Republic of Malawi

Syllabus for

Initial Primary Teacher Education

Agriculture

Ministry of Education, Science and Technology

 Syllabus for

Initial Primary Teacher Education

Agriculture

Ministry of Education, Science and Technology

Prepared and published by

Malawi Institute of Education

PO Box 50
Domasi Malawi

email: [email protected]
website: www.mie.edu.mw

© Malawi Institute of Education 2017

All rights reserved. No part of this publication may be reproduced, stored in a

retrieval system, or transmitted in any form by any means, electronic, mechanical,
photocopying, recording or otherwise, without the permission of the copyright
owner.

First edition 2017

vi
Foreword
Education is the lifeblood of the nation. It is a prerequisite for individual, community
and national development. Education prepares learners to play their roles effectively
in efforts to promote and sustain a country's socio-economic development. Parents or
guardians desire that their children develop into adults with sound minds and
healthy bodies, through the acquisition of appropriate knowledge, skills and
desirable attitudes to enable them to live productive and happy lives.

Education should, therefore, help learners to develop high standards of conduct,

attitudes, judgment and a sense of responsibility. Student teachers have to be well
prepared in order to be able to take this responsibility of teaching children
effectively.

The provision of quality education is based on many factors and a good quality of
teachers is one of them. Teachers play a central role because they are the key source
of knowledge, responsible for facilitating the learning process and act as role models
for the learners.

The function of initial teacher education in Malawi is to prepare student teachers in

their aspiration of becoming teachers of high quality. This is achieved by helping the
student teachers to acquire the right knowledge, skills and competences to enable
them to effectively teach children. In view of this, the Initial Teacher Education
curriculum has been reviewed to ensure that student teachers who graduate from
this programme are well trained and prepared for their profession.

The process and implementation of this review has been guided by the Teacher
Education Philosophy which states as follows:

‘To produce a reflective, autonomous, lifelong learning teacher, able to display moral
values and embrace learners’ diversity.’

It is therefore hoped that Teacher Training Colleges will find this curriculum
effective in helping the student teachers to build a solid foundation in their teaching
profession.

Secretary for Education

Ministry of Education, Science and Technology

vi
Acknowledgements
The Ministry of Education, Science and Technology and the Malawi Institute of
Education would like to thank all people who participated in various activities,
stages and levels in the development of this s y l l a b u s .

Special thanks go to the Director of the Directorate of Inspectorate and Advisory

Services (DIAS), Mr Raphael Agabu and his staff, the Executive Director of Malawi
Institute of Education, Dr William Susuwele‐Banda and his staff, Coordinator of the
Initial Primary Teacher Education (IPTE) review process, Dr Ezekiel Kachisa and his
team (Mr Edward G Mtonga and Ms Catrin Anderer) for coordinating the process of
developing the syllabus.

The Ministry of Education, Science and Technology acknowledges technical and

financial support which was generously provided by German Technical
Cooperation (GIZ), United Nations Children’s’ Fund (UNICEF), Food and
Agriculture Organisation (FAO) and Open Society Foundation (OSF).

Production team
Editing Anthony Malunga
Designer Doreen Kachala-Bato
Editor-in-chief Max J Iphani

vii
 Writers
William Kanyemba -Directorate of Inspections and Advisory
Services
Alex Chimwemwe Chiumia Malawi Institute of Education
Rhana Kapito Mndala Machinga Teachers Training College
Regina Nyirenda Luhanga - Machinga Teachers Training College
Tadeus Sodaya - Chiradzulu Teachers Training College

Production team
 Introduction
The purpose of primary teacher education is to produce and continually develop
competent and responsive teachers who effectively deliver quality education to all
learners under prevailing conditions and demands in primary schools and promote
their desire for life-long learning. IPTE endeavors to educate teachers in sufficient
numbers, continually develop their professionalism so that they are able to
effectively and efficiently deliver quality and relevant education to primary school
learners.

National goals for primary teacher education

The national goals of primary teacher education in Malawi are to produce teachers
who are:
 academically well-grounded and professionally competent
 flexible and capable of adapting to the changing needs and environment of the
Malawian society
 capable of adhering to and maintaining the ethics of the teaching profession
imaginative in adapting, creating and utilising locally available resources suitable
for the needs of their learners

Teacher education philosophy

The following has been the guiding principle during the design, development and
implementation of the IPTE curriculum.

To produce a reflective, autonomous, lifelong learning teacher, able to display moral values
and embrace learners’ diversity has been designed.

IPTE programme structure

The duration of the teacher education is two years. The general outlook of the two
years is as follows:

Year 1 Year 2
Term 1 Term 2 Term 3 Term 1 Term 2 Term 3
In college, In college, Out in Out in In college, In college,
learning learning teaching teaching with special with special
subject subject practice practise emphasis on emphasis on
content with content with schools, schools, reflection, subject
a special special focus practising practising inclusion content,
focus on on methods teaching teaching and further policies and
methods for for upper mainly in the mainly in the practice on frameworks
lower classes classes lower classes upper classes teaching
methods
Unique features
The features of the reviewed curriculum are as follows:
 The curriculum design is based on reflective and practice principles.
 Early grade teaching methodologies are distinct.
 The delivery of the subject content follows the modular approach.
 Student teachers will be allowed to practise teaching both in the lower classes
(Standards 1 to 4) as well as in upper classes (Standards 5-8).
 Cross cutting issues such as Assessment for Learning, ICT, Inclusive Education
and Critical Thinking are integrated.

IPTE subject matrix

The new curriculum has adopted the reflective practitioner model of teacher
education which connects practice and theory and integrates content and pedagogy
in teaching and learning. In this structure, student-teachers will be in college for two
terms of year 1 and be in primary schools for teaching practice in the third term of
first year and first term of the second year. Student teachers will be back to colleges
in terms 2 and 3 of year 2 to continue learning subject content, reflecting on their
experiences of teaching practice and then wind up their studies.

This curriculum is designed in a modular structure and contains eleven subjects.

These are Chichewa, English, Mathematics, Education Foundation Studies,
Agriculture, Social Studies, Life Skills, Science and Technology, Expressive Arts,
Religious Studies and Human Ecology. In this modular design, a set of topics forms
a module in a subject. A module consists of 40 hours contact time.
IPTE outcomes based curriculum
This outcomes-based curriculum is focused on student teachers' achievements. These
achievements are teaching competencies. The teaching competencies student
teachers develop from the IPTE prgramme will be seen when student teachers are
able to transfer the knowledge and skills directly in primary schools.

Subject and core elements

The IPTE curriculum comprises of eleven subjects namely Agriculture, Science and
Technology, Mathematics, Expressive Arts, Chichewa, English, Education
Foundation Studies, Social studies, Life skills, Religious studies and Human Ecology.
Each subject has a rationale from which core elements are derived.

Teacher education core element outcomes

Teacher education core element outcomes are descriptions of the competencies to be
acquired by the student teacher for successful teaching.

IPTE assessment procedures

In Outcomes-Based Education (OBE), assessment is a significant part of the teaching
and learning process. The main purpose of assessment is to facilitate learning by
constant monitoring of the progress of individual student teachers. The process is
on-going and it uses clearly defined criteria with a variety of tools, methods and
techniques in different situations and contexts. This helps to gather valid and reliable
information on the student teachers' achievement of outcomes.

Assessment in initial primary teacher education in Malawi comprises two major

components: continuous and summative assessment. Both modes involve
assessment tasks that measure the student teachers’ achievement of knowledge,
skills, values and attitudes. These tasks include oral presentations, practical and
reflective tasks, reports, researches, tests and examinations.

In the reviewed curriculum, the weighting of continuous assessment in the final

grade will be 60% continuous assessment and 40% summative assessment.

The continuous assessment will comprise:

 two grades based on each module
 end of module examinations excluding terms 2 and 3 of year 2
 teaching practice grades
 school experience journal grade

While the summative assessment will comprise:

 moderated grade from teaching practice in term 1 of year 2
 national examinations to be administered in term 3 of year 2 based on the
modules of terms 2 and 3 of year 2.
Scope and sequence

Year 1 Year 2
Core Element Term 2 Term 3
Teaching  Teaching of soil (5 hours)
agricultural  Familirialisation with core- - reflection on teaching practice experience (1 hour)
environment and elements - concepts on soils (1 hour)
soil science and rationale for teaching - teaching and learning of soils using experimentation
agriculture. (1 hour) (2 hours)
-importance of teaching - assessing learners work in agricultural experiments (1
agriculture hour)
 Teaching of agriculture: (3 hours)
- developing schemes of
work for agriculture
- approaches for teaching
agriculture
- challenges in the teaching of
agriculture
- ways of assessing learners
work in agriculture
 observing lesson (1 hour)
 The teaching of agricultural
environment and climate change
(5 hours)
- using experimentation to
 Year 1 Year 2
Core Element Term 2 Term 3
teach agricultural
environment and climate
change (1 hours)
- using future’s wheel to
teach causes and effects of
climate change (1 hours)
- using research method to
teach adaptation measures
to climate change (1 hour)
- developing test items and  Teaching agricultural marketing (6 hours)
marking key (2 hours) - theories and concepts of agriculture marketing (1
Teaching hour)
agribusiness  Teaching farm records (4 hours) - developing resources for teaching agricultural
- concepts related to farm marketing(1 hour)
records (1 hour) - strategies for teaching agricultural marketing (2
- using appropriate method to hours)
teach farm records(1 hour) - using rubric in assessing learners work in agricultural
- using checklist and rubric to marketing (1 hour)
assess learners work in the
teaching of farm records (2
hours)
Teaching farm  Teaching irrigation (3 hours)  Teaching farm mechanization
tools, machinery - the concept of irrigation (1 - concepts related to farm mechanisation (5 hours)
and technology hour) - developing resources for teaching farm mechanisation
- applying appropriate method (2 hours)
in teaching irrigation (1 hour) - using problem tree to teach farm mechanisation (1
 Year 1 Year 2
Core Element Term 2 Term 3
- using assessment results to hour)
improve teaching and learning - assessing learners when teaching farm mechanisation
of irrigation (1 hour) (1 hour)
- observing lesson (1hour)
Teaching crop  Establishing a school garden as a  Teaching flower production (8 hours)
production teaching, learning and - theories and practice of flower production (2 hours)
practices assessment resource (4 hours) - using school environment as a teaching and learning
- school garden as a teaching resource in flower production(2 hours)
and learning resource (1 - developing assessment tools in field trip on flower
hour) production(3 hours)
- establishing a school garden - evaluating lessons in flower production(2 hours)
(2 hours)
- using a school garden as a
teaching, learning and
assessment resource (1 hour)

 Teaching growing of arable crops

(5 hours)
- the concepts of growing
arable crops (1 hour)
- developing resources for
teaching and learning of
arable crops (1 hour)
- using practicals to teach the
growing of arable crops (2
hours)
- assessing learners work in
 Year 1 Year 2
Core Element Term 2 Term 3
project on growing of arable
crops (1 hour)
Teaching livestock  Teaching poultry production. (6  Teaching goat production
production hours) - the concept of goat production (2 hours)
practices - concepts in poultry - methods for teaching and learning goat production(2
production (1 hour) hours)
- developing teaching and  Teaching rabbits production
learning resources in poultry - theory and practice in rabbit production(2 hours)
production (1 hour) - teaching and learning using project method (1 hour)
- practical lessons in poultry - assessing learners' workusing appropriate tools in a
production (2 hours) rabbitry project (1hour)
- developing tools for
assessing learners when
teaching poultry production
(1 hour)
- assessing learners in poultry
production (1 hour)
 Teaching of pig production (4
hours)
- concepts and practices in pig
production (2 hours)
- appropriate methods of
teaching pig production (1
hour)
- assessing learners work
when teaching pig
 Year 1 Year 2
Core Element Term 2 Term 3
production

Year 1 Term : 2
Core element : Teaching agricultural environment and soil science
Primary outcome : The student teachers will be able to develop and apply appropriate teaching, learning,
assessment and class management strategies to enable the primary school learner to
demonstrate an awareness of environmental factors which influence agricultural production
and their efficient utilization with emphasis on conservation of soil and water for
sustainability.

Assessment Success criteria Topic Suggested teaching, Suggested teaching, Suggested teaching,
standard learning and assessment learning and learning and
activities assessment methods assessment resources
We will know Student
this when teachers must
Student teachers be able to:
are able to:
 demonstrate 1 relate the Core-  identifying core-  question and  IPTE syllabus
an core- elements and elements and their answer  local environment
understandin element rationale for outcomes.  written exercise  ICT
g of the core- and its teaching  relating the core-  workstation  chart paper
elements of the IPTE
element and outcome agriculture  jigsaw strategy  markers
Agriculture syllabus to
rationale for  author’s chair  word cards
their outcomes
teaching and  researching on
 crop products
learning rationale for teaching  animal products
Assessment Success criteria Topic Suggested teaching, Suggested teaching, Suggested teaching,
standard learning and assessment learning and learning and
activities assessment methods assessment resources
agriculture agriculture in primary  processed
schools agricultural
 discussing the products
importance of teaching  braille materials
agriculture in primary
 raised diagrams
schools
 researching rationale
2 establish  brainstorming  word cards
for teaching
importance  card collecting  crop products
agriculture in teacher
of teaching and clustering  animal products
training colleges
agriculture  discussion  processed
in primary  quick write agricultural
schools  think pair share products
 give one take one  braille materials
3 analyse the  brainstorming  raised diagrams
 discussing the
importance  card collecting  local environment
importance of
of teaching and clustering  checklist
teaching agriculture
agriculture  discussion  braille materials
in teacher training
in teacher  quick write  old agriculture
colleges
training  think pair share schemes of work
colleges  give one take one  library
 ICT
 evaluating
1 develop Teaching of
agriculture schemes
 apply sample agriculture  KWL  students’
of work
effective schemes of  group work experiences
 researching on
methods and work for  gallery walk  local environment
appropriate teaching
assessment agriculture  discussion  video clip
Assessment Success criteria Topic Suggested teaching, Suggested teaching, Suggested teaching,
standard learning and assessment learning and learning and
activities assessment methods assessment resources
procedures lessons methods  demonstration  observation
when teaching  peer assessment checklist
agriculture 2 demonstra  adapting activities to  research  braille material
te different suit learners with  discussion
approache diverse needs in  presentation
s of agriculture  explanation
teaching  group work
agriculture  KWL
3 analyse  group work
different  reflecting on  discussion  resource person
challenges student’s personal  pair work  students’
in the experiences in a  demonstration experiences
teaching of large agriculture  observation  local environment
agriculture class.  library
 isolating strengths  ICT
and challenges that  library
learners face in  pictures
agriculture  ICT
 discussing how  local
teachers can manage environment
the challenges in a  students’
large class experiences
 observing a video  written reports
clip on management
of a large class
4 apply
Assessment Success criteria Topic Suggested teaching, Suggested teaching, Suggested teaching,
standard learning and assessment learning and learning and
activities assessment methods assessment resources
appropriat  identifying learners’
e ways of individual strengths
assessing and weakness
learners’  evaluating learner
performan activity books
ce in  reflecting on own
agriculture teaching practice.

1 analyse the Causes and  demonstration

 demonstrate causes and effects of  researching on the  observation  library
how to teach effects of climate principle of  self-assessment  ICT
agricultural climate change greenhouse effect  peer assessment  local environment
environment change  synthesising the  pens in the  rubric
and climate principle of middle  checklist
change Teaching the greenhouse effect  research  braille materials
principle of  examining  ball bearing  pictures
greenhouse syllabuses, teachers’  case study  students’
effect guides and learners’  written reports experiences
books to find out:  presentations  presentations
- when the topic is  lecture
taught at primary observation
school.
- what learners learn
about causes and
Assessment Success criteria Topic Suggested teaching, Suggested teaching, Suggested teaching,
standard learning and assessment learning and learning and
activities assessment methods assessment resources
effects of climate
change.
2 apply
appropriate Teaching
 conducting an
methods causes and
experiment to
when effects of
demonstrate the
demonstrat climate
principle of
ing the change
greenhouse effect.
principle of
 reporting the
greenhouse
findings
effect

 research/ self-
3 use study  library
 discussing
appropriate  presentations  ICT
appropriate methods
methods to  written report  local environment
for teaching causes
teach  discussion  rubric
and effects of climate
causes and  written exercise  checklist
change
effects of  oral test  braille materials
 reviewing Future’s
climate  brainstorming  pictures
change wheels as a teaching
method
 analysing the causes
and effects of climate
 KWL
change using
 future’s wheels
Future’s wheels and
 group work
Assessment Success criteria Topic Suggested teaching, Suggested teaching, Suggested teaching,
standard learning and assessment learning and learning and
activities assessment methods assessment resources
other identified  mix freeze pair
appropriate teaching  walk around talk
methods around
 presenting the  research
developed Future’s  self-study
wheel and results for  problem tree
any other identified
methods.
4 apply The teaching
appropriate of adaptation
 self- studying on
methods in measures to
adaptation measures
teaching climate
to climate.
of change.
 examining
adaptation
syllabuses, teachers
measures
guides and learners
to climate
books to find out:
change
- when the topic is
taught at primary
school.
 research/ self-
- what learners learn
study  library
about the topic.  presentations  ICT
 brainstorming  written report  local environment
appropriate methods  discussion  rubric
for teaching  written exercise  checklist
 oral test  braille materials
Assessment Success criteria Topic Suggested teaching, Suggested teaching, Suggested teaching,
standard learning and assessment learning and learning and
activities assessment methods assessment resources
adaptation measures  brainstorming  pictures
to climate change
 selecting appropriate
methods
 practising teaching
adaptation measures
to climate change
5 develop Assessing using selected  demonstration
skills in learners in methods  observation
assessing theory lesson  self-assessment
learners in  developing a test  peer assessment
theory items and a marking
lesson key on climate
change
 critiquing the
developed test and
marking key
 Year 1 Term : 2
Core element The teaching of Agribusiness
Primary outcome The student teachers will be able to develop appropriate teaching, learning, assessment and
class management strategies to enable the primary school learner to develop positive attitudes
towards agriculture as a business. Furthermore to assess basic knowledge and skills of farm
business and marketing to develop positive attitudes towards profitability of agricultural
enterprises.

Assessment Success criteria Topic Suggested teaching, learning Suggested teaching, Suggested teaching,
standard and assessment activities learning and learning and
assessment methods assessment resources
We will know Student teachers
this when must be able to:
Student teachers
are able to: 1 reflect on Teaching of  reviewing concepts of
 Apply concepts farm records farm records
appropriate related to - meaning of farm
teaching, farm records records
learning and - types of farm records
assessment - importance of farm
methods in records
the teaching  discussing the concepts
Assessment Success criteria Topic Suggested teaching, learning Suggested teaching, Suggested teaching,
standard and assessment activities learning and learning and
assessment methods assessment resources
of farm of farm records
records  identifying levels and
depth in which the topic is
taught at primary school

2 use  discussing different

appropriate methods which can be
methods in used in teaching farm
teaching records
farm records  discussing procedures
for practical lesson for
teaching farm records
 analysing challenges and
strengths of the practical
method
 peer teaching farm
records using practical
method

3 apply  developing checklist

appropriate and rubric for observing
strategies practical lesson in farm
for records
assessing  using checklist and
learners in rubric in assessing
Assessment Success criteria Topic Suggested teaching, learning Suggested teaching, Suggested teaching,
standard and assessment activities learning and learning and
assessment methods assessment resources
farm learners in teaching
records farm records
 evaluating the strengths
and weaknesses of the
assessment tools used

Year 1 Term : 2
Core element Teaching farm tools, machinery and technology
Primary outcome The student teachers will be able to practise appropriate teaching, learning, assessment and class
management strategies and use resources to enable the primary school learner use, maintain farm
tools and machinery; apply improved agricultural technology and observe safety rules to increase
farm productivity.

Assessment Success criteria Topic Suggested teaching, learning Suggested teaching, Suggested teaching,
standard and assessment activities learning and learning and
assessment methods assessment resources
We will know Student teachers
this when must be able to:
student teachers
are able to:
1 develop an Teaching of  researching on irrigation  research  word cards
 apply understandi irrigation concepts  brainstorming  braille materials
appropriate ng of the - meaning  card collecting  raised diagrams
teaching, concept of - types and clustering  pictures
learning, and irrigation - importance  discussion  models
Assessment Success criteria Topic Suggested teaching, learning Suggested teaching, Suggested teaching,
standard and assessment activities learning and learning and
assessment methods assessment resources
assessment  discussing the concepts  quick write  ICT
methods on in irrigation  think pair share  students’
agricultural  identifying topics on  give one take experiences
technology irrigation taught in one  library
primary schools  question and
answer
 work station

 analysing methods  research  resource persons

appropriate for teaching  demonstration  local environment
irrigation  KWL  braille materials
 group work  pictures
 preparing micro-lessons  gallery walk  ICT
2 apply on irrigation using  discussion  library
appropriate research method  question and  irrigation tools
methods in  presenting the micro- answer  school garden
the teaching lessons using the  peer
of irrigation research method assessment
 self-assessment  local environment
3 use  exploring assessment  observation  ICT
assessment methods appropriate for  pens in the  checklist
results to teaching irrigation middle  rubric
improve  selecting appropriate  demonstration  flip charts
teaching and assessment methods for  group work  braille materials
Assessment Success criteria Topic Suggested teaching, learning Suggested teaching, Suggested teaching,
standard and assessment activities learning and learning and
assessment methods assessment resources
learning of teaching irrigation  observation  raised diagrams
irrigation  assessing learners in the  discussion
teaching of irrigation  question and
 analysing assessment answer
results to improve  practical work
teaching and learning  written reports
 Presentations
 Peer assessment
 research

Year 1 Term : 2
Core element The teaching of crop production practices
Primary outcome The student teachers will be able to practise and assess appropriate teaching, learning,
assessment and class management strategies to enable the primary school learner acquire
knowledge, skills and develop positive attitudes towards crop production. This will enable the
learner to grow selected crops and apply recommended production practices.

Assessment Success criteria Topic Suggested teaching, learning Suggested teaching, Suggested teaching,
standard and assessment activities learning and learning and
assessment methods assessment resources
We will know Student teachers
this when must be able to:
student teachers
are able to: Establishing a
1 reflect on school garden  reflecting on school  discussion  braille materials
Assessment Success criteria Topic Suggested teaching, learning Suggested teaching, Suggested teaching,
standard and assessment activities learning and learning and
assessment methods assessment resources
 demonstrate school as a teaching, garden experiences  quick write  pictures of school
an garden as a learning and  discussing how the  think pair share garden
understandi teaching, assessment school garden was used  give one take  video showing
ng of how to learning and resource  relating the importance one
teach assessment of the school garden to  question and  school garden
growing of resource the teaching of answer activities
vegetables agriculture  debate  students’
and selected  developing plans for  panel experiences
arable crops establishing a school discussion
garden  roleplaying
 designing school garden
 establishing the school
garden

2 establish a  group work

school  question and  local environment
garden answer  braille materials
 peer  ICT device for
assessment internet
 presentation  library
 observation  school garden
 discussion  farm tools
 research
 explanation
 demonstration
Assessment Success criteria Topic Suggested teaching, learning Suggested teaching, Suggested teaching,
standard and assessment activities learning and learning and
assessment methods assessment resources
 practical

3 use the  preparing practical  demonstration  local environment

school lessons on growing of  group work  ICT
garden as a vegetables  question and  checklist
teaching,  preparing tools for answer  library
learning assessing learners work  peer  rubric
and during practical lessons assessment  braille materials
assessment  using school garden as  presentation  pictures
resource. an assessment resource  observation  maize products
 discussion  models
 drawings
 realia
 checklist
 rubric
 chart paper
 local environment
1 develop an Teaching of  searching for  research  school garden
understand the growing of information on maize  group work  local environment
ing of the arable crops production practices  question and  library
concepts of - land preparation answer  Agriculture
arable crop - planting  presentation teachers’ guide
production - weeding  observation  agriculture
- fertiliser application  discussion learners’ books
- disease and pest  written reports
control  gallery walk
Assessment Success criteria Topic Suggested teaching, learning Suggested teaching, Suggested teaching,
standard and assessment activities learning and learning and
assessment methods assessment resources
- harvesting
- marketing
 discussing maize
production practices

2 mobilise  identifying resources  practical work  school garden

effective that can be used in  Local  farm tools
resources teaching growing of environment  progress reports
for maize  demonstration  rubric
teaching  collecting materials for  group work  checklist
and teaching maize  individual
learning production work
arable  developing resources for  gallery walk
crops teaching and learning of  brainstorming
maize production  group work
 displaying teaching and  discussion
learning resource for
 question and
teaching maize production
answer
 preparing practical lessons
on production practices for
 observation
3 apply growing maize  presentation
appropriat  Presenting the practical  practical
e methods lessons
in the  Evaluating the practical
teaching of lessons using checklist
arable crop
production  developing assessment
Assessment Success criteria Topic Suggested teaching, learning Suggested teaching, Suggested teaching,
standard and assessment activities learning and learning and
assessment methods assessment resources
tools for teaching maize
production using project
4 Use method  demonstration  school garden
innovative  assessing learners work in  group work  farm tools
a project on growing of
methods  explanation  progress reports
maize
for  presentations  rubric
 using the assessment
assessing  observations  checklist
results to improve teaching
learners and learning of maize  project
when production
teaching
arable crop
production

Year 1 Term 2
Core element The teaching of livestock production practices
Primary outcome The student teachers will be able to practice and assess appropriate teaching, learning, assessment
and class management strategies to enable the primary school learner to acquire knowledge, skills
and develop positive attitudes towards livestock production for profitability.

Assessment Success criteria Theme/Topic Suggested teaching Teaching, Suggested

standard and learning learning and teaching and
activities assessment learning
methods resources
We will know this Student teachers
Assessment Success criteria Theme/Topic Suggested teaching Teaching, Suggested
standard and learning learning and teaching and
activities assessment learning
methods resources
when student must be able to:
teachers are able
to: 1 analyse Teaching of  self-studying  ICT
 apply basic concepts in poultry concepts of  research  library
knowledge poultry production poultry  Discussion  students’
and practices production production  jigsaw experiences
when taught in  discussing  question and  local
teaching, primary production answer environment
learning and schools practices for  work stations  agriculture
assessing poultry  think pair Teachers’
livestock  discussing share Guide
production depth of  ball bearing  learners’ Book
coverage of  mix freeze  school
poultry pair livestock unit
production in  Braille
primary school materials

 identifying  research  ICT

appropriate  discussion  students’
methods for  jigsaw experiences
teaching and  work stations  checklist
learning poultry  observation  rubric
production  question and  local
2 investigate  discussing the answer environment
Assessment Success criteria Theme/Topic Suggested teaching Teaching, Suggested
standard and learning learning and teaching and
activities assessment learning
methods resources
effective use of field trip  project  poultry house
methods for as a method for  peer  poultry feeds
teaching and teaching poultry assessment  feed troughs
learning production  demonstration  water troughs
poultry  visiting a nearby  poultry
production farm to learn
poultry
production
 evaluating
excursion

 discussing  discussion  models

appropriate  presentation  students’
teaching and  group work experiences
3 develop learning  observation  rubric
appropriate resources for  question and  check list
teaching and poultry answer  braille
learning production  peer materials
resources for assessment  poultry
poultry  developing  gallery walk products
Assessment Success criteria Theme/Topic Suggested teaching Teaching, Suggested
standard and learning learning and teaching and
activities assessment learning
methods resources
production appropriate  veterinary
teaching and drugs
learning  chart paper
resources for  pictures
poultry
production
 displaying the
teaching and
learning
resources

4 construct  discussing tools  research  students’

effective tools used for  discussion experiences
for assessing assessing  jigsaw  ICT
learners work learners field  work stations  checklist
in teaching work in poultry  observation  rubric
and learning production  question and  test items
poultry  constructing answer  braille
production assessment tools  peer materials
for field trip in assessment
Assessment Success criteria Theme/Topic Suggested teaching Teaching, Suggested
standard and learning learning and teaching and
activities assessment learning
methods resources
poultry  gallery walk
production  discussion
 displaying the  question and
constructed answer
assessment tools  observation

5 assess learners Teaching of pig  evaluating the  peer  Students’

work in production assessment tools assessment experiences
poultry for field trip  research  checklist
production lesson in poultry  discussion  rubric
production  jigsaw  poultry house
 assessing  question and  poultry feeds
learners field answer  feed troughs
work for poultry  work stations  water troughs
production  observation  poultry
 think pair
share
 ball bearing

1 investigate pig  researching on  author’s chair  students’

production the pig  discussion experiences
practices production  question and  ICT
practices answer  library
- housing  observation  resource
Assessment Success criteria Theme/Topic Suggested teaching Teaching, Suggested
standard and learning learning and teaching and
activities assessment learning
methods resources
- feeding  peer person
- disease and assessment
parasite  demonstration
control  explanation
- breeding
- marketing
- pig and their
products

2 use  discussing on  discussion  checklist

appropriate the pig  question and  students’
methods in production answer experiences
teaching pig practices  observation  written report
production  isolating pig  peer  internet
production assessment
practices taught
in primary
schools

3 assess  discussing the  discussion  rubric

learners' work use of research  question and  checklist
when teaching as a method for answer  progress
pig teaching pig  presentation record
 research
Assessment Success criteria Theme/Topic Suggested teaching Teaching, Suggested
standard and learning learning and teaching and
activities assessment learning
methods resources
production production  students’
 using research experiences
method for
teaching pig
production
 identifying
appropriate
tools for
assessing
learners when
teaching pig
production
 using the tools
to assess
learners work
when teaching
pig production
 using
assessment
results to
improve
teaching and
learning on pig
production
Assessment Success criteria Theme/Topic Suggested teaching Teaching, Suggested
standard and learning learning and teaching and
activities assessment learning
methods resources

Year 2 Term 3
Core element The teaching of agricultural environment and soil science
Primary outcome The student teachers will be able to develop and apply appropriate teaching, learning, assessment
and class management strategies to enable the primary school learner to demonstrate an awareness of
environmental factors which influence agricultural production and their efficient utilization with
emphasis on conservation of soil and water for sustainability.
Assessment Success criteria Topic Suggested teaching, learning Suggested teaching, Suggested teaching,
standard and assessment activities learning and learning and
assessment methods assessment resources
We will know Student teachers
this when must be able to:
Student teachers
are able To:
1 reflect on Teaching of  identifying the successes  work station  Reports
 demonstrate teaching Soil and challenges experienced  fish bowl  Students'
an practice during the teaching of  question and experiences
awareness of experience agriculture in the primary answer  Wide clips
the effective schools  gallery walk
methods in  discussing contributing  presentations
the teaching factors to the successes and  think ink pair
learning and challenges share
assessment  discussing how the  research
of the challenges were managed question and
environment  researching on soil answer
al factors concepts related to soil  KWL
which  gallery walk
influence  Peer assessment
agricultural  self-assessment
production  work station

 identifying topics on soil in

2 investigate soil  question and  check list
the primary agriculture
concepts answer  braille materials
curriculum
taught in  KWL  students'
Assessment Success criteria Topic Suggested teaching, learning Suggested teaching, Suggested teaching,
standard and assessment activities learning and learning and
assessment methods assessment resources
primary  identifying challenging  gallery walk experiences
schools topics o soils taught in  peer assessment  library
primary schools  self-assessment  ICI
 written reports
 self-study
 research

3 analyse  experimentation  local environment

 listing methods that can be
appropriate  demonstration  hoes
used to teach soils
methods that  evaluating the methods used
 excursion  flip chart
can be used to to teach soils  question and  soil samples
teach soils in  selecting the appropriate answer  pictures showing
primary methods to teach soils  observation experiments on
schools  KWL soils
 group work
 gallery walk
 peer assessment
 self-assessment
 written reports

4 apply  designing an experiment on

appropriate teaching of soils
methods in the  organising resources for
teaching and teaching soil using an
learning of soil experiment
Assessment Success criteria Topic Suggested teaching, learning Suggested teaching, Suggested teaching,
standard and assessment activities learning and learning and
assessment methods assessment resources
 trial testing the experiments
 demonstrating the experiment
 think pair share  flip chart
5 assess learners  designing tools for assessing  question and  braille materials
learners in an experiment
in agricultural answer  checklist
 developing tools for assessing
experiments  work stations  rubric
learners in an experiment
 use the tools for assessing
 gallery walk
learners’ work  experimentation
 demonstration

Year 2 Term 3
Core element The teaching of Agribusiness
Primary outcome The student teachers will be able to develop appropriate teaching, learning, assessment and class
management strategies to enable the primary school learner to develop positive attitudes towards
agriculture as a business.
Assessment Success criteria Topic Suggested teaching, learning Suggested teaching, Suggested teaching,
standard and assessment activities learning and learning and
assessment methods assessment resources
We will know Student teacher
this when must be able to:
Student teachers
are able to:

 apply 1 reflect on Teaching of  researching on topics  research  agriculture

scientific and agricultural agricultural related agricultural  question and primary syllabus
technologica marketing as Marketing marketing answer  report
l taught in  relating the topics to the  written report  ICT
understandi primary level in the primary school  work station  library
ng in the schools curriculum  self-study  students’
teaching,  discussing marketing experiences
learning and functions  local environment
assessment  braille materials
of 2 develop
agribusiness appropriate  reflecting on resources used  demonstration  flip chart
resources for in the teaching and  question and  braille materials
teaching learning of agriculture answer  agricultural
agricultural during teaching practice  KWL products
marketing  developing appropriate  Group work  students
resources for teaching  Gallery walk ‘experiences
marketing functions  Peer assessment  models
 evaluating the developed  pictures
teaching and learning
resources
Assessment Success criteria Topic Suggested teaching, learning Suggested teaching, Suggested teaching,
standard and assessment activities learning and learning and
assessment methods assessment resources
3 apply  discussing different  work station  flip chart
appropriate methods that can be used  demonstration  facilities for
methods to teach agricultural  question and processing,
when marketing answer grading, storing
teaching  peer teaching marketing  observation products
agricultural functions using  case study  sample adverts
marketing workstation  role play  pictures
- buying and selling  Peer assessment  video/audio clips
- market research  self-assessment
- processing  research
- grading
 using role-play to teach
marketing functions
- transportation
- storage as market
functions
 developing a case study to
teach advertising as a
marketing function
 using the case study to peer
teach advertising as a
market function
 critiquing micro lessons on
agricultural marketing

4 use  analysing tools that can be  question and  sample rubric

Assessment Success criteria Topic Suggested teaching, learning Suggested teaching, Suggested teaching,
standard and assessment activities learning and learning and
assessment methods assessment resources
appropriate used to assess learners' answer  students’
tools in work when teaching  observation experiences
assessing marketing functions  KWL  local environment
leaners' work  developing a rubric to  group work  flip chart
assess learners when  peer assessment  primary
teaching marketing  self-assessment agriculture
functions teachers’ guide
 assessing learners' work  primary
using rubric when teaching agriculture
marketing functions Learners’ book

Year 2 Term 3
Core element The teaching of farm tools, machinery and technology
Primary outcome The student teachers will be able to practise appropriate teaching, learning, assessment and class
management strategies and use resources to enable the primary school learner use, maintain farm
tools and machinery; apply improved agricultural technologies and observe safety rules to increase
farm productivity.
 Assessment Success criteria Topic Suggested teaching, learning Suggested Suggested teaching,
standard and assessment activities teaching, learning learning and assessment
and assessment resources
methods
We will know Student teachers
this when must be able to:
student teachers  research
are able to: 1 evaluate Teaching of  exploring concepts used  card collecting
concepts farm in farm mechanisation and clustering  ICT
 demonstrate an related to mechanisation  identifying farm tools  quick write  pictures
understanding farm and machinery taught in  think ink pair  library
of teaching, mechanisation primary schools share  farm tools and
learning and taught in  discussing the concepts  give one take equipment
assessing primary of farm tools and one  word cards
learners on schools machinery taught in  question and  braille materials
use of primary schools. answer  raised diagrams
improved  work station  models
agricultural  KWL  resource person
technologies  Observation  video clip
 one stray
three stay

2 develop  collecting samples and  observation  rubric

appropriate materials for making  demonstration  wire
resources for models of farm tools and  group work  maize stalks
teaching farm machinery  question and  clay
mechanisation  modelling some farm answer  cardboards
tools and machinery  peer  charts
 drawing and labelling assessment  razor blades
Assessment Success criteria Topic Suggested teaching, learning Suggested Suggested teaching,
standard and assessment activities teaching, learning learning and assessment
and assessment resources
methods
farm tools and machinery  self-  braille materials
 displaying samples, assessment  local environment
models and drawings of  gallery walk
farm tools and machinery  bus stop
 Evaluating the samples,
models and drawings of
farm tools and machinery

3 apply  discussing different  problem tree  farm tools and

innovative methods for teaching farm  Futures’ machinery
methods mechanisation wheels  models of farm tools
when  identifying appropriate  mind and machinery
teaching farm methods for teaching farm mapping  library
mechanisation mechanisation  group work  resource persons
 practising teaching  case study  local environment
advantages and limitations  think ink pair  braille materials
of farm mechanization share  pictures
using problem tree  give one take  video clips
4 apply  using appropriate one
appropriate resources when teaching  card collection
assessment farm mechanisation and clustering  Agriculture
methods in  discussing appropriate  question and Teachers’ guides
the teaching methods for assessing answer  agriculture Learners’
of farm learners' work when  peer books
mechanisation teaching farm assessment  flip charts
Assessment Success criteria Topic Suggested teaching, learning Suggested Suggested teaching,
standard and assessment activities teaching, learning learning and assessment
and assessment resources
methods
mechanisation  question and  local environment
 selecting appropriate answer  lesson plans
methods for assessing  think pair  checklist
learners' work when share  rubric
teaching farm  gallery walk  braille materials
mechanisation  Peer  Test items
 practising to assess assessment
learners' work on farm  observation
mechanisation

Year 2 Term 3
Core element Teaching crop production practices
 Primary outcome The student teachers will be able to practise and assess appropriate teaching, learning, assessment
and class management strategies to enable the primary school learner acquire knowledge, skills and
develop positive attitudes towards crop production. This will enable the learner to grow selected
crops and apply recommended production practices.

Assessment Success criteria Topic Suggested teaching, learning Suggested teaching, Suggested teaching,
standard and assessment activities learning and learning and
assessment methods assessment resources
We will know Student teachers
this when must be able to:
student teachers
are able to: 1 summarise Teaching of  conducting self-study on  research  pictures
flower flower flower production  quick write  braille materials
 demonstrate production production  isolating flower production  question and  local environment
an practices in practices taught in primary answer  flowers
understandi primary school  bus stop  flower seeds and
ng of curriculum  presentations cuttings
teaching,  self-assessment
learning and  group work
assessing  demonstration
learners on  KWL
flower
2 use suitable  discussing resources that
production  question and  local environment
resources for can be used to teach flower
answer  braille materials
teaching and production
 excursion/field  braille material
learning  identifying a suitable
trip  pictures of
flower resources in the teaching
 question and flowers
production flower production
answer  flowers
 preparing lessons on flower
 presentation  primary
Assessment Success criteria Topic Suggested teaching, learning Suggested teaching, Suggested teaching,
standard and assessment activities learning and learning and
assessment methods assessment resources
production  practical work Agriculture
 presenting lessons on  demonstration Teachers’ Guides
flower production  group work  primary
 identifying strengths and  peer assessment agriculture
challenges in using school  self-assessment syllabus
environment as a resource  gallery walk  rubric
for teaching flower  demonstration  check list
production  observation  braille materials
 question and  test items
answer  reports
 presentation  braille materials

3 apply  analysing tools for

effective assessing learners when
assessment teaching flower
method for production
teaching and  developing assessment
learning of tools for a field trip on
flower flower production
production  assessing learners on
flower production

4 evaluate  observing model lessons  presentation  checklist

micro lessons on flower production  question and  rubric
Assessment Success criteria Topic Suggested teaching, learning Suggested teaching, Suggested teaching,
standard and assessment activities learning and learning and
assessment methods assessment resources
in flower  evaluating the lessons to answer  chart paper
production identify strengths and  demonstration  video clip of
challenges  oral question lessons on flower
 exploring solutions to the production
challenges  students’
experiences

Year 2 Term 3
Core element Teaching livestock production practices
 Primary outcome The student teachers will be able to practice and assess appropriate teaching, learning, assessment
and class management strategies to enable the primary school learner to acquire knowledge, skills
and develop positive attitudes towards livestock production for profitability.

Assessment Success criteria Topic Suggested teaching, learning Suggested teaching, Suggested teaching,
standard and assessment activities learning and learning and
assessment methods assessment resources
We will know Student teachers
this when must be able to:
student teachers
are able to:
 apply basic 1 analyse Teaching of  self-studying on the  self-study  braille materials
knowledge production goat production practices for  jigsaw  pictures
and practices practices for production goats  presentations  models
on teaching, goats - breeding  bus stop  local environment
learning and - feeding  question and  specimens of
assessing - housing answer parasites
learners in - parasite and disease  excursion  resource persons
livestock control  observation  drawings of goats
production  discussing production experimentation
practices for goats  demonstration
 identifying concepts on  excursion
goat production taught in  question and
primary schools answer
 observation
 KWL
2 establish  researching on methods  group work  local environment
suitable for teaching and learning  gallery walk  checklist
Assessment Success criteria Topic Suggested teaching, learning Suggested teaching, Suggested teaching,
standard and assessment activities learning and learning and
assessment methods assessment resources
methods for goat production  peer assessment  goat farm
teaching and  analysing the methods for  self-assessment  veterinary drugs
learning goat teaching goat production  written reports  specimens of
production  identify appropriate parasites
methods for teaching goat  braille materials
production

1 reflect on Teaching of  exploring rabbit production  self-study  ICT

theory and rabbits practices  jigsaw  library
practice of  discussing the rabbit  presentations  braille materials
rabbit production practices  bus stop  rabbits
production  isolating rabbit production  question and  students’
practices practices taught in primary answer experiences
schools  excursion  agriculture
 observation Teachers’ Guides
 agriculture
Learners’ books
 local environment

2 apply  discussing different  ICT

appropriate methods that can be used  library
methods to teach and learn rabbit  experimentation  students’
Assessment Success criteria Topic Suggested teaching, learning Suggested teaching, Suggested teaching,
standard and assessment activities learning and learning and
assessment methods assessment resources
when production  project experiences
teaching and  evaluating the different  demonstration  local environment
learning methods used to teach and  excursion  rabbit house
rabbit learn rabbit production  question and  rabbit feeds
production  planning a project that can answer  feed troughs
practices be carried out to teach and  observation  water troughs
learn rabbit production  KWL  rabbits
 establishing a rabbitry  group work  checklist
project for teaching the  gallery walk  rubric
production practices  peer assessment  test items
 self-assessment  students’
 written reports experiences
 think pair share
 question and
answer
3 use  local environment
appropriate  reviewing different tools  work stations  rabbit house
tools to assess that can be used to assess  gallery walk  rabbit feeds
learners’ work learners in project work  panel discussion  feed troughs
in rabbit  Evaluating the different  making a stand  water troughs
production tools used to assess learners  research  rabbits
in a rabbitry project

 Identifying the appropriate

tools for assessing learners’
in a rabbitry project
Assessment Success criteria Topic Suggested teaching, learning Suggested teaching, Suggested teaching,
standard and assessment activities learning and learning and
assessment methods assessment resources
 assessing learners using
appropriate tools in a
rabbitry project

Year 2 Term 3
Core element Teaching agro-forestry practises
 Primary outcome The student teachers will be able to evaluate and apply appropriate teaching, learning, assessment
and class management strategies to enable the primary school learner incorporate agroforestry
concepts and skills sustainable crop and livestock production.

Assessment Success criteria Topic Suggested teaching, learning Suggested teaching, Suggested teaching,
standard and assessment activities learning and learning and
assessment methods assessment resources
We will know Student teacher
this when must be able to:
student teachers
are able to:  researching the concepts
 demonstrate 1 analyse Teaching and management practices  Excursion  Braille materials
an concepts and of of forestry  Question and  Pictures
understandi management forestry  sharing the information answer  Resource person
ng of the practices of about the concepts and  Authors’ chair  Local
teaching, forestry management practices of  Group work environment
learning and forestry  Research  ICT
assessing  comparing the concepts  Self-study  Library
forestry reviewed with the topics  Think-ink-share  Video clips
concepts and taught in primary school  Charts
practices agriculture syllabus on  Learners’
forestry experience

2 use  discussing appropriate  research  local environment

appropriate methods for teaching  peer assessment  pictures
Assessment Success criteria Topic Suggested teaching, learning Suggested teaching, Suggested teaching,
standard and assessment activities learning and learning and
assessment methods assessment resources
methods forestry management  think pair share  check list
when practices  group work  braille materials
teaching  analysing topics on forestry  demonstration  reports
forestry which can be taught using  self-assessment  sample lesson
management practical methods  presentation plans
practices  planning practical lessons  group work  students’
on forestry management  observation experiences
practices  bus stop  braille
 presenting the lessons  demonstration materials
 evaluating the lessons

3 apply  analysing assessment  demonstration  students’

appropriate methods in the teaching of  self-assessment experiences
assessment forestry management  presentation  checklist
methods practices  group work  local environment
when  selecting appropriate  observation  oral/aural
teaching methods for assessing  bus stop questions
forestry learners’ performance in a demonstration
management practical lesson on forestry
practices management practices
 designing appropriate
methods for assessing
learners’ performance in a
practical lesson on forestry
management and practices
 developing the appropriate
Assessment Success criteria Topic Suggested teaching, learning Suggested teaching, Suggested teaching,
standard and assessment activities learning and learning and
assessment methods assessment resources
assessment tools for
assessing learners’
performance in forestry
management and practices
 Using the tools to assess
learners in a practical
lesson on forestry
management practices

4 reflect theory Teaching  exploring agro-forestry  self-study  braille materials

and practice of agro- concepts and practices  jigsaw  pictures
in forestry  discussing agro-forestry  presentations  models
agroforestry concepts and practices  bus stop  resource person
taught in  identifying agro-forestry  discussion  local environment
primary topics taught in primary  question and  ICT
school school answer
 analysing appropriate  excursion
resources for teaching and  observation
learning of agro-forestry

5 use  selecting appropriate  think pair share  Learners'

appropriate resources for teaching and  case study mix experience
resources for learning of agro forestry freeze pair  library
teaching and  developing appropriate  walk around  ICT
learning of resources for teaching and talk around  Local
agro-forestry learning of agro forestry  KWL environment
Assessment Success criteria Topic Suggested teaching, learning Suggested teaching, Suggested teaching,
standard and assessment activities learning and learning and
assessment methods assessment resources
 assembling appropriate  Agro-forestry
resources for teaching and products
learning of agro forestry  Farm tolls
 displaying appropriate  Agro-forestry plot
resources for teaching and  Braille materials
learning of agro forestry

 preparing practical lessons  brainstorming

6 apply in agro forestry  self-study
appropriate  presenting practical lessons  questions and
methods in in agro forestry answer
teaching agro  evaluating practical lessons  peer assessment
forestay by identifying strengths in  presentation
practices agro forestry  group work
observation
 discussion
 bus stop
 demonstration

7 use  analysing various  self-study

appropriate assessment methods in  question and
method to agro forestry management answer
assess practices  written exercise
learners on  identifying assessment  practice
management methods in agro forestry  quick write
of agro management practices  peer assessment
Assessment Success criteria Topic Suggested teaching, learning Suggested teaching, Suggested teaching,
standard and assessment activities learning and learning and
assessment methods assessment resources
forestry plot  applying appropriate
methods to assess learners
in agro forestry
management practices