MiniSTrY Of PriMarY and SeCOnDarY education. agriculture. junior (grade 3-7) SYllaBuS ( )

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1 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page 1 MiniSTrY Of PriMarY and SeCOnDarY education agriculture junior (grade 3-7) SYllaBuS ( ) Curriculum Development and Technical Services, P.O. Box MP 133, Mount Pleasant, Harare

2 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page ii ACKNOWLEDGEMENTS The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued contribution in the production of this syllabus: l Panellists for Junior School Agriculture l Ministry of Higher and Tertiary Education Science and Technology Development Belvedere Technical Teachers College and Seke Teacher s College l Zimbabwe School Examinations Council (ZIMSEC) l University of Zimbabwe: Department of Technical Education l Publishers l United Nations Children s Fund (UNICEF) l United Nations Educational Scientific Cultural Organisation (UNESCO) ii

3 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page iii TABLE OF CONTENTS 1.0 PREAMBLE Introduction Rationale Summary of Content Assumptions Cross-Cutting Themes PRESENTATION OF SYLLABUS AIMS SYLLABUS OBJECTIVES METHODOLOGY AND TIME ALLOCATION...2 Methodology TOPICS COMPENTANCE MATRIX ASSESSMENT OBJECTIVES Scheme of Assessment APPENDIX iii

4 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page PREAMBLE 1.1 Introduction Junior School Agriculture is a science learning area that involves theory and practical activities in soil, water, plant and animal management, farm tools and machinery use as well as Agri-business. This five year learning phase (Grade 3-7) will provide learners with opportunities to identify, investigate, solve problems, carry out agricultural activities and assess their viability in a sustainable manner. The learning phase will see learners being assessed through continuous assessment and summative examination. 1.2 Rationale Zimbabwe s economy is agro based, therefore it is imperative that learners in their diversity acquire necessary agricultural knowledge, skills and positive attitudes at grass root level. This would enable learners to be proactive, fit well in the community and national economy, value the dignity of labour and harness available opportunities for enterprise. 1.3 Summary of Content The Junior School Agriculture Syllabus will cover theory and practical activities in areas such as soil, water, plant and animal management, farm tools and machinery and Agri-business. This five year learning phase seeks to develop skills in sustainable soil and water management as well as production and maintenance of agricultural produce. The syllabus will help learners to acquire marketing and value addition skills. l that buying and selling of agricultural produce take place l that resources such as land, tools and equipment are available for use 1.5 Cross-Cutting Themes l l l l l l l l This phase will develop in learners, an appreciation of: Safety Health issues Food security Technology Environmental issues Disaster risk management Financial literacy Heritage 2.0 PRESENTATION OF SYLLABUS The Junior Agriculture Syllabus is a single document covering grades 3 to 7. It contains the preamble, aims, assessment, syllabus topics, scope and sequence. The syllabus also contains content matrix for all junior grades. The scope and sequence chart shows progression of topics from grade 3 to 7, while the syllabus matrix gives details of the content to be covered. The syllabus also suggests a list of resources to be used during learning and teaching. 1.4 Assumptions It is assumed that learners know: l various plants and animals l how to conduct practical activities such as weeding, digging and watering l how to use basic tools such as hoes, slashers and wheelbarrows 3.0 AIMS The syllabus aims to help learners to: l appreciate the importance of agriculture to the individual, family, community and country 1

5 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page 2 l develop a positive attitude towards Agriculture and its study as a science l develop environmental awareness and actively participate in conservation projects within the school and in their community l acquire and use scientific knowledge in managing agricultural activities sustainably l develop agricultural business skills in running agriculture as an enterprise l develop innovativeness in agricultural practices including value addition l contribute to the improvement of community nutritional needs, food security and socioeconomic development of the country 4.0 SYLLABUS OBJECTIVES By the end of this learning phase learners should be able to: l relate the importance of agriculture to socioeconomic development of the family, community and country l use scientific principles, skills and sustainable agricultural practices to solve agricultural challenges in their communities l apply indigenous knowledge, scientific principles and new technology to improve agricultural production l relate the environment and climatic conditions to agricultural activities l choose appropriate equipment, materials and methods for a specific process and use them safely l use local materials and knowledge to design agricultural tools l apply agricultural principles to improve their livelihoods l record and evaluate given agricultural activities l identify markets and sell their produce profitably 5.0 METHODOLOGY AND TIME ALLOCATION Methodology Learner centred and hands on approaches should be used in the development of concepts and skills. These approaches encourage curiosity and promote practical orientated learning whereby learners apply their experiences, knowledge, skills and attitudes independently. Linkage between theory and practice is strongly recommended in the teaching of agriculture. The following are suggested methods of teaching and learning agriculture: l Project based learning l Educational tours l E-learning l Experimentation l Problem solving l Discovery method l Collections l Demonstrations l Debate l Discussions l Design based learning l Dramatization l Case studies l Gallery walk l Resource person(s) l Simulations l Role Play l Song and Dance l Survey NB. The above suggested methods should be enhanced by the application of orthodidactic principles and multi - sensory approaches to teaching. These include tactility, concreteness, individualisation, self-activity, totality and wholeness. Teachers are encouraged to address the learners residual senses 2

6 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page 3 Time Allocation Eight periods of thirty minutes per week, with two double lessons for practical, should be allocated for adequate coverage of the syllabus. 6.0 TOPICS 6.1 Introduction to agriculture 6.2 Climate and land use 6.3 Soil 6.4 Water 6.5 Plants 6.6 Animals 6.7 Farm implements and machinery 6.8 Agri-business 3

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8 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page TOPIC 2: CLIMATE AND LAND USE 6.3 TOPIC 3: SOIL 5

9 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page 6 6

10 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page TOPIC 4: WATER 6.5 TOPIC 5: PLANTS 7

11 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page 8 8

12 6.6 TOPIC 6: ANIMALS 9

13 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page TOPIC 7: FARM IMPLEMENTS AND MACHINERY 6.8 TOPIC 8: AGRI BUSINESS 10

14 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page COMPENTANCE MATRIX 7.1 GRADE 3 TOPIC 1: INTRODUCTION TO AGRICULTURE!+-&0$ +:4#0!&_#($ 3EFJCEJR$ROBLTK$PE$FPTE$DB\$ $ &SVBJDFCME$BW$.GJNMLTDLJE$ 0+'!#'!$ (122#(!#/$'+!#($.'/$.0!&_&!&#($,FJS$!BBTR$ (FWEDU$NC$.GJNMLTDLJE$ $ $ (122#(!#/$ )#(+1)0#($ 17 11

15 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page GRADE 3 TOPIC 2: CLIMATE AND LAND USE 12

16 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page GRADE 3 TOPIC 3: SOIL 7.4 GRADE 3 TOPIC 4: WATER 13

17 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page GRADE 3 TOPIC 5: PLANTS 14

18 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page 15 15

19 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page GRADE 3 TOPIC 6: ANIMALS 16

20 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page GRADE 3 TOPIC 7: FARM IMPLEMENTS AND MACHINERY 7.8 GRADE 3 TOPIC 8: AGRIBUSINESS 17

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22 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page GRADE 4 TOPIC 2: CLIMATE AND LAND USE 19

23 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page GRADE 4 TOPIC 3: SOIL 20

24 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page GRADE 4 TOPIC 4: WATER 8.5 GRADE 4 TOPIC 5: PLANTS 21

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38 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page GRADE 5 TOPIC 7: FARM IMPLEMENTS AND MACHINERY 35

39 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page GRADE 5 TOPIC 8: AGRI BUSINESS 36

40 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page 37 GRADE TOPIC 1: INTRODUCTION TO AGRICULTURE 37

41 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page 38 GRADE 6 TOPIC 2: CLIMATE AND LAND USE 38

42 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page 39 GRADE 6 TOPIC 3: SOIL 39

43 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page 40 40

44 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page 41 GRADE 6 TOPIC 4: WATER! " # 41

45 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page 42 GRADE 6 TOPIC 5: PLANTS 42

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63 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page 60 Paper Description Weighting for general paper % 1 Multiple Choice 35 2 Structured questions 30 3 Continuous assessment 35 Continuous assessment will be done as follows: Assessment mode Weighting Assessment Frequency Project Portfolio 10% Once per year/ per grade Psychomotor skills 10% Once per term/ per grade Theory tests 10% Twice per term/ per Grade Practical diary 5% Every time a practical is carried out and the recordings are averaged to the stated weighting Assessment Candidates are going to sit for the following papers namely: Paper 1: multiple choice PAPER 1 TYPE OF PAPER Multiple Choice DURATION WEIGHTING 1 Hour 35 Paper 2: structured paper 2 Structured Paper 2 Hours 30 PAPER 1 This is a multiple choice paper consisting of 50 questions. The paper is marked our of 50 and then weighted to 25% PAPER 2 This is a structured short answer type paper. This Paper is marked out of 50. It consist of two sections namely Section A and Section B Section A Consist of 6 compulsory short questions from key concepts of the syllabus, each question carries five marks. Section total is 30 marks. Section B Four questions are set from key concepts of the syllabus. Candidates answer 2 questions. Each questions carries 10 marks. Section total is 20 marks. 60

64 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page 61 Specification grid SKILL OBJECTIVES WEIGHTING % ASSESSMENT COMPONENT Knowledge with understanding & 2 Application of knowledge & 2 Problem solving & 2 TOTAL 100 TOPIC SKILL 1 SKILL 2 SKILL 3 Total questions per topic Total marks per skill Candidates are required to sit for two written papers of Agriculture and a project portfolio should be submitted for assessment. 10. APPENDIX 1 BASIC FARM TOOLS PER CLASS OF 40 ITEM QUANTITY ITEM QUANTITY Hoes 40 Rakes 10 Shovels 10 Spades 10 Garden forks 10 Hand forks 15 Garden trowel 5 Watering can 40 Wheel barrow 1 Mattock 2 Pick 2 Hose pipe 1 x 100m Watering buckets 20 Tape measures 1 Slashes 40 Sickles 40 Garden dibber 40 Claw hammer 2 Pliers 2 Secateur 5 Hand axe 5 Bow saw 2 Garden line 1 x 100m 50 kg measuring scale 1 61

65 Agriculture Jnr (GR3-7) Syllabus qxp_Layout 1 13/10/ :51 PM Page 62 PROPOSED COMPONENTS OF THE PRACTICAL BOOK (DIARY) The diary should be written in first person narration. For example, I used a hoe to dig DATE: The date on which the practical activity was done should be recorded. For example 06 December 2008 TASK: Write the topic of the practical work done. For example; Weeding nursery. The topic should summarise what was done during practical work. TOOLS USED: on this part, the learner records the tools s/he used during the practical work. For example; hand fork and dibber/ sticks WORK DONE: On this section of the diary, the learner records the actual activities s/he has done. Some may want to refer to it as What I did, Activities or Steps taken. All is acceptable as long as it brings out what the learner did during the practical. For example, if the practical was weeding, the following could be the activities done; l I took a hand fork/ dibber l I used it to lightly dig the nursery bed l I removed the weed by hands l Some weeds were too close to the seedling, I up-rooted them by hands l I picked all stones that were in the bed l I mended the ridges after weeding WHAT I LEARNT: some may prefer to call it what I observed, it will still be acceptable as long as it is a record of what the learner learnt and observed during the practical activity. For example; l I learnt that removing weeds by a hand fork is easy because the hand fork is light l I learnt that removing weeds by a hand fork loosens the soil and allows air to get in l I learnt that if I dig too deep, I will up-root the seedlings l If I re-ridge, water will not spill from the bed l They were many weeds in the bed such as the black jack. ASSESSMENT OF THE PRACTICAL BOOK (DIARY) TASK 1 TOOLS USED 2 WORK DONE 4 WHAT I LEARNT 3 TOTAL 10 62

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