AGRICULTURE FORMS 1-4.pdf

ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

AGRICULTUREFORMS 1 - 4

2015-2022

TEACHER’S GUIDE

Curriculum Development Unit P.O.BOX MP133 Mount PleasantHarare

© All Rights ReservedCopyright 2015

CURRICULUM DEVELOPMENT AND TECHNICAL SERVICES

Agriculture Teacher’s Guide 2015-2022 Forms 1-4

2

TABLE OF CONTENTS

Acknowledgement ............................................................................................................... 2

Organisation of the guide .................................................................................................... 4

Unit 1: Introduction............................................................................................................... 5

Unit 2: Syllabus Interpretation ............................................................................................. 6

Unit 3: Schemes of work/ Scheme Cum Plans .................................................................... 8

Unit 4: Lesson Plan............................................................................................................ 10

Unit 5: Record Keeping ...................................................................................................... 12

Unit 6: Scope of the guide ................................................................................................. 16


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ACKNOWLEDGEMENTS

The Ministry of Primary and Secondary Education would like to acknowledge the following: Curriculum Development and Technical Services (CDTS) United Nation Chidren’s Fund (UNICEF) for funding


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ORGANISATION OF THE TEACHER’S GUIDEThe guide is divided into 2 parts:

Part A:Critical Documents Part B:Curriculum Delivery (Content, Objectives,

Methodology, Instructional Material, Assessment and Evaluation)

It is important for you to constantly refer to critical docu-ments to enhance your effectiveness and efficiency as a teacher.

PART A: CRITICAL DOCUMENTS

INTRODUCTION

This teacher’s guide was created to guide you, the teach-er in the teaching of the new Agriculture syllabus. It is hoped that it will make your undertaking easier and clar-ify most aspects of the syllabus.

RATIONALE

This teacher’s guide has been produced in order to guide you the teacher in interpreting the new curriculum syl-labus to satisfy its objective of producing learners with the requisite agricultural skills. It helps you to unpack the topics into teachable units and how to scheme and plan for the new curriculum. You should stimulate in learners, the responsibility to care for the local and global environ-ment and to adopt sustainable agricultural systems. Be advised that at end of each learning phase, the learners should be able to value the dignity of labour and food sovereignty.

Learners are expectedto develop the following skills:- Problem solving- Critical thinking- Decision making- Conflict management- Leadership- Self-management- Information and Communication Technology (ICT) and innovation- Enterprise development

As a teacher you need to familiarise with the critical doc-uments you should have in order to deliver the curric-ulum effectively. The following documents should be at your disposal:

Curriculum Framework National Syllabus School syllabus Schemes of Work/Scheme Cum Plan Lesson Plans Learner Profile Guide Records

OBJECTIVES

By the end of this part, you should be: familiar with the critical documents describe the contents of each critical document interpret the secondary school 2015-2022

Agriculture syllabus


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UNIT 1:

CURRICULUM FRAMEWORKFOR ZIMBABWE PRIMARY AND SECONDARY EDUCATION: 2015-2022

INTRODUCTION

This is a policy document that outlines underpinning principles, national philosophy, learning areas, the description and expectations of Ministry of Primary and Secondary Education (MoPSE) at policy level. It prescribes what the government expects you to deliver as you go about your duties. You should therefore be familiar with the document. It also informs you where Agriculture as a Learning Area is placed.

It is important for you to familiarize yourselves with the curriculum framework for Zimbabwe Primary and Secondary Education 2015-2022.

ObjectivesBy the end of this unit, you should be able to:

familiarise with the updated curriculum framework use the goals of the curriculum framework to produce the desired learners

N.B It is mandatory for you to be in possession of the updated Curriculum Framework.

Key Elements of the Curriculum

Vision Mission Principles underpinning the curriculum Pillars of the Curriculum Aims of the curriculum Organisation of the Curriculum Learner exit profiles Learning Areas for the New Learning Levels Life-skills Orientation Programme

For details on these key elements of the curriculum you are referred to the New Curriculum Framework


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UNIT 2: SYLLABUS INTERPRETATION

Introduction Syllabuses are key documents to you. A syllabus is a plan that states exactly what learners should acquire at a school in a particular learning area. You are required to teach from the syllabus. Examinations are set from the syllabus con-tent and cross-cutting issues related to Agriculture as enshrined in the syllabus.

Objectives By the end of this unit you should be able to:

interpret the syllabus as expected by the new curriculum teach as expected by the curriculum articulate the parameters of each topic break down the national syllabus into a school syllabus

Syllabus Interpretation is the process of making sense of the syllabus, finding meaning, unpacking the syllabus, ana-lysing it and synthesising it. As a professional teacher you need to learn how to interpret the syllabus correctly. While syllabuses were developed in consultation with several teachers and experts, not every teacher is privy to what the developers intended. Syllabus interpretation therefore helps you the teacher, to share the same meaning with the developers. It also attempts to put all of you teachers at the same level since you hold different kinds of qualifications from different training institutions.

Syllabus interpretation prepares you the teacher, for effective syllabus implementation.Syllabus interpretation focuses on the following:

The national philosophy/vision as spelt out in the curriculum framework. The syllabus aims and objectives, what the syllabus intends to achieve within the learners The content, knowledge, skills and attitudes i.e. competences. Content constitutes the heart of the syllabus.

Syllabus interpretation facilitates breaking down of content into teachable units. The nature and scope of the content

Types of Syllabuses

There are two types of Syllabuses that you should be in possession of which are the National Syllabus and the School Syllabus.

2.1: National Syllabus for Agriculture

The national syllabus is a major curriculum document which prescribes what government would like to see taught in all schools as spelt out in the curriculum framework. It is a policy document that outlines and specifies the learning area philosophy, aims and objectives, learning/teaching concepts and content, suggested methodology and assess-ment criteria at every level. It outlines the experiences that learners should undergo in a particular course of study for example, Infant, Junior and Secondary. The national syllabus is developed centrally by the Ministry to give direction to the learning process. Every teacher must have it to make sure that the national goals on education are uniformly achieved. Examinations are based on the national syllabus. Therefore, you are strongly advised to have it and avoid scheming from the text books.

Presentation of the syllabus

This is a description of how the Agriculture syllabus is presented. Preamble Aims Syllabus objectives Methodology Time allocation Topics Scope and sequence Competence matrix Assessment Glossary/Appendices


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2.2 School Syllabus

This is the breakdown of the national syllabus drafted at the school and derived from the national syllabus. Each school is expected to break down the national syllabus into a school based syllabus. It is influenced by the following factors:

- level of learner performance- facilities and funds available- time allocation in the official syllabus- local conditions that affect choice and sequencing of topics- supply of textbooks and other teaching materials- educational technology- community influence

The components of the school syllabus are similar to those of the National Syllabus. As a teacher you should make sure that you have a school syllabus from which you derive your schemes of work.

A comprehensive understanding of the syllabus is mandatory so that you facilitate learning and teaching process effectively for the achievement of the syllabus objectives as well as learner competencies.


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UNIT 3: SCHEME OF WORK

A scheme of work is derived from the school syllabus. Your scheme of work is therefore, a plan of action which should enable you to organize teaching activities ahead of time. It is a summarized forecast of work which you consider adequate and appropriate for the class to cover within a given period from those topics which are already set in the syllabus. The scheme should be done in a form that allows for adjustments and should be drawn for at least two weeks in advance.

ObjectivesBy the end of this unit you should be able to:

familiarise with the components of the scheme of work break down syllabus topics into teachable units draw up a detailed scheme of work scheme according to the level of learners scheme according to locally available resources

Components of a scheme of work:

These include the following: Level of learners: state the level (grade/ form) of learners you are scheming for Subject: indicate the learning area you are scheming for Week/cycle ending: clearly indicate the forecast date Topic/ Content: topics should follow the order they are supposed to be taught- from simple to complex Aims: each topic should have aims which pinpoint the anticipated learning behaviour. Competencies: indicate the competencies (skills, knowledge, values and attitudes) that are expected to be

achieved at the end of the topic under focus. Methods and activities: you should state activities that learners and you the teacher will perform while inside and outside the classroom as well as homework and assignments, for example, answering theory questions and demonstrate psycho-motor (practical) skills.

Sources/ References/ Media: this is where the teaching-learning material is derived from. It should complement the syllabus expectations. A dedicated teacher will use more than one source to broaden learners’ horizon and understanding of the concept.

Evaluation: this should be done immediately after the lesson. You are supposed to indicate whether what was planned for has been achieved, whether there was over planning, under planning or failure of a lesson and reasons for either case to help you in future planning. Make use of constructive comments and avoid meaningless comments.


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EX

AM

PL

E O

F A

SC

HE

ME

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WO

RK

Layo

ut is

usu

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izon

tal a

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ompr

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the

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win

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Wee

k en

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20/0

1/17

Top

ic/ C

on

ten

t

Bro

iler

Pro

duct

ion:

-impo

rtan

ce-b

reed

s -h

ousi

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equi

rem

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Bro

iler

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duct

ion

-bro

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hou

se

Ob

ject

ives

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y th

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d o

f th

e w

eek,

lear

ner

s sh

ou

ld

be

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to

:

Iden

tify

the

diffe

rent

type

s of

chi

cken

s in

Agr

icul

ture

expl

ain

the

impo

rtan

ce o

f rea

ring

broi

lers

stat

e th

e br

eeds

of b

roile

rs

iden

tify

the

diffe

rent

hou

sing

sys

tem

s fo

r

br

oile

rs

desc

ribe

the

hous

ing

requ

irem

ents

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broi

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me

type

s of

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ses

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llect

the

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eria

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for

50

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icks

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ho

ds/

Act

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vant

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epin

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arac

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lear

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ithin

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ay b

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----

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0S

choo

l syl

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---

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1.3.1 LESSON PLANS

This is a written account of the preparation for a lesson that shows in summary form, how your lesson is going to proceed. It is your immediate translation of the scheme of work into action, showing us what you are going to teach, for how many minutes, to whom, how and why.

EXAMPLE OF A LESSON PLANLevel of learners: Form 1Date: 15 January 2017Time: 0900-1020hrsLearning Area : AgricultureTopic and Content: Introduction to Broiler Production Class: 1ASource of material/ Instructional media: National syllabus page 20, School syllabus page-Text books: J.C Agriculture Today ICT tools/jaw software

AnimalsAssumed knowledge: Learners have knowledge of different types of chickens from their locality

Lesson objective(s): by the end of the lesson, learners should be able to: Identify the different types of chickens in Agriculture explain the importance of rearing broilers state the breeds of broilers

Competences Critical analysis Observing

Introduction [5mins]

The teacher to introduce lesson using recap of previous lesson covered.

Lesson Development

Stage Activities Time (mins)

1 -Teacher to use the question and answer session to probe 20 mins learners on different types of poultry found in their local communities -Learners to give responses as they discuss different types of poultry found in their local communities.

2 -in groups learners to explain the importance of broilers to the family 20 mins and nation. -learners to view pictures of healthy and ill-healthy animals.

3 -class to state the different breeds of broilers. 20 mins -in small groups learners to compare characteristics of different breeds of broilers.

Conclusion [5 mins]

The teacher to use the question and answer session to conclude the lesson.

Task

Evaluation


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1.3.

2 S

CH

EM

E C

UM

PL

AN

You

mig

ht o

pt fo

r a

sche

me-

cum

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is a

com

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tion

of th

e sc

hem

e of

wor

k an

d a

less

on p

lan.

Her

e is

a s

ampl

e of

a s

chem

e-cu

m-p

lan.

Layo

ut is

usu

ally

hor

izon

tal a

nd c

ompr

ises

the

follo

win

g co

lum

ns:

Wee

k en

din

g

Top

ic a

nd

Co

nte

nt

Ob

ject

ives

: C

om

pet

enci

es

Met

ho

ds

and

Act

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So

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s/ M

edia

E

valu

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1 20/0

1/17

SM

ALL

LIV

ES

TOC

K

PR

OD

UC

TIO

NB

roile

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rodu

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n:

Less

on 1

& 2

-impo

rtan

ce o

f br

oile

rs-b

reed

s o

f bro

ilers

Less

on 3

& 4

-hou

sing

req

uire

-m

ents

Less

on 5

-8

-bro

oder

hou

se

By

the

end

of

the

less

on,

lear

ners

sho

uld

be a

ble

to:

•Ide

ntify

the

diffe

rent

type

s of

chi

cken

s in

A

gric

ultu

re•e

xpla

in th

e im

port

ance

of

rear

ing

broi

lers

• st

ate

the

bree

ds o

f br

oile

rs•

iden

tify

the

diffe

rent

ho

usin

g sy

s-te

ms

for

broi

lers

• desc

ribe

the

hous

ing

re-

quire

men

ts fo

r br

oile

rs-n

ame

type

s of

br

oode

r ho

uses

-col

lect

the

re-

quire

d m

ater

ial

for

cons

truc

t-in

g a

hay

box

broo

der.

-con

stru

ct a

hay

bo

x br

oode

r fo

r 50

chi

cks.

-deb

atin

g -c

ompa

ring

bree

ds-id

entif

ying

-des

crib

ing

-nam

ing

-con

stru

ctin

g

-Deb

atin

g on

the

adva

n-ta

ges

of k

eepi

ng b

roile

r ch

icke

nsD

iscu

ssio

n-C

ompa

ring

the

char

acte

r-is

tics

of d

iffer

ent b

reed

sF

ield

tour

-lear

ners

to id

entif

y di

ffer-

ent h

ousi

ng s

yste

ms

for

broi

lers

. -

clas

s to

mak

e a

tour

of

the

hous

ing

syst

ems

with

-in

the

scho

ol p

rem

ises

.-d

iscu

ssio

n of

hou

sing

re

quire

men

ts fo

r br

oile

rs.

-dis

cuss

ion

on b

rood

er

hous

es.

Pra

ctic

al m

etho

ds-c

olle

ctio

n of

hay

box

br

oode

r m

ater

ial

-con

stru

ctio

n of

hay

box

br

oode

r.

Nat

iona

l syl

labu

s pa

ge 2

0S

choo

l syl

labu

s pa

ge--

--t

ext b

ooks

-pic

ture

s-b

roile

rs

-bro

iler

hous

es-g

rass

-chi

ck g

uard

-fee

ding

equ

ipm

ent


12

UNIT 5

RECORD KEEPING Definition

Records are critical documents about the teaching-learning process which you must keep as a teacher. They should be accurate and up to date. They must be kept safely for continuity. The following are some of the reasons why you should keep records:

Records help guide you on your day-to-day operations Help you to track learner’s performance Planning and re-adjustment of plans Source documents for reference Basis for profiling Basis for counseling

Types of Records

You are expected to keep the following documents: Curriculum Framework for Primary and Secondary Education 2015-2022 Syllabuses (National and School) Schemes of work, lesson plans/scheme cum plans Class attendance register Social record Progress record Remedial record Learner profile Asset and stock control registers Relevant Circulars Minutes Pass rate record Financial records

All these documents are equally important and you should administer them honestly and constantly. They should also be readily available for supervision. Records should be accurate and constantly be up-dated. You should also keep them safely. Record keeping is something that you cannot do without as it plays a vital role in day to day run-ning of institutions. If well-kept and maintained they provide the required information whenever demand for it arises.


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3.0 PART B: CURRICULUM DELIVERY

INTRODUCTIONThis unit covers content, objectives, learning-teaching materials, methodologies, assessment /evaluation and class management.

3.1 CONTENTIt is what the syllabus prescribes you to be cover over a given time frame. It includes skills, knowledge and compe-tences that have to be acquired by your learners.

3.2 OBJECTIVESThese are statements outlining what learners should have achieved after a taught concept. For example, by the end of the lesson, learners should be able to explain the importance of controlling pests.

3.3 METHODOLOGIESThese are the means and ways by which you deliver concepts to the learner. As a teacher it is important for you to use problem -solving and learner–centred approaches. You are the facilitator and the learner is the doer. You should select appropriate teaching methods for your lessons. They should be varied and motivating. The following methods are suggested for you and you should select one or more depending on:

The subject matterInstructional objectives

The learner The teacher The time Instructional materials The environment

It is advisable that the learner be exposed to more than one method in a lesson. The following methods can be used:

Debate Team Teaching Recitation Field Trip/Educational tours Designing and modelling Imitation and Simulation Role-Playing Story telling Exploration Experimentation E-learning Research Projects Exhibition Games and quizzes Question and answer Problem solving Resource persons Drama, song, poetry Practicals Demonstration Discussion Gallery walk

3.4 TEACHING-LEARNING MATERIALS

These are materials that enhance the teaching- learning process. They assist you the teacher to achieve desired objectives while helping concretising the concepts in learners. They help you to motivate them and stimulate inter-est in learners thus helping them to learn faster and easier.


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3.4.1 SELECTING APPROPRIATE TEACHING-LEARNINGMATERIALSWhen selecting teaching and learningmaterials, you have to consider the following;

Topic Level of learners Available resources Environment Number of learners

These teaching and learning materials should be of good quality and user friendly considering the available re-sources in the school. Examples of teaching and learning materials appropriate in Agriculture teaching are;

Charts ICT tools Textbooks Newspapers Specimens Samples Magazines Mobiles Work cards

Teaching and learning materials should be used effectively; they must serve the purpose they are meant for rather than be mere window dressing. You should design your media with the topic in mind. Charts and cards must be clearly written, with visible colours and correct size of script for the level of learners. Electronic equipment should be checked before the lesson so that it is in good working order. If using complicated technical aids, make sure you practice beforehand so that you do not embarrass yourself in front of the class.

3.5 CLASS MANAGEMENTThis is the process by which you plan, organise, lead and control class activities to facilitate learning.Creating an effective learning environment

This covers classroom organization from: Physical environment

Clean, tidy and airy classroom and furniture arranged carefully for safety and teaching aids that are visible to learners.

Emotional environment You need to be firm yet warm and pleasant. As a teacher you must set the right tone, telling your learners what behaviour you expect from them.

Grouping You may group your learners according to needs, abilities, learning problems but never by sex. Encourage them to share ideas in groups.

Class control and discipline You must be knowledgeable of the ministry and school policy on discipline. A teacher must always be firm but fair. Good behaviour must be acknowledged and punishments must be corrective not cruel. You should create an atmosphere of trust and honesty in your class and aim for intrinsic discipline.

Motivation As a teacher you must make your learners feel important through recognizing and rewarding achievements, as encouraging those who are lagging behind. Rewards should not be food, but positive remarks, or items related to learning like stationeryor even displaying their work on the wall. Calling pupils by their names creates good rapport with your class. However, you should always aim for intrinsic motivation. Always be a role model to your learners by the way you handle yourself.

Supervision You must check learners’ work in order to guide and correct them in all areas from group discussions, practicals and field trips.

3.6 EVALUATION

This is the measuring of the success of teaching in terms of teacher and learner performance. It provides you with feedback on the acquisition of knowledge, skills and attitudes by learners. At forms 1-4, learners will be assessed through continuous and summative assessment.

For continuous assessment (30%), specific tasks and assignments will be administered throughout the course and the marks allocated. Assessment tasks are outlined at the end of the syllabus; it involves projects, theory and


15

practical tests.

Summative assessment (70%) will constitute three components. Paper 1-3 of which paper 1 is multiple choice, paper 2-structured questions, paper 3-practical coursework.


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UNIT 6:

SCOPE OF THE GUIDE

The Agriculture Form 1-4 syllabus has 6 major topics for forms 1-4

TOPICS COVERED IN THE SYLLABUS

1 General Agriculture2 Soil and water3 Crop husbandry4 Animal husbandry5 Farm structures and machinery6 Agri-business

Teaching unitsThe topics listed are too broad for coverage; it is therefore your responsibility to break the topics into teachable units. For example when you are teaching the topic; Crop Protection at form 3.This is how you can break it to teach-able units.

These are the actual concepts which you need to cover under the topic; Crop Protection which are your teaching units.

Pests Disease Weeds

However, these can also be further broken into smaller units. Let us take Pests and further break it to lesson unit. Under it will focus on:

Pest control methods Pesticides


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The table below summarises how you can break broad topics into small teachable units.

Table 6.2: Breaking topics into teachable units

TOPIC CONCEPTS OBJECTIVES METHODS RESOURCES COMPETENCES ASSESSMENT (teachable AND TO BE units) ACTIVITIES ACHIEVED

Pests Pest control methods

Pesticides

-explain meth-ods of pest control-describe the advantages and disad-vantages of pest control methods-describe the significance of IPM in pest control

-identify the main groups of pesticides-describe mode of action of the main groups of the pesti-cides -discuss prop-er disposal of empty pesti-cides contain-ers

Methods-Discussion-problem solving-e-learningActivities-Discussing methods of pest control-Describing the advan-tages and disadvantages of pest control methods-Describing the signifi-cance of IPM in pest control- watching videos/images on different methods of pest control

Methods-Discussion-e-learning-exhibitionActivities-Identifying the main groups of pesticides-Describing the mode of action of the main groups of the pesticides-Identifying proper dispos-al of empty pesticides containers-exhibiting different pesticides and pesticide containers-observing images of different pesti-cides from ICT tools

-Recommend-ed textbooks-ICT tools/Braille soft-ware/JAW software-pests sam-ples-chart showing different pests

-Recommend-ed textbooks-ICT tools/Braille soft-ware/JAW software-pesticides-empty pesti-cides contain-ers-spraying equipment-chart showing different pesti-cides

-communication-problem solving-technology and innovation-critical thinking-decision making

-communication-problem solving-technology and innovation-critical thinking

-continuousassessment(theory tests)


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CONCLUSION

It is hoped that this guide will help you as you deliver in the Agriculture learning area. It should guide you on inter-preting the syllabus, making your own school syllabus, deriving a scheme or scheme- cum plan and a lesson plan, choosing appropriate methods and instructional aids, managing your class making and maintaining records and finally evaluating yourself and your learner’s progress. The Agriculture learning area needs you to update yourself in terms of content and modern technology like ICT competence to deliver your lessons with confidence.


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• N

atur

al fa

rmin

g re

gion

s of

Zim

babw

e--

----

----

----

---

----

----

----

---

----

----

----

-F

OR

ES

TR

Y•

For

ests

• S

oft a

nd h

ard

woo

d

• Tr

ee n

urse

ry

• Tr

ee p

lant

ing

and

man

-ag

emen

t

• T

imbe

r ha

rves

ting

and

mar

ketin

g

• D

efor

esta

tion

• A

gro-

fore

stry

WIL

DL

IFE

• V

alue

of w

ildlif

e

• W

ildlif

e re

sour

ces

• Fa

una

and

Flo

ra

• C

lass

ifica

tion

of w

ildlif

e

• S

usta

inab

le u

tilis

atio

n of

wild

life

reso

urce

s

• S

peci

ally

pro

tect

ed

plan

ts a

nd a

nim

als

• D

ange

rous

ani

mal

s an

d pr

oble

m a

nim

als

• In

dige

nous

kno

wle

dge

syst

ems

in m

anag

emen

t of

nat

ural

res

ourc

es

• H

uman

and

wild

life

confl

icts


20

TOP

IC 2

: SO

IL A

ND

WA

TE

R

TOP

ICF

OR

M 1

FO

RM

2F

OR

M 3

FO

RM

4

SO

IL F

OR

MA

TIO

N•

Wea

ther

ing

----

----

----

---

•W

eath

erin

g

----

----

----

---

SO

IL T

EX

TU

RE

, ST

RU

C-

TU

RE

AN

D P

RO

FIL

E•

Soi

l tex

ture

and

soi

l st

ruct

ure

• S

oil p

rofil

e•

Impr

ovem

ent a

nd m

ain-

tena

nce

of s

oil s

truc

ture

• D

estr

uctio

n of

soi

l st

ruct

ure

----

----

----

---

SO

IL T

YP

ES

----

----

----

---

• C

ompo

sitio

n an

d pr

op-

ertie

s of

eac

h so

il ty

pe•

Impr

ovem

ent o

f phy

si-

cal c

hara

cter

istic

s of

soi

ls--

----

----

----

-

SO

IL C

ON

ST

ITU

EN

TS

----

----

----

---

----

----

----

---

• Im

port

ance

of s

oil c

om-

pone

nts

• M

ovem

ent o

f wat

er

• F

ield

cap

acity

• S

oil m

acro

and

mic

ro

orga

nism

s

• Im

port

ance

of l

ivin

g or

gani

sms

----

----

----

---


21

SO

IL T

EM

PE

RA

TU

RE

----

----

----

---

----

----

----

---

• In

fluen

ce o

f soi

l tem

-pe

ratu

re o

n pl

ant g

row

th

and

soil

orga

nism

s

• M

odifi

catio

n of

soi

l tem

-pe

ratu

re

----

----

----

----

-

SO

IL F

ER

TIL

ITY

• P

lant

nut

rient

s•

Org

anic

and

inor

gani

c fe

rtili

sers

• F

ertil

iser

app

licat

ion

• S

oil p

H a

nd li

min

g

• S

oil s

ampl

ing

• N

itrog

en c

ycle

SO

IL E

RO

SIO

N A

ND

C

ON

SE

RVA

TIO

N•

Soi

l ero

sion

----

----

----

---

• C

onse

rvat

ion

met

hods

an

d st

ruct

ures

----

----

----

---

WA

TE

R L

OS

S A

ND

SO

IL

DR

AIN

AG

E•

Cau

ses

of w

ater

loss

----

----

----

---

• D

rain

age

and

wat

er

logg

ing

• Le

achi

ng

----

----

----

---

WA

TE

R C

ON

SE

RVA

TIO

N•

Wat

er c

onse

rvat

ion

• M

etho

ds o

f wat

er c

on-

serv

atio

n--

----

----

----

-

• R

ain

wat

er h

arve

stin

g an

d st

orag

e•

Wat

er p

ollu

tion

• W

ater

legi

slat

ion

IRR

IGA

TIO

N

----

----

----

---

• Im

port

ance

of i

rrig

atio

n

• S

ourc

es o

f wat

er fo

r irr

igat

ion

• M

etho

ds a

nd ty

pes

of

irrig

atio

n

• C

hoic

e of

an

irrig

atio

n sy

stem

• Ir

rigat

ion

equi

pmen

t


22

TOP

IC 3

: CR

OP

HU

SB

AN

DR

Y

TOP

ICF

OR

M 1

FO

RM

2F

OR

M 3

FO

RM

4

CL

AS

SIF

ICA

TIO

N O

F

PL

AN

TS

• C

lass

ifica

tion

of p

lant

s•

Bot

anic

al c

lass

ifica

tion

----

----

----

---

----

----

----

---

ST

RU

CT

UR

E O

F F

LO

W-

ER

ING

PL

AN

TS

• E

xter

nal s

truc

ture

of a

pl

ant

• S

truc

ture

of a

flow

er•

Pla

nt a

nato

my

and

phys

iolo

gy--

----

----

----

-

PL

AN

T P

RO

CE

SS

ES

----

----

----

---

• P

lant

rep

rodu

ctio

n

• G

erm

inat

ion

• W

ater

and

nut

rient

up

take

• Tr

ansp

iratio

n

• P

hoto

synt

hesi

s

• Tr

ansl

ocat

ion

and

food

st

orag

e

• R

espi

ratio

n

• P

lant

trop

ism

s

CR

OP

IMP

RO

VE

ME

NT

----

----

----

---

----

----

----

---

• C

rop

bree

ding

----

----

----

---

CR

OP

PR

OD

UC

TIO

N•

Hor

ticul

ture

• La

nd p

repa

ratio

n

• C

rop

man

agem

ent

• La

nd p

repa

ratio

n

• Fr

uit t

ree

prod

uctio

n

• F

ield

cro

ps

• La

nd p

repa

ratio

n

• Le

gum

e an

d ce

real

pr

oduc

tion

-

----

----

----

---

CR

OP

PR

OT

EC

TIO

N•

Pes

ts

• D

isea

ses

• W

eeds

• P

ests

• D

isea

ses

• W

eeds

• P

ests

• D

isea

se

• W

eeds

• A

groc

hem

ical

s


23

TOP

IC 4

: AN

IMA

L H

US

BA

ND

RY

TOP

ICF

OR

M 1

FO

RM

2F

OR

M 3

FO

RM

4

TY

PE

S O

F L

IVE

STO

CK

• Ty

pes

of li

vest

ock

• R

umin

ants

and

non

-ru-

min

ants

----

----

----

---

----

----

----

---

AN

ATO

MY

AN

D P

HY

SI-

OL

OG

Y--

----

----

----

-

• R

epro

duct

ion

in p

oul-

try

• D

iges

tive

syst

em o

f a

rum

inan

t and

non

-rum

i-na

nt

• R

epro

duct

ive

syst

em o

f a

rum

inan

t

AN

IMA

L N

UT

RIT

ION

----

----

----

---

• Li

vest

ock

nutr

ient

s•

Type

s of

feed

s•

Mai

nten

ance

and

pro

-du

ctio

n ra

tions

SM

AL

L L

IVE

STO

CK

P

RO

DU

CT

ION

• B

roile

r pr

oduc

tion

• B

roile

r m

anag

emen

t

• S

laug

hter

ing,

pro

cess

-in

g an

d m

arke

ting

• R

earin

g of

rab

bits

/lay-

ers/

indi

geno

us c

hick

ens

• S

laug

hter

ing,

pro

cess

-in

g an

d m

arke

ting

NO

N-R

UM

INA

NT

S

----

----

----

---

----

----

----

---

• R

earin

g of

non

-rum

i-na

nts

----

----

----

---

RU

MIN

AN

TS

----

----

----

---

----

----

----

---

----

----

----

---

• M

anag

emen

t of c

attle

or

she

ep o

r go

ats

AN

IMA

L H

EA

LTH

• S

igns

of h

ealth

and

ill-

heal

th•

Live

stoc

k di

seas

es a

nd

Hyg

iene

• N

otifi

able

live

stoc

k di

seas

es•

Ani

mal

par

asite

s an

d im

mun

isat

ion

AN

IMA

L IM

PR

OV

EM

EN

T

----

----

----

---

----

----

----

---

• G

enet

ics

• B

reed

ing


24

TOP

IC 5

: FA

RM

ST

RU

CT

UR

ES

AN

D M

AC

HIN

ER

Y

TOP

ICF

OR

M 1

FO

RM

2F

OR

M 3

FO

RM

4

FAR

M IM

PL

EM

EN

TS

•

Impl

emen

ts•

Adj

ustm

ents

of a

nim

al

draw

n im

plem

ents

• M

aint

enan

ce

----

----

----

--F

EN

CIN

G•

Type

s of

fenc

es•

Fen

cing

mat

eria

ls a

nd

tool

s•

Trea

tmen

t of f

enci

ng

mat

eria

ls

• F

enci

ng s

peci

ficat

ions

• A

ncho

rs a

nd fe

ncin

g ca

lcul

atio

ns

FAR

M B

UIL

DIN

GS

----

----

----

----

----

----

----

• Fa

rm b

uild

ings

• P

rope

rtie

s of

bui

ldin

g m

ater

ials

• D

esig

ning

live

stoc

k bu

ildin

gs

FAR

M R

OA

DS

----

----

----

--

• S

iting

of f

arm

roa

ds•

Fea

ture

s of

farm

roa

ds•

Roa

d co

nstr

uctio

n an

d m

aint

enan

ce

AP

PR

OP

RIA

TE

TE

CH

-N

OL

OG

Y--

----

----

----

----

----

----

--

• Ir

rigat

ion

pum

ps•

She

llers

HA

RN

ES

SIN

G•

Har

ness

es: Y

okes

• H

arne

sses

: bre

ast

band

and

col

lar

----

----

----

----

----

----

----


25

TOP

IC 6

: AG

RI-

BU

SIN

ES

S

TOP

ICF

OR

M 1

FO

RM

2F

OR

M 3

FO

RM

4

FAR

M R

E-

CO

RD

S A

ND

A

CC

OU

NT

S

• Fa

rm r

ecor

ds•

Pro

fit a

nd L

oss

Acc

ount

----

----

----

----

----

----

----

PR

INC

IPL

ES

OF

E

CO

NO

MIC

S

----

----

----

----

----

----

----

• O

ppor

tuni

ty c

ost

and

choi

ces

• D

eman

d, s

uppl

y an

d pr

ice

• D

imin

ishi

ng r

etur

ns

• R

isk

and

unce

rtai

nty

• D

ecis

ion

mak

ing

FAR

M B

UD

GE

T-IN

G--

----

----

----

----

----

----

--

• B

udge

ts

----

----

----

--

AG

RIC

ULT

UR

AL

M

AR

KE

TIN

G--

----

----

----

• Ty

pes

of m

arke

ts•

Fun

ctio

ns a

nd fa

c-to

rs o

f mar

ketin

g•

Mar

ketin

g le

gisl

atio

n

AG

RIC

ULT

UR

AL

C

OO

PE

RA

TIV

ES

• P

rinci

ples

of

coop

erat

ives

• Ty

pes

of c

oop-

erat

ives

• C

oope

rativ

es

----

----

----

----

----

----

----


26

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