fees of Kes. 5,000.00 for public schools and Kes. 15,000.00 for private schools.

6.3       KNEC will conclude the process of inspection of new examination centres . Centres that will not have been inspected by this date will be expected to liaise with their respective SCDEs for identification of approved examination centres to host their candidates.

6.4       New Examination centres will not be able to access the KNEC registration portal until their request has been approved by KNEC.

7.0       Coding of New Sub-Counties and Distribution Centres

7.1       Newly created sub-counties requesting for coding of their sub-counties and re-coding of the examination centres within their jurisdiction are expected to submit the following documents to KNEC:

7.1.1  A copy of the Kenya Gazette notice legalizing creation of the Sub-county;

7.1.2  List of schools within the new sub-county, indicating their previous codes and the proposed new codes;

7.1.3  Location of their examination Distribution Centre                                                                              (Container) and details of the Deputy County Commissioner (DCC) or Assistant Deputy County Commissioner (ADCC) office.

8.0       Other important information

8.1      All SCDEs and heads of institutions are responsible for the use and security of Passwords issued by KNEC for access to the KNEC portals.  It is important to note that:

8.1.1  passwords are confidential and are intended for use by the designated user. Heads of institutions are therefore responsible for the security, custody and access of the passwords for their institutions;

8.1.2  heads of institutions must safeguard their passwords so as to restrict access of the school’s registration and examination related data by unauthorized persons;

8.1.3  in case of loss or forgotten password, the heads of institution should send an email to KNEC (em@knec.ac.ke) requesting for assistance by KNEC;

8.1.4  All new examination centres (once approved and uploaded on the website) shall access the registration platform by keying in their Centre Code as the Username and password. Thereafter, heads of institutions are advised to change the password from the Centre Number to a password of their choice to maintain confidentiality.

8.2  All examination centres must be aligned/mapped to their nearest/most accessible Distribution Centre for ease of collection of examination materials.

8.3 All Centre  Managers  must  confirm  their  Collection  Centres (Distribution Centres/containers) where they will be served from during field administration of the examination with their SCDEs.

8.4  Heads of institutions should present all registration documents for their centres in their respective SCDEs’ offices by 5th April, 2024 for verification by the SCDEs and KNEC.

Finally, please note that once the KNEC Registration portal is closed there will be NO provision for late registration of candidates once the portal is closed. All the relevant process owners and stakeholders including parents and candidates must therefore be informed on the need to adhere to the set deadlines.

Also read

KNEC examiners portal Login

Knec Examiners Training; Requirements, 

Best, top, Extra County Schools in Migori County
List of best performing Extra County schools in Machakos County
Full list of best performing, top, extra county schools in Kisumu County
Best, top, Extra County Schools in Kirinyaga County
List of all Boys Extra County Schools in Kenya; Location, Knec Co

TSC Transfers Several Field Officers (County Directors and Human Resource Department)

The Teachers Service Commission (TSC) has made fresh transfers on its field directors in a bid to replace those who were moved to new stations earlier this month.

In the latest reshuffle, Martha Mbugua who has been the Deputy Director (DD), Uasin Gishu, now shifts base to Samburu County in similar capacity. She will replace Evans Wainaina Mbugua who was promoted from DD to full Director and deployed as the new Embu boss.

The latter handed over last week and reported to his new station this week.

Also moved is Daniel Mochama who has been the Taita Taveta DD. He has been posted to Bomet County in the same capacity. He will replace Ignatius Nyamu who leaves for Meru County in similar position. The latter replaces Isabella Miregi who was transferred in similar capacity to Murang’a County early this month.

In the same changes, Musyoka Joseph who has been the Kimaeti Sub-County Director (SCD), has been promoted and dispatched to West Pokot as the new DD. He will replace Fredrick Mukabane who was in charge of Pokot Central Sub-county.

Mukabane, who had been transferred recently from Bungoma North, now returns to Kimaeti, a new sub-county created from the larger Bungoma North. It is understood he returned to Bungoma County after successfully appealing against the transfer to the commission headquarters.

Bungoma North Sub-county position is yet to be filled but a Curriculum Support Officer (CSO) is currently acting in the position.

The TSC has also shaken up its Nairobi field officers in the re-organization. Those affected include Emmy Kiget who was the Deputy Regional Director and has now been sent to Nyeri County. Her new responsibilities there were not clear by press time.

Similarly, Jackson Mutai who has been in charge of Mathare and Starehe sub-counties has been moved to Elangata Wuas, a newly-created remote sub-county in Kajiado, which was hived off recently from the larger Kajiado West Sub-county.

Similarly, Susyline Kimathi who has been in charge of Westslands Sub-county now shifts base to a sub-county in Meru. Her exact station was not immediately established. In the neighbouring Dagoretti Sub-county, Anne Wamugunda who was in charge of the station has been deployed to Kiamba Sub-county in Kiambu County.

Wamugunda will be replaced by Catherine Mathenge who was in Kitui West as SCD.

Continue Reading:

More reading on TSC matters;

Mweru Secondary School’s CBE Subjects, Pathways, Contacts, Location, Fees, Admission {Full Details}

Mweru Secondary School is a public Boys’ County Level Boarding School. The Senior School (Secondary School) is physically located at Mukurweini Subcounty in Nyeri County of the Central Region, Kenya. Placement in the school is done by the Ministry of Education of the Republic of Kenya. To be placed to join this school, a grade 9 learner has to select the school online and placement is done based on the available grade 10 vacancies.  We have also provided the School’s Official Phone Number Contact. Reach the Principal directly on:  (+254) 0757337429.

Continue reading: New list of all National Schools in Central Region {CBE Senior Schools}

This well researched article provides the latest and accurate on the school’s School Physical Location, Postal Address, Mobile Number, Telephone Number, Email Address and School Website. Also available is the school’s Category, type, level, accomodation type, Knec Code and Performance at KNEC EXAMS.

Key Details about the school.

  • Country where found: Kenya.
  • Region: Central.
  • County: Nyeri County.
  • Subcounty: Mukurweini Subcounty.
  • School Type/ Ownership: A Public School.
  • Nature os School/ CBE Level: Senior School (SS).
  • Category: Regular School
  • School’s Official Name: Mweru Secondary School
  • Sex: Boys’ School.
  • School Cluster/ Level: Sub-County School whose Classification is C4.
  • Accomodation Type: Boarding School.
  • Knec Code:  08219107
  • School’s Official Phone Number:   (+254) 0757337429.
  • Official Email Address for the School: mwerusecondary3@gmail.com.
  • Postal Address: P.O. Box 91 – 10100 Nyeri, Kenya.
  • Total Number of Subjects Combinations Offered at the School: 16 Subjects’ Combinations in various Pathways.

Important Links with Schools’ details:

Fees paid at Mweru Secondary School

Fees paid at the school is determined by the Ministry of Education and is uniform for all Senior Schools; countrywide. National Senior schools have the highest fees set; followed by Extra-County, County and Sub-County schools in that order.

Mweru Secondary School Profile & Information

Complete overview of academic programs and school details

MWERU SEC

LocationNYERI
SexBOYS
CategoryREGULAR
ClusterC3

7

STEM

9

Social Sciences

16

Total Combinations

Subject Combinations Offered at Mweru Secondary School

View all available subject combinations at this school

STEM

7
APPLIED SCIENCESCode: ST2007
Business Studies,Computer Studies,Physics
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2091
Core Mathematics,Agriculture,Home Science
3 SubjectsSTEM
PURE SCIENCESCode: ST1042
Agriculture,Biology,Chemistry
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2093
Agriculture,Home Science,Physics
3 SubjectsSTEM
PURE SCIENCESCode: ST1010
Core Mathematics,Agriculture,Chemistry
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2023
Business Studies,Computer Studies,Home Science
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2027
Computer Studies,Geography,Home Science
3 SubjectsSTEM

SOCIAL SCIENCES

9
HUMANITIES & BUSINESS STUDIESCode: SS2019
Christian Religious Education,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2061
Business Studies,Geography,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2024
Computer Studies,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
LANGUAGES & LITERATURECode: SS1002
Fasihi ya Kiswahili,Indigenous Language,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2064
Christian Religious Education,Computer Studies,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2047
Christian Religious Education,Geography,Literature in English
3 SubjectsSOCIAL SCIENCES
LANGUAGES & LITERATURECode: SS1042
Business Studies,Fasihi ya Kiswahili,Indigenous Language
3 SubjectsSOCIAL SCIENCES
LANGUAGES & LITERATURECode: SS1081
Fasihi ya Kiswahili,History & Citizenship,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2073
Business Studies,Fasihi ya Kiswahili,Geography
3 SubjectsSOCIAL SCIENCES

How to get the School’s Knec Results.

To check the school’s Knec results, visit Knec Portal and search for the school by its name.

📍 How to get more Information about the School

For more information about admission requirements, facilities, and application procedures, contact the school directly. Use the official phone number indicated above to get information about the school’s fees, uniform, meals and performance.

Continue reading:

How to Contact the Ministry of Education, MoE- Kenya..

Contact the Ministry by using the following details;

1. State Department of Early Learning and Basic Education:

  • Postal Address: P.O Box 36260-00200 Nairobi, Kenya
  • Physical Address: Jogoo House B, Taifa Road
  • Telephone Number: +254-020-3318581
  • Email: psbasic@education.go.ke

2. MINISTRY OF EDUCATION’s HEAD OFFICE.

  • Physical Location: Jogoo House “B” Taifa Road
  • Postal Address: P.O. Box 300400-00100 Nairobi.
  • Email: info@education.go.ke
  • Phone : +254(0) 3318581

How to Select Grade 10 Subjects and schools

To select Grade 10 schools and subjects under the Competency-Based Curriculum (CBC) in Kenya, Grade 9 learners should first choose a career pathway (STEM, Social Sciences, or Arts & Sports Science). Then, they’ll select three subject combinations within that pathway and finally, choose four schools for each combination, totaling 12 schools. To select preferred Grade 10 Schools and Subject Combinations, use the Ministry of Education portal selection.education.go.ke.

1. How you can Choose a Career Pathway:

  • Identify your interests and potential career aspirations.
  • Select one of the three pathways: STEM, Social Sciences, or Arts & Sports Science.
  • Confirm your choice to proceed with the pathway.

2. Select Subject Combinations:

  • The portal will provide you with a list of subject combinations available within your chosen pathway.
  • Choose three subject combinations that align with your interests and strengths.

3. Select Preferred Senior Schools:

  • For each subject combination, select four schools from the available clusters.
  • This ensures a diverse range of options and equal representation from different categories of schools.
  • A total of 12 schools will be selected: 4 for the first subject combination, 4 for the second, and 4 for the third.

TSC List of Approved TSC Teaching Subject Combinations for Secondary Schools

Science Combinations

  • Chemistry & Biology
  • Chemistry & Physics
  • Agriculture & Geography
  • Biology & Geography
  • Home Science & Biology
  • Physics & Computer
  • Agriculture & Biology
  • Agriculture & Chemistry

Language Combinations

  • English & Literature
  • Kiswahili & CRE (Christian Religious Education)
  • Kiswahili & History
  • Kiswahili & Geography
  • German & Geography
  • German & CRE
  • Kiswahili & IRE (Islamic Religious Education)
  • Kiswahili & Home Science
  • Kiswahili & P.E. (Physical Education)
  • French & Geography
  • French & Business Studies
  • French & CRE
  • French & History
  • Arabic & IRE
  • German & History

Mathematics Combinations

  • Mathematics & Business Studies
  • Mathematics & Geography
  • Mathematics & Computer
  • Mathematics & Chemistry
  • Mathematics & Biology
  • Mathematics & Physics

Humanities Combinations

  • Geography & CRE
  • History & CRE
  • Geography & History
  • Geography & IRE
  • History & IRE
  • History & P.E.
  • Geography & P.E.
  • Geography & Business Studies
  • Home Science & History
  • Home Science & CRE
  • SNE & P.E.
  • Music & P.E.

Technical Combinations

  • Metal Work & Mathematics
  • Metal Work & Physics
  • Woodwork & Mathematics
  • Woodwork & Physics
  • Electricity & Mathematics
  • Electricity & Physics
  • Fine Arts & History (Fine)
  • Art & Geography
  • Art & Design & History
  • Art & Design & Geography
  • Kiswahili & Home Science
  • Kiswahili & P.E.

SELECTION OF PATHWAYS AND SENIOR SCHOOLS

• Determination of pathways per senior school
• Determination of vacancies for boarding and day schooling in senior schools
• Selection of pathways, subjects’ combination and schools by grade 9 learners Selection based on pathway

The learner will select 12 schools for their chosen pathway as follows.
– Four 4 schools in first choice track and subject combination
– Four (4) schools in second choice subject combination
– Four (4) schools in third choice subject combination (Total 12 schools) Selection based on accommodation

Out of the 12 schools selected based on pathway;

  • 9 will be boarding schools; 3 from the learners’ home county, 6 from outside their home county/county of residence.
  • Three (3) day schools in their home sub county/sub county of residence. (Total 12 schools)
    Pre selection – A school that does not allow open placement can apply to be pre-select if it meets the criteria defined by the Ministry of Education.

How Placement of learners to Senior Schools (SS) at Grade 10 will be done

It will be based on:

  • Top 6 learners per gender in each STEM track per sub-county will be placed for Boarding in  schools of choice
  • Top 3 learners per gender in each Social Science track per sub-county will be placed for Boarding in schools of choice
  • Top 2 learners per gender in each Arts and Sports Science track per sub-county be placed to Boarding schools of their choice
  • Placement of Candidates with Achievement Level of averaging 7 and 8 per track to boarding schools of their choice

Admission and replacement process

  • Placement results will show where learners have been placed
  • Admission letters/joining instructions shall be accessed online using the learner’s assessment Number.
  • All schools, both public and private shall admit Grade 10 through KEMIS
  • Leaners will be entered to the KEMIS System only after reporting physically to the school.
  •  Daily online reporting shall be monitored through KEMIS

Replacements

  •  Schools with vacancies will declare through their respective county directors of education
  •  Learners who wish to change schools will make requests through the heads of junior schools at least 2 weeks before the official grade 10 reporting date
  • Priority shall be given to those who had earlier selected the schools they are requesting for  Approvals by MoE shall be based on senior schools’ documented capacity
  • Upon a request’s approval, the joining instructions shall be accessed online; at no time shall a school issue printed letters for replacement cases
  • Replacement will be done once and shall be irreversible

LIST OF ALL SENIOR SCHOOLS PER COUNTY.

Senior School Subjects and Pathways selection Form.
Senior School Subjects and Pathways selection Form.

Senior School Selection Form educationnewshub.co.ke

ALL NATIONAL SCHOOLS IN KENYA

New list of all National Schools in North-Eastern Region {CBE Senior Schools}

New list of all National Schools in Nairobi Region {CBE Senior Schools}

List of National Schools Offering Biology, Building & Construction and Chemistry CBE Subjects

Nkubu High School: National School’s Full Details

Meru School : National School’s Full Details

New list of all National Schools in Eastern Region {CBE Senior Schools}

New list of all National Schools in Central Region {CBE Senior Schools}

Kaaga Girls High School : National School’s Full Details

St. Mary’s Girls High School Igoji : National School’s Full Details

Moyale Boys Secondary School : National School’s Full Details

Moi Girls High School Marsabit: National School’s Full Details

New list of all National Schools in Rift-valley Region {CBE Senior Schools}

New list of all National Schools in Nyanza Region {CBE Senior Schools}

Moi Girls’ Secondary School-Mandera: National School’s Full Details

New list of all National Schools in Coast Region {CBE Senior Schools}

Mandera Secondary School : National School’s Full Details

Matiliku Secondary School : National School’s Full Details

Mukaa Boys’ High School: National School’s Full Details

New List of All National Schools Per Region {For all 8 Regions}

New list of all National Schools in Western Region {CBE Senior Schools}

Number of KCSE candidates in all Boys’ National schools; School KNEC code, name, category, type and cluster

List of all the Boys’ national schools in Kenya; New list, their contacts, enrollment plus locations

New List of all Boys’ National Schools under CBC, CBE Curriculum

Mama Ngina Girls High School, the only girls’ national school in Mombasa County, relocated to ultra modern facilities

Chewoyet National School; full details, KCSE  Analysis, Contacts, Location, Admissions, History, Fees, Portal Login, Website, KNEC Code

New List of all Girls’ National Schools under CBC, CBE Curriculum

New List of all National Schools under CBC, CBE Curriculum

List of all National Schools in Kenya; Location, Knec Code and Type

New List of all Mixed National Schools under CBC, CBE Curriculum

ALL EXTRA COUNTY SCHOOLS IN KENYA

List of best performing, top, extra county schools in Nakuru County

Extra County Secondary Schools in Garissa County; School KNEC Code, Type, Cluster, and Category

Extra County Secondary Schools in Narok County; School KNEC Code, Type, Cluster, and Category

List of all Best Extra County High Schools in Kenya- Knec Code, Category, Cluster

Best and top extra county secondary schools in Nyeri county

Extra County Secondary Schools in Laikipia County; School KNEC Code, Type, Cluster, and Category

Best, top, Extra County Schools in Kirinyaga County

List of best performing Extra County schools in Machakos County

Nyeri County Best National, Extra County Secondary Schools

List of best Extra County secondary schools in Elgeyo Marakwet County

How to know 2024 form one admission results and download 2024 Extra County School admission letters, online: Education News

List of all Best Girls’ Extra County High Schools in Kenya- Knec Code, Category, Cluster

List of all Boys Extra County Schools in Kenya; Location, Knec Code and Type

ALL SENIOR SCHOOLS IN KENYA.

Kihuru-ini Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Del Monte Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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Mugumo Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kyaume Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Iembeni Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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Gititu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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St Benedict Ithanga Township Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Ithanga High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mwanawikio Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Matunda Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kanderendu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Karega Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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Mutunguru Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kigumo Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Marumi Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mugumoini Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kigumo Bendera High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mununga Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mathareini Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kinyona Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

St Francis Mukuyuini Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mairi Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Makomboki Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Muthithi Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Matu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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Mwarano Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Mariira Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Ikumbi Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Gikigie Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Thamara Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Rarakwa Girls High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

St John The Baptist Kirie Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Gatumbi Baptist Mixed Day Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Ndugamano Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Njora Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kigumo Girls High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Nguku Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Ack Kahumbu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kamukabi Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Turuturu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Njiiri Boys Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kiugu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Karinga Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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Bishop Gatimu Kinyona Girls Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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Mukangu Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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Gitare Mixed Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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Gitie Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Theri Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Kiboi Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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Dr. Kiano Girls Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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Kahatia Secondary School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

Weithaga Mixed High School’s CBE Subjects, Pathways, Contacts, Location {Full Details}

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Machakos Boys’ High School: Full details, location, CBE Subjects Offered, UIC, Knec Code, Contacts

This article provides complete information about Machakos Boys’ High School’s, physical location, photos, postal Address, phone contact, Knec results analysis, uniform, logo, email Address, Knec Results, Fees, CBE Pathways and Subjects. Also get details on the school’s enrolment and admission requirements/ procedure.

Also available are details about Machakos Boys’ High School such as: School’s Official Name, School’s Cluster, School’s Type, School’s Nature (Regular/  Sne), School’s Disability Type, School’s Accommodation and Type (Boarding or Day school)

That is not all. Find more details about the school, including: School’s Gender (Boys’ Girls’ Or Mixed), Region Where School Is Located, County  Where School Is Located, Sub County  Where School Is Located, School’s Unique Institutional Code (UIC) and  School’s Knec Code.

MACHAKOS BOYS’ NATIONAL SENIOR SCHOOL LOCATION.

Machakos Boys’ High School’s Physical location: Machakos School is a boys boarding high school located 2km from Machakos Town, Machakos County.

The school is a national school classified as C1. Get a list of all the New List of all National Schools under CBC, CBE/ CBET Curriculum.

MACHAKOS BOYS’ NATIONAL SENIOR SCHOOL’S CONTACTS.

Machakos Boys’ High Principal’s Phone Number: +254721 796 771

Machakos Boys’ High School’s Facebook Page: Click here to join the School’s Facebook Community.

  • Email: info@machakosschool.com
  • Location

    Machakos Town

    Make a Call

    +254721 796 771

    Send a Mail

    info@machakosschool.com

MACHAKOS BOYS’ NATIONAL SENIOR SCHOOL DETAILS SUMMARY

SCHOOL NAME:  –MACHAKOS BOYS

SCHOOL’S CLUSTER:  –C1

SCHOOL’S TYPE:  –PUBLIC

SCHOOL’S NATURE (Regular/  SNE):  –REGULAR

SCHOOL’S DISABILITY TYPE:  –NONE

SCHOOL’S ACCOMODATION TYPE:  –BOARDING

SCHOOL’S GENDER (BOYS’ GIRLS’ OR MIXED):  –BOYS

REGION WHERE SCHOOL IS LOCATED:  –EASTERN

COUNTY  WHERE SCHOOL IS LOCATED: –MACHAKOS

SUB COUNTY  WHERE SCHOOL IS LOCATED: –MACHAKOS

SCHOOL’S UNIQUE INSTITUTIONAL CODE (UIC):  –S6CH

SCHOOL’S KNEC CODE: –12300001

Machakos Boys’ High School’s Capacity/ Enrolment/ Students’ Population: The National School can accomodate over Students.

N/B: Explanation on the acronyms used:

  • Cluster which is the School’s Category. C1 is for National Schools.
  • UIC stands for Unique Institutional Code (UIC)/NEMIS Code
  • KNEC stands for the Kenya National Examinations Council (KNEC) Code that can be used to check the school’s results online.

HOW TO JOIN GRADE 10 AT MACHAKOS BOYS’ NATIONAL SENIOR SCHOOL

Joining Grade 10 at the school is straight forward. Placement at the school is done by the Ministry of Education. Simply apply for consideration for placement by using this link: Grade 10 Selection System.

 Grade 10 Selection: Step by step guide for Senior schools.

i. The Principal Logs in with the senior school UIC credentials.

ii. Declare Grade 10 capacity.

iii. Select and submit subject combinations for at least two pathways, where STEM is compulsory (the minimum number of learners per subject combination is 15).

iv. The Sub county Director of Education approves the subject combinations of the schools in his/her area of jurisdiction.

v. If a combination is not approved the senior school can delete the record and select another subject combination.

 Grade 10 Selection: Step by step guide for junior schools.

i. Head of the institution logs in with junior school UIC credentials and finds a list of Grade 9 learners.

ii. Update each learner’s profile.

iii. For every learner, select a pathway and proceed to select 3 subject combinations.

iv. For every subject combination sèlected, choose 4 schools (One school per the 4 clusters provided).

v. Submit the choices

NOTE

  • Regular learners must select 12 schools.
  • Learners with special needs to select SINE/INTEGRATED schools that are in line with their disability.
  • Learners with disabilities can select less than 12 schools.

MACHAKOS BOYS’ NATIONAL SENIOR SCHOOL’S DETAILS AT A GLANCE.

SCHOOL NAME: MACHAKOS BOYS
SCHOOL’S CLUSTER: C1
SCHOOL’S TYPE: PUBLIC
SCHOOL’S NATURE (Regular/  SNE): REGULAR
SCHOOL’S DISABILITY TYPE: NONE
SCHOOL’S ACCOMODATION TYPE: BOARDING
SCHOOL’S GENDER (BOYS’ GIRLS’ OR MIXED): BOYS
REGION WHERE SCHOOL IS LOCATED: EASTERN
COUNTY  WHERE SCHOOL IS LOCATED: MACHAKOS
SUB COUNTY  WHERE SCHOOL IS LOCATED: MACHAKOS
SCHOOL’S UNIQUE INSTITUTIONAL CODE (UIC): S6CH
SCHOOL’S KNEC CODE: 12300001

MACHAKOS BOYS’ NATIONAL SENIOR SCHOOL’S CLUBS AND SOCIETIES

A student can join one or more of the following clubs and societies that are found at the school:

  • Science Club: For Exploring innovation and scientific research.
  • Debating Club: For Fostering critical thinking and public speaking skills.
  • Music Club: For Enhancing creativity through music and performances.
  • Drama Club: The Drama Students and their patron Madam Electrine Bhuong recieving Trophy from Mr. Kitsao.
  • IT Club: For Designing Websites and Mobile app developements.
  • Red Cross Club: For Fostering Red cross Activities
  • Peace Club: For Fostering various Activities
  • Wildlife Club: For Promoting conservation and environmental awareness.
  • Scouting Club: For Building discipline and teamwork through scouting activities.

LIST OF ALL SUBJECTS AND PATHWAYS OFFERED AT MACHAKOS BOYS’ NATIONAL SENIOR SCHOOL

The Senior school, being a National School, will offer all the three pathways, listed below, for grade 10-12 students:

  • STEM PATHWAY, THAT IS DIVED INTO: PURE SCIENCES, APPLIED SCIENCES and TECHNICAL STUDIES
  • SOCIAL SCIENCES PATHWAY, THAT IS DIVED INTO: LANGUAGES & LITERATURE and HUMANITIES & BUSINESS STUDIES
  • ARTS & SPORTS SCIENCE PATHWAY, THAT IS DIVED INTO:  ARTS and SPORTS

Get a full list of all the latest Grade 10 Subjects at the Senior School under CBE Curriculum here: Senior Secondary (Grade 10-12) New CBC Learning Areas/ Subjects

FULL DETAILS FOR ALL OTHER NATIONAL SCHOOLS.

Lugulu Girls High Senior School: Full details, location, CBE Subjects Offered


Moi Girls Kamusinga High Senior School: Full details, location, CBE Subjects Offered


Friends Kamusinga Boys’ High Senior School: Full details, location, CBE Subjects Offered


Kibabii Boys High Senior School: Full details, location, CBE Subjects Offered


Cardinal Otunga Girls High Senior School: Full details, location, CBE Subjects Offered


Nalondo CBM Special High Senior School: Full details, location, CBE Subjects Offered


Joyvalley Special High Senior School: Full details, location, CBE Subjects Offered


St. Kizito Secondary School For The H.I: Full details, location, CBE Subjects Offered


Kaplong Girls High Senior School: Full details, location, CBE Subjects Offered


Kaplong Boys High Senior School: Full details, location, CBE Subjects Offered


Moi Siongiroi Girls’ High Senior School: Full details, location, CBE Subjects Offered

Tenwek Boys High Senior School: Full details, location, CBE Subjects Offered

Baringo Boys High Senior School: Full details, location, CBE Subjects Offered

Ossen Girls High Senior School: Full details, location, CBE Subjects Offered

Kapropita High Senior School: Full details, location, CBE Subjects Offered

Kabarnet High Senior School: Full details, location, CBE Subjects Offered

Precious Blood Kilungu Girls Secondary School’s KCSE Results, KNEC Code, Admissions, Location, Contacts, Fees, Students’ Uniform, History, Directions and KCSE Overall School Grade Count Summary

Precious Blood Kilungu Girls Secondary School’s 2023/2024 KCSE Results, KNEC Code, Admissions, Location, Contacts, Fees, Students’ Uniform, History, Directions and KCSE Overall School Grade Count Summary

Onjiko High School all details, KCSE Results Analysis, Contacts, Location, Admissions, History, Fees, Portal Login, Website, KNEC Code

LISTS OF ALL SENIOR SCHOOLS PER COUNTY FOR ALL THE 47 COUNTIES

List of all Senior Schools in West Pokot County

List of all Senior Schools in Wajir County

List of all Senior Schools in Vihiga County

List of all Senior Schools in Uasin Gishu County

List of all Senior Schools in Turkana County

List of all Senior Schools in Trans-Nzoia County

List of all Senior Schools in Tharaka Nithi County

List of all Senior Schools in Tana River County

List of all Senior Schools in Taita Taveta County

List of all Senior Schools in Siaya County

List of all Senior Schools in Samburu County

List of all Senior Schools in Nyeri County

List of all Senior Schools in Nyandarua County

List of all Senior Schools in Nyamira County

List of all Senior Schools in Narok County

List of all Senior Schools in Nandi County

List of all Senior Schools in Nakuru County

List of all Senior Schools in Nairobi County

List of all Senior Schools in Murang’a County

List of all Senior Schools in Mombasa County

List of all Senior Schools in Migori County

List of all Senior Schools in Meru County

List of all Senior Schools in Marsabit County

List of all Senior Schools in Mandera County

List of all Senior Schools in Makueni County

List of all Senior Schools in Machakos County

List of all Senior Schools in Lamu County

List of all Senior Schools in Laikipia County

List of all Senior Schools in Kwale County

List of all Senior Schools in Kitui County

List of all Senior Schools in Kisumu County

List of all Senior Schools in Kisii County

List of all Senior Schools in Kirinyaga County

List of all Senior Schools in Kilifi County

List of all Senior Schools in Kiambu County

List of all Senior Schools in Kericho County

List of all Senior Schools in Kakamega County

List of all Senior Schools in Kajiado County

List of all Senior Schools in Isiolo County

List of all Senior Schools in Homa Bay County

List of all Senior Schools in Garissa County

List of all Senior Schools in Embu County

List of all Senior Schools in Elgeyo-Marakwet County

List of all Senior Schools in Busia County

List of all Senior Schools in Bungoma County

List of all Senior Schools in Baringo County

List of all Senior Schools in Bomet County

Nyamira County best, top secondary schools; Indepth analysis

New List of All National Schools Per Region {For all 8 Regions}

New list of all National Schools in Western Region {CBE Senior Schools}

New list of all National Schools in Rift-valley Region {CBE Senior Schools}

New list of all National Schools in Nyanza Region {CBE Senior Schools}

New list of all National Schools in North-Eastern Region {CBE Senior Schools}

New list of all National Schools in Nairobi Region {CBE Senior Schools}

New list of all National Schools in Eastern Region {CBE Senior Schools}

New list of all National Schools in Coast Region {CBE Senior Schools}

New list of all National Schools in Central Region {CBE Senior Schools}

New List of all Mixed National Schools under CBC, CBE Curriculum

New List of all Girls’ National Schools under CBC, CBE Curriculum

SIMILAR NATIONAL SCHOOLS.

Noonkopir Girls High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


Moi Girls Isinya High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


Isiolo Girls High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


Garbatula High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


Orero Boys High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


Asumbi Girls High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


Agoro Sare High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


Bishop Linus Okok Girls’ High School: Full details, location, CBE Subjects Offered, UIC, Knec Code

Tengecha Girls High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


Tengecha Boys High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


St.Paul Charera special High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


Litein Boys High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


A.I.C Litein Girls High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


Kabianga High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


St. Peter’s Mumias Boys’ High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


Musingu Boys High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


Mukumu Girls High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


Kakamega school: Full details, location, CBE Subjects Offered, UIC, Knec Code


Butere Girls High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


Oloolaiser High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


Orero Boys High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


 

Machakos Boys’ High School: Full details, location, CBE Subjects Offered, UIC, Knec Code, Contacts

Machakos Boys High School Contacts,
Machakos Boys High School uniform,
machakos boys’ high school performance,
machakos boys’ high school entry marks,
Machakos Boys High School results 2024,
Machakos boys high school motto,

2021/2022 KCSE 200 Top, Best Performing Schools in Machakos County

KCSE 2021/2022 Top, Best 200 Performing Schools Per County – Machakos County

POS SCHOOL CATEGORY SUB-COUNTY ENTRY ABSENT GRADES DISTRIBUTION 2021 2020 2019 DEV
B G T B G T A A- B+ B B- C+ C C- D+ D D- E X Y U P W
1 MACHAKOS BOYS NATIONAL MACHAKOS 457 0 457 0 0 0 4 39 72 76 74 80 59 28 14 4 1 0 6 0 0 0 0 7.976 8.689 8.621 -0.714
2 MACHAKOS GIRLS EXTRA/COUNTY MACHAKOS 0 243 243 0 0 0 0 5 24 62 62 52 29 5 3 0 1 0 1 0 0 0 0 7.926 8.637 7.925 -0.711
3 KATHIANI GIRLS NATIONAL KATHIANI 0 159 159 0 0 0 0 3 23 36 34 35 20 5 2 1 0 0 0 0 0 0 0 7.925 8.100 6.635 -0.175
4 ST FRANCIS MISYANI GIRLS’ KANGUNDO 0 162 162 0 0 0 0 6 16 30 30 40 32 7 1 0 0 0 0 0 0 0 0 7.698 7.920 8.060 -0.220
5 LUKENYA BOYS SUB COUNTY ATHI RIVER 112 0 112 0 0 0 1 4 10 15 25 27 14 14 1 1 0 0 0 0 0 7.510 7.960 7.090 -0.450
6 CARMEL GIRLS PRIVATE MWALA 0 66 66 0 0 0 0 0 2 7 12 23 14 7 1 0 0 0 0 0 0 0 0 7.320 7.506 8.545 -0.186
7 MUMBUNI BOYS EXTRA/COUNTY MACHAKOS 264 0 264 0 0 0 0 7 24 44 54 51 29 34 13 6 0 0 2 0 0 0 0 7.313 7.356 6.574 -0.043
8 CARING HEARTS PRIVATE MATUNGULU 0 41 41 0 0 0 0 2 2 3 7 16 9 0 2 0 0 0 0 0 0 0 0 7.293 7.844 7.371 -0.551
9 MUTUNGONI ACADEMY SUB COUNTY ATHI RIVER 22 2 24 0 0 0 0 0 0 3 3 11 6 1 0 0 0 0 0 0 0 0 0 7.042 5.711 5.691 1.331
10 MATUNGULU GIRLS EXTRA COUNTY MATUNGULU 0 154 154 0 0 0 0 0 5 16 29 39 43 16 6 0 0 0 0 0 0 0 0 6.890 7.211 7.301 -0.321
11 ST. MICHAEL KABAA EXTRA COUNTY MWALA 160 0 160 0 0 0 0 0 8 21 21 46 29 22 11 0 0 0 0 0 0 2 0 6.880 6.415 6.671 0.465
12 MASINGA BOYS HIGH SCHOOL XCOUNTY MASINGA 130 0 130 0 0 0 1 2 5 8 26 30 37 15 5 1 0 0 0 0 0 0 0 6.877 6.645 6.194 0.232
13 TUMAINI INTERNATIONAL GIRLS PRIVATE MWALA 0 21 21 0 0 0 0 0 0 0 6 7 5 3 0 0 0 0 0 0 0 0 0 6.760 6.130 6.820 0.630
14 VYULYA GIRLS’ EXTRA COUNTY MWALA 0 185 185 0 0 0 0 0 5 15 21 51 59 27 6 1 0 0 0 0 0 0 0 6.627 6.299 6.138 0.328
15 TERESA D’LIMA SUB COUNTY ATHI RIVER 0 30 30 0 1 1 0 0 2 1 1 9 13 3 1 0 0 0 0 0 0 0 0 6.600 6.875 6.894 -0.275
16 NORTHGATE HIGH PRIVATE MATUNGULU 7 17 24 0 0 0 0 0 2 2 5 2 5 4 3 1 0 0 0 0 0 0 0 6.542 5.250 5.750 1.292
17 NDALANI  SEC PUB YATTA 201 132 333 0 1 1 5 9 24 43 65 89 68 25 3 1 1 6.461 7.000 7.810 -0.540
18 MUTHETHENI GIRLS EXTRA COUNTY MWALA 0 139 139 0 0 0 0 0 7 8 23 24 38 22 13 2 2 0 0 0 0 0 0 6.432 6.910 6.844 -0.478
19 MUMBUNI GIRLS EXTRA/COUNTY MACHAKOS 0 129 129 0 0 0 0 0 2 11 14 28 40 18 13 2 0 0 1 0 0 0 0 6.367 6.636 6.728 -0.269
20 ST. CATHERINE PRIVATE KATHIANI 0 40 40 0 0 0 0 0 0 4 7 6 8 8 7 0 0 0 0 0 0 0 0 6.250 5.880 5.620 0.370
21 ST. JOSEPHINE BAKHIT MASINGA G XCOUNTY MASINGA 0 188 188 0 1 1 1 1 0 10 21 44 50 39 14 6 1 0 0 0 0 0 6.203 6.907 6.090 -0.704
22 VALLEY VIEW SCHOOL SUB COUNTY ATHI RIVER 48 9 57 0 1 1 0 0 1 2 10 12 14 13 3 2 0 0 1 0 0 0 0 6.180 5.680 5.120 0.500
23 ST CHAVARA CMI PRIVATE MATUNGULU 0 31 31 0 0 0 0 0 0 2 3 4 11 10 0 1 0 0 0 0 0 0 0 6.097 6.750 7.594 -0.653
24 TALA HIGH EXTRA COUNTY MATUNGULU 204 0 204 2 0 2 0 1 6 13 19 29 56 42 25 10 1 0 2 0 0 0 0 6.045 5.665 6.820 0.380
25 LUKENYA GIRLS COE SCHOOL SUB COUNTY ATHI RIVER 0 54 0 0 1 1 0 0 0 4 7 6 16 11 7 1 1 0 0 0 0 0 0 6.000 6.800 6.030 -0.800
26 LUKENYA GIRLS SUB COUNTY ATHI RIVER 0 54 54 0 0 0 0 0 0 4 7 6 16 11 7 1 1 0 0 0 0 0 0 6.000 6.800 6.030 -0.800
27 MWALA SCHOOL COUNTY MWALA 141 0 141 1 0 1 0 0 0 5 5 30 48 35 12 3 0 0 1 1 1 0 0 5.906 6.379 5.980 -0.474
28 KANGUNDO HIGH KANGUNDO 158 0 158 0 0 0 0 0 0 7 20 30 39 30 20 12 0 0 0 0 0 0 0 5.905 5.628 5.680 0.277
29 TALA GIRLS EXTRA COUNTY MATUNGULU 0 147 147 0 3 3 0 0 2 11 14 19 31 38 22 6 1 0 3 0 0 0 0 5.889 6.143 6.119 -0.254
30 KINYUI GIRLS HIGH COUNTY MATUNGULU 0 154 154 0 0 0 0 0 2 3 10 30 42 48 13 6 0 0 0 0 0 0 0 5.838 5.991 6.306 -0.153
31 AIC KIUNIKILA SEC SUB-COUNTY MWALA 85 35 120 0 0 0 0 0 1 5 14 15 25 35 20 5 0 0 0 0 0 0 0 5.770 6.460 6.350 -0.690
32 MCF NDALANI PRI YATTA 19 21 40 5 2 3 9 12 7 2 5.750 6.390 6.410 -0.640
33 ST. ANDREWS PRI YATTA 24 20 44 1 0 1 4 7 5 5 8 8 6 5.744 5.890 5.600 -0.150
34 SAN DAMIANO GIRLS PRIVATE MATUNGULU 0 16 16 0 1 1 0 0 0 0 0 4 5 3 3 0 0 0 1 0 0 0 0 5.667 6.500 0.000 -0.833
35 I CAN FLY PRIVATE KALAMA 0 20 20 0 0 0 0 0 0 0 3 2 2 8 5 0 0 0 0 0 0 0 0 5.650 5.950 5.390 -0.300
36 YUMBUNI SEC PUB YATTA 34 21 55 1 3 6 10 7 11 8 8 1 5.636 5.530 4.710 0.106
37 FR HEERAN COUNTY MATUNGULU 0 120 120 0 2 2 0 0 0 3 5 18 35 36 19 2 0 0 2 0 0 0 0 5.636 4.350 4.543 1.286
38 FURAHA COMMUNITY PRIVATE MATUNGULU 18 15 33 0 0 0 0 0 0 1 2 4 12 6 5 2 1 0 0 0 0 0 0 5.545 6.280 5.684 -0.735
39 SENGANI EXTRA COUNTY MATUNGULU 0 177 177 0 0 0 0 0 1 2 8 26 45 56 29 10 0 0 0 0 0 0 0 5.480 5.930 5.616 -0.450
40 VIRAJ INTERNATIONAL SUB COUNTY ATHI RIVER 0 9 9 0 0 0 0 0 0 0 0 1 3 4 1 0 0 0 0 0 0 0 0 5.444 4.860 NEW 0.580
41 NGUMBULU SEC PUB YATTA 71 91 162 3 5 11 25 33 25 24 33 3 5.321 4.880 5.380 0.441
42 PERRY JAYNE GIRLS CENTRE- KITH PRIVATE MASINGA 0 16 16 0 0 0 0 0 0 0 1 5 2 2 4 1 1 5.313 5.200 NEW 0.113
43 ATHI RIVER SECONDARY SCHOOL SUB COUNTY ATHI RIVER 49 54 103 0 0 0 0 0 3 1 2 4 16 18 21 21 12 5 0 0 0 0 0 5.311 5.566 5.800 -0.255
44 ST. MARYS’ PUB YATTA 69 43 112 0 1 1 3 3 9 13 13 24 32 10 3 1 5.291 5.570 5.040 -0.280
45 BRIGIDA MORELLO GIRLS SECOND SUB COUNTY ATHI RIVER 0 29 29 0 0 0 0 0 0 1 2 1 5 13 5 1 1 0 0 0 0 0 0 5.241 4.970 5.080 0.271
46 KITONYINI BLESSED PRIVATE KALAMA 0 29 29 0 2 2 0 0 0 0 0 4 6 12 7 0 0 0 2 0 0 0 0 5.240 5.030 N/A 0.210
47 KWAWANZILU SECONDARY SUB-COUNTY MASINGA 70 76 146 0 0 0 0 0 2 4 4 16 27 46 29 15 3 0 0 0 0 0 0 5.199 6.347 6.060 -1.148
48 MUINDI MBINGU EXTRA/COUNTY MACHAKOS 152 0 152 0 0 0 0 0 0 0 1 4 9 15 31 33 41 14 4 0 0 0 0 5.184 5.147 4.720 0.037
49 KATANGI SEC PUB YATTA 73 0 73 4 8 13 26 15 7 5.164 5.340 4.570 -0.180
50 HOUSE OF HOPE SUB COUNTY ATHI RIVER 20 10 30 0 0 0 0 0 0 0 1 2 5 6 11 4 1 0 0 0 0 0 0 5.144 5.343 5.519 -0.200
51 ST. CATHERINE LEMA COUNTY MWALA 0 207 207 0 1 1 0 0 0 3 10 14 42 63 55 18 1 0 1 0 0 0 0 5.087 5.265 5.884 -0.178
52 ST.TERESA MWALA GIRLS COUNTY MWALA 0 115 115 0 0 0 0 0 1 1 1 7 31 32 37 4 1 0 0 0 0 0 0 5.078 6.245 6.163 -1.167
53 NYAYO GIRLS EXTRACOUNTY KALAMA 0 118 118 0 0 0 0 0 0 2 2 11 30 33 27 11 2 0 0 0 0 0 0 5.070 6.000 5.430 -0.930
54 MACHAKOS ACADEMY PRIVATE MACHAKOS 0 31 31 0 0 0 0 0 0 0 2 2 8 8 5 5 1 0 0 0 0 0 0 5.060 5.750 5.320 -0.690
55 THATHA HIGH SCHOOL COUNTY MASINGA 33 30 63 0 0 0 0 0 0 0 1 6 14 18 22 2 0 0 0 0 0 0 0 5.048 5.098 5.273 -0.050
56 IIANI MIXED SEC SUB-COUNTY MASINGA 44 38 82 1 1 2 1 3 4 7 16 12 19 14 4 2 5.010 5.950 5.400 -0.940
57 MASII BOYS COUNTY MWALA 179 0 179 0 0 0 0 0 0 4 9 15 29 50 42 24 4 0 0 0 0 0 0 5.000 5.910 5.510 -0.900
58 SCHOOL OF ANGELS PRI YATTA 18 13 31 0 2 2 5 2 3 5 7 6 1 2 5.000 5.000 5.060 0.000
59 DANANA GIRLS SUB COUNTY ATHI RIVER 0 16 16 0 0 0 0 0 0 1 0 1 4 5 3 0 1 1 0 0 0 5.000 4.760 5.000 0.240
60 MUA HILLS EXTRA/COUNTY MACHAKOS 0 152 152 0 0 0 0 0 1 2 7 13 24 44 43 11 6 1 0 0 0 0 0 4.980 5.110 4.890 -0.130
61 KITONYINI EXTRACOUNTY KALAMA 77 70 147 0 2 2 0 0 1 3 5 11 29 34 37 24 1 0 2 0 0 0 0 4.970 5.350 5.330 -0.380
62 NDITHINI SECONDARY SUB-COUNTY MASINGA 51 43 94 3 0 1 0 0 0 3 3 9 15 25 16 17 3 0 3 0 0 0 0 4.945 4.712 5.172 0.233
63 BISHOP NDINGI HIGH SUB COUNTY MWALA 42 33 75 0 0 0 0 0 0 1 1 6 14 27 17 7 2 0 0 0 0 0 0 4.933 4.700 4.100 0.233
64 KITHUNGUINI SUB COUNTY KATHIANI 81 48 129 0 0 0 0 0 0 1 2 17 28 27 27 23 4 0 0 0 0 0 0 4.899 4.770 4.446 0.129
65 FR. MAKEWA SEC PUB YATTA 29 26 55 1 3 1 13 14 13 9 1 4.891 5.760 5.550 -0.870
66 MATUU HGM MEMORIAL PUB YATTA 0 90 90 2 2 1 7 11 24 27 14 2 4.833 4.730 4.500 0.103
67 MANGO SEC SUB-COUNTY MWALA 50 36 86 1 0 1 0 0 0 2 4 6 10 26 23 10 5 0 1 0 0 0 0 4.814 5.154 4.151 -0.340
68 DIVINE WORD BOYS SUB COUNTY ATHI RIVER 30 0 30 0 0 0 0 0 0 4 0 2 5 4 5 5 5 0 0 0 4.814 4.545 4.308 0.269
69 MISSION OF HOPE BOYS SUB COUNTY ATHI RIVER 78 0 78 0 0 0 0 0 0 3 6 5 11 16 14 17 6 0 0 0 0 4.808 4.194 4.420 0.614
70 KYASIONI PUB YATTA 23 19 42 4 3 6 5 16 7 1 4.786 3.760 3.590 1.026
71 KATHIANI BOYS EXTRA COUNTY KATHIANI 204 0 204 4 0 4 0 2 3 8 16 31 43 51 35 11 0 4 0 0 0 0 4.775 5.480 5.480 -0.705
72 KIVINGONI PUB YATTA 36 26 62 1 0 1 4 4 3 4 12 15 16 2 4.750 4.000 4.970 0.750
73 NGELANI EXTRA/COUNTY MACHAKOS 35 0 35 0 0 0 0 0 1 1 4 1 5 1 11 7 4 0 0 0 0 0 0 4.742 4.150 4.742 0.592
74 MUA FARM SUB COUNTY MACHAKOS 19 0 0 0 0 0 1 0 1 2 2 2 3 8 0 0 0 0 0 0 0 4.737 6.571 2.571 -1.834
75 MUVUTI GIRLS COUNTY MACHAKOS 0 44 44 1 1 0 0 0 0 2 5 7 12 5 10 2 0 1 0 0 0 0 4.722 4.745 4.080 -0.023
76 ABC MITABONI COUNTY KATHIANI 0 155 155 0 0 0 0 0 0 2 1 10 25 44 46 26 1 0 0 0 0 0 0 4.710 5.490 5.633 -0.780
77 KYETHIVO GIRLS COUNTY MWALA 0 103 103 0 0 0 0 0 0 1 3 8 18 25 23 21 4 0 0 0 0 0 0 4.709 4.971 4.230 -0.263
78 MBAIKINI COUNTY MWALA 147 0 147 0 0 0 0 0 0 2 5 18 22 28 29 34 9 0 0 0 0 0 0 4.708 5.516 5.517 -0.833
79 MASII GIRLS COUNTY MWALA 0 148 148 0 2 2 0 0 0 0 1 4 30 54 34 19 4 0 2 0 0 0 0 4.706 5.320 4.820 -0.617
80 MIKUINI COUNTY MACHAKOS 46 31 77 0 0 0 0 0 1 0 3 3 14 20 18 15 3 0 0 0 0 0 0 4.701 4.397 5.270 0.400
81 MAGWETI PUB YATTA 11 9 20 1 4 1 5 3 3 3 4.700 5.460 4.330 -0.760
82 MBUANI SUB COUNTY KALAMA 22 32 54 0 1 1 0 0 0 0 1 2 7 11 10 20 2 0 1 0 0 0 0 4.680 4.500 4.090 0.180
83 ST.MARTIN KAEWA SEC. SUB-COUNTY MASINGA 42 54 96 0 0 0 0 0 1 1 7 6 10 22 22 18 9 0 0 0 0 0 0 4.656 4.690 3.800 -0.034
84 KYANDILI SUB COUNTY KALAMA 55 59 114 0 1 1 0 0 2 2 6 11 12 17 25 31 8 0 1 0 0 0 0 4.640 5.180 4.220 -0.540
85 MAVOKO SECONDARY SCHOOL SUB COUNTY ATHI RIVER 140 0 140 1 0 1 0 0 0 1 5 7 12 21 34 38 20 1 1 0 0 0 0 4.620 4.620 5.410 0.160
86 ST AUSTIN MATUU PUB YATTA 21 35 56 1 0 1 1 4 2 16 6 5 11 10 1 4.618 4.890 4.420 -0.270
87 KILALA SUB COUNTY MWALA 38 43 81 0 1 1 0 0 2 1 4 5 7 16 22 15 8 0 1 0 0 0 4.590 4.530 4.360 0.060
88 IKATINI SECONDARY SUB-COUNTY MASINGA 55 49 104 0 0 0 0 0 1 2 2 7 11 27 18 9 0 0 0 0 0 0 0 4.557 5.519 5.096 -0.962
89 KIBAUNI SEC COUNTY MWALA 53 61 114 0 0 0 0 0 0 0 8 9 13 19 32 23 10 0 0 0 0 0 0 4.530 4.198 4.059 0.332
90 KAWETHEI GIRLS KANGUNDO 0 77 77 0 1 1 0 0 0 0 3 2 10 17 24 18 2 0 1 0 0 0 0 4.500 4.820 4.190 -0.320
91 BISHOP PAUL MUTUA PUB YATTA 30 29 59 3 3 6 14 17 13 3 4.475 4.530 4.450 -0.060
92 NGOLENI SUB COUNTY KATHIANI 43 34 77 1 0 1 0 0 0 1 2 7 13 11 18 14 9 1 1 0 0 0 0 4.474 4.101 4.050 0.373
93 POPE PAUL PRIVATE MACHAKOS 36 0 36 0 0 0 0 0 0 1 0 1 2 10 16 6 0 0 0 0 0 0 0 4.440 6.350 6.500 -1.910
94 ST. VINCENT SUB COUNTY KATHIANI 37 11 48 0 0 0 0 0 0 0 5 1 2 13 12 10 5 0 0 0 0 0 0 4.417 5.600 5.230 -1.183
95 IKOMBE PUB YATTA 49 56 105 0 1 1 3 3 6 9 18 25 30 9 1 4.320 4.150 4.410 0.170
96 KAWAUNI SECONDARY KANGUNDO 50 45 95 2 1 3 0 0 0 2 4 6 12 18 12 23 18 0 3 0 0 0 0 4.316 4.753 4.061 -0.430
97 BRIDGAN GIRLS SUB COUNTY ATHI RIVER 0 19 19 0 0 0 0 0 0 0 0 0 4 4 6 4 1 0 0 0 0 0 0 4.316 5.161 5.583 -0.845
98 ST. JOSEPHS   KATHEKA SUB COUNTY MATUNGULU 31 23 54 0 0 0 0 0 1 1 1 4 6 9 11 11 10 0 0 0 0 0 0 4.315 4.463 5.372 -0.148
99 ALIM PRIVATE MACHAKOS 38 0 38 0 0 0 0 0 0 0 0 3 7 6 6 6 4 0 0 1 0 0 0 4.310 3.710 0.600
100 KAANI LIONS COUNTY KATHIANI 0 190 190 0 2 2 0 0 0 0 2 7 23 42 66 35 13 0 2 0 0 0 0 4.298 4.590 4.817 -0.292
101 TING’ANG’A PUB YATTA 32 37 69 0 2 2 1 4 3 9 10 12 20 9 1 4.294 5.130 4.130 -0.840
102 ST.JOSEPH MBAANI SUB COUNTY MWALA 21 35 56 0 0 0 0 0 1 0 3 5 2 10 16 7 0 0 0 0 0 0 4.288 4.400 4.558 -0.112
103 SKA EDUCATION CENTRE SUB COUNTY ATHI RIVER 3 4 7 0 0 0 0 0 0 0 0 1 0 1 4 0 1 0 0 0 0 0 0 4.286 4.180 4.620 0.106
104 KINYUI BOYS COUNTY MATUNGULU 63 0 63 0 0 0 0 0 0 0 1 2 7 18 17 11 7 0 0 0 0 0 0 4.270 3.981 3.970 0.289
105 NGAMBA SUB-COUNTY MWALA 29 21 50 1 0 1 0 0 0 1 1 4 3 8 16 12 5 0 1 0 0 0 0 4.260 4.420 3.920 -0.160
106 KYANGALA GIRLS COUNTY KALAMA 0 69 69 0 0 0 0 0 1 0 2 2 4 15 25 15 5 0 0 0 0 0 0 4.260 4.410 4.270 -0.150
107 KALULUINI SEC PUB YATTA 65 63 128 1 1 3 11 9 18 39 31 14 1 4.260 4.820 4.490 -0.560
108 ST.GEORGES KATHEKA SEC SUB-COUNTY MWALA 29 30 59 0 0 0 0 0 0 0 2 3 4 4 17 18 11 0 0 0 0 0 0 4.256 4.079 3.311 0.177
109 KIUNDWANI SEC SUB-COUNTY MWALA 55 107 162 0 0 0 0 0 0 0 5 14 17 30 31 44 21 0 0 0 0 0 0 4.247 4.598 4.261 -0.352
110 KATOLONI COUNTY MACHAKOS 52 26 78 0 0 0 0 0 0 0 2 2 8 21 16 26 3 0 0 0 0 0 0 4.244 4.550 4.786 -0.306
111 KIATINENI SECONDARY SUB-COUNTY MASINGA 27 14 41 2 0 2 0 1 0 1 2 3 2 6 7 13 8 0 2 0 0 0 0 4.232 3.912 5.267 0.320
112 ABC KATHITHYAMAA KANGUNDO 78 49 127 0 1 1 0 0 0 3 2 7 18 22 24 22 26 2 1 0 0 0 0 4.200 4.500 5.000 -0.300
113 KALILUNI GIRLS COUNTY KATHIANI 0 52 52 0 1 1 0 0 0 0 2 2 3 10 15 18 1 0 1 0 0 0 0 4.196 4.113 4.447 0.083
114 AIC KWAMUTULA SUB-COUNTY MWALA 30 33 63 0 0 0 0 0 2 0 0 4 10 7 11 19 10 0 0 0 0 0 0 4.191 3.596 4.453 0.595
115 IUUMA SUB-COUNTY MASINGA 15 12 27 0 0 0 0 0 0 0 1 2 3 6 4 5 6 0 0 0 0 0 0 4.190 4.260 5.180 -0.070
116 KINYAU SUB COUNTY KATHIANI 56 32 88 0 0 0 0 0 0 0 4 6 8 12 23 24 10 1 0 0 0 0 0 4.170 4.250 4.910 -0.080
117 KITANGANI SEC SUB-COUNTY MASINGA 40 31 71 0 0 0 0 0 1 0 0 4 6 16 19 17 7 1 0 0 0 0 0 4.169 3.847 3.911 0.320
118 MACKENZI ED CENTER PRIVATE MATUNGULU 26 0 26 1 0 1 0 0 0 0 2 0 1 6 8 4 4 0 1 0 0 0 0 4.160 3.971 3.929 0.189
119 KATWANYAA COUNTY MATUNGULU 169 124 293 0 0 0 0 0 0 4 10 21 30 45 63 63 50 6 1 0 0 0 0 4.147 5.374 5.106 -1.227
120 NGIINI SUB COUNTY KATHIANI 57 56 113 1 0 1 0 0 0 1 6 6 14 18 13 31 23 0 1 0 0 0 0 4.143 4.210 4.530 -0.067
121 ST. JOSEPH HORIZONS OF HOPE PRIVATE MASINGA 20 15 35 0 0 0 0 0 0 1 0 3 2 10 5 6 7 1 0 0 0 0 0 4.142 4.933 5.000 -0.790
122 MITABONI HIGH COUNTY KATHIANI 81 0 81 0 0 0 0 0 1 0 3 3 6 11 29 17 11 0 0 0 0 0 0 4.136 4.490 4.760 -0.354
123 AIC MATUNGULU BOYS KANGUNDO 123 0 123 0 0 0 0 0 1 2 6 8 32 27 28 19 0 0 0 0 0 0 0 4.130 3.890 3.700 0.240
124 KYANGALA BOYS COUNTY KALAMA 51 0 51 0 0 0 0 0 0 1 1 4 5 9 10 9 11 1 0 0 0 0 0 4.120 3.570 3.860 0.550
125 KIKUMINI HIGH SCHOOL SUB-COUNTY MASINGA 26 21 47 0 0 0 0 0 0 1 0 3 2 10 11 16 4 0 0 O 0 0 0 4.120 5.240 4.727 -1.120
126 ST. JAMES ILUMANTHI PUB YATTA 9 9 18 4 1 1 1 5 5 1 4.111 2.710 2.470 1.401
127 MUUSINI S.A SUB-COUNTY MWALA 37 37 74 1 0 1 0 0 0 0 2 3 14 7 19 12 16 0 1 0 0 0 0 4.110 4.537 4.796 -0.427
128 MUUMANDU COUNTY KALAMA 39 70 109 1 0 1 0 0 0 4 4 4 5 22 23 23 23 0 1 0 0 0 0 4.100 4.290 5.860 -0.190
129 MUTALIA SAINT TRIZA SUB COUNTY ATHI RIVER 44 42 86 2 1 3 0 0 0 0 2 4 13 10 10 17 18 9 3 0 0 0 0 4.083 3.060 2.510 1.023
130 ST JOSEPH NZUKINI SECONDARY SUB-COUNTY MASINGA 41 46 87 0 0 0 0 0 0 0 2 4 11 15 23 15 15 2 0 0 0 0 0 4.077 4.361 4.481 -0.291
131 KIKELENZU SEC SUB-COUNTY MWALA 39 31 70 0 0 0 0 1 0 1 2 3 8 10 12 17 15 1 0 0 0 0 0 4.070 4.100 4.930 -0.030
132 KATELEMBO COE COUNTY MACHAKOS 103 103 0 0 0 2 2 5 14 13 21 24 20 1 1 0 0 0 0 4.069 4.372 4.281 -0.303
133 KYAUME SUB COUNTY MATUNGULU 34 34 68 0 0 0 0 0 0 0 2 3 5 13 17 17 11 0 0 0 0 0 0 4.015 4.881 4.318 -0.866
134 KAKUKU SECONDARY SUB-COUNTY MASINGA 24 34 58 1 1 2 0 0 0 0 2 5 5 4 15 17 10 0 2 0 0 0 0 4.000 3.770 4.090 -0.090
135 KAMANZI ABC KANGUNDO 37 28 65 0 0 0 0 0 1 0 1 6 2 9 17 17 12 0 0 0 0 0 0 4.000 4.120 3.100 -0.120
136 KALUKUNI SEC PUB YATTA 47 55 102 1 4 3 12 13 20 26 21 1 3.970 4.960 4.640 -0.990
137 KIKUMBO SUB COUNTY KALAMA 37 29 66 1 0 1 0 0 0 0 1 0 4 12 10 18 21 0 1 0 0 0 0 3.970 4.180 4.590 -0.220
138 KITHYOKO SEC COUNTY MASINGA 46 40 86 0 0 0 0 0 0 1 2 1 9 12 23 28 9 1 0 0 0 0 0 3.965 4.010 4.500 -0.045
139 CHRIST PRIVATE MWALA 22 4 26 0 0 0 0 0 0 0 0 1 3 2 10 8 2 0 0 0 0 0 0 3.960 4.560 5.960 -0.760
140 HOLY SPIRIT KANGUNDO 13 25 38 2 0 2 0 0 0 0 3 2 5 2 7 8 9 2 2 0 0 0 0 3.947 3.410 3.700 0.538
141 KAMUNYU SEC SUB-COUNTY MASINGA 11 7 18 0 0 0 0 0 0 0 0 1 2 4 3 5 2 1 0 0 0 0 0 3.940 2.720 3.960 1.220
142 MATHINGAU PUB YATTA 12 18 30 1 1 4 4 4 12 3 1 3.933 3.560 3.360 0.373
143 KYUMBI SECONDARY SCHOOL SUB COUNTY ATHI RIVER 32 27 59 1 0 1 0 0 0 1 1 4 9 2 12 15 15 0 0 0 0 0 0 3.930 3.800 4.260 0.130
144 ST. MARTIN PUB YATTA 34 32 66 1 1 4 9 6 12 16 17 3.924 3.750 4.420 0.174
145 MUTHETHENI MIXED SUB-COUNTY MWALA 38 39 77 0 0 0 0 0 0 0 2 7 6 7 17 22 15 1 0 0 0 0 0 3.909 4.375 NEW -0.466
146 MAMBA PUB YATTA 42 34 76 0 1 1 2 3 6 4 6 11 26 16 1 1 3.907 4.610 3.460 -0.700
147 ETIKONI SUB-COUNTY MWALA 31 33 64 0 0 0 0 0 0 0 0 1 7 11 19 18 8 0 0 0 0 0 0 3.906 4.255 4.256 -0.348
148 KISEUNI SEC SUB-COUNTY MASINGA 41 30 71 0 0 0 0 0 0 0 3 7 3 10 11 20 15 2 0 0 0 0 0 3.904 4.380 4.356 -0.480
149 KWANTHANZE COUNTY MACHAKOS 69 80 149 0 1 1 0 0 0 1 2 3 14 27 43 21 36 0 1 0 0 0 0 3.900 4.400 3.840 -0.500
150 KATANI SECONDARY SCHOOL SUB COUNTY ATHI RIVER 44 53 97 0 1 1 0 0 0 1 2 1 16 9 20 30 14 3 1 0 0 0 0 3.900 4.240 4.720 -0.390
151 KITHIMANI HGM SEC PUB YATTA 25 38 63 0 1 1 1 3 6 9 15 15 12 1 1 3.887 3.890 4.020 0.000
152 KYEVALUKI KANGUNDO 41 50 91 0 0 0 0 0 0 2 1 5 11 9 10 35 18 0 0 0 0 0 0 3.879 4.531 4.341 -0.652
153 MBEE SUB COUNTY KATHIANI 39 58 97 0 0 0 0 0 0 0 0 3 6 18 28 33 9 0 0 0 0 0 0 3.876 4.790 4.783 -0.914
154 MATHAUTA SECONDARY SUB-COUNTY MASINGA 56 56 112 0 1 10 0 0 1 2 2 7 8 12 20 32 28 0 1 0 0 0 0 3.860 4.239 3.981 -0.379
155 DR. CHARLES MULLI PUB YATTA 91 89 180 1 0 1 1 1 6 11 13 25 31 37 52 2 1 3.844 4.660 4.980 -0.820
156 R.G.C EMMANUEL MUUSINI PUB YATTA 14 9 23 2 1 5 3 5 7 3.826 4.070 3.680 -0.240
157 MUVUTI BOYS COUNTY MACHAKOS 142 0 142 0 0 0 0 0 0 1 2 5 9 24 34 38 29 0 0 0 0 0 0 3.820 4.000 4.810 -0.180
158 MISSION OF HOPE GIRLS SUB COUNTY ATHI RIVER 0 93 93 0 0 0 0 0 1 0 1 3 4 18 21 27 18 0 0 0 0 0 0 3.810 3.740 4.370 0.070
159 KYUA SEC PUB YATTA 60 56 116 0 1 1 0 0 1 1 2 6 7 18 15 38 27 1 3.800 4.110 4.260 -0.310
160 MALILI GIRLS PRIVATE KALAMA 0 20 20 0 0 0 0 0 0 0 0 0 3 2 7 4 4 0 0 0 0 0 0 3.800 2.820 3.110 0.180
161 KANAANI GIRLS HIGH SCHOOL SUB COUNTY ATHI RIVER 0 86 86 0 1 1 0 0 0 1 1 5 4 14 17 25 18 1 0 0 0 0 0 3.791 3.962 4.444 -0.172
162 MAVOLONI SEC PUB YATTA 31 33 64 2 5 7 3 13 14 20 3.781 3.950 3.620 -0.170
163 KIMANZA SEC SUB COUNTY MATUNGULU 49 56 105 0 0 0 0 0 1 2 0 4 7 8 24 44 14 1 0 0 0 0 0 3.762 4.165 4.302 -0.403
164 AIC MANYATTA KANGUNDO 64 0 64 1 0 1 0 0 0 0 2 2 4 9 14 19 14 0 1 0 0 0 0 3.750 4.013 3.867 -0.263
165 KITHEUNI PUB YATTA 29 32 61 1 2 3 3 7 12 15 17 1 3.738 3.660 3.310 0.078
166 NTHUNGUNI SUB COUNTY KATHIANI 22 18 40 0 0 0 0 0 0 0 0 2 4 6 9 7 12 0 0 0 0 0 0 3.725 4.000 4.250 -0.275
167 ST. PETER MUSINGINI SEC. SCH. SUB-COUNTY MASINGA 24 32 56 0 1 1 0 0 0 0 0 4 4 6 11 18 12 0 1 0 0 0 0 3.709 3.323 3.279 0.386
168 KIVAA SEC COUNTY MASINGA 52 47 99 0 0 0 0 0 0 0 3 4 10 11 10 37 23 0 0 0 1 0 0 3.700 4.121 4.839 -0.451
169 MURIFARM SECONDARY SUB-COUNTY MASINGA 45 46 91 0 0 0 0 0 0 0 2 5 4 10 18 25 26 1 0 0 0 0 0 3.684 4.324 4.746 -0.616
170 REV. KITONYI SUB COUNTY KATHIANI 23 37 60 0 1 1 0 0 0 0 0 3 6 8 9 18 15 0 1 0 0 0 0 3.678 3.340 3.370 0.338
171 KIKASO SEC SUB COUNTY MWALA 26 13 39 0 0 0 0 0 0 0 0 0 3 7 10 12 7 0 0 0 0 0 0 3.667 4.744 4.533 -1.077
172 ULUTYA MIXED SEC SCH SUB-COUNTY MASINGA 8 10 18 0 0 0 0 0 0 0 0 0 1 2 7 6 2 0 0 0 0 0 0 3.667 3.400 4.733 0.267
173 KALOLENI PUB YATTA 11 10 21 1 3 8 6 3 3.667 2.890 3.250 0.777
174 MULAANI SUB COUNTY KALAMA 17 22 39 0 1 1 0 0 0 0 0 0 4 5 2 7 21 0 1 0 0 0 0 3.660 3.580 2.980 0.080
175 GOOD HOPE KILAATU PUB YATTA 56 51 107 1 3 4 11 9 21 20 37 1 3.654 4.020 3.800 -0.370
176 TALA SATELLITE PRIVATE MATUNGULU 20 20 40 0 0 0 0 0 0 0 0 0 7 6 4 13 9 1 0 0 0 0 0 3.650 4.357 3.776 -0.707
177 KALANDINI SUB COUNTY MATUNGULU 36 29 65 0 0 0 0 0 0 0 3 3 3 4 17 17 17 1 0 0 0 0 0 3.646 3.897 3.786 -0.251
178 ST.STEPHEN MUSAALANI SUB COUNTY MWALA 35 38 73 0 0 0 0 0 0 0 0 0 3 9 30 20 11 0 0 0 0 0 0 3.633 5.469 3.000 -1.831
179 KITULU SUB COUNTY MACHAKOS 27 33 60 0 0 0 0 0 0 0 1 3 1 8 11 26 10 0 0 0 0 0 0 3.617 3.947 4.220 -0.330
180 KAVINGO SEC PUB YATTA 19 7 26 2 4 5 13 1 1 3.615 3.460 3.570 0.155
181 ABC KATHINI SECONDARY SUB-COUNTY MASINGA 17 22 39 0 0 0 0 0 0 1 2 5 4 14 10 1 0 0 0 0 3.615 3.146 3.078 0.469
182 VOTA SUB COUNTY MACHAKOS 24 22 46 0 0 0 0 0 0 0 2 0 2 6 9 6 17 4 0 0 0 0 0 3.590 3.620 3.260 -0.360
183 MIKUYUNI mixed SUB-COUNTY MASINGA 20 20 40 1 0 1 0 0 0 0 0 1 2 4 12 14 5 1 1 0 0 0 0 3.590 3.590 3.337 0.000
184 EENDEI SEC SUB-COUNTY MASINGA 20 11 31 0 0 0 0 0 0 0 0 0 0 2 1 14 14 0 0 0 0 0 0 3.590 3.189 2.710 -0.479
185 ST.MARYS SCHOOL KITHANGAINI SUB COUNTY MWALA 22 24 46 0 0 0 0 0 0 0 1 0 4 5 9 17 10 0 0 0 0 0 0 3.565 3.793 3.182 -0.228
186 KITHIMA ABC SUB COUNTY MACHAKOS 15 16 31 0 0 0 0 0 0 0 2 0 1 3 8 8 8 1 0 0 0 0 0 3.548 3.057 3.900 0.491
187 ST.MARTIN UTITHINI SEC SUB-COUNTY MWALA 5 10 15 1 1 2 0 0 0 0 0 0 1 1 6 2 2 1 2 0 0 0 0 3.538 3.500 3.500 0.038
188 NGULUNI S.A SUB COUNTY MATUNGULU 53 62 115 0 1 1 0 1 0 0 3 5 5 11 20 34 31 4 1 0 0 0 0 3.535 4.096 4.219 -0.561
189 MANGAUNI COUNTY KALAMA 35 24 59 1 1 2 0 0 0 0 1 2 1 6 12 29 7 1 2 0 0 0 0 3.530 4,2 3.140 -0.670
190 MULU SEC SUB COUNTY MWALA 27 30 57 0 0 0 0 0 0 1 1 1 0 4 9 19 22 0 0 0 0 0 0 3.500 4.210 3.500 -1.000
191 AIC MUISUNI KANGUNDO 25 24 49 0 1 1 0 0 0 0 1 2 2 7 8 12 17 0 0 0 0 0 0 3.490 4.170 3.784 -0.680
192 KATHEKA KAI SUB COUNTY MACHAKOS 56 41 97 0 0 0 0 0 0 2 1 5 4 9 11 37 26 2 0 0 0 0 0 3.490 4.140 3.410 -0.650
193 ST AUGUSTINE MLOLONGO SECON SUB COUNTY ATHI RIVER 97 92 189 0 0 0 0 0 0 1 2 4 8 31 30 58 54 1 0 0 0 0 0 3.487 3.530 4.190 -0.043
194 ST. ANNES GIRLS PRIVATE MWALA 0 19 19 0 0 0 0 0 0 0 0 0 0 3 5 9 2 0 0 0 0 0 0 3.470 4.857 NEW -1.380
195 KATULYE SEC SCHOOL SUB COUNTY MATUNGULU 35 41 76 0 0 0 0 0 0 0 0 1 3 8 20 30 14 0 0 0 0 0 0 3.461 4.475 3.887 -1.014
196 KILEMBWA SUB COUNTY MWALA 63 63 126 1 0 1 0 0 0 1 2 6 11 10 18 32 38 8 1 0 0 0 0 3.460 3.930 4.080 0.470
197 ST JOHNS IIANI SECONDARY SUB-COUNTY MASINGA 35 38 73 0 1 1 0 0 0 0 2 3 6 5 10 21 22 4 1 0 0 0 0 3.458 5.430 3.889 -1.000
198 MATUU WENDANO SUB COUNTY MATUNGULU 44 39 83 0 0 0 0 0 1 0 0 2 6 12 15 17 26 4 0 0 0 0 0 3.458 3.451 3.405 0.007
199 KIKUYUNI SEC PUB YATTA 17 17 34 4 2 1 6 9 9 3 3.441 4.000 3.790 -0.560
200 KITHENDU SEC PUB YATTA 40 29 69 2 7 23 20 14 3 3.439 5.070 3.110 -1.630
201 ST.AUGUSTINE MBIUNI SUB COUNTY MWALA 30 26 53 0 0 0 0 0 0 0 0 0 2 9 13 18 14 0 0 0 0 0 0 3.410 5.000 4.789 -1.590
202 NGOMENI SUB COUNTY MACHAKOS 16 21 37 0 0 0 0 0 0 0 1 1 1 6 3 13 12 0 0 0 0 0 0 3.405 3.477 3.694 -0.072
203 KINAKA PUB YATTA 42 37 79 1 3 3 5 8 9 16 27 7 3.405 3.240 3.350 0.165
204 ST.BENEDICT SUB COUNTY KATHIANI 25 22 47 0 0 0 0 0 0 0 1 0 2 4 11 19 9 1 0 0 0 0 0 3.404 3.950 4.170 -0.546
205 ACK MUKENGESYA SUB COUNTY MATUNGULU 50 38 88 3 3 6 0 0 0 0 0 3 6 13 15 12 28 5 6 0 0 0 0 3.402 2.927 2.857 0.475
206 KATANGA SUB COUNTY KALAMA 17 33 50 0 0 0 0 0 0 0 1 2 4 6 6 11 17 3 0 0 0 0 0 3.400 3.500 3.000 -0.100
207 KASEVE SUB COUNTY MACHAKOS 14 19 33 0 0 0 0 0 0 0 0 0 0 6 4 6 15 2 0 0 0 0 0 3.380 3.710 2.530 -0.330
208 KIVANDINI SEC PUB YATTA 44 44 88 1 0 1 1 1 5 15 17 15 28 5 3.379 3.310 3.170 0.069
209 NGALALYA SECONDARY SCHOOL SUB COUNTY ATHI RIVER 36 21 57 0 0 0 0 0 0 2 2 0 4 3 8 14 18 6 0 0 0 0 0 3.360 3.264 3.600 0.096
210 MATHEINI SA SUB COUNTY MATUNGULU 17 33 50 0 0 0 0 0 0 0 0 0 4 5 12 15 12 1 0 0 1 0 0 3.340 3.054 3.200 0.286
211 KANGONDE SEC SUB-COUNTY MASINGA 13 29 42 0 0 0 0 0 0 0 0 1 2 1 15 11 11 1 0 0 0 0 0 3.333 3.828 3.269 -0.495
212 ST STEPHENKILANGO PUB YATTA 36 25 61 1 4 7 12 18 16 3 3.328 3.390 2.760 -0.060
213 KEAA SUB COUNTY MACHAKOS 24 32 56 0 1 1 0 0 0 0 1 0 1 8 8 17 19 2 1 0 0 0 0 3.313 4.084 3.161 -0.923
214 ST MICHAEL SECONDARY SUB-COUNTY MASINGA 18 11 29 0 0 0 0 0 0 0 0 2 1 2 5 9 9 1 0 0 0 0 0 3.310 3.520 4.520 -0.190
215 KITHITO PUB YATTA 10 24 34 2 1 1 4 2 8 15 1 3.294 3.480 3.120 -0.190
216 MBEMBANI PUB YATTA 24 23 47 3 2 1 4 3 14 19 2 3.292 2.470 2.780 0.822
217 KAMUTHANGA SUB COUNTY MACHAKOS 25 41 66 0 0 0 0 0 0 1 0 2 3 9 6 17 27 1 0 0 0 0 0 3.273 3.543 2.919 -0.260
218 ST MARTIN DE PORRES EKALAKAL SUB-COUNTY MASINGA 45 26 71 0 1 1 0 0 0 0 0 2 3 6 14 21 24 0 1 0 0 0 0 3.271 4.020 3.971 -0.749
219 KYENI BAPTIST SUB COUNTY MACHAKOS 24 28 52 0 0 0 0 0 0 0 0 1 2 7 9 14 19 0 0 0 0 0 0 3.269 2.909 3.286 0.360
220 KALIANI SEC PUB YATTA 13 10 23 1 3 5 8 4 2 3.261 4.280 3.760 -1.020
221 KAONYWENI SEC SUB-COUNTY MASINGA 8 10 18 0 0 0 0 0 0 0 0 0 1 3 8 6 0 0 0 3.260 —- 2.940 0.320
222 KYANGULI COUNTY MACHAKOS 100 71 171 0 0 0 0 0 0 0 3 4 8 14 25 56 58 3 0 0 0 0 0 3.260 4.550 4.620 -1.290
223 ST MARTINS KATWII KANGUNDO 33 56 89 0 1 1 0 0 0 2 1 6 4 4 10 17 42 3 1 0 0 0 0 3.258 3.630 4.590 -0.375
224 IKALAASA SEC SUB COUNTY MWALA 22 21 43 0 0 0 0 0 0 0 0 2 0 4 8 17 11 1 0 0 0 0 0 3.255 3.824 4.946 -0.569
225 ST STEPHEN MUSUMAA SUB-COUNTY MASINGA 18 17 35 0 0 0 0 0 0 0 1 3 1 1 5 7 15 3 0 0 0 0 0 3.229 2.918 2.926 0.311
226 ST.PETERS KWANDOO SUB COUNTY MWALA 41 25 66 0 0 0 0 0 0 0 0 0 1 6 9 24 26 0 0 0 0 0 0 3.215 3.451 3.362 -0.236
227 ST.PAUL MAWELI SUB-COUNTY MWALA 40 40 80 0 0 0 0 0 0 0 0 0 7 7 15 21 27 3 0 0 0 0 0 3.212 3.250 -0.038
228 MIU BOYS COUNTY MWALA 29 0 29 1 0 1 0 0 0 0 0 0 1 3 7 9 8 1 1 0 0 0 0 3.210 4.670 4.070 -1.460
229 KAMBI YA NDEKE PUB YATTA 37 51 88 1 1 7 9 9 22 38 1 3.205 3.290 3.460 -0.090
230 KISUKIONI SEC COUNTY MATUNGULU 84 0 84 0 0 0 0 0 0 0 2 1 1 5 15 36 23 1 0 0 0 0 0 3.202 3.338 3.851 -0.136
231 KATHUI SEC SUB-COUNTY MASINGA 9 11 20 0 0 0 0 0 0 0 1 0 1 0 5 4 9 0 0 O 0 0 0 3.200 4.644 3.438 -1.444
232 S A IMILINI KANGUNDO 54 46 100 0 1 1 0 0 0 0 1 0 8 15 9 22 41 4 1 0 0 0 0 3.190 3.780 4.260 -0.590
233 ST PETERS MBEMBANI PUB YATTA 20 12 32 1 3 9 8 10 1 3.188 3.120 2.560 0.067
234 MBUUNI SUB COUNTY KATHIANI 59 67 126 0 0 0 0 0 0 0 2 4 7 10 16 30 54 3 0 0 0 0 0 3.183 3.110 3.280 0.073
235 KANYONGO SUB COUNTY KALAMA 16 22 38 0 0 0 0 0 0 0 0 0 3 2 9 9 15 0 0 0 0 0 0 3.180 3.000 2.900 0.180
236 MBEMBANI SUB COUNTY KALAMA 45 21 66 0 0 0 0 0 0 0 0 0 7 5 7 20 25 2 0 0 0 0 0 3.170 3.650 2.840 -0.480
237 KWAKULU PUB YATTA 18 18 36 1 1 3 9 10 7 5 3.167 2.840 2.310 0.327
238 ST.PATRICKS GIRLS PRIVATE MWALA 0 20 20 0 1 1 0 0 0 0 0 1 0 2 2 7 7 0 1 0 0 0 0 3.160 4.800 4.600 -1.640
239 GEN. MULINGE SUB COUNTY KATHIANI 52 50 102 0 1 1 0 0 0 0 1 3 6 6 17 21 45 2 1 0 0 0 0 3.149 3.750 3.878 -0.601
240 AIC MATITHINI KANGUNDO 11 3 14 0 0 0 0 0 0 0 0 1 0 2 1 3 7 0 0 0 0 0 0 3.143 2.849 2.358 0.294
241 KAEWA SUB COUNTY KATHIANI 46 46 92 0 0 0 0 0 0 0 0 1 3 12 15 29 25 7 0 0 0 0 0 3.141 3.390 3.468 -0.249
242 MEKILINGI SEC PUB YATTA 17 16 33 4 5 15 7 1 3.125 3.680 3.480 -0.560
243 ST.AUGUSTINE NGUMBAU SUB-COUNTY MWALA 22 33 55 1 1 2 0 0 0 0 0 1 2 3 7 25 14 1 2 0 0 0 0 3.113 2.400 2.459 0.713
244 MWAMBATHAANA PUB YATTA 28 26 54 1 4 2 6 23 16 2 3.111 3.450 3.520 -0.340
245 MBUSYANI MIXED KANGUNDO 40 41 81 0 1 1 0 0 0 0 1 2 0 10 14 18 34 2 1 0 0 0 0 3.110 3.273 3.630 -0.161
246 MAKIVENZI GIRLS PUB YATTA 0 64 64 3 2 5 7 20 26 1 3.109 2.910 3.270 0.199
247 KYANDA SUB COUNTY MACHAKOS 34 23 57 0 0 0 0 0 0 1 1 1 4 6 4 7 29 2 0 0 0 0 0 3.105 3.070 3.113 0.035
248 MAKAKOI SUB COUNTY KALAMA 6 15 21 0 0 0 0 0 0 0 0 2 1 0 3 5 8 2 0 0 0 0 0 3.100 2.360 2.290 0.740
249 EUTICUS SCHOOL PRIVATE MATUNGULU 7 9 16 3 2 5 0 0 0 0 0 0 0 1 3 4 2 1 5 0 0 0 0 3.091 2.391 2.850 0.700
250 KWAKOKO PUB YATTA 23 12 35 1 1 2 5 8 7 11 2 3.091 New New New
251 KATETHYA PRIVATE MACHAKOS 17 0 0 0 0 0 0 0 0 0 0 2 4 2 5 1 3 0 0 0 0 3.071 2.290 2.400 0.781

Top County High Schools in Baringo County

Best and Top Performing Schools in Kenya- Are you looking for the list of the best and top performing secondary schools in Baringo County. Below is a list of all the best County Secondary Schools in Baringo County.

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 COUNTY SECONDARY SCHOOLS IN BARINGO COUNTY

School Knec Code  School Name Category Type Location
33517103 AIC KAPKELELWA SECONDARY SCHOOL County Mixed Baringo
33517106 SANGARAU GIRLS SECONDARY SCHOOL County Girls Baringo
33517204 TALAI SECONDARY SCHOOL County Mixed Baringo
33517206 NGETMOI SECONDARY SCHOOL County Girls Baringo
33517207 KAPKAWA SECONDARY SCHOOL County Boys Baringo
33517208 OINOBMOI HIGH SCHOOL County Boys Baringo
33517209 A I C PHILEMON CHELAGAT GIRLS County Girls Baringo
33521104 MAJI MAZURI GIRLS HIGH SCHOOL County Girls Baringo
33521107 SABATIA  SECONDARY SCHOOL County Mixed Baringo
33521201 TORONGO HIGH SCHOOL County Girls Baringo
33521202 TIMBOROA SECONDARY SCHOOL County Boys Baringo
33521203 MUMBERES GIRL’S SECONDARY SCHOOL County Girls Baringo
33532101 CHEMOLINGOT SECONDARY SCHOOL County Boys Baringo
33532105 KOLOWA SECONDARY SCHOOL County Mixed Baringo
33532106 NGORON SECONDARY SCHOOL County Mixed Baringo
33532108 LOIWAT HIGH SCHOOL County Mixed Baringo
33547102 KASISIT SECONDARY SCHOOL County Girls Baringo
33547104 AIYEBO HIGH SCHOOL County Boys Baringo
33547105 KAPKIAMO SECONDARY SCHOOL County Mixed Baringo
33547106 KAPCHEPKOR SECONDARY SCHOOL County Boys Baringo
33547107 TANYILEEL SECONDARY SCHOOL County Girls Baringo
33547203 POI MIXED DAY AND BOARDING SECONDARY SCHOOL County Mixed Baringo
33547205 ARAP MOI SECONDARY SCHOOL BARTABWA County Mixed Baringo
33547404 KAPLUK SECONDARY SCHOOL County Mixed Baringo
33547406 KETURWO SECONDARY SCHOOL County Mixed Baringo
33558102 NGAMBO SECONDARY SCHOOL County Mixed Baringo
33558103 KISERIAN SECONDARY SCHOOL County Mixed Baringo
33558104 LAKE BOGORIA ROCHDALE SECONDARY SCHOOL County Mixed Baringo
33558201 MOCHONGOI SECONDARY SCHOOL County Mixed Baringo
33562102 MOLO SIRWE SECONDARY SCHOOL County Mixed Baringo
33562103 MAJI MOTO SECONDARY SCHOOL County Mixed Baringo
33562108 KIPTOIM SECONDARY SCHOOL County Mixed Baringo
33562202 ROSOGA SECONDARY SCHOOL County Mixed Baringo
33584001 A I C CHURO SECONDARY SCHOOL County Boys Baringo
33584002 TANGULBEI HIGH SCHOOL County Mixed Baringo
33584003 NGIINYANG GIRLS HIGH SCHOOL County Girls Baringo

KUCCPS students Transfers {KUCCPS INTER-INSTITUTION TRANSFER IS NOW OPEN}

The Kenya Universities and College Placement Service (KUCCPS) Places KCSE candidates into courses of their choices.

Those who miss their choices can apply for inter institution transfers.

After all the placement KUCCPS gives candidates one to two months period to apply for  inter-university transfer. This one  enables those students who were not pleased with the university/ college in which they were placed to transfer to the university/college of their choice.

Before commencing the application for transfer, please read these instructions carefully:

  1. For one to be eligible for transfer, the Placement Service must have placed the applicant to the programme one is seeking a transfer from.
  2. One will only be able to apply to transfer to a course whose minimum requirements one meets.
  3. Applicants to degree programmes must meet the applicable cut-off point for their respective placement year.
  4. The programme applied to must have been on offer in the year the applicant was placed.
  5. An applicant may only apply to transfer to one programme.
  6. An applicant shall only transfer once for the duration of the programme placed.
  7. The applicant may view the available programmes and their requirements by clicking the Programmes tab above and can search for courses by institution, using the Institutions tab above.
  8. Once the applicant has settled on a preferred programme, only the 7-Character Programme Code will be required.
  9. To apply, use the transfer applications tab and follow the instructions provided.
  10. An application-processing fee of Ksh1,000 is charged per application.
    1. A prompt for the M-PESA transaction code will appear at the point of submission. Please keep the transaction code safely as it may be required again.
    2. CAUTION! Do not make any payment before the applicant has been prompted or after the application deadline has passed!
  11. Once one has made an application for transfer, the applicant may monitor the progress of their application via the student’s portal.

How to apply for inter-institution transfer 

  • Visit KUCCPS student portal at http://students.kuccps.net/ to log in
  • After that click the transfer tab at the top of your window
  • Select the programme and in the inter-institution transfer field enter the programme code
  • You should give a reason why you could wish to transfer
  • After filling the form correctly, download and print
  • You should also send the form to the institution you transferring to for endorsement and acceptance
  • When accepted ,you should take the form to your previous university for release and then send it to kuccps for your new admission letter.

The application is always opens for KCSE candidates who have been successfully placed in various universities and TVET institutions but wish to transfer to other institutions. The students  portal for inter-institution application will be open for a period of two (2) months.

–    All applications for inter-institution transfers MUST be submitted online through the    Student’s Portal

–   Printing the filled application form will no longer be necessary since the process is automated.

CLICK HERE, log in and begin the process of transfer.

Knec Guidelines on administration of 2024 CBA exams for grades 3, 4 & 5; KNEC CBA Portal Login

Knec Guidelines on administration of 2024 CBA exams for grades 3, 4 & 5; KNEC CBA PortalLogin

ADMINISTRATION OF THE YEAR 2024 COMPETENCY BASED ASSESSMENTS

1.0 The Kenya National Examinations Council will upload on the KNEC CBA Portal the following:

1.1 Kenya Early Years Assessment (KEYA) for Grades 3 and Kenya Foundation Level Education Assessment (KFLEA) for Stage Based Pathway.

1.2 School Based Assessment for Grades 4 & 5 and Intermediate Level for Stage Based Pathway.

2.0 To access the assessment portal, Headteachers are required to login onto the CBA portal: https://cba.knec.acke. Any school that will have password challenges should contact their respective Sub-County Director of Education for resetting of the password.

3.0 Schools will be expected to administer the assessment tools, score and upload the assessment outcomes of all learners on the CBA portal within the stipulated time.

4.0 SBA tools will be provided in two formats: PDF format and digital format through the CBA portal https://cba.knec.ac.ke as follows:

4.1 PDF Format

4.1.1 Schools will be required to log in using the school credentials. (Username and password).

4.1.2 Schools will access the tools in PDF format and download.

4.13 The SBA tools will then be given to learners in either print format, projected on the screen or written on the board.

4.1.4 Depending on the format adopted, learners may write their responses on the question paper or on writing materials provided by the school.

4.2      Digital format

4.2.1 To access the tools in this format, individual learners will be required to log onto the portal using their respective assessment numbers.

4.2.2 Upon logging in, learners will access the tools directly via digital devices such as the Digital Learning Programme (DLP) tablets available in schools.

4.2.3 Learners will be expected to give their responses on writing materials provided by the school.

5.0 The two formats of assessment tools will be displayed on the CBA portal dashboard using different buttons. Schools are encouraged to allow learners access the tools directly using the DLPs or any other available digital devices such as desktop computers and laptops. This will help schools save on printing cost. Those who may have challenges with the direct access may opt for the pdf format.

6.0 SBA tools for Foundation and Intermediate Level will be accessed on PDF format by their teachers.

7.0 Teachers will assess the learners as they undertake the performance-based tasks and score using the guidelines provided in the tool.

8.0 A detailed user manual describing step by step on how to access the tools, instructions, scoring guides and how to upload learners’ scores is available on the CBA portal.

9.0 The assessment tools with colour images should be printed in colour or loaded on the digital devices available in the school. The learners should answer the questions using separate answer sheets provided by the school. In schools where the digital devices are inadequate, the assessments can be done in shifts.

10.0 Headteachers are requested to keep all records and evidence generated from the assessments.

11.0 The materials required for the assessments should be obtained from the immediate school environment or improvised as much as possible.

12.0 The tools will be accessed as shown below:

Tools Date to be accessed Last Date to Upload scores
12.1 Grade 3 and Foundation Level Integrated Learning Assessment

i)    Regular Learners

ii)   Hearing Impairment

iii)  Visually Impairment

iv)  Physical Disabilities

v)   SNE Foundation Level

3rd June 2024 31st July 2024
12.2 Grade 4 (Subjects with Project, Practical & Performance Tasks) i)    Agriculture & Nutrition

ii)   Creative Arts & Sports

iii) Science & Technology

2nd May 2024 1st July 2024 31st July 2024 31st July 2024
12.3 Grade 5 (Subjects with Project, Practical & Performance Tasks) i)    Agriculture & Nutrition

ii)   Creative Arts & Sports

iii) Social Studies

iv)  Science & Technology

2nd May 2024 1st July 2024 31st July 2024 31st July 2024
12.4 SNE Intermediate Level

(Performance Tasks)

i)             Communication, Social and Literacy Skills

ii)           Daily Living Skills and Religious Education

iii)          Sensory Motor Integration

iv)         Creative Activities

v)           Numeracy Activities

vi)         Environmental

Activities

vii)       Psychomotor Activities

1st July 2024 31st July 2024
12.5 Grade 3 Written tests Mathematics and
English Activitiesi)      Regular Learners

ii)    Hearing Impairment

iii)   Visually Impairment

iv)   Physical Disabilities

30th September 2024 24th October 2024
12.6 SNE

Foundation Level

(Performance Tasks)

i)    Activities of Daily

Living

ii)   Communication, Social and Pre-Literacy Skills

30th September 2024 24th October 2024

 

Tools Date to be accessed   I Last Date to Upload scores  24th October

2024

12.7 Grade 4 and Grade 5 (Written tests) i)      Mathematics

ii)    English

iii)   Kiswahili

iv)   Kenyan Sign Language

v)    Agriculture & Nutrition

vi)   Science & Technology

vii)  Social Studies

viii)  Religious Education
(CRE/IRE/HRE)

ix)   Creative Arts

30th September 2024

 

This information is to enable you to prepare and plan adequately.

cc:          Director, Quality Assurance and Standards, MOE

All Regional Directors of Education

All County Directors of Education

Also read

KNEC examiners portal Login

Knec Examiners Training; Requirements, 

Best, top, Extra County Schools in Migori County
List of best performing Extra County schools in Machakos County
Full list of best performing, top, extra county schools in Kisumu County
Best, top, Extra County Schools in Kirinyaga County
List of all Boys Extra County Schools in Kenya; Location, Knec Code and Type

TSC 2022/2023 Junior Secondary Advertised Teacher Slots and Subject Combinations Per County (Makueni)

TSC RECRUITMENT OF TEACHERS FOR JUNIOR SECONDARY SCHOOLS

DISTRIBUTION OF INTERNSHIP AND PERMANENT & PENSIONABLE (P&P) POSTS

TSC 2022/2023 Junior Secondary Advertised Teacher Slots and Subject Combinations Per County (Makueni)

S/NO. COUNTY SUBJECT COMBINATION NO. OF
POSTS ON
P&P
NO. OF
INTERNSHIP POSTS
TOTAL NO. OF
POSTS DECLARED
23 MAKUENI KISW/CRE 50 121 171
ENGLISH/……. 47 114 161
HIST/CRE 41 99 140
KISW/HIST 41 98 139
BST/…………. 28 67 95
MATHS/PHYSICS 19 47 66
MATHS/CHEM 16 37 53
BIO/CHEM 14 34 48
KISW/GEO 13 30 43
AGRI/………….. 11 25 36
MATHS/GEO 7 16 23
GEO/CRE 5 12 17
MATHS/BIO 4 8 12
COMP/……….. 4 8 12
CHEM/PHYSICS 3 8 11
HOMESCIENCE/………… 2 5 7
GEO/HIST 2 4 6
PE/…….. 1 2 3
KISW/IRE 1 2 3
FRENCH/……. 1 1 2
HIST/IRE 1 1 2
BIO/GEO 0 1 1
KISW/MATHEMATICS 0 1 1
IRE/ARAB 0 1 1
KSL/………….. 0 1 1
FINE ARTS/……….. 0 1 1
GERMAN/…….. 0 1 1
TOTAL 311 745 1056

St Paul’s Igonga secondary school KCSE Results KNEC Code, Admissions, Location, Contacts, Fees, Students’ Uniform, History, Directions and KCSE Overall School Grade Count Summary

St.Paul’s Igonga Secondary School is a top performing boys’ only secondary school located along Kisii-Suneka road in Kisii County. This is in the Nyanza region of Kenya. This article provides complete information aboutSt.Paul’s Igonga Secondary School. Get to know the school’s physical location, directions, contacts, history, Form one selection criteria and analysis of its performance in the Kenya Certificate of Secondary Education, KCSE, exams. Get to see a beautiful collation of images from the school’s scenery; including structures, signage, students, teachers and many more.

 For all details about other schools in Kenya, please visit the link below;

ST PAULS IGONGA SECONDARY SCHOOL’S KCSE RESULTS

Individual candidates can check their KCSE results by sending an SMS with their full index number (11digits) followed by the word KCSE. The SMS can be sent from any subscriber’s line (Safaricom, Airtel or any other) to 20076. For example, send the SMS in the format 23467847002KCSE to 20076. There should be no space left between the index number and the word KCSE.

One can also download the whole school’s KCSE results by Visiting the Official KNEC exams portal; https://www.knec-portal.ac.ke/.  This one requires the school’s log in credentials.

Finally, candidates can visit the school for their results. This is usually a day after the results have been released. It is important that you check your result slip to ensure there are no errors on it. Be keen to see that details such as your name, index number and sex are accurate. In case of any discrepancy, please notify your principal or KNEC immediately for correction.

ST PAULS IGONGA SECONDARY SCHOOL’S PHYSICAL LOCATION

St.Paul’s Igonga Secondary School is a top performing boys’ only secondary school located along Kisii-Suneka road in Kisii County.

ST PAULS IGONGA SECONDARY SCHOOL’S BASIC INFO & CONTACTS AT A GLANCE

In need of more information about the school? Worry not. Use any of the contacts below for inquiries and/ or clarifications. Here is a collation of the school’s basic details:

  • SCHOOL’S NAME: St.Paul’s Igonga Secondary School
  • SCHOOL’S TYPE: Boys’ only secondary school.
  • SCHOOL’S CATEGORY: Extra County school.
  • SCHOOL’S LEVEL: Secondary
  • SCHOOL’S KNEC CODE: 40716103
  • SCHOOL’S OWNERSHIP STATUS: Public/ Government owned
  • SCHOOL’S PHONE CONTACT:  0733 230 112
  • SCHOOL’S POSTAL ADDRESS: P.O. Box 2617,Kisii 40200
  • SCHOOL’S EMAIL ADDRESS:
  • SCHOOL’S WEBSITE:
ST PAULS IGONGA SECONDARY SCHOOL’S BRIEF HISTORY

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

Here are links to the most important news portals:

ST PAULS IGONGA SECONDARY SCHOOL’S VISION
ST PAULS IGONGA SECONDARY SCHOOL’S MISSION
ST PAULS IGONGA SECONDARY SCHOOL’S MOTTO
ST PAULS IGONGA SECONDARY SCHOOL’S FORM ONE SELECTION CRITERIA & ADMISSIONS

Being a public school, form one admissions are done by the Ministry of Education. Vacancies are available on competitive basis. Those seeking admissions can though directly contact the school or pay a visit for further guidelines.

ST PAULS IGONGA SECONDARY SCHOOL’S KCSE PERFORMANCE ANALYSIS

The school has maintained a good run in performance at the Kenya National Examinations Council, KNEC, exams. In the 2019 Kenya Certificate of Secondary Education, KCSE, exams the school posted good results to rank among the best schools in the County. This is after recording a mean score of 5.8904 (C plain) with a candidates’ population of 75.

Also read;

 For all details about other schools in Kenya, please visit the link below;

ST PAULS IGONGA SECONDARY SCHOOL’S PHOTO GALLERY

Planning to pay the school a visit? Below are some of the lovely scenes you will experience.

Also read:

SPONSORED LINKS; YOUR GUIDE TO HIGHER EDUCATION

For a complete guide to all universities and Colleges in the country (including their courses, requirements, contacts, portals, fees, admission lists and letters) visit the following, sponsored link:

SPONSORED IMPORTANT LINKS:

AGRICULTURE KCSE PAST PAPERS AND ANSWERS (TOPICALLY ARRANGED)

CROP PRODUCTION (V) – VEGETABLES

KCSE PAST PAPERS

  1. (a) Give one cause of blossom end rot in tomatoes

(b)       State two methods of controlling blossom end rot in

tomatoes                                                                                  (2mks)

  1. State four factors to consider when grading tomatoes for fresh market.

LIVESTOCK HEALTH – INTRODUCTION

 

KCSE PAST PAPERS

  1. (a) State three advantages of keeping a herd of dairy cattle health.

(3mks)

  1. (a) State two reasons for maintaining livestock in good health. (2mks)

(b) Name two noticeable diseases in cattle. (2mks)

  1. State two ways by which proper feeding contribute to disease control in livestock. (1mk)
  2. Explain measures used to control livestock diseases. (12 marks)
  3. Give four ways in which diseases can spread can spread from one animal to the other within the farm.

 

 

 

 

 

 

 

 

 

 

LIVE STOCK HEALTH – PARASITES

 

KCSE PAST PAPERS

  1. (a) Which livestock disease is transmitted by each of the following ticks?

(2mks)

(i)  Blue tick (Boophilous decoloratus)

(ii) Brown ear tick (Rhipicephalous appendicula tus)

(b)       How many hosts does the red-legged tick (Rhipicephalous averts)

require to complete its life cycle? (1mk)

  1. (a) State four signs of infestation by external parasites in livestock? (2mks)
  2. (a) State four signs of infestation by external parasites in livestock? (2mks)

(b)   Name the intermediate host for each of the following internal parasites.

(2mks)

Tape worm (Taenia solium) (ii) Liver fluke (Fasciola hepatica)

  1. Describe the life cycle of a three- host tick. (8mks)
  2. State four non-chemical methods of controlling ticks in cattle. (2mks)
  3. Give four measures that should be taken to control tapeworms on the farm.

(2mks)

 

 

 

 

 

LIVE STOCK PRODUCTION (II) – NUTRITION

 

KCSE PAST PAPERS

  1. What is a production ration as used in animal nutrition? (1mk)
  2. Name two groups into which vitamins are classified. (1 mk)
  3. State 3 factors that influence the amount of water intake by a farm

Animal.                                                                       (11/2 mks)

4                     (a)       Differentiate between a roughage and a concentrate feed in animal

nutrition.                                                                     (2mks)

(b)       State three ways in which a production ration may be utilized by

cattle.                                                                          (3 mks)

  1. Give four characteristics of a livestock roughage feedstuff.
  2. Outline four functions of proteins in the body of an animal. (2mks)
  3.             Outline four factors that determine the nutritional requirements in

Cattle                                                                                      (2mks)

  1. Give 4 functions of calcium in dairy cow. (2mks)
  2. State four factors that are considered when formulating a livestock

ration                                                                          (2 marks)

  1.             (a)       Explain the term “production ration” as used in livestock

productions.                                                    (1mk)

  1. b) State four factor which determine the amount of feed an animal

can consume.                                                  (4mks)

  1. State three reasons for feeding livestock. (11/2mks)

 

LIVE STOCK PRODUCTION (III) – SELECTION AND BREEDING

 

KCSE PAST PAPERS.

  1. (a)       How does crossbreeding improve livestock production.
  2.          State six signs that are likely to be observed when a cow is on heat
  3. State four disadvantages of natural mating as a method of breeding

in dairy cattle management.

  1. Define the term out crossing in animal breeding.
  2. The diagram below shows the reproductive system of a cow. Study it carefully and answer the questions that follow.

 

 

 

 

 

 

  1. a) i) Name the parts labeled A B and C.
  2. ii)        State the function of each of the parts labeled a and b
  3. b) (i)        Give two methods of mating in cattle

(ii)       How long is the oestrus cycle in cattle?

  1. Explain the term hybrid viqour as used in livestock production.
  2. Describe the factors a farmer should consider when selecting a young

female pig (Guilt) for breeding.

(a)       Define the following terms as used in livestock breeding.

(i)    Inbreeding

(ii)   Out crossing

(b)       Outline three disadvantages of artificial insemination in cattle

management

(c)       State three desirable characteristics to be considered when selecting a

heifer for milk production.

 

 

 

 

 

 

 

 

 

 

 

 

 

LIVESTOCK PRODUCTION (IV) – REARING PRACTICES

 

KCSE PAST PAPERS

  1. Name two kinds of livestock which can be castrated using a rubber ring.
  2. Give four reasons why bees may swarm from a hive.
  3. Below is a diagram of a sheep with some parts labeled A, B, and C. Study

the diagram and answer the questions that follow.

 

 

 

 

 

 

 

 

(i)        What operation is usually carried out on the part labeled A during a sheep’s early stages of life?

(ii)       Why is it necessary to carryout the operation in (i) above?

(iii)      At what stage of sheep should the operation in (i) above be carried out?

(iv)      Give two methods of carrying out the operation in (i) above,

(v)       Which operation is usually carried out on part labeled B

(vi)      What problem would occur if the operation in (V) above is not carried out?

(vii)     How should the sheep beheld when shearing wool around part labeled C?

  1. Why should smoke be used during harvesting of honey?
  2. State four reasons for culling breeding sows.
  3. (a) Define the term colostrums.

(c)         Explain three qualities that make colostrums suitable for newly

born calves.

(d)         Give three methods of feeding colostrums to a newly born calf.

  1. Give six signs a cow would show just before parturition.
  2. State four reasons for castrating male piglets.
  3. Give two qualities of creep feed that makes it suitable for piglets.
  4. State two reasons why it is necessary to place sugar syrup close to a

beehive.

  1. State four routine management practices that should be carried out on a

lactating ewe.

  1. State six management practices in fish rearing.

12                    Give five signs, which indicate that a sow is about to furrow.

  1. State four conditions which would make it necessary to feed bees.
  2. State four management practices that should be carried out during the

mating season in sheep.

  1. Name four species of fresh water fish reared in Kenya.

 

 

FARM STRUCTURES.

  1. The diagram below represents a calf pen. Study it to answer the questions

that follow.

 

 

 

 

 

 

 

 

 

 

 

 

(i)        How high should the floor be above the ground level?

(ii)       Why should the floor of the calf pen be raised?

(iii)      Why should the parts of the pen marked p be open?

(iv)      State three factors that should be considered in sitting a calf pen?

2                      State two advantages of using wood in the construction of farm buildings

  1. Describe the construction of a rabbit hutch under the following sub-

headings.

  1. Give two reasons for treating timber to the used in construction of farm

buildings.

  1. State one advantage and one disadvantage of using barbed wire instead of

plain wire for fencing paddocks.

  1. State two functions of ventilation in an animal house.
  2. a)         One of the recommended ratio of mixing ingredients for making

Concrete block is 1:3:4, Name ingredients represented by the

numbers 1, 3 and 4 in the mixture.

  1. b)         If stronger concrete blocks were to be made, name the ingredient

that would be increased.

  1. c) State three properties of concrete that make it suitable for

constructing farm buildings.

  1. d) In addition to concrete, name three other materials that would be

required to construct the floor of milking shed.

  1. State four features of a good maize granary.
  2. State two reasons why maintenance of farm structures is important.
  3. a)         State any four factors that would influence the sitting of a calf pen.
  4. b) State fur factors to consider when selecting materials for

constructing a calf pen.

  1. c) Give four maintenance practices that should be carried out on a

permanent calf pen.

  1. Give two practices, other than use of preservatives, that can be carried

out on wooden fencing posts to make them last long.

  1. State six features of an ideal calf pen.
  2. Outline any four maintenance practices that should be carried out in a deep

litter poultry house.

  1. Give two advantages of concrete blocks over timber as building materials.
  2. a)         State the uses of fences in farms.
  3.    b)         What factors would be considered when sitting a farm structures.
  4. a)         State four advantages of a hedge in a farm.
  5.            State four advantages of using a Kenya Top Bar Hive over log hive.
  6.           Outline two routine maintenance practices carried out on water tanks.
  7. a)         Explain the uses of various hand tools in the construction a Kenya

Top Bar Hive

  1. b)        Describe the procedure of erecting wooden posts for fencing.
  2. State three disadvantages of using steel in construction of farm buildings.

 

 

 

 

 

 

 

 

 

 

 

SOIL AND WATER CONSERVATION

 

KCSE PAST PAPERS

  1.            Give one way through which check dams control soil erosion.
  2.           State two ways by which trees help in soil conservation.
  3. State two reasons for carrying out soil conservation in a farm.
  4. State two ways by which grass cover help to conserve soil.
  5. State two ways by which inorganic mulch help to conserve water in the

Soil.

  1. Define the terms;
  2. a) Forestation
  3. b) Re-a forestation
  4. Outline three factors, which may influence soil erosion.

 

 

 

 

 

 

 

 

 

 

WEEDS AND WEED CONTROL

 

KCSE PAST PAPERS

  1. State four reasons why timely weed control is advisable in crop

production.

  1. Give four ways of controlling weeds in a maize field. (2mks)
  2. PP2: Diagram & and H show weeds.
  3. i) Identify the weeds.     (2mks)
  4. ii) State the economic importance of the weed shown in diagram G

(2mks)

iii)       Why is it difficult to control weed in diagram G? (1mk)

  1. State six disadvantages of weeds in crop production (3mks)

5                     (i)        State four factors that contribute to the competitive ability of

weeds. (2mks)

  1. The diagram below represents a weed.

 

 

 

 

 

 

 

  1. i) Identify the weed (1/2 mrks)
  2. ii) Classify the weed according to its life span. (1/2 mark)

iii)       State one harmful effect of the weed to livestock. (1mk)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

AGRICULTURE ECONOMICS (II)- LAND TENURE AND REFORMS

 

KCSE PAST PAPERS

  1. State four disadvantages of communal land tenure system.
  2. Give two ways in which land consolidation helps to improve farm

management.

  1. State four objectives of land settlement which have been undertaken in

Kenya

  1. Give two forms of collective land tenure system in

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CROP PESTS AND DISEASES

 

KCSE PAST PAPERS

  1. PP2

Below is a diagram of a bird labeled A. Which is a crop pest?

 

 

 

 

 

 

 

 

 

 

  1. i) Identify the pest
  2. ii) State two ways by which the bird causes loss in crops.

iii)       State four methods, which are used to control the pests.

  1. The diagram labeled D below shows a Kale crop invested by a pest

 

  1. i) Identify the pest.
  2. ii) What damage does the pest cause the crop?

iii)       State two methods of controlling the pest

  1. Give two methods of controlling the pest?
  2. State two cultural methods of controlling bollworms in a crop of cotton.
  3. Give two ways of controlling bacteria blight in cotton.
  4. State four factors that affect the effectiveness of a pesticide.
  5. a)         State two feeding habits of field insect pests.
  6.   b)         State two cultural methods of pest control in stored grains.
  7. Explain how various practices carried out in the field help to

control crop diseases.

  1. State three cultural ways of controlling nematodes in a field of bananas.
  2. a)         Define the term” Economic Injury Level” of a crop.
  3. b) Give two ways by which pesticides kills crop pests.
  4. c) State four disadvantages of chemical pest control in crop

production.

  1. Give three harmful effects of pests in crop production
  2. State two cultural methods in controlling bollworms in a tomato crop.
  3. Give two possible causes of swelling on the roots of bean plants.

 

 

 

 

 

CROP PRODUCTION (VI) FIELD PRACTICES (II)

 

KCSE PAST PAPERS.

  1. Name two field pests and two diseases of millet.
  2. Why is it advisable to apply a straight nitrogenous fertilizer to a crop of

maize at a height of 30 – 45cm.

  1. Which disease causes a mass of dark spores on the flowering parts of

maize?

  1. State any four non – chemical methods of controlling storages

pests in a maize granary.

  1. List four insect pests of maize in storage.
  2. PP2 The diagram below labeled G, H, J and K shows different

stages of cotton fruit.

 

 

 

 

 

 

 

 

 

 

 

  1. i) Rearrange the label G, H, J, and K to show the correct sequence in

which the cotton fruit develops.

  1. ii) What would be the effect of attack by cotton boll worms at

the stage labeled K?

iii)       State two conditions that should be observed when harvesting to

ensure that cotton picked is of high quality.

  1. iv) Name the two products which are obtained after processing cotton.
  2. State four practices used to control maize streak in the field.
  3. i) State tow cultural methods of controlling pests in an

established field of sorghum.

  1. ii) List any four insect pests that attack maize in the field.
  2. Give four ways of controlling weeds in a field of maize.
  3. Give four control measures pf maize steak virus.

 

 

 

 

 

 

 

 

FORAGE CROPS

 

KCSE PAST PAPERS.

  1. State two advantages of establishing a mixed grass legume pasture

instead of planting a pure grass pasture.

  1. Give two disadvantages of overstocking in cattle production.
  2. State two roles of additives in silage making.
  3. a) Define the following term, (i) Under sowing (ii) Over sowing
  4. b) State three methods of controlling weeds in a pure grass pasture.
  5. c) Give three benefits of top dressing in the management

of grass pastures.

  1. State four ways by which a farmer can make efficient use of

a pasture crop.

  1. Give four factors that determined the nutrient content of hay.
  2. State four advantages of under sowing in pasture production
  3. Describe field production of Napier elephant grass under the

following sub-headings.

  1. i) Seedbed preparation
  2. ii) Planting

iii)       Fertilizer application

  1. iv) Weed control
  2. v) Utilization
  3. (a) List three pasture legumes grown in medium altitude zones.

(b)       Give three advantages of rotational grazing.

(c)       State three ways by which overheating can be prevented in

the process of making silage.

  1. State two advantages of proper stocking pasture management.
  2. Explain the following terms as used in pasture establishment.
  3. a) Seed Inoculation
  4. b) Over sowing

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LIVE STOCK HEALTH (III) – LIVESTOCK DISEASES

KCSE PAST PAPERS.

  1. 1. List six routes through which pathogens can enter the body of an animal.
  2. State two methods of controlling rinder pest disease in cattle.
  3. Give four symptoms of Newcastle disease in poultry.
  4. State four predisposing factors to the occurrence of mastitis in dairy cattle.
  5. State any three symptoms of mastitis in dairy cattle.
  6. Name two notifiable diseases in cattle.
  7. State two measures that should be taken to prevent an outbreak

of Newcastle disease in poultry.

  1. PP2: The diagram below shows the head of a chicken having

symptoms of a poultry disease.

  1. i) Identify the disease
  2. ii) Give two reasons why the disease is of economic importance

to the farmer.

iii)       State any tow methods of controlling the disease.

  1. State four symptoms of foot rot in sheep.
  2. Name the causal agents for each of the following disease,
  3. i) Coccidiosis
  4. ii) Black quarter
  5. i) State two predisposing factors of foot rot in sheep.
  6. ii) Give three symptoms of anaplasmosis disease.
  7. Explain measures used to control livestock diseases. (12mks)
  8. Give two signs that would indicate that a cow has died of anthrax.
  9. a) Name the causal organism of brucellosis in cows    (1mks)
  10. b) Give two symptoms of brucellosis in cows.
  11. c) State four measures that should be taken to control brucellosis

in cattle.

  1. Give three methods of controlling rinderpest in cattle.
  2. Mention four symptoms of East Coast Fever in cattle.
  3. a) State the cause of milk fever in dairy cows.              (1mks)
  4. b) Give four symptoms of milk fever in dairy cows.
  5. c) State two methods of controlling milk fever.

 

 

 

 

 

 

 

 

 

 

 

 

LIVESTOCK PRODUCTION – POULTRY

 

KCSE PAST PAPERS

  1. Give three methods of controlling cannibalism in a flock of layers

in deep litter system.

  1. List four factors that should be considered when grading eggs

for marketing.

  1. a) Describe the artificial rearing of layer chicks from day old

up to the end of brooding.

  1. b) Describe the characteristics of a poor layer, which should be

considered during culling

  1. Outline any four maintenance practices, which should be carried out

in a deep litter poultry house.                                                                        (2mks)

  1. Give four conditions that reduce the quality of eggs for hatching. (2mks)
  2. Give four measures that can control egg eating by hens in a deep

litter system                                                                                        (2mks)

  1. a) State four observations on the behaviour of chicks which would

indicate that the temperature of a brooder is too high.         (4mks)

  1. b) Give four advantages of deep litter system of poultry keeping.

(4mks)

  1. List six qualities of eggs suitable for incubation (3mks)
  2. Describe the steps to be taken in maintaining hygiene in a

deep litter poultry house.                                                                   (5mks)

 

LIVESTOCK PRODUCTION (VI) – CATTLE

 

KCSE PAST PAPERS.

  1. (a) The diagram below is a cross section of part of a cows adder

 

 

 

 

 

 

 

Label on the diagram the parts marked k, I, m and n.                       (2mks)

(b)       i)         What is milk let down?                                              (1mk)

  1.        ii)        Which hormone stimulates milk let down.               (1mk)

(c)       State three practices which are carried out to control mastitis

in lactating cows.

  1. Describe the management of a dairy heifer calf from birth until

it is mature for first service.                                                  (20mks)

  1. a) Name any two characteristics of good quality whole milk. (1mk)
  2. b) State three advantages of artificial calf rearing.                   (3mks)
  3. State four qualities of clean milk. (2mks)
  4. a) Define the term colostrums                                                   (1mk)
  5. b) Explain three qualities that make colostrums suitable for newly

born calves.                                                                            (3mks)

  1. c) Give two methods if feeding colostrums to a newly born calf.

(1mk)

  1. State any six practices that would ensure clean milk production     (3mks)
  2.            State six marketing problems affecting dairy farming in Kenya.     (3mks)
  3. Describe the management of a dairy calf using artificial rearing method

from birth to weaning                                                            (20mks)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FARM POWER AND MACHINERY

 

KCSE PAST PAPERS

  1. (a) States four advantages of farm mechanization                     (2mks)

(b)       Give the functions of each of the following parts of a mould board

plough.                                                                                    (4mks)

(i)        Mould board   (ii)       Share

(iii)      Frog                (iv)      Landslide.

(c)       Give two daily maintenance practices that should be carried out on

a mould board plough.                                                           (2mks)

  1. The diagram below is a tractor drawn implant hitched at the rear of the

tractor.

 

 

 

 

 

 

(i)        Identify the implement                                                           (1mk)

(ii)       What is the method of power transmission for operating the

implement?                                                                             (1mk)

(iii)      State three maintenance practices that should be carried out on the

implement.                                                                             (3mks)

  1. a) Compare the use of an ox-drawn mould board plough with that of a

tractor-drawn mould board plough.                                       (9mks)

  1. b) Describe the maintenance practices that should be carried out on an

ox-drawn mould board plough                                               (6mks)

  1. c) What are the advantages and disadvantages of using tractor hire

service farming instead of owning and using your own tractors.

(5mks)

  1. a)         State two reasons of applying oil and grease on a rotary mower.

(2mks)

  1. b) State four maintenance practices required on a rotary mower

besides oiling and greasing.                                                            (2mks)

  1. c) State four factors that a farmer should consider before buying a

tractor for use as the source of power on the farm.               (2mks)

  1. a) Give two uses of ox –drawn harrow                                      (2mks)
  2. b) Give two maintenance practices of a ox-drawn tine harrow. (2mks)
  3. c)         State two advantages of an ox- drawn harrow over tractor-drawn

harrow.                                                                                    (2mks)

  1. Out line four maintenance practices of a disc harrow.          (2mks)
  2. a) State one method of increasing ploughing depth when using a disc

plough.                                                                                    (1mk)

  1. b) State two reasons for maintaining a disc plough,                  (2mks)
  2. c) State three advantages of farm mechanization.                     (3mks)
  3. a) State two functions of a coulter in a mould board plough.   (2mks)
  4. b)        Give three maintenance practices carried out on an 0x-drawn

trailer.                                                                                     (3mks)

  1. a) State two problems associated with tractor hire service that farmers

encounter.                                                                               (1mk)

  1. b) List four implements used to carry out secondary cultivation.

(2mks)

  1. a) State one condition under which a farmer would prefer to use an

ox-cart instead of a tractor-drawn trailer.

  1. b) Give three maintenance practices carried out on an ox-plough.

(3mks)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MARKING SCHEMES

 

TOPICAL

INTRODUCTION TO AGRICULTURE.

 

  1. This is a system of farming in which one crop is grown in large scale.
  2. Characteristics of shifting cultivation.
  • When fertility of the soil goes down crops are not grown again until fertility is restored.
  • Plenty of land is available to the farming community
  • Practicable with annual crops not with the perennials.
  • Agricultural output from the whole system is low / subsistence production.
  • Input such as pesticides, fungicides, fertilizers are rarely used / build up of pests and diseases is avoided by periodic movements to the new lands.
  • Use of simple hand tools.
  • It is a source of food for the population.
  • Earns foreign exchange for the country
  • Provides market industrial goods.
  • Farmers earn a lot of income
  • Provides employment both directly and indirectly.

 

  • Providing market for industrial goods.
  • Providing raw materials that are used in industries.
  1. Limitations of pastoral farming
  • Drought and aridity Diseases and parasites.
  • Diseases and parasites
  • Attack by wild animal
  • Soil erosion due to over stocking
  • Poor pastures species
  • Inadequate land/over population.
  • Low production
  • Uncontrolled mating
  • Difficult to control parasites and diseases
  • Leads to overgrazing hence soil erosion.

 

 

 

 

 

 

 

 

 

FACTORS INFLUENCING AGRICULTURE.

 

  • Temperature/altitude
  • Prevailing winds
  • Soil types
  • Rainfall
  • Cause physical damage / breakages to crops (accept any physical damage)
  • Causes water stress / increases rate of transpiration in crops.
  • Spread crop pests, diseases and weeds.
  • Can cause stress to crops due to chilling caused by cold air.
  • Cause soil erosion leading to loss of soil fertility.
  • Encourage transpiration hence water and mineral uptake.

 

  • Rainfall intensity
  • Rainfall reliability
  • Rainfall distribution
  • Rainfall amount

 

 

  • Poor soil fertility due to lack of manure and fertilizer application.
  • Less rainfall/unreliable rainfall/too much rainfall.
  • Poor soil type leading to water logging or excess leaching.
  • Inappropriate pH/poor soil pH.
  • Pest attack
  • Poor weed control leading to competition.
  • Too high or low temperature / inappropriate temperature.
  • Excess wind that increase evapotranspiration/lodging of crop/floral abortion.
  • Inappropriate humidity, either too high or too low.
  • Extreme light intensity that may reduce photosynthesis / exhaustion of nutrients.
  • Inappropriate topography that may limit crop growth.
  • Hailstorm damage.
  • Decompose organic matter.
  • Help to aerate the soil
  • Atmospheric Nitrogen to nitrates.
  • Upon death and decay release plant nutrients.
  • Ploughing at the same depth season after season
  • Use of heavy machinery on wet soil.
  1. a)
  • Physical weathering
  • Biological weathering
  • Chemical weathering
  1. b)
  • Soil texture is the relative proportion of the different sized particles in the soil;
  • Soil structure is the genera appearance of the soil in relation to the arrangement of the individual soil particles.

 

  1. c)
  • Allows proper infiltration/drainage of water
  • Has good aeration.
  • It is not easily eroded.

a)

  • Light intensity.
  • Light wavelength
  • Light duration / photosynthesis

b)

  1. i) Capillarity in the three different soil samples.
  2. ii) G – Sandy soil

H – Loam soil

J – Clay soil

iii)       G – Rough and coarse texture

J – Fine textured

  1. iv) Addition of organic manure – Addition of lime
  2. a) Why soil is important to crops.
  • Supports plant life anchorage.
  • Provides nutrients and water
  • Contains organic matter, food for micro – organism
  1. b) Benefits of optimum soil temperature.
  • Increase the rate of bio chemical reactions hence breakdown of materials to form organic matter i.e. for every 10oC rate doubles.
  • Activates soil micro – organism especially the useful bacteria for nitrogen fixation,
  • Ensures maximum activities for bio chemical enzymatic reactions that bring about growth e.g. germination process.
  1. c) Factors of soil which influence soil productivity.
  • Good supply of plant nutrients and oxygen.
  • Good depth
  • Good drainage
  • Abundance of useful soil and organism
  • Adequate water retention.
  • Freedom from plant pests and disease causing agents.
  • Provide anchorage to crop roots
  • Provide nutrients to crops
  • Provide water to crops
  • Hold air/oxygen for crop growth.
  1. a)
  • Good aeration is necessary for root respiration.
  • Suitable for microbial activity
  • Easy to work on.
  • Raises soil temperature
  • Removes toxic substances e.g. sodium, iron and magnesium salts.

b)

  • Enhance seed germination
  • Enhances plant growth.
  • Enhance soil microbial activities
  • Improves quality of crops e.g. Tea, pineapples.

c)

  • Soil depth / drainage / aeration
  • Water holding capacity
  • Level of nutrients / cation exchange
  • Soil pH/ Soil borne – pests and diseases.
  • Improves soil structure
  • Reduces leading.
  • Improves water holding capacity
  • Increase cation exchange capacity
  • Improve nutrient status upon decomposition
  • Moderate soil temperature. Butter the soil pH.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

FARM TOOLS AND EQUIPMENT

  1. i)         – Riveting / flattening metal sheets / driving cold chisel
  2. ii) – Breaking / crushing hardcore / big stones

–  Driving wedges into wood.

    • N I – pipe wrench
    • N II – Adjustable spanner
    • N III – Ring spanner
  1. i) Holds different sizes of nuts and bolts.
  2. ii) NI is used for holding pipes during plumbing work.

iii)       Maintenance of NI – Lubrication of adjustable screw.

  1. a) i)  1 – Disc harrow

2 – Disc plough

  1. ii) Secondary cultivation / Harrowing
  2. b) i)  2 (Disc plough)
  3. ii) It is able to fide over obstacles, bouncing on its springs.
  4. i)   Smoothing rounded/curved edges of timber.
  5. ii)  To check verticalness of an upright object.
  6. Hacksaw / pipe cutter.
  • Cleaning it after use.
  • Lubricating the adjustment screw.
  • Sharpening the plane iron / blade
  • Tightening loose screws and nuts.
  • Proper storage
  • Replacing the broken parts.
  • Spirit level/trowel/float.
  • Plumb bob/plumb line.
  • Mason’s square/tape measure.
  • String/line/mason’s hammer
  • Mason’s chisel/bolster.
  1. (a)
  • A tenon saw is shorter
  • A tenon saw has a rigid flame at the back
  • Unlike a cross cut saw.
  • A tenon saw has more teeth per unit length
  • Than a cross cut saw.
  • A tenon saw is used in joinery work while the cross cut saw cuts wood across the grains.

b)

  • Hold the work firmly.
  • Ensure the saw is in good working condition / straight blade / sharp teeth / well set teeth/firm handle.

c)

  • proper storage after use
  • Oil the blade to avoid rusting
  • Sharpen the teeth
  • Set the teeth properly
  • Tighten the handle screws if loose / replace broken handle.
  • Soil type/ hardness of the soil
  • Vegetation covers of the field.
  • Cost of the tool. Skills required
  • Availability of the tool
  • Availability of capital
  1. When to use a Jembe and not a disc plough.
  • When the land is very steep.
  • Lack Technical skills in operation of disc plough
  • When size of land is too small
  • When capital is inadequate to acquire a disc plough.
  • When it is cost effective to use a Jembe.
  • When disc plough is not available.
  • When inadequate time is available
  • When land is rocky / stony.
  1. a)
  2. i) – Pruning / cutting crops

– Harvesting rice / grasses

  1. ii) Pruning

– Cutting vegetative materials for planting / harvesting flowers.

b)

  • To avoid injury to the user.
  • To reduce repair / replacement cost
  • To increase their durability / life span
  • To make them more efficient.

c)

  • Soil type/hardness of soil.
  • Vegetation cover of the field
  • Cost of the tool
  • Skill required / availability of the tool
  • Availability of capital.
  1. (i)

L – Monkey strainer / wire strainer.

M – Sash clamp

N – Dibber

O – Spoke

(ii)

L – Touting fencing wire during fencing.

M – Holding pieces of timber together when joining them together. i

N – Making holes for transplanting. J

O – Smoothing curved/round edges of timber.

  1. Tools used.
  1. Monkey strainer/wire strainer.
  2. Steel/wood float
  • Drenching gun.
  1. Butter churner.
    • Hand saw/bow saw.
    • Claw hammer/plumb bob
    • Hole digger/soil anger/panga.
    • Ramming rod/builders trowel.
    • Soil scoop/spade/shovel.
    • Tape measure/mallet/garden line.
  1. (a) M – Sickle

N – Pruning saw

P – Float

Q – Garden trowel.

(b)       M – Harvesting rice/grasses

N – Pruning/cutting stems/branches in crops e.g. coffee citrus.

P – Spreading screed on concrete floors/wall

Q – Transplanting seedlings

 

LAND PREPARATION

 

  • To kill the weeds
  • Bury crop residues/organic matter into the soil
  • Loosen up the soil/facilitate rainfall infiltration/improve aeration/easy penetration of roots.
  • Control soil borne pests/diseases by destroying their life cycles.
  • Make subsequent operations easier.
  1. (ii)
  • Clean after use.
  • Hammer bent share
  • Replace worn out parts e.g. hooks, share.
  • Check, tighten loose nuts and belts during the day’s work
  • Oil shiny parts e.g. mould board, if of use.
  • Paint metallic parts e.g. handle, beam and braces, to prevent rusting.
  • Store properly in a shed.
  • To kill weeds
  • To bury organic matter/crop residual into the soil
  • To loosen up the soil/improve aeration/improve water infiltration/improve root penetration. To control soil borne pests/diseases.
  • To make subsequent operations easier.
  • Type of crop/rooting system of crop to be grown.
  • Type of implement available.
  • Type of soil.
  • Soil moisture content at ploughing time
  • Presence of certain weeds e.g. cough grass.
  • Source of power.
  • When the land steep
  • Lack of skill to operate the disc plough
  • When capital is inadequate to acquire disc plough
  • When it is cost effective to use a jembe
  • When there is adequate time.
  • Where the land is rocky/stony.
  1. (a)
  • Kills soil organisms.
  • Leads to loss of nutrients.
  • Destroys soil organic matter.
  • Leads to accumulation of some nutrients to toxic levels e.g. potassium.

(b)

  • Control weeds/control pests and diseases
  • Incorporate organic matter in the soil
  • Improve soil physical conditions/attain appropriate tilt
  • To make seedbed appropriate for growing certain crops e.g. in ridging.

(c)

  • Saves time/reduce cost of production.
  • Maintain soil structure
  • Minimizes soil erosion.
  • Minimizes root/tubers disturbance.
  • Less laborious/conserves soil moisture.
  •  Use of heavy machinery/implements when soil is wet.
  • Continuous shallow cultivation.
  1. Maintenance practices of a plough
  • Cleaning after work
  • Storing under shed
  • Tightening loose nuts and bolts
  • Replacing worn out parts/ repair broken parts.
  • Greasing moving / rotating parts
  • Oiling / painting for long storage.
  1. Destroy soil organisms
  • Loss of soil nutrients / loss of soil fertility.
  • Accumulation of some nutrients to toxic level e.g. potash.
  • Destruction of organic matter by oxidation / burning.
  1. Reasons for secondary cultivation
  • Control weeds
  • Control pests and diseases
  • Incorporates organic matter in the soil
  • Improves physical condition / form required tilth
  • Make appropriate tilth for planting certain crops e.g. ridging, rolling. leveling.
  1. Benefits of minimum tillage
  • Saves time and costs of production.
  • Maintains soil structure
  • Minimizes soil erosion.
  • Less laborious
  • Conserves moisture
  • Minimizes root damage.
  1. i)
  • Cost / expenses / when distance is short
  • Availability of skilled worker.
  • Disc harrow / rotavators
  • Spring tine harrow / rigid tine harrow / ox – tine harrow.
  • Spike toothed / peg – toothed harrow
  • Chain harrow / zigzag harrow
  1. Application of herbicides.
  • Use of mulch / timely cultivation
  • Use of cover crops
  • Uprooting / slashing / grazing to control weeds

 

WATER SUPPLY IRRIGATION

 

  • Transporting in containers.
  • Piping / use of channels.
  1. Dams/ ponds, Tanks / containers
  • Draining the land / Any method of drainage.
  • Growing water tolerant crop e.g. rice
  • Ridging / making furrows.
  • Boiling water / filtration
  • Use or chemicals / chlorination / alum / soda ash
  • Aeration of water / sedimentation.
  1. a) Dams / weirs tanks / containers

b)

  • Piping  / use of pipes
  • Use of channels
  • Use of containers by vehicles , animals
  • Centrifugal / rotor dynamic pump.
  • Reciprocating / piston pump
  • Semi – rotary pump
  • Hydram pump / hydraulic ram.
  • Rotary pump / hydraulic ram.
  • Quantity of the material / durability.
  • Size of the pipe / diameter / length
  • Working pressure / thickness of the wail.
  • Colour of the pipe of the pipe.
  1. a)
  • Type of soil
  • Type of crop to be grown
  • Source of water / quality of water
  • Size of land to be irrigated
  • Capital available / topography of land
  • Profitability / viability of the enterprise.

b)

  • Water is evenly distributed over the required area
  • Less water is used / it more water economical.
  • Causes less soil erosion in sloppy areas compared to surface irrigation
  • Leveling of land is not necessary
  • Help to clean the plant for ease of transpiration / photosynthesis.
  • Soluble fertilizers can be applied with irrigation water more easily than in surface irrigation.

c)

  • Use of sprinkler
  • Use of hose pipes
  • Use of watering cans.
  • Quality of material used for making the pipes / durability / resistance to rodent attack.
  • Size of pipes i.e. diameter / length.
  • Working pressure of the pipe / thickness of the pipe wall.
  • Colour of the pipe.
  • Centrifugal motor dynamic pumps
  • Piston / reciprocating pump
  • Semi rotary/Hydram
  • Rotary pump.
  1. Uses of water
  • For diluting / mixing chemicals used to control pests, diseases, weeds for watering livestock e.g. drinking.
  • Watering plants e.g. irrigation
  • In processing farm produce e.g. coffee, carrot hides.
  • Domestic use e.g. drinking cooking
  • For rearing fish.
  • Mixing concrete in construction
  • Recreation e.g. swimming pooling.
  • Cooking and running machine engines water treatment plant and process.
  1. a)
  • To remove bad smell/taste from water thus makes it fit for human consumption.
  • To kill disease causing organism that thrive in dirty water.
  • To remove solid particles/impurities.
  • To remove excess chemicals e.g. fluorine/that may cause hardness in water.

b)

  • For diluting/mixing chemicals e.g. pesticides.
  • Acaricides, herbicides, fungicides.
  • For watering livestock.
  • For irrigation/watering crops.
  • For processing farm produce e.g. hides, coffee, carrots.
  • For washing farm tools equipment and farm structures e.g. animal houses.
  • For domestic use e.g. cooking, drinking, sewerage disposal.
  • For rearing fish.
  • Mixing concrete/mortar in construction.
  • Recreation purposes e.g. swimming pools.
  • For cooling/running machines

c)

Stage I: Filtration at intake:       Water is made to pass through a series of sieves.

Sieves trap large solid impurities.

Stage II softening of water         Soda ash (sodium hydrogen carbonate is added into

the water).

Stage II coagulation and sedimentation             Alum/aluminum sulphate is added into the water. Alum facilitates coagulation and sedimentation of solid.

      Stage iv , filtration           Water is passed through a filtration tank, that removes all

solid impurities.

State v; chlorination        Small amounts of chlorine solution is added to the water chlorine kills pathogens disease causing organisms.

Stage vi storage                Treated water is stored in clean tanks before use/distribution.

  • Size of the farm
  • Type of enterprises in the farm
  • Source of water
  • Method of conveyance of water
  • It is water economical
  • Can use water under low pressure
  • Does not encourage fungal diseases
  • Discourage growth of weeds between the  crop rows
  • Repair/ replace  worn out parts
  • Regular cleaning
  • Regular painting to prevent rusting
  1. The water treatment process

Stage 1.          Filtration of an intake

Water is made to pass through a series of sieves where large particles of impurities are trapped

Stage 2           Softening of water

Water is let to circulate in a tank (open) and mixed with soda ash to soften it

Stage 3           Coagulation and sedimentation

Alum is added to water to facilitate sedimentation and coagulation. Water stays here for 36 hours

 

Stage 4           Filtration

Water passes into infiltration tank where all the remaining solid  particles are removed.

Stage 5           Chlorination

Filtered water enters chlorination tank where a small amount of chlorine is added to kill disease agents.

Stage 6.          Storage

Treated water is stored  before entering  distribution channels for use.

  • Furrow irrigation/ corrugate irrigation
  • Basin irrigation/ flood irrigation
    • Open ditches
  • Underground perforated pipes
  • French drains
  • Cambered beds/ pumping water
  • Breaking hard pans/ sub- soiling

 

  1. (a) Dams/ weirs/ streams/ river ponds/ lakes

 

(b)

  • Kill pathogens
  • Remove sediments
  • Remove bad smell/ taste
  • Remove chemical impurities

 

  1. Reasons for water treatment
  • To remove  bad smell  and taste
  • To kill harmful micro-organisms which thrive in dirty water e.g. bacteria.
  • To remove  solid  particles e.g. soil, sand sticks
  •  To remove excess chemical impurities e.g. fluorides  to soften water

SOIL FERTILITY

  1. Benefits of farm yard manure
  • Improves  soil structure/ water holding capacity
  • Supplies more than  one  plant nutrient
  • Longer residual effect
  • Promotes microbial activities in the soil
  • Locally  available
  • Imparts a dark  colour to the soil  which  help in temperature  regulation
  • Buffers soil PH/ improves cation exchange capacity

 

2.(a)

  • Ability of a soil to produce  and  sustain high crop yields continuously by providing adequate moisture, nutrients, oxygen, space and freedom  from pests  and diseases damage.

 

(b)

  • Adequate depth
  • Enough aeration
  • Adequate  moisture
  • Sufficient  nutrients
  • Freedom from  pests and  diseases

 

 

  1. (a)

(i)

  • Foundation materials e.g. maize  stalks accept material that occur in abundance
  • Kitchen refuse, leaves
  • Farm yard manure/ any well rotten manure
  • Ash/ pottesic  fertilizer
  • Top soil
  • Leaves cover/ trash

(ii) Importance

  • Provide source of micro- organism
  • Enrich the manure with K and P.3
  • Provide food for  micro- organism that bring about decay

 

(b) (i) Sharp  pointed stick checks the  temperature of the  manure  during its formation to avoid over heating

(ii)       Prevent entry of too much water causing water logging, poor decomposition and  leaching of nutrients.

 

  1. (a)

(i)        A- Pit method

B- Heap system

(ii)

  • Drainage/ free draining soils on site
  • Type of soil
  • Topography/ slope should be gentle

 

A crop is grown and then ploughed and incorporated into the  soil while it is still green

 

  1. (a)
  • Farm yard manure (FYM) improves soil structure/ improves soils water holding capacity.
  • Supplies a variety  of plant nutrients
  • Has a longer residual effect
  • Promotes microbial activities in the soil
  • It is locally/ easily available
  • Moderates the  soil pH/ increases cation exchange capacity

 

(b)

  • Species  of animal from which the waste is  collected
  • Food material eaten by the  animal
  • Material used as bedding
  • Method of storage  of the FYM
  • Age of  the animal  which  produces the waste matter
  • Age of the farm yard manure.

 

(c)

  • It is bulky hence difficult to apply/ laborious/ difficult to store/ handle
  • It has  less nutrients  per given  volume
  • May spread  weed seeds
  • May spread crop diseases e.g.  black scurf in potatoes
  • Releases nutrients slowly

 

  • Leaching/ soil erosion
  • Plant uptake
  • Volatilization/ burning/ denitrification

 

  • Leaching/ soil  erosion
  • Change of soil pH
  • Burning of land/ volatilization/ denitrification/ accumulation of salts
  • Fixation of  nutrients/ nitrogen lock up
  • Uptake  by plants/ weeds/ continuous  cropping
  • Soil capping/ formation  of hard  pan
  • Presence of  soil – borne  pests/ monocropping

 

  • Rapid growth rate
  • Production  of abundant foliage
  • Rich  in plant nutrients/ leguminous/ rich in nitrogen
  • Ability to decay quickly
  • Adaptable to wide range of conditions/ hardy.

 

  • Method  of storage
  • Degree  of decomposition
  • Type  of  organic  matter used
  • Presence/ absence  of non – biodegradable materials
  • Amount and type of inorganic fertilizers added.

 

  • Appropriate depth
  • Proper drainage/ good  water  infiltration
  • Well aerated/ good water holding capacity
  • Adequate nutrients/ correct  pH
  • Free from excessive infestation of soil borne pests and diseases.

 

  • Cultivation along the slopes/ across  contours/ along river banks
  • Continuous cropping with annual crops
  • Pulverization of soil  due to over- cultivation
  • Burning of vegetation/ overgrazing

 

  • Improves soil structure
  • Reduces  leaching
  • Improves water holding capacity
  • Increases microbial activities
  • Increases cation  exchange capacity
  • Improves nutrient  status upon decomposition
  • Burning of vegetation/ overgrazing

 

 

 

 

 

 

 

 

 

 

LIVESTOCK PRODUCTION (COMMON BREEDS)

1.

(i) Dromedary camelus dromedaries

  • Can stay for long  periods without water
  • Can  with stand extremes of temperature
  • Able to eat dry feeds
  • It has thick hide and deep  layer of subcutaneous which  insulates  in against effect of radiant  heat
  • Feet  have  large surface area  which  enable it walk  on sand without sinking

 

(iii)      Characteristics of indigenous cattle

  • More resistant to tick borne diseases/ trop diseases
  • Can withstand  high temperatures
  • Can survive  on poor  quality  pastures
  • Can walk long distance in search of pasture and water
  • Have lower feed and water intake

 

(iv)      Features of exotic beef cattle

  • Blocky/ square/ rectangular in shape
  • Low set/ short  legs
  • A fleshy body
  • Thick neck
  • Smaller udders
  1. (i) Jersey verses Friesian
  • Jersey requires less food.
  • Jersey are more tolerant to heat.
  • Jersey can survive on poorer pastures.
  1. Characteristics of goats that adopt them rid areas
  • Good foragers hence survive on poor pastures.
  • Ability to eat dry feeds
  • Heat tolerant tissues.

iii.   Ways of improving indigenous cattle production.

  • Cross breeding with exotic breeds with superior characteristics.
  • Supplementary feeding.
  • Proper control/prevention of livestock diseases.
  • (i) Jersey
    • Friesian
    • Are more resistant to tick-borne diseases/tropical diseases.
    • Can withstand high temperature.
    • Can survive on poor quality pastures
    • Can walk for long distances in search of pasture and water.
    • HAVE lower feed and water requirement.
    • Layers/Broilers/Dual purpose

 

 

AGRICULTURAL ECONOMICS

  1. The four types of records that a farmer should keep
    • Field operations records.
    • Production records
    • Consumable goods inventory.
    • Permanent goods inventory.
    • If there is no inventory records.
    • Market records
    • Labour records
    • Breeding records.
    • Breeding records
    • Benefits of labour
  2. Reasons for keeping health record
    • For use in selection and culling of animals on health grounds.
    • Help to detect theft on the farm
    • Help in planning and making sound decision
    • Provide information for income tax assessment
    • Help to determine how creditworthy is a farmer.
    • Shows the assets and liabilities of the farmer
    • Determine the value of the farms.
    • Used in comparing performance between’ enterprises/seasons/different farms.
    • Help to solve disputes on the farm.
    • Provide a history of the farm
    • Help to determine terminal help trace history of diseases for better approach in treatment.
    • Show when to vaccinate, deworm.
    • Show costs on health of the animals in assessing/no fat ability of animals.

       3: Conditions under which opportunity cost is zero

Where there are no alternative enterprises to choose from/competing for resources available

This is the value of foregone best alternative/choice. When resources are free/unlimited.

  1. If there is no choice. When resources are free/unlimited.

 

 

 

 

 

 

 

 

 

 

SOIL FERTILITY II- INORGANIC FERTILIZERS

They are highly soluble water/ easily leached/ no residual

Have a scorching/ burning effect on crops

They are highly volatile

5 kg of K2o is contained ii 100kg of 25: 10:5

 

Therefore 400kg of fertilizer contains 400×5=20kg

100

Help in Carbohydrate formation and translocation/plays role in plant metabolism

Assists in uptake on Nitrates from the soil

Imparts diseases resistance to crops

Strengthens straws of cereals

Formation of chlorophyll

Help neutralization of organic acids in plants.

  • Lodging in crops/ weak sterns
  • Scorching of leaf tips and margins.
  • Premature leaf fall.
  • Mottling/brownish spots on leaves
  • Stunted growth.
  • Leaching
  • Plant uptake.
  • Volatilization/burning
  1. (a)
      • Needed in protein synthesis.
      • Hastens vegetative growth in crops.
      • A constituent of the chlorophyll molecule
      • Increases the size of cereal grain
      • Regulates the availability of phosphorous and potassium.
      • Improves succulence in crops.

 

(b)

  • Chlorosis of leaves
  • Stunted growth.
  • Premature ripening of crops.
  • Premature leaf fall
  • Formation of purple pigments.
  • Lodging? Weak stems? over succulence of stems
  • Scorching of leaves
  • Delayed maturity.
  • Excessive foliage growth.
  • Cause blossom end rot in tomatoes
  • Amino acids/protein synthesis
  • Increase oil content and hormones
  • Needed in formation of chlorophyll.
  • Aid in Nitrogen fixation in legumes
  • Needed in carbohydrates metabolism.

Leave have purple pigmentation

Stunted growth

Poor root development

Lodging/weak stems in cereals

Poor seed and fruit formation

  • Broadcasting
  • Foliar application
  • Side/row/basal application
  • Fertigation
  • Hole placement/drilling
  1. a)

Macro nutrients are required by the plants in relatively large quantities, but macro nutrients are required in small quantities

b)

  • Elongation of apices of roots and shoot,
  • Strengthens plant cell wall
  • Help in protein formation
  • Help in formation of the middle lamella
  • Used in cell division

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CROP PRODUCTION- PLANTING

  1.  
    • Early maturity of the crop
    • Plant assumes desired shape and size.
    • Possible to obtain two or more varieties of oranges on one root stock
    • Highly yielding.
    • Maintains parental genetic characteristics.
    • Possible to propagate seedless e.g orange varieties.
  2.  (a)
    • Seed economical
    • Easy to achieve correct spacing
    • Make subsequent operations easy

b)

  • To obtain optimum plant population/efficient land use.
  • Avoid competition for resources.
  • Control spread of pests and diseases.
  • Makes subsequent operations easy/easy to mechanize.
  1.  
    • Soil moisture content
    • Seed size.
    • Soil type.
    • Type of germination
    • Soil moisture content
    • Soil fertility.
    • Machinery to be used.
    • Intended use of the crop.
    • Growth habit
    • Prevalence of pests and diseases.
    • Cropping system used.
  2.  
    • To enable the crop to smoothens.
    • For maximum utilization of seasons rainfall.
    • Enable the crop evade serious attack by pests and diseases.
    • Enable maximum utilization of available nutrients before they are leached.
    • Reduced competition for labour.
    • To get good market price.
  3.  
    • To improve Nitrogen fixation in the roots of legumes
  4.  
    • Highly yield.
    • Eases control of weeds/pests/diseases.
    • Aids in soil and water conservation.
  5.  
    • Variety of maize
    • Method of planting
    • Purpose of the crop.
    • Soil fertility
    • Soil moisture content
    • Number of seeds per hole.
    • Use of machinery in subsequent operations
  6.  
    • Rainfall pattern/reliability.
    • Variety of beans
    • Incidence of pests and diseases attack.
    • Expected harvesting time.
  7.  
    • To obtain high yield.
    • Reduce pest/disease /weed attack
    • To ensure high germination percentage,
    • To obtain high quality produce.
    • To obtain high quality produce.
    • To obtain seeds suitable to the particular area.
  8.  
    • Fertility status of the soil
    • Use moisture content.
    • Use to which the crop is to be put, machinery to be used.
    • Growth habit of the crop/variety
    • Number of seeds per hole.
    • Prevalence of certain diseases, pests
    • Crop stands either pure or mixed.

     10.

  • Intensive land use.
  • Control soil erosion.
  • Reduce cost of production
  • Ensure early pasture establishment.
  1. (a)
    • Induces lodging
    • Difficult to carry out field operations.
    • Reduced yields.
    • Low quality produced/ small cobs.

(b)

1 ha= 10,000m2

1m x 0.5m

= 20,000 plants/ha

      12.

  • Thinning
  • Gapping

 

       13.

  • Free from pest/ disease attack
  • Resistant to diseases
  • High yielding
  • Has high quality produce
  • High rooting ability
  • Early maturing

15.

  • Rainfall availability
  • Incidence of  pests and  diseases
  • Expected weather conditions  during harvesting
  • Market demand of the crop
  • Type  of soil
  • Uses higher seed rate
  • Not easy to sue  machines
  • Not easy to establish the right population
  • Overcrowding in some areas
  • Uneven germination
  • Difficulty to carry out field practices
  • Soil type
  • Soil moisture content
  • Size  of seeds
  • Type of germination
  • Enable the crop to withstand competition from weeds
  • Enable the crop to escape attack by pests and diseases
  • To better utilization of nutrients in the soil
  • For better utilization of available rainfall
  • To get good market
  • To reduce competition for labour
  • To time harvesting to occur during appropriate weather conditions

 

 

 

 

 

 

 

 

 

 

 

 

 

CROP PRODUCTION – NURSERY PRACTICES

(i) Reduce competition/ ensure healthy seedlings

(ii) Prepare the seedlings for the harsh conditions expected in the field

Removal of the shade

Reduce the frequency of watering

  • Free from pest/ diseases
  • Resistant to diseases
  • Adaptable to different soil pH
  • Can withstand water  loggings
  • Compatible with several  scions
  • Requires less skills to establish
  • Easier to prune
  • Higher yielding in the early years of bearing
  • Does not allow accumulation of CBD due to frequent removal  of old stems
  • Comes to bearing earlier

 

 

 

CROP PRODUCTION – FIELD PRACTICES

  • Allow adequate light  penetration  into the plant
  • Improve quality of the fruits
  • Reduce incidence of pest and disease attack
  • Enable effective use  of chemical sprays
  • Facilities  easy harvesting

2.

  • To prevent  sprouting
  • Reduce pest attack
  • To prevent fungal diseases/ rotting
  1. (a)
  • Facilitates field practices e.g spraying and  harvesting
  • Improves the quality of crops by preventing  soiling
  • Enable crop grow in the required direction
  • To improve yield
  • To control pests and diseases

(b)

Passion fruits, tomatoes, cucumber, grapes, tea, pumpkin, water melons, Boungain vellia, garden peas, yams, gourds, indeterminate beans, roses, money plant, hops, okra

  • Moisture content  of grains
  • Colour  of leaves and grains
  • Intended use of the crop
  • Improves soil aeration upon decomposition
  • Reduce toxicity of plant poisons  upon decomposition
  • Reduce soil  erosion
  • On decomposition  it improves soil structure
  • Modify the soil temperature
  • Add nutrients on decomposition
  • Improves water infiltration
  • Increases microbial activity
  • Control weeds
  • Reduces evaporation of water
  • Buffer soil pH upon decomposition
  • Reduce run –  off thus increase  soil moisture
  • Reduce evaporation thus maintaining high moisture in the  soil
  1. (a) Growing of different types of crops on the same piece of land following

orderly sequence.

(b)

  • Ensure maximum utilization  of nutrients
  • Control soil – borne  pests and diseases
  • Control weed
  • Add  nitrates into the soil
  • Control soil erosion
  • Improve soil structure

(c)

  • Deep rooted crops alternate with shallow rooted  ones
  • Crop easily weeded are alternated with those difficult to weed
  • Crops of the same family should not succeed each other
  • Heavy feeders  should come first in the cycle
  • Include a legume crop

 

 

 

 

 

 

 

 

 

 

 

CROP PRODUCTION V- VEGETABLES

  1. (a)
  • Irregular watering  of the crop/ water stress
  • Excess application  of Nitrogen  in early stages
  • Deficiency  of element calcium in young  fruits
  1. (a)
  • Regular watering
  • Addition of calcium into the  soil
  • Mulching

(b)

  • Regular  watering
  • Addition of calcium into the  soil
  • Mulching
  • Avoid excess Nitrogen  in the soil

(c)

  • Size of fruits
  • Degree of ripeness
  • Damage of tomatoes
  • Shape of fruits

 

 

 

LIVESTOCK HEALTH – INTRODUCTION

  1. (a)
  • They have a longer productive life
  • Produce high quality produce
  • They are less expensive to keep
  • They are high yielding
  • Do not spread diseases others/ man
  • They breed regularly

2 (b)

  • Foot and mouth diseases
  • Anthrax
  • Rinder pest
  • Lumpy skirt disease
  • Rabigs

 

 

  • Prevent deficiency disease
  • Improves animals and ability to resist diseases
  • General farm hygiene/ cleanliness of houses. Feed/ water trough – W  proper carcass
  • Disposal; to destroy pathogens
  • Isolation; prevents spread of the diseases
  • Drenching; to control internal  parasites
  • Treat  sick animals; prevent  spread  of the diseases
  • Vaccination; develop resistance against diseases.
  • Control  vectors, prevent transmission  of diseases
  • Prophylaxis; avoids infection
  • Slaughtering en-  mass; prevent  spread  of diseases
  • Proper breeding; control breeding diseases
  • Quarantine; avoid spread of the diseases
  • Hoof  trimming; minimize occurrence of foot rot
  • Proper housing; avoid predisposing causes of diseases
  • Through vectors/ external  parasites
  • Ingesting  contaminated feed, water, milk
  • Inhaling contaminated air
  • Through surgical and instrument e.g. scalpels, needles, docking knife etc
  • Mating
  • Suckling young  ones

 

 

 

 

LIVESTOCK HEALTH – PARASITES

  1. (a) (i)
  • Red water ( Babesiasis)
  • Gall sickness ( Anaplasmosis)

(ii)

  • East Coast Fever (ECF) Theileriosis
  • Red water ( Babesiasis)
  • Nairobi sheep disease
  • Texas fever

(b) Two hosts

  1. (a)
  • Anaemia
  • Irritation/ scratching
  • Loss of hair
  • Wounds  on skin
  • Presence  of parasites on the body

(b)

  • Regular drenching
  • Rotational grazing
  • Drain swampy areas
  • Use  of latrines by farm workers
  • Use appropriate  chemicals on swampy areas/ sue CuSO4 solution
  • Burn heavily infested pastures
  • Plough infested pastures
  • Peripheral fencing
  • Use  of ducks  on snail

(c)

(i)        Pig

(ii)       Fresh water snail

  • Larvae climbs on host
  • Larva feed on 1st host
  • Larva drop on the ground and moults into a nymph
  • Nymph climbs – onto 2nd host
  • Nymph feeds on 2nd host
  • Nymph drops on the ground and moult into an adult
  • Adult climb on 3rd host
  • Adults feeds and  mate  on 3rd host
  • Mated, engorged female drops and lay eggs  on the ground
  • Egg  hatches into larvae
  • Burning infested pastures
  • Hand picking and killing of ticks
  • Rotational grazing
  • Double fencing of pastures
  • Zero grazing
  • Ploughing infested pastures
  • Proper  meat  inspection
  • Proper disposal of  infested carcass
  • Routine deworming of livestock/ human beings pets
  • Rotational grazing
  • Proper use of latrines
  • Proper cooking of  meat
  • Burning/ ploughing infested pastures

 

 

 

 

 

 

 

 

 

 

 

LIVESTOCK HEALTH – NUTRITION

  • Production ration  is the feed given  to an  animal over and above maintenance level in order to produce a given product
  • Water soluble vitamins
  • Fat  soluble vitamins

 

 

 

  • Size  of the animal
  • Level of  production
  • Type of feed eaten
  • Ambient temperature
  • Physiological status  of the animal
  • Species of the animal

(a) Roughage is a feed with high fibre content and low energy content; while concentrates is a feed with high protein/ energy content and low fibre content

(b)

  • Synthesis/ formation  of various products e.g. milk, meat
  • Foetal development
  • For work. Provide  draft energy
  • Growth
  • Bulky
  • Low digestibility
  • Low in energy/ protein content
  • Highly fibrous
  • Plant origin
  • Raw materials for synthesis of livestock  products e.g  milk,  eggs
  • Growth of cells
  • Production  of  energy
  • Formation of enzymes. Hormones and  antibodies
  • Repair of worn out tissues
  • Body weight/ size
  • Age of the animal
  • Work done
  • Level  of production
  • Physiological condition  e.g. pregnancy
  • Weather conditions ambient temperature
  • A component of milk
  • Formation of the skeleton / teeth
  • Blood clotting
  • Nerve functioning/ control milk fever
  • Nutrient requirement of the animal
  • Age of the animal
  • Type of animal   whether ruminant or non- ruminant
  • Availability  of feedstuffs
  • Cost of the food stuffs

 

  1. (a)
  • Production ration is the feed given to an animal over and above maintenance level in order to produces a given  product

(b)

  • Body weight/ size
  • Age of the animal
  • Work done
  • Level of induction
  • Physiological condition e.g. pregnancy
  • Weather conditions/ ambient temperature
  • Provide energy/ maintenance of body temperature
  • For growth and repair of body tissues
  • For maintenance  of good health
  • Production  of various products
  • Enhance reproduction

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LIVESTOCK PRODUCTION (III)–SELECTION & BREEDING

By concentrating genes from the  parents to the offspring’s

  • Reddening and swelling  of the vulva
  • Clear mucus discharge  from the vulva
  • Frequent bellowing
  • Cow mount others
  • Cow stands still when mounted by others
  • Cow becomes restless
  • Slight rise in body temperature
  • Slight drop in milk in lactating cows
  • Loss of appetite urinating frequently
  • It is uneconomical to keep a bull
  • May lead to uncontrolled mating
  • High risk of transmission of  breeding diseases
  • Only a small number of cows can  be served
  1. Mating of two unrelated animals of the same breed
  2. (a)

(i)        A- Oviduct/ fallopian tube

B- Ovary

C- Uterus

D – Vagina

(ii) A – passage of Ova from the ovary to the uterus

-Site of fertilization

B – Production of ova

Production of female sex hormones

(b)

(i) Artificial insemination

(ii) Natural method

(c) 19 – 23 days/ 3 weeks

 

Increased ability and performance of the offsprings above the average of the parents

  • Should  be of age/ mature S – 7 months old/ 90 – 100kg live weight
  • Good mothering ability
  • Able to grow  fast
  • Good conformation
  • With no physical defects
  • Healthy
  • Has 12- 14 teats
  • Highly prolific
  • Able to withstand heat stress during mating

(i) Mating closely related animals e.g brother and sister

(ii) Mating unrelated animals but within the same

(b)

(i) Harmful traits/ diseases can spread fast

(ii) Requires trained personal/ skills

(iii) Laborious

(iv) Low chance of conception due to poor timing/ death of sperms,

(c)

  • Good body conformation/ wedge shaped
  • Docile/ mild temperament
  • Her  ancestors  should have a record  of high  milk  production
  • Free from physical deformities
  • Good health
  • Good size/ weight  for the breed

 

 

 

 

 

 

 

LIVESTOCK PRODUCTION (IV) – REARING PRACTICES

  • He goats
  • Male calves
  • Rams
  • Bad smell
  • Overheating
  • Lack of food/ water
  • Sick/ infertile queen
  • Attack by predators/ destruction of brood
  • Too much noise
  1. J (i) Docking/ Tailing

(ii)

  • To facilitate mating/ to ease mating
  • To control blow fly attack
  • To ensure uniform distribution of fat

(iii) 1-2 weeks after birth

(iv)

  • Use of elastrators and rubber ring
  • Use of sharp knife
  • Use of a docking iron

(v) Hoof trimming

(vi) The animal would become lame

Foot rot may develop

(vii) In a sitting position facing away from the person shearing

  1. To make the bees less aggressive
  • Old age
  • Low fertility
  • Difficult in furrowing
  • Less milk  production
  • Passing undesirable characteristics to its young ones
  • Poor hearth
  • Poor mothering ability
  1. (a) Thick yellow secreted by the mammary glands within the first week after

giving birth

(b)

  • Has a laxative value that helps to cleanse the bowels
  • Rich in antibiotics that confers artificial immunity
  • Highly nutritious is necessary for fast growth) of the calf
  • It is highly digestible, hence appropriate for the underdeveloped calf’s digestive system

(c)

  • Bucket feeding/ Artificial feeding
  • Natural method/ calf sucks the dam
  • Restlessness
  • Loss of appetite
  • Swelling of vulva
  • Udder enlarges
  • Mucus discharge from the vulva
  • Presence of colostrums in the teats
  • Relaxation of ligaments on either side of the pelvic bones
  • Cow isolate herself
  • To make them docile
  • To improve  growth rate
  • Control breeding diseases
  • To prevent  inbreeding
  • To control breeding
  • To  improve meat quality
  • Highly  palatable
  • Has high digestibility
  • Rich in nutrients
  • Prevent the bees from absconding
  • To avail food  during time  of seed scarcity
  • To attract bees  into a new hive
  • To encourage multiplication  of bees
  • To ease access of feed
  • Proper feeding
  • Control internal parasites
  • Control external parasites
  • Vaccination
  • Zugging/burlying
  • Hoof trimming
  • Provision of adequate clean water
  • Treat in case  of infection
  • Routine feeding
  • Application of manure/ fertilizer
  • Cropping
  • Maintenance of water flow/ changing the water regularly
  • Control of predators
  • Restless
  • Loss of appetite
  • Udder/ teats enlarge
  • Present of milk in the teats 24hrs before farrowing
  • Vulva enlarges
  • Muscle on either side of the tail/ pelvic bones slackens
  • Sow prepares a nest
  • During drought/ when there are no  flowers
  • Incase of  a  new  colony
  • When the  colony  is small/ to encourage  fast multiplication
  • Deworming
  • Flushing
  • Crutching/ ringing/ cutting wool around reproductive organs
  • Riddling
  • Wigging/ cutting wool  around the face
  • Catfish
  • Tilapia
  • Trout
  • Carps
  • Bass
  • Tench
  • Blue gill
  • Nile  perch

 

 

FARM STRUCTURES

(i) 0.5m/50cm

(ii) To prevent dampness

(iii) To allow proper lighting

(iv)

  • Nearness to the milking shed
  • Well drained area/topography.
  • Soil type
  • Security
  • Wind direction
  • It is cheap
  • It is attractive
  • It is easily available
  • Easy to work  with
  1. Siting
  • Should be near the homestead for security
  • Should be in an accessibility place
  • Sheltered from strong wind
  • A well  drained area
  • On the  leeward side of the farm house
  • Where there is large  space for possible  expansion in future

Selection of building materials

  • Use easily  available  materials
  • Choose durable materials
  • Consider the cost  of the material
  • Consider the skills  needed to work with the materials
  • Materials to choose from; iron sheets, wire mesh  off cuts, timber, concrete

Requirement of the hutch

  • Should  be leak proof
  • Should  be well ventilate
  • Should  be  free from draught
  • Should be easy to clean
  • Should have raised  floor
  • Floor should allow free  drainage
  • To prevent warping/ bending / twisting
  • To prevent  rotting/ damage  by fungi
  • To prevent  it from  pest attack
  • To enable  timber to achieve it maximum  strength

4.

Advantage:          It’s more effective in preventing animals from forcing their way through the fence

Disadvantage:      It’s more expensive than plain wire

The bars may cause injury to the animal/ destroy wool.

  • Allows air circulation  in the house
  • Controls  temperature  in the  house
  • Prevent  humid  condition inside the house

 

  1. 1 cement, 3 and, 4 ballast/ gravel

(b) 1/ cement

(c)

  • It is durable
  • It is  fire  proof
  • It is  easy to clean
  • Can be moulded into various shapes
  • Should  be raised from  the ground
  • Should  be leak proof
  • Should be easy to clean
  • Should be  well ventilated
  • Should be rat proof/ vermin proof
  • Should be easy to toad/ offload
  •  Strong enough, spacious
  • Reduces incident of accident when using them
  • Ensure  efficient usage  of the  structure
  • To increase its durability
  • To give high re- sale value of the structure
  • Topography/ drainage
  • Accessibility of the  pen
  • Wind direction
  • Direction of the sun
  • Security of the calf
  •  Location of existing, structure/ amenities
  • Space for future expansion

(b)

  • Strength/ durability of the  material
  • Cost of the  material
  • Availability of the material
  • Availability of capital
  • Workability/ skills required in using the  material
  • Type of pens ( permanent/ temporary)
  • Climate of the area
  • Safety of the calf

(c)

  • Repair/ replace  worn out/ broken  parts
  • Clean  the pen  regularly
  • Ensure drainage system  is  working
  • White  wash the walls
  • Partial burning/ charring  of the  posts
  • Cut  the  top in a sloping  manner
  • Cover the top  with a plastic/ metal  sheet
  • Reinforce with  concrete
  • Well ventilated
  • Easy to clean
  • Leak proof
  • Well  drained  floor
  • Draught free
  • Spacious
  • Well lit
  • Repair/ replace broken  parts
  • Regular  cleaning  to remove dirt
  • Dust/fumigate/ spray to control parasites and diseases
  • Apply old engine oil on timber parts
  • Ensure good drainage around  the house
  • Maintain a  footbath at the entrance
  • It is more durable
  • Its stronger
  • Its fire resistant
  • Its not  attacked by vermin’s
  1. (a)
  • Provide  security from thieves, predators
  • Enable  paddocking/ rotational grazing/ mixed farming
  • Control parasites and diseases by keeping away foreign animals
  • Show  boundaries between farms
  • Hedges act as  wind breaks
  • Have an aesthetic value
  • Hedges  help to conserve soil  and water
  • Hedges  may  be source of fruits/ fodder/ firewood
  • Provides privacy
  • Enables isolation of animals for different purposes

(b)

  • Wind direction
  • Soil type
  • Security
  • Accessibility of the structure
  • Location in relation to existing  structure
  • Topography/ drainage
  • Government policy/ regulations
  • Purpose of the structure
  • Position of the sun
  • Proximity  to social amenities
  • Space for future  expansion
  • Farmers tastes and  preference
  1. Adds beauty to the farm
  • Source of firewood
  • Source of fodder/ mulch  material
  • Serves  as a  wind break
  • Control soil erosion
  • Controls animal/ human movement
  • Provides security/ privacy
  • Mark farm boundaries
  • Top bars can easily be removed and replaced when inspecting the combs
  • Easy to construct
  • Ensure high quality honey
  • Easy to harvest
  • Help to avoid mass  killing  of bees
  • Possible to exclude the queen from the honey  combs
  • Paint metal tanks
  • Regular washing of the tank
  • Repair any leakage
  1. (a)
  • Claw hammer; for driving in and out nails from wood
  • Tape  measure; to measure the required sizes of timber
  • Tin snip; for cutting  iron sheets for roofing
  • Clamp/ sash camp; for holding tightly together pieces  of wood when cutting/ joining
  • Handsaw: for putting timber to the required size
  • Wood chisel/ Brace/ hand drill; for  boring holes in wood
  • Mallet; for hitting the chisel when boring  holes
  • Pliers; for cutting wires
  • Jack plane; For smoothing timber surface
  • Marking/ mortise gauge; for  marking points for cutting / planning on timber
  •  Ball pen hammer; for straightening/ shaping metal sheet
  • Try square/ combination square; for determining right angles  on cutting points of  timber

(b)

  • Clear the site to be fenced
  • Use a string to layout the fence line
  • Determine the position of posts using a tape measure
  • Dig the holes using a hole digger/ claw bar
  • Use a ruler to determine the right hole depth
  • Obtain the right length of the posts using a tape measure
  • Obtain the posts to the required depth using a handsaw
  • Put concrete at the bottom of the hole
  • Place the posts in the holes
  • Ensure posts are vertical/ right angles
  • Fill up the hole with soil/ concrete
  • Firm the soil/ concrete in the hole using a ramming rod
  • Heap soil/ concrete at the base of post
  • It is more expensive
  • It requires a lot of skills to work with
  • Prone to rusting
  • Its not easily available
  • Its heavy and difficult to transport

 

 

 

 

 

 

 

 

SOIL AND WATER CONSERVATION

  • Reduce the speed  of water hence  erosive ability
  • Trap soil being  carried by moving water
  • Increase infiltration  of water hence  reduce surface run- off
  • Reduce the volume of run- off due to increased infiltration
  • Acts as windbreakers
  • Reduce the impact of raindrops on the soil
  • Tree roots bind the soil  particles together reducing its erodibility
  • Reduce the impact  of raindrops on the soil
  • Reduce speed of run-  off
  • Improve soil  structures  thus reducing the erodibility of soil
  • To prevent loss of plant nutrients
  • To maintain good soil structures
  • Reduce the seed of run- off thus lowering the erosive of  water
  • Reduce impact of raindrops thus reducing splash erosion
  • Cover the soil protecting it from wind erosion
  • Grass roots bind the soil particles together reducing the erodibility of  soil
  • Reduce speed of run – off, thus reducing the erosive power of water
  • Organic matter from grass improves soil structure thus reducing erodibility of the soil
  1. – Reduce evaporation

– Reduce surface run- off

  1. (a) Afforestation is the practice of growing trees in areas where they had not

existed,

(b)       Re- afforestation is the practice of growing trees where they have been

harvested.

  • Topography of the area
  • Rainfall intensity/ amount
  • Type of  soil
  • Soil depth
  • Vegetation cover
  • Farming practices

 

 

 

 

 

 

WEEDS AND WEED CONTROL

  • Prevents weeds from establishing in the field
  • Prevent allelopathic effects of weeds
  • Reduce the  cost of crop production
  • Reduce multiplication and spread of the weeds
  • Reduce spread  of pests/ diseases for which  weeds acts as alternate  hosts
  • Reduce competition between  weeds and the  crop
  • Avoid contamination of crop with weed seeds
  • Prevent injury to the farmer/ livestock
  • Uprooting
  • Cultivation
  • Mulching
  • Application of herbicides
  • Slashing
  1. (i) G – Couch grass (digiteria sealarum)

H- Sodom Apple (solanum incarium)

(ii)

  • Compete for resource with cultivated  crops
  • It  increases the cost  of crop production
  • Lowers the quality of pastures

(iii) It has deep underground structures difficult to remove

  1. 2001 Disadvantages of weeds
  • Compete for resources with crops
  • Increase the  cost of crop production
  • Some may contaminate the crop lowering the quality.
  • Irritate the workers lowering labour efficiency.
  • Some weeds are parasitic to crop pests and diseases
  • Some weeds are allelopathic.

4.:

    • Produce large quantities of seeds
    • Seeds remain viable for along time
    • They have effective mechanisms of dispersal
    • Some weeds have the ability to propagate both by seeds and vegetatively.
    • They have elaborate root system.
    • Some have underground structures difficult to control.
    • Some are able to survive with limited nutrients.
    • Some are able to compress their life cycle.
    • Some weeds are allelopathic.

6.:

(i) Thorn apple (Datura stramonium)

(ii)  Annual weed

(ii) Poisonous if eaten

 

 

LAND TENURE AND REFORMS

      • Difficult to control pests and diseases/diseases and parasites spread faster.
      • Land disputes are common
      • No motivation to conserve land
      • No motivation to make long term investments
      • An individual cannot use land as security to acquire
      • Difficult to control breeding in livestock.

 

      • Saves time and money
      • Makes it easy to have a sound farm plan e.g rotation  programme.
      • Eases soil conservation.
      • Eases supervision as al enterprises are at one place.
      • Facilitate mechanization.

 

  • To settle the landless.
  • To ease population pressure.
  • To increase agricultural production.
  • To improve people’s standard of living.

 

  • Communal tenure
  • Co-operative tenure

 

 

PESTS AND DISEASE CONTROL

(i)        Weaver bird

(ii)

      • By eating the grains
      • Opening the cab to water that leads to rotting of the grains,

(iii)

  • Use of scare crows
  • Trapping
  • Use of explosives
  • Use of resistant varieties
  1.                              (i) Cutworm/Agrotis

(ii) Cuts the stern causing lodging.

  • Use of appropriate insecticide.
    • Removing it and killing it.
    • Its cheap
    • Saves on labour.
    • Does not cause environmental pollution.
    • Destroy the alternate host
    • Practice crop trapping.
    • Destroy the crop remains
      • Seed dressing using appropriate chemical.
      • Use of resistant varieties
      • Practice close season.
      • Practice field hygiene/destroy crop residual.
      • Concentration of the pesticide
      • Weather condition during and soon after application
      • Stage of development of the pest.
      • Persistence of the pesticide.
      • Formulation of the pesticide.
      • Mode of action of the pesticide.

 (a)

  • Biting and chewing
  • Piercing and sucking

(b)

  • Store hygiene/ensure store is clean
  • Proper drying of grains.
  • Ensure store has proper ventilation.
  • Keep store airtight.
  • Clear the bush around the granary.

 

 

8

  • Proper plant nutrition, increase disease resistance/control deficiency diseases.
  • Crop rotation breaks life cycle of pathogens
  • Rogueing, prevent further spread of the disease.
  • Use of disease free planting materials: prevents introduction of pathogens in the field.
  • Close season breaks the life cycle of pathogens.
  • Timely /early planting; help crop to establish early before attack.
  • Proper spacing; creates unfavorable conditions for some pathogens.
  • Weed control; eliminate weeds that could be alternate hosts for particular pathogens.
  • Resistant varieties; ensure crop is not attacked by the pathogen.
  • Use of clean equipment/tools, prevent spreading of the disease from one plant to the other.
  • Quarantine; prevent spread of the pathogen from one farm to the other.
  • Heat treatment; kills the pathogen.
  • Pruning; creates unfavorable microclimate for some pathogens/prevent spread of the disease.
  • Destroy crop residue; kills the pathogen.
  • Control the vectors, prevent further spread of pathogens.

9.

  • Plant resistant varieties
  • Practice crop rotation.
  • Practice field hygiene.
  • Use of clean planting materials.
  • Trim roots of suckers before planting.
  • Plant Mexican marigold close to the banana plants.

10.

(a) Point at which damage on a crop by pest is beyond tolerance and has to be controlled.

(b)

  • By contact
  • Through ingestion
  • By suffocation

(c)

  • Pesticides are expensive.
  • Pesticides requires special skills to handle. They are poisonous/environmental hazard.
  • Some are non-selective/they kill useful organisms.
  • Some pest develop resistance to the pesticide.

11.

  • Lower the quality of farm produce.
  • Lower they yield.
  • Increase cost of production
  • Some pests are vetors of crop diseases.
  • Some pest lower labour efficiency by irritation.
  • Early planting
  • Rogueing
  • Trap cropping
  • Attack by nematodes.
  • Root nodules due to nitrogen fixing bacteria.

FIELD PRACTICES (II)

  1.  
    • Field birds; accept any appropriate example.
    • Shoot fly;
    • Stem borers.
    • Diseases; Rust, Downy mildew, Ergot, smut
  2.  
  • The crop has well developed roots to absorb the nitrogen before it can be lost
  • Maize is growing fast and requires a lot of nitrogen.
  1.  Head smut/smut
  2.  
  • Putting rat guards/ ensures granary is vermin proof.
  • Ensure store is clean.
  • Clear the vegetation around the granary.
  • Harvest the grains on time to prevent attack in the field.
  • Proper drying of grains.
  • Use rat traps
  • Use of cats.
  1.  
  • Weevils,
  • Flour beetles,
  • Lesser grain borer;
  • Greater grain borer;
  • Khapra beetle;
  • Warehouse moth;
  • Saw toothed grain beetle;
  • Angoumois grain moth.

 

(i) K, G, H, J

(ii) Failure of boll to develop

(iii)

  • Do not pick the lint when it is wet
  • Pick on weekly bases
  • Avoid dry twigs or leaves contaminating the cotton
  • Do not use sisal bags to hold cotton as the sisal fibres may contaminate lint,

(iv)

  • Cotton lint
  • Cotton seed
  • Early/ timely planting
  • Practice crop rotation
  • Practice field hygiene
  • Destroy crop residue
  • Practice rogueing
  • Use healthy / certified seeds
  • Practice close season
  • Use appropriate pesticide to control the vector
  • Uproot volunteer crop
  1. (i)
  • Field hygiene/ destroy crop residue/ rogueing
  • Use of  trap crop
  • Destroy alternate host/ weeds
  • Timely harvesting

(ii)

  • Stalk borers
  • Armyworms
  • Aphids
  • Dusty brown beetles
  • Weevils
  • Termites
  • Locusts
  • Leaf hoppers/ grasshoppers
  • Cystic  beetle
  • Great/ lesser grain borer; cut worms
  • American  bollworms
  • Uprooting weeds cultivation
  • Mulching; t  application of herbicides
  • Slashing/ cutting the weeds
  • Control the vector
  • Use certified seeds
  • Use of resistant varieties
  • Practice field hygiene
  • Early planting
  • Rogueing
  • Practice close season

 

FORAGE CROPS

  • Mixed pasture  is more nutritious
  • Economies on nitrogenous fertilizers  by N- fixation
  • There’s higher  yield per unit area
  • There  is security incase  of failure of one crop
  • It provides  a  good soil cover hence  control erosion
  • There  is maximum utilization of  soil nutrients
  • Leads to exhaustion of pasture crop
  • May lead to high  incidence of  parasites and diseases
  • Leads to soil erosion
  • To raise the carbohydrate  level for proper fermentation
  • To increase the nutrient level of  silage
  • To increase the  palatability of silage
  • To restrict growth of undesirable microorganisms
  1. (a)

(i)        Under- sowing is the establishment of a pasture crop under a nurse crop

(ii)       Over- sowing is the establishment of a high quality pasture crop on an

existing grass pasture

(b)

  • Slashing/ moving
  • Uprooting
  • Use of selective herbicides

(c)

  • Replenish soil nutrients
  • Hasten growth/ increase  herbage yield
  • Improve the nutritive value of the crop
  • Amend soil physical and  chemical properties
  • Enhance decomposition  of organic  matter by micro- organism/  increase microbial activity
  • Rotational grazing/ controlled grazing
  • Proper stocking rate
  • Conserve excess pasture
  • Timely defoliation
  • Practice zero grazing
  • Graze  different classes/ species  of animals
  • Stage of growth  at harvesting time
  • Species of the forage crop used
  • Duration of storage
  • Soil fertility where the crop was grown
  • Weather conditions  during drying
  • Length  of drying period
  • Pest/ disease attack on the crop
  • Method  of storage
  • There is  intensive/ efficient use of land
  • Reduces the cost  of forage production
  • Control soil erosion due to ground cover
  • Ensure early pasture establishment
  1. (i) Seedbed preparation
  • Practice early seedbed preparation/ during the dry  period
  • Clear all the vegetation/ stumps
  • Carry out primary tillage
  • Dig deeply to remove  all weeds/ perennial  weeds
  • Carry  out secondary tillage
  • Seedbed should have a medium tilth
  • Prepare furrow/ holes for planting
  • Spacing between furrows 90- 100cm for cuttings/ 90 – 100cm x 50cm  for splits

(ii)       Planting

  • Plant at the onset of the rains/ early planting
  • Select desirable Napier grass  variety for the  ecology of the area
  • Use healthy  planting materials
  • Use  cuttings/ canes  or  splits for planting
  • Cutting/ canes  should have 3-5  nodes
  • Select cutting from mature canes/ stems
  • Place  planting materials in the furrows/ holes
  • Cover the material with  soil to the appropriate depth

(iii)      Fertilizer application

  • Apply phosphate fertilizer at planting
  • Apply farm yard manure/ composite manure before  planting
  • Rate of organic manure  should  be 7 – 10 tons/ ha
  • Apply organic manure after harvesting  and dig it into the soil every  year
  • Top dress with Nitrogen and potassium 6-8 weeks after planting

(iv)      Weed control

  • Control weeds by; cultivation, uprooting, slashing, selective/ appropriate herbicides, intercropping with  legumes that smoother or the  weeds
  • Practice timely weed control

(v)       Utilization

  • Cut and feed it to ruminants.
  • Defoliate/ cut at the right stage  of growth/ 3 –  5 months old/  when stems are 1 – 1.5 m high
  • Cut the stems at 2.5 – 5  cm above the ground  surface
  • Use sharp  panga for cutting
  • Conserve excess as silage
  • Chop Napier grass into small pieces  before feeding
  • Napier grass can  be dried and  used as mulch

 

  1. (a)
  • Lucerne, silver/ green leaf, desmodium siratro, stylo

(b)

  • Reduce build- up of parasites and diseases
  • Animal waste  is evenly distributed in the fields
  • Excess pastures can be conserved
  • It is easy to carryout  management practice
  • Pasture is given time  to regenerate
  • Pasture  is maximally utilized

(c)

  • Sprinkling some water
  • Reduce compaction
  • Fill the silo  and seal it from air rapidly
  • Control soil erosion
  • Ensure  adequate pasture for animals
  • Increases the useful life  of the  pasture crop
  1. (a) Practice of coating legume seeds with a nitro- culture/ rhizobium bacteria

(b) Growing a legume pastures over an existing grass pasture

 

 

 

 

LIVESTOCK HEALTH (III)

  1.             Oral ( mouth), broken skin ( wounds), nasal, ocular ( eyes), anal, ears,

reproductive organs, umbilical cord

    • Routine vaccination
    • Slaughtering all infected animals
    • Impose quarantine
    • Treatment of wounds
  1.  
  • Difficult in breathing/ respiratory problem
  • Dullness/ birds stands with eyes closed
  • Anorexia/ loss of appetite
  • Nasal discharge
  • Sneezing
  • Droopy wings
  • Yellow/ greenish watery diarrhoea
  • Drop in production
  • Soft- shelled eggs
  • Torticolis/ bending of neck
  • Wounds on the udder/ teats
  • High milk production
  • Very old cows
  • Unhygienic handling of the cow
  • Poor udder placement/ pendulous udder
  • Incomplete milking
  • Genetic factors
  • Early and late lactation period
  • Poor milking technique
  • Blood/ pus in milk
  • Painful udder/ teat/ animal kicks when teats are touched
  • Swollen/ inflamed udder
  • Clots/ thick milk
  • Watery milk
  • Blocked teat canals
  • Drop in milk production
  • Foyer
  • Anthrax
  • Rinderpest
  • Foot and mouth
  • Lumpy skin disease
  • Routine  vaccination
  • Isolate infected birds/ kill all infected birds
  • Disinfect the poultry house before  introducing a new stock
  • Obtain chicks from reliable sources
  • Imposition of quarantine
  1. (i) Fowl pox
  • May lead to death of the birds
  • Farmer incur extra expenses in its  control

(ii)

  • Kill and dispose  off all infected birds
  • Routine vaccination
  • Control  biting  parasites
  • Treat  wounds
  • Wounds  in infected hooves
  • Foul  smell from infected  hooves
  • Spend most  of the time lying  if both hind  legs are infected
  • Grazes  when kneeling  it  fore legs are infected
  • Loss of  appetite
  • Lameness/ limping
  • Swelling of infected hooves
  • Emaciation
  1. (i) Protozoa/ coccidiax/ Eimeria species

(ii) Bacterium/ clostridium spp/ clostridium chauvei

 

 

  1. (i)
  • Long hooves
  • Damp environment/  poor hygiene
  • Injury on  hooves

(ii)

  • Anaemia
  • Fever
  • Constipation
  • Lack of appetite/ anorexia
  • Inability to move
  • Reduced milk production
  •  Animal  becomes aggressive

 

  • General  farm hygiene to kill the  pathogens
  • Isolate sick  animals to prevent spread of the disease
  • Deworm the animals to control endo–parasite
  • Treat the sick animals to prevent spread  of the disease
  • Vaccinate the animals to develop resistance against disease attack
  • Control vectors to prevent spread of the disease
  • Routine administration of drugs/ prophylaxis to prevent infection
  • Proper feeding  to prevent deficiency / nutritional diseases
  • Mass slaughter of infected animals to prevent spread of diseases
  • Proper selection  and  breeding to  control breeding and inheritable diseases
  • Proper housing to avoid predisposing  animal to diseases
  • Foot trimming to minimize occurrence  of foot rot disease
  • Imposition of quarantine to prevent spread of diseases
  • Lack of stiffness of the carcass/ lack  of rigor mortis
  • Production of tar-  like watery blood from all body openings
  • Extensive bloating
  1. (a) Bacterium/ Brucella abortus

(b)

  • Spontaneous abortion/ premature birth
  • Retention of after birth abortion
  • Bareness
  • Yellowish brown slimy  odourless discharge from the vulva

(c)

  • Use artificial insemination
  • Cull infected animals
  • Vaccinate all young animal
  • Avoid direct contact with aborted foetus/ after birth
  • Observe hygiene/ proper  disposal of aborted foetus

 

 

 

  • Routine vaccination
  • Improve quarantine
  • Kill and dispose off infected animals
  • Isolate sick animals
  • Disinfect the animal house
  • Swollen lymph nodes
  • High fever
  • Profuse salivation
  • Lachrymation/ production of tear
  • Difficulty in breathing
  • Bleeding in the vulva and  mouth
  • Coughing
  1. (a) Deficiency of calcium in the wood of the cow
  • Muscular twitching
  • Staggering as the animal moves
  • Animal become unconscious
  • Loss of appetite
  • Cessation  of body functions
  • Dullness
  • Animal lies with the neck twisted for the head to lie on the shoulder

(c)

  • Feed animal with diet rich in calcium
  • Partial milking
  • Intravenous injection  with calcium salts/ calcium borogluconate

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

POULTRY PRODUCTION

  • Debeaking
  • Making laying boxes/ nests dark
  • Feeding on  balanced diet
  • Hanging green vegetation to keep birds busy  scatter grains on the floor
  • Isolating and treating cannibalized birds
  • Control external  parasites
  • Keeping birds according to age/ avoid introducing new birds
  • Provide adequate space

 

  • Size/ weight/ volume of egg
  • Colour
  • Cleanliness
  • Shell quality e.g. broken, rough
  • Shape of the egg
  1. (a)
  • Ensure brooder  corners are rounded
  • Provide enough brooding space accordingly. Clean and disinfect the brooder house/ equipment.
  • Provide  wood shavings/ proper  litter on the floor
  • Maintain appropriate temperature range according to the age of the chicks
  • Temperature during the 1st one week should be 32 – 350 c, then reduce accordingly
  • Spread sheets of papers and sprinkle chick  mash on them
  • Provide fire guard around the heat source
  • Maintain  proper ventilation  by adjusting the openings
  • Provide fresh, adequate  and qualify feed/ chick mash
  • Provide brooder with reliable  and appropriate lighting/ dim light
  • Provide adequate and  appropriate waters/ feeders according to age/ number of  chicks
  • Remove dead  chicks from the brooder
  • Control  parasites by applying appropriate pesticides
  • Control diseases appropriately
  • Isolate and treat  sick  chicks immediately
  • Keep  proper records
  • Gradually change the feed in the last one week in the brooder
  • Debeak 8 – 10  days towards the end of brooding
  • Provide adequate clean water all the time

(b)

  • Combs and wattles are small, dry and cold/ combs have white scales
  • The space between the pelvic bones is narrow 2-3 fingers cannot fit in the space between the pelvic bones
  • Plumage is shiny, well preened/ sometimes moulting
  • Yellowish pigmentation in the vent, shanks and  beak
  • Space between the keel bone and pelvic bone is small / 3-4 fingers cannot fit in the space
  • Eyes are dull and yellow
  • Abdomen is hard
  • The layer  is  lazy and dull
  • Hen becomes broody
  • Repair/ replace broken  parts  of the house
  • Maintain a footbath at the door of the deep  litter
  • Clean and remove any dirt/ cob  webs
  • Fumigate against pests and diseases/ spraying/ dusting
  • Paint  some parts  of the house/ apply old
  • Dirt
  • Abnormal size/ undersize/ oversize
  • Irregular/ broken/ soft shell
  • Internal abnormalities e.g. double yolk, meat spots, poor candling qualities
  • Poor storage/ long storage  beyond 5 days
  • Ensure  laying nets are dimly lit
  • Provide adequate  laying nests
  • Debeak perpetual egg eaters
  • Collect eggs regularly and frequently
  • Ensure birds get a balanced diet
  • Keep birds busy by hanging green vegetation in the house/ scatter grains on the liner.
  1. (a)
  • Chicks move away from heat source
  • Parting/ opening beaks
  • Opening the wings/ spreading wings
  • Making abnormal noise
  • Drinking water excessively
  • Chicks may lie flat on their bellies

(b)

  • Requires less space/ high stocking rate
  • Less toss of eggs
  • Easier collection of manure/ easier accumulation of manure
  • Easier protection of birds from vermin’s/ parasites/ diseases
  • Less labour requirement/ easier to collect eggs/ easy handling
  • Cheaper to set up than battery cage/ low initial cost
  • Should be fertilized
  • Should be medium in size
  • Should be oval in shape
  • Should not  be cracked
  • Should de dean
  • Should be free from abnormalities/ blood spots/ meat  spots/ double yolk
  • Should be 5 – 10 days old
  • Should have smooth shell
  • Regularly wash and disinfect the feeders/ waterers/ perches
  • Replace old wet litter/ turn litter regularly
  • Control visitors  into poultry house/ use of footbath before entering  the house
  • Avoid pouring water  on the  litter/ avoid dampness
  • Isolate sick birds
  • Treat sick birds
  • Dispose  of dead birds  immediately

 

 

 

 

 

 

 

 

 

 

LIVESTOCK PRODUCTION (vi)

  1. (a)

K- Alveolus

L- Gland cistern

M – Teat cistern

N – Teat

(b)

(i)        Milk let down  is the flow  of milk from the  upper/ alveolar region  of the udder to the  gland  and teat cisterns

(ii)      Oxytocin

(c)

  • Practice farm hygiene/ milk infested  cows last/ use a separate  udder towel for each cow/ use disposable  udder towel
  • Immediate treatment of  infected cows to avoid spread  of the diseases/ treat any wounds on the teat/ udder
  • Practice  teat dips after milking
  • Applying  milk salve/ jelly to prevent drying  and cracking of teats
  • Practice good  milking techniques
  • Ensure calf is breathing/ administer artificial respiration.
  • Clean mucus from the calf/ ensure  cow licks the calf dry
  • Cut and disinfect the  umbilical cord
  • Ensure calf sucks colostrums from the mother within the first 8 hours
  • Feed the calf on colostrums for the first 4 days
  • Keep records on the performance of the calf, introduce whole milk or milk replacer after the 4th day.
  • Feed the calf with warm milk at regular intervals
  • Feed the calf  2-3 times per day for the first 1 – 4 weeks
  • Feed the correct amount of milk up to weaning
  • Observe strict hygiene in calf
  • Protect the calf against adverse weather conditions by providing proper housing
  • Provide adequate clean water from the 3rd week
  • Introduce palatable dry fed e.g. concentrates and good quality grass/ mineral salts from the  3rd week
  • Keep calf in individual pens until it is 3-4 months old
  • Spray / dip calf against external parasites
  • Drench deworm calf against internal parasites
  • Vaccinate the calf against prevalent diseases
  • Release the calf from the  pen occasionally for exercises
  • Wean calf at 8 weeks/ 16 weeks
  • Deworm the calf using appropriate methods
  • Graze calf  on good  quality pastures ahead  of adult cows
  • Separate heifer calves at puberty to avoid in  breeding
  • Weigh the calf regularly
  • Treat  sick calves
  • Put  appropriate identification
  • Defeat if necessary
  • Change  in feed be done gradually
  • Serve at the right age/ weight/ 15 – 20 months/ 250- 280 kg
  1. (a)
  • Should be clean/ free from  physical contamination
  • Has the right consistency/ no water added/ true to the breed
  • No strange odours/ no foul smell
  • Free from diseases causing organisms
  • White  in colour/ normal colour/ not tainted
  • Normal taste/ flavour

(b)

  • The calf can be reared artificially even if a mother dies during birth
  • Many calves can  be reared at a time
  • The calf can be given correct amount of milk
  • It is possible to  keep clear records on milk
  • Yield
  • Free from diseases causing organisms
  • Free from dirt/ foreign materials
  • Appropriate smell and flavour
  • Chemical composition within the expected standards

 

 

(a) The milk secreted by the mammary glands within the first week of lactation/ thick yellow milk secreted by the  mammary glands within the first week after parturition.

(b)

  • Has a laxative and helps to remove the faecal meconium/ first faecal matter/ opens up the alimentary canal/ cleanse the digestive system/ prevent constipation
  • It is rich in antibiotics that offers temporary immunity against diseases
  • It is rich digestible proteins/ fats/ minerals/ vitamin/ highly nutritious
  • It is highly digestible

 

 

(c)   Bucket feeding/ bottle feeding/ artificial method. Dam suckling the calf/ calf sucks the dam/ natural method

  •  The milk person should be clean
  • Test  for mastitis before milking
  • Milk  person  should be  healthy
  • Ensure  utensils/ equipment are clean
  • Ensure milking parlour is clean
  • Ensure milking heard is free from zoonotic disease e.g. TB
  • Cows with mastitis should be milked  last
  • Clean the udder
  • Sieve the milk
  • Cover the milk
  • Avoid feeds/ weeds that would taint the milk just before milking
  • Proper storage of milk/ cool, dry place.
  • Clean mucus from calf soon after birth/ ensure cow licks dry
  • Ensure calf is breathing / administer artificial respiration
  • Cut and disinfect the umbilical cord. Ensure calf sucks the mother to get colostrums, within the first  8 hours
  • Feed the calf on colostrums for the first 4 days. Introduce  whole milk/ milk replacer after 4 days
  • Feed the calf with milk at body temperature
  • Weigh the calf regularly
  • Provide adequate  clean water
  • Introduce palatable solid feed e.g. concentrates, good quality grass from 3rd week
  • Put appropriate identification marks
  • Treat calf if sick
  • Castrate male calf
  • Provide proper housing for calf
  • Keep calf  individually up  to the  weaning time
  • Control external parasite with appropriate  method/ spray/ dip
  • Drench/ deworm to control internal parasites
  • Observe  hygiene
  • Remove extra teats
  • Dehorn/ disband using appropriate method
  • Release calf occasionally for exercises
  • Keep records on calf performance
  • Wean calf at 8 weeks/ 16 weeks
  • Reduce amount of milk gradually towards weaning
  • Train calf to take milk from a bucket.

 

 

 

 

 

 

 

 

 

 

 

 

FARM POWER AND MACHINERY

  1. (a)
  • It  makes farm operations timely/ faster
  • Economizes on labour
  • Work is done more efficiently
  • Reduces drudgery/ can accomplish heavy task
  • Cheaper per unit work  done  in large
  • Operations

(b)

  • Turns/ inverts the furrow slices thus covering surface vegetation
  • Cuts the furrow slice horizontally
  • Holds the frame  on to the  mould board land side and  share
  • Absorbs thrust exerted on the  mould board to make the plough stable

(c)

  • Always clean after use
  • Check the nuts and bolts  and tighten if loose
  • Repair broken  parts
  • Replace worn out parts/ lost parts
  • Proper  storage
  • Reciprocating  mower/ cuter  bar mower
  • Power take – off  shaft
  • Sharpen the cutting blades
  • Tighten loose nuts  and bolts
  • Lubricate moving parts
  • Repair  broken  parts
  • Replace worn- out parts
  • Clean after a days work
  • Check the tension of the v- belt and adjust accordingly
  • Coat with old engine oil for long storage

 

  1. (a)
  • Ox- drawn mould board is lighter hence does not compact the soil as much as the tractor – drawn mould board plough
  • Ox – plough can be use for more farm operations e.g. weeding, ploughing harvesting roots crops than tractors mould board.
  • Ox- plough requires less skills to operate compared to the tractor plough
  • Tractor plough is faster than ox- plough hence can plough a large area with a short time
  • Source of power for  ox- plough  is not as reliable as the source of  power for tractor plough
  • Ox- plough relatively shallow compared to tractor plough that plough deeper
  • Ox- plough can be used  in steeper lands where tractor  plough  cannot plough
  • Ox- plough requires more people to operate than  tractor plough
  • Ox – plough is cheaper to buy than tractor plough
  • Ox – plough is cheaper to maintain  than tractor  plough

(b)

  • Grease the moving parts ( rej movable parts)
  • Paint frame/ oil before long storage
  • Tighten loose  nuts  and bolts
  • Clean it after  work
  • Store  in a shed
  • Repair damage parts
  • Replace worn-  out  parts

(c) Advantages

  • It is cheaper
  • Farmer does not incur  maintenance costs of the tractor
  • There is no risk of  owing the tractor
  • Farm operations are carried out faster

Disadvantages

  • Tractor may not be available when required
  • Some operators may charge high fees for the service
  • Some operators can carry out poor quality work
  1. (a)
  • To reduce wear and tear/ increase durability
  • Avoid rusting

(b)

  • Sharpen blades if blunt
  • Replace worn – outs parts
  • Clean the mower after use
  • Tighten loose nuts and bolts
  • Repair worn- out guard
  • Paint when necessary
  • Proper storage in shed

(c)

  • Size of land
  • Cost of the tractor
  • Availability of services facilities/ availability of skilled labour e.g drivers, mechanics, spare parts
  • Topography of the land
  • Time available for the operation
  • Availability of capital
  • Number/ type of enterprises on the farm
  • Availability of tractor hire services/ availability of other sources of power
  1. (a)
  • Incorporating manure into  the soil/ stirring the soil
  • Breaking soil clods
  • Leveling the seed bed
  • Covering broadcasted seeds
  • Gathering/ removing trash

(b)

  • Clean after use
  • Store in a shed
  • Repair/ replace any broken tine/ part
  • Apply oil for long storage

(c)

  • Ox- drawn harrow is cheaper than a tractor- drawn harrow
  • Ox – drawn harrow can be used where tractor drawn harrows cannot be used
  • Clean after work storing in a shed
  • Tighten loose nuts
  • Replacing worn- out parts
  • Greasing moving parts
  • Oiling/ painting for long storage
  1. (a)
  • Decrease the angle of cut
  • Use of hydraulic/ draught control lever
  • Adding weights on the plough beam
  • Raising the land wheel

(b)

  • To avoid injury
  • To make disc plough last longer
  • To make disc plough work efficiently
  • To reduce replacement/ maintenance cost

(c)

  • Saves time
  • Improves efficiency
  • Saves on labour cost
  • Reduces drudgery/ less tedious
  1. (a)
  • To make a vertical cut into the soil that separate the furrow slice from the unploughed land
  • Cut trash which would prevent the share from penetrating deep into the soil

(b)

  • Lubricate moving parts
  • Adjust the tyre pressure
  • Replace worn-out tyres
  • Tighten loose nuts and bolts
  • Proper storage/ in shed
  • Clean after use
  • Paint the trailer
  • Repair broken parts
  • Poor quality work unless under strict supervision/ poor skill of the operator
  • Not readily available leading to late land
  • Preparation
  • Disc harrow
  • Spring tine harrow/ rigid tine harrow/ ox- tine harrow
  • Spike toothed harrow/ peg toothed harrow
  • Chain harrow
  • Rotavator
  • Zigzag harrows
  1. (a)
  • If a farmer has inadequate capital
  • If a farmer has little load to carry
  • If the area is too steep to use a tractor

(b)

  • Tighten loose nuts and bolts
  • Straighten bent/ repair worn out/ broken parts
  • Store in a dry  place
  • Apply oil on exposed metal parts when plough is not  in use
  • Repaint the appropriate parts when necessary

 

 

 

 

 

 

 

AGRICULTURE ECONOMIC III

  1. (a)
  • Training the labour force
  • Giving incentives to employees
  • Efficient supervision of labour
  • Assigning specific tasks  to workers
  • Proper remuneration  of a worker
  • Provide efficient tools
  • Mechanization of some operations
  • Provide transport within the farm

(b)

This is the production in which each addition unit of input results to a larger increase in output than the proceeding unit of input

(c)

  • Short term credit
  • Medium term credit
  • Long term credit
  1. (a)

Opportunity cost is the value of foregone best alternative/ revenue  foregone because of choosing the best alternative

(b)

Refers to the raw materials used up in the process of production, e.g. seeds, fuel fertilizer, feeds

(c)

Utility is the satisfaction one gets by using a commodity

  1. (a)
  • Borrowing from financial institutions/ individuals co-operative/ credit
  • Person savings from ones income
  • Inheritance/ gifts/ donations

(b)

  • Assists the farmer in estimation of the required production resources
  • Assists the framer when negotiating for farm credit
  • Assist the farmer in making management decisions when comparing alternative projects
  • Help to reduce uncertainty in farming process
  • Encouraging farmers to efficient as to meet the projected targets
  •  Show progress/ lack of progress in the farm  business/ focus  profit  or foresee losses
  1. (a) Fixed costs are those that do not change with the level  of production while variables costs are those that change  with level  of production

(b)

  • Casual labour costs
  • Fertilizer/ manure  costs
  • Costs of  chemicals
  • Cost  of fuel
  • Costs of repair  of machinery
  • Cost of  hiring  machinery

(c)

  • Planning helps in selection  of the best enterprise/ production option to undertake
  • Helps  in setting  production  targets/ goals
  • Helps in allocation  of resources  to various enterprises
  • Helps to  identify  the weakness  and strength of farm operations
  • Helps in timely  and careful considerations  in decision making
  • Assists in negotiation of credit
  • Maximize use  of resources
  • To compare the performance  of one farm  with another
  • To compare the performance of the farm  between  one season and another
  • To compare the contribution  of one enterprise and another on the same farm
  • Acts as a measure  of profit  in a farm

 

 

  1. (a)
  • Zone I. For each addition unit of fertilizer applied,  the output of  potatoes increases at an increasing rate because  resources are under utilized
  • Zone II. For each additional unit of fertilizer applied, the out put of potatoes increases at a decreasing rate as the resources  are utilized to the maximum
  • Zone III. For each additional unit of fertilizer applied the out put of potatoes decreases since the resource is excessively applied.

(b) Zone II

(c)

  • Flexibility in production.
  • Produce under contract
  • Input rationing/appropriate allocation of resource input.
  • Insurance of the crop.
  • Use of modern technology e.g. disease resistant varieties,
  • Use of pesticides and fungicides, use of fertilizers.
  1.  (a)
  • Training/ educating labour force
  • Mechanizing farm operations/proper working tools.
  • Giving incentive/proper housing/transport bonuses.
  • Supervision of labour
  • Assign specific tasks to workers.
  • Proper remuneration
  • Assigning tasks according to skills/ability/interest.

(b)

  • Improvement in quality of work/quality of produce.
  • Reduced time of performing a given work.
  • Increase in returns per unit of labour.

(c)

  • Amount of work/ task performed e.g. kg of tea leaves picked per head.
  • Duration of work e.g. 30/= per hour/day.
  • Labour regulations/market rates
  • Nature of work
  • Quality of work/skill of labour

8.

  • Amount of money to be paid to them as wages.
  • Number of people in the labour market
  • Health /fitness of the work force
  • Ability/skills of the labour force
  • Working conditions/incentives
  • Nature of work

(b)

  • Adopting modern methods of production
  • Flexibility in production methods
  • Input rationing
  • Taking insurance cover
  • Selecting more reliable enterprises
  • Diversification.

(c)

  • Provides employment
  • Source of food
  • Earns the country foreign exchange
  • Source-of raw materials for industries
  • Provide market for industrial goods
  • Source of income for farmers
  • Improves infrastructure relationship.

9.

  • Maximize profit
  • To maximize cost of production
  • To spread/ reduce risks
  1. (a)
  • Milk and butter
  • Beef and hide
  • Honey and wax
  • Mutton and wool
  • Pork/bacon and bristles
  • Rabbit meat and skin/pelts
  • Mutton and skin

(b)

    • Feeds
    • Pesticide
    • Replacement stock
    • Veterinary services
    • Drugs
    • Casual labour
    • Packing materials e.g trays and carton boxes

(c)

(i) V=48-39 = 9

2-1

 

W= 32-27 = 5

4-3

 

X=23-21 =2

6-5

 

Y= 20-19 =1

8-7

 

L.C.C occurs where MRS =

L.C.C.                   X1

PX2

 

Where ∆= change

P= price

X1= dairy meal

X2= Home made feed

8= 4

2

L.C.C. is where MRS = 4 I.E where 5 units of dairy meals are mixed with 23 units of home made feed.

  1. (a)
  • Joint products
  • Competitive products
  • Supplementary products
  • Complimentary products
  1. b) (i) Production function is the physical relationship between inputs and output (products). The quantity of product expected from a certain-combination of in put.

(ii)  Equi-marginal returns states that limited amounts of resources should be allocated in such away that the marginal returns those resources is the same in all alternative to which they are put.

  • Crop boards/marketing board/statutory boards.
  • Commercial banks
  • Cooperative societies
  • Agricultural finance corporation (A.F.C)
  • Settlement  fund trustees
  • Private money lenders/Non –Governmental Organizations (NGOS ) insurance companies/ Hire purchase companies.

13 a)

  • Costs of feeds
  • Wages casual labour
  • Cost of pesticide / chemicals/drugs
  • Cost of insemination services

b)

  • depreciation of machinery /buildings
  • Land rent
  • Salaries of regular/permanent labour
  • Interest on borrowed capital

14 (a)

  • Partial budget is prepared when minor changes are to be made in an enterprise
  • Complete budget is spread when major changes are to be made in an enterprise/ starting arrow enterprise.

b)

  • Diversification of enterprises to avoid total loss
  • Insurance against tosses to maintain high liquidity/for compensation /to access money easily for any eventuality.
  • Strategic farming/keeping crops produce and selling when prices are high.
  • Flexible enterprises-engage in enterprises that can be stopped and changed
  • Rationing of inputs use of insufficient inputs such that incase of failure losses are not too high.
  • Contracting for marketing-making arrangements with marketing agencies in advance.
  • Selection of more certain enterprises/ selection of enterprises that can do well in an area/section of enterprises with ready market and less price fluctuation to reduce degree of risk.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

AGRICULTURE ECONOMICS- FARM INPUTS

  1. (a)
    • Journal
    • Cash book
    • Ledger
    • Inventory
  1. b)
    • Shows the assets and liabilities of the farm business,
    • Shows farm net worth/net capital/ owners worth/ can be used to negotiate for credit/correct income tax assessment,
    • Used in decision making;
    • Show profit or loss.

 

 

 

 

 

 

 

 

 

AGRICULTURAL ECONOMICS (MARKETING & ORGANIZATION)

  1.  -Ten members

(b)

    • Number of sellers
    • Price of the commodity
    • Availability/ seasonally of the commodity / weather.
    • Technique of production
    • Market information
    • Transportation
    • Price expectations of the commodity.
    • Government policy/taxation.

(c)

  • Price fluctuations/ low prices
  • Lack of transportation.
  • perish ability of some products
  • poor storage facilities.
  • Competition with substitute products.
  • Delayed payments
  • Some government policy

(d)

  • Kenya Planters Co-operative Union
  • Coffee Board of Kenya.
  1. Marketing is the performed of business activities that direct the flow of goods and services from producers to consumers.
  2. An imperfect market is g situation in which some buyers, some setters or both have limited knowledge of goods and services offered for sale at various prices.
  3. The price of mangoes will go down.

(d)

  • Milk is highly perishable we hence needs cool storage which the farmer may not afford.
  • Lack of vehicles/poor roads/high transportation costs
  • Containers for handling milk are expensive.
  • Lack of market information
  • Price fluctuation.
  • Delayed payments.
  1.  
  1. a) The quantity of the product demanded varies inversely with the price 7 as the price declines the corresponding quantity demanded rises and as the price increases the corresponding quantity demanded falls. (Mark as a whole)
  • Advertisements/ sales promotions
  • Price of related goods, price of the goods,
  • Level of income
  • Price expectations
  • Tastes and preferences.
  • Tastes and preferences
  • Population,
  • Religious beliefs / taboos.

(c)

  • Elasticity of demand of a commodity is the percentage in quantity demanded of a commodity resulting from a percentage change in existing price.
  • The degree of responsiveness of quantity demanded, to a- percentage change in existing price.
  • Buy farmers produce / delegates buying to an approved agent
  • Arrange for supply of inputs.
  • Fix prices of farm produce in consultation with the government.
  • Collect farm produce from areas of production to the stores/factories.
  • Inspect the production process to ensure and maintain quality of the produce.
  • Provide storage facilities for farmers produce.
  • Provide credits to farmers,
  • Provide technical advice on production/extension services where applicable
  • Process farm produce e.g. K.T.D.A.
  • Undertake research services on techniques of production
  • Sell farm produce for farmers
  • Regulate production to prevent under supply of the produce.
  • Pack/package the farm produce.
  • Invest accrues profits.
  • Advertise/promote sales of the produce.

 

 

  1.  
  • Members buy inputs at lower prices.
  • Has easy access to credit facilities from the society.
  • Gets advice/education from the society.
  • Society share overhead costs with the member.
  • Society share overhead costs with the member.
  • Provide special services e.g. A.I, Banking
  • Bar society bargains for better milk price on behalf of the member.

(i)        Most agricultural produce are perishable hence, farmers incur extra costs in transportation-processing/storage/incur losses due to spoilage.

  • Most of them are bulky, occupy large space/expensive to transport.
  • Poor transport network/lack of vehicles lead to loss due to spoilage.
  • Most of them are seasonal; hence create storage problems/over supply at times leading to price fluctuation.
  • Due to bulkiness they are expensive to store/difficult to store.
  • Due to changes in market demand, there is time e.g. between decision to produce and actual availability of the product making it difficult to respond immediately to market demand.
  •  Change in supply due to under/over production/competition from cheap imports cause price fluctuation.
  • Lack of perfect market information makes selling difficult/many farmers are ignorant on the prevailing prices of their produce in other parts of the country.
  • Delayed payments lead to lack of capital for farm operations.

(b)

  • Itinerant traders/ middlemen buy and resell produce from farmers.
  • Processors / Manufacturers buy and process produce from farmers.
  • Wholesalers- Buy produce in bulk from farmers and resell/ process.
  • Brokers / Commission agents- acts on behalf of other business people for a fee commission.
  • Co-operative societies/ unions- buy farmers produce locally.
  • Marketing boards- promote production and marketing of agricultural produce/buy produce from farmers.
  • Retailers- buy from wholesalers and resell to consumers.

6.

  • Price of related commodity.
  • Price of the commodity.
  • Size of population of consumers,
  • Tastes and preference of consumers.
  • Income of consumers.
  • Advertisements/sales promotion
  • Government policy
  • Price expectations.
  • Religious beliefs/religious taboos/ cultural beliefs.

 

 

Elasticity of demand = % ∆ in quantity

% ∆ in price

∆ in price quantity = 22-20 = bags

% ∆ in price => 22-20 = 10%

20

∆ in price =. 100-800 = 200/=

% ∆ in price 200 x 100= 20%

1000

Elasticity of demand =10%= 0.5

                                     20%

  1. (a)
  • Carrying out advertisement of the farm to increase demand
  • Finance agricultural activities.
  • Transportation of farm produce to areas of consumption.
  • Storage of farm produce to minimize losses/ as a marketing strategy.
  • Selling the produce on behalf of the farmers.
  • Packing/package farm produce to ease transport/ reduce storage space.
  • Grade farm produce to provide uniform standards/ cater for various consumers.
  • Process farm produce from areas of production for bulking/ transportation
  • Protect the farm produce from damage by use of chemicals/ insurance/ bear risks.
  • Buy from produce from the producers.
  • Gather, analyze and interpret market information to determine appropriate market and price.

b)

  • Co-operators pool their resources together to buy expensive machinery e.g tractor for use by farmers.
  • Provide education/technical information to members.
  • Provide credits to members inform of inputs and cash.
  • Negotiate for higher produce prices for members.
  • Reduce overhead costs e.g transportation, storage and use of machinery.
  • Bargain with suppliers to give discount on seed fertilizer and other farm inputs /provide inputs at lower prices.
  • Provide employment for their members and other people.
  • Benefits farmers from lower taxes charged
  • Market farmers produce.
  • Provide strong bargaining power for members on policy issues.
  • Invests and pay dividends to members.
  • Help to negotiate loans for their members without security.
  • Provides banking services to it’s members.
  1.  
  • Perishability of the produce.
  • Inadequate supply to spread supply over a long period.
  • Drastic changes in supply/seasonality.
  • Poor infrastructure e.g. poor roads no vehicles/piped water/ telephone / electricity,
  • Bulkiness
  • Lack of market information,
  • Delayed payments.

 

Mr. Rambo’s farm balance sheet as at 31-12-95

ASSETS LIABILITIES
  Kshs Cts   Kshs Cts
Fixed     Long term    
Asset Liabilities
Buildings and structures 60000   Loan payable Dank 300,000
Five cows 250,000 =     =
400 layer   80,000 =     =
20 goats   30,000 =     =
Spray equipment   12,000 =     =
TOTAL 972,000        
Current     Current    
Assets Liabilities
Cattle feeds in store 10,000   Debts to co-p 20,000 =
Animal drugs in store 4,000 = Bonus payable to workers 19,000  
Debts receivable 18,000 = Breakages and repair 30,000
Cash at hand 20,000 =      
Cash at bank 30,000      
Total

Total Assets

82,000

1,054000

= Total

Total  liabilities

Capital

69,000

369,000

685,000

=
TOTAL 1054,000   TOTAL 1054,000  
ASSETS LIABILITIES
  Kshs Cts   Kshs Cts
Fixed     Long term    
Asset Liabilities
Buildings and structures 600000   Loan payable dank 300,000
Five cows 250,000 =     =
400 layer 80,000 =     =
20 goats 30,000 =     =
Spray equipment 12,000 =     =
TOTAL 972,000        
Current     Current    
Assets Liabilities
Cattle feeds in store 10,000   Debts to co-p 20,000 =
Animal drugs in store 4,000 = Bonus payable to workers 19,000  
Debts receivable 18,000 = Breakages and repair 30,000
Cash at hand 20,000 =      
Cash at bank 30,000      
Total

Total Assets

82,000

1,054000

= Total

Total liabilities

Capital

69,000

369,000

685,000

=
TOTAL 1054,000   TOTAL 1054,000  

 

 

3.

(a) Cash account;       is a record that shows all cash receipts and payments,

Ledger:                      This is a financial book that shows all financial transactions in the farm business in a summarized form,

Balance sheet:           This is a financial statement that shows the value of assets and

liabilities of a business at the end of an accounting period.

Purchase order.         This is a financial document drawn by a buyer to a supplier

requested goods on credit.

(b)

  • Permanent goods inventor
  • Consumable goods inventory.
PROFIT AND LOSS ACCOUNT FOR MRS. MBUTA’S FARM FOR THE YEAR ENDED 31-12-03
PURCHASES AND EXPENSES Shs. Cts SALES AND RECEIPTS (CREDITS) Kshs. Ct
Opening valuation 6,000.00 Pig sales 7,000.00
Wages 5,000.00 Piglet sales 4,000.00
Equipment 8,000.00 Maize sales 3,000.00
Pig feeds 4,000.00 Closing valuation 4,000.00
Drugs 3,200.00    
    Total 18,000.00
    Loss 8,200.00
TOTAL 26,200,00   2,600.00

 

Marks allocation

(i)        Correct columns (sales & receipts) ½ mk

(ii)       Purchases & expenses ½ mk

(iii)      Correct entries –         Sales & receipts – ½ mk

Purchases & expenses – ½ mk

(iv)      Correct totals – sales & receipts – ½ mk

(v)       Purchases & expenses – ½ mk

(vi)      Correct balance / profit/ loss ½ mk

3 ½ mk

(vii)     Mrs. Mbuta made loss

 

  1. (a) it is an entry in a financial statement showing the worth of all assets of an

enterprise at the beginning of an accounting period

(b) (i)

  • Issued to the buyer as evidence of cash  payments for goods or services rendered
  • Used for requisition for the supply of  goods/ services on credit
  • Given to the buyer by the seller as evidence of goods supplied

 

 

K.C.S.E AGRICULTURE PAPER 1

SECTION A (30 marks)

Answer all the questions in this section in the spaces provided

 

  1. Differentiate between Olericulture and pomocullure as used in crop production

( 1 mk)

  1. State three ways by which biological agents can enhance the process of soil formation

( 1 ½ mk)

  1. State four advantages of drip irrigation ( 2 mks)
  2. State four advantages of adding organic manure to a sandy oil ( 2 mks)
  3. State two factors that would determine the amount of fertilizer to be top dressed to a

crop in the field                                                                                         ( 1 mk)

  1. State four advantages of applying lime as a measure of improving soil condition

( 2 mks)

  1. Give four reasons for using certified seeds for planting ( 2 mks)
  2. Give four reasons for planting crops at the correct spacing ( 2 mks)
  3. State three effects of soil erosion ( 2 mks)
  4. Name four methods used to control weeds in pastures ( 2 mks)
  5. State two benefits of conserving forage crops ( 2 mks)
  6. Mention four practices that should be carried out to maintain grass pasture

( 1  ½ mks)

  1. Define the following terms as used in agriculture economics

(a) Gross domestic product (GDP)                                                    ( 1 ½ mks)

(b) Per capita income                                                                         ( ½ mks)

  1. What is profit maximization in agriculture economics? ( ½ marks)
  2. State four benefits of budgeting to a farm manager ( 2 mks)
  3. Give two reasons why farmers keep farm accounts
  4. State activities carried out by young farmers club in Kenya ( 2 mks)
  5. State four ways by which afforestation helps in land reclamation ( 2 mks)
  6. State three advantages of multiple stem pruning over single stem pruning in coffee

( 1 ½ mks)

SECTION B (20 mks)

Answer ALL the questions in this  section in the  spaces provided

  1. Two maize pests are shown in the diagram below. Study them and answer the

questions that follow,

s

 

 

 

 

 

 

(a) Identify the pests in the diagram labeled A and B                                               ( 1 mk)

(b) at what stage of maize production does each damage the crop?

(c) Give one way of controlling each of the pests in the field

21 (a) state the law of diminishing returns in a production process

(b) Use the information on the table below to answer the questions that follow

Fertilizer input ( units) Maize yield (bags) Marginal productions (bags)
0 50 12
1 62 12
2 66 4
3 68 2
4 69 1
5 69 0

 

The cost of fertilizer is Kshs 1500 per unit and the price of maize  is Kshs 1200 per bag.

(i)        At what unit of fertilizer input should the  farmer  be advised to stop applying any more fertilizer to the maize?                                       ( 1mk)

(ii)       Give a reason for your answer in (b) above

(iii)      Calculate the marginal return at the point  of optimum production ( 1mk)

 

  1. (a) Describe the procedure which should be followed in spraying a crop in tomatoes using a fungicide in powder form, water and a knapsack sprayer. (3mks)

 

(b)       Name one fungal disease of tomatoes that can be controlled using the above procedure.                                                                               (1mks)

  1. c) State four safety measures that should be taken while spraying the crop with the fungicide. (2mks)
  2. The diagram below shows a weed

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. a) Identify the weed (1mk)
  2. b) State two reasons for controlling the weed.                                                 (2mks)
  3. c) Name two herbicides that can be used to control the weed in a field

of maize                                                                                                          (1mk)

  1. d) A t what stage of growth of maize should the weed be controlled using

a post emergence herbicide?

 

SECTION C (40 MARKS)

Answer any TWO questions in this section in the spaces provided at the end of the section.

 

  1. Describe the establishment of kales under the following sub – headings:
  2. a) Nursery preparation
  3. b) Establishment in the nursery
  4. c) Management of seedlings in the nursery.
  5. d) Transplanting of seedlings.
  6. a) Outline the factors necessary for proper functioning of farmers’

co-operative societies in Kenya.                                                       (5mks)

  1. b) Explain how farmers overcome risks and uncertainties in

a farming business.

  1. c) Describe the steps farmers should follow when planning a farm business
  2. a) List various methods of harvesting water in a farm
  3. b) Outline farming activities which may encourage soil erosion.
  4. c) Explain how various farming practices would help to conserve soil

in a farm.

 

K.C.S.E. PAPER 2

SECTION A (30 MARKS)

Answer ALL the questions in this section in the spaces provided.

  1. Name a breed of sheep with a Lambing percentage of above 125 and whose fleece may be inferior due to black fibres. (1mk)
  2. List two appropriate hand tools needed to finish off the handle of a fork-jembe. (1mk)
  3. What is “cropping” in fish farming? (1mk)
  4. State four functions of lubrication system in a tractor.                         (2mks)
  5. Give four maintenance practices carried out on the water cooling system of a tractor.             (2mks)
  6. State reasons why a farmer would choose to use a disc plough rather than a mould board plough. (2mks)
  7. State four construction features necessary in a fish pond. (2mks)
  8. Give four ways in which disease causing organisms can gain access into a newly born calf (2mks)
  9. State four ways of controlling tsetse flies. (2mks)
  10. Give two predisposing factors of foot-rot in sheep. (1mk)
  11. State four factors which should be considered when selecting dairy goats for breeding. (2mks)
  12. Give four reasons why camels are suited to living in arid areas. (2mks)
  13. Name two functions of the crop in the digestive system of chicken.             (1mk)
  14. State four methods of dehorning (2mks)
  15. Mention six causes of stress to a flock of layers. (3mks)
  16. State four functions of the worker bees in a bee colony. (2mks)
  17. State four features of a good pig house. (2mks)

 

SECTION B (20 MARKS)

Answer ALL the questions in this section in the spaces provided.

  1. (a)      A diagram of a planter is shown below. Study it and answer the questions

that follow.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(i)      Identify the parts labelled A, B, C, and D,                                           (2mks)

 

A         ______________________

B         ______________________

C         ______________________

D         ______________________

(ii)      State two maintenance practices carried out on the planter.                         (2mks)

 

  1. b) Study the diagrams of workshop tools shown below

 

 

 

 

 

 

 

 

 

(i)        Identify the tools labeled E and F                                                      (1mk)

E          __________________

F          __________________

(ii)       What functional advantage does tool E have over tool F?                (1mk)

 

  1. The diagram below represents a calf pen. Study the diagram and answer the questions that follow.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a)       (i)        Identify the type of floor.                                                       (½ mk)

(ii)       How high should the floor be raised above the ground level? (1mk)

 

(b)       (i)        Give one reason for having the floor of the calf pen raised.             (1mk)

(ii)       State three factors that should be considered in sitting the calf pen. (3mks)

  1. (a) Define the term digestible Crude  Protein (DCP)                             (½ mk)

 

(b)       A farmer wanted to prepare a 200kg of calf rearing ration containing 20% DCP. Using the Pears Square Method, calculate the amount of Maize containing 10% DCP and Sunflower containing 35% DCP the farmer would need to prepare the ration. (Show your work)                                   (4mks)

 

  1. A diagram of a cow is shown below. Study it and answer the questions that follow.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a)       Name the parts labeled G, H, I and J.

 

G         ____________________

H         ____________________

I           ____________________

J          ____________________

(b)       Name four parts of the animal preferred by a two host tick.                        (2mks)

 

 

 

SECTION C (40 MARKS)

Answer any TWO questions in this section in the spaces provided at the end of the section.

  1. a) Outline the procedure followed when hand spraying cattle to ensure

effective use of acaricides to control ticks.                           (10mks)

  1. b) Discuss Foot and Mouth disease under the following headings:

(i)        Casual organisms.                                                                  (1mk)

(ii)       Livestock species attacked.                                                    (2mks)

(iii)      Symptoms of attack.                                                              (4mks)

(iv)      Control measures.                                                                  (3mks)

 

  1. a) Describe the management practices that a farmer should carry out to

improve milk production in a low yielding herd of dairy cattle.     (15mks)

  1. b) Describe the management practices that would ensure maximum yield of fish in a fish pond. (5mks)

 

  1. a) What are the advantages of farm mechanization?                            (6mks)
  2. b) Explain the differences between a two stroke and a four stroke cycle engine. (6mks)
  3. c) Outline the daily maintenance practices that should be carried out on a farm tractor (8mks)

 

 

 

K.C.S.E AGRICULTURE PAPER 1 MARKING SCHEME

SECTION A

  1. Olericulture is growing of vegetables while pomocuhure is growing of fruits

(Mark as whole)                                                                                             1mk

  • Movements of animals in large numbers
  • Decomposition of plants and animals remains by soil micro-organism
  • Physical breaking of rocks by roots of higher plants
  • Man’s activities e.g. cultivation, mining and road construction
  • Mixing up of soil burrowing animals e.g. earth worms and termites

Any 3 x 1 ½ =(1 ½ mks)

3

  • Little amount of water is used/economics water use
  • Reduces incidences of certain leaf diseases/ Fugal discs
  • Can be used in sloppy areas because there is no risk of surface run off/no risk of soil erosion
  • Water under low pressure can be used
  • Some fertilizers and pesticides can be applied with irrigation water.
  • Minimizes growth of weeds                                                   (Any 4 x ½ = (2mks)

4.

  • Adds nutrients.
  • Increases  microbial activity in the soil
  • Improves water holding capacity/reduces leaching/ improves capillarity
  • Buffers soil PH
  • Moderates soil PH
  • Moderates soil temperatures

5.

  • Type of cop-soil nutrient status
  • Stage of growth of crop
  • Expected yield

6.

  • Lowers soil acidity raises soil ph(modifies ph
  • Increases the calcium content of organic matter
  • Improves soil structure through flocculation of soil particles/improves drainage.
  • Facilities the availability and absorption of Nitrogen and prosperous
  • Improves legume nodulation and N fixation
  • Encourages multiplication of micro-organization in the soil

7.

  • Free from foreign materials e.g. weeds
  • Gives rise to vigorously growing plants
  • Have high germination percentage
  • Free from pest and diseases attack/healthy
  • True to type not contaminated                                               (Any 4x ½ = 2mks)

8.

  • Easy to determine plant population in a given area
  • Ensure high quality produce.
  • Ensures high production
  • Facilities optimum use of nutrient moisture and light
  • Permits use of machines when carrying on subsequent farm operations
  • Facilities control of pests and e.g. ground

 

9.

  • Pollution of the environment
  • Loss of plant nutrients and soil microorganisms
  • Siltation of dams and rivers
  • Reduction of soil depth
  • Destruction aid farm structures                                             ( Any 4 x ½ = 2 mks)

10.

  • Burning pasture during grazing season, cultural method
  • Moving/physical method
  • Use of biological agents/ Biological methods

11.

  • Provide feed during period of scarcity/ distribute available forage for livestock through the year
  • Ensure better and proper utilization of land
  • Can be sold for money

12.

  • Top dress with N fertilizers occasionally/ apply manure
  • Control weed
  • Practice controlled grazing to avoid denudation
  • Cut back dry and unpalatable stems to encourage fresh re-growth/ topping
  • Re- seeding when necessary
  • Irrigation when necessary
  • Control of pest                                                                                    (Any 4 x ½ = 2 mks)

13 (a)

GDP- is the sum total of goods and services produced by a country within a period of one year.                                                                 (1 x ½ = ½ mk)

16.

  • To keep check on income and expenditure / profit and loss
  • To know which activities are financially viable/ weakness and strength of the business
  • To obtain knowledge of the total value of the farm/ the value of assets and liabilities for farm planning
  • To assess credit worthiness
  • To provide information for tax purposes
  • Organizing agriculture field days for the local community
  • Participating in agricultural exchange programs both locally and internationally

(Any 4 x ½ = 1 ½ mk)

17.

  • Organizing and participating in annual YFC rallies and camps
  • Participating and completing in ASK show activities e.g livestock judging
  • Planting trees/ carrying out agricultural project in schools
  • Organizing agricultural field days for the local community.
  • Participating in agriculture exchange programs both locally and internationally.

(Any 4 x ½ = 2 mks)

18.

  • Adds- organisms matters
  • Recycles soil nutrients
  • Helps to control soil erosion
  • Improves drainage of swampy areas
  • Plays an important part in the hydrogical

B- Trapping and killing

Use of scare crows/ scaring

Poisoning/ rodenticide usage                                                 1×1      = ( 1 mk)

21.

(a)       The law state that “if successive units of one input are added to fixed units of other inputs, a point is eventually reached where additional output per additional unit of input will decline”                                                      ( mark as a whole)

(i)        At the end of the third unit of fertilizers application

(ii)       This is the least profitable unit of fertilizer application beyond which there would be a loss

(iii)      Marginal returns (MR) at the point of optimum production

MR = Kshs 1200 x 2 = 2400/=

  1. (a)
  • Read the label/ the manufactures instruction
  • Measure the requirement amount of fungicide
  • Place it into a container and mix thoroughly
  • Powder has dissolved completed/ has formed slurry
  • Pour the mixture into the knapsack sprayer though the sieve
  • Spray the  mixture onto the crop

(b) Blight (late or early) powdery mixture                                                          ( 1 mk)

(c)

  • Spray following the direction of the wind
  • Wear protective clothing
  • Avoiding eating or smoking while handling fungicides
  • Avoid spillage of the fungicide/ avoid containing the environment
  • Do not suck/ blow a blocked nozzle                                      (Any 4 x Vi = (2 mks)

23.

(a) blackjack/ Bidens pilosa

(b)

  • To avoid competition for nutrients, moisture arid light
  • Black jack seeds may contaminate some crops/ farm practice
  • Blackjack may be an alternate host to some pest e.g aphids which may attack crops like beans
  • Black jack seed prick and irritate workers                            (Any 2 x 1 = 2 mks)

(c) –           MCPA

–           2, 4-D

 

(d)       At what stage if growth of maize should the weed controlled using a pest?

– 10 to 15 cm hi

– 2 to 4 week after emergence                                                            1 x 1 = 1 mk

 

SECTION C

24.

  • Clear the place, if bushy
  • Dig/prepare the site to a desirable tilt/ Fine with
  • Remove roots and stone from the site
  • Prepare nursery beds 1- 1.54 wide by any convenient length
  • Prepare raised or sunken nursery bed depending on moisture content available
  • Level the Nursery bed                                                                        ( Any 4 x 1 = mks)

(b)

  • Make shallow furrow drills/ about 10cm apart
  • Apply phosphates fertilizers in the furrows/ Drill and mix with the soil
  • Sow seeds by drilling
  • Cover the seed lightly with soil
  • Apply some mulch after sowing seeds
  • Water the nursery thoroughly                                                            ( Any 3 x 1 = 3 mks)

(c)

  • Remove the mulch as soon as seedling emerge
  • Water the nursery at least twice a day, preferably morning and late evenings
  • Remove weeds as they come up
  • Thin young seedlings if over crowded/ prick seedlings
  • Control diseases
  • Harden off the seedling/ remove shade gradually and reduce frequency of watering                                                                                    ( Any 5 x 1 = 5 mks)

(d)

  • Water nursery thoroughly before transplanting
  • Dig the planting holes at appropriate depth
  • Select healthy seedlings
  • Uproot seedlings carefully with as much as possible to avoid root damage/ use a garden trowel
  • Transport seedling carefully to the end field using appropriate means
  • Transport on a cloudy day or late in the afternoon
  • Place insecticide in the hole to control soil borne pests
  • Place the seedling in the planting holes at the same depth they were in the nursery bed
  • Fill the hotels with soil and firm around the seedlings
  • Apply mulch or erect a shade
  • Water the seedling thoroughly                                               (Any 5 x 1 = 5 mks)
  1. (a)
  • Availability of adequate funds or capital/ inputs
  • Training of personnel or availability of advisory services on managerial skills
  • Loyalty on the part of all farmers, co-operators and officials to support their organization
  • Proper and accurate record keeping and accountability for all operations
  • Efficiency with which produce from farm are marketed
  • Honest on the part of personnel with regard to the handling of co-operative finances
  • Timely payment of farmers dues

(b)

  • Diversification/ growing a variety of crop or having various enterprises so that if one fails has something to rely on.
  • Insurance against losses/ taking insurance policy for farming activities so that in case of failure the enterprises are covered.
  • Inventory marketing/ strategic farming keeping farm product and selling at when prices are favorable
  • Flexible enterprises engaging in enterprises that can be stopped or started early as condition change.
  • Rationing of inputs using just sufficient inputs such that in case of losses the cost are not too high
  • Using more certain husbandry practices using practices that the farmer is sure of  and has used in the pas.
  • Hedging/ contract marketing making arrangements with marketing agencies in advance so that changes in price after the arrangement do  not change the price of the farmer’s produce.
  • Selecting more certain enterprises selection of enterprises that the done well in the area/ tried though research                                                     ( Any 7 x 1 = 7mks)

C.

  • Determination of the farmer’s objectives and preference in order to eliminate those production possibilities that are unsuccessful
  • Determination of available resources to the farmer in order to establish his/her abilities and limitations.
  • Determination of possible productive enterprises
  • Determination of tentative budget/ translation of physical plan into a  financial
  • Determination of yield f various enterprises
  • Development of financial  flow in order to establish the capital requirements
  • Examination of the plan to ensure that is is consistence, workable and desirable
  • Determination of government policies and regulation to make the plan realistic.

(Any 8 x 1 = 8 mks)

  1. (a)
  • Ponds/ water pumps
  • Dams/ weirs
  • Roof catchments
  • Rock catchments
  • Retention ditches/ level terraces

(b)

  • Continuous cropping without giving the land a rest
  • Burning
  • Ploughing along the slopes/ farming on step land
  • Deforestation
  • Ploughing along river banks
  • Cultivating when the soil is too dry or wet
  • Overgrazing/ overstocking
  • Flooding/ application of a large amount of water at high rate
  • Over cultivating the land to fine tilth/ pulverizing the soil

(c)

  • Mulching by reducing the speed of run- off and reducing the impact of raindrops
  • Contour farming by reducing the speed run off
  • Terracing effective length of the slope and consequently slowing down speed of running off
  • Planting trees/ holding soil particles together hence reducing effects of wind erosion and reducing the impact of rain drops
  •  Establishing and maintaining vegetated water; by reducing the impact of livestock on the soil erosion
  • Establishing trash lines/ sones lines by reducing speed of run- off an effects of  wind erosion

 

 

K.C.S.E AGRICULTURE PAPER 2 MARKING SCHEME

SECTION A

  1. Hampshiredown (1 mark)
  2. Cross cut saw/ Tenon saw/ Back saw/ spokes have/ circular plane 2 x ½ = 1 mk)
  3. Removal/ harvesting of marketable size fish from the pond (1 mk)
  4. Prevents metal engine parts from rusting
  • Promotes free movement of engine parts by reducing friction
  • Traps foreign materials e.g. soot, dirt and dust
  • Lowers engine temperature by conducting away excess heat
  • Helps in sealing compression between the piston and cylinder (4 x ½ =2mks)

5.

  • Keeps radiator fins free of rubbish and dirt. Water pump lubricated regulated/ weekly
  • Ensure that the fen belt is tightly fitted/ proper tension/ lock bolts and nuts should be tightened
  • All pipes should be fitted tightly to avoid leakage
  • To up the level of water in the radiator before using the tractor

(4 x ½ =2mks)

6.

  • Disc ploughs work better in dry/ sticky and hard soils than mould board plough
  • There is less hindrance to operations chances of breakages because the discs roll/ ride over obstacles
  • The maintenance costs of disc plough are lower than the moldboard.
  • Disc plough require less tractor- power to pull than moldboard

7.

  • An outlet to drain off excess water
  • An inlet for fresh water supply
  • A spill way channel to take away excess water/ overflow water
  • A screen to prevent escaping of fish/ entry of unwanted objects/ fish
  • A fence to keep away predators/security
  • Dikes walls embankment/ leaves                                           ( 4 x ½ =2 mks)

8.

  • Through the mough/ natural openings
  • Through umbilical cord
  • Through respiratory track
  • Through injury/ wounds on the body
  • Though bites by disease vectors                                            ( 4 x ½ = 2 mks)

9.

  • Spraying insecticides the breeding places
  • Clearing the vegetation
  • Use of appropriate insecticides to spray cattle
  • Sterilization of the male tsetse flies                                      (4 x ½ = 2mks)

10.

  • Overgrown hooves
  • Wet and muddy conditions
  • Physical foot injuries                                                             (2 x ½ = 1 mk)
  • High milk yields
  • Good health
  • Fast growth/ early maturity
  • High growth/ maturity
  • Good mothering ability
  • Good body conformation                                                       ( 4 x ½ = 2 mks)

12.

  • They can browse and survive on poor vegetation
  • They have hooves with tardy pads which enable them to tra- verse large area sandy ground/ flat hooves
  • They can tolerant to high temperature/ have thick skins
  • They can travel long distances for several days with very little water
  • Store fats in humps/fats can be metabolized to metabolic
  • Long eye lashes to prevent entry of sand/ have nose flaps

13.

  • Softening moistening of the food
  • Storage of food                                                                       ( 2 x ½ = 1 mks)

14.

  • Using of caustic potash stick
  • Use of disbudding ron/ dehorning
  • Use of dehorning saw or wire
  • Use of rubber ring and elastrator
  • Use of dehorning collusion                                                    ( 4 x ½ = 2 mks)

15.

  • Overcrowding
  • Pest infestation/ pest diseases
  • Noise/ strangers
  • Lack of food and water
  • Sudden change in routine/ management
  • Unbalanced diet
  • Fluctuation in temperature
  • Introducing new bird in the flock

16.

  • Feeding the queen / the broods
  • Protecting the hive from intruders
  • Collecting nectar, pollen, gums and water/ Foraging
  • Cleaning the hive
  • Building combs and sealing cracks
  • Making honey bee wax
  • Scouting                                                                                  ( 4 x ½ mk= 2 mks)

17.

  • Should be rain- proof/ leak proof
  • Should be well ventilated
  • Should be easy to clean
  • Should be well lit
  • Should have adequate space
  • Drought free
  • Good drainage                                                                                    (4 x ½ = 2 mks)

 

SECTION B

  1. (i) A- Furrow opener

B-        Fertilizer hopper

C-        seed hopper

D-        Press wheel                                                                 (4 x ½ = 2 mks)

Clean hopyjers/ tuirow openers after use

  • Lubricate/ grease moving parts
  • Replace worn out lost bolts and nuts

(ii)

  • Check tension of chains/ drive sprockets before use
  • Tighten loose bolls and nuts                                                  (Any 2 x 1 = 2mks)

(b) (i)        E          – adjustable spanner

F          – Ring spanner                                                            (2 x ½ = 2mks)

(iii)      Tool E can be used for tightening or loosening more than two sizes of nuts and belts                     ( Rejects one is adjustable     ( 1 mk)

19        (a)

(i) Slatted floor                                                                       1 x1 = 1 mk

(ii) (H 40 – 60 cm high

(b) (i)

  • To allow urine and dung to pass through
  • To keep the floor dry                                                              ( Any 1x 1 = 1mk)

(ii)

  • Prevailing direction of the wind
  • Safety/ security
  • Proximity to the dairy shed/ accessibility of the dairy shed
  • Drainage
  • Topography                                                                            ( Any 3 x 1 = 3 mks)
  1. (a) Term used to express that amount of the crude protein absorbed by an animal’s

body from a feed                                                                    (1 x ½ = 1mk)

(b) Pearson’s square method

 

Maize 10% DCP 35-                                                  20 = 15 parts of maize

 

 

 

 

 

Sunflower 35% DCP                                                  Sunflower

Amount of maize 15/25 x 200 = 120kg

Amount of sunflower 10/25 x 200 = 80 kg

Mark as shown in the diagram                                                           (4 x 1 = 4 mks)

 

21 (a)  G         –           Muzzle

H         –           Poll

I           –           Shoulder

J          –           Heart girth                                                      (4 x ½ = 2 marks)

 

(b)   Ear lobs/ deep in the ear

Anus

Vulva

Under tail                                                                                (4 x ½ = 2mks)

  1. (a)
  • Spray the entire backline from my shoulder to the tail head
  • Spray the sides in a zigzag motion to trap me retain the wash from the backline
  • Spray the belly with me nozzle facing upward
  • Spray the scrotum/ udder and the hind flanks carefully
  • Spray both hind legs up to and including the heels
  • Spray under the tail head and the area around the anus and vulva
  • Hold the tail switch on to the rump and spray it thoroughly to ensure complete wetting
  • Spray the neck and the foreleg; from the flanks to the heels
  • Spray the head and face making sure that bases of the horns are thoroughly wetted,
  • Spray the inside of the ears (10 x 1 = 10 mks)
  • (b) (i) Causal organisms – Virus/ virus types O, A, C/ south African types

SAT1, SAT2,  SAT3,  / Asian type 1                               ( 1 x 1 = 1mk)

 

(ii)

  • Cattle
  • Pigs
  • Goats
  • Sheep
  • Profuse salivation ( Any 2 x 1=2 mks)
  • Blisters which are painful around the mouth and hooves of the fect leading to lameness
  • Drop in milk production in lactating cows
  • Sharp rise in temperature/ high fever
  • Emaciation
  • Complete loss of appetite
  • Diarrhoea ( Any 4 x 4 = 4 mks)

 

(iv)      Quarantine

(a) Vaccination very 6 months

(b) Slaughter and destruction of carcass

(c) Regulations of livestock movement by issue of movement permits

(d) Burn/ bury dead animals

 

23 (a)

  • Select good animals on the basis of high yielding cows
  • Select animal with good health
  • Select animals having high fertility
  • Select animal having good dairy conformation
  • Cull poor producers
  • Use superior bulls/ semen from superior bulls to service the cows
  • Mate heifers when fully mature considering weight/ age
  • Breed cows 60- 90 days after calving to maintain after calving interval of one year
  • Keep animals health by routine vaccination
  • Control internal parasites by routine drenching using appropriate drugs
  • Treat sick animals
  • Avoid physical injuries to the animals/ predisposing disease factors
  • Improve sanitation/ cleanliness in the farm
  • Feed the cattle on a balanced diet
  • Give adequate feeds
  • Give clean and uncontaminated feed
  • Provide plenty of clean water
  • Provide minerals/ vitamins
  • Provide housing/ avoid overcrowding/ provide shelter that is leak proof
  • Use proper milking techniques
  • Milk at regular intervals                                                        ( Any15 x 1 = 15mks)

 

(b)

  • Control stocking rage
  • Control of water pollution
  • Supply adequate feed regularly
  • Provide appropriate feed
  • Aerate the eater by ensuring constant inflow and outflow of water
  • Control predators
  • Harvest fish at the correct maturity stage
  • Maintain appropriate water level in the fish pond always
  • Add manure or fertilizer in pond to encourage growth of planktons

(Any 5x 1 = 5 mks)

  1. (a)
  • Farm operations can be achieved on time
  • Large area can be covered within a short time
  • Reduce drudgery/ makes work easy and enjoyable
  • Better job is done mechanically than human labor/ increased efficiency
  • High yields are obtained because farm operations are carried out on tme
  • Pest and disease outbreak can be controlled relatively in a shorter time
  • Tends to encourage farmers to consolidate their land
  • Farmers benefit from economies of scale
  • Use less labor                                                                         ( Any 6 x 1 = 6 mks)

 

 

(b) TWO STROKE CYCLE ENGINE

  • Cheap to buy and easy to maintain
  • Produce less power/ do less heavy
  • Mainly air cooled
  • Inefficient in fuel and oil utilization
  • Easy to transport to different areas of the farm land e.g hilly areas\
  • Require two complete upward and downwards movements of to be position, and one revolution of crankshaft
  • There is no provision of oil in the sump, during induction, to lubricate the crankshaft
  • Simple in construction with no valves
  • Has 2 openings exhaust

 

(c) FOUR STROKE CYCLE ENGINE

  • Expensive to buy and maintain
  • Produce more power/ do heavy work
  • Efficient in fuel and oil utilization
  • Mainly water cooled
  • Difficult to transport easily due to weight
  • Require 4 complete upwards and downwards
  • 2 revolutions of 1 he crankshaft
  • Engine have oil in the sump to lubricate the crankshaft bearings
  • Complex in constructions with two valves ( inlet and outlet)
  • Has no parts and inductors ports                                            (Any 6x 1 = 6 mks)

 

  • Using a dip – stick to check the level of oil in the sump
  • Check the fuel tank to ensure there is adequate fuel for the day’s job
  • Check the level of the electrolyte in the battery and adjust accordingly.
  • Grease/oil moving parts
  • Check-fan belt. Tension’ and condition and adjust accordingly
  • Check level of water in radiator and top up if necessary
  • Check air cleaner to ensues that there is no dirt/check level of oil
  • Check tyre pressure  before work and adjust accordingly
  • Tighten bolts, nuts and pins
  • Open  and remove the dirt from sediments bowels

(Any 8×1=8 marks)

 

K.C.S.E AGRICULTURE PAPER 1

SECTION A [30 MARKS

Answer ALL the questions in this section in the spaces provided.

  1. Give four conditions of the land which may make it necessary to carry out reclamation practices.    [2marks]
  2. List three physical weathering agents in the soil formation process             [11/2]
  3. State two mechanical methods of separating soil particles according to size during soil analysis [1marks]
  4. Give two benefits of possessing a land Title Deed to a farmer. [1mark            ]
  5. Give four advantages of crop rotation             [2 marks]
  6. State four factors that should be considered when classifying crop pest
  7. State three functions of boron in crop development. [11/2]
  8. Outline four observable indicators of economic development of a nation                                                                                                             [2marks]
  9. Give three factors that may influence the price of an agricultural commodity.[11/2]
  10. Name three examples of leguminous fodder crops. [11/2]
  11. Give two factors that may determine the size of a pit for silage making [1mark]
  12. Give three reasons for controlling weeds in pastures. 11/2
  13. State six characteristics of a productive soil. ( 3 mks)
  14. State any five qualities that should be considered when selecting seeds for planting ( 2 ½ mk)

15        (a) State four practices which encourage soil erosion                      ( 2 mks)

(b) Name two forms of gulley erosion                                              ( 1 mk)

  1. (a) State four advantages of land consolidation ( 2 mks)

(b) Give two advantages of leasehold tenure system in farming      ( 1 mk)

 

SECTION B ( 20 MARKS)

Answer all the questions in this section in the spaces provided

 

  1. The table below shows the demand and supply of potatoes at UKULIMA market.

 

Price (Kshs) Quantity demanded (in bags) Quantity supplied (in bags)
1200 50 250
1000 90 200
800 150 150
600 225 70
400 335 0

 

(a)       Using suitable scales, draw and label a graph showing the relationship between the demand and supply of the potatoes at UKULIMA market.               (5mks)

(b)       What is the equilibrium price of the potatoes?                                             ( 1 mk)

(c)       From the graph determine:

(i)        The number of  bags of potatoes that would be bought if the price per bag is Kshs 900/=                                                                                          ( 1 mk)

 

(ii)       The price of a bag of potatoes if 180 bags are supplied                    ( 1 mk)

  1. The diagrams labeled A1, A2, A3, and B below illustrate materials and methods of vegetative propagation. Study them and answer the questions that follow.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a) Name the parts labeled A1, and A2                                                           ( 2 mks)

A1

A2

(b) Name the methods of propagation illustrated in diagrams A3 and B      ( 2 mks)

A3

B

  1. Study the crop illustrated in the diagram below and answer the questions that follow

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a)       Name one insect pest which attacks the part labeled C1 and one disease which attacks the part labeled C2                                           (2 mks)

C1

C2

  1. A member of young farmers club was advised to apply a complete fertilizer 30: 20:10 in a tomato plot measuring 10m long by 5m wide at the rate of 300kg per hectare

(a)       State the percentage of P205 in the complete fertilizer         ( 1 mk)

(b)       Calculate the amount of fertilizer the member would require for the plot

(2 mks)           (Show your working)

 

 

  1. The diagrams labeled D and E below are illustrations of coffee established using two different formative pruning systems. Study them and answer the questions that follow.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(a) Name the system of pruning illustrated in diagram D above                              ( 1mk)

(b) Outline how the pruning system illustrated in diagram E is carried out                        (2mks)

SECTION C (40 MARKS)

Answer any two questions in this section in the spaces provided after questions 24

 

  1. (a) Describe the field production of irrigated rice under the following sub-headings

(i) Land preparation                                                                           ( 7 mks)

(ii) Water control                                                                               ( 6 mks)

(b) Describe the management of trees grown under various agro- forestry systems

( 7 mks)

  1. (a) Describe the problems of marketing of agricultural produce ( 10 mks)

 

(b) Discuss the importance of budgeting in agricultural production      ( 10 mks)

 

  1. (a) Discuss the importance of irrigation if farming ( 12 mks)

 

(b) Explain the factor that influence the type of irrigation to be used in a farm

( 8 mks)

 

K.C.S.E AGRICULTURE PAPER 2

SECTION A (30 marks)

Answer ALL the questions in this section in this section in the spaces provided.

  1. Give two reasons for using litter in a poultry house.             (1mk)
  2. Name two diseases of poultry that are controlled by vaccination. (1mk)
  3. State two factors that could lead to failure to conceive in sows after service. (1mk)
  4. Give tow causes of scouring in calves. (1mk)
  5. State three factors that would determine the amount of concentrate fed to

dairy cattle.                                                                                         (1 ½ marks)

  1. Give three ways of stimulating milk let-down in a dairy cow. (1 ½ marks)
  2. State tow reasons for dehorning cattle. (1mk)
  3. List two equipment used in handling cattle during an agricultural exhibition.(1mk)
  4. State three signs of anthrax infection disease observed in the carcass

of cattle.                                                                                              (1 ½ mks)

  1. Give three effects of external parasites that are harmful to livestock. (1 ½ mks)
  2. State four factors to consider when siting a fish pond. (2mks)
  3. State three adjustments that should be carried out on a tractor – mounted mouldboard plough in preparation for ploughing. (1 ½ mks)
  4. a) Name four breeds of dairy goats.                                                       (2mks)
  5. b) Mention two distinguishing characteristics of the Bactrian camel breed.

(1mk)

  1. State five methods of maintaining good health in livestock.          (2 ½ mks)
  2. List four sources of farm power which are environmental friendly.           (2mks)
  3. State three maintenance practices that should be carried out on a feed trough.                                                                                                             (1 ½ mks)
  4. Name four systems of a tractor engine. (2mks)
  5. List three types of calf pens. (1 ½ mks)
  6. State four conditions that would encourage hens to eat eggs in poultry production

(2mks)

 

SECTION B (20 MKS)

Answer ALL the questions in this section in the spaces provided.

  1. The diagrams labeled A and B below show the teeth arrangements in hand workshop tools.

 

 

 

 

 

 

  1. a) Identify the tools represented with by the teeth arrangements

A and B.                                                                                              (1mk)

A   ……………………………………………..

B   ……………………………………………..

  1. b) State one functional difference between tools represented by the

teeth arrangements A and B.

A  ………………………………………………

B  ………………………………………………

  1. c) Give two maintenance practices for the tools represented by the

teeth arrangement shown above.                                                        (2mks)

  1. a) The diagram below illustrates a method of identification in

livestock production. Study the diagram and answer the

Questions that follow.

 

 

 

 

 

 

 

 

 

 

 

  1. i) Name the type of identification illustrated above. (1mks)
  2. ii) Give the identification number of the animal illustrated in

the diagram above.                                                                 (1mk)

iii)       Using diagrams illustrate how you can identify animals Nos

24 and 36 using the above method.                                        (2mks)

Animal No. 24

Animal No. 36

(b)       If a sow was successfully served on 27th September, 2006, state the date

she is likely to have furrowed.                                                           (1mks)

 

  1. The diagram below shows a type of a farm gate. Study the diagram and

answer the questions that follow.

 

 

 

 

 

 

 

 

 

  1. a) Identify the type of gate shown                                                       (1/2 mk)
  2. b) Name the parts labeled C, D and E. (1 ½ mks)

C …………………………………………..

D ……………………………………………

E …………………………………………..

  1. c) i) State one function of the part labeled F.                                            (1mk)

F ……………………………………………

  1. ii) State two functions of the gate illustrated above.                             (2mks)

 

  1. The diagram below shows a farm implement. Study it and answer

the questions that follow.

 

 

 

 

 

 

 

 

 

 

 

  1. a) Identify the farm implement illustrated above.                                 (1mk)
  2. b) Name the parts labeled G, H, J and K.

G ………………………………………………………

H ………………………………………………………

J ………………………………………………………

K ……………………………………………………..

  1. c) State four functions of the farm implement illustrated above.                    (2mks)

 

SECTION C (40 marks)

Answer any TWO questions in this section in the spaces provided after question 26.

 

  1. a) Describe the advantages of the battery system of rearing layers. (10mks)
  2. b) Outline the factors to consider when selection livestock for breeding.

 

  1. a) Name the strokes in a four stroke engine and describe how

each operates.                                                                         (12mks)

  1. b) Describe the functions of the gear box in a tractor.                          (8mks)

 

  1. a) Name and describe the features of an ideal calf pen.                                    (9mks)
  2. b) Discuss pneumonia in calves under the following sub – headings:
  3. i) Predisposing factors                                                                           (3mks)
  4. ii) Symptoms                                                                                           (5mks)

iii)       Control measures                                                                               (3mks)

 

 

KCSE AGRICULTURE MARKING SCHEMES PAPER 1

1.

  • Very steep land
  • Water logging / marshy area.
  • Forested / Bushy area.
  • Rocky / Aridity/Tsetse fly infested areas.
  • Wind / Moving water
  • Temperature changes
  • Moving ice/ Glacier

3.

  • Using a sieve / sieve analysis.
  • Sedimentation method

4.

  • Can be used as a security for credit.
  • Encourage long term investments
  • Reduces land disputes
  • Motivates the farmer to conserve soil water.

5.

  • Improves soil structure
  • Controls soil borne pests and diseases.
  • Ensure maximum utilization of farm labour.
  • Aids in weed control
  • Improves soil erosion.
  • Security incase of failure of one crop.
  • Add nitrogen through N – fixation by Rhizobium bacterial when legumes are included.

6.

  • Crop attacked / mode of feeding .
  • Whether field or storage pest.
  • Crop parts attacked.
  • Stage of crop growth attacked.
  • Scientific classification e.g. insects, mite, rodents.

7.

  • Important in calcium utilization.
  • Necessary in sugar translocation
  • Needed in water absorption.
  • Aids in translocation of sugar nitrogen and phosphorous.
  • Aids in fruit development.

8.

  • Development of infrastructure.
  • Housing status of the citizens.
  • Increase in recreation facilities.
  • Ratio of teachers to students.
  • Improvement in the level of technology/ more industrialization.

9

    • Price of substitutes.
    • Price expectations in future.
    • Quality of the commodity
    • Tastes and preference of the commodity.

10

  • Medicago sativa/Lucerne
  • Leucaena leucocephalal/calliondra.
  • Artemisia annual/Artemisia.
  • Calliandra calothyrsusl calliandra
  • Desmodium species
  • Kenya white clove/ Infoliuim sempilosum

11

  • Quantity of forage available for ensiling.
  • Number of animal to cater for.
  • Length of the period of forage scarcity.
  • Bulkiness of the material.

12

  • To avoid poisoning of livestock.
  • Minimize diseases spread.
  • To ensure the forage is of high palatability.
  • Minimize competition for nutrients, space light.
  • To increase the life  span of the pasture.

 

13

  • Has appropriate depth
  • The right PH/ Good soil structure.
  • Good water logging capacity.
  • Well aerated/good drainage.
  • Free from soil borne pests and diseases.
  • Rich in nutrients in the right proportions.

14

  • Should be of high purity.
  • Should be free from pest and disease attack.
  • Should be appropriate size
  • Should be mature.
  • Should be free from any physical damage.
  • Should be of high percentage of germination.
  • Should be suitable to the ecology of the area.

15 (a)

  • Over –cultivation, overstocking/overgrazing.
  • Deforestation/planting annual crops on steep slopes.
  • Burning of the vegetation.
  • Ploughing up and down the slope.

 

(b) V- shaped gullies   U-shaped gullies.

 

  1. (a)
  • There is proper supervision of the farm.
  • Reduces costs on traveling
  • Easy to get extension services.
  • Allows good farm planning.
  • It enhances proper pests, diseases and weed control.
  • Encourages long term investments.

(b)

  • Landlord can earn income from the land.
  • People who have no land are able to access to farming.
  • Idle land is put into agricultural use.
  • Tenant is able to increase/decrease the size of land leased depending on profitability.
  1. (a) 800

(b)   (i) 120 bags        ii) 900

 

  1. a) A1– root stock A2– Grafting

b)A3 Grafting                   b- Trench layering

 

  1. a) C1 – Maize stalk borer, maize weevil, Aphids

C2 – Maize streak, white leaf blight.

 

 

 

  1. a) p2 o5 = 20%
  2. b) 1 ha = 10,000m2   requires 300kg of fertilizer.

5m x 10m2= 50m2 requires x of the fertilizer

10,000 x = 300 x 50

 

X = 300x 50= 3

10,000     2

  1. a) Single stem pruning.
  2. b) The main stem is capped at 38cm above the ground to encourage more

suckers to grow.  Select two strong and healthy suckers and remove the others. The selected suckers should form a U-shaped to avoid splitting.

  1. (a)
  • Clear the land
  • Divide the land into plots of 0.4 ha
  • Construct /repair bunds /dykes.
  • Construct/ repair inlet and outlet channels
  • Flood the field to a height of 7.5 – 10cm above the soil surface.
  • Carry out primary tillage
  • Puddle the soil to a fine mud.
  • Uprooted weeds should be heaped on the bunds.
  • Level the plots by dragging a wooden board/ jembe.

(ii)

  • Flood the plots to a depth of 7.5 – 10 cm.
  • Leave the field flooded for 4 days.
  • During transplanting, drain the filed to a depth of 5cm,
  • Introduce water gradually as the crop establishes.
  • Maintain the water level at 1/3 the height of the crop
  • Change water every 2-3 weeks or when it is cold.
  • Water should allow to flow slowly through the field
  • Drain the field 2-3 weeks before harvesting.

(b)

  • Irrigation during the dry season.
  • Timely pest control.
  • Timely weed control
  • Pruning, Coppicing/pollarding/capping.
  • Thinning/selective harvesting.
  • Protection against damage by animals.
  • Grafting/budding.
  • Fertilizer/manure application
  • Construction of micro-catchments
  • Structures around the trees
  • Provision of shade/mulch to reduce evaporation.
  1. (a)
    • Competition from cheap/synthetic / products, causing loss.
    • Change in supply of the produce; leading to price fluctuation
    • Change in market demand; leading to price fluctuation.
    • Lack of market information; leading to exploitation by middle .
    • Inadequate capital; hence poor financing of various marketing functions.
    • Poor quality of produce; leads to price fluctuation.
    • Seasonally of produce; leads to price fluctuation.
    • Bulkiness of most agricultural produce; making it expensive and difficult to transport.
    • High perishability; this leads to low quality of produce
    • Poor storage structure; leading to heavy losses of the produce.
    • Lack of knowledge in marketing leading to heavy losses.
    • Government interference through its agents leading to price fluctuation
    • Acts as a record for future reference.
    • Helps in deciding the viability of the enterprise
    • Assist in securing credit.
    • Helps to predict the profitability of the enterprise.
    • Aids in detecting problems easily hence correction is done in good time.
    • Aids in making management decisions especially when comparing between enterprises.
    • Helps in making changes in the farm.
    • Ensures periodic analysis of the farm business.
    • Encourage the farmer to be efficient so as to meet the target.

24 (a)

  • Enables one to grow crops during the dry seasons.
  • It’s a method of land reclamation/ allows crop production in arid and semi-arid areas.
  • Makes it possible to grow crops in special structures e.g. green house.
  • Enables one too grow crops that require high amount of water e.g. paddy rice.
  • It supplements rainfall in case it inadequate in crop produce.

(b)

  • Topography,
  • Soil type
  • Type of crop to be irrigated.
  • Amount of water available.
  • Technology available.
  • Distance of the source of water to the field.
  • Capital available, skills available
  • Climate factors of the area.

 

 

 

K.C.S.E PAPER 2 MARKING SCHEMES

1.

  • To keep the house warm.
  • To  absorb moisture from poultry droppings.
  • Keeps birds busy scratching, thus reducing cannibalism.

2.

  • Marks’s disease, avian spirochaetosis.
  • Fowl typhoid, Gumboro/ infectious bursa disease.
  • New castle, fowl pox, infectious bronchitis.
  • Chronic respiratory disease.
  • Infectious coryza of chicken.

3.

  • If the sow is barren.
  • Poor nutrition if the calf cold milk.
  • Poor timing services

4.

  • Overfeeding/ giving the calf cold milk.
  • Lack of colostrums.
  • Irregular feeding of calf.
  • Feeding milk at wrong temperature.
  • Feeding milk in dirty containers/ feeding contaminated milk.

5.

  • Level of milk production
  • Quality of roughages.
  • Availability of the concentrates.
  • Economic factors/cost of concentrates.
  • Physiological status.

6.

  • Washing the udder with warm water.
  • Allow the calf to suck for a while
  • Feeding the cow during milking.
  • Regular milking time
  • Sound associated with milking.
  • Massaging the udder when washing it.

7.

  • To make the animal docile
  • Reduce, incidence of animals injuring each other/attendant.
  • Reduce incidence of animals damaging farm structures.
  • Increase feeding, watering transportation space.
  • Add aesthetic value to the animal.

8.

  • Halters, Nose bull ring and leading stick.  Rope.

9

  • Carcass lacks rigor mortis.
  • Excess bloating
  • Water tar-like blood oozes from body openings
  • Oozing blood clot.
  • Rapid purification.

10

  • Introduce toxins that are harmful to the animal.
  • Cause anaemia/transmit diseases.
  • Cause wounds that allows secondary infection.
  • Cause irritation which leads to scratching/destroy wool.

11.

  • Source of water/Type of soil
  • Topography.
  • Closeness to homestead/accessibility.
  • Closeness to the market/consumers.
  • Far away natural sources of fish.

12.

  • Adjust the depth of ploughing
  • Adjust furrow width of ploughing
  • Front furrow depth.
  • Lowering /raising ploughing pitch.

13.

(a)

-Saanen, anglo-Nubian, Toggenburg. British alpines, Jamnapari.

14

  • proper feeding. prophylaxis, quarantine.
  • Proper housing, control of parasite.
  • Practice farm hygiene.
  • Routine vaccination.
  • Use of healthy breeding stock.
  • Timely treatment of the sick livestock.
  • Control of vectors, dipping, spraying.

15

  • Wind power.  Water power, animal power solar energy.  Human power, Biogas Geothermal.

16.

  • Painting metallic parts
  • Regular washing.
  • Repair broken parts/cracks.
  • Replace lost parts.

17.

  • Fuel systems, 1
  • Lubrication system.
  • Electrical system.
  • Ignition system,
  • Cooling system,
  • Hydraulic system
  • Power transmission system

 

18

  • Permanent calf pen.
  • Movable calf pen.
  • Concrete floor calf pen.
  • Slatted floor calf pen

19.

  • Calcium deficiency in the birds body.
  • Blight light in the laying nests
  • Birds laying on the floor.
  • Presence of broken, soft shelled eggs.
  • Prolonged stay of eggs in the laying boxes.
  • Idleness of birds.
  • Inadequate feeding.

20

(a) A- cross-cut saw   B- rip saw

(b) A- cutting across the grain     B- cutting along the grains

(c)

  • Wipe blade with an oily rug.
  • Regular sharpening of the teeth.
  • Ensure the handle is firm,
  • Teeth setting.
  • Straighten the blade if bent.
  • Proper storage of the foods.

 

21(a) (i) ear notching (ii) Number 40 (forty)

(ii) AC. 10+5+5+2+2 (17+17)

 

 

 

 

 

 

Animal No 36

 

 

 

 

 

 

 

Animal no 34

 

(b)       Between 18-1-2007 and 20-1-2007

 

  1. (a) Barbet wire gate

(b)       C – gate post/King post/strainer

D – Wire loop

E – Dropper.

 

(c) (i)

  • Support the gate post
  • To ensure the barbet remains tout.

(ii)

  • Prevent movement of farm animals outside
  • Keep away livestock from outside.
  • Used as entrance into/exit from the farm.

 

  1. (a) Animal/ ox-drawn plough.

(b)       G – Mould board.

J – Share

H – Land slide

K – Land wheel

(c)

  • Plough/ridging
  • Harvesting root crops e.g. groundnuts.
  • Weeding row planted crop.
  • Opening furrows for planting.

 

  1. (a) Advantages of battery system.
  • Higher egg produce due to less energy wastage.
  • Easy to keep individual production records.
  • Control cannibalism and egg eating.
  • No contamination of water and feed.
  • Birds are not exposed to predators, parasites and diseases.
  • Facilitates culling and handling.
  • Easy to collect eggs
  • Egg losses are reduced.
  • Many birds are kept in a given/high stocking rate.
  • Eliminates broodiness.
  • Birds still have tender meat at culling due to confinement.
  • Facilitates mechanization.
  • Keeps eggs clean.

 

(b)       Factors considered in selecting livestock k for breeding.

  • Body confirmation.
  • Fertility/breeding ability.
  • Adaptability of the breed to the arts/hardiness.
  • Mothering ability in case of females.
  • Production potential/yielding capacity.
  • Temperament/behaving e.g. cannibalism egg eating.
  • Deformities/abnormalities e.g. one eye lameness.
  • Offspring performance
  • Age of animal.
  • Growth rate, quality produce
  • Disease resistance, prolificacy.
  • Lifespan/reproductive life.

 

  1. (a) Operation of a four stroke engine.

            (i)        Induction stroke/sunction.

  • The piston moves down the cylinder, causing the inlet valve to open and draw in fresh supply of petrol vapour and air into the cylinder, exhaust valve closed

(ii)       Compression stroke.

  • The inlet valve closes and the piston moves up the cylinder. This compresses the fresh fuel mixture into the combustion chamber, exhaust valve to close.

(iii)      The power stroke.

  • Fully compresses the fresh fuel mixture and as a result a spark is produced at the spark plug. This causes the fuel mixture to ignite and expand resulting in pressure that forces the piston down the cylinder. Inlet valve closed exhaust valve closed.

 

(b)       Functions of gearbox.

  • Helps the driver to select any forward or reverse gear.
  • Adjust speed of the driver from the engine crankshaft to the driver shaft.
  • Helps to alter the speed ratio.
  • Enables the power from the engines to be more easily applied to the work done by the tractor.
  • Enables the driver to stop the tractor movement without stopping the engine or without foot oppressing on the clutch all the time.

 

  1. (a) Features of an ideal calf pen.
  • Concrete/raised stated floor – Easy to maintain cleanliness.
  • Dry litter/bedding – Maintain warmth.
  • Proper lighting – Should have good supply of natural light/sunlight.
  • Proper drainage – facilitate free flow of urine and water to avoid dampness.
  • Draught free – The structure should stop strong winds from blowing into the calf pen.
  • Proper ventilation – Structure should allow for fresh air circulation.
  • Security – Should be strong enough to keep away intruders/wild animals.

 

(b)       Pneumonia in calves.

(i)        Predisposing factors

  • Overcrowding of calves in the pen.
  • Dampness/chilliness in the pen.
  • Poor ventilation.
  • Age/younger calves are more prone to pneumonia than older calves.
  • Effects of diarrhea and other illness.

(ii)       Symptoms.

  • Rough hair coats/ruffled hair.
  • Loss of appetite.
  • Abnormal lungs sounds e.g. whizzing.
  • Emaciation, frequent coughing.
  • Nasal discharge.
  • Fluctuating body temperature.
  • Dull and reluctant to move.

(iii)      Control measures.

  • Treating the sick calve with antibiotics.
  • Providing warmth in pens.
  • Maintaining good sanitation in pens.
  • Isolating sick calves to avoid spread of the disease.

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A GUIDE TO A DOLL’S HOUSE BY HENRIK IBSEN- MOST RECENT

A GUIDE TO A DOLL’S HOUSE BY HENRIK IBSEN 

TABLE OF CONTENTS

  1. About the author………………………………………………..3
  2. Genre……………………………………………………………..5
  3. Character list……………………………………………………7
  4. About the title………………………………………………….11
  5. Tone……………………………………………………………..12
  6. Setting…………………………………………………………..13
  7. Structure………………………………………………………..15
  8. Synopsis………………………………………………………..17
  9. Plot summary and analysis………………………………….18
  10. Character, characterization and role…………………..…29
  11. Themes…………………………………………………………62
  12. Stylistic/literary devices………………………………………85
  13. Revision questions………………………………………….…110
  14. Glosary…………………………………..……………………124

ABOUT THE AUTHOR

Henrik Ibsen was born on March 20, 1828, in Skien, Norway. He was the second son in a wealthy family that included five other siblings. When he was about 8 years old, his family was thrown into poverty due to complications with his father’s business. It was after this when Ibsen started to invest his time reading, writing, painting, and doing magic tricks.
Ibsen wrote his first play, Catiline, in 1850 which generated little interest. His second play, The Burial Mound, however, was performed at the Christiania Theatre on September 26, 1850.

Later, he wrote a series of plays which included Lady Inger (1855), The Feast at Solhoug (1856), Olaf Liljekrans (1857), The Vikings at Helgeland (1858), The Pretenders (1863), Peter Gynt (1867), The League of Youth (1969), Emperor and Galilean (1873), Pillars of Society (1877), A Doll’s House (1879), Ghosts (1881), An Enemy of the People (1882), The Wild Duck (1884), Hedda Gabler (1890), The Master Builder (1892), Little Eyolf (1894), John Gabriel Borkman (1896) and When We Dead Awaken (1899). He also wrote a dramatic epic poem, “Brand” (1866).

He married Suzannah Thoresen in 1858 and their only child, Sigurd, was born the following year. In 1900, Ibsen suffered his first of several strokes and poor health ended his writing career. He died on May 23, 1906.

GENRE

A Doll’s House is a family drama for the obvious reason that it concerns a family. It is a “drama” because it is a play—a piece of literature that is never fully realized until it is put on stage in front of an audience.

It is also a modern tragedy because it is focuses on the trials and tribulations that face women in a patriarchal society.  The play explores not only the status of women, but how they are victims of social forces to the extent that they are left with the role of a “dollwife”. In this tragedy, we don’t get blood and death at the end; we get the death of a marriage and of the characters’ old selves. Ibsen presents these things as the price of self-fulfillment. He shows Nora, and maybe all the other characters, trapped in a society defined by restrictive gender roles. In order to become more than a doll, Nora must shatter the cornerstone that her entire society is based on: marriage.

The play can also be categorized as a realist drama. In a realist drama, the characters talk in a close approximation of everyday speech. The speeches are straightforward, conversational and concerned with normal, everyday things; which makes the play really easy for a modern audience to associate with.

Example

MRS. LINDE: “You must not forget that I had a helpless mother and two little brothers. We couldn’t wait for you, Nils; your prospects seemed hopeless then.”

The vast majority of modern plays, TV shows, and movies are written in a similar style.

CHARACTER LIST

Nora Helmer

Nora is the play’s protagonist and the wife of Torvald Helmer. She is the central character, who is a “doll” for her husband to dress up, show off, and give direction to. She is childlike, romping easily with her three children. She has never lived alone, going immediately from the care of her father to that of her husband. Inexperienced in the ways of the world as a result of this sheltering, Nora is impulsive and materialistic. She takes a loan from Krogstad to make her husband’s holiday possible. Later, she emerges as a fully independent woman who rejects both the false union of her marriage and the burden of motherhood.

Torvald Helmer

Torvald Helmer is Nora’s husband of eight years. At the beginning of the play, he has been promoted to manager of the bank. He was once gravely ill and needed to go to a southern climate to improve his health. He has built his own legacy through his own work and not from family money. He lives his life according to society’s norms – both professionally and personally. He spends a great deal of his time at home in his study, avoiding general visitors and interacting very little with his children. In fact, he sees himself primarily as responsible for the financial welfare of his family and as a guardian for his wife. Torvald is particularly concerned with morality. He also can come across as stiff and unsympathetic. Still, the last act of the play makes very clear that he dearly loves his wife.

Dr. Rank

Dr Rank is a friend of the family of Torvald as well as his physician. He is sick from consumption of the spine (tuberculosis of the spine) as a result of a venereal disease contracted by his father. He confesses his desire for Nora in the second Act and dies in the third Act.

Mrs. Christine Linde

Mrs Linde is an old schoolmate of Nora’s. She is a widow. She comes back into Nora’s life after losing her husband and mother. She successfully asks Nora to help her secure a job at Torvald’s bank. Ultimately, she gets married to Krogstad.

Nils Krogstad

Nils Krogstad is a man from whom Nora borrows money to pay for her family’s trip to Italy. He is an acquaintance of Torvald’s and an employee at the bank which Torvald has just taken over. He is also a lawyer and moneylender Krogstad was involved in a work scandal many years previously; as a result, his reputation is tainted because he once committed a forgery. When his job at the bank is threatened by Torvald, he blackmails Nora to ensure that he does not lose it. Dr. Rank calls Krogstad “morally diseased.”

Ivar, Bob, and Emmy

These are Nora’s young children. They spend little time with their mother or father: they are mostly with their nurse, Anne. In the play, the children speak no individualized lines; they are “Three Children.” Ibsen facilitates their dialogue through Nora’s mouth.

Anne

Anne is the family nurse. She raised Nora too after she (Nora) lost her mother to death. She stayed on to raise Nora’s children. Nora is confident that she can leave her children in Anne’s care. She gave up her own daughter to “strangers.”

Helen

Helen is a housemaid employed by the Helmers.

Porter

The porter brings in the Christmas tree at the very beginning.

Nora’s father

 Although he never makes a physical presence during the play, Nora’s father’s influence is felt throughout its course. Torvald repeatedly brings up his loose morals and past scandals to compare them to Nora.

 

TONE

In the beginning, the play seems to be biased toward Nora. We are definitely inclined to sympathize with her. It is very hard to be on Torvald’s side. From his reaction toward Nora for eating macaroons, we know that he is overbearing. His demeaning little pet names for Nora further confirm this.
Torvald, however, redeems himself in the end with the last line, “The most wonderful thing of all?” The line seems to indicate that he is heading toward the same spiritual awakening as Nora.

This makes us move from seeing Nora as Torvald’s prisoner to seeing that all the characters, Torvald included, have been prisoners in some way.

In the end, the tone of the play becomes more objective. Sympathy can be found for all its characters. Hence the play can be said to end with a serious, intense and somber tone.

 

 

 

 

 

SETTING

Setting can be discussed from three dimensions: Geogaphical, historical and social setting.

Geographical setting

This refers to the place or location where the events in the play are taking place. In the play A Doll’s House, the events take place in The Helmers’ Living Room. The dwelling contains comfortable and stylish furniture and such items as a china cabinet, a bookcase with well-bound books, and a piano on carpeted floor—all of which demonstrate a stable financial situation. On a broader level, it is assumed that the events take place in Norway in Europe; however there are no references to anything specially Norwegian. This assumption is made because that is where Ibsen was born and raised.

Historical setting

This refers to the time in history when the events in the play took place. The events in A Doll’s House took place in The Victorian Era, presumably around the late 1870s. During this time, gender roles were very stiff and clearly outlined. Women were expected to be submissive to their husbands; husbands were expected to dominate. Women raised the children; men went out to work. Anyone who challenged these deeply entrenched values faced some serious consequences. This charged atmosphere of gender division was the reason that the play became such a phenomenon.

Social setting

        Social setting refers to the kind of a society in which the events in the play are taking place. The play involves a middle-class society of family and friends who are reeling under the pressure of strict Victorian values which eventually result to conflicts.

 

 

 

 

 

 

 

 

 

 

 

STRUCTURE

Henrik Ibsen’s A Doll’s House is divided into three acts. Ibsen followed the form of a well-made play. Features of a well-made play include increasing suspense by methodical plotting, introducing past events early on and unraveling a secret, which leads to the climax of the play.

The play circumvents through four major stages:

  1. Major conflict – Nora’s struggle with Krogstad, who threatens to tell her husband about her past crime, incites Nora’s journey of self-discovery and provides much of the play’s dramatic suspense. Nora’s primary struggle, however, is against the selfish, stifling, and oppressive attitudes of her husband, Torvald, and of the society that he represents.
  2. Rising action – Nora’s first conversation with Mrs. Linde; Krogstad’s visit and blackmailing of Nora; Krogstad’s delivery of the letter that later exposes Nora.
  3. Climax – Torvald reads Krogstad’s letter and erupts angrily.
  4. Falling action – Nora’s realization that Torvald is devoted not to her but to the idea of her as someone who depends on him; her decision to abandon him to find independence.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

SYNOPSIS

Nora Helmer once secretly borrowed a large sum of money so that her husband, Torvald Helmer, could recuperate from a serious illness in Italy. She never told him of this loan and has been secretly paying it back in small installments by saving from her household allowance. Her husband thinks her careless and childlike, and often calls her his doll.

When he is appointed bank director, his first act is to relieve a man who was once disgraced for having forged his signature on a document. This man, Nils Krogstad, is the person from whom Nora has borrowed her money! It is then revealed that she forged her father’s signature in order to get the money.

Krogstad threatens to reveal Nora’s crime and thus disgrace her and her husband unless Nora can convince her husband not to fire him. Nora tries to influence her husband, but he thinks of Nora as a simple child who cannot understand the value of money or business. Thus, when Torvald discovers that Nora has forged her father’s name, he is ready to disclaim his wife even though she had done it for him.

Later when all is solved, Nora sees that her husband is not worth her love and she leaves him.

PLOT SUMMARY AND ANALYSIS

ACT I

SUMMARY

The play opens on the day before Christmas. Nora returns home from shopping; although her husband is expecting a promotion and payrise, he still criticizes her excessive spending. In response, Nora plays around with her husband as a child might, and, indeed, Torvald addresses her as he might a child. He hands her more money but only after having criticized her spending. Their relationship compares with that of a daughter and father and, indeed, is exactly like the relationship Nora had with her father. Early in this act the audience is aware that the relationship between the Helmers is based on dishonesty when Nora denies that she has eaten macaroons, knowing that her husband has forbidden her to do so.

Nora is visited by an old friend, Christine Linde. Mrs. Linde tells Nora that she has had some difficult problems and is looking for employment. Nora confesses to Mrs. Linde that she, too, has been desperate and reveals that she had been forced to borrow money several years earlier when her husband was ill. The money was necessary to finance a trip that saved her husband’s life, but Nora forged her father’s signature to secure the loan and lied to Torvald that her father had given them the money. Thus, she has been deceiving her husband for years as she worked to repay the loan. She tells this story to Mrs. Linde to demonstrate that she is an adult who is capable of both caring for her family and conducting business. Unfortunately, Nora’s secret is known by Krogstad, an employee at Torvald’s bank. After a confrontation with Krogstad, Torvald decides to fire Krogstad and hire Mrs. Linde in his place.

Krogstad threatens Nora, telling her that if he loses his job he will expose her earlier dishonesty. For her part, Nora cannot believe that forging her father’s signature – an act that saved her husband’s life – could lead to a serious punishment. Still, she is concerned enough to plead with Torvald on behalf of Krogstad. Torvald refuses to reconsider firing Krogstad and forbids Nora to even mention his name.

ANALYSIS

The Helmers’ house is decorated tastefully, showing they are relatively well-off. Nora’s happiness as she returns with the Christmas shopping reveals that she enjoys both spending money and doing nice things for her husband and children. At the same time, it will soon become clear that eating the macaroons is an act of deceit and disobedience, as she has been forbidden by Torvald.

Torvald’s nicknames for Nora suggest that he thinks of her almost as a child or a pet. This impression is emphasized when Nora hides the macaroons, like a mischievous child afraid of getting caught. Torvald’s parent-like attitude is highlighted by the way he talks to Nora about money, implying that he thinks she’s not intelligent enough to be financially responsible.

Nora’s happiness shows she enjoys performing the role of a wife and mother. At the same time, her request for money to buy something for herself suggests she wants to be allowed to make decisions for herself. But Torvald clearly doesn’t trust Nora with the money.

Even though Torvald and Nora appear to be in love, Torvald does not trust her, and Nora on her part doesn’t hesitate to lie to him; she was eating macaroons earlier.

Money is central to Torvald and Nora’s happiness. Torvald’s emphasis on their new prosperity suggests how important money is to him as well.

Mrs. Linde has been visibly changed by her life experiences. Nora’s happiness in the last eight years has left her remaining girlishly innocent and naive, whereas Mrs. Linde seems much older. Mrs. Linde’s decision to travel alone was unusual for women at the time, and Nora’s admiration of her “courage” suggests a desire for independence. Mrs. Linde’s status as a widow adds to the impression that she is much older than Nora.

In this part of the play Nora is childishly impolite. Mrs. Linde is obviously in a bad situation following the death of her husband, yet instead of listening to her Nora begins to insensitively boast about her and Torvald’s good fortune. Her speech also shows that she believes money leads to freedom and happiness.

Mrs. Linde’s story shows how difficult it was for women to survive without the financial support of men. The need for money effectively forced her to marry her husband, and after his death her struggle to support her family highlights the obstacles women faced in earning a reasonable income.

Both Mrs. Linde and Nora have strange and suspicious reactions to Krogstad’s arrival. Thus when Krogstad claims he is here on “routine” business matters, we are tempted to believe there is more to the story.

Here, Krogstad reveals more about Nora’s deceitful nature; not only did she lie to Torvald (and everyone else) about where the money for the trip to Italy came from, but she also committed forgery, an illegal act. He threatens to reveal the secret unless she does him a particular favour. Nora is terrified to the point that she even seems to be going mad.

ACT II

SUMMARY

Mrs. Linde stops by to help Nora prepare for a costume ball. Nora explains to Mrs. Linde that Krogstad is blackmailing her about the earlier loan. After Nora again begs Torvald not to fire Krogstad, her husband sends Krogstad an immediate notice of his dismissal. Nora is desperate and decides to ask help from Dr. Rank, a family friend, for a loan to clear Krogstad. Before she can ask him for his help, Dr. Rank makes it obvious that he is in love with her and Nora decides that because of this it would be unwise to ask his help. Krogstad visits Nora once again and this time leaves a letter for Torvald in which Nora’s dishonesty is revealed. To divert Torvald’s attention from the Krogstad’s letter in the mailbox, Nora engages him to help with her practice of the dance she is to perform, the tarantella. Finally, Nora asks Torvald to promise that he will not read the mail until after the party.

ANALYSIS

In the opening of the second act, the stripped Christmas tree not only shows that time has passed, but also symbolizes a negative shift from the  joy of Christmas to a sense of ruin and chaos. Nora’s obsession in checking to see if any person or letter has arrived and assurances that no one will come for two days gives a sense of time running out and impending disaster.

Nora cannot think of anything else but her secret and the possibility of someone finding out. She tries to occupy herself with the clothes but is unable to.

As the play progresses, it becomes more and more clear how possessive Torvald is. Nora’s pride at saying Dr. Rank is “her” friend suggests she doesn’t really have many friends now that she is married. Nora believes that the reason that Torvald is so controlling is because he is so in love with her.

Nora seems increasingly desperate and crazed. Her mutterings to herself when she is alone show the effect that concealing her secret in front of others is having on her. She lies easily to Dr. Rank, showing how natural lying has become to her.

Nora flirts with Dr. Rank in a very provocative manner. When she teases him with the stockings, this is a very explicit sexual gesture. Her promise to dance for him likewise betrays a disregard for the boundaries of her marriage and a delight in displaying her femininity and sexuality.

Nora is almost asking Dr. Rank to help with keeping the secret of the debt from Torvald, but she is stopped by his confession of love. The confession changes her view of Dr. Rank completely. Where before she perhaps thought flirtation was harmless, the fact that Dr. Rank seems to genuinely love her becomes too much to handle, and she retreats in a rather childlike way.

Krogstad is determined to keep his position at the bank, to the extent of lacking etiquette for Nora, which shows he is desperate. Meanwhile, Nora must cover her tracts in front of everyone—even the maid—hence increasing her isolation.

ACT III

SUMMARY

In this act, it is revealed that Krogstad had years earlier been in love with Mrs. Linde. At the beginning of this act they agree to marry, and Krogstad offers to retrieve his letter from Torvald. However, Mrs. Linde disagrees and thinks that it is time that Nora is forced to confront the dishonesty in her marriage. After the party, the Helmers return home and Torvald opens the letter from Krogstad. While Torvald reads it in his study, Nora pictures herself as dead, having committed suicide by drowning in the icy river. Torvald interrupts her fantasy by demanding that she explains her deception.

However, he refuses to listen and is only concerned with the damage to his own reputation. Torvald’s focus on his own life and his lack of appreciation for the suffering undergone by Nora serve to open her eyes to her husband’s selfishness. She had been expecting Torvald to rescue her and protect her, and instead he only condemns her and insists that she is not fit to be a mother to their children.

At that moment another letter arrives from Krogstad telling the Helmers that he will not take legal action against Nora. Torvald is immediately excited and is willing to forget the entire episode. But having seen her husband revealed as self-centered, egoistic and hypocritical, Nora tells him that she can no longer live as a doll and expresses her intention to leave the house immediately. Torvald begs her to stay, but the play ends with Nora leaving the house, her husband, and her children.

ANALYSIS

Here, Mrs. Linde radically disrupts the course of events in the play. While it would have been easier for her to ask Krogstad to get his letter back, thereby ensuring that life between the Helmers went on as normal, Mrs. Linde’s belief in honesty triumphs over her promise to Nora. This finally benefits Nora, as Torvald’s behaviour when he reads the letter allows her to see the reality of her situation and that she no longer wants to remain in her marriage.

In this act it is clear that Torvald is thinking of Nora far more as a possession that he can display in order to impress other people than a real person with her own thoughts and feelings. To him, Nora was at the party merely to perform for the enjoyment of him and others, not to have a good time herself.

Nora’s bitterness toward Mrs. Linde because she did not get Krogstad to retrieve the letter shows that she has cut herself off even from her close friends in her obsession with the secret of the debt. All the hope and innocence seems to have drained out of her, and she has become a much more serious, grave person.

In his speech we see that Torvald’s love and desire for Nora is revealed to be cosmetic, rather than an appreciation for whom she truly is as a person. He talks about his sexual desire for her with no consideration of whether she is feeling the same way at the moment; indeed, when she tells him that she doesn’t want to be with him that night, he dismisses her feelings by saying she must be playing a game. In reminding her that he is her husband, Torvald is suggesting that their marriage means Nora does not have the right to refuse sex with him, a commonly held belief at the time.

Nora is preparing to kill herself, perhaps the ultimate symbol of self-sacrifice. Her whispering murmurs on the stage suggest that she is becoming mad.

Throughout this whole section of the play Torvald only thinks of himself and doesn’t pause to consider the way Nora has been and will be affected by Krogstad’s threats, or that Nora did what she did purely out of love for him.

Nora has evidently undergone a transformation both visually and in the way she speaks to Torvald. For the first time, she is addressing him as an equal and demanding that he treats her with respect by listening and not interrupting.

Finally, Nora conducts what can be considered an unofficial divorce ceremony. Although Torvald doesn’t want her to go, the fact that he agrees to give her his ring and not to write or try to help her shows that he finally respects her wishes and ability to make decisions for herself.

 

 

 

 

 

 

 

 

CHARACTERS, CHARACTERIZATION AND ROLE

NORA HELMER

Nora Helmer is the protagonist or the main character or the heroine in the play.  Still a young woman, she is married to Torvald Helmer and has three children. Nora is by far the most interesting character in the play. Her whole life is a construct of societal norms and the expectations of others.

CHARACTER TRAITS

  1. Impulsive and a spendthrift

-In her first moments onstage, we see her give the porter an overly generous tip.

-She comes in with tonnes of Christmas presents, and shrugs at the idea of incurring debt.

-Unbeknown to Torvald, Nora borrowed money so that they could afford a year-long trip to Italy.

  1. Loving

-Nora borrowed money so that they could afford a year-long trip to Italy. Doctors said that Torvald would die without it—but that he shouldn’t know how bad his condition was.

-Nora brings home lots of Christmas presents for everybody in her house.

-She plays hide-and-go-seek with her kids.

  1. Independent and farsighted

-In the past, Nora was always a passive child-like possession who followed Torvald’s orders, but towards the end of the play, she is an independent adult and is able to dominate Torvald.

  1. Wise and intelligent

-Nora uses wisdom and intelligence to confront an emergency. She forges her father’s signature in order to secure a loan from Krogstad so as to save her husband’s life.

-Nora realizes that her understanding of herself, her husband, her marriage, and even her society was all wrong. She decides that she can no longer be happy in her life and marriage, and resolves to leave Torvald and her home in order to find a sense of self and learn about the world, a newly empowered woman boldly escaping the oppressive clutches of her old life.

-Nora has been leading a double life. She has not been thoughtlessly spending their money. Rather, she has been saving to pay off a secret debt.

  1. Childlike, immature, ignorant and whimsical

-She happily accepts the pet names “little lark”, “little squirrel”, and “Little Miss Extravagant” that her hushand calls her without any opposition. In fact she seems to enjoy and even play into it.

-The maturity level Nora exhibits demonstrates that the relationship between Torvald and Nora is more like father and daughter than husband and wife.

  1. Irresponsible and reckless

-Her first act on stage is paying the porter. Though his service only costs 50-p, she gives him a hundred. The casual way in which she gives it to him is indicative of her irresponsibility. She hands him the hundred and before he can thank her, she decides in the middle of the transaction that she is not patient enough to wait for change.

-She forges loan documents to raise money for an expensive trip to Italy. Even if the documents were not forged, Nora did not have any means to repay the loan anyway.

-She has never spent serious time with her husband of nearly a decade, and is always dumping her children on the nurse rather than bonding with them herself.

  1. Dishonest and deceitful

-She falsely blames Mrs. Linde for smuggling forbidden macaroons into the house.

-She has been eating macaroons, something she has been forbidden by her husband, despite her promises of total obedience to him.

– At the beginning of her marriage, she secretly borrowed money from Nils Krogstad and forged her father’s signature in order to finance a trip to Italy that was necessary to save Torvald’s life.

  1. Unfeeling

– She blames Mrs. Linde for smuggling forbidden macaroons into the house. Though she is just trying to hide her indiscretions, she does not care whom she hurts in the process.

  1. Materialistic

-She is always trying to make herself happy by buying things: dresses, toys, candy etc., rather than doing anything meaningful with her life.

– She is infatuated with the acquisition of possessions.

  1. Decisive, resolute and independent-minded

– At the end of the play, it becomes clear to Nora that “[she] had been living all these years with a strange man, and [she] had born him three children”. This realization forces her into the real world and she ceases to be a doll. At the end of the above statement, she adds “Oh, I cannot bear to think of it!”

-She tells her husband, “Our home has been nothing but a playroom. I have been your doll-wife, just as at home I was papa’s doll-child.” In the end, Nora has a sort of spiritual awakening. She walks out into the night alone but, for perhaps the first time in her life, she’s on the path to becoming a fully realized, fully independent human being.

– She decides to desert her family to go on a quest of personal enlightenment.

-The act of concealing the ill-gotten loan signifies Nora’s independent streak. She is proud of the sacrifice she has made. Although she says nothing to Torvald, she brags about her actions with her old friend, Mrs. Linde.

– Nora is independent enough to negotiate the loan to make her family’s holiday possible, and over the course of the play, Nora emerges as a fully independent woman who rejects both the false union of her marriage and the burden of motherhood.

 

 

 

  1. Manipulative

-At the end of the play, Nora seats Torvald at the table and explains her situation to him. She does not let him speak until she has finished what she wants to say.

– Other examples of manipulation are having a nanny take care of her children, having Mrs. Linde repair her dress, behaving seductively around Dr. Rank, whining at Torvald to get money, and most importantly convincing Krogstad to overlook the similarity between her penmanship and her “father’s”.

  1. Selfish

– She does not want to forgive Torvald. She would rather start another life than try to fix her existing one.

  1. A dreamer

– Until she comes to the realization that her life is a sham, she spends her whole life in a dream world in which she does not take anything seriously.

– In her dream world, Nora takes a back seat approach to life and becomes like an object, reacting to other’s expectations rather than advancing herself.

 

 

  1. Trusting and naïve

-She trusted that Krogstad would not blackmail her and it therefore comes as a rude shock when he does so.

-Until she comes to the realization that her life is a waste, she spends her whole life in a dream world of naivity. In this dream world, Nora does not take life seriously, an attitude that led to many of the plot’s complications.

-She believes that Torvald loves her enough to take all blame upon himself, but she is mistaken. When she realizes that he is more concerned with appearances and respectability than with her happiness, she decides to leave him and find her own way in life.

-She naively thought that Torvald would selflessly give up everything for her. When he fails to do this, she accepts the fact that their marriage has been an illusion. Their false devotion has been merely play acting. She has been his “child-wife” and his “doll.”

  1. Determined

-Whenever Nora would pry money away from Torvald, she would reserve half of it to repay the debt, determined to clear it all one fine day.

-She was so determined to save her husband that she committed fraud to do so.

  1. Harworking

-She has been secretly working odd jobs to pay back the debt.

  1. Corageous, bold, daring and tenacious

-To save her husband from poor health, she committed fraud. She valued love over the law.

-She courageously confronts Torvald about the demeaning way he treats her at the end of the play.

-She slammed the door on her husband as she left.

-Although she has been forbidden from eating macaroons by her husband, she still does it anyway despite her promises of total obedience to him.

  1. Calculating

-She is blackmailed by Krogstad, so she begs Torvald to let Krogstad keep his job.

-She flirts with Dr. Rank in the hope of borrowing money from him.

– She gets Christine to go and talk to Krogstad on her behalf regarding the withdrawal of the letter.

-She dances the tarantella to distract Torvald from the mail.

  1. Principled and firm

-She decides against borrowing from Rank when he reveals that he is dying and is in love with her.

-She rejects Torvald’s drunken advances after the party.

  1. Secretive

-She has never told Torvald where the money for their trip to Italy came from, as his pride would suffer.

-She is also hides her thoughts and actions from her husband even when there is no real benefit in doing so.

  1. Suicidal

-She contemplates committing suicide in order to eliminate the dishonour she has brought upon her family.

  1. Rebellious

-She eats macaroons even though she has been forbidden by her husband.

ROLE

  1. Advancement of the plot – Nora is the central character in the play around whom the play circulates. As a result of her borrowing money from Krogstad, the conflict in the play is born as Krogstad tries to blackmail her with that secret, in order to make Nora’s husband, Torvald, to allow him keep his former job at the bank. When Torvald refuses, Krogstad sends him a letter to inform him about Nora’s indebtedness. Torvald’s reaction to this letter not only betrays his true nature, but also leads to Nora leaving him and her children to seek independence and freedom.
  2. Development of themes-Nora helps in developing themes such as love and marriage, women and feminity, lies and deceit, money and materialism, the sacrificial role of women, parental and filial obligations, the unreliability of appearances, gender roles, individual vs. society, growth and development and betrayal
  3. Revealing character traits of other characters- Nora helps in revealing the character traits of other characters. For example she helps in revealing Torvald as selfish and egoistic, naïve, strict, loving, hypocritical and hardworking. Through her, we learn that Krogstad was on one hand, vicious and ruthless, but on the other hand, merciful and forgiving. Dr Rank’s friendly but immoral nature is revealed through Nora. Mrs Linde traitorous nature is also revealed through Nora.
  4. Enhancing style – Nora helps in enhancing the style of symbolism (through the symbols like the Christmas tree, tarantella, the dolls, macaroons), dramatic irony, foreshadow, etc.

TORVALD HELMER

Torvald Helmer is a lawyer who at the start of the play has recently been promoted to Bank Manager. He is married to Nora Helmer, with whom he has three children. He does not seem particularly fond of his children, even once saying that their presence makes the house “unbearable to anyone except mothers.” His best friend is Dr. Rank, who visits him every day.

  1. Loving and affectionate

-He loves and is very affectionate towards Nora. That is why he showers her with endearments like “My little skylark”, “My little squirrel”, “My little singing bird,” “My pretty little pet,” “My little sweet-tooth,” and “My poor little Nora.” and “Little Miss Extravagant.” With every term of endearment, the word “little” is always included to show affection.

– His despair as Nora exits at the very end of the play suggests that, despite his patronizing and unjust treatment of her, Torvald really does love Nora.

 

 

  1. Generous

-He treats Nora generously, giving her extra money when she asks for it.

  1. Proud

-Typical of many contemporary heads-of-the-family, he is a proud specimen of a middle-class husband.

  1. Morally upright

– He sees Krogstad as irredeemably morally tainted, and hence decides to give his job to Mrs Linde.

– He is keenly concerned with his place and status in society and wouldn’t allow anybody to threaten his reputation, including his own wife.

  1. Selfish

-He considers Nora merely as an ornamented sex object instead of an equal partner in their marriage and the mother of his children.

-He maintains amorous fantasies toward his wife: he dresses her as a Capri fisher girl and encourages her to dance in order to arouse his desires.

-At the end of the play, Nora imagines that Torvald will defend her honour and not allow Krogstad to blackmail the Helmers. Nora imagines that Torvald would sacrifice his own reputation and future to save her, but Torvald tells her that he would not make the sacrifice, shattering Nora’s dream world. At this point it becomes clear to her that she had been living all these years with a strange man, and she had born him three children.

-He planned to cope with the scandal resulting from blackmail by stripping Nora of her spousal and motherly duties, but would keep her in the house for appearance sake.

-He is overly concerned with his place and status in society, and he allows his emotions to be swayed heavily by the prospect of society’s respect and the fear of society’s scorn.

  1. Hardworking and diligent

-He spends a great deal of his time at home in his study working, avoiding general visitors and interacting very little with his children. In fact, he sees himself primarily as responsible for the financial welfare of his family and as a guardian for his wife.

  1. Dictatorial, authoritarian and patronizing

-He restrains Nora with rules, much as a father would have to inhibit a child, forbidding her from eating macaroons and other temporal pleasures.

  1. Manipulative

-He insists on Nora wearing the fish girl costume for the tarantella. The costume and dance are part of Torvald’s fantasy of gazing upon Nora from across the room at a party and pretending that she is something exotic. Torvald made Nora take on a foreign identity; he used her as a doll.

  1. Unforgiving

-When he finds out about the debt, he fails to forgive her until he is sure that his reputation is safe.

  1. Heartless and unfeeling

-At the end of the play, Torvald seems untroubled and even a little relieved at the thought of Dr. Rank’s death.

-When he finds out about Nora’s secret debt, he instantly turns on her until he confirms that his reputation is safe.

-His heartless and unfeeling nature makes Nora not to tell him the truth about her loan, and Dr Rank not to tell him about his imminent death.

  1. Conservative and traditional

-Torvald’s focus on status and being treated as superior by people like Nils Krogstad points at his obsession with reputation and appearances.

-He has straightforward and traditional beliefs about marriage and society.

-When Nora tells him she is leaving him, Torvald at first reacts by calling her mad and saying she is acting like a stupid child.

-He is unable to cope with the disagreeable truths of life.

-However, he can be said to be flexible because when he realizes how resolute Nora is in her decision, he offers to change and desperately searches for a way to make her change her mind.

  1. Shallow and vain

-He is incapable of understanding his wife or of properly returning her love.

  1. Hypocritical and self-righteous

-Though he regards her as his wife, he never considers her an equal partner in the relationship.

– Many times throughout the play, Torvald criticizes the morality of other characters. He trashes the reputation of Krogstad, one of his lesser employees. He speculates that Krogstad’s corruption probably started in the home. Torvald believes that if the mother of a household is dishonest, then surely the children will become morally infected. He also complains about Nora’s late father. When Torvald learns that Nora has committed forgery, he blames her crime on her father’s weak morals.

– In the beginning of Act Three, after dancing and having a merry time at a holiday party, Torvald tells Nora how much he cares for her. He claims to be absolutely devoted to her. He even wishes that some calamity would befall them so that he could demonstrate his steadfast, heroic nature.

Of course, a moment later, such an opportunity arises. Torvald finds the letter revealing how Nora has brought scandal and blackmail into his household. Nora is in trouble, but Torvald fails to come to her rescue as he had promised.

  1. Naïve

– Throughout the play, Torvald is oblivious to his wife’s craftiness. When he discovers the truth at the end, he is outraged.

ROLE

  1. Advancement of the plot – Torvald is also a major character in the play who plays an instrumental role in the development of the plot. It is as aresult of his illness and the subsequent one-year stay in Italy that caused Nora to get into a debt trap with Krogstad. When he refuses to reinstate Krogstad to his former job at the bank, he intensifies the conflict because this makes Krogstad to send him a letter exposing his wife’s secret. The fact that he at first refuses to forgive her leads to Nora’s sudden discovery that he was a selfish, egoistic man. She has no alternative but leave him and her children to seek independence and freedom.
  2. Development of themes-Torvald also helps in developing themes such as love and marriage, pride, honour, respect and reputation, money and materialism, parental and filial obligations, the unreliability of appearances, gender roles, individual vs. society, and betrayal
  3. Revealing character traits of other characters- Torvald helps in revealing the character traits of other characters. For example he helps in revealing Nora as impulsive and spendthrifty, childlike and immature, irresponsible and reckless, dishonest and deceitful, manipulative, calculating and traitorous. Through him also, we learn that Krogstad was unscrupulous, vicious and ruthless but merciful and forgiving.
  4. Enhancing style – Torvald helps in enhancing the style of imagery through his pet names for Nora such as “My little skylark”, “My little squirrel”, “My little singing bird,” “My pretty little pet,” “My little sweet-tooth,” and “My poor little Nora.” He also enhances the style of symbolism like his insistence that Nora should wear the dancing costume, similes like when he says he will protect her “like a hunted dove,” dramatic irony, verbal irony, hyperbole, etc.

MRS CHRISTINE LINDE

Mrs. Linde is an old schoolfriend of Nora’s. She is a woman whose marriage was loveless, and based on a need for financial security, and who doesn’t have any children. She and Krogstad had been in love before, but he was too poor to support her family. She arrives in town in search of a job in order to earn money and survive independently.

CHARACTER TRAITS

  1. Honest and Truthful

-She tells Krogstad that Nora must eventually conclude, through her own sufferings, that the only way of life which can survive crises is one based on truthful relationships.

-She believes very deeply in honesty and stops Krogstad from taking the letter he wrote to Torvald back, thereby ensuring that Torvald finds out about Nora’s secret.

-She insists that, “Helmer must know everything. This unhappy secret must come out!” Even though she has the power to change Krogstad’s mind, she uses her influence to make certain that Nora’s secret is discovered.

  1. Harworking

-Towards the end of the play, she explains to Krogstad that she finds joy and meaning in work.

-She worked hard to support her helpless mother and two younger brothers since the death of her husband.

  1. Independent-minded

-She arrives in town in search of a job in order to earn money and survive independently. In this way, she is a fairly modern woman.

  1. Traitorous

-She stops Krogstad from taking the letter he wrote to Torvald back, thereby ensuring that Torvald find out about Nora’s secret, which seems like betrayal to her friend Nora.

  1. Coservative and traditional

-She tells both Krogstad and Nora that she is miserable without other people to take care of, thereby fitting into the traditional role of women as caretakers and nurturers. It is this conviction that causes her to marry Krogstad towards the end of the play.

  1. Selfish and materialistic

-She ended up marrying another man in order to have enough money to support her dying mother and young brothers. Apparently, Krogstad was too poor at this time to marry her. This left Krogstad lost and embittered, unhappy in his own marriage, and is presented as the reason behind his moral corruption.

  1. Resilient

-She has lived an independent life as a single working woman. She has struggled financially and now that she has no one to look after, she feels empty.

ROLE

  1. Plot development– she lets the audience know the inner thoughts of the protagonist. She has a major effect on events that happen in the play.
  2. Reveals character traits of Nora and Krogstad – Mrs. Linde functions as a convenient device for exposition. She enters Act One as an almost forgotten friend, a lonely widow seeking a job from Nora’s husband. However, Nora does not spend much time listening to Mrs. Linde’s troubles. Rather selfishly, Nora discusses how excited she is about Torvald Helmer’s recent success. Through Mrs Linde, Nora launches into a dramatic explanation of all her secret activities (obtaining a loan, saving Torvald’s life, paying off her debt). Mrs Linde therefore functions as the primary means by which the audience learns of Nora’s secret and her character traits. She is the first character to see that Nora is not a child.
  3. Develops themes- she introduces the theme of deception.
    Through Mrs. Linde, Nora reveals that she has lied to save Helmer’s life and therefore deceived him with her cleverness.
  4. Enhances style– she foreshadows how Nora will confront a bitter future after learning that her marriage is based on deception by recounting how she denied her rights to love and self-determination by marrying for financial security.

DR RANK

Dr. Rank is a medical doctor who is best friends with Torvald and Nora, who he visits every day. He suffers from spinal tuberculosis; a condition he believes was caused by his father’s vices, which included having extramarital affairs and consuming too much luxurious food and drink. He is unmarried and lonely, and over the course of the play it is revealed that he is in love with Nora.

CHARACTER TRAITS

  1. Friendly and loyal

-Nora explains how she always feels at ease around Dr. Rank because he does not have any expectations or demands of her.

-He visits the Helmers every day.

  1. Immoral

– It is revealed that he is in love with Nora, his best friend’s wife.

  1. Courageous

-He is unconcerned with what others think of him.

-He has accepted his fate and his impending death.

  1. Cynical

-He rejoices when he finds out that his illness is terminal, and insists that neither Torvald nor Nora visits him in his dying days. As he predicted, he is not particularly missed by the other characters.

  1. Trusting

– He trusts Nora completely. He refrains from telling Torvald of his imminent death because it is too “ugly” an idea for him to tolerate, but he does tell Nora, an indication of the bond between them. He talks with her about his coming death in a code that excludes Torvald and protects him from the harsh reality.

  1. Hypocritical

-Dr Rank is not as straightforward as he appears. His real motive for visiting the Helmers is that he is in love with Nora.

  1. Realistic

– On the subject of the costume party, Dr. Rank suggested that Nora should go as herself and that Torvald should be invisible. Under the surface, Rank is suggesting that Nora should not be a doll. With an invisible chaperon, Nora would not be dominated by a figure placing an identity over her.

ROLE

-To provide amusement for Nora as a change from the tiresome rules of Torvald, just as she used to seek the conversation of the maids as a refreshing change from the strictness of her father.

– Dr. Rank adds to the somber mood of the play; he is not essentially useful to the conflict, climax, or resolution.

 

 

 

NILS KROGSTAD

Nils Krogstad Krogstad is an employee at the bank at which Torvald is made manager. He leant Nora the money to take Torvald to Italy to recuperate. He is, at least at the beginning, the main antagonist: Everything is going well for the Helmers until Krogstad enters the story. Known to the other characters as unscrupulous and dishonest, he blackmails Nora, who borrowed money from him with a forged signature, after learning that he is being fired from his job at the bank. In the past, he too committed the crime of forgery, an act that he did not go to prison for but that nonetheless ruined his reputation and made it extremely difficult to find a respectable job.

CHARCTER TRAITS

  1. Morally Corrupt

-In the past, he too committed the crime of forgery, an act that ruined his reputation, though he did not go to prison. But it made it extremely difficult for him to find a respectable job.

-He was once in love with Kristine Linde, who ended up marrying another man in order to have enough money to support her dying mother and young brothers. This left Krogstad lost and embittered, unhappy in his own marriage, and is presented as the reason behind his moral corruption.

-Torvald, who sees Krogstad as irredeemably morally tainted, decides to give his job to Mrs Linde.

  1. Merciless, vicious and callous

-At first he treats Nora without mercy when demanding his money. He argues that no mercy has been shown to him in life

  1. Unscrupulous and dishonest

-He blackmails Nora with the threat of exposing her indebtedness unless she talked her husband Torvald into giving him back his job at the bank.

-Unless Nora persuades Torvald to keep Krogstad in his job (he later extends this to a promotion), he will tell Torvald about her loan and her forgery of her father’s signature.

  1. Forgiving and remorseful

-At first he treats Nora without mercy on the basis that no mercy has been shown to him in life; however, after Mrs. Linde and he decide to marry, he becomes happier and rescinds his threats to Nora, saying he regrets his behaviour.

-He removes his threats to the Helmers and sends Nora’s bond back to her, relinquishing his power over her.

-After engaging in a conversation with his lost love, the widow Mrs. Linde, they reconcile, and once again their romance is reignited, Krogstad no longer wants to deal with blackmail and extortion. He is a changed man!

-Although Mrs. Linde suggests that he should leave the first letter in the mailbox so that Nora and Torvald can finally have an honest discussion about things, he later drops off a second letter explaining that their secret is safe and that the IOU is theirs to dispose of.

-He has been trying to remake his life after having made earlier mistakes.

– Although he has been labeled as corrupt and “morally sick,” Krogstad has been trying to lead a legitimate life. He complains, “For the last eighteen months I’ve gone straight; all the time it’s been hard going. I was content to work my way up, step by step.” Then he angrily explains to Nora, “Don’t forget: it’s him who is forcing me off the straight and narrow again, your own husband! That’s something I’ll never forgive him for.”

– He is one of several examples in the play of a person being forced into morally questionable action as a result of the rigid and unmerciful forces of society.

  1. Loving and responsible

-As soon as Mrs Linde tells him that she has always loved him and asks him to resume their relationship, he reveals himself as a more loving, joyful and merciful character.

-In matters concerning his children, we find the true measure of the man. Nils Krogstad is a good father and is not afraid of doing whatever it takes to make sure his family is secure.

– Despite the financial strain that he found himself under as a single parent Nils Krogstad still brought up his two boys as best he could.

– Although at times Krogstad is vicious, his motivation is for his motherless children, thus casting a slightly sympathetic light on his otherwise cruel character.

  1. Hardworking and resilient

– Here is a man who is a single parent of two boys who is totally unsupported by the society he exists in. He has been dealt many blows by life, first by Mrs. Linde who rejected him on financial grounds many years ago, and then by the death of his wife. He has to work multiple jobs to support himself and his family; by day he is a lowly bank clerk and by night he is a moneylender and he even finds time to write for a paper.

  1. Frank and sincere

-When Mrs. Linde proposes they resume their old relationship, Krogstad remains truthful and makes sure she is aware of his past deeds as well as what people think of him. He even makes sure she knows about his current dealings with the Helmer’s.

ROLE

  1. He advances the plot– Krogstad initiates the conflict by attempting to blackmail Nora Helmer. He serves as a catalyst. Basically, he initiates the action of the play. He sparks the flames of conflict, and with each unpleasant visit to the Helmer residence, Nora’s troubles increase. In fact, she even contemplates suicide as a means of escaping his torments.
  2. Develops themes– Krogstad helps to develop the themes of love and marriage, pride, honour, respect and reputation, money and materialism, parental obligations and individual vs. society.
  3. Reveals character traits of other characters– Through him we are able to know that Nora is secretive and deceitful, and Mrs Linde is traitorous and materialistic for leaving him when he was poor.

 

 

NURSEMAID

She is a nurse to both Nora and Nora’s children. Her name is Anne Marie. The nursemaid is an example of a woman in bad circumstances forced to do anything in order to survive.

CHARACTER TRAITS

  1. Kind

-She was forced to give up her own child, who it is suggested was born out of wedlock.

  1. Reliable and responsible

-When Nora first thinks of leaving, she considers the fact that her children will be raised by the nursemaid and, remembering what a good mother the nursemaid had been to her, decides that she would also raise Nora’s children well.

  1. Immoral

-She gave birth to a baby out of wedlock,

  1. Irresponsible

-She had to give up her own child in order to take up her position as the nursemaid at the Helmers.

  1. Self-sacrificial

-She had to give up her own child in order to take up her position as the nursemaid at the Helmers. Nora finally leaves her children in her care, believing that they will be better off than they would be with her.

ROLE

  1. Developing themes– She helps to develop the theme of the sacrificial role of women by giving away her child to strangers so that she could concentrate on her job.

IVAR, BOB, AND EMMY

These are Torvald and Nora’s young children. Raised primarily by Anne, the Nurse (and Nora’s old nurse), the children spend little time with their mother or father. The time they do spend with Nora consists of Nora playing with them as if she were just another playmate. The children speak no individualized lines in the play; they are “Three Children.” Their dialogue is facilitated through Nora’s mouth, and they are often cut entirely in performance.

CHARACTER TRAITS

  1. Playful

-They asked their mother to play child games with them and they played hide-and-seek.

  1. Insistent

When their mother showed reluctance to participate in the children’s game, they insisted until she gave in.

  1. Loving

-They loved their mother dearly and would have wanted to spend more time with her and to continue playing children’s games with them.

ROLE

  1. To bring out the character of Nora as a loving mother. She showers them with Christmas gifts and even plays children games with them. When Nora later refuses to spend time with them because she fears she may morally corrupt them, she acts on her belief that the quality of parenting strongly influences a child’s development.

HELEN

A housemaid employed by the Helmers.

CHARACTER TRAITS

  1. Humble

-She answers Nora with a lot of humility.

  1. Hardworking

-She does her work diligently.

PORTER

This is the porter who brings the Christmas tree to the Helmers house at the very beginning of the play.

CHARACTER TRAITS

  1. Obedient

-He obediently delivers the Christmas tree to the Helmers house.

  1. Grateful

-He thanks Nora for the tip that she gives him.

  1. Honest

-He honestly states his charges without exaggerating and was already giving her back the change when she told him to keep it.

NORA’S FATHER

Though Nora’s father is dead before the action of the play begins, the characters refer to him throughout the play. Though she clearly loves and admires her father, Nora also comes to blame him for contributing to her subservient position in life.

CHARACTER TRAITS

  1. Manipulative

-He manipulated Nora to do according to his wishes and whims. She complains that her father and her husband both treated her like a doll.

  1. Immoral

-Torvald criticizes him as having been a morally crooked man who engaged in corrupt deals.

  1. Insensitive

-The way he treated Nora was too insensitive for a father to treat his daughter.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

THEMES

MARRIAGE AND LOVE

At the beginning of the play, Nora and Torvald appear to be very happily married, even to themselves. Nora talks joyfully about her love for Torvald, and Torvald refers to Nora using affectionate pet names. At first the Helmers seem happy, but over the course of the play, the imbalance between them becomes more and more apparent.

Their loving marriage stands in contrasts with the lives of the other characters. For example, the marriage of Krogstad and Mrs. Linde was based on necessity rather than love, and were unhappy. Dr. Rank, on the other hand, was never married, and it is later revealed that he has silently loved Nora for years.

Yet although Nora and Torvald’s marriage is based on love (as opposed to necessity, as was the case with Krogstad and Mrs. Linde), it is still governed by the strict rules of society that dictated the roles of husband and wife. It is clear that Nora is expected to obey Torvald and allow him to make decisions for her.

At first it seems that Nora and Torvald both enjoy playing the roles of husband and wife in a way that is considered respectable by society. However, Nora soon reveals to Mrs. Linde that she secretly borrowed the money from Krogstad behind Torvald’s back, and therefore has already broken both the law and the rules of marriage at the time. This creates a dilemma: Nora broke the rules of marriage, yet did so in order to save her husband’s life—a true act of love.

By the end, the marriage breaks apart due to a complete lack of understanding. Nora Helmer, the “doll” wife, realizes after eight years of marriage that she has never been a partner in her marriage. At the play’s conclusion, she leaves her husband in order to establish an identity for herself that is separate from her identity as a wife and mother.

The main message of A Doll’s House seems to be that a true marriage is a joining of equals. The play centres on the dissolution of a marriage that doesn’t meet these standards.

There is a lot of talk about love in A Doll’s House. Throughout the play we hear of and see many different forms of love: familial, maternal, paternal, and fraternal. Romantic love even blossoms for two of the secondary characters, namely Krostad and Mrs Linde. However, for the main characters, the Helmers, true romantic love is elusive.  They finally discovered that true love never existed between them.

WOMEN AND FEMININITY

Nora has often been painted as one of modern feminist heroines. Over the course of the play, she breaks away from the domination of her dictatorial husband, Torvald. Also throughout this play, there is constant talk of women, their traditional roles, and the price they pay when they break with tradition.

When A Dollʼs House was written in 1879, a wife was not legally permitted to borrow money without her husbandʼs permission. On her wedding day, a woman transferred from living under the authority of her father to under that of her husband.

Poverty had already forced women into the workplace early in the nineteenth century, and the Norwegian government passed laws protecting and governing women’s employment. By the middle of the 19th century, Norwegian women were permitted inheritance rights and the right to an education. But many of the rights provided to women favoured the lower economic classes. Employment opportunities for women were limited to low paying domestic jobs, teaching, or clerical work. Middle class women, such as Nora, noticed few of these new advantages. It was the institution of marriage itself that restricted the freedom of middle class women. Universal women rights were eventually achieved in 1913, making Norway the first country in Europe to have equal voting rights for men and women.

PRIDE, HONOUR, RESPECT AND REPUTATION

The men characters in A Doll’s House are obsessed with their reputations. Some have good names in their communities and will do anything to protect it; others have lost their good name and will do anything to get it back.

Honour

Honour is of extremely important to Torvald; it is what motivates his behaviour. Early in the play, his value for honour is the reason he gives for sacking Krogstad, claiming that because he once displayed a lack of honour, it means that Krogstad is forever dishonoured. When he learns of his wife’s mistake, Torvald’s first and foremost concern is for his honour. He cannot appreciate the sacrifice that Nora has made for him; he is only concerned with how society will react to his family’s shame. For Torvald, honour is more important than family and far more important than love; he simply cannot imagine anyone placing love before honour. This issue brings out the glaring difference between Nora and Torvald.

Pride

Like honour, pride is another quality that Torvald upholds. He is proud of Nora in the same way one is proud of an expensive or rare item or possession. When her scandal threatens to be exposed, Torvald is very fearful of losing his public pride. Instead of accepting Nora with her misperfections, Torvald instead rejects her when she is most in need of his support. His pride in himself and in his possessions blinds him to Nora’s worth and value. Nora is left with no choice but to leave Torvald. Only when she has made the decision to leave Torvald does she begin to develop pride in herself.

LIES AND DECEIT

The tension that runs throughout A Doll’s House comes from Nora’s fear of her secret being discovered. Her great terror being exposed leads her to tell a lie after a lie. When her web of lies finally reaches a climax, her marriage proves too weak to bear the strain.

At the beginning of the play, Nora appears to be a dutifully obedient and honest wife, however it is quickly revealed that she is hiding a serious secret from her husband—the fact that she borrowed money from Krogstad to finance a trip to Italy that she claims saved Torvald’s life. This confirms that all her statements about never disobeying or hiding anything from him were nothing but deceitful. When she reveals her dishonesty to Mrs. Linde, Mrs. Linde insists that she ought to confess to Torvald immediately, insisting that a marriage cannot succeed when husband and wife are not completely honest with each other.

But Nora is not alone in telling lies and being deceitful. Krogstad is also revealed to have committed a forgery. The fruits of their acts of deception are devastating: Krogstad’s reputation is ruined, and Nora is forced to leave her husband and family at the end of the play.

It should however be noted that the motivation behind Nora’s dishonesty was love—she lied in order to save her husband’s life. Furthermore, she wouldn’t have been deceitful if it weren’t for societal law dictating that women were not allowed to handle financial matters independently. Therefore Nora’s deceit was not the result of a personal flaw, but rather an attempt to commit a noble act of saving her husband’s life that went awry.

Dr. Rank also comes out as deceitful and dishonest. He has been deceiving both Nora and Torvald for years about the depth of his feelings for Nora. Only when she attempts to seek his financial help does Nora finally see beneath the surface to the doctor’s real feelings. He has been lusting for his best friend’s wife all those years. Nora is so shocked to discover this that she automatically decides not to ask Dr. Rank for financial assistance.

Torvald, who has been deceived throughout most of the play, is finally revealed in the final act to be the one most guilty of deception. He has deceived Nora into believing that he loved and cherished her, while all the while he had regarded her as little more than his property.

MONEY AND MATERIALISM

Throughout the entire play everyone is talking about money, as if it was a god. As the entire issue starts over a debt, the play revolves around money and who has it as well as who does not have it. It is a prevailing theme due to that.

From the very beginning of the play, money is a central theme. In the very first scene, Nora gives the porter one krone, telling him to “keep the change”, thus indicating a relaxed attitude to money and spending. The next scene with Torvald almost entirely revolves around the subjects of money, spending and borrowing, with Nora portrayed as a spendthrift. Torvald has very strong views on borrowing and debt. He says that, “Nora! Just like a woman. Seriously though, Nora, you know what I think about these things. No debts! Never borrow! There’s always something inhibited, something unpleasant, about a home built on credit and borrowed money.”

A need for money affects all the major characters in A Doll’s House. In the beginning of the play it is revealed that Torvald was recently promoted and will receive “a big fat income.” However, he still criticizes Nora for overspending, arguing that they need to be cautious financially. Mrs. Linde is in desperate need of a job following the death of her husband. Krogstad’s replacement at the bank leaves him threatening to reveal Nora’s secret in order to get his job back because he fears he will lose his source of income. Indeed, the bank works as a symbol for the pervasive presence of money in the characters’ lives.

Throughout the play A Doll’s House, the characters spend a good deal of time talking about their finances. Some are said to be doing quite well financially, and some have the promise of their finances improving in the future. Others are struggling to make ends meet. Either way, each character’s financial status seems to be a defining feature.

In the play, money symbolizes the power that the characters have over one another. In the first act, Torvald’s ability to dictate how much Nora spends on Christmas presents shows his power over her. On the other hand, the debt that Nora owes Krogstad allows him to have power over her and Torvald. Both Nora and Mrs. Linde cannot earn large incomes because they are women; their inability to access significant amounts of money shows the power that men have over the women in this society.

It is also clear that, while earning money leads to power, it can also be dangerous. For instance, even if money actualized Nora and her family’s trip to Italy, the debt she owed Krogstad soon became a source of terror, dread, and shame. The thrill of obtaining money soon became a nightmare for her.

Krogstad is a moneylender, and money (or lack of it) has had a major effect on his life. We learn that Mrs Linde ended her relationship with him many years ago because of his lack of financial security, choosing to marry a richer man instead. Throughout his life Krogstad has been poor, struggling to support his family, and it is this dependency on financial income that leads him to blackmail Nora in an attempt to keep his job at the bank. Mrs Lindeʼs life has also been directly affected by money, or lack of it. Her late husbandʼs business collapsed, leaving her with nothing to live on, and since then she has had to work hard to survive.

Dr Rank is the only main character who appears to be comfortable financially, having inherited money from his late father. However, although he is financially comfortable he is terminally ill, referring to his body as being “bankrupt”.

Torvald in particular focuses on money and material goods rather than people. His sense of manhood depends on his financial independence. He was an unsuccessful lawyer because he refused to take “unsavory cases.” As a result, he switched jobs to the bank, where he will primarily be dealing with money. For him, money and materialism may be a way to avoid the complications of personal contact.

THE SACRIFICIAL ROLE OF WOMEN

In A Doll’s House, Ibsen paints a bleak picture of the sacrificial role held by women of all economic classes in his society.

In order to support her mother and two brothers, Mrs. Linde found it necessary to abandon Krogstad, her true but poor lover, and marry a richer man.

The nanny had to abandon her own child to support herself by working as Nora’s and later as Nora’s children’s caretaker. As she tells Nora, the nanny considers herself lucky to have found the job, since she was “a poor girl who’d been led astray.”

Though Nora is economically advantaged in comparison to the play’s other female characters, she nevertheless leads a difficult life because society dictates that Torvald be the marriage’s dominant partner. Torvald issues rules and looks down on Nora, and Nora must hide her debt from him because she knows Torvald would never accept the idea that his wife had helped save his life. Furthermore, she must work in secret to pay off her loan because it is illegal for a woman to obtain a loan without her husband’s permission.

Nora’s abandonment of her children can also be interpreted as an act of self- sacrifice. Despite Nora’s great love for her children, as seen in her interaction with them and her great fear of corrupting them, she chooses to leave them. Nora truly believes that the nanny will be a better mother and that leaving her children is in their best interest.

All the three women in the play have made some kind of personal sacrifice in their lives in order to fulfill the roles which society expects of them. Nora, besides risking her dignity by borrowing money on behalf of her family, she also has sacrificed all her own opinions, thoughts and ideas and adopted Torvaldʼs views as her own. Besides that, she has been saving every bit of money she had and working odd hours of the night to repay Krogstad. And at the end of the play she sacrifices her home, family and children for the sake of her own self-discovery.

Mrs Linde, after her husbandʼs death, continued to make personal sacrifices for the sake of her family, taking on any work she could to support them financially.

Anne-Marie, on the other hand, sacrificed motherhood for a respectable job, which was all too common for young unmarried mothers in the 19th century.

PARENTAL AND FILIAL OBLIGATIONS

There is a strong emphasis throughout the play on the importance of parental and filial responsibility, and of the effect that the actions of parents have upon their children.

Parental obligations

Nora, Torvald, and Dr. Rank believe that a parent is obligated to be honest and morally-upright, because a parent’s immorality is passed on to his or her children like a disease.

For instance, Dr. Rank has a disease that is the result of his father’s wickedness. Dr. Rank implies that his father’s immorality, which included affairs with many women, led him to contract a venereal disease that he passed on to his son, causing Dr. Rank to suffer for his father’s misdeeds. He talks about the unfairness of this, of the sins of the father being passed on to the son.

Torvald, on the other hand, talks about a parentʼs immorality being passed on to the children like a disease. He voices the idea that one’s parents determine one’s moral character when he tells Nora, “Nearly all young criminals had lying mothers.” He speaks about Krogstad poisoning his own children with lies and immorality. He also refuses to allow Nora to interact with their children after he learns of her deceit; for fear that she will corrupt them.

Nora is referred to as being like her father, having inherited a lot of his qualities. It is also of note that she never had a mother, with Anne-Marie fulfilling the maternal role in her life.

Anne-Marie was forced to give away her own child to take on the role of Noraʼs nanny; in contrast Nora chooses to leave her own children at the end of the play.

Filial obligations

Filial means the duties, feelings or relationships which exist between a son or daughter and his or her parents.

The play suggests that children too have an obligation to protect their parents. Nora recognized this obligation, but she ignored it, choosing to be with, and sacrifice herself for, her sick husband instead of her sick father.

Mrs. Linde, on the other hand, abandoned her hopes of being with Krogstad and undertook years of labour in order to tend to her sick mother. Mrs Linde has fulfilled her filial responsibility by dedicating her life to care for her mother, at the expense of her own personal happiness. Her motherʼs illness has directly affected the life she has led and the personal decisions she has made.

Ibsen does not however pass judgment on either woman’s decision, but uses the idea of a child’s debt to her parent to demonstrate that familial obligation is not one way – it is reciprocal.

THE UNRELIABILITY OF APPEARANCES

Over the course of A Doll’s House, appearances prove to be quite misleading and hide the true reality of the play’s characters and situations. Our first impressions of Nora, Torvald, and Krogstad are all later proved quite wrong.

Nora, at first, seems a silly, childish woman, but as the play progresses, we see that she is intelligent, motivated, and, by the end of the play, a strong-willed, independent thinker.

Torvald, on the other hand, though he appears as the strong, benevolent husband, reveals himself to be cowardly, petty, and selfish when he fears that Krogstad may expose him to scandal.

Krogstad, who initially appears to be a vicious, ruthless blackmailer, later reveals himself to be a much more sympathetic and merciful character. He also turns out as an earnest lover. Indeed, the play’s climax is largely a matter of resolving identity confusion—we see Krogstad as a loving merciful man, Nora as an intelligent, brave woman, and Torvald as a helpless, sad man.

Situations too are misinterpreted both by the audience and by the characters. The seeming hatred between Mrs. Linde and Krogstad turns out to be love. Nora’s creditor turns out to be Krogstad and not Dr. Rank, as the audience and Mrs. Linde had thought. Dr. Rank confesses that he is not just a friend to Nora but instead he is in love with her, to Nora’s and the audience’s surprise. The seemingly ruthless Krogstad repents and returns Nora’s contract to her, while the seemingly kindhearted Mrs. Linde fails to help Nora, leading to Torvald’s discovery of Nora’s secret.

 

GENDER ROLES

A Doll’s House exposes the restricted roles of women during the time of its writing and the problems that arise from a drastic imbalance of power between men and women.

Throughout the play, Nora is treated like a child by the other characters. Torvald calls her his “pet” and his “property,” and suggests that she is not smart or responsible enough to be trusted with money. Neither Krogstad nor Dr. Rank take her seriously, and even Mrs. Linde calls her a “child.” Nora seems unperturbed by the views of others about her; even calling herself “little Nora” and promising that she would never dream of disobeying her husband.

However, there are clues that she is not entirely happy with the limited position she has as a woman. For example, when revealing the secret of how she borrowed money to finance the trip to Italy, she refers to it as her “pride” and says it was fun to be in control of money, explaining that it was “almost like being a man.” Nora seems to wish to enjoy the privileges and power enjoyed by males in her society. She seems to understand the confinement she faces simply by virtue of her sex.

Nora’s dissatisfaction with her status as a woman intensifies over the course of the play. In the final scene she tells Torvald that she is not being treated as an independent person with a mind of her own. According to her, the bitter solution to this issue is to leave married life behind, despite Torvald’s begging that he will change. Nora’s problems arise because as a woman she cannot conduct business without the authority of either her father or her husband. When her father is dying, she must forge his signature to secure a loan to save her husband’s life. That she is a responsible person is demonstrated when she repays the loan at great personal sacrifice.

The men in this play have a very conservative view of the roles of women, especially in marriage and motherhood. Torvald, in particular, believes that it is the sacred duty of a woman to be a good wife and mother. Moreover, he tells Nora that women are responsible for the morality of their children. In essence, he sees women as childlike, helpless creatures detached from reality on the one hand, but on the other hand as influential moral forces responsible for the purity of the world through their influence in the home.

The men of A Doll’s House are in many ways just as trapped by traditional gender roles as the women. The men must be providers. They must bear the burden of supporting the entire household. They must be the undoubted kings of their respective castles. Besides providing for their families, the men are obssessed by a desire to achieve higher status. Respectability is of great concern to both Torvald and Krogstad. When Nora’s borrowing is revealed, Torvald’s first thoughts are for his reputation. On the other hand, Krogstad is obsessed with achieving success now that he has changed his character. He intends to one day take over Torvald’s job and run the bank.

By the end of the play, these traditional ideas are truly put to the test.

INDIVIDUAL VS. SOCIETY

Nora, a dutiful mother and wife, spends most of the play putting others before herself. She thinks little about herself to the extent of engaging in an act of forgery and taking a debt for the sake of her husband’s health. She doesn’t stop to worry about how these actions might impact the lives of her husband and children. Even when she plans to kill herself near the end of the play, it is not to hide her shame but rather because she thinks that if she is alive then Torvald will ruin himself in trying to protect her.

Similarly, Mrs. Linde admits that, without a husband or any family members to care for, she feels that her life is pointless. Therefore both women find a sense of meaning in their lives through serving others and performing the caring, obedient role that society requires of them.

However, Nora later learns that prioritizing her duty as a wife and mother cannot lead to real happiness. She realizes that while she thought she was sacrificing herself to protect her love, in fact no such love existed. It becomes clear that Torvald would never have sacrificed his reputation to protect her. She therefore decides to leave him in order to develop a sense of her own identity. The play ends with Nora choosing to put herself as an individual before society’s expectations of her.

Some characters, however, are more concerned about themselves as individuals rather than the society. A good example is Krogstad. Throughout most of the play, it seems that he cares more about his reputation than anything else. Punished by society for his act of forgery, he is desperate to reclaim respectability in the eyes of others. However, he realizes that he will only achieve happiness through truly reforming himself and regaining the personal integrity that he lost, rather than the outward respectability.

In a similar way to Nora, Krogstad learns that society’s view of him is meaningless if he doesn’t respect himself as an individual.

BETRAYAL

Betrayal is a theme of this play in several ways. Nora has betrayed her husband’s trust in several instances. She has lied about borrowing money, and to repay the money she must lie about how she spends her household accounts and she must lie about taking odd jobs to earn extra money. She also chooses to lie about eating macaroons which her husband has forbidden her.

Torvald betrays Nora when he rejects her pleas for understanding. Torvald’s betrayal of her love is clearly shown when he doesn’t want to understand that Nora took the loan because of his own welfare. To him, she threatened his otherwise good reputation in the eyes of the society, which was an unforgivable sin to him. This was the reality that Nora requires to finally awaken from; her previous view about her husband and their marriage was just but a sham.

Mrs Linde also betrays Krogstad when she opts to marry a richer man because Krogstad was too poor to help her sustain her sick mother and needy siblings.

GROWTH AND DEVELOPMENT

In Act I, Nora is portrayed as nothing more than a “doll,” a child who has exchanged a father for a husband without changing or maturing in any way. But as the play progressed, she realized that she had no identity separate from that of her husband. Torvald owned her just as he owned their home or any other possession. She was finally forced to face the reality of the life she was living. She realized in the final act that if she had to develop an identity as an adult, she must leave her husband’s home. When Nora finally gave up her dream for a miracle and, instead, accepted the reality of her husband’s self-centredness, she finally took her first steps toward maturity. She realized the inequity of her situation; she also recognized her own self worth. Her decision to leave is a daring one that indicates the seriousness of Nora’s desire to find and create her own identity.

THE HOME

The fact that the play is called A Doll’s House means that home might be a prevalent theme. Early on in the text, the home is seen as a thing of joy, a place of comfort and shelter. The idea of home is enmeshed with the idea of the happy family, which the Helmers seem to be.

Toward the play’s conclusion, however, the imbalance of power in the family becomes an issue. Now the seemingly happy home is revealed as having been an illusion—a doll’s house—that hid the gulf between the Helmers. The Helmers’ home is really more of a prison than a shelter.

The title, A Doll’s House, implies that everything is a façade, an illusion. Just like a doll that has a plastered smile on its face, the doll’s house hides the problems in the marriage.

 

 

 

 

 

 

STYLISTIC/LITERARY DEVICES

Stylistic or literary devices are techniques (ways to do things, styles, or forms) that authors use to get the attention of the reader which include playing with words, creating imagery, comparing and contrasting, or using metaphors, just to name a few. In A Doll’s House, the author has used a variety of stylistic devices, as discussed below.

SYMBOLISM

Symbols are objects, characters, figures, or colours used to represent abstract ideas or concepts. The following are the symbols used in the play:

  1. Christmas and New Year Days   

The action of the play is set at Christmas and New Year season. Christmas and New Year holidays are both associated with rebirth and renewal and several of the characters go through a kind of rebirth over the course of the play.

Both Nora and Torvald have a spiritual awakening, which could be seen as a “rebirth.” Nora’s trials and tribulations wake her up to the sorry state of her marriage. When the “wonderful thing” fails to happen, she realizes she will never be a fully realized person until she breaks away from her husband. And when she slams the door behind her, she is in a way reborn.

Nora is not alone in her spiritual awakening, however. Torvald’s last line, “The most wonderful thing of all?” seems to indicate that he has also realized the complete inadequacy of his existence. By the end of the play, both Helmers have been reborn.

Krogstad and Christine are reborn as well. When these “two shipwrecked people…join forces,” they each get a fresh start in life. Both of them view their renewed love affair as a chance for salvation. Krogstad hopes that it will help increase his standing with the community, and that Christine’s influence will make him a better person. Christine, on the other hand, is overjoyed that she will have someone to care for. She once again has purpose in her life.

Nora and Torvald both look forward to New Year’s as the start of a new, happier phase in their lives, a new beginning with no debts. In the New Year, Torvald will start his new job, and he anticipates with excitement the extra money and admiration the job will bring him. Nora also looks forward to Torvald’s new job, because she will finally be able to repay her secret debt to Krogstad. By the end of the play, however, the nature of the new start that New Year’s represents for Torvald and Nora has changed dramatically. They both must become new people and face radically changed ways of living. Hence, the New Year comes to mark the beginning of a truly new and different period in both their lives and their personalities.

In the end of the play, it resembles new beginnings as almost all the characters are starting new lives, Nora and Torvald separately, while Christine and Krogstad together.
2. Christmas Tree

The Christmas tree symbolizes Nora’s role in her household. She is only a decoration to be looked at. Her function in the household is pretty much the same as the tree. She is merely decorative and ornamental. She dresses up the tree just as Torvald dresses up her for the party. It’s interesting that she tells the maid not to let the children see the tree until it’s decorated. This is reminiscent of when she tells Torvald that she can’t be seen in her costume until the party.

The Christmas tree, therefore, a festive object meant to serve a decorative purpose, symbolizes Nora’s position in her household as a plaything who is pleasing to look at and adds charm to the home.

It also symbolizes family happiness and unity, as well as the joy Nora takes in making her home pleasant and attractive.

At the beginning of Act Two, the Christmas tree has been stripped of its ornaments and is only left with burnt-down candle-ends on its disheveled branches. Nora is alone in the room, walking about uneasily. Basically, Nora is a mess and so is the tree. She’s gotten the bad news from Krogstad, and as a result her mind is just as disheveled as the poor tree.

First of all, the tree seems to mimic Nora’s psychological state. It can be interpreted as symbolic of Nora’s disintegrating web of lies. The pretty decorations that Nora used to cover up her deceit are falling away. Soon the bare, ugly truth will emerge. This represents the end of Nora’s innocence and foreshadows the Helmer family’s eventual disintegration.

  1. Macaroons

Torvald has banned Nora from eating macaroons. Although Nora claims that she never disobeys Torvald, this is proved false in the very opening of the play when Nora eats macaroons while she was alone in the living room. The macaroons are symbolic of Nora’s disobedience and deceit. She lies to Dr. Rank about having been given some by Mrs. Linde, and after giving her performance of the tarantella asks that macaroons be served at dinner, which indicates a close relationship between the macaroons and her inner passions, both of which she must hide within her marriage.

  1. The tarantella

Tarantella takes its name from a spider, a Tarantula,   that, according to the the Italian legends, bites its victim mortally. The only way to get rid of its poison is to dance so as to let the poison come out of the body with the sweat. Similarly, the wild dance of Nora is a symbolic expression of her tragic inner
condition and, at the same time, a therapeutic instrument that gives her courage to face up the suicide that she plans to carry out. Nora dances the Tarantella at a time when she had accelerated anxiety, on the border of madness. So through the dance, her body was trying to express what couldnt be said in words

Like the macaroons, the tarantella symbolizes a side of Nora that she cannot normally show. It is a fiery, passionate dance that allows her to drop the mask of the perfect Victorian wife and express her desperate and tragic interior condition and her inner feelings.  It is a dance of recovering from the madness of her fate; Tarantella has the power to heal Nora.

After the dance, in fact, she reemerges matured and able to look death in the eyes.

It is important to note that the rehearsal of Tarantella is the first moment in which Nora doesn’t obey what Torvald commands. Her repressed feelings are not allowed to come out in her marriage, the only way she can express them is through a performance. And her performance is wild and hysteric. Through the dance Nora liberates herself from her sexual doll’s role, which is a transformation from an old existence to a new one.

  1. The Doll’s House

The title of the play A Doll’s House is also symbolic. It represents something impermanent or short-lived.

There are a few mentions of dolls early on in the play; for example, when Nora shows Torvald the dolls she bought for her daughter, and says that the fact that they are cheap doesn’t matter because she will probably break them soon anyway. This probably suggests that Nora is raising her daughter for a life similar to her own. It also foreshadows Nora breaking up her family life by leaving Torvald.

When Nora plays with her children she also refers to them as her “little dollies.” However, it is not until the end of the play that the metaphor becomes explicitly clear. Nora tells Torvald that both he and her father treated her like a doll, and cites this as one of the reasons why she has become dissatisfied and disillusioned with her life with him.

  1. The dance costume

At the end of the play, Nora decides to leave Torvald. The next thing Nora does is to change out of her fancy dance dress. Torvald bought this dress for Nora to wear at a costume party because he wanted her to appear as a “Neapolitan fish girl”. As one would put clothes on a doll, Torvald dresses Nora. When she sheds this dress, she is symbolically shedding her past life with Torvald and her doll-like existence.

  1. Dr. Rank

Dr. Rank is a symbol of moral corruption within society. He has been lusting for Nora secretly. His illness is is symbolic of the moral illness of the society as represented by himself, Krogstad and, by extension, Torvald.

  1. Mrs Linde

Mrs Linde is a symbol of a modern, independent woman. She arrives in town in search of a job in order to earn money and survive independently. She perhaps also symbolizes hollowness in the matriarchal role.

  1. Torvald Helmer

Torvald Helmer is a symbol of a male dominated, authoritative, and autocratic society.

  1. The slamming of the door

The slamming of the door symbolizes the finality of the relationship between Torvald and Nora Helmer.

USE OF FIGURATIVE LANGUAGE

IMAGERY

Metaphors

        A metaphor is a comparison without using the terms ‘like’ or ‘as.’ Henrik Ibsen uses quite a number of metaphors in A Doll’s House. These include the following:

  1. Torvald’s pet names for Nora

He calls her “featherhead,” “songbird,”  “squirrel” “hunted dove …saved from hawk’s claws,” and “skylark.” When she leaves him, he calls her a “heedless child.”

All these metaphors are, on one hand, aimed at reflecting Nora’s apparently innocent, carefree nature, and on the other hand, they suggest that her husband does not think of her as a proper adult because she is a woman.

Another metaphor is on page 3 where Torvald says, “how much it costs a man to keep such a little bird as you.” Here,   Torvald is comparing Nora to a bird by saying that people would not expect her to spend as much money as she does.  The “bird” reference means that birds are typically low maintenance, but Nora is not.

  1. The doll

-In Act 3, Nora tells Torvald that both her father and Torvald have treated her like a doll-child, with no opinions of her own, and have only played with her. Both men, she says, have committed “a great sin” against her in discouraging her from growing up. Torvald’s pet names for her are prefaced by “little,” showing that he sees her as a child.

  1. Big black hat

-In Act 3. Dr. Rank has a coded conversation with Nora (designed to protect Torvald from unpleasant truths) in which he says he will attend the next fancy dress ball wearing “a big black hat” that will make him invisible. This is a way of saying that he will be dead.

  1. Other metaphors

-Krogstad is labeled “morally diseased” because of the incriminating forged bond and the forged documents that tarnished his reputation.

-Nora and Torvald crumbling marriage and home are referred to as a “doll’s house” to mean their impermanency.

– Krogstad uses this metaphor, “I am a shipwrecked man clinging to a bit of wreckage…” to describe how he felt when Mrs. Linde chose to marry her late husband instead of him. Mrs. Linde replies that she had her mother and younger brothers to take care of and she needed financial stability, which Krogstad could not offer her. In this metaphor, Krogstad might be suggesting that he is still in love with Mrs. Linde.

-Torvald refers to his wife as his “frightened little songbird” and promises her that his “big broad wings” would protect her.

-The title of the play A Doll’s House is an extended metaphor. It is comparison of a small toy with that of a perfect house. It compares Nora’s relationship with every man in her life to that of a young child playing with her, merely a pretty plaything.

Similes

A simile is a comparison by use of the terms ‘like’ or ‘as.’ Similes are used in different places in the story to compare certain necessary ideas.

Examples

-“It was like being a man.” This simile was used by Nora to compare the role she played in sustaining the family during their one-year stay in Italy. It made her feel like a man supporting them for all that time.

-Torvald brags that he will protect Nora “like a hunted dove that [he has] saved from the talons of a hawk.” Here, he wants to emphasize his commitment in ensuring Nora of her safety.

IRONY

Irony is a figure of speech in which words are used in such a way that their intended meaning is different from the actual meaning of the words. It may also be a situation that ends up in quite a different way than what is generally anticipated. There are three types of irony evident in A Doll’s House, namely: verbal, situational and dramatic irony.

 

 

Dramatic irony

Dramatic irony occurs when the audience is more aware of what is happening than one, some or all the characters on stage.

The full significance of a character’s words or actions is clear to the audience or reader although unknown to the character. In other words, the audience’s or reader’s knowledge of events or individuals surpasses that of the characters.

Examples

This happens in A Doll’s House near the opening of the play when Nora eats macaroons. When Torvald then asks Nora if she has been eating sweets, she lies and says she has not. Nora and the audience know this is a lie and so know more than Torvald, making this a situation of dramatic irony.

– Torvald tells Nora, “No debts! Never borrow! There is something inhibited, something unpleasant, about a home built on credit and borrowed money.” But nevertheless, she has borrowed money from Krogstad which she has been paying for a long time without his knowledge.

-The reader is aware that Nora borrowed money from Krogstad without her husband’s permission. Nora also forged her father’s name to gain the money. She says, “You don’t know all. I forged a name.” In the following conversation between Nora and Christine it is clearly stated that Torvald does not know of Nora’s actions

Mrs. Linde: And since then have you never told your secret to your husband? Nora. Good heavens, no!

– Another example of dramatic irony in A Doll’s House is when Nora wants to practice a dance called the Tarantella. When Torvald goes to look in the letter box Nora says, “Torvald please don’t. There is nothing in there.” The reader knows there is a letter in the mailbox that has been dropped by Krogstad. The reader also knows that Nora has not forgotten the dance as she claimed, she was just pretending. The reader knows this when Torvald goes to check the mail and Nora begins to play the Tarantella. Nora then says, “I can’t dance to-morrow if I don’t practise with you.” The reader knows that all Nora is trying to do is keep Torvald from reading the mail which contains a letter from Krogstad.

– Dramatic irony is evident throughout the text to indicate Nora’s exit from her marriage with Torvald. Some escalating events have happened in the three acts to give clues to the audience that she has already decided to leave.

Examples:

  1. Nora to Nurse regarding the children:

Nora: Well, Anna, I won’t be able to be with them as much any more.
Nurse: Oh well, little children get used to everything.
Nora: Do you think so? Do you think they’d forget their mother if she went away for good?

  1. ii) Nora to Torvald:

Nora: “Torvald, you will be sorry for not letting me stay, even

for just half an hour.”

She knows that the letter is still in the mailbox and doesn’t want Torvald to find out about the contract.

iii) Nora to Mrs Linde:

Nora: “You all think I’m incapable of doing anything serious…or of ever having to face the brutality of life.”

Situational irony

Situational irony occurs when something entirely different happens from what the audience may be expecting, or the final outcome is opposite to what the audience is expecting.

 

 

Examples

Situational Irony is present when Nora is discussing Krogstad’s forgery with her husband in Act 1. Minutes before this conversation, Krogstad approached Nora about her own forgery of her father’s signature.

-There is very little hint that Nora is going to leave Torvald until the end of the play. At the beginning of the play she acts as if she loves him very much. Not until she says “Or if anything else should happen to me-anything, for instance, that might prevent me from being here” does anyone think about Nora leaving Torvald. At the end of the play she calls Torvald a “stranger” and walks out.

-It is ironic that Torvald states that he awaits the moment when Nora will be in trouble so that he can rescue her. When in fact the truth comes out and Torvald has been given his opportunity to rescue Nora, all he is concerned with is his reputation. He yells at her. He insults her by calling her feather brain. He screams at her, telling her to go to her room. He is not interested in how he can rescue her. He is interested in how he can get out of this mess without ruining his good name.

-When Krogstad returns the IOU document, Torvald exclaims that he is saved and that he has forgiven Nora. When Nora asks if she is saved, Torvald exclaims that she is, of course. Only moments earlier, he was furious with her. Ironically, he did not even consider that she had borrowed the money to in fact save him.

-Situational irony is also evident earlier on in the play during Nora’s chat with Mrs. Linde, where she says “d’you know what a stroke of luck we’ve had?” where she talks, or rather brags about her husband getting promoted as the manager of the bank. She says, “To have no more worries, all one needs. Isn’t it wonderful?” and also “Not just all one needs, but lots of money too”. Here, Nora visualizes a happy and blissful life with Helmer. However, there is irony in what she says because later on in the play, her marital relationship will be shattered and she will leave her husband and all the ‘money’ that she had visualized, for an uncertain future away from Torvald after realizing that the world she was living in was equivalent to the world of a puppet, or rather, a doll.

 

 

Verbal irony

Verbal irony occurs when a speaker’s intention is the opposite of what he or she is saying.

Examples

-Verbal irony is present when Helmer says, “Is that my little skylark twittering out there?” He is not really asking if Nora is a bird. He is not even saying that she is twittering like a bird. He is just asking if it is his wife, Nora, and if she is saying something. When Torvald Helmer says, “Is it my little squirrel bustling about?” he does not think that Nora is a squirrel either.
-Nora has her share of verbal irony too. When she is sitting down talking to Mrs. Linde she says, “There now, it is burning up.” The place is not literally burning up. The house is not on fire. Nora is just stating that the temperature inside the house is hot.

– When Nora is chatting with Mrs. Linde, where she says “d’you know what a stroke of luck we’ve had?” where she talks, or rather brags about her husband getting promoted as the manager of the bank. She says, “To have no more worries, all one needs. Isn’t it wonderful?” and also “Not just all one needs, but lots of money too.” The reader is tempted to think that her life is that of her family is one smooth ride. But it emerges that she is deep in debt and even has to work extra hours at night in order to keep up with the payments.

FORESHADOW

Foreshadowing refers to clues that point to events that will happen later.

Examples

-Nora’s early rebellion of eating the macaroons against Torvald foreshadows her later rebellion

The way Torvald always called Nora “My little skylark”, “My little squirrel”, “My little singing bird,” “My pretty little pet,” “My little sweet-tooth,” and “My poor little Nora.” was a foreshadow. She ends up saying something like “I’m just your little dove” in the later acts when she decides to leave him. She acknowledges the fact there was never actually love between them; she was just his play toy. Hence the name of the play, “A Doll’s House.”

-In the following conversation between Nora and Anne-Marie, there is use of foreshadow.

 Nora: Well, Anna, I won’t be able to be with them as much any more.
Nurse: Oh well, little children get used to everything.
Nora: Do you think so? Do you think they’d forget their mother if she went away for good?

Nora eventually leaves her family, which was why she asked Anne-Marie how she possibly could have done it.

-Torvald’s stubbornness about denying Krogstad the banking job has complicated Nora’s attempt to continue hiding her little secret. We know there is going to be trouble later on. Nora’s secret is bound to come out. Ibsen has foreshadowed an ironic inevitability.

-Mrs. Linde plays the role of foreshadowing the future of Nora and a mirror to Nora’s character. She delves into the mistakes Nora will make and views her for what she truly is. She is the wise woman who has hindsight of what becomes of women who spend their money and borrow. She provides exposition to the play because she is the only one Nora can discuss her history with without consequences. Talking to Mrs. Linde provides an opportunity for the audience to understand Nora’s character.

-Mrs. Linde shares with Nora that her husband had died and that, due to her habits and his unstable business, she was now poor and struggling to make ends meet. She seems to be foreshadowing Nora’s impending fate.

CONTRAST/JUXTAPOSITION

Contrast or juxtaposition involves two characters or things being placed together with a contrasting effect.

Examples

-The father-daughter relationship between Nora and her father and that of Nora and Torvald is contrasted in the final act. Nora makes this connection that life with her father was like life with Torvald. Nora’s father would force his beliefs on her and she would comply with them lest she upset him; she would bury her personal belief under Papa’s. According to Nora, Torvald was guilty of the same things. A good example was his insistence on her wearing the fish girl costume and his frustration over her inability to grasp the tarantella.

-Krogstad and Nora are also contrasted. The more we learn of Krogstad, the more we understand that he shares a great deal with Nora Helmer. First of all, both have committed the crime of forgery. Moreover, their motives were out of a desperate desire to save their loved ones. Also like Nora, Krogstad has contemplated ending his life to eliminate his troubles but was ultimately too scared to follow through.

– Dr. Rank’s treatment of Nora is contrasted sharply with that of Torvald. Rank always treats Nora like an adult. He listens to her and affords her a dignity, which is definitely missing in Torvald’s treatment.

– Mrs Linde’s relationship with Krogstad also provides a point of comparison with that of Nora and Torvald.

-Nora and Mrs Linde are also contrasted. Whereas Mrs. Linde took responsibility for her sick parent Nora abandoned her father when he was ill. Mrs. Linde’s account of her life of poverty underscores the privileged nature of the life that Nora leads. Her sensible worldview contrasts sharply with Nora’s somewhat childlike outlook on life.

FOIL

foil is a literary character who contrasts another character in order to highlight certain aspects of the other character.

Examples

-Mrs Linde’s life’s journey from independence to marriage is a foil to Nora’s journey in the opposite direction.

-Dr Rank is a foil to Torvald in that he treats Nora as an intelligent human being and she in return speaks more openly to him than she does to her husband

-Mrs. Linde is the character that really makes Nora look bad in comparison and acts as a foil for Nora. In fact, you could argue that all the characters act as foils for Nora.

MOTIFS

Motifs are recurring structures, contrasts, or literary devices that can help to develop and inform the text’s major themes.

Examples
Nora’s definition of freedom

-Nora’s understanding of the meaning of freedom recurs in the course of the play. In the first act, she believes that she will be totally “free” as soon as she has repaid her debt, because she will have the opportunity to devote herself fully to her domestic responsibilities. After Krogstad blackmails her, however, she reconsiders her outlook regarding freedom and questions whether she is happy in Torvald’s house, subjected to his orders and commands. By the end of the play, Nora seeks a new kind of freedom. She wishes to be relieved of her familial obligations in order to pursue her own ambitions, beliefs, and identity.

Use of letters

-Many of the plot’s twists and turns depend upon the writing and reading of letters. Krogstad writes two letters: the first reveals Nora’s crime of forgery to Torvald; the second retracts his blackmail threat and returns Nora’s promissory note.

The first letter, which Krogstad places in Torvald’s letterbox near the end of Act Two, represents the truth about Nora’s past and initiates the inevitable dissolution of her marriage. The second letter releases Nora from her obligation to Krogstad and represents her release from her obligation to Torvald.

The two letters have exposed the truth about Torvald’s selfishness, and Nora can no longer participate in the illusion of a happy marriage.

Dr. Rank’s communicates his imminent death through another form of a letter: a calling card marked with a black cross in Torvald’s letterbox. By leaving his calling card as a death notice, Dr. Rank politely attempts to keep Torvald from the “ugly” truth, as he had said earlier about his best friend, Torvald.

Other letters include Mrs. Linde’s note to Krogstad, which initiates her life-changing meeting with him, and Torvald’s letter of dismissal to Krogstad.

HYPERBOLE

Hyperbole refers to extreme exaggeration of statements or claims which makes someone or something sound bigger, better or more than they are.

Examples

  1. i) Nora: Yes, that’s just it. 

Helmer: Now you have destroyed all my happiness. You have ruined all my futures. It is horrible to think of! I am in the power of an unscrupulous man; he can do what he likes with me, ask anything he likes of me, give me any order he pleases– I dare not to refuse. And I must sink to such miserable depths because of a thoughtless woman! 

It is a hyperbole because although Nora may have caused a major accident of forging a signature and hiding it from Helmer, it is not obvious it will affect his future. Helmer is exaggerating that his happiness is destroyed because he feels betrayal and anger, just to show the seriousness of the shame that Nora has caused.

  1. ii) Linde: But now I am quite alone in the world–my life is so dreadfully empty and I feel so forsaken.

This is a hyperbole because Mrs. Linde is exaggerating about her situation.

iii) NORA: I should like to tear it into a hundred thousand pieces. 

It is a hyperbole because Nora cannot possibly be able to tear the letter into a thousand pieces.

 

 

 

 

 

 

 

 

 

 

 

 

 

REVISION QUESTIONS

CONTEXT QUESTIONS

  1. Where is A Doll’s House set?

-In a middle-class living-room; nice but not extravagant furniture; piano, fire, winter’s day; Norway

  1. Why does Nora tell the porter to hide the tree?

-so the kids don’t see it before it’s decorated

  1. What does Nora sneak at the beginning of the play?

-macaroons

  1. What does Torvald call Nora?

-squirrel, skylark

  1. Why does Torvald scold Nora at the beginning of the play?

-for buying things and being careless with money

  1. When is Torvald getting a new job? Why does he want Nora to wait to spend money?

-New Year; what if he gets hit in the head with a brick and therefore never gets the job?

  1. How does Nora suggest they buy things before the promotion?

-borrowing from people (Helmer thinks she’s just a typical woman who doesn’t understand debt)

  1. What does Nora want Torvald to get her for a present? Why doesn’t he want to give it to her?

-money; he calls her a spendthrift and says she’ll just waste all the money on unimportant things

  1. What does Torvald think runs in Nora’s family?

-spending too much money (like her father)

  1. Does Nora want to be like her dad? Does Torvald want this?

Yes, no

  1. What is the first thing Nora lies about?

-she denies that she would ever eat macaroons because she promised not to…but she did

  1. What did Nora do the Christmas before this one?

-locked herself away to make paper flowers to decorate the tree (the cat ripped up the flowers, though)

  1. Who is Mrs. Linde?

-Christine; Nora’s childhood friends; they haven’t seen each other in 9 or 10 years

  1. What does Nora think of Mrs. Linde’s appearance?

-she looks pale

  1. What work has Nora had to do?

-sewing, embroidery, etc.

  1. What secret does Nora tell Mrs. Linde first?

-when Torvald worked too hard in the first year of their marriage and got sick and had to go to Italy to recover, she borrowed money from her father in order to pay for it (at the time: her father was dying, she was pregnant, and she couldn’t go see him)

  1. What is Christine’s backstory?

-she never loved her husband, she just married Mr. Linde because she had a sick mother and two little brothers to support; when he died, his business fell apart and she was left with nothing; she had been working ever since; recently, her mom died and her brothers are now old enough to take care of themselves

  1. What does Christine ask of Nora?

-if Torvald can give her a job at the bank he’ll be managing

  1. Why does Christine think it’s nice of Nora to care so much about her troubles?

-because she says Nora has never had any of her own

  1. What does Nora reveal to Mrs. Linde after being insulted because Christine said she didn’t really know trouble?

-she didn’t actually borrow money from her father; she borrowed it from someone else, but Torvald doesn’t know this; he didn’t even know how sick he was and that the Italy trip was to make him survive; she pretended that she just wanted to travel abroad and secretly borrowed the money to spare his pride

  1. When does Nora plan on telling Torvald the truth?

-when she’s old and he’s not attracted to her anymore (but then she says never)

  1. How has Nora been paying back the loan?

-lots of odd jobs secretly, scrimping on buying new clothes for herself (cheap clothes look good on her so Torvald doesn’t notice); last winter she copied letters late every night (perhaps she didn’t really spend all that time making tree decorations?)

  1. What does Nora dream?

-a rich old man would come and give her all the money she needs

  1. How does Mrs. Linde first claim to have known Krogstad?

-he was a lawyer in her area

  1. What is Krogstad’s backstory?

-had an unhappy marriage, now has several children, got himself into bad business troubles

  1. What does Mrs. Linde say when Dr. Rank tells her and Nora what a bad guy Krogstad is?

-people should try to help the diseased (bc Rank says Krogstad is morally deceased)

  1. What does Torvald say when Nora asks if Christine can have a job?

-yes; she’s come at a good time

  1. What does Krogstad first ask Nora? Then what does he ask of her?

-if Mr. Helmer is giving Christine a job; if she will use her influence to get him a job (she says she doesn’t have much influence)

  1. Why is Nora no longer afraid of Krogstad when he first comes to visit?

-come New Year she’ll be out from under his thumb

  1. Why does Krogstad want to regain the community’s respect?

-for the sake of his sons   

  1. Why does Nora tell Krogstad not to tell Torvald about the money?

-that would only confirm what a bad person Torvald sees Krogstad as; says it would make everything unpleasant

  1. What does Krogstad tell Nora that makes the whole thing worse?

-she forged her father’s signature; he can prove it because the signature is in Nora’s handwriting and she dated the document after her father died; basically he can prove that not only does she owe money but she broke the law (Nora says she didn’t have time to think about it because her husband was dying)

  1. When does Nora start decorating the Christmas tree?

-after Krogstad leaves after blackmailing her

  1. Why does Torvald think Krogstad was at the house?

-to get Nora to put in a good word for him (if only he knew the whole story)

  1. What does Nora ask Torvald to do for her?

-pick out her costume for the Stenborgs’ party because she’s helpless without his taste

  1. What crime did Krogstad commit? Why does Torvald not like him?

-forgery; he never admitted his guilt, he got off through loopholes, he is corrupt and has lived a life of lies even around his family; it’s worst for the children who are corrupted by an atmosphere of deceit

  1. How does the Christmas tree look at the start of act 2?

-stripped and bedraggled

  1. Who is Anne?

-maid; she got pregnant by a bad guy and had to give up her child

  1. What costume is Nora going to wear to the Stenborgs’ party?

-Neapolitan fisher girl

  1. What dance does Torvald want Nora to do?

-tarantella

  1. What does Christine offer Nora?

-to fix up her costume (if she can come by and see Nora in it)

  1. What is Dr. Rank sick with? How did he get it?

-“consumption of the spine”; his promiscuous father

  1. What can Nora not talk about with Torvald? Why?

-her old school friends; he gets jealous

  1. Who does Christine guess lent Nora the money?

-Dr. Rank

  1. What does Christine think of Nora and Dr. Rank’s relationship?

-they should stop talking to each other so much because he’s probably interested in Nora

  1. Who does Nora think about borrowing money from to pay Krogstad?

-Dr. Rank

  1. What does Nora tell Torvald she’ll do anything he asks of her for? What does Torvald say?

-if he’ll not fire Krogstad; he’s given his job to Mrs. Linde

  1. What reasoning does Nora give for why Torvald should not fire Krogstad?

-he writes small newspapers and he might write nasty articles about Torvald if he’s fired (like when her father got in legal trouble and was slandered by the papers); he should fire someone else and let Mrs. Linde and Krogstad both have jobs

  1. What does Torvald think of Nora’s dad’s business?

-his dealings were shady

  1. Why won’t Torvald give in to Nora’s request for a job for Krogstad?

-he already said no and told everyone at the bank he’s firing Krogstad, and he’s worried that if he changes his mind people will think his wife rules him; also, he knew Krogstad when they were kids and Krogstad insists on calling Torvald his first name which is really embarrassing given Krogstad’s checkered past

  1. What finally makes Torvald send a letter firing Krogstad?

-Nora calls him petty for worrying about his affiliations with Krogstad

  1. Why does Torvald forgive Nora’s behavior in wanting a job for Krogstad?

-shows how much she loves him; but if trouble comes from the firing, he can handle it

  1. What does Dr. Rank ask of Nora?

-to keep Torvald away from Dr. Rank’s sick room, because heis sensitive to such unpleasantness and Rank doesn’t want to upset him

  1. How will Dr. Rank inform Nora of his death?

-business card with black cross in heir mailbox when he starts to die (Nora says it’s morbid and depressing)

  1. Who does Dr. Rank think will replace him as Nora’s friend after he dies?

-Mrs. Linde

  1. How does Nora react when Dr. Rank tells her he loves her?

-she says it’s inappropriate; it makes her uncomfortable, he should’t have said that

  1. How does Nora respond when Rank tells her that she seems like she loves him more than Torvald?

-she says the people you have fun with aren’t the same as the ones you love; when she was little she loved her father the most, but had fun gossiping with the maids

  1. What relationship does Nora liken her relationship with Torvald to?

-her relationship with her father

Why is Krogstad surprised Torvald would fire him at first?

-knowing what power he has over them

  1. What does Krogstad offer?

-that the 3 of them can settle the matter, and no one else has to be involved

  1. How does Krogstad plan to use the blackmail?

-to blackmail Torvald into giving him a promotion; in a year it’ll be him running the bank instead of Torvald

  1. What does Nora threaten to do? What does Krogstad say?

-commit suicide; doesn’t believe she’ll do it, and it wouldn’t do any good because he would still be able to ruin her reputation which Torvald would never let happen

  1. What does Nora expect Torvald to do when he finds out?

-take all the blame on himself; a wonderful, yet terrible thing

  1. How does Mrs. Linde reassure Nora?

-says she’ll go and convince Krogstad to ask Torvald for the unopened letter back because they used to be close

  1. What does Nora ask Torvald to help her with?

practicing the tarantella (she does it, and he says she has a lot of practicing to do, which she agrees with and says he’ll have to help her every moment between then and the party)

  1. What does Torvald guess when Nora says he’ll have no time to open letters since he’s helping her practice? What does he agree to do?

-that there’s a letter from Krogstad; wait til after the party to open it

  1. Why is Nora kind of glad that Torvald’s going to find out?

-the wonderful thing, the miracle will happen–he’ll jump to her rescue and take all the blame

  1. Where does Mrs. Linde wait for Krogstad? Why?

-at the Helmers’ house while they’re at the party; there’s no private entrance at the place where she’s staying

  1. What is Krogstad & Mrs. Linde’s past?

-she broke up with him abruptly for the man she married because she needed his money to support her family

  1. What does Krogstad say he’s been like since Christine left him? What does she say?

-a man lost at sea on a wreck; she feels the same, and the shipwrecks should get together

  1. Why does Mrs. Linde tell Krogstad she came to town? What does he say?

-for him: she needs someone to work for, to help, or she feels like she has no purpose in life; Krogstad calls her hyserical and says she’s just looking for a chance at self-sacrifice

  1. What does Mrs. Linde say when Krogstad asks if she only got back together with him for Nora?

-she sold herself in the past and would never do it again

  1. Why does Christine tell Krogstad not to get his letter back?

-all the lies in the Helmer house need to come to light

  1. Did Nora want to leave the party so early?

-no

  1. Why does Mrs. Linde say she’s at their house?

-to see Nora’s costume

  1. What did Torvald think of Nora’s performance at the party?

-a bit too realistic, she was a bit too much like a Neapolitan fisher girl for his taste (but the other guests loved it)

  1. What does Torvald think Mrs. Linde should do instead of knitting?

-embroidery (more tasteful since knitting needles look Chinese)

  1. What does Torvald pretend when the Helmers go to parties?

-Nora’s not his wife, but his secret lover

  1. What does Dr. Rank say he will be at the party next year?

-invisible

  1. Why does Dr. Rank tell Torvald he had a right to drink a lot at the party?

-he did medical research all day and has found something for sure and was very productive (but really, he found out he’s definitell going to die)

  1. What does Torvald notice about the mailbox? What is Nora’s response?

-someone tried to pick the lock; one of Nora’s hairpins is jammed into it; she blames it on the kids

  1. What does Torvald find in the mailbox from Rank?

-two cards with black crosses on them

  1. What does Torvald tell Nora after he says he’s glad to have her?

-he sometimes wishes she were in trouble so he could save her

  1. What does Torvald do after reading Krogstad’s letter?

-screams at Nora, says she’s just as disgusting as her father was; says his happiness is now destroyed because he’ll have to obey Krogstad

  1. What does Torvald say in response to Nora’s threatening to commit suicide?

-it won’t do any good because Krogstad will still have power and suspect him as an accomplice (doesn’t really care that she’d be dead?!)

  1. What is Torvald’s solution?

-Nora can still live in the house to keep up appearances, but the relationship is over and she’s not allowed near the children because she’ll corrupt them

  1. How does Krogstad fix the problem?

-sends another letter with the forgery and says he’s ashamed he tried to blackmail them

  1. Why does Torvald say his love for Nora is even deeper now?

-after having forgiven her from the bottom of his heart; his possession of her has grown even greater; she shouldn’t worry because he’ll continue to guide her through life as if she were a child

  1. What does Nora complain about after Torvald forgives her?

-she says they’ve never had a serious conversation before now

  1. Who does Nora accuse of treating her like a doll?

-Torvald and her father; they dressed her up and made her into what they wanted her to be

  1. Why does Nora say she’s leaving Torvald and the kids?

-she has a duty to herself that she’s never fulfilled; she realizes she’s never been happy with Torvald; she will spend the night at Mrs. Linde’s

  1. Why does Torvald admonish Nora for wanting to leave?

-he says she’s forsaking her sacred duties to her husband and children; then he says what Jesus would do

  1. What does Nora need to learn by leaving?

-whether she’s just too ignorant to understand society, as Torvald says, or if society’s wrong

  1. Why does Nora realize she never loved Torvald?

-she realizes he isn’t the man she thought he was when the “miracle” of him taking the blame from her didn’t happen

  1. When does Nora say she would come back?

if they had a true marriage instead of just living together

  1. What does Helmer end with?

“The most wonderful thing of all”

ESSAY QUESTIONS

  1. What is important about the title? Who is the “doll” Ibsenrefers to?
  2. Who is the more significant female character in terms of plot development, Nora or Kristine? Explain your answer.
  3. Do you think Kristine’s decision not to prevent Krogstad from revealing the truth to Torvald is a betrayal of Nora? Does this act ultimately hurt or benefit Nora?
  4. How does Henrik Ibsen reveal character in A Doll’s House? Is Nora a sympathetic character? Did your opinion of Nora change from the beginning of the play to its conclusion?
  5. Does the play end the way you expected? Do you think this was a happy ending?
  6. A Doll’s Houseis generally considered a feminist work. Do you agree with this characterization? Why or why not?
  7. What does the Tarantella dance symbolize in A Dollhouse? 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

GLOSARY

Dissolution

-coming apart, as a person does during an illness

Extravagant

-luxurious; in excess of what is really necessary (especially in terms of cost or glamor).

Feminism

-the idea or ideal of gender equity in society, with a focus on issues pertaining to women

Flat

-an apartment

Indiscreet

-not discreet; not keeping a sensitive or delicate matter private.

IOU

-a written document acknowledging a debt (as “I owe you…”).

Lament

-to feel or express sorrow about a bad choice or bad circumstance

Lark

-a songbird

Macaroon

-a chewy, sweet cookie made with sugar and egg whites

Patronizing

-condescending; expressing the idea that someone is lower than oneself

Spinal consumption

-a disease something like tuberculosis, colloquially thought to be a consequence of the diminishment of semen. Nora says that Dr. Rank has the disease as a consequence of his father’s misdeeds

Tarantella

-a fast, whirling southern Italian dance, usually performed by a single couple, once supposed to be a remedy for a tarantula bite. This is the dance which Nora dances for Helmer at the party

Tuberculosis

-a contagious wasting disease which causes chest pain and coughing up of blood. Untreated, it eventually is fatal.

Alliance High KCSE Mock Exams Papers & Marking Schemes

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TSC Merit Lists Per County For July 2022 Mass Recruitment – Uasin Gishu

TSC Merit Lists Per County For July 2022 Mass Recruitment

The Teachers Service Commission, TSC, has released merit lists for the teachers shortlisted for the recruitment process.

The shortlisted applicants for all secondary and primary school teaching vacancies are included on the lists.

The Teachers Service Commission Recruitment Guidelines 2022 shall Apply.

According to the Commission, all teachers who are hired will serve under permanent and pensionable employment terms

“Interested and qualified candidates should submit their applications online through the Teachers Service Commission’s website, www.tsc.go.ke under ‘Careers or teachersonline.tsc.go.ke not later than 7 July, 2022,” the Commission said.

In the breakdown, 5,000 teaching positions will assist the government’s policy on achieving a 100 percent transition of students from primary to secondary schools and the current teacher shortage.

Of the 5, 000 vacancies, 3, 972 will be filled by recruits for secondary schools, 28 for teacher training colleges, and 1,000 positions are set aside for primary school teachers.

“The list of shortlisted candidates, interview dates and venues will be published on the Teachers Service Commission website by July 15, 2022,” the Commission said.

The Commission has also declared 8, 230 vacancies to replace teachers who exited service through attrition. 6, 539 posts will be for primary and 1, 691 posts for secondary schools.

 

TSC Merit Lists Per County For July 2022 Mass Recruitment – Uasin Gishu

S/NO NAME TSC NO. ID NO. VACANCY RECRUITING INSTITUTION SUB
COUNTY
COUNTY INTERVIEW VENUE INTERVIEW
DATES
INTERVIEW
TIME
1 LINET MUSIMBI AGGOI 564811 French/… LORETO   HIGH  SCHOOL MATUNDA SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
2 MAURINE MACHUMA WEKESA 796743 French/… LORETO   HIGH  SCHOOL MATUNDA SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
3 BILHA NYAKAREMA NJUKI 830315 French/… LORETO   HIGH  SCHOOL MATUNDA SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
4 NANCY MADEGWA VUZILI 801433 French/… LORETO   HIGH  SCHOOL MATUNDA SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
5 PEACE  LUKUTO BARASA 852215 French/… LORETO   HIGH  SCHOOL MATUNDA SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
6 GEOFFREY  KIPKEMBOI 912896 Agri/Bio ST. PAULS  MAKONGI  S.S. SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
7 EVERLYNE KIMAWA  CHEMTAI 886051 Agri/Bio ST. PAULS  MAKONGI  S.S. SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
8 BETHUEL KIPTUM BIWOTT 843836 Agri/Bio ST. PAULS  MAKONGI  S.S. SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
9 CAROLINE  KOECH 798623 Agri/Bio ST. PAULS  MAKONGI  S.S. SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
10 JOAN  CHEPKORIR 861116 Agri/Bio ST. PAULS  MAKONGI  S.S. SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
11 MICHAEL  LANGAT 820625 Math/Phy MOIS BRIDGE SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
12 MICHAEL    MOCHIEMO    NYANGAU 816104 Math/Phy MOIS BRIDGE SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
13 SHARON  CHEPKOECH 864460 Math/Phy MOIS BRIDGE SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
14 GLADYS  JEPKIRUI 858502 Math/Phy MOIS BRIDGE SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
15 BENARD KHAEMBA SIMIYU 878388 Math/Phy MOIS BRIDGE SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
16 KIGON URSILA JEPCHIRCHIR 825841 Math/Phy LEGEBET  S.S. SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
17 EDWIN CHEPKWONY KIPKOECH 823886 Math/Phy LEGEBET  S.S. SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
18 ZEBADIA KIPTOO NGETICH 833757 Math/Phy LEGEBET  S.S. SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
19 GLADYS  JEPKIRUI 858502 Math/Phy LEGEBET  S.S. SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
20 NATHAN  KIMURGOR 870476 Math/Phy LEGEBET  S.S. SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
21 ANDREW ALEX OMONDI 492062 BSt/Math ST PETERS NATWANA SOY UASIN GISHU ST. PAULS MAKONGI SEC 22/07/2022 8.00 AM
22 ELISHEBA KOSGEI JESANG 764485 BSt/Math ST PETERS NATWANA SOY UASIN GISHU ST. PAULS MAKONGI SEC 22/07/2022 8.00 AM
23 DAVID  KATTAM 854972 BSt/Math ST PETERS NATWANA SOY UASIN GISHU ST. PAULS MAKONGI SEC 22/07/2022 8.00 AM
24 ERIC KIPYEGO SEUREI 780932 BSt/Math ST PETERS NATWANA SOY UASIN GISHU ST. PAULS MAKONGI SEC 22/07/2022 8.00 AM
25 GLADYS JEPKOECH CHEMWENO 857176 BSt/Math ST PETERS NATWANA SOY UASIN GISHU ST. PAULS MAKONGI SEC 22/07/2022 8.00 AM
26 EDITH AWUOR DIGO 758845 HSc/… SOY SEC SCHOOL SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
27 MIRIAM  TARUS 512836 HSc/… SOY SEC SCHOOL SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
28 ZIPORA  JELAGAT 977267 HSc/… SOY SEC SCHOOL SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
29 EVETA  JEBET 962965 HSc/… SOY SEC SCHOOL SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
30 ELIZABETH  WAMBUI WANGUI 980669 HSc/… SOY SEC SCHOOL SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
31 GLADYS  JEPKIRUI 858502 Math/Phy ST PETERS KAPKORREN  SEC SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
32 NATHAN  KIMURGOR 870476 Math/Phy ST PETERS KAPKORREN  SEC SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
33 ELIUD KIPROP KEMBOI 826117 Math/Phy ST PETERS KAPKORREN  SEC SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
34 PATRICK  ROTICH 822818 Math/Phy ST PETERS KAPKORREN  SEC SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
35 KELVIN  KIPLIMO 906711 Math/Phy ST PETERS KAPKORREN  SEC SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
36 TIMOTHY  KIMARU 769309 Hist/Kisw WORLDHOPE LEMORU HIGH SOY UASIN GISHU ST. PAULS MAKONGI SEC 22/07/2022 8.00 AM
37 SARAH  CHEBET 699330 Hist/Kisw WORLDHOPE LEMORU HIGH SOY UASIN GISHU ST. PAULS MAKONGI SEC 22/07/2022 8.00 AM
38 JOSEPH          KHWATENGE            MBERE 704280 Hist/Kisw WORLDHOPE LEMORU HIGH SOY UASIN GISHU ST. PAULS MAKONGI SEC 22/07/2022 8.00 AM
39 KENNETH K NGENO 790138 Hist/Kisw WORLDHOPE LEMORU HIGH SOY UASIN GISHU ST. PAULS MAKONGI SEC 22/07/2022 8.00 AM
40 KIPCHIRCHIR EMMANUEL BETT 914249 Hist/Kisw WORLDHOPE LEMORU HIGH SOY UASIN GISHU ST. PAULS MAKONGI SEC 22/07/2022 8.00 AM
41 ISAAC OKOYO ODUOR 655812 BSt/Kisw K A G BWAYI SEC SCHOOL SOY UASIN GISHU ST. PAULS MAKONGI SEC 22/07/2022 8.00 AM
42 SARAH M MOSE 550405 BSt/Kisw K A G BWAYI SEC SCHOOL SOY UASIN GISHU ST. PAULS MAKONGI SEC 22/07/2022 8.00 AM
43 PAMELA MAKOKHA BUSHURU 934981 BSt/Kisw K A G BWAYI SEC SCHOOL SOY UASIN GISHU ST. PAULS MAKONGI SEC 22/07/2022 8.00 AM
44 ALICE JELAGAT KIPKEMOI 669963 BSt/Kisw K A G BWAYI SEC SCHOOL SOY UASIN GISHU ST. PAULS MAKONGI SEC 22/07/2022 8.00 AM
45 ZIPPORAH ONDITI KWAMBOKA 829415 BSt/Kisw K A G BWAYI SEC SCHOOL SOY UASIN GISHU ST. PAULS MAKONGI SEC 22/07/2022 8.00 AM
46 CYNTHIA  CHEPKOECH 796029 Math/Phy KOKWET SEC SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
47 NICKSON         KIPROTICH            KIPROP 573101 Math/Phy KOKWET SEC SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
48 FAITH JEROTICH TARUS 941285 Math/Phy KOKWET SEC SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
49 EDWIN CHEPKWONY KIPKOECH 823886 Math/Phy KOKWET SEC SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
50 NATHAN  KIMURGOR 870476 Math/Phy KOKWET SEC SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
51 ROSE  KISERA 967870 Bio/Math Cheplelaibei North Mixed Day SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
52 NELSON PORIOT ROTICH 710605 Bio/Math Cheplelaibei North Mixed Day SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
53 SUSAN CHELANG’AT KIBOI 784319 Bio/Math Cheplelaibei North Mixed Day SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
54 GLADYS          CHERUTO              LOITARENGA 815068 Bio/Math Cheplelaibei North Mixed Day SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
55 BEATRICE  BAIYWA 783518 Bio/Math Cheplelaibei North Mixed Day SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
56 STANLEY  KIMARU BUSIENEI 798557 Math/Phy Kapng’etuny Gaa Sec. School SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
57 DORCAS JELIMO CHEBON 826728 Math/Phy Kapng’etuny Gaa Sec. School SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
58 EDWIN CHEPKWONY KIPKOECH 823886 Math/Phy Kapng’etuny Gaa Sec. School SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
59 DENNIS  KIPLIMO 824393 Math/Phy Kapng’etuny Gaa Sec. School SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
60 SHARON  CHEPKOECH 864460 Math/Phy Kapng’etuny Gaa Sec. School SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
61 LYDIA JERUTO CHELIMO 824597 Eng/Lit AIC SINENDET SEC SOY UASIN GISHU ST. PAULS MAKONGI SEC 22/07/2022 8.00 AM
62 JOSLYNE  CHEPKORIR 746120 Eng/Lit AIC SINENDET SEC SOY UASIN GISHU ST. PAULS MAKONGI SEC 22/07/2022 8.00 AM
63 BRENDA  KHASIAYI 913815 Eng/Lit AIC SINENDET SEC SOY UASIN GISHU ST. PAULS MAKONGI SEC 22/07/2022 8.00 AM
64 NANCY  JERONO 772673 Eng/Lit AIC SINENDET SEC SOY UASIN GISHU ST. PAULS MAKONGI SEC 22/07/2022 8.00 AM
65 JACKLINE MWONGELI MAWEU 787548 Eng/Lit AIC SINENDET SEC SOY UASIN GISHU ST. PAULS MAKONGI SEC 22/07/2022 8.00 AM
66 CAROLYNE CHEPKIRUI MAINAH 598746 Eng/Lit AIC TAMBOIYOT SEC SOY UASIN GISHU ST. PAULS MAKONGI SEC 22/07/2022 8.00 AM
67 JANET  KIBET 719545 Eng/Lit AIC TAMBOIYOT SEC SOY UASIN GISHU ST. PAULS MAKONGI SEC 22/07/2022 8.00 AM
68 MERCY CHEPKEMOI BII 739877 Eng/Lit AIC TAMBOIYOT SEC SOY UASIN GISHU ST. PAULS MAKONGI SEC 22/07/2022 8.00 AM
69 SALLY CHEMUTAI TOGOM 632172 Eng/Lit AIC TAMBOIYOT SEC SOY UASIN GISHU ST. PAULS MAKONGI SEC 22/07/2022 8.00 AM
70 FAITH  CHEROTICH 782887 Eng/Lit AIC TAMBOIYOT SEC SOY UASIN GISHU ST. PAULS MAKONGI SEC 22/07/2022 8.00 AM
71 IRENE MUMBUA KIOKO 786501 Bio/Chem LOLKINYEI SEC SCHOOL SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
72 MERCY JEPKOGEI TANUI 794711 Bio/Chem LOLKINYEI SEC SCHOOL SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
73 ALPHINE JEPKOSGEI CHUMBA 943863 Bio/Chem LOLKINYEI SEC SCHOOL SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
74 STEPHEN KIBET RONO 866905 Bio/Chem LOLKINYEI SEC SCHOOL SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM
75 SHARON JERONO KORIR 832685 Bio/Chem LOLKINYEI SEC SCHOOL SOY UASIN GISHU ST. PAULS MAKONGI SEC 21/07/2022 8.00 AM

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

 

 

Download free latest Grade 8 CBC Schemes of Work

Access the latest Grade 8 CBC Schemes of Work for free. Enhance your teaching with comprehensive curriculum plans. Perfect for educators and parents.

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Posted in Teachers’ Resources and tagged .

 

 

 

 

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TSC direct Communication Phone Numbers, Email Addresses

COMMUNICATE DIRECTLY WITH YOUR HR AT T.S.C HQ THROUGH EMAILING THE FOLLOWING EMAIL ADDRESS

Seeking to contact TSC directly, use the direct Email addresses below (Use your last digit for direct communication):

For digit 0, Write to hrmunit0@tsc.go.ke

For digit 1; hrmunit1@tsc.go.ke

For digit 2; hrmunit2@tsc.go.ke

For digits 3; hrmunit3@tsc.go.ke

For digit 4; hrmunit4@tsc.go.ke

For digit 5; hrmunit5@tsc.go.ke

For digit 6; hrmunit6@tsc.go.ke

For digit 7; hrmunit7@tsc.go.ke

For digit 8; hrmunit8@tsc.go.ke

For digit 9; hrmunit9@tsc.go.ke

Also read: How you can contact TSC Kenya: Latest TSC News

HUMAN RESOURCE MANAGEMENT UNIT HEADS

Use the following TSC number (last digits) to contact your respective human resource officers

0 Beatrice: 0722452923

1 Ngunyi: 0723387840

2 Harriet: 0711352423

3 Elizabeth: 0721761063

4 Ayabei: 0721551958

5 Juliet: 0733835609

6 Magdalene: 0720442194

7 Macua: 0720781241

8 Judith: 0721226064

9 Joshua: 0721514615.

NEW TSC CONTACTS

These are the phone numbers to reach TSC for all queries.
0722208552
0777208552
Email: info@tsc.go.ke
Facebook Page: TSC KENYA
Twitter: @TSC_KE
Tsc contacts number,
tsc contacts and address,
Tsc contacts in kenya,
tsc customer care contacts,
Tsc contacts nairobi,
tsc hr email address,
Tsc contacts kisumu,
tsc ict department contacts,

Starehe Boys’ Centre | Complete details, location, CBE Subjects Offered, UIC, Knec Code, Contacts

Starehe Boys’ Centre: The institution is located in Starehe constituency of Nairobi County along General Waruinge Street about 4 kilometres from the City Centre. The nearest bus station to Starehe Boys’ Centre and School in Pumwani is Riziki Academy.

Get complete information about Starehe Boys’ Centre School’s, physical location, photos, postal Address, phone contact, Knec results analysis, uniform, logo, email Address, Knec Results, Fees, CBE Pathways and Subjects, here. Also find details on the school’s enrolment and admission requirements/ procedure.

More information about Starehe Boys’ Centre School is available, such as: School’s Official Name, School’s Cluster, School’s Type, School’s Nature (Regular/  Sne), School’s Disability Type, School’s Accommodation and Type (Boarding or Day school).

That is not all. Find more details about the school, including: School’s Gender (Boys’ Girls’ Or Mixed), Region Where School Is Located, County  Where School Is Located, Sub County  Where School Is Located, School’s Unique Institutional Code (UIC) and  School’s Knec Code.

Starehe Boys’ Centre National Senior School Location.

Starehe Boys’ Centre School’s Physical location:

The school is a national school classified as C1. Get a list of all the New List of all National Schools under CBC, CBE/ CBET Curriculum.

Starehe Boys’ Centre National Senior School’s Contacts.

Starehe Boys’ Centre Principal’s Phone Number: +254 727 531 001.

Starehe Boys’ Centre School’s Facebook Page: Click here to join the School’s Facebook Community.

Starehe Boys’ Centre School’s Capacity/ Enrolment/ Students’ Population: The National School can accomodate about 1,100 Students.

Postal Address:  P.O. Box 30178 00100 GPO, Nairobi.

Phone: +254 727 531 001.

Email: info@stareheboyscentre.ac.ke.

Starehe Boys’ Centre National Senior School Details Summary

SCHOOL NAME:  –STAREHE BOYS

SCHOOL’S CLUSTER:  –C1

SCHOOL’S TYPE:  –PUBLIC

SCHOOL’S NATURE (Regular/  SNE):  –REGULAR

SCHOOL’S DISABILITY TYPE:  –NONE

SCHOOL’S ACCOMODATION TYPE:  –BOARDING

SCHOOL’S GENDER (BOYS’ GIRLS’ OR MIXED):  –BOYS

REGION WHERE SCHOOL IS LOCATED:  –NAIROBI

COUNTY  WHERE SCHOOL IS LOCATED: –NAIROBI

SUB COUNTY  WHERE SCHOOL IS LOCATED: –STAREHE

SCHOOL’S UNIQUE INSTITUTIONAL CODE (UIC):  –YS3B

SCHOOL’S KNEC CODE: –20400004

N/B: Explanation on the acronyms used:

  • Cluster which is the School’s Category. C1 is for National Schools.
  • UIC stands for Unique Institutional Code (UIC)/NEMIS Code
  • KNEC stands for the Kenya National Examinations Council (KNEC) Code that can be used to check the school’s results online.

How To Join Grade 10 At Starehe Boys’ Centre National Senior School

Joining Grade 10 at the school is straight forward. Placement at the school is done by the Ministry of Education. Simply apply for consideration for placement by using this link: Grade 10 Selection System.

More details on Grade 10 Selection can be found at: How to select Grade 10 Senior Schools online at https://selection.education.go.ke/

Starehe Boys’ Centre National Senior School’s Clubs And Societies

A student can join one or more of the following clubs and societies that are found at the school:

  • Science Club: For Exploring innovation and scientific research.
  • Debating Club: For Fostering critical thinking and public speaking skills.
  • Music Club: For Enhancing creativity through music and performances.
  • Drama Club: The Drama Students and their patron Madam Electrine Bhuong recieving Trophy from Mr. Kitsao.
  • IT Club: For Designing Websites and Mobile app developements.
  • Red Cross Club: For Fostering Red cross Activities
  • Peace Club: For Fostering various Activities
  • Wildlife Club: For Promoting conservation and environmental awareness.
  • Scouting Club: For Building discipline and teamwork through scouting activities.

List Of All Subjects And Pathways Offered At Starehe Boys’ Centre National Senior School

The Senior school, being a National School, will offer all the three pathways, listed below, for grade 10-12 students:

  • STEM PATHWAY, THAT IS DIVED INTO: PURE SCIENCES, APPLIED SCIENCES and TECHNICAL STUDIES
  • SOCIAL SCIENCES PATHWAY, THAT IS DIVED INTO: LANGUAGES & LITERATURE and HUMANITIES & BUSINESS STUDIES
  • ARTS & SPORTS SCIENCE PATHWAY, THAT IS DIVED INTO:  ARTS and SPORTS

Get a full list of all the latest Grade 10 Subjects at the Senior School under CBE Curriculum here: Senior Secondary (Grade 10-12) New CBC Learning Areas/ Subjects

FULL DETAILS FOR ALL OTHER NATIONAL SCHOOLS.

Lugulu Girls High Senior School: Full details, location, CBE Subjects Offered


Moi Girls Kamusinga High Senior School: Full details, location, CBE Subjects Offered


Friends Kamusinga Boys’ High Senior School: Full details, location, CBE Subjects Offered


Kibabii Boys High Senior School: Full details, location, CBE Subjects Offered


Cardinal Otunga Girls High Senior School: Full details, location, CBE Subjects Offered


Nalondo CBM Special High Senior School: Full details, location, CBE Subjects Offered


Joyvalley Special High Senior School: Full details, location, CBE Subjects Offered


St. Kizito Secondary School For The H.I: Full details, location, CBE Subjects Offered


Kaplong Girls High Senior School: Full details, location, CBE Subjects Offered


Kaplong Boys High Senior School: Full details, location, CBE Subjects Offered


Moi Siongiroi Girls’ High Senior School: Full details, location, CBE Subjects Offered

Tenwek Boys High Senior School: Full details, location, CBE Subjects Offered

Baringo Boys High Senior School: Full details, location, CBE Subjects Offered

Ossen Girls High Senior School: Full details, location, CBE Subjects Offered

Kapropita High Senior School: Full details, location, CBE Subjects Offered

Kabarnet High Senior School: Full details, location, CBE Subjects Offered

Precious Blood Kilungu Girls Secondary School’s KCSE Results, KNEC Code, Admissions, Location, Contacts, Fees, Students’ Uniform, History, Directions and KCSE Overall School Grade Count Summary

Precious Blood Kilungu Girls Secondary School’s 2023/2024 KCSE Results, KNEC Code, Admissions, Location, Contacts, Fees, Students’ Uniform, History, Directions and KCSE Overall School Grade Count Summary

Onjiko High School all details, KCSE Results Analysis, Contacts, Location, Admissions, History, Fees, Portal Login, Website, KNEC Code

LISTS OF ALL SENIOR SCHOOLS PER COUNTY FOR ALL THE 47 COUNTIES

List of all Senior Schools in West Pokot County

List of all Senior Schools in Wajir County

List of all Senior Schools in Vihiga County

List of all Senior Schools in Uasin Gishu County

List of all Senior Schools in Turkana County

List of all Senior Schools in Trans-Nzoia County

List of all Senior Schools in Tharaka Nithi County

List of all Senior Schools in Tana River County

List of all Senior Schools in Taita Taveta County

List of all Senior Schools in Siaya County

List of all Senior Schools in Samburu County

List of all Senior Schools in Nyeri County

List of all Senior Schools in Nyandarua County

List of all Senior Schools in Nyamira County

List of all Senior Schools in Narok County

List of all Senior Schools in Nandi County

List of all Senior Schools in Nakuru County

List of all Senior Schools in Nairobi County

List of all Senior Schools in Murang’a County

List of all Senior Schools in Mombasa County

List of all Senior Schools in Migori County

List of all Senior Schools in Meru County

List of all Senior Schools in Marsabit County

List of all Senior Schools in Mandera County

List of all Senior Schools in Makueni County

List of all Senior Schools in Machakos County

List of all Senior Schools in Lamu County

List of all Senior Schools in Laikipia County

List of all Senior Schools in Kwale County

List of all Senior Schools in Kitui County

List of all Senior Schools in Kisumu County

List of all Senior Schools in Kisii County

List of all Senior Schools in Kirinyaga County

List of all Senior Schools in Kilifi County

List of all Senior Schools in Kiambu County

List of all Senior Schools in Kericho County

List of all Senior Schools in Kakamega County

List of all Senior Schools in Kajiado County

List of all Senior Schools in Isiolo County

List of all Senior Schools in Homa Bay County

List of all Senior Schools in Garissa County

List of all Senior Schools in Embu County

List of all Senior Schools in Elgeyo-Marakwet County

List of all Senior Schools in Busia County

List of all Senior Schools in Bungoma County

List of all Senior Schools in Baringo County

List of all Senior Schools in Bomet County

Nyamira County best, top secondary schools; Indepth analysis

New List of All National Schools Per Region {For all 8 Regions}

New list of all National Schools in Western Region {CBE Senior Schools}

New list of all National Schools in Rift-valley Region {CBE Senior Schools}

New list of all National Schools in Nyanza Region {CBE Senior Schools}

New list of all National Schools in North-Eastern Region {CBE Senior Schools}

New list of all National Schools in Nairobi Region {CBE Senior Schools}

New list of all National Schools in Eastern Region {CBE Senior Schools}

New list of all National Schools in Coast Region {CBE Senior Schools}

New list of all National Schools in Central Region {CBE Senior Schools}

New List of all Mixed National Schools under CBC, CBE Curriculum

New List of all Girls’ National Schools under CBC, CBE Curriculum

SIMILAR NATIONAL SCHOOLS.

Noonkopir Girls High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


Moi Girls Isinya High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


Isiolo Girls High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


Garbatula High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


Orero Boys High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


Asumbi Girls High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


Agoro Sare High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


Bishop Linus Okok Girls’ High School: Full details, location, CBE Subjects Offered, UIC, Knec Code

Tengecha Girls High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


Tengecha Boys High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


St.Paul Charera special High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


Litein Boys High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


A.I.C Litein Girls High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


Kabianga High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


St. Peter’s Mumias Boys’ High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


Musingu Boys High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


Mukumu Girls High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


Kakamega school: Full details, location, CBE Subjects Offered, UIC, Knec Code


Butere Girls High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


Oloolaiser High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


Orero Boys High School: Full details, location, CBE Subjects Offered, UIC, Knec Code


 

Starehe Boys’ Centre | Complete details, location, CBE Subjects Offered, UIC, Knec Code, Contacts

Top County High Schools in Nandi County

Best and Top Performing Schools in Kenya- Are you looking for the list of the best and top performing secondary schools in Nandi County. Below is a list of all the best County Secondary Schools in NAndi County.

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 COUNTY SECONDARY SCHOOLS IN NANDI COUNTY

School Knec Code  School Name Category Type Location
29513102 ACK ST. MARK’S KIMINDA SECONDARY SCHOOL County Mixed Nandi
29513202 CHEPKUMIA SECONDARY SCHOOL County Mixed Nandi
29513208 AIC KIBORGOK GIRLS SECONDARY SCHOOL County Girls Nandi
29513301 KAPCHEMOIYWO GIRLS SECONDARY SCHOOL County Girls Nandi
29513304 KAPKAGAON SECONDARY SCHOOL County Girls Nandi
29523102 KAPSENGERE SECONDARY SCHOOL County Mixed Nandi
29523109 KEMELOI GIRLS SECONDARY SCHOOL County Girls Nandi
29523112 BISHOP MAKARIOS BOYS – KESENGEI County Boys Nandi
29523114 ST. ANNE’S GIRLS’ KAPKEMICH County Girls Nandi
29523204 FR. MAIR GIRLS SECONDARY SCHOOL County Girls Nandi
29523301 ACK ST. MARK’S KAPTUMO BOYS HIGH SCHOOL. County Boys Nandi
29523311 A.C.K KAPSOO GIRLS’ SECONDARY SCHOOL County Girls Nandi
29540101 KABIYET BOYS SECONDARY SCHOOL County Boys Nandi
29540107 EISERO GIRLS SECONDARY SCHOOL County Girls Nandi
29540119 ACK ST.MATHEWS GIRLS SECONDARY SCHOOL-SEPTONOK County Girls Nandi
29540203 ST. TERESA OF AVILA GIRLS – NDALAT County Girls Nandi
29540207 ST.BRIGITTA GIRLS HIGH SCHOOL County Girls Nandi
29541102 SOCHOI SECONDARY SCHOOL County Boys Nandi
29541103 SOCHOI A.I.C GIRLS SECONDARY SCHOOL County Girls Nandi
29541203 TAITO K.T.G.A SECONDARY SCHOOL County Mixed Nandi
29541204 ST. ELIZABETH GIRLS  SECONDARY SCHOOL CHEPKUNYUK County Girls Nandi
29541205 KABOTE ADVENTIST SECONDARY SCHOOL County Mixed Nandi
29542103 GOT NE LEL SECONDARY SCHOOL County Girls Nandi
29542204 ALL SAINTS KAPKENO GIRLS HIGH SCHOOL County Girls Nandi
29542301 TINDERET SECONDARY SCHOOL County Boys Nandi
29542305 MOMBWO GIRLS’ SECONDARY SCHOOL County Girls Nandi
29542401 CHEMASE SECONDARY SCHOOL County Mixed Nandi
29542403 KAPSIGILAI GIRLS’ SECONDARY SCHOOL County Girls Nandi
29579203 A.I.C KAMOIYWO GIRLS SECONDARY SCHOOL County Girls Nandi
29579301 KAPTEL BOYS HIGH SCHOOL County Boys Nandi
29579303 ST. PAUL’S ACK GIRLS SECONDARY SCHOOL- KAPTEL County Girls Nandi
29579603 A I C KOSIRAI GIRLS SECONDARY SCHOOL County Girls Nandi
29579801 MOI HIGH SCHOOL ,SIRGOI County Boys Nandi
29579803 ST FRANCIS CHEPTARIT SECONDARY SCHOOL County Girls Nandi