AGRICULTURE SCHEMES OF WORK FORM 1- 4, TERM 1-3 FREE IN PDF

AGRICULTURE FORM 1 SCHEMES OF WORK – TERM 1

 

WEEK

LESSON

TOPIC

SUB-TOPIC

LEARNING OBJECTIVES

TEACHING/LEARNING

ACTIVITIES

TEACHING/LEARNING

RESOURCES

REFERENCES

REMARKS

 
 

4

 

 

 

 

 

 

 

1

 

Introduction to Agriculture

 

 

Definition and branches of Agriculture

 

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

·        Define Agriculture

·        State main branches of Agriculture

 

·        Definition of Agriculture

·        Giving examples

·        Use of questions and answers

·        Note taking

 

·        Charts

·        Tree diagrams

·        Students book

·        Chalk board

·        handouts

 

·        KLB secondary Agriculture form 1 pg 1-3

·        Certificate Agriculture F1 pg 1-3

·         Longhorn secondary Agriculture form 1 pg 1-5

Teachers guide pg 37

·        Golden tips KCSE Agriculture pg 4-5

·        Top mark Agric Pg 2-2

   
   

2-3

 

Introduction to Agriculture

 

·        Crop farming

·        Livestock farming

·        Agricultural economics and engineering

 

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

·        State various types of crop and animal farming

·        Describe various types of crop and animal farming

·        Explain agricultural economics and engineering

 

·        Giving descriptions of crops and animals

·        Explanations

·        Note taking

 

·        Photographs

·        Charts

·        Students book

·        Chalk board

 

·        KLB secondary Agriculture form 1 pg 3-5

·        Certificate F1 Agriculture pg 3

·         Longhorn secondary Agriculture form 1 pg 2-6

Teachers guide pg 37

·        Golden tips KCSE Agriculture pg 5-6

·        Top mark Revision pg 2-4

   
 

5

 

1

 

Introduction to Agriculture

 

Systems of farming

Extensive

Intensive

Small scale

Large scale

 

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

·        State and describe farming systems

·        State and explain the advantages and disadvantages of each system

 

·        Asking questions

·        Answering questions

·        Describing farming systems

·        Stating advantages and disadvantages of each

·        Note taking

 

·        Student’s book

·        Charts

·        Diagrams

 

·        KLB secondary Agriculture form 1 pg 5

·        Certificate F1 pg 5-7

·         Longhorn secondary Agriculture form 1 pg 6-9

Teachers guide pg 38

·        Golden tips KCSE Agriculture pg 6-7

·        Top mark Revision pg 3

   
   

2-3

 

Introduction to Agriculture

 

Methods of faming

–        Mixed

–        Nomadic

–        Shifting

–        Organic

–        agro forestry

 

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

·        identify various methods of farming

·        explain the various methods

 

·        explanations of the methods

·        identification of methods

·        note taking

 

·        photographs

·        livestock product

·        charts

·        chalkboard

 

·        KLB secondary Agriculture form 1 pg 6-8

·        Certificate F1 pg 7-10

·         Longhorn secondary Agriculture form 1 pg 9-12

Teachers guide pg 39

·        Golden tips KCSE Agriculture pg 7-8

·        Top mark Revision pg 4-5

   
 

6

 

1

 

Introduction to Agriculture

 

Role of Agriculture in the economy

 

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

·        State and explain the roles of agriculture in economy

 

·        Explaining the roles of Agriculture in the economy

·        Appreciating the importance of Agriculture

·        Note taking

 

·        Raw Materials

·        Flow charts

·        Specimen on produce

·        Industrial goods

 

·        KLB secondary Agriculture form 1 pg 8-9

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

Teachers guide pg 39

·        Golden tips KCSE Agriculture pg 7-8

·        Top mark Revision pg 5

   
   

2-3

 

Factors influencing agriculture

 

Human factors

 

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

·        State and explain human factors influencing agriculture

 

·        Explaining the human factors influencing agriculture

 

·        Charts with HIV data

·        Photographs on means of transport

 

·        KLB secondary Agriculture form 1 pg 11-15

·        Certificate F1 pg 11-12

·         Longhorn secondary Agriculture form 1 pg 16-21

Teachers guide pg 43-44

·        Golden tips KCSE Agriculture pg 7-8

·        Top mark Revision pg 7

   
 

7

 

1

 

Climatic factors

 

Factors influencing Agriculture

 

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

·        Identify and explain the biotic factors influencing agriculture

 

·        Explaining the biotic factors

·        Identify the factors

 

·        Weather

·        Station equipment

·        Maps in students books

·        Maps showing rainfall distribution

 

·        KLB secondary Agriculture form 1 pg 16-17

·        Certificate F1 pg 20

·         Longhorn secondary Agriculture form 1 pg 21-24

Teachers guide pg 43-45

·        Golden tips KCSE Agriculture pg 7-8

·        Top mark Revision pg 7

 

   
   

2-3

 

Factors influencing Agriculture

 

Climatic factors

 

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

·        State climatic factors

·        Describe how climatic factors influence Agriculture

 

·        Stating climatic factors

·        Describing how climatic factors influence agriculture

 

·        Weather

·        Station equipment

·        Maps in students books

·        Maps showing rainfall distribution

 

·        KLB secondary Agriculture form 1 pg 18-21

·        Certificate F1 pg 13-129

·         Longhorn secondary Agriculture form 1 pg 24-32

Teachers guide pg 46

 

   
 

8

 

1

 

Factors influencing Agriculture

 

Edaphic Factors

 

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

·        Define soil

·        Describe soil formation processes

 

·        Defining soil

·        Describing soil formation processes

 

·        Soil samples

·        Diagrams in students book

 

·        KLB secondary Agriculture form 1 pg 22-29

·        Certificate F1 pg 21-26

·         Longhorn secondary Agriculture form 1 pg 33-38

Teachers guide pg 47

·        Golden tips KCSE Agriculture pg 7-8

·        Top mark Revision pg 9-10

 

   
   

2-3

 

Factors influencing Agriculture

 

Soil profile

 

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

Explain its influence on crop production

 

·        Describing soil profile

·        Explaining its influence on crop production

 

·        Diagrams in students books

·        Excavated areas charts showing soil profile

 

·        KLB secondary Agriculture form 1 pg 22-29

·        Certificate F1 pg 21-26

·         Longhorn secondary Agriculture form 1 pg 33-38

Teachers guide pg 47

·        Top mark Revision pg 9-10

 

   
 

9

 

1

 

Factors influencing Agriculture

 

Soil constituents

Mineral & organic matter

 

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

·        Determine soil constituents

·        State the importance of each constituents

 

·        Determining soil constituents

·        Stating the importance of soil constituents

 

·        Sieves

·        Soil samples

·        Lens

·        Diagrams and apparatus in students book

 

·        KLB secondary Agriculture form 1 pg 32-33

·        Certificate F1 pg 29-34

·         Longhorn secondary Agriculture form 1 pg 40-49

Teachers guide pg 49

·        Gateway secondary Revision paper 1 pg 15-17

·        Top mark Revision pg 12-13

 

   
   

2-3

 

Factors influencing Agriculture

 

Soil constituents

Organic matter

Air

Water

Living organisms

 

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

·        Determine soil constituents

·        State the importance of each constituents

 

·        Determining soil constituents

·        Stating the importance of soil constituents

 

·        Sieves

·        Soil samples

·        Lens

·        Diagrams and apparatus in students book

 

·        KLB secondary Agriculture form 1 pg 32-33

·        Certificate F1 pg 29-34

·         Longhorn secondary Agriculture form 1 pg 40-49

Teachers guide pg 49

·        Gateway secondary Revision paper 1 pg 15-17

·        Top mark Revision pg 12-13

 

   
 

10

 

1

 

Factors influencing Agriculture

 

Physical properties of soil

 

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

(i)                Classify soil according to structure

 

·        Classify soil according to structure

 

·        Soil samples

·        Diagrams in the students book

·        School farm

 

·        KLB secondary Agriculture form 1 pg 43-45

·        Certificate F1 pg 40-42

·         Longhorn secondary Agriculture form 1 pg 49-53

Teachers guide pg 47

·        Gateway secondary Revision paper 1 pg 17-19

·        Top mark Revision pg 12

 

   
   

2-3

 

Factors influencing Agriculture

 

Physical properties of soil

 

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

·        Classify soil according to texture and colour

 

·        Classifying soil according to texture and colour

 

·        Soil samples

·        Diagrams in the students book

·        School farm

 

·        KLB secondary Agriculture form 1 pg 46-54

·        Certificate F1 pg 35-39

·         Longhorn secondary Agriculture form 1 pg 53-59

Teachers guide pg 47

·        Gateway secondary Revision paper 1 pg 17-19

·        Top mark Revision pg 13-14

   
 

11

 

1

 

Factors influencing Agriculture

 

Influencing of physical and chemical properties of soil on crop production

 

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

·        Explain the chemical properties of soil

 

·        Explain  the chemical properties of soil

 

·        PH Meter

·        PH Papers

·        Diagrams

 

·        KLB secondary Agriculture form 1 pg 55-56

·        Certificate F1 pg 43-45

·         Longhorn secondary Agriculture form 1 pg 59-60

Teachers guide pg 47

·        Gateway secondary Revision paper 1 pg 19-20

·        Top mark Revision pg 13-14

   
   

2-3

 

Factors influencing Agriculture

 

Influence of physical and chemical properties of soil on crop production

 

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

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

 

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

 

·        Charts on PH

·        Distribution maps for crops and livestock in Kenya School

 

·        KLB secondary Agriculture form 1 pg 56-57

·        Certificate F1 pg 45-47

·         Longhorn secondary Agriculture form 1 pg 53-60

Teachers guide pg 47

·        Gateway secondary Revision paper 1 pg 17-20

·        Top mark Revision pg 13-14

 

   
 

END OF TERM ONE EXAMINATIONS

MARKING AND CLOSING

 
AGRICULTURE  FORM 1 SCHEMES OF WORK – TERM 2

 

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

1

 

1-2

 

Farm tools and Equipment

 

Garden and equipment

 

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

·        Identify various garden tools and equipments

·        Draw various garden  tools and equipments

·        Name the garden tools and equipments various parts

 

·        Identifying tools and demonstrating their use

·        Draw the garden tools and equipments

·        Name various parts

 

·        Garden tools and equipments

·        Diagrams in students books

·        photographs

 

·        KLB secondary Agriculture form 1 pg 59-62

·        Certificate F1 pg 49-54

·         Longhorn secondary Agriculture form 1 pg 63-67

Teachers guide pg 52-54

·        Gateway secondary Revision paper 2 pg 90-99

 

   
   

3

 

Farm tools and Equipment

 

Garden tools and equipment

 

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

·        State the use of various tools

·        Carry out maintenance practices on tools and equipments

 

·        State the use of tools

·        Practicing

·        Maintenance of tools and equipments

 

·        Photographs of tools

·        Diagrams in students book

·        School farm

 

·        KLB secondary Agriculture form 1 pg 59-62

·        Certificate F1 pg 49-56

·         Longhorn secondary Agriculture form 1 pg 63-67

Teachers guide pg 52-54

·        Gateway secondary Revision paper 2 pg 90-99

 

   
 

2

 

1-3

 

Farm tools and Equipments

 

Workshop tools and equipment

 

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

·        Identify workshop tools and equipment

·        Name various parts

·        State the use of various tools

·        Carry out maintain ace practices on workshop tools and equipment

 

·        Identifying tool

·        Demonstrating their use

·        Drawing the tools

·        Labeling the parts

·        Practicing maintenance of tools and equipment

 

·        Workshop tools

·        Diagrams in students text books

·        School store

·        School farm

 

·        KLB secondary Agriculture form 1 pg 75-93

·        Certificate F1 pg 59-71

·         Longhorn secondary Agriculture form 1 pg 84-101

Teachers guide pg 52-54

·        Gateway secondary Revision paper 2 pg 107-117

   
 

3

 

1-3

 

Farm tools and Equipment

 

Livestock production tools

 

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

·        Identify livestock production tools

·        Draw various livestock production tools

·        Name various parts of the tools

·        State the use of the various tools

·        Carry out maintenance practices on livestock production tools

 

·        Drawing tools

·        Labeling

·        Demonstrating their use

·        Identifying the tools

·        Practicing maintenance practices

 

·        Livestock

·        Diagrams on students book

·        Livestock store

·        School farm

 

·        KLB secondary Agriculture form 1 pg 63-74

·        Certificate F1 pg 54-59

·         Longhorn secondary Agriculture form 1 pg 74-84

Teachers guide pg 52-54

·        Gateway secondary Revision paper 2 pg 100-106

 

   
 

4

 

1-3

 

Farm tools and Equipment

 

Plumbing and masonry tools and equipment

 

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

·        Identify plumbing and masonry tools and equipment

·        Name parts of various plumbing and masonry tools and equipment

·        Draw the various plumbing and masonry tools and equipment

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

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

 

·        Naming parts of tools

·        Drawing various tools

·        Stating the use of the tools

·        Carrying out maintenance practices

 

·        School workshop

·        Drawing in the students book

·        Plumbing and masonry tools

 

·        KLB secondary Agriculture form 1 pg 99-102

·        Certificate F1 pg 72-75

·         Longhorn secondary Agriculture form 1 pg 97-101

Teachers guide pg 52-54

·        Gateway secondary Revision paper 2 pg 116-117

 

   
 

5

 

1

 

Land Preparation (Crop production 1)

 

Definition and importance of land preparation

Land clearing

 

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

·        Define land preparation

·        Explain importance of land preparation

·        Describing land clearing

 

·        Defining and preparation

·        Explaining the importance of land preparation

·        Describing land clearing

 

·        School farms

·        Panga

·        Slashers

·        digging

 

·        KLB secondary Agriculture form 1 pg 104-105

·        Certificate F1 pg 77-78

·         Longhorn secondary Agriculture form 1 pg 103-105

Teachers guide pg 56-57

·        Top mark Agric pg 28

 

   
   

2-3

 

Land Preparation

 

Primary cultivation

Secondary Cultivation

 

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

·        Define primary and secondary cultivation

·        Explain how each is carried out and importance

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

 

·        Defining terms

·        Explain how each is carried out

·        Discussion the correct choice of tools and equipment

 

·        School farms

·        Jembes

·        Diagrams in students books

·        pangas

 

·        KLB secondary Agriculture form 1 pg 106-110

·        Certificate F1 pg 79-84

·         Longhorn secondary Agriculture form 1 pg 105-109

Teachers guide pg 58-59

·        Gateway secondary Revision paper 2 pg 116-117

·        Top-mark secondary Agric Revision pg 28-29

   
 

6

 

1

 

Land Preparation

 

Tertiary Operation

 

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

·        Identify tools used in tertiary operations

·        Explain how each of the operation is done

·        State the importance of the operation

 

·        Discussion

·        Identifying the tools

·        Explaining how operation is done

 

·        Drawing in the students book

·        Photographs of tools used

 

·        KLB secondary Agriculture form 1 pg 110-113

·        Certificate F1 pg 85-87

·         Longhorn secondary Agriculture form 1 pg 109-111

Teachers guide pg 59

·        Gateway secondary Revision paper 2 pg 116-117

·        Top-mark secondary Agric Revision pg 29

   
   

2-3

 

Land Preparation

 

Minimum tillage

Meaning

Importance

practices

 

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

·        Define minimum tillage

·        Explain how it is done

·        State the importance

·        List the practices involved in minimum tillage

 

·        Defining minimum tillage

·        Explaining how it is done

·        Stating the importance

·        Listing practices involved

 

·        School farm

 

·        KLB secondary Agriculture form 1 pg 112-113

·        Certificate F1 pg 85-86

·         Longhorn secondary Agriculture form 1 pg 112

Teachers guide pg 57-59

·        Top-mark secondary Agric Revision pg 29

   
 

7

 

1

 

Water supply irrigation and drainage

 

Water supply

Source

importance

 

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

·        Describe the various sources of water in the farm

·        State the importance in the farm

 

·        Describing sources of water

·        Stating the importance of water in the farm

 

·        Drawing in student book

·        Photographs of dam, boreholes

 

·        KLB secondary Agriculture form 1 pg 120-126

·        Certificate F1 pg 94-100

·         Longhorn secondary Agriculture form 1 pg 116-121

Teachers guide pg 62-63

·        Gateway Agriculture revision paper 1 page 127-288

   
   

2-3

 

Water Supply Irrigation and drainage

 

Water collection storage of water

Pumping of water

Conveyance of water

 

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

·        Describe collection, pumping and conveyance of water

 

·        Describing collecting, pumping and conveyance of water

 

·        Pipes

·        Pumps

·        Tanks

·        Water treatment plant

·        Diagrams in students book

 

·        KLB secondary Agriculture form 1 pg 120-126

·        Certificate F1 pg 94-100

·         Longhorn secondary Agriculture form 1 pg 116-121

Teachers guide pg 62-63

·        Gateway Agriculture revision paper 1 page 127-288

   
 

8

 

1

 

Water Supply irrigation and drainage

 

Water treatment methods and importance

 

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

·        State methods of water treatment

·        Describe the method

·        State the importance of water treatment

 

·        Stating the methods of water treatment

·        Describing the methods

·        Stating importance of water

 

·        Charts

·        Water treatment plants

·        Diagrams in the student book

 

·        KLB secondary Agriculture form 1 pg 126-129

·        Certificate F1 pg 98-100

·         Longhorn secondary Agriculture form 1 pg 121-125

Teachers guide pg 62-63

·        Gateway Agriculture revision paper 1 page 129-130

   
   

2-3

   

Irrigation

·        Definition

·        Importance

·        methods

 

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

·        define irrigation

·        state the importance of irrigation

   

·        charts

·        school farm

·        students book

·        photographs

 

·        KLB secondary Agriculture form 1 pg 129-130

·        Certificate F1 pg 101-103

·         Longhorn secondary Agriculture form 1 pg 125-129

Teachers guide pg 62-63

·        Gateway Agriculture revision paper 1 page 130

·        Top mark secondary Agriculture pg 16

   
 

9

 

1

 

Water supply, irrigation and drainage

 

Methods of irrigation surface/basin irrigation

Overhead irrigation

 

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

·        Describe surface and overhead irrigation

 

·        Describing surface and overhead irrigation

 

·        School farm

·        Drawings in students book

·        Photographs, sprinklers and spades

 

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

·        Certificate F1 pg 104-106

·         Longhorn secondary Agriculture form 1 pg 128-130

Teachers guide pg 62-63

 

   
   

2-3

 

Water supply, irrigation and drainage

 

Methods of irrigation

Drip irrigation

Sub-surface

 

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

·        Describe drip and sub-surface irrigation

 

·        Describe both drip and sub-surface irrigation

 

·        School farm

·        Drawings in the students book

·        Photographs

·        Bottles

·        pipes

 

·        KLB secondary Agriculture form 1 pg 132-134

·        Certificate F1 pg 107-108

·         Longhorn secondary Agriculture form 1 pg 131-133

Teachers guide pg 62-63

·        Gateway Agriculture revision paper 1 page 132,134

·        Top mark secondary Agriculture pg 16

   
 

10

 

1

 

Water supply and irrigation and drainage

 

Drainage

·        Definition

·        Importance

·        Causes of poor drainage

 

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

·        Define drainage

·        Explain the importance of drainage

·        Describe causes of poor drainage

 

·        Defining drainage

·        Explaining the importance of drainage

·        Describe the causes of poor drainage

 

·        Charts

·        Photographs

·        Diagrams in the student book

 

·        KLB secondary Agriculture form 1 pg 136-139

·        Certificate F1 pg 108-109

·         Longhorn secondary Agriculture form 1 pg 133-134

Teachers guide pg 63-65

·        Gateway Agriculture revision paper 1 page 134-134

 

   
   

2-3

 

Water supply irrigation and drainage

 

Methods of drainage

Water pollution

 

 

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

·        Describe methods of drainage

·        Define water pollution

·        Explain how farming practices causes pollution

 

·        Describe methods of drainage

·        Defining water pollution

·        Explain how farming practices cause pollution

 

·        School farm

·        Drawing in students book

·        Photographs

·        Polluted water

·        School farm

 

·        KLB secondary Agriculture form 1 pg 137-141

·        Certificate F1 pg 108-110

·         Longhorn secondary Agriculture form 1 pg 135-138

Teachers guide pg 63-65

·        Gateway Agriculture revision paper 1 page 136

   
 

11

 

1

 

Soil Fertility (organic)

(Manures)

 

Soil fertility

 

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

·        Define soil fertility

·        Explain the factor influencing soil fertility

 

·        Define soil fertility

·        Explain factors influencing soil fertility

 

·        Soil samples

·        Charts

·        School farm

 

·        KLB secondary Agriculture form 1 pg 140-144

·        Certificate F1 pg 112-113

·         Longhorn secondary Agriculture form 1 pg 140

Teachers guide pg 63-65

·        Gateway Agriculture revision paper 1 page 136

   
   

2-3

 

Soil Fertility

 

Soil Fertility

 

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

·        Explain how soil fertility loses its fertility

·        Describe how soil fertility can be maintained

 

·        Explaining how soil loses its fertility

·        Describing how soil fertility is maintained

 

·        Leached soils

·        Samples of fertile soil

·        Eroded soil

 

·        KLB secondary Agriculture form 1 pg 143-146

·        Certificate F1 pg 112-113

·         Longhorn secondary Agriculture form 1 pg 141-142

Teachers guide pg 68-69

·        Gateway Agriculture revision paper 1 page 61-62

 

   
 

12

 

1

 

Organic manure

 

Definition

importance

 

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

·        Define organic manures

·        Explain the importance of organic manure

 

·        Definition

·        Explanation of importance of organic manure

 

·        Chalkboard

·        School farm

·        charts

 

 

·        KLB secondary Agriculture form 1 pg 146-147

·        Certificate F1 pg 113

·         Longhorn secondary Agriculture form 1 pg 143-144

Teachers guide pg 69-71

·        Gateway Agriculture revision paper 1 page 62-63

 

   
   

2-3

 

Organic Manure

 

Types of organic manure

 

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

·        State the 3 types of organic manure

·        Describe preparation of green manure

·        Describe preparation of farmyard manure

·        Describe preparation of compost manure

 

·        Stating types of organic manure

·        Describing the preparation of green, farmyard and compost manure

 

·        Sample of green manure

·        Sample of compost manure

·        Sample of farm yard

 

·        KLB secondary Agriculture form 1 pg 148-154

·        Certificate F1 pg 114-117

·         Longhorn secondary Agriculture form 1 pg 145-150

Teachers guide pg 69-71

·        Gateway Agriculture revision paper 1 page 63-64

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

 

   
 

END OF TERM TWO EXAMINATIONS

 
 

 

 

 

 

 
 

AGRICULTURE  FORM 1 SCHEMES OF WORK – TERM 3

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

1

 

1

 

Livestock Breeds

 

Importance of livestock

 

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

·        Explain the importance of livestock to man

 

·        Explaining the importance of livestock to man

·        Asking and answering questions

 

·        Photographs of livestock

·        Livestock products e,g skin, milk

 

·        KLB secondary Agriculture form 1 pg 155

·        Certificate Secondary Agriculture F1 pg 118

·         Longhorn secondary Agriculture form 1 pg 152-153

Teachers guide pg 73-74

·        Gateway Agriculture revision paper 1 page 62-63

·        Top mark Agriculture page 173

   
   

2-3

 

Livestock Breeds

 

Cattle breeds

·        Exotic

·        indigenous

 

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

·        state examples of exotic and indigenous breeds

·        describe the characteristics of exotic and indigenous cattle

 

·        stating examples

·        describing the characteristics of exotic and local cattle breeds

·        charts

·        photographs

·        school farm

·        drawings from student books

 

·        KLB secondary Agriculture form 1 pg 155

·        Certificate Secondary Agriculture F1 pg 118

·         Longhorn secondary Agriculture form 1 pg 152-153

Teachers guide pg 73-74

·        Gateway Agriculture revision paper 1 page 62-63

·        Top mark Agriculture page 173

   
 

2

 

1-3

 

Livestock breeds

 

Dairy

Cattle

breeds

 

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

·        Identify various breeds

·        Describe their characteristics

·        Draw and label the external parts of cattle

 

·        Describing the characteristics of cattle breeds

·        Drawing the external parts of the cattle

·        Labeling the external parts of the cattle

·        Identifying various breeds

 

·        Charts

·        Photographs

·        Drawing from the students book

·        School farm

 

·        KLB secondary Agriculture form 1 pg 159-162

·        Certificate Secondary Agriculture F1 pg 119-122

·         Longhorn secondary Agriculture form 1 pg 158-162

Teachers guide pg 73-77

·        Gateway Agriculture revision paper 1 page 1-4

·        Top mark Agriculture page 173

   
 

3

 

1-2

 

Livestock Breeds

 

Beef breeds

 

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

·        Identify various breeds

·        Describe their characteristics

·        Draw the external parts of cattle

·        Label the external parts of the cattle

 

·        Identifying various breeds

·        Describing the characteristics of cattle breeds

·        Drawing external parts of cattle

·        Labeling the external parts of cattle

 

·        Charts

·        Photographs

·        School farm

·        Drawings from the student’s book.

 

·        KLB secondary Agriculture form 1 pg 162-165

·        Certificate Secondary Agriculture F1 pg 124-126

·         Longhorn secondary Agriculture form 1 pg 155-158

Teachers guide pg 73-77

·        Gateway Agriculture revision paper 1 page 3-4

 

   
   

3

 

Livestock Breeds

 

Dual Purpose Breeds

 

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

·        Identify various breeds

·        Describe their characteristics

·        Draw and label the external parts of the cattle

 

·        Identifying various breeds

·        Describing their characteristics

·        Drawing and labeling their external parts

 

·        Charts Photographs

·        Wall hangings showing dual breeds

·        School farm

·        Drawing from the students book

 

·        KLB secondary Agriculture form 1 pg 164-165

·        Certificate Secondary Agriculture F1 pg 127-129

·         Longhorn secondary Agriculture form 1 pg 164-168

Teachers guide pg 73-77

·        Gateway Agriculture revision paper 1 page 1-4

·        Top mark Agriculture page 75

   
 

4

 

1-3

 

Livestock Breeds

 

Sheep breeds

Wool sheep

Mutton sheep

Dual sheep

 

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

·        Identify various breeds

·        Describe their characteristics

·        Draw the external parts of sheep

·        Labeling the external pars

 

·        Identifying the various breeds

·        Describing their characteristics

·        Drawing the external parts of the sheep

·        Labeling the external parts

 

·        Charts

·        Photograph

·        School farm

·        Drawings from the students book

 

·        KLB secondary Agriculture form 1 pg 174-179

·        Certificate Secondary Agriculture F1 pg 129-134

·         Longhorn secondary Agriculture form 1 pg 164-168

Teachers guide pg 73-77

·        Gateway Agriculture revision paper 1 page 8

·        Top mark Agriculture page 75-76

   
 

5

 

1-3

 

Livestock breeds

 

Goats Breeds

·        Milk

·        Meat

·        Hair

 

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

·        identify various breeds

·        describe their characteristics

·        draw the external parts of the goat

·        label the external parts of the goat

 

·        identifying various breeds

·        describing the characteristics of goat breeds

·        drawing the external parts of the goat

 

·        charts

·        photographs

·        drawing from the student books

·        school farm

·        KLB secondary Agriculture form 1 pg 179-182

·        Certificate Secondary Agriculture F1 pg 135-137

·         Longhorn secondary Agriculture form 1 pg 169-173

Teachers guide pg 73-77

·        Top mark Agriculture page 76

   
 

6

 

1-3

 

Livestock Breeds

 

Pigs

Breeds

Bacon

pork

 

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

·        Identify various breeds of pigs

·        Describe their characteristics

·        Draw the external parts of pigs

·        Labeling the external parts of the goat

 

·        Identifying various breeds

·        Drawing the various external parts of a pig

·        Labeling the external parts

·        Describing the characteristics

 

·        Drawings from the students book

·        Photographs

·        Charts

·        School farm

 

·        KLB secondary Agriculture form 1 pg 165-171

·        Certificate Secondary Agriculture F1 pg 139-140

·         Longhorn secondary Agriculture form 1 pg 174-178

Teachers guide pg 73-77

·        Gateway Agriculture revision paper 1 page 5-6

·        Top mark Agriculture page 77

   
 

7

 

1-3

 

Livestock Breeds

 

Chicken

·        Light breeds

·        Heavy breeds

·        Dual purposes

·        hybrids

 

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

·        identify various breeds

·        describe their characteristics

·        draw the various external parts

·        draw the various external parts

·        label the various external parts

 

·          identify various breeds

·          describing the characteristic of various breeds

·          drawing the external parts of chicken

·          labeling the various parts of the chicken

 

·        school farm

·        photographs

·        charts

·        drawings from the students books

·        KLB secondary Agriculture form 1 pg 171-174

·        Certificate Secondary Agriculture F1 pg 143-145

·         Longhorn secondary Agriculture form 1 pg 178-182

Teachers guide pg 73-77

·        Gateway Agriculture revision paper 1 page 6-7

·        Top mark Agriculture page 77

   
 

8

 

1

 

Livestock breeds

 

Rabbit breed

Characteristics

drawings

 

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

·        Identify various breeds

·        Describe their characteristics

·        Draw and label the external parts

 

·        Identifying various breeds

·        Describing their characteristics

·        Drawing the external parts of rabbit

·        Labeling the various parts

 

·        Photographs

·        Charts

·        Drawings in the students book

·        School farm

·        KLB secondary Agriculture form 1 pg 182-184

·        Certificate Secondary Agriculture F1 pg 141-142

·         Longhorn secondary Agriculture form 1 pg 164-168

Teachers guide pg 73-77

·        Top mark Agriculture page 78

   
   

2-3

 

Livestock breeds

 

Camels, donkeys breeds

Characteristics

drawings

 

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

·        Identify various breeds

·        Describe characteristics

·        Draw and label external parts of camels

 

·        Identifying various breeds

·        Describing their characteristics

·        Drawing external parts

·        Labeling the various parts

 

·        Drawings in the students book

·        School farm

·        Charts

·        photographs

 

·        KLB secondary Agriculture form 1 pg 185-186

·        Certificate Secondary Agriculture F1 pg 146-147

·         Longhorn secondary Agriculture form 1 pg 186

Teachers guide pg 73-77

·        Gateway Agriculture revision paper 1 page 10-11

·        Top mark Agriculture page 78

   
 

9

 

1

 

Livestock breeds

 

Terms used to describe livestock

·        Age

·        Sex

·        Use

 

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

·                  Explain the terms used to describe livestock

 

Explaining the various terms used to describe livestock

 

·        School farm

·        Charts

·         Photographs

·        Drawing from the student book

·        KLB secondary Agriculture form 1 pg 164-165

·        Longhorn secondary Agriculture form 1 pg 164-168

Teachers guide pg 73-77

 

   
   

2-3

 

Agriculture Economics

 

Economics

·        Definition

·        Agricultural economics

 

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

·          Define economics

·          Define agricultural economics

·          Explain the factors of production

 

·        Defining economics

·        Explaining the factors of production

 

·        Flow chart

·        Students book

 

·        KLB secondary Agriculture form 1 pg 189

·        Certificate Secondary Agriculture F1 pg 149

·         Longhorn secondary Agriculture form 1 pg 190-191

Teachers guide pg 78-80

 

   
 

10

 

1

 

Agricultural Economics

 

Basic concepts of economics principles

Scarcity

Opportunity cost

Preference & choice

 

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

·        State basics concepts of economics

·        Explain the basic concepts of economics

 

·        State basic concepts

·        Explaining the basic concepts of economics

 

·        Students books

·        Chalk board

 

·        KLB secondary Agriculture form 1 pg 189-190

·        Certificate Secondary Agriculture F1 pg 149-150

·         Longhorn secondary Agriculture form 1 pg 191-192

Teachers guide pg 78-80

 

   
   

2-3

 

Agricultural Economics

 

Farm records define

Types of records

importance

 

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

·        Define farm records

·        Explain the uses of farm records

·        Describe breeding and feeding records

 

·        Defining farm records

·        Explaining uses of farm records

·        Describing breeding and feeding records

 

·        Sample records

·        School farm

·        Sample records in students book

 

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

·        Certificate Secondary Agriculture F1 pg 150-156-158

·         Longhorn secondary Agriculture form 1 pg 193-196

Teachers guide pg 80-81

 

   
 

11

 

1

 

Agricultural Economics

 

Farm records

·        Production records

·        Health records

·        Field records

 

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

·        State the farm records

·        Describing production health, field records

 

·        Stating farm records

·        Describing production, health and field records

 

·        Diagrams on students book

·        Charts

·        chalkboard

 

·        KLB secondary Agriculture form 1 pg 193,197

·        Certificate Secondary Agriculture F1 pg 152-154

·         Longhorn secondary Agriculture form 1 pg 198-200

Teachers guide pg 80-81

·        Gateway Agriculture revision paper 1 page 1-4

·        Top mark Agriculture page 75

   
 

END TERM THREE EXAMS

 
 

 

 

 

 

 

 
 

AGRICULTURE  FORM 2 SCHEMES OF WORK – TERM 1

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

1

 

1

 

Soil Fertility

 

Essential elements

 

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

(a)    List essential elements

(b)    Classify the essential elements

 

·        Listing essential elements

·        Classifying the essential elements

 

·        Students book

·        Charts on classification of essential minerals

 

·        KLB secondary Agriculture form 2 pg 1,6

·        Certificate Secondary Agriculture F2  pg 1-2

·         Longhorn secondary Agriculture form 2 pg 1-2

Teachers guide pg 33-36

·        Gateway Agriculture revision paper 1 page 37, 39

·        Top mark Agriculture page 37

 
   

2-3

 

Soil Fertility (II)

 

Essential elements

 

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

·        State the role of each macro-element

·        Describe the deficiency symptoms of the macro-nutrients

 

·        Stating the role of macro-elements

·        Describing the deficiency symptoms of the macro-nutrients

 

·        Photographs

·        Tables in student books

·        Plant samples

 

·        KLB secondary Agriculture form 2 pg 1-5

·        Certificate Secondary Agriculture F2 pg 2-5

·         Longhorn secondary Agriculture form 1 pg 2-12

Teachers guide pg 33-36

·        Gateway Agriculture revision paper 1 page 1-4

·        Top mark Agriculture page 37-38

 
 

2

 

1

 

Soil Fertility (I)

 

Essential elements

 

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

·        State the role of each micro-element

·        Describe the deficiency symptoms of the macro-nutrients

 

·        Stating the role of micro nutrients

·        Describing their deficiency symptoms

 

·        Photographs

·        Tables in the students book

·        Plant samples

 

·        KLB secondary Agriculture form 1 pg 6-7

·        Certificate Secondary Agriculture F1 pg 1-2

·         Longhorn secondary Agriculture form 1 pg 10-11

Teachers guide pg 33-36

·        Gateway Agriculture revision paper 1 page 66-68

·        Top mark Agriculture page 75

 
   

2-3

 

Soil Fertility (II)

 

Inorganic fertilizers

 

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

·        Classify fertilizers

·        Identify fertilizers

·        Describe the properties of various fertilizers

 

·        Classifying fertilizers

·        Identifying fertilizers

·        Describing the properties of various fertilizers

 

·        Photographs of fertilizers

·        Students book

·        Fertilizers samples

 

·        KLB secondary Agriculture form 1 pg 7-12

·        Certificate Secondary Agriculture F1 pg 5-8

·         Longhorn secondary Agriculture form 1 pg 11-18

Teachers guide pg 36-38

·        Gateway Agriculture revision paper 1 page 66-70

 

 
 

3

 

1

 

Soil Fertility (II)

 

Inorganic fertilizers

 

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

·        State methods of fertilizer application

·        Explaining various methods of fertilizer application

 

·        Stating various methods

·        Explaining various methods of fertilizer application

·        Describing the various methods of fertilizer application

 

·        School farm

·        Buckets

·        Fertilizer samples

·        Panga

·        Soil

·        Spade

 

·        KLB secondary Agriculture form 2 pg 12-13

·        Certificate Secondary Agriculture F2 pg 9

·         Longhorn secondary Agriculture form 1 pg 18-21

Teachers guide pg 36-38

·        Gateway Agriculture revision paper 1 page 70

 
   

2-3

 

Soil Fertility (II)

 

Inorganic fertilizers

 

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

·        Calculate the fertilizer grade

·        Calculate fertilizer ratio

·        Determine fertilizer amount per lecture

 

·        Calculating fertilizer rates

 

·        School farm

·        Students book

 

·        KLB secondary Agriculture form 1 pg 6-7

·        Certificate Secondary Agriculture F1 pg 1-2

·         Longhorn secondary Agriculture form 1 pg 10-11

Teachers guide pg 33-36

·        Gateway Agriculture revision paper 1 page 66-68

·        Top mark Agriculture page 75

 
 

4

 

1

 

Soil Fertility

 

Soil Sampling

 

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

·        Define soil sampling

·        Explain the sampling methods

·        Describe sampling procedures

 

·        Defining soil sampling

·        Explain the sampling methods

·        Describing sampling procedures

 

·        Charts

·        Soil samples

·        Students book

·        Polythene bags

 

·        KLB secondary Agriculture form 2 pg 20-21

·        Certificate Secondary Agriculture F1 pg 11

·         Longhorn secondary Agriculture form 2 pg 23-24

Teachers guide pg 39-41

·        Top mark Agriculture page 41-42

 
   

2-3

 

Soil Fertility

 

Soil testing

 

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

·        Define soil testing

·        Explain the importance of soil testing

·        Describe soil testing procedure

·        Explain how soil PH affects crop production

 

·        Defining soil testing

·        Explaining the importance of soil testing

·        Describing soil testing procedure

·        Explaining how

 

·        Test tubes

·        Diagrams in students book

·        Distilled water

·        Soil testing reagents

·        PH scale

 

·        KLB secondary Agriculture form 1 pg 22-26

·        Certificate Secondary Agriculture F1 pg 12-13

·         Longhorn secondary Agriculture form 1 pg 24-28

Teachers guide pg 39-41

·        Gateway Agriculture revision paper 1 page 71

·        Top mark Agriculture page 42

 
 

5

 

1

 

Crop Production (II)

 

Planting materials

 

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

·        Describe types of planting materials

·        State advantages and disadvantages of planting materials

 

·        Describing types of planting materials

·        Stating the advantages and disadvantages

 

·        Seed samples

·        Vegetative parts

·        Students book

·        School farm

 

·        KLB secondary Agriculture form 1 pg 27-28

·        Certificate Secondary Agriculture F1 pg 15-17

·         Longhorn secondary Agriculture form 1 pg 33-35

Teachers guide pg 45-46

·        Gateway Agriculture revision paper 1 page 28

 
   

2-3

 

Crop production (II)

 

Planting materials

 

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

·        State various parts used for vegetative propagation

·        Describe various parts used for vegetative propagation

 

·        Stating various parts

·        Describing various parts used for vegetative propagation

 

·        School farm

·        Various vegetative parts

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 2 pg 29-34

·        Certificate Secondary Agriculture F1 pg 15-17

·         Longhorn secondary Agriculture form 2 pg 35-40

Teachers guide pg 45-47

·        Gateway Agriculture revision paper 1 page 29-30

 

 
 

6

 

1

 

Crop Production (II)

 

Selection of planting materials

 

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

·        Select planting materials

 

·        Selecting planting materials

 

·        Tape measure

·        Student’s books

·        School farm

·        Planting line

·        Seed dressers

·        Planting materials

 

·        KLB secondary Agriculture form 2 pg 34-35

·        Certificate Secondary Agriculture F1 pg 18-19

·         Longhorn secondary Agriculture form 2 pg 35-40

Teachers guide pg 47-48

·        Gateway Agriculture revision paper 1 page 30

 

 
  2-3  

Crop Production (II)

 

Preparation of Planting

·        Breaking seed dormancy

·        Dressing

·        Seed inoculation

·        chitin

 

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

·        Prepare planting materials

·        Determine optimum planting time

·        Describe methods of planting

 

 

 

·        Preparing planting materials

·        Determining optimum planting time

·        Describing methods of planting

 

·        Planting line

·        Tape measure

·        Planting materials

 

·        KLB secondary Agriculture form 2 pg 35-39

·        Certificate Secondary Agriculture F1 pg 20-22

·         Longhorn secondary Agriculture form 2 pg 49-50

Teachers guide pg 35-39

·        Gateway Agriculture revision paper 1 page 30-32

 

 
 

7

 

1

 

Crop production (II)

 

Plant population

 

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

·        Calculate plant population of various crops

 

·        Calculating plant population

 

·        Charts

·        School farm

·        Seeds for planting

 

·        KLB secondary Agriculture form 2 pg 29-34

·        Certificate Secondary Agriculture F1 pg 26

·         Longhorn secondary Agriculture form 2 pg 49-50

Teachers guide pg 50-51

·        Gateway Agriculture revision paper 1 page 32

 

 
   

2-3

 

Crop Production (II)

 

Spacing seed rate planting depth

 

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

·        State factors determining spacing, seed rate and depth

·        Explain the factors which determine spacing depth and seed rate

 

·        Stating factors

·        Explaining factors which determine spacing, depth and seed rate

 

·        Tape measure

·        School farm

·        Panga

·        Jembe

·        Students book diagram

 

·        KLB secondary Agriculture form 2 pg 42-45

·        Certificate Secondary Agriculture F1 pg 24-26

·         Longhorn secondary Agriculture form 2 pg 50-54

Teachers guide pg 51-52

·        Gateway Agriculture revision paper 1 page 32-33

 

 
 

8

 

1

 

Crop Production (III) Nursery practices

 

Nursery practices

Nursery bed

Seed bed

Seedling bed

 

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

·        Define nursery practices

·        Describe nursery bed, seed bed and seedling bed

·        Distinguish between nursery, seedling and seed bed

 

·        Garden tools

·        School farm

·        Nursery beds

·        Students book

·        Diagrams on the students book

·        charts

 

·        garden tools

·        school farm

·        nursery beds

·        students book

·        diagrams on the students book

·        charts

 

·        KLB secondary Agriculture form 2 pg 46

·        Certificate Secondary Agriculture F1 pg 28

·         Longhorn secondary Agriculture form 2 pg 56-57

Teachers guide pg 54-56

·        Gateway Agriculture revision paper 1 page 34

 
   

2-3

 

Crop Production (III) Nursery Practices

 

Nursery bed

Importance

Site selection

Vegetable nurseries

 

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

·        State the importance of nursery in crop propagation

·        Select a suitable site for the nursery

·        Prepare a nursery bed for vegetables

 

·        Stating importance of nursery

·        Selecting suitable sites for nursery

·        Preparing nursery bed for vegetables

 

 

·        Nursery beds

·        School farm

·        Diagrams from students books

·        Garden tools

·        Students books

 

·        KLB secondary Agriculture form 2 pg 46-49

·        Certificate Secondary Agriculture F1 pg 28-29

·         Longhorn secondary Agriculture form 2 pg 57-58

Teachers guide pg 54-56

·        Gateway Agriculture revision paper 1 page 34-35

·        Top mark Agriculture page 34

 
 

9

 

1

 

Crop Production (III) Nursery Practices

 

Nursery establishment

 

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

·        Establish a vegetable nursery

·        Establish a tree nursery

 

·        Establishing a vegetable and a tree nursery

 

·        Charts

·        Diagrams from students book

·        School farm

·        School nurseries

·        Boxes

·        Grass

 

·        KLB secondary Agriculture form 2 pg 48-49

·        Certificate Secondary Agriculture F1 pg 29-32

·         Longhorn secondary Agriculture form 2 pg 58-60

Teachers guide pg 54-56

·        Top mark Agriculture page 34

 
   

2-3

 

Crop production (III)

 

Nursery Establishment

 

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

·        Establish tea nursery using cuttings

·        Manage a nursery bed

 

·        Establishing tea nursery using cuttings

·        Managing nursery bed

 

·        Tea cuttings photographs

·        School farm

·        Diagrams from students book

 

·        KLB secondary Agriculture form 2 pg 49-51

·        Certificate Secondary Agriculture F1 pg 30-32

·         Longhorn secondary Agriculture form 2 pg 60-62

Teachers guide pg 54-58

·        Gateway Agriculture revision paper 1 page 35

 
 

10

 

1

 

Crop production (III)

 

Grafting

 

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

·        Define grafting

·        Describe the methods of grafting

·        Give reasons for grafting

 

·        Defining grafting

·        Describing methods of grafting

·        Giving reasons for grafting

 

·        Knives

·        Grafting materials

·        Students book

·        Raising boxes

 

·        KLB secondary Agriculture form 2 pg 53-55

·        Certificate Secondary Agriculture F1 pg 35-36

·         Longhorn secondary Agriculture form 2 pg 64-65

Teachers guide pg 58-59

·        Gateway Agriculture revision paper 1 page 36

·        Top mark Agriculture page 35-36

 
   

2-3

   

Budding

 

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

·        Define budding

·        Describe methods of budding

·        State the importance of budding

 

·        Defining budding

·        Describing methods of budding

·        Giving reasons for budding

 

·        School farm

·        Water

·        Budding materials

·        Students book

·        knives

 

·        KLB secondary Agriculture form 2 pg 55-58

·        Certificate Secondary Agriculture F1 pg 34-35

·         Longhorn secondary Agriculture form 2 pg 66-70

Teachers guide pg 57-59

·        Gateway Agriculture revision paper 1 page 36

·        Top mark Agriculture page 35

 
 

11

 

1

 

Crop Production (III)

 

layering

 

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

·        Define layering

·        Describe methods of layering

·        State the importance of layering

 

·        Defining layering

·        Describing methods of layering

·        Giving importance of layering

 

·        Peg

·        Strings

·        School farm

·        Root medium

·        Student books

 

·        KLB secondary Agriculture form 2 pg 58-60

·        Certificate Secondary Agriculture F1 pg 41-44

·         Longhorn secondary Agriculture form 2 pg 71-72

Teachers guide pg 59

·        Gateway Agriculture revision paper 1 page 36-37

·        Top mark Agriculture page 35

 
   

2-3

 

Crop production (III)

 

Tissue culture

Transplanting seedlings

 

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

·        Define tissue culture

·        Explain importance of tissue culture in crop propagation

·        Describe the procedure of transplanting seedlings

 

·        Defining tissue culture

·        Explaining importance of tissue culture

·        Describing procedure of transplanting seedlings

 

·        School farm

·        Garden trowel

·        School nursery

·        Seedlings

·        Diagrams

·        Students books

 

·        KLB secondary Agriculture form 2 pg 61-66

·        Certificate Secondary Agriculture F1 pg 41-44

·         Longhorn secondary Agriculture form 2 pg 72-77

Teachers guide pg 60-61

·        Gateway Agriculture revision paper 1 page 36-37

·        Top mark Agriculture page 35

 

 
END TERM ONE EXAMINATIONS  
 

 

 

 

 

 
AGRICULTURE  FORM 2 SCHEMES OF WORK – TERM 2

 

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

1

 

1

 

Crop Production (IV) Field practices

 

Crop Rotation

 

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

·        Define crop rotation

·        Explain the importance of crop rotation

·        State principles of crop rotation

 

·        Defining crop rotation

·        Explaining the importance of crop rotation

·        Stating principles of crop rotation

 

·        Charts

·        School farm

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 2 pg 67-68

·        Certificate Secondary Agriculture F1 pg 50

·         Teachers guide pg 59

·        Gateway Agriculture revision paper 1 page 40

·        Top mark Agriculture page 43

   
   

2-3

 

Crop production (IV) field practices

 

Crop Rotation

 

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

·        Identify factors influencing crop rotation

·        Draw a crop rotation programme

·        Distinguish terms used in crop farming

 

·        Identifying factors influencing crop rotation

·        Drawing a crop rotation progamme

·        Distinguishing terms used in crop farming

 

·        Photographs

·        Charts

·        School farm

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 2 pg 69-71

·        Certificate Secondary Agriculture F1 pg 50-51

·         Longhorn secondary Agriculture form 2 pg 79-80

Teachers guide pg 84-88

·        Gateway Agriculture revision paper 1 page 40-42

 

   
 

2

 

1

 

Field Practices

 

Mulching

 

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

·        Define mulching

·        State the importance of mulching

 

·        Defining mulching

·        Stating the importance of mulching

 

 

 

·        Samples of mulch

·        School farm

·        Photograph in students book

 

·        KLB secondary Agriculture form 2 pg 71-72

·        Certificate Secondary Agriculture F1 pg 51-52

·         Longhorn secondary Agriculture form 2 pg 82-84

Teachers guide pg 59

·        Gateway Agriculture revision paper 1 page 36-37

·        Top mark Agriculture page 43

   
 

 

 

2-3

 

Field Practices

 

Routine

Field practices

Thinning

Gapping

Training

 

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

·        State the various routine practices

·        Describe importance of field practices

·        Carry out field practices

 

·        Stating various routine practices

·        Describing importance of field practices

·        Carrying out field practices

 

·        School farm

·        Pruning saw

·        Pruning knives

·        Jembes

·        Diagrams in students book

·        wire

 

·        KLB secondary Agriculture form 2 pg 72-74

·        Certificate Secondary Agriculture F1 pg 52-54

·         Longhorn secondary Agriculture form 2 pg 88-90

Teachers guide pg 67-68

·        Gateway Agriculture revision paper 1 page 36-37

·        Top mark Agriculture page 44

   
 

3

 

1

 

Field Practices

 

Pruning

 

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

·        Define pruning

·        Give reasons for pruning

·        Describe procedure of pruning

 

·        Defining pruning

·        Giving reasons for pruning

·        Describing the procedure of pruning

 

·        Running tools

·        School farm

·        Diagrams in the students book

·        secateurs

 

·        KLB secondary Agriculture form 2 pg 73-75

·        Certificate Secondary Agriculture F2 pg 41-44

·         Longhorn secondary Agriculture form 2 pg 91-93

Teachers guide pg 67-68

·        Gateway Agriculture revision paper 1 page 42-43

·        Top mark Agriculture page 44

   
   

2-3

 

Field practices

 

Tea Pruning

 

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

·        Describe methods of pruning in tea

·        Describe plucking table formation

 

·        Describe methods of pruning in tea

·        Describing the plucking table formation

·        Note taking

·        Demonstration of plucking table formation

 

·        Pegs

·        Rings

·        School farm

·        Charts

·        Diagrams in the students book

·        Photographs

·        farms

 

·        KLB secondary Agriculture form 2 pg 76-80

·        Certificate Secondary Agriculture F2 pg 54-57

·         Longhorn secondary Agriculture form 2 pg 93-96

Teachers guide pg 67-68

·        Gateway Agriculture revision paper 1 page 43

 

   
 

4

 

1

 

Field practices

 

Coffee pruning

 

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

·        Give reasons for pruning coffee

·        Describing the methods of pruning coffee

 

·        Giving reasons for pruning coffee

·        Describing the methods of pruning coffee

 

·        Farms

·        Photographs

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 2 pg 81-84

·        Certificate Secondary Agriculture F2 pg 57-59

·         Longhorn secondary Agriculture form 2 pg 96-98

Teachers guide pg 67-68

·        Gateway Agriculture revision paper 1 page 43-44

 

   
   

2-3

 

Field practices

 

Pruning in bananas

Pruning pyrethrum

Earthling up

Weed control

Pest and disease control

 

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

·        Describe how to carry out the routine field practices

·        State the importance of each practices

 

·        Stating the importance of various practices

·        Describing how to carry out the routine field practices

   

·        KLB secondary Agriculture form 2 pg 85-87

·        Certificate Secondary Agriculture F2 pg 60

·         Longhorn secondary Agriculture form 2 pg 98-101

Teachers guide pg 67-68

·        Top mark Agriculture page 44

   
 

5

 

1

 

Field Practices

 

Harvesting

 

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

·        State the stage of harvesting

·        Explain timing of harvesting

·        Describe the methods of harvesting

 

·        Stating the stage of harvesting

·        Explaining timing of harvesting

·        Describing harvesting methods

 

·        Crops

·        Photographs in students book

·        Diagrams in the students book

·        School farm

 

·        KLB secondary Agriculture form 2 pg 73-75

·        Certificate Secondary Agriculture F2 pg 60

·         Longhorn secondary Agriculture form 2 pg 101-104

Teachers guide pg 68

·        Top mark Agriculture page 44-45

   
   

2-3

 

Field Practices

 

Post harvesting practices

 

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

·        explain post harvesting practices

·        state importance of storage

·        describe storage methods

 

 

·        explaining post harvesting practices

·        stating importance of storage

·        describing harvesting methods

 

·        crops

·        photographs in students book

·        diagrams in the students book

·        school farm

 

·        KLB secondary Agriculture form 2 pg 90-94

·        Certificate Secondary Agriculture F2 pg 60-66

·         Longhorn secondary Agriculture form 2 pg 103-105

Teachers guide pg 67-68

·        Top mark Agriculture page 45

   
 

6

 

1

 

Crop production (V) vegetables

 

Cabbages/kales

 

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

·        State importance of vegetables

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

·        Keep crop production records

·        Market the vegetable  produce

 

 

·        Stating importance of vegetables

·        Describing vegetable production

·        Keeping crop production record

·        marketing the vegetable produce

 

·        pesticides

·        herbicides

·        fertilizers

·        photographs

·        students book

·        school farm

·        crops

 

·        KLB secondary Agriculture form 2 pg 96-99

·        Certificate Secondary Agriculture F2 pg 74-78

·         Longhorn secondary Agriculture form 2 pg 107-111

Teachers guide pg 72-75

·        Gateway Agriculture revision paper 1 page 47-48

·        Top mark Agriculture page 45

   
   

2-3

 

Crop production (V) vegetable

 

Cabbages/Kales

 

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

·        State importance of vegetables

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

·        Keep crop production records

·        Market the vegetable produce

 

·        Stating importance of vegetables

·        Describing vegetable production

·        Keeping crop production records

·        Marketing the vegetable produce

 

·        Pesticides

·        Herbicides

·        Fertilizers

·        Photographs

·        Diagrams from the students book

·        Crops

·        School farm

 

·        KLB secondary Agriculture form 2 pg 96-99

·        Certificate Secondary Agriculture F2 pg 60-66

·         Longhorn secondary Agriculture form 2 pg 107-111

Teachers guide pg 72-75

·        Gateway Agriculture revision paper 1 page 47-48

 

   
 

7

 

1

 

Crop production (V) vegetables production

 

Tomatoes

 

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

·        State the importance of tomatoes

·        Describe the production of tomatoes from nursery to harvesting

·        Keep crop production records

·        Market the produce

 

·        Stating the importance of tomatoes

·        Describing tomatoes production

·        Keeping crop production records

·        Marketing the produce

 

·        Photographs

·        Students book

·        School farm

·        Garden tolls

·        Pesticides

·        Herbicides

·        fertilizers

 

·        KLB secondary Agriculture form 2 pg 100-106

·        Certificate Secondary Agriculture F2 pg 67-71

·         Longhorn secondary Agriculture form 2 pg 112-115

Teachers guide pg 67-68

·        Gateway Agriculture revision paper 1 page 48-49

   
   

2-3

 

Crop production (V) vegetable production

 

Carrots

onions

 

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

·        State importance of carrots and onions

·        Describe the production of tomatoes from nursery to harvesting

·        Keep crop production records

·        Market the produce

 

·        Stating the importance of carrots & onions

·        Describing their production

·        Keeping crop production records

·        Marketing the produce

 

·        School farm

·        Garden tools

·        Pesticides

·        Herbicides

·        Fertilizers

·        photographs

 

·        KLB secondary Agriculture form 2 pg 90-94

·        Certificate Secondary Agriculture F2 pg 60-66

·         Longhorn secondary Agriculture form 2 pg 103-105

Teachers guide pg 67-68

·        Gateway Agriculture revision paper 1 page 42-43

·        Top mark Agriculture page 48-49

   
 

8

 

1

 

Livestock Health (I) Disease

 

Health disease

 

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

·        Define health and disease

·        State the importance of livestock health

·        State the predisposing factors of diseases

 

·        Defining health and disease

·        Stating the importance of livestock health

·        Stating the predisposing factors of diseases

 

·        Livestock species

·        Farm

·        Students book

 

·        KLB secondary Agriculture form 2 pg 115-119

·        Certificate Secondary Agriculture F2 pg 82-85

·         Longhorn secondary Agriculture form 2 pg 121-122

Teachers guide pg 77

·        Gateway Agriculture revision paper 1 page 52

·        Top mark Agriculture page 80

   
   

2-3

 

Livestock health (i) disease

 

Signs of ill/good health in livestock

 

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

·        Describe signs of sickness in livestock

·        Describe signs of good health in livestock

 

·        Describing signs of sickness in livestock

·        Describing signs of good health in livestock

 

·        Livestock species

·        Farm animals

·        Diagrams in the students book

·        Farm

 

·        KLB secondary Agriculture form 2 pg 116-119

·        Certificate Secondary Agriculture F2 pg 82-85

·         Longhorn secondary Agriculture form 2 pg 123-124

Teachers guide pg 77

·        Top mark Agriculture page 80

 

   
 

9

 

1

 

Livestock Health (Disease)

 

Classification of livestock diseases

Causes of livestock diseases

 

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

·        Explain the causes of livestock diseases

·        Classify livestock diseases

 

·        Explaining causes of livestock diseases

·        Classifying livestock diseases

 

·        Student book

·        Chart

·        Farm animals

·        Tables in the students book

·        KLB secondary Agriculture form 2 pg 120-125

·        Certificate Secondary Agriculture F2 pg 86-88

·         Longhorn secondary Agriculture form 2 pg 123-124

Teachers guide pg 77

·        Gateway Agriculture revision paper 1 page 52-53

 

   
   

2-3

 

Livestock Health (disease)

 

General methods of disease control

 

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

·        Describe the various methods of disease control

·        Carry out disease control measures

 

·        Describing methods of disease control

·        Carrying out disease control

 

·        Livestock tolls

·        Farm animals

·        Students book

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 2 pg 125-128

·        Certificate Secondary Agriculture F2 pg 89-91

·         Longhorn secondary Agriculture form 2 pg 126-127

Teachers guide pg 78-79

·        Top mark Agriculture page 80

   
 

10

 

1-3

 

Livestock Health (Disease)

 

Appropriate methods of handling livestock

 

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

·        State the reasons why animals are handled

·        Explain the reasons why animals are handled

 

·        Stating the reasons

·        Explaining the reasons why animals are handles

 

·        Farms animals

·        Charts

·        Diagrams in students book

·        Photographs

 

·        KLB secondary Agriculture form 2 pg 129

·        Certificate Secondary Agriculture F2 pg 92

·         Longhorn secondary Agriculture form 2 pg 128-133

Teachers guide pg 79-80

·        Gateway Agriculture revision paper 1 page 54

·        Top mark Agriculture page 81

   
 

11

 

1-3

 

Livestock Health (Disease)

 

Appropriate methods of handling livestock

 

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

·        State various methods of handling livestock

·        Demonstrate a caring attitude towards livestock

 

·        Stating various methods of handling livestock

·        Demonstrating a caring attitude towards livestock0

 

·        Diagrams in the students books

·        Farm animals photographs

·        Charts

·        Students books

 

·        KLB secondary Agriculture form 2 pg 129-132

·        Certificate Secondary Agriculture F2 pg 95-96

·         Longhorn secondary Agriculture form 2 pg 128-133

Teachers guide pg 79-80

·        Gateway Agriculture revision paper 1 page 54

 

   
 

END TERM TWO EXAMINATIONS

 
 

 

 

 

 

 

 
 

AGRICULTURE  FORM 2 SCHEMES OF WORK – TERM 3

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

1

 

1

 

Livestock Health II (Parasites)

 

Host parasite relationship

 

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

·        Define parasites

·        Explain their effects on host

 

·        Defining a parasite

·        Explaining the effects of parasites

 

·        Farm animals

·        Parasite specimen students book

·        Photographs

 

·        KLB secondary Agriculture form 2 pg 133-134

·        Certificate Secondary Agriculture F2 pg 98

·         Longhorn secondary Agriculture form 2 pg 134

Teachers guide pg 83

·        Gateway Agriculture revision paper 1 page 56

 

 
   

2-3

 

Livestock Health (II) parasites

 

Types of parasites –External parasites ticks

 

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

·        Identify types of ticks

·        Describe the life cycle of the parasite

·        Identify the livestock attacked

·        State the control measures

 

·        Identifying types of ticks

·        Describing the life cycle of the parasite

·        Identifying the livestock attacked stating the control measures

 

·        Parasite specimen

·        Photographs

·        Students book

·        Farm animals

 

·        KLB secondary Agriculture form 2 pg 138-143

·        Certificate Secondary Agriculture F2 pg 98-102

·         Longhorn secondary Agriculture form 2 pg 135-139

Teachers guide pg 83-85

·        Gateway Agriculture revision paper 1 page 56-58

·        Top mark Agriculture page 82

 
 

2

 

1

 

Livestock Health (Parasites)

 

External parasites

Tsetse fly

mites

 

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

·        Describe the life cycle of parasite

·        Identify the livestock attacked

·        State the control measures

 

·        Describing the life cycle of the parasite

·        Identifying the livestock attacked

·        Stating the control measures

 

·        Farm animals

·        Parasites specimen

·        Students book

·        Photographs

·        Diagrams from the students book

 

·        KLB secondary Agriculture form 2 pg 134-135

·        Certificate Secondary Agriculture F2 pg 103,104,107

·         Longhorn secondary Agriculture form 2 pg 139-141

Teachers guide pg 83-85

·        Gateway Agriculture revision paper 1 page 52

 

 
   

2-3

 

Livestock health (Parasites)

 

External parasites

·        Lice

·        keds

 

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

·        describe the life cycle of the parasite

·        identify the livestock attacked

·        state the control measures

 

·        describing the life cycle of parasite

·        identifying the livestock attacked

·        stating the control measures

 

·        farm animals

·        parasites specimen

·        students book

·        photographs

·        diagrams from the students book

 

·        KLB secondary Agriculture form 2 pg 136-138

·        Certificate Secondary Agriculture F2 pg 105-107

·         Longhorn secondary Agriculture form 2 pg 141-142

Teachers guide pg 83-85

·        Gateway Agriculture revision paper 1 page 56-58

 

 
 

3

 

1

 

Livestock (Parasites)

 

Internal parasites

Liver flukes (Trematodes)

 

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

·        Describe the life cycle of the parasites

·        Identify the livestock attacked

·        State the control measures

 

·        Describing the life cycle of the parasites

·        Identifying the livestock attacked

·        Stating the control measures

 

·        Farm animals

·        Parasites specimens

·        Student books

·        Photographs

·        charts

 

·        KLB secondary Agriculture form 2 pg 151-154

·        Certificate Secondary Agriculture F2 pg 110-113

·         Longhorn secondary Agriculture form 2 pg 142-144

Teachers guide pg 84-85

·        Gateway Agriculture revision paper 1 page 56-58

·        Top mark Agriculture page 83

 

 
   

2-3

 

Livestock Health (Parasites)

 

Internal parasites

Tape worms

 

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

·        Describe the life cycle of the parasite

·        Identify the livestock attacked

·        State the control measures

 

·        Describing the life cycle of the parasite

·        Identifying the livestock attacked

·        Stating the control measures

 

·        Charts

·        Farm animals

·        Parasites specimens

·        Students book

·        Photographs

·        Tables on the students book

 

·        KLB secondary Agriculture form 2 pg 144-148

·        Certificate Secondary Agriculture F2 pg 108-110

·         Longhorn secondary Agriculture form 2 pg 144-146

Teachers guide pg 83-85

·        Gateway Agriculture revision paper 1 page 60

·        Top mark Agriculture page 83

 

 
 

4

 

1

 

Livestock health (Parasites)

 

Internal parasites

Round worms

 

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

·        Describe the life cycle of the parasite

·        Identify the livestock attacked

·        State the control measures

 

·        Describing the life cycle of the parasite

·        Identifying the livestock attacked

·        Stating the control measures

 

·        Farm animals

·        Parasite specimen

·        Students book

·        photographs

 

·        KLB secondary Agriculture form 2 pg 149-151

·        Certificate Secondary Agriculture F2 pg 112-113

·         Longhorn secondary Agriculture form 2 pg 146-147

Teachers guide pg 83-85

·        Top mark Agriculture page 84

 

 
   

2-3

 

Livestock health (parasites)

 

Principles of controlling

Endoparasites

Treatment

Drug administration

 

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

·        Explain factors to consider when controlling endoparasites

·        Describe methods of administration of drugs

·        State the rules that are followed in treatment of parasites

 

·        Explaining factors considered in controlling endoparasites

·        Describing methods of drug administration

·        Stating the rules followed in treatment of parasites

 

·        Chart

·        Students book

 

 

·        KLB secondary Agriculture form 2 pg 154-155

·        Certificate Secondary Agriculture F2 pg 113-114

 

 
 

5

 

1

 

Livestock production nutrition (II)

 

Components of food

 

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

·        Define nutrition

·        Explain major components of food

 

·        Defining nutrition

·        Explaining major food components

 

·        Charts

·        Chalkboard

·        Students book

 

·        KLB secondary Agriculture form 2 pg 158

·        Certificate Secondary Agriculture F2 pg 115

·         Longhorn secondary Agriculture form 2 pg 148-149

Teachers guide pg 83-85

·        Top mark Agriculture page 85

 
   

2-3

 

Livestock Nutrition

 

Food nutrients

·        Water

·        Carbohydrate

·        fats

 

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

·        describe the food nutrients

·        describe the feed nutrients

·        explaining the functions of each feed

 

·        describing the feed nutrients

·        explaining the functions of each feed

 

·        students book

·        samples of feed nutrients

 

·        KLB secondary Agriculture form 2 pg 159-161

·        Certificate Secondary Agriculture F2 pg 115-116,118

·         Longhorn secondary Agriculture form 2 pg 149-152

Teachers guide pg 81-82

·        Gateway Agriculture revision paper 2 page 12

·        Top mark Agriculture page 85-86

 
 

6

 

1

 

Livestock production (II) nutrition

 

Feed nutrients

·        Proteins

·        minerals

 

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

·        explain the functions of each food

·        describe the food nutrients

 

·        explaining functions of each food

·        describing food nutrients

 

 

·        Feed specimen

·        Photographs

·        Farm stores

·        Students book

 

·        KLB secondary Agriculture form 2 pg 163-165

·        Certificate Secondary Agriculture F2 pg 117

·         Longhorn secondary Agriculture form 2 pg 157

Teachers guide pg 89-92

·        Gateway Agriculture revision paper 2 page 13

·        Top mark Agriculture page 86

 
   

2-3

 

Livestock Production (II) Nutrition

 

Food nutrients

vitamins

 

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

·        State various types of vitamins

·        Explain the importance of vitamins

·        Describe the food nutrients

 

·        Stating various types of vitamins

·        Explaining the importance of vitamins

·        Describing the food nutrients

 

·        Food store

·        Photographs of animals with deficiency

·        Feed specimen

·        Students book

 

·        KLB secondary Agriculture form 2 pg 163-165

·        Certificate Secondary Agriculture F2 pg 117

·         Longhorn secondary Agriculture form 2 pg 157

Teachers guide pg 89-92

·        Gateway Agriculture revision paper 2 page 13

·        Top mark Agriculture page 86

 

 
 

7

 

1

 

Livestock production (II) nutrition

 

Foods and foodstuffs

·        roughages

 

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

·        state the classifications of animals food

·        identify the food stuffs

·        state the characteristics of foodstuffs

 

 

·        Stating the classes of food stuffs

·        Identifying the food stuffs

·        Stating the characteristics of food stuffs

 

·        food stuffs

·        food store

·         photographs

·        Students book

 

·        KLB secondary Agriculture form 2 pg 169-170

·        Certificate Secondary Agriculture F2 pg 118-119

·         Longhorn secondary Agriculture form 2 pg 162-163

Teachers guide pg 89-92

·        Gateway Agriculture revision paper 2 page 14-15

·        Top mark Agriculture page 86

 
   

2-3

 

Livestock production (II) nutrition

 

Foods and foods stuffs

·        Concentrates

·        Proteins

·        Carbohydrate

·        Mixed succulents

 

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

·        Identify the food stuffs

·        State their characteristics

 

·        Identifying the food stuffs

·        Stating the characteristics of the food stuffs

 

·        Food stuffs

·        Students book

·        Food store

·        photographs

 

·        KLB secondary Agriculture form 2 pg 171

·        Certificate Secondary Agriculture F2 pg 117

·         Longhorn secondary Agriculture form 2 pg 163-164

Teachers guide pg 89-92

·        Gateway Agriculture revision paper 2 page 15

·        Top mark Agriculture page 86-87

 
 

8

 

1

 

Livestock production (II) nutrition

 

Concept of rationing

Terms used to express food values

 

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

·        State the terms used to express food values

·        Explain the various terms

 

·        Stating the terms used to express food values

·        Explaining the various terms

 

·        Charts

·        Students book

·        Chalk board

 

·        KLB secondary Agriculture form 2 pg 172-175

·        Certificate Secondary Agriculture F2 pg 125

·         Longhorn secondary Agriculture form 2 pg 162-164

Teachers guide pg 89-92

·        Top mark Agriculture page 87

 
   

2-3

 

Livestock production (II) Nutrition

 

Ratio computation

 

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

·        Explain the process of ration computation

·        Stating the methods

·        Compute a livestock station

 

·        Stating the methods

·        Explaining the process of ration computation

·        Computing livestock ration

 

·        geometric set

·        Students book

·        Charts

·        Tables in the students book

 

·        KLB secondary Agriculture form 2 pg 176-179

·        Certificate Secondary Agriculture F2 pg 126-128

·         Longhorn secondary Agriculture form 2 pg 166-169

Teachers guide pg 89-92

·        Gateway Agriculture revision paper 2 page 16-17

·        Top mark Agriculture page 87-88

 
 

9

 

1

 

Livestock production (II) nutrition

 

Digestion in livestock

 

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

·        Define digestion

·        Describe the  process of digestion generally

 

·        Defining digestion

·        Describing the process of digestion

 

·        Chart

·        Diagrams in the students book

·        Specimens of digestive systems

·        School farm

 

·        KLB secondary Agriculture form 2 pg 179-182

·        Certificate Secondary Agriculture F2 pg 120-121

·         Longhorn secondary Agriculture form 2 pg 173-175

Teachers guide pg 89-92

·        Top mark Agriculture page 88

 
   

2-3

 

Livestock production (II) nutrition

 

Digestion in non-ruminants (Pigs)

 

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

·        Describe digestion and digestive system of a pig

 

·        Describing digestion and the digestive system of a pig

·        Drawing diagrams

 

·        Chart

·        Specimens of digestive systems

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 2 pg 182-184

·        Certificate Secondary Agriculture F2 pg 121-122

·         Longhorn secondary Agriculture form 2 pg 172-173

Teachers guide pg 89-92

 

 
 

10

 

1

 

Livestock production (II) nutrition

 

Digestion in poultry

 

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

·        Describe digestion and digestive system of poultry

 

·        Describing digestion and digestive system of poultry

·        Drawing diagrams

 

·        Diagrams in the students book

·        Specimen of the digestive system

·        chart

 

·        KLB secondary Agriculture form 2 pg 185

·        Certificate Secondary Agriculture F2 pg 123-124

·         Longhorn secondary Agriculture form 2 pg 170-172

Teachers guide pg 89-92

·        Gateway Agriculture revision paper 2 page 18-19

·        Top mark Agriculture page 90

 
   

2-3

 

Livestock production (II) nutrition

 

Differences and similarities in 60th ruminant and ruminant digestive systems

 

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

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

 

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

 

·        Diagrams in the students book

·        Specimens of digestive system chart

 

·        KLB secondary Agriculture form 2 pg 186-188

·        Certificate Secondary Agriculture F2 pg 123-124

·         Longhorn secondary Agriculture form 2 pg 175-176

Teachers guide pg 89-92

·        Gateway Agriculture revision paper 2 page 13

·        Top mark Agriculture page 90

 
 

11

 

1-3

 

Livestock production (II) nutrition

 

Appropriate livestock

Landling techniques while feeding

 

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

·        Handle livestock appropriately while feeding

 

·        Handling livestock appropriately

 

·        Farm animals

·        Charts

·        Farm structures

·        Students book

·        Diagrams from the students book

 

·        KLB secondary Agriculture form 2 pg 129-132

·        Certificate Secondary Agriculture F2 pg 128-131

·         Longhorn secondary Agriculture form 2 pg 176-178

Teachers guide pg 89-92

 

 
 

END TERM THREE EXAMS

 
 

 

 

 

 
 

AGRICULTURE  FORM 3 SCHEMES OF WORK – TERM 1

 
 

1

 

1

 

Livestock Production (III) selection

 

Reproduction and reproductive systems in cattle

 

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

·        describe reproduction and reproductive systems in cattle

 

 

·        Describing reproduction and reproductive systems in cattle

·        drawing reproductive systems in cattle

 

·        charts

·        diagrams in students book

·        farm animals

 

·        KLB secondary Agriculture form 3 pg 1-6

·        Certificate Secondary Agriculture F2 pg 123-124

·         Longhorn secondary Agriculture form 3 pg 1-5

Teachers guide pg 37-38

·        Gateway Agriculture revision paper 2 page 21-23

·        Top mark Agriculture page 91-92

 
   

2

 

Livestock production (III) selection and Breeding

 

Reproduction and reproductive systems in poultry

 

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

·        Describe reproduction and reproductive systems in poultry

 

·        Describing reproduction and reproductive systems in poultry

·        Drawing reproduction system in poultry

 

·        Charts

·        Farm animals

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 6-8

·        Certificate Secondary Agriculture F2 pg 123-124

·         Longhorn secondary Agriculture form 3 pg 6-8

Teachers guide pg 37-38

·        Gateway Agriculture revision paper 2 page 23-24

·        Top mark Agriculture page 92

 
   

3-4

 

Livestock production selection and Breeding

 

Selection of dairy and beef cattle

 

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

·        Define selection

·        Describe selection of the breeding of stock in cattle

 

·        Defining selection

·        Describing selection of the breeding stock in cattle

·        Drawings in students book

 

·        Farm animals

·        Diagrams in the students book

·        charts

 

·        KLB secondary Agriculture form 3 pg 8-9

·        Certificate Secondary Agriculture F2 pg 123-124

·         Longhorn secondary Agriculture form 3 pg 8-10

Teachers guide pg 38-39

·        Gateway Agriculture revision paper 2 page 24

·        Top mark Agriculture page 91-92

 
 

2

 

1

 

Livestock selection and breeding

 

Selection of sheep and goats

 

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

·        Describe selection of the breeding stock

 

·        Describing selection of the breeding stock

·        Note taking

·        Asking and answering questions

 

·        Farm animals

·        Diagrams in students book

·        charts

 

·        KLB secondary Agriculture form 3 pg 8-9

·        Certificate Secondary Agriculture F2 pg 123-124

·         Longhorn secondary Agriculture form 3 pg 11-12

Teachers guide pg 37-38

 
   

2

   

Selection of pigs and camels

 

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

·        Describe selection of the breeding stock

 

·        Describing the breeding stock

·        Note taking

·        Asking and answering questions

 

·        Farm animals

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 1-6

·        Certificate Secondary Agriculture F2 pg 123-124

·         Longhorn secondary Agriculture form 3 pg 1-5

Teachers guide pg 37-38

·        Gateway Agriculture revision paper 2 page 21-23

·        Top mark Agriculture page 91-92

 
   

3-4

 

Livestock section and breeding

 

Selection of breeding

Methods of selection

 

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

·        State factors considered when selecting a breeding stock

·        Describe the methods in selection

·        Define breeding

·        Explaining the importance of breeding

 

·        Stating factors considered in selection

·        Describing the various methods used

·        Defining breeding

 

·        Charts

·        Chalkboard

·        Diagrams on students book

·        Farm animals

 

·        KLB secondary Agriculture form 3 pg 11-16

·        Certificate Secondary Agriculture F2 pg 123-124

·         Longhorn secondary Agriculture form 3 pg 15-16

Teachers guide pg 38-39

·        Gateway Agriculture revision paper 2 page 24

·        Top mark Agriculture page 93

 
 

3

 

1

   

Breeding

 

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

·        Explain the terms used in breeding

 

·        Explaining the various terms

 

·        Charts

·        Chalkboard

·        Farm animals

 

·        KLB secondary Agriculture form 3 pg 16

·        Longhorn secondary Agriculture form 3 pg 16-19

Teachers guide pg 39-41

·        Gateway Agriculture revision paper 2 page 24-25

·        Top mark Agriculture page 93-94

 
   

2

 

Livestock selection and breeding

 

Signs of heat in livestock cattle, pigs rabbits

 

By the end of the lesson, should be able to

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

·        State signs of heat in cattle, pigs and rabbits

 

·        Explaining the process of mating

·        Stating signs of heat in pigs, rabbits and cattle

 

·        Farm animals

·        Photographs

·        Students book

·        Farm

 

·        KLB secondary Agriculture form 3 pg 16-19

·        Longhorn secondary Agriculture form 3 pg 19-23

Teachers guide pg 39-41

·        Gateway Agriculture revision paper 2 page 25

·        Top mark Agriculture page 94-95

 
   

3

   

Breeding systems of breeding

 

 

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

·        State various systems of breeding

·        Explain reasons for breeding systems

·        Describe various

 

 

·        Stating various systems of breeding

·        Explaining reasons for breeding

·        Describing various breeding systems

 

·        Charts

·        Farm animals

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 16-19

·        Longhorn secondary Agriculture form 3 pg 19-23

Teachers guide pg 39-41

·        Gateway Agriculture revision paper 2 page 25

·        Top mark Agriculture page 94-95

 
  4 Livestock selection and breeding  

Methods of service in livestock

Natural mating

Artificial insemination

Embryo transplant

 

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

·        Identify the various services in livestock

·        Describe the methods of services in livestock

·        Explain the advantages & disadvantages of the methods

 

·        Identifying the various methods of services

·        Describing the methods of services in livestock

·        Drawing diagrams

·        Explaining the advantages & disadvantages

 

·        Farm animals

·        A.I technicians

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 20-23

·        Longhorn secondary Agriculture form 3 pg 23-30

Teachers guide pg 41-43

 

 
 

4

 

1

   

Signs of parturition in livestock

·        Cows

·        Sows

·        Does

 

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

·        State signs of parturition in cows, sows and does

 

·        Stating signs of parturitions in cows, sows and does

 

·        Coral, photographs

·        A.I Technicians

·        Students book

·        Farm animals

 

·        KLB secondary Agriculture form 3 pg 24-25

·        Longhorn secondary Agriculture form 3 pg 41-43

Teachers guide pg 39-41

·        Gateway Agriculture revision paper 2 page 26-27

·        Top mark Agriculture page 96-97

 
   

2

 

Livestock production

Livestock rearing practices

 

Routine

Livestock rearing practices

 

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

·        Define a routine

·        Explain the routine practices in livestock rearing

·        State the importance of each of the practice

 

·        Defining a routine

·        Explaining the routine  practices

·        Stating the importance of each practice

 

·        Livestock structures

·        Livestock feeds

·        Animals farm

·        Livestock

·        Student book

·        photographs

 

·        KLB secondary Agriculture form 3 pg 27-31

·        Longhorn secondary Agriculture form 3 pg 33-35

Teachers guide pg 49-51

·        Gateway Agriculture revision paper 2 page 28-29

·        Top mark Agriculture page 98

 
   

3-4

 

Livestock production (IV)

 

Parasite and disease control practices

 

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

·        State various methods of parasite and disease control

·        Describe the various parasite and disease control practices

 

·        Stating the various control practices

·        Describing various control practices

·        Carrying out the various control practices

 

·        Livestock drugs

·        Livestock tools

·        Photographs

·        Diagrams on the students book

·        Livestock tools

·        Students book

 

·        KLB secondary Agriculture form 3 pg 32-36

·        Longhorn secondary Agriculture form 3 pg 35-39

Teachers guide pg 49-51

·        Gateway Agriculture revision paper 2 page 25

·        Top mark Agriculture page 98-99

 
 

5

 

1

 

Livestock production (IV)

Livestock Rearing

 

Breeding practices

 

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

·        State the breeding practices

·        Describe the various breeding practices

·        Carry out the various practices

 

·        Stating the breeding practices

·        Describing the various breeding practices

·        Carrying out the various practices

 

·        Livestock drugs

·        Livestock tools

·        Photographs

·        Students book

·        Diagrams on the students book

·        Livestock

·        Livestock farm

 

·        KLB secondary Agriculture form 3 pg 27-29

·        Longhorn secondary Agriculture form 3 pg 49-51

Teachers guide pg 49-51

·        Gateway Agriculture revision paper 2 page 30-31

·        Top mark Agriculture page 99

 
   

2

 

Livestock Rearing practices

 

Identification

De-breaking

Tooth clipping

culling

 

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

·        Describe de-beaking tooth, clipping and culling

·        Carry out these practices

 

·        Describing de-beaking, tooth clipping and culling

·        Carrying out the practices

·        Drawing the diagrams showing the practices

 

·        Livestock

·        Livestock drugs

·        Livestock tools

·        Students book

·        Photographs

·        Diagrams on the students book

 

·        KLB secondary Agriculture form 3 pg 41-48

·        Longhorn secondary Agriculture form 3 pg 41-44

Teachers guide pg 49-51

·        Gateway Agriculture revision paper 2 page 25

·        Top mark Agriculture page 99-100

 
   

3-4

   

Dehorning, shearing, castration

 

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

·        describe dehorning, shearing, castration

·        Carry out these practices

 

·        Describing  dehorning, shearing castration

·        Carry out these practices

 

·        Livestock

·        Livestock drugs

·        Livestock tools

·        Students book

·        Photographs

 

·        KLB secondary Agriculture form 3 pg 45-50

·        Longhorn secondary Agriculture form 3 pg 41-44

Teachers guide pg 49-51

·        Gateway Agriculture revision paper 2 page 25

·        Top mark Agriculture page 100

 
 

6

 

1

 

Livestock rearing practices

 

Management of cows during parturition

 

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

·        Describe the management of a cow parturition

 

·        Describing the management of a cow during parturition

·        Drawing diagrams

 

·        Cows

·        Photographs

·        Students book

·        Veterinary personnel

 

·        KLB secondary Agriculture form 3 pg 53

·        Longhorn secondary Agriculture form 3 pg 50-54

Teachers guide pg 49-51

·        Access secondary Agriculture Revision page 170, 295

·        Golden tips agriculture page 277

 
   

2

   

Management of sows, nannies, does, ewes

 

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

·        Describe the management, does & ewes during parturition

 

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

   

·        KLB secondary Agriculture form 3 pg 53-56

·        Longhorn secondary Agriculture form 3 pg 54-56

Teachers guide pg 49-51

·        Gateway Agriculture revision paper 2 page 33-34

·        Access secondary Agriculture Revision page 170, 295

·        Golden tips agriculture page 175,295-296

 
   

3-4

 

Bee- keeping

 

·        Importance

·        Bee colony

·        Sitting the a apiary

 

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

·        State the importance of bee keeping

·        Describe the importance of bee keeping

·        Describe the bee conolony

·        Explain factors to consider when citing an apiary

 

 

·        Stating the importance of bee keeping

·        Describing the bee colony

·        Explaining factors to consider when citing an apiary

 

·        Combs

·        Bee hives

·        Apiary

·        Bee handling tools

·        bees

 

·        KLB secondary Agriculture form 3 pg 56-60

·        Longhorn secondary Agriculture form 3 pg 51-52

Teachers guide pg 49-51

·        Gateway Agriculture revision paper 2 page 33-34

·        Access secondary Agriculture Revision page 175-176

 
 

7

 

1

 

Bee keeping

 

Types of bee hive stocking the bee hive

Management of bees

 

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

·        State the various types of bee hives

·        Describe the stocking of bee hive and management

 

·        Stating various types of bee hives

·        Describing the stocking of a bee hive and management

 

·        Beehives

·        Combs

·        Apiary

·        Bee handling

·        Students book

·        Protective clothing

 

·        KLB secondary Agriculture form 3 pg 60-69

·        Longhorn secondary Agriculture form 3 pg 59-62

Teachers guide pg 51-52

·        Gateway Agriculture revision paper 2 page 33-34

·        Access secondary Agriculture Revision page 175-176

·        Golden tips agriculture page 299-300

 
   

2

 

Bee keeping

 

Importance of fish farming

Types if fuse kept in farm ponds

 

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

·        Define fish farming

·        Explain the importance of fish farming

·        Identifying the types of fish kept in the fish pond

 

·        Defining fish farming

·        Explaining the importance of fish farming

·        Identifying the types of fish kept in pond

·        Drawing diagrams

 

·        Fish nets

·        Fish species

·        Fish ponds

·        Diagrams in the students book

·        Fish food

 

·        KLB secondary Agriculture form 3 pg 70-73

·        Longhorn secondary Agriculture form 3 pg 62-64

Teachers guide pg 51-52

·        Gateway Agriculture revision paper 2 page 36

·        Access secondary Agriculture Revision page 175-176

·        Golden tips agriculture page 301

 
   

3

 

Fish Farming

 

Importance of fish farming

Types of fish kept in farm ponds

 

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

·        Define fish farming

·        Explain the importance of fish farming

·        Identifying the types of fish kept in fish pond

 

·        Defining fish farming

·        Explaining the importance of fish farming

·        Identifying the types of fish kept in fish pond

·        Drawing diagrams

 

·        Fish nets

·        Fish species

·        Fish pond

·        Diagrams in the students book

·        Fish pond

 

·        KLB secondary Agriculture form 3 pg 73-77

·        Longhorn secondary Agriculture form 3 pg 65-70

Teachers guide pg 52-53

·        Gateway Agriculture revision paper 2 page 36-37

·        Access secondary Agriculture Revision page 177

·        Golden tips agriculture page 301-302

 
 

7

 

4

 

Fish Farming

 

Management

Fish farming

Harvesting and processing fish

 

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

·        Describe fish management

·        Explain fish harvesting and processing fish

 

·        Describing fish management

·        Explaining fish harvesting and processing

 

·        Fish pond

·        Fish species

·        Fish nets

·        Students book

 

·        KLB secondary Agriculture form 3 pg 73-79

·        Longhorn secondary Agriculture form 3 pg 65-70

Teachers guide pg 52-53

·        Gateway Agriculture revision paper 2 page 36-37

·        Access secondary Agriculture Revision page 177

·        Golden tips agriculture page 302-303

 
 

8

 

1

 

Livestock Rearing Practices

 

Appropriate handling of livestock during routine management

 

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

·        Demonstrate a caring attitude towards livestock

 

·        Demonstrating a carrying attitude towards livestock

·        Drawing diagrams

 

·        Diagrams from the student book

·        Farm animals

·        Photographs

·        Livestock handling tools

 

·        KLB secondary Agriculture form 3 pg 79-81

·        Longhorn secondary Agriculture form 3 pg 70-75

Teachers guide pg 53-54

·        Gateway Agriculture revision paper 2 page 36-37

·        Access secondary Agriculture Revision page 296

·        Golden tips agriculture page 296

 

 
   

2

 

Farm Structures

 

Farm buildings and structures

Citing parts of a building

Cite preparation

 

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

·        State factors considered when citing farm structures

·        Describe parts of a building

 

·        Stating factors considered when citing farm structures

·        Describing parts of a building

 

·        Farm buildings

·        Diagrams

·        School farm

·        Student’s book

 

·        KLB secondary Agriculture form 3 pg 83-88

·        Longhorn secondary Agriculture form 3 pg 77-80

Teachers guide pg 59-60

·        Gateway Agriculture revision paper 2 page 36-37

·        Access secondary Agriculture Revision page 235

·        Golden tips agriculture page 250

 
   

3-4

 

Farm Structures

 

Livestock Structures

Crushes

 

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

·        Identify materials used in constructions

·        State the maintenance of a crush

·        Explain the uses of a crush

 

·        Identifying materials used n construction of crush

·        Stating the maintenance of a crush

·        Explaining the various uses of a crush

 

·        Crush

·        Constructional materials

·        Student’s book

·        Photographs

 

·        KLB secondary Agriculture form 3 pg93-94

·        Longhorn secondary Agriculture form 3 pg 81-83

Teachers guide pg 59-60

·        Access secondary Agriculture Revision page 236

·        Golden tips agriculture page 251-252

 
 

9

 

1

 

Farm structures

 

Livestock Structures- Dips

 

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

·        Identify materials used in construction of a dip

·        State the maintenance of a dip

·        Explain the uses of a dip

 

·        Identifying materials used in constructions

·        Stating the maintenance of a dip

·        Explaining the uses of the dip

·        Drawing the structures

 

·        Dip construction materials

·        Photographs

·        Diagrams from the students book

 

·        KLB secondary Agriculture form 3 pg 95-96

·        Longhorn secondary Agriculture form 3 pg 83-86

Teachers guide pg 60-63

·        Gateway Agriculture revision paper 2 page 36-37

·        Access secondary Agriculture Revision page 236

·        Golden tips agriculture page 252

 
   

2

 

Farm structures

 

Livestock structures

·        Spray race

·        Dairy shed

 

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

·        Identify the constructional materials used

·        State the uses of these structures

 

·        Identifying materials used in construction

·        Stating the uses of the structure

·        Drawing the structures

 

·        Diagrams from the students book

·        Photographs

·        Construction materials

·        Spray race and dairy shed

 

·        KLB secondary Agriculture form 3 pg 99-102

·        Longhorn secondary Agriculture form 3 pg 86-90

Teachers guide pg 60-63

·        Gateway Agriculture revision paper 2 page 88

·        Access secondary Agriculture Revision page 236

·        Golden tips agriculture page 253-254

 
   

3-4

 

Farm structures

 

Livestock structure

Calf pens

Poultry houses

Rabbits hutches

Pig sty’s

 

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

·        Name the construction materials used

·        State the uses of these structures

·        Describe the construction of the materials

 

·        Naming the construction materials

·        Stating the uses of the structures

·        Describing the construction of the structures

 

·        Calf pens

·        Poultry houses

·        Rabbit hutches

·        Pig stys

·        Construction materials

·        Photographs

·        Students book

·        Diagrams on the students book

 

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

·        Longhorn secondary Agriculture form 3 pg 86-90

Teachers guide pg 60-63

·        Gateway Agriculture revision paper 2 page 88

·        Golden tips agriculture page 254-257

 
 

10

 

1

 

Farm Structures

 

Livestock structures

·        Fish pond

·        Silo

 

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

·        Identify the construction materials used

·        Explain the uses of these structures

 

·        Identifying the construction materials

·        Explaining the uses of these structures

 

·        Photographs

·        Students book

·        Constructional materials

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 115, 123

·        Longhorn secondary Agriculture form 3 pg 100-104

Teachers guide pg 60-63

·        Golden tips agriculture page 250

 
   

2

 

Farm structures

 

Zero grazing unit

Bee hive

 

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

·        Identify construction materials used

·        State the uses of these structures

 

·        Identifying the construction materials

·        Stating the uses of these structures

 

·        Zero grazing unit

·        Photographs

·        Students book

·        Construction materials

·        beehive

 

·        KLB secondary Agriculture form 3 pg 102-104

·        Longhorn secondary Agriculture form 3 pg 103-106

Teachers guide pg 60-63

·        Gateway Agriculture revision paper 2 page 88

·        Access secondary Agriculture Revision page 235

·        Golden tips agriculture page 259-260

 
   

3-4

 

Farm Structures

 

Farm Stores

 

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

·        Identifying the construction materials used

·        State the uses of these structures

·        Describe the process of constructing a farm store

 

·        Identifying the construction materials

·        Stating the uses of these structures

·        Describing the process of constructing a farm store

 

·        Diagrams in the students book

·        Photographs

·        Farm store

·        Construction materials

 

·        KLB secondary Agriculture form 3 pg 121-122

·        Longhorn secondary Agriculture form 3 pg 106-110

Teachers guide pg 64

·        Gateway Agriculture revision paper 2 page 89

·        Golden tips agriculture page 260-261

 
 

11

 

1-2

 

Farm structures

 

Fences

 

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

·        State the types of fences

·        Identify the construction materials used

 

·        Stating types of fences

·        Identifying the construction materials used

·        Explaining the uses of these structures

·        Drawing the fences

 

·        Fences

·        Construction materials

·        Students book

·        Photographs

·        diagrams

 

·        KLB secondary Agriculture form 3 pg 124-132

·        Longhorn secondary Agriculture form 3 pg 110-117

Teachers guide pg 65

 

 
   

3-4

 

Farm structures

 

Green Houses

 

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

·        State the construction materials used

·        Describe the process of constructing green house

·        Explain the uses of these structures

 

·        Stating the construction materials

·        Describing the process of constructing green house

·        Explaining the uses of the structures

 

·        Green houses

·        Construction materials

·        Diagrams from the students book

·        Students book

·        photographs

 

·        KLB secondary Agriculture form 3 pg 133-139

·        Longhorn secondary Agriculture form 3 pg 128-121

Teachers guide pg 66

·        Gateway Agriculture revision paper 2 page 89

·        Access secondary Agriculture Revision page 235

·        Golden tips agriculture page 262

 
 

END TERM ONE EXAMINATIONS

 
 

 

 

 

 
 

AGRICULTURE  FORM 3 SCHEMES OF WORK – TERM 2

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

1

 

1

 

Agricultural Economics (III)

Land tenure and reforms

 

Land tenure types

Collective tenure systems

 

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

·        Define land tenure

·        State the types of land tenure

·        Describe the collective tenure systems

 

·        Defining the term land tenure

·        Stating the types of land tenure

·        Describing the collective systems

 

·        Charts

·        Students book

·        Chalk board

 

·        KLB secondary Agriculture form 3 pg 140-141

·        Longhorn secondary Agriculture form 3 pg 123-125

Teachers guide pg 74

·        Gateway Agriculture revision paper 2 page 98-99

·        Access secondary Agriculture Revision page 120

·        Golden tips agriculture page 125

 
   

2

   

Individual Tenure System

 

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

·        State the types of individual tenure system

·        Describe individual tenure systems

·        State advantages and disadvantages of this tenure system

 

·        Stating the individual tenure systems

·        Describing individual tenure system

·        Stating advantages and disadvantages of the system

 

·        Title deeds

·        Charts

·        Students book

 

·        KLB secondary Agriculture form 3 pg 143-145

·        Longhorn secondary Agriculture form 3 pg 123-125

Teachers guide pg 74

·        Gateway Agriculture revision paper 2 page 98-99

·        Golden tips agriculture page 124

 
   

3-4

 

Land tenure and reform

 

Land Reforms

 

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

·        Define land reforms

·        Describe the various types of land reforms

·        Explaining the various settlement schemes in Kenya

 

·        Defining land reforms

·        Describing various types of land reforms

·        Explaining the various settlement scenes in Kenya

 

·        Title deeds

·        Students book

·        Charts

·        Chalk board

 

·        KLB secondary Agriculture form 3 pg 148-157

·        Longhorn secondary Agriculture form 3 pg 127-155

Teachers guide pg 75-76

·        Gateway Agriculture revision paper 2 page 99

·        Access secondary Agriculture Revision page 120-121

·        Golden tips agriculture page 125-126

 
 

2

 

1

 

Soil and water conservation

 

Soil Erosion

 

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

·        Define soil erosion

·        Explain factors that influence soil erosion

 

·        Defining soil erosion

·        Explaining factors that influence soil erosion

 

·        Excavated areas

·        School farm

·        Photographs

·        Diagrams on the students book

 

·        KLB secondary Agriculture form 3 pg 158-160

·        Longhorn secondary Agriculture form 3 pg 137-138

Teachers guide pg 80

·        Gateway Agriculture revision paper 2 page 121

·        Access secondary Agriculture Revision page 120-121

·        Golden tips agriculture page 126

 
   

2

 

Soil and Water Conservation

 

Soil Erosion

 

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

·        Explain the various agents of erosion

 

·        Explaining various agents

 

·        Photographs

·        School farm

·        Excavated areas

·        Students book

 

·        Longhorn secondary Agriculture form 3 pg 15-16

Teachers guide pg 38-39

·        Gateway Agriculture revision paper 2 page 24

·        Access secondary Agriculture Revision page 80

·        Golden tips agriculture page 26

 
   

3-4

 

Soil and Water Conservation

 

Soil Erosion

 

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

·        Describe the various types of soil erosion

 

·        Describing the various types of erosion

 

·        Photographs

·        Students book

·        School farm

·        Excavated areas

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 161-167

·        Longhorn secondary Agriculture form 3 pg 139-141

Teachers guide pg 80

·        Gateway Agriculture revision paper 2 page 24

·        Access secondary Agriculture Revision page 80-81

·        Golden tips agriculture page 27

 
 

3

 

1

   

River bank erosion

 

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

·        Define river bank erosion

·        Explain the effects of river bank erosion

·        State the control measures

 

·        Defining riverbank erosion

·        Explaining the effects of river

·        Bank erosion

·        Stating control measures

 

·        Photographs

·        River bank

·        Diagrams in the students book

·        charts

 

·        KLB secondary Agriculture form 3 pg 167-168

·        Access secondary Agriculture Revision page 87

·        Golden tips agriculture page 27

 
   

2

   

Mass wasting solifluction

 

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

·        Define mass wasting

·        Explain factors influencing mass wasting

·        Describing effects of mass wasting

 

·        Defining mass wasting

·        Explaining factors influencing mass wasting

·        Describing effects of mass wasting

 

·        Charts

·        Photographs

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 168-173

·        Access secondary Agriculture Revision page 87

·        Golden tips agriculture page 27

 
   

3-4

 

Soil and water conservation

 

Soil control

Measures

·        Biological and cultural control

·        Physical and structural control measures

 

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

·        Describe the biological, cultural physical and structural control

·        Measures on soil erosion

 

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

–        Drawing diagrams

 

·        Mesh wire

·        Poles

·        Quarry chips

·        School farm

·        Photographs

·        Excavated areas

·        Students book

·        Garden tools

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 173-186

·        Longhorn secondary Agriculture form 3 pg 142-149

Teachers guide pg 81

·        Gateway Agriculture revision paper 2 page 122-124

·        Access secondary Agriculture Revision page 81-83

·        Golden tips agriculture page 28-30

 
 

4

 

1-2

 

Soil and Water  Conservation

 

Water Harvesting

 

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

·        Name methods used to harvest water

·        Describe water harvesting and conservation techniques

·        Explain the micro catchment and their uses

 

·        Naming methods used to harvest water

·        Describing water harvesting and conservation

·        Explaining micro catchment

·        Stating their uses

 

·        Dams

·        Tanks

·        Reservoirs

·        Wells

·        Photographs

·        School farm

·        Garden tools

·        Gutters

·        Ponds

 

·        KLB secondary Agriculture form 3 pg 187-191

·        Longhorn secondary Agriculture form 3 pg 149-159

Teachers guide pg81-82

·        Gateway Agriculture revision paper 2 page 124-125

·        Access secondary Agriculture Revision page 83-85

·        Golden tips agriculture page 30-31

 

 
   

3-4

 

Weeds and weed control

 

Weeds

·        Definition

·        Identification

·        classification

 

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

(a)    define a weed

(b)    identify the various weeds

(c)     classify the weeds in various groups

 

·        defining weeds

·        observation

·        identifying the weeds

·        classify the weeds

 

·        weed specimen

·        school farm

·        photographs

·        students book

·        diagrams in the students books

 

·        KLB secondary Agriculture form 3 pg 192-201

·        Longhorn secondary Agriculture form 3 pg 161-164

Teachers guide pg 87-88

·        Gateway Agriculture revision paper 2 page 73-74

·        Golden tips agriculture page 63-64

 
 

5

 

1-2

 

Weeds and weed control

 

Weeds

Identification

classification

 

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

·        identify the various weeds

·        classify the various weeds

 

·        identifying the various weeds

·        classifying the various weeds

 

·        weed specimen

·        school farm

·        photographs

·        diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 193-200

·        Longhorn secondary Agriculture form 3 pg 161-164

Teachers guide pg 87-88

·        Gateway Agriculture revision paper 2 page 73-74

·        Access secondary agriculture page 89

·        Golden tips agriculture page 63-64

 
   

3-4

 

Weeds and weed control

 

Weeds competitive abilities of weeds

Harmful effects of weeds

 

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

·        Identify the various weeds

·        Classify the various weeds

 

·        Identify the various weeds

·        Classifying the various weeds

 

·        Weed specimen

·        School farm

·        Photographs

·        Diagrams in students book

 

·        KLB secondary Agriculture form 3 pg 200-202

·        Longhorn secondary Agriculture form 3 pg 159-161

Teachers guide pg 87-88

·        Gateway Agriculture revision paper 2 page 73-74

·        Access secondary agriculture page 89-90

·        Golden tips agriculture page 64-65

 
 

6

 

1

 

Weeds and weed control

 

Weed control

·        mechanical

 

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

·        Describe mechanical weed control

 

·        Describing mechanical weed control

 

·        weed specimen

·        school farm

·        photographs

·        diagrams in the students book

·        garden tools

 

·        KLB secondary Agriculture form 3 pg 209-210

·        Longhorn secondary Agriculture form 3 pg 169-170

Teachers guide pg 88-92

·        Gateway Agriculture revision paper 2 page 76

·        Golden tips agriculture page 64-65

 
   

2

 

 

 

Cultural and biological control

 

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

·        Describe biological and cultural weed control method

 

 

·        Describing the biological and cultural weed control method

·        Note taking

·        Asking and answering questions

 

·        Garden tools

·        Students book

·        Photographs

·        School farm

·        Farm specimen

 

·        KLB secondary Agriculture form 3 pg 210-211

·        Longhorn secondary Agriculture form 3 pg 178

Teachers guide pg 93-95

·        Gateway Agriculture revision paper 2 page 76

·        Golden tips agriculture page 65

 
   

 

3-4

   

Chemical and legislative weed control methods

 

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

·        Explain ways in which chemicals kill weeds

·        State the classification of herbicides

·        Explaining factors affecting selectivity and effectiveness of herbicides

·        Identifying the precautions in using chemicals

·        Stating the advantages and disadvantages of herbicides

 

·        Explaining ways in which chemicals kill weeds

·        Stating the classifications of herbicides

·        Explaining factors affecting selectivity and effectiveness of herbicides

·        Identifying the precautions in using chemicals

·        Stating the advantages and disadvantages of herbicides

 

·        Garden tools

·        Students book

·        Photographs

·        School farm

·        Weed specimen

 

·        KLB secondary Agriculture form 3 pg 203-208

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

Teachers guide pg 88-92

·        Gateway Agriculture revision paper 2 page 74

·        Golden tips agriculture page 90

·        Access secondary Agriculture page 65-66

 

 
 

7

 

1

 

Crop pest and diseases

 

Crop Pests

 

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

·        Define a pest

·        Explain harmful effects of crop pests

 

·        Defining a pest

·        Explaining the harmful effects of crop pests

·        Asking and answering questions

 

·        Students book

·        Specimens of crop pests

·        Crops attacked

·        Pesticides

·        Photographs

 

·        KLB secondary Agriculture form 3 pg 213-214

·        Longhorn secondary Agriculture form 3 pg 177-178

Teachers guide pg 93-95

·        Gateway Agriculture revision paper 2 page 76

 

 
   

2

   

Crop Pests

 

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

·        Classify pests based on mode of feeding

·        Classify pests based on crop part attacked

 

·        Classifying pests based on mode of feeding

·        Asking and answering questions

 

·        Crops attacked specimens of crop pests

·        Photographs of pests

·        Students book

 

·        KLB secondary Agriculture form 3 pg 214

·        Longhorn secondary Agriculture form 3 pg 177-178

Teachers guide pg 93-95

·        Gateway Agriculture revision paper 2 page 76

·        Golden tips agriculture page 67

·        Access secondary Agriculture page 97

 

 
   

3-4

 

 

 

Crop Pests

 

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

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

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

 

·        Classify pests

·        Asking and answering questions

·        Note taking

 

·        Crops attacked

·        Specimen of crop pests

·        Photographs of pests

·        Students book

 

·        KLB secondary Agriculture form 3 pg 214-215

·        Longhorn secondary Agriculture form 3 pg 177-178

Teachers guide pg 93-95

·        Gateway Agriculture revision paper 2 page 76

·        Golden tips agriculture page 67

·        Access secondary Agriculture page 97

 
 

8

 

1-2

 

Crop pests and diseases

 

Crop pests

·        Identification

 

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

·        identify common pests

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

 

·        Identifying common pests

·        Describing the various pests on the various basics

·        Asking and answering questions

·        Note making

 

·        Diagrams in the students book

·        Photographs of pests

·        Pesticides

·        Crops attacked

·        Specimens of crop pests

·        Students book

 

·        KLB secondary Agriculture form 3 pg 215-226

·        Longhorn secondary Agriculture form 3 pg 179-184

Teachers guide pg 93-95

·        Gateway Agriculture revision paper 2 page 77-79

·        Golden tips agriculture page 67-69

·        Access secondary Agriculture page 97-98

 
   

3-4

   

Crop pests

·        identification

 

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

·        identify common pests

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

 

·        Identifying common pests

·        Describing the various pests

·        Asking and answering questions

·        Note making

 

·        Crops attacked

·        Specimens of crop pests

·        Photographs of pests

·        Pesticides

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 215-226

·        Longhorn secondary Agriculture form 3 pg 179-184

Teachers guide pg 93-95

·        Gateway Agriculture revision paper 2 page 77-79

·        Golden tips agriculture page 67-69

 
 

9

 

1

 

Crop Pests and disease control

 

Crop pests

 

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

·        Describe harmful effects of pests

·        Identify pest control measures

 

·        Describing the effects of pests

·        Identifying pests control measure

 

·        Students book

·        Specimens of crop pests

·        Crops attacked

·        Pesticides

·        Photography

·        Pests

 

·        KLB secondary Agriculture form 3 pg 213-226

·        Longhorn secondary Agriculture form 3 pg 83-86

Teachers guide pg 60-63

·        Gateway Agriculture revision paper 2 page 88

·        Golden tips agriculture page 70-75

·        Access secondary Agriculture page 97-98

 
   

2

   

Crop pests control

·        cultural

 

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

·        Describe the cultural pest control measures

 

·        Describing the cultural pest

·        Control measures

·        Note taking

·        Asking and answering questions

 

 

·        Students book

·        Crops attacked

·        Pesticides

·        Photographs of pests

·        School farm

·        Specimen of crop pests

 

·        KLB secondary Agriculture form 3 pg 228-230

·        Longhorn secondary Agriculture form 3 pg 185-186

Teachers guide pg 63-70

·        Gateway Agriculture revision paper 2 page 79

·        Golden tips agriculture page 71-72

 

 
 

 

 

3

 

Crop pest and diseases

 

Crop pests

 

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

·        Describe the mechanical pest control

 

·        Describing mechanical pest control

·        Asking and answering questions

·        Note taking

·        Students book

·        Specimen of crop pests

·        Crops attacked

·        Photographs of pests

 

·        KLB secondary Agriculture form 3 pg 226-227

·        Longhorn secondary Agriculture form 3 pg 186-188

Teachers guide pg 95

·        Gateway Agriculture revision paper 2 page 80

·        Golden tips agriculture page 7

 
   

4

   

Crop pests

 

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

·        Describe the biological pest control

 

·        Describing biological pest control

·        Asking and answering questions

·        Note taking

·        Explanations

 

·        Photographs of pests

·        Crops attacked

·        Specimens of crop pests

 

 

·        KLB secondary Agriculture form 3 pg 232

·        Longhorn secondary Agriculture form 3 pg 186-188

Teachers guide pg 95

·        Gateway Agriculture revision paper 2 page 88

·        Golden tips agriculture page 73-74

 
 

10

 

1

   

Crop pests

 

 

 

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

·        Describe chemical methods of pest control

 

·        Describing the chemical methods of pest control

·        Note taking

·        Asking and answering questions

 

·        Photographs of pests

·        Crops attacked

·        Specimens of crop pests

 

·        KLB secondary Agriculture form 3 pg 230-232

·        Longhorn secondary Agriculture form 3 pg 188-190

Teachers guide pg 95

·        Gateway Agriculture revision paper 2 page 88

 

 
   

2

 

Crop pests and disease

 

Crop diseases

 

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

·        Define a plant disease

·        Classify plant diseases

·        Explain harmful effects of crop diseases

 

·        Defining a plant diseases

·        Classifying plant diseases

·        Explaining the harmful effects of crop diseases

 

·        Students book

·        Specimens of diseases crops

·        Photographs

·        Fungicides

 

·        KLB secondary Agriculture form 3 pg 233-236

·        Longhorn secondary Agriculture form 3 pg 190-191

Teachers guide pg 96-99

·        Gateway Agriculture revision paper 2 page 88

 
 

 

 

3-4

 

 

Crop pest and diseases

 

Crop diseases

 

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

·        Identify common crop diseases

 

·        Identifying common crop diseases

·        Asking questions and answering

·        Note taking

 

·        Students book

·        Specimens of diseased crops

·        Photographs

·        Fungicides

 

·        KLB secondary Agriculture form 3 pg 233-241

·        Longhorn secondary Agriculture form 3 pg 191-197

Teachers guide pg 96-99

·        Gateway Agriculture revision paper 2 page 82-84

 

 
 

11

 

1-2

   

Crop diseases

 

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

·        classify  plant diseases

 

·        Classifying plant

·        Diseases

·        Asking and answering questions

·        Explanations

 

·        Specimen of diseased crops

·        Photographs

·        Fungicides

·        Students book

·        Diagrams in the students books

 

·        KLB secondary Agriculture form 3 pg 233-238

·        Longhorn secondary Agriculture form 3 pg 191-197

Teachers guide pg 96-99

·        Gateway Agriculture revision paper 2 page 82-84

·        Golden tips agriculture page 74-77

·        Access secondary Agriculture page 97-98

 
   

3-4

   

Crop diseases

 

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

·        Describe the disease control crops

·        Carry out crop diseases control

 

·        Describing the disease control in crops

·        Carrying out crop disease control

 

 

 

·        Students book

·        Specimen of disease crops

·        Photographs

·        Fungicides

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 239-240

·        Longhorn secondary Agriculture form 3 pg 182-184

Teachers guide pg 95

·        Gateway Agriculture revision paper 2 page 84

·        Golden tips agriculture page 77-78

·        Access secondary Agriculture page 104-106

 
 

END TERM 2 EXAMINATION

 
   
 

AGRICULTURE  FORM 3 SCHEMES OF WORK – TERM 3

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

1

 

1

 

Crop Production (VI)

 

Production of maize

 

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

·        Name hybrids, composites of maize

·        State the ecological requirement of maize

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

 

·        Naming hybrids composites

·        Stating the ecological requirements

·        Describing management harvesting and field establishment

·        Note making

·        Asking and answering questions

 

·        Garden tools

·        Samples of maize

·        School farms

·        Student book

 

·        KLB secondary Agriculture form 3 pg 242-250

·        Longhorn secondary Agriculture form 3 pg 200-202

Teachers guide pg 101-102

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

·        Golden tips agriculture page 57-58

   
   

2

   

Production of millet

 

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

·        Name hybrids, composites and cutting of millet

·        State the ecological requirement of millet

·        Describe field establishment, management, harvesting and marketing

 

·        Stating the ecological requirements

·        Describing field establishment management harvesting and marketing

·        Note making

·        Asking and answering questions

·        Naming the hybrids, composites cultwas

 

·        Garden tools

·        School farm

·        Sample of millet

·        Diagrams on the students book

·        charts

 

·        KLB secondary Agriculture form 3 pg 250-255

·        Longhorn secondary Agriculture form 3 pg 201-214

Teachers guide pg 101-102

·        Gateway Agriculture revision paper 2 page 56

·        Golden tips agriculture page 82-84

·        Access secondary Agriculture page 58

   
   

3

   

Production of sorghum

 

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

·        Name composites, hybrids, cultivar of sorghum

·        State the ecological requirements of sorghum

·        Describe the field establishment, management marketing and harvesting

 

·        Naming the hybrids, composite cultivars

·        Stating the ecological requirement of sorghum

·        Describing the field establishment management, harvesting and marketing

·        Asking and answering questions

 

·        Charts samples of sorghum

·        Garden tools

·        Diagrams on the students book

 

·        KLB secondary Agriculture form 3 pg 250-255

·        Longhorn secondary Agriculture form 3 pg 201-204

Teachers guide pg 101-102

·        Gateway Agriculture revision paper 2 page 56

·        Golden tips agriculture page 84-85

·        Access secondary Agriculture page 59-60

   
   

4

 

Production Crop

 

Production of Beans

 

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

·        State the varieties of beans grown

·        Describe the varieties of beans grown

·        Explaining the ecological requirements of maize

·        Describe field establishment management and harvesting marketing

 

·        Stating the varieties

·        Explaining the ecological requirements of maize

·        Describing field establishment, harvesting and marketing

·        Note making

·        Asking and answering questions

 

·        School farm

·        Garden tools

·        Seed samples

·        Students book

 

·        KLB secondary Agriculture form 3 pg 250-255

·        Longhorn secondary Agriculture form 3 pg 214-215

Teachers guide pg 101-102

·        Gateway Agriculture revision paper 2 page 56-58

·        Golden tips agriculture page 85-87

·        Access secondary Agriculture page 59-60

   
 

2

 

1-2

 

Crop production

 

Gross Margin of Crop enterprises

 

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

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

 

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

 

·        Charts

·        Receipts

·        Tables

·        Chair

·        Farm records

·        Students book

 

·        KLB secondary Agriculture form 3 pg 243-268

·        Longhorn secondary Agriculture form 3 pg 218-219

Teachers guide pg 101-102

·        Gateway Agriculture revision paper 2 page 56-58

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

·        Access secondary Agriculture page 57-63

   
   

3-4

 

Crop production

 

Harvesting of cotton, sugarcane, pyrethrum

 

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

·        describe the harvesting of cotton, pyrethrum and sugarcane

 

 

·        describing the harvesting of cotton, pyrethrum and sugarcane

 

·        photographs

·        diagrams in the students book

·        school farm

·        farm harvesting tools

 

·        KLB secondary Agriculture form 3 pg 263-264

·        Longhorn secondary Agriculture form 3 pg 221-224

Teachers guide pg 102-103

·        Gateway Agriculture revision paper 2 page 58-59

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

·        Access secondary Agriculture page 57-63

   
 

3

 

1

 

Crop Production

 

Harvesting of cotton, sugarcane, pyrethrum

 

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

·        Describe the  harvesting of cotton, pyrethrum and sugar cane

 

·        Describing the harvesting of cotton, pyrethrum and sugarcane

 

·        Photographs

·        Diagrams in the students book

·        School farm

·        Farm harvesting tools

 

·        KLB secondary Agriculture form 3 pg 264-266

·        Longhorn secondary Agriculture form 3 pg 224-226

Teachers guide pg 103-105

·        Gateway Agriculture revision paper 2 page 59

   
   

2

 

Crop production

 

Harvesting of tea and coffee

 

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

·        Describe the harvesting of tea and coffee

 

 

·        Describing the harvesting of tea and coffee

 

·        Diagrams in the students book

·        Photographs

·        Harvesting tools

·        Charts

 

·        KLB secondary Agriculture form 3 pg 226-268

·        Longhorn secondary Agriculture form 3 pg 226-228

Teachers guide pg 103-105

·        Gateway Agriculture revision paper 2 page 59-60

·        Golden tips agriculture page 88-89

 

   
   

3-4

 

Crops forage

 

Pastures classifications

 

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

·        Define pastures and forage crops

·        Classify pastures

 

·        Defining pastures and forage crops

·        Classifying pastures & forage

 

 

·        Students book

·        Specimens of pastures

·        Photographs of forage crops charts

 

·        KLB secondary Agriculture form 3 pg 269-272

·        Longhorn secondary Agriculture form 3 pg 230-234

Teachers guide pg 106-107

·        Gateway Agriculture revision paper 2 page 59-60

·        Golden tips agriculture page 108

·        Access secondary revision page 72

   
 

4

 

1

   

Pastures establishment management

 

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

·        Describe pasture establishment

·        Describe pasture management

 

·        Describing pasture establishment

·        Describing pasture management note taking

 

 

 

·        Specimens of pastures

·        Photographs of forage crops

·        Garden tools

 

·        KLB secondary Agriculture form 3 pg 272-276

·        Longhorn secondary Agriculture form 3 pg 234-236

Teachers guide pg 106-107

·        Golden tips agriculture page 109

·        Access secondary revision page 72

   
   

2

   

Pastures utilizations

 

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

·        Describe various methods of pasture utilization

 

·        Describing various methods of pastures

·        Utilization

·        Asking and answering questions

 

·        Specimens of pastures

·        Photographs of forage crops

·        Students book

 

·        KLB secondary Agriculture form 3 pg 277-280

·        Longhorn secondary Agriculture form 3 pg 326-340

Teachers guide pg 107

·        Gateway Agriculture revision paper 2 page 59-60

·        Golden tips agriculture page 109

 

   
   

3

 

Forage Crops

 

Grazing methods

 

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

·        Explain the two grazing methods

·        State the advantages and disadvantages of each

 

·        Explaining the two grazing methods

·        Stating the advantages and disadvantages of each

 

·        Diagrams in the students book

·        Photographs

·        charts

 

·        KLB secondary Agriculture form 3 pg 280-283

·        Gateway Agriculture revision paper 2 page 59-60

·        Access secondary agriculture page 73-74

·        Golden tips agriculture page 110-111

   
   

4

   

Folder crops

Napier grass

 

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

·        State the ecological requirements of Napier grass

·        Describe the field establishment, management and utilization

 

·        Describing the field production of Napier grass

 

 

 

·        Samples of folder crop

·        School farm

·        Photographs

·        Charts

·        Students book

 

 

·        KLB secondary Agriculture form 3 pg 283-287

·        Longhorn secondary Agriculture form 3 pg 241-242

Teachers guide pg 107

·        Gateway Agriculture revision paper 2 page 88

·        Access secondary revision page 94

   
 

5

 

1

 

Forage crops

 

Sorghum

Guatemala grass

 

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

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

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

 

·        Describing the field production of sorghum and Guatemala grass

 

·        Students book

·        Specimens of fodder crops

·        Photographs of forage crops

·        School farm

 

·        KLB secondary Agriculture form 3 pg 269-272

·        Longhorn secondary Agriculture form 3 pg 242-244

Teachers guide pg 108

·        Gateway Agriculture revision paper 2 page 89

 

   
   

2

   

Kales

·        Edible

·        Canaa

 

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

·        describe the production of kales under ecological requirements

 

·        Explanations

·        Note taking

 

·        School farm

·        Photographs of folder

·        Specimen of fodder crops

 

·        KLB secondary Agriculture form 3 pg 291-292

·        Longhorn secondary Agriculture form 3 pg 244-245

Teachers guide pg 108

·        Gateway Agriculture revision paper 2 page 89-90

·        Golden tips agriculture page 108

·        Access secondary revision page 75-76

   
   

3-4

   

Fodder crops

Lucerne

Kenya white clover

 

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

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

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

 

·        Describing the production of Lucerne, Kenya white clover

·        Note making

·        Asking and answering questions

 

·        Students book

·        Specimens of

·        Fodder crops

·        Photographs of Forage crops

 

·        KLB secondary Agriculture form 3 pg 269-272

·        Longhorn secondary Agriculture form 3 pg 230-234

Teachers guide pg 106-107

·        Gateway Agriculture revision paper 2 page 59-60

·        Golden tips agriculture page 108

·        Access secondary revision page 72

   
 

6

 

1

 

Forage Crops

 

Fodder crops

Disodium

Marigold

 

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

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

·        Describe the production of marigold under ecological requirements and utilization

 

·        Describing the field production of disodium and marigold

 

·        Students book

·        Specimens of fodder crops

·        Photographs of fodder crops

·        School farm

 

·        KLB secondary Agriculture form 3 pg 295-297

·        Longhorn secondary Agriculture form 3 pg 247-248

Teachers guide pg 108

·        Golden tips agriculture page 112

·        Access secondary revision page 77

 

 

   
   

2

 

Forage Crops

 

Agroforestry

 

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

·        Describe agroforestry under ecological requirement, management and utilization

 

·        Describing agro forestry tree/bushes

·        Asking and answering questions

·        Note making

 

·        Student’s book

·        Specimens of fodder crops

·        Photographs of forage crops

·        School farm

 

·        KLB secondary Agriculture form 3 pg 297-299

·        Longhorn secondary Agriculture form 3 pg 248-249

Teachers guide pg 108

·        Golden tips agriculture page 86,99

   
   

3-4

 

 

 

Forage Conservation

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

·        Define lay making

·        Describe silage making

·        Describe standing lay

 

·        Defining lay making

·        Describing the making of lay silage and standing lay

·        Asking and answering questions

·        Drawing diagrams

 

·        Tools used

·        School farm

·        Specimens of lay

·        Silage

·        School farm

·        Diagrams in the students book

 

·        Longhorn secondary Agriculture form 3 pg 250-253

Teachers guide pg 114-116

·        Gateway Agriculture revision paper 2 page 66-67

·        Golden tips agriculture page 112-113

   
 

7

 

1

 

Health Livestock Diseases (III)

 

Terms used in livestock diseases

Protozoan diseases

E.C.F (East Coast Fever)

 

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

·        Define terms used in livestock diseases

·        Describe cause symptoms and control

 

·        Defining terms

·        Describing the East Coast Fever

·        Asking and answering questions

·        Note making

 

·        School farms

·        Photographs of animals with the disease

·        Diagrams in the students book

·        Cattle dip

 

·        KLB secondary Agriculture form 3 pg 308-312

·        Longhorn secondary Agriculture form 3 pg 114-116

Teachers guide pg 106-107

·        Gateway Agriculture revision paper 2 page 66-67

 

 

   
   

2

   

Anaplasmosis

 

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

·        Describe the cause, symptoms and control of anaplasmosis

 

·        Describing anaplasmosis

 

·        School farm

·        Photograph of animal with the disease

·        Diagrams in the students book

·        Students book

 

·        KLB secondary Agriculture form 3 pg 312

·        Longhorn secondary Agriculture form 3 pg 256-257

Teachers guide pg 114-116

·        Gateway Agriculture revision paper 2 page 66-67

·        Golden tips agriculture page 316

·        Access secondary revision page 204

   
   

3

 

Livestock diseases

 

Protozoan diseases

Coccidiosis

 

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

·        Describe cause, symptoms and control of coccidiosisis

 

·        Describing coccidiosisis

·        Note making

·        Asking and answering questions

 

·        Photographs of animals with the disease

·        School farm

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 312-313

·        Longhorn secondary Agriculture form 3 pg 257-258

Teachers guide pg 114-116

·        Gateway Agriculture revision paper 2 page 66-67

·        Golden tips agriculture page 316

·        Access secondary revision page 204

   
   

4

   

Tryponosomiasis

 

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

·        Describe cause, symptoms and control of Trypanosomiasis

 

·        Describing trypanosomiasis

·        Note taking

·        Asking and answering questions

 

·        Photographs of animals with the disease

·        School farm

·        Diagrams in the students book

 

 

·        KLB secondary Agriculture form 3 pg 314

·        Longhorn secondary Agriculture form 3 pg 257-258

Teachers guide pg 114-116

·        Gateway Agriculture revision paper 2 page 66-67

·        Golden tips agriculture page 317

·        Access secondary revision page 204-205

   
 

8

 

1

   

Bacteria diseases

Fowl typhoid

 

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

·        Describe cause, symptoms and control of fowl typhoid

 

·        Describing fowl typhoid

·        Note making

·        Answering and asking questions

 

·        Farm

·        Photographs of the affected animals

·        Diagrams in the students books

·        School farm

 

·        KLB secondary Agriculture form 3 pg 317-318

·        Longhorn secondary Agriculture form 3 pg 259-260

Teachers guide pg 116-117

·        Gateway Agriculture revision paper 2 page 67-71

 

   
   

2

   

Foot rot

 

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

·        Describe cause, symptoms and control of foot rot

 

·        Describing foot rot

·        Disease

·        Note making

·        Asking and answering questions

 

·        School farm

·        Students book

·        Photographs of animal affected

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 318-319

·        Longhorn secondary Agriculture form 3 pg 260-261

Teachers guide pg 116-117

·        Gateway Agriculture revision paper 2 page 67-71

·        Access secondary revision page 205-206

   
   

3

 

Livestock Health (III) diseases

 

Bacterial diseases

Contagious abortion

 

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

·        Describe the causes, symptoms and control of contagious abortion

 

·        Describing contagious abortion

·        Note making

 

·        Photographs of affected students book

·        Farm (Livestock)

·        School farm

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 319-320

·        Longhorn secondary Agriculture form 3 pg 261-262

Teachers guide pg 116-117

·        Gateway Agriculture revision paper 2 page 67-71

·        Access secondary revision page 206

   
   

4

   

scours

 

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

·        Describe the causes, symptoms and the control of scours

 

·        Describing scours

·        Note taking

·        Asking and answering questions

 

·        Photographs of animals with the disease

·        Students book

·        Farm (Livestock)

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 320-321

·        Longhorn secondary Agriculture form 3 pg 261-262

Teachers guide pg 116-117

·        Gateway Agriculture revision paper 2 page 314

·        Access secondary revision page 206-207

   
 

9

 

1

   

Bacterial Black quarter

Mastitis

 

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

·        Describe the cause, symptoms and control of mastitis

·        Describe the cause, symptoms and control of black quarter

 

·        Describing the mastitis

·        Describing the black quarter

·        Note making

·        drawings

 

·        school farm

·        diagrams in the students book

·        Photographs of affected animals

·        Students book

 

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

·        Longhorn secondary Agriculture form 3 pg 263-264

Teachers guide pg 116-117

·        Golden tips agriculture page 314

·        Access secondary revision page 207

   
   

2

   

Anthrax Pneumonia

 

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

·        Describe cause, symptoms and control of anthrax

·        Describe cause, symptoms and control of pneumonia

 

·        Describing the Anthrax

·        Describing the pneumonia

·        Asking and answering questions

 

·        Photographs of animal with the disease

·        School farm

·        Livestock farm

·        Diagrams on the students books

 

·        KLB secondary Agriculture form 3 pg 312

·        Longhorn secondary Agriculture form 3 pg 256-257

Teachers guide pg 116-117

·        Gateway Agriculture revision paper 2 page 67-71

·        Golden tips agriculture page 314

·        Access secondary revision page 208-209

   
   

3-4

 

Livestock Diseases

 

Viral Diseases

Foot & Mouth

Rinderpest

 

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

·        Describe cause, symptom and control of foot and mouth

·        Describe cause, symptom and control of Rinderpest

 

·        Describing foot and mouth and Rinderpest

·        Asking and answering questions

·        Note making

 

·        Photographs  of the animal with the disease

·        Students book

·        Chalk board

·        School farm

·        Livestock farm

·        Diagrams in the students book

·        Charts

 

·        KLB secondary Agriculture form 3 pg 325-326

·        Longhorn secondary Agriculture form 3 pg 267-269

Teachers guide pg 116-117

·        Gateway Agriculture revision paper 2 page 71-74

·        Access secondary revision page 209-210

   
 

10

 

1

   

New castle

 

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

·        Describe cause, symptoms and control a new castle

 

·        Describing new castle

·        Asking and answering questions

 

·        Photographs of animal with the disease

·        School farm

·        Livestock farm

·        Diagrams in the students book

 

·        KLB secondary Agriculture form 3 pg 326-327

·        Longhorn secondary Agriculture form 3 pg 269-270

Teachers guide pg 117-118

·        Gateway Agriculture revision paper 2 page 71-74

·        Golden tips agriculture page 316

·        Access secondary revision page 210

   
   

2

   

Fowl Pox

 

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

·        Describe cause, symptoms and control of fowl pox

 

·        Describing fowl pox disease

·        Asking and answering questions

 

·        Livestock farm

·        School farms

·        Students book

·        Photographs of the affected animal

 

·        KLB secondary Agriculture form 3 pg 327-329

·        Longhorn secondary Agriculture form 3 pg 269-270

Teachers guide pg 117-118

·        Golden tips agriculture page 315

·        Access secondary revision page 211

   
   

3

   

Gumboro

 

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

·        Describe cause, symptoms and control of Gumboro

 

·        Describing Gumboro

·        Asking and answering questions

·        Note making

 

·        Photograph of affected animal

·        Livestock farm

·        School farm

·        Students book

 

·        KLB secondary Agriculture form 3 pg 329

·        Longhorn secondary Agriculture form 3 pg 271-272

Teachers guide pg 117-118

·        Golden tips agriculture page 315

·        Access secondary revision page 211

   
   

4

 

Livestock Diseases

 

African Swine Fever

 

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

·        Describe cause, symptom and control of African Swine Fever

 

·        Describing African Swine Fever

·        Note taking

·        Asking and answering questions

 

·        Photograph of animals with the disease

·        Diagrams in the students book

·        School farm

·        Livestock farm

 

·        KLB secondary Agriculture form 3 pg 330-332

·        Longhorn secondary Agriculture form 3 pg 272-273

Teachers guide pg 118-119

·        Gateway Agriculture revision paper 2 page 66-67

·        Golden tips agriculture page 317

·        Access secondary revision page 212

   
 

11

 

1

   

Nutritional disorders

Milk fever

 

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

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

 

·        Describing milk fever

·        Note making

·        Asking and answering questions

 

·        Photographs of animals with the disease

·        Diagrams in the students book

·        School farm

·        Livestock farm

 

·        KLB secondary Agriculture form 3 pg 330-332

·        Longhorn secondary Agriculture form 3 pg 272-273

Teachers guide pg 118-119

·        Gateway Agriculture revision paper 2 page 66-67

·        Golden tips agriculture page 317

·        Access secondary revision page 212

   
   

2

   

Bloat

 

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

·        Describe the cause, symptom and the control of bloat

 

·        Describing bloat diseases

·        Drawing the process of control using surgical means

·        Asking and answering questions

 

·        Troca and canular

·        Photographs of the animals with the disease

·        Diagrams in the students book

·        School farm

 

·        KLB secondary Agriculture form 3 pg 332-333

·        Longhorn secondary Agriculture form 3 pg 272-273

Teachers guide pg 118-119

·        Gateway Agriculture revision paper 2 page 66-67

·        Golden tips agriculture page 317

·        Access secondary revision page 212

   
REVISION  
 

 

 

 

 

 

 
 

AGRICULTURE  FORM 4 SCHEMES OF WORK – TERM 1

 
 

1

 

1

 

Livestock production (V) poultry

 

Parts of an egg

 

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

·        Identify the various parts of an egg

·        Explain the functions of each part of an egg

 

·        Identifying the parts of an egg

·        Explaining the functions of each part of an egg

·        Note making

·        Illustrations

·        Asking and answering questions

 

·        Text books

·        Labeled diagram of internal structure of an egg

·        Boiled egg

 

·        KLB secondary Agriculture form 4 pg 1-3

·        Longhorn secondary Agriculture form 4 pg 1-2

Teachers guide pg 114-116

·        Gateway Agriculture revision paper 2 page 39

·        Golden tips agriculture page 303-304

   
   

2

 

Livestock production (V) poultry

 

Natural incubation

 

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

·        Describe natural incubation

·        State the advantages and disadvantages of natural incubation

 

·        Describing natural incubation

·        Stating the advantages and disadvantages of natural incubation

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Text books

·        A diagram illustrating natural incubation

·        An egg

·        Realic of nesting box

 

·        KLB secondary Agriculture form 4 pg 1-3

·        Longhorn secondary Agriculture form 4 pg 1-2

Teachers guide pg 114-116

·        Gateway Agriculture revision paper 2 page 39

·        Golden tips agriculture page 303-304

   
  3-4 Livestock production (V) Poultry  

Artificial incubation

 

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

·        Outline the conditions necessary for artificial incubation

·        Describe the management of an incubator

·        State the advantages and disadvantages of artificial incubation

 

·        Outline the conditions necessary for artificial incubation

·        Description

·        Stating the advantages and disadvantages of artificial incubation

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Text books

·        Diagrams illustrating  the structure of an artificial incubator

·        Realic of an artificial incubator

·        An egg

 

 

 

·        KLB secondary Agriculture form 4 pg 7-9

·        Longhorn secondary Agriculture form 4 pg 5-6

Teachers guide pg 114-116

·        Gateway Agriculture revision paper 2 page 411

·        Golden tips agriculture page 305

   
 

2

 

1

 

Livestock Production (V) poultry

 

Natural Brooding

 

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

·        Define the term brooding

·        Describe natural brooding

 

·        Defining and describing natural brooding

·        Note making

·        Asking and answering questions

·        illustration

 

·        text books

·        diagram of broody hen

·        Realia of a broody hen

·        samples of chicken variety

 

·        KLB secondary Agriculture form 4 pg 9

·        Longhorn secondary Agriculture form 4 pg 7

Teachers guide pg 114-116

·        Gateway Agriculture revision paper 2 page 41-42

·        Golden tips agriculture page 305-306

   
   

2

 

Livestock Production (V) Poultry

 

Artificial Brooding

 

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

·        Explain artificial brooding

·        Identify the requirements in an artificial brooder

 

·        Explanation of artificial brooding

·        Identification of the artificial brooding requirements

·        Note making

·        Illustration

·        Asking and answering questions

 

·        Text books

·        Diagrams of a brooder

·        Realia of a brooder in a chicken

 

·        KLB secondary Agriculture form 4 pg 10-13

·        Longhorn secondary Agriculture form 4 pg 8-10

·        Gateway Agriculture revision paper 2 page 42

·        Golden tips agriculture page 306

   
   

3 and

4

 

Livestock Production (V) Poultry

 

Recring  systems

Free range

Fold system

 

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

·        Describe free range on fold system

·        Outline the requirements of free range systems

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

 

·        Describing free range and fold system

·        Outline the requirements of free range

·        Stating the advantages and disadvantages of free range and fold

·        Asking and answering questions

 

·        Text books

·        Poultry Farm

·        Sample of chicken feed

·        Photographs

 

·        KLB secondary Agriculture form 4 pg 14-15

·        Longhorn secondary Agriculture form 4 pg 11-13

·        Gateway Agriculture revision paper 2 page 43

·        Golden tips agriculture page 306

   
 

3

 

1

 

 

Livestock Production (V) poultry

 

Rearing systems

Free range fold system

 

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

·        Describe free range on fold system

·        Outline the requirements of free range systems

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

 

·        Describing free range and fold system

·        Outline the requirements of free range

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

·        Illustration

·        Asking and answering questions

 

·        Text books

·        Poultry farm

·        Sample of chicken feed

·        photographs

 

·        KLB secondary Agriculture form 4 pg 16-18

·        Longhorn secondary Agriculture form 4 pg 12-13

·        Gateway Agriculture revision paper 2 page 43

·        Golden tips agriculture page 307

 

   
   

2

 

Livestock Production (V) Poultry

 

Rearing systems

Deep litter system

Battery cage system

 

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

·        Outline the requirements in deep litter system

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

 

·        Outlining the requirements of deep litter

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

·        Note making

·        Illustration

·        Asking and answering questions

 

·        Test books

·        School poultry farm

·        Sample of chicken feed

·        photographs

 

·        KLB secondary Agriculture form 4 pg 18-21

·        Longhorn secondary Agriculture form 4 pg 12-13

·        Gateway Agriculture revision paper 2 page 45

 

   
   

3

 

Livestock production (V) poultry

 

Stress in chicken

 

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

·        Define the term stress

·        Identify the causes of stress in chicken

·        State the control measures of stress in chicken

 

·        Identifying the causes of stress in chicken

·        Stating the control measures of stress in chicken

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Text books

·        Poultry farm

·        photographs

 

·        KLB secondary Agriculture form 4 pg 16-18

·        Longhorn secondary Agriculture form 4 pg 12-13

·        Gateway Agriculture revision paper 2 page 45

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

   
   

4

 

Livestock Production (V) poultry

 

Vices in chicken

 

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

·        Identify the kinds of vices in chicken

·        Identify the causes of such vices in chicken

·        State the control measures of vices in chicken

 

·        Identifying the vices in chicken

·        Identifying the causes of vices in chicken

·        State the control measures of vices in chicken

 

·        Text books

·        Poultry farm

·        Photos illustrating example of such vices

 

·        KLB secondary Agriculture form 4 pg 23-24

·        Longhorn secondary Agriculture form 4 pg 20-21

·        Gateway Agriculture revision paper 2 page 45

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

   
 

4

 

1

 

Livestock Production V Poultry

 

Marketing of poultry products

eggs

 

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

·        Describe the marketing of eggs

 

·        Describing the marketing of eggs

·        Note making

·        Illustration

·        Asking and answering question

 

·        Text books

·        Eggs

·        Poultry farm

·        store

 

·        KLB secondary Agriculture form 4 pg 24-25

·        Longhorn secondary Agriculture form 4 pg 22-23

·        Gateway Agriculture revision paper 2 page 46

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

   
   

2

 

Livestock production Poultry

 

Marketing of poultry production

Chicken meat

 

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

·        Describe the marketing of chicken meat

 

·        Describing the marketing of chicken meat

·        Note making

·        Illustration

·        Asking and answering questions

 

·        Text books

·        Poultry farm

·        photos

 

·        KLB secondary Agriculture form 4 pg 23-24

·        Longhorn secondary Agriculture form 4 pg 20-21

·        Gateway Agriculture revision paper 2 page 46

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

   
  3 and 4  

Livestock production VI (Cattle)

 

Raising of the young stock

 

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

·        Describe the feeding of a new born calf

·        Describe the preparation of artificial colostrums

·        State the importance of colostrums

 

·        Describing the feeding of a new calf

·        Describe the preparation of artificial colostrums

·        State the importance of colostrums

·        Illustrations

·        Note making

·        Asking and answering of questions

 

·        Text books

·        Dairy farm

·        Calf

·        Sample of artificial colostrums

 

·        KLB secondary Agriculture form 4 pg 23-24

·        Longhorn secondary Agriculture form 4 pg 20-21

·        Gateway Agriculture revision paper 2 page 45

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

   
5 1 Livestock Production VI (Cattle)  

Methods of calf rearing

 

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

·        Describe the natural and artificial methods of feeding a calf

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

 

·        Describing the methods of rearing

·        Stating the advantages and disadvantages of the methods of rearing

·        Illustrations

·        Note making

·        Asking and answering of questions

 

·        Text books

·        Dairy farm

·        Calf

·        Sample of artificial colostrum

·        KLB secondary Agriculture form 4 pg 29-30

·        Longhorn secondary Agriculture form 4 pg 26-28

·        Gateway Agriculture revision paper 2 page 48

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

   
   

2

 

Livestock Production (Cattle

 

Weaning of calves

 

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

·        discuss late weaning and early weaning programmes

 

·        Discussing both weaning and late weaning

·        Illustrating

·        Note making

·        Asking and answering questions

 

·        Text books

·        Dairy farm

·        Calf

·        Sample of colostrums

 

·        KLB secondary Agriculture form 4 pg 30-32

·        Longhorn secondary Agriculture form 4 pg 30-32

·        Gateway Agriculture revision paper 2 page 48

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

   
   

3 and 4

 

Livestock production VI (Cattle)

 

Calf housing

 

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

·        Identify the types of calf pens

·        Outline the requirements of calf pens

 

·        Identifying the types of calf pens

·        Outlining the requirements of calf pens

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Text books

·        Dairy farm

·        Calf pen

·        Diagrams and photos of calf pens

 

·        KLB secondary Agriculture form 4 pg 32-34

·        Longhorn secondary Agriculture form 4 pg 30-32

·        Gateway Agriculture revision paper 2 page 48

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

·        Top mark series Revision Agriculture pg 124

   
 

6

 

1

 

Livestock production VI (Cattle)

 

Routine management practices

 

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

·        Describe the various routine practices in managing a calf

 

·        Describing the routine management practices

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Text books

·        Dairy farm

·        Realize on some tools for calf managements

 

·        KLB secondary Agriculture form 4 pg 34-36

·        Longhorn secondary Agriculture form 4 pg 30-32

·        Gateway Agriculture revision paper 2 page 49

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

   
   

2

 

Livestock Production VI (Poultry)

 

Milk and milking

Factors affecting milk composition

Milk secreting and let down

 

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

·         explain the factors that affect milk composition

·         Illustrate milk secretion and milk let down

 

·        Explaining factors that affect milk composition

·        Illustrate milk secretion and milk let down

 

·        Text books

·        Milk sample

·        Diagram illustrating the udder

·        Milking equipment

 

·        KLB secondary Agriculture form 4 pg 36-40

·        Longhorn secondary Agriculture form 4 pg 32-38

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

·        Topmark series Revision Agriculture page 124-126

   
   

3 and 4

 

Livestock production VI (Poultry

 

Milk and milking

Clear milk production

Dry cow therapy

 

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

·        Describe clean milk production

·        Describe the milking procedure

·        Explain dry low therapy

 

·        Describing clean milk production

·        Describing the milking procedure

·        Explaining dry low therapy

·        Illustration

·        Note making

·        Asking and answering question

 

·        Text books

·        Milking equipment

·        Dairy farm

·        cow

 

·        KLB secondary Agriculture form 4 pg 40-46

·        Longhorn secondary Agriculture form 4 pg 32-38

·        Top mark series Agriculture Revision Pg 120

   
 

7

 

1

 

Livestock production VI (Cattle)

 

Marketing of milk and beef cattle

 

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

·        Discuss the marketing of milk

·        Discuss the marketing of Beef

 

·        Discussing the marketing of milk and beef

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Students text book

·        Milk products

·        Photographs

 

·        KLB secondary Agriculture form 4 pg 47-48

·        Longhorn secondary Agriculture form 4 pg 38-41

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

   
   

2

 

Farm power and machinery

 

Sources of power in the farm

·        Human power

·        Animal power

 

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

·        Describe animal power

·        Describe human power

·        Stating the advantages and disadvantages of animal power

 

·        Describing human and animal power

·        Illustration

·        Note making

·        Asking and answering questions

·        Stating the advantages and disadvantages of animal power

 

·        Text books

·        Photo of farm workers

·        An agricultural farm

 

·        KLB secondary Agriculture form 4 pg 50-51

·        Longhorn secondary Agriculture form 4 pg 42-45

·        Gateway Agriculture revision paper 2 page 48

·        Top Mark Series Agriculture Revision pg 139

   
   

3 and 4

 

Farm power and machinery

 

Sources of power in the farm

·        Wing power

·        Water power

 

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

·        Describe wind power

·        Describe water power

 

·        Describing wind and water power

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Text books

·        Diagrams of wind mill

 

·        KLB secondary Agriculture form 4 pg 50-51

·        Longhorn secondary Agriculture form 4 pg 42-45

·        Gateway Agriculture revision paper 2 page 77

·        Top Mark Series Agriculture Revision pg 139

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

   
 

8

 

1

 

 

Farm power and machinery

 

Sources of power in the farm

·        biogas

 

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

·        describe biogas wood and charcoal fuel

·        state the advantages of biogas charcoal and wood fuel

 

·        describing biogas wood and fuel

·        stating the advantages of biogas, charcoal and wood fuel

 

·        text books

·        wood and charcoal

·        biogas plant

·        photos

·        diagram of biogas digester

 

·        KLB secondary Agriculture form 4 pg 52-54

·        Longhorn secondary Agriculture form 4 pg 46-48

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

   
   

2

 

Farm power and machinery

 

Sources if power in the farm

Fossil fuels

Hydro-power

Geothermal power

 

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

·        Describe fossils fuels

·        Describe fossil fuels

·        Describe hydro-power

·        Describe geothermal power

 

·        Describing fossils fuels and hydro-electric power

·        Illustrations

·        Note making

·        Asking and answering questions

 

·        Text books

·        Photos of a geothermal station

 

·        Longhorn secondary Agriculture form 4 pg 46-48

·        Gateway Agriculture revision paper 2 page 71

·        Top Mark Series Agriculture Revision pg 139

 

   
   

3 and 4

 

Farm power and machinery

 

Sources of power in the

·        Nuclear power

·        Storage battery

·        Electrical power

 

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

·        Describe nuclear power

·        Describe storage battery

·        Describe solar power/radiation

·        Describe electrical power

 

·        Describing nuclear storage battery and solar power

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Text books

·        Storage battery

·        Photos of solar panels

 

·        KLB secondary Agriculture form 4 pg 54-55

·        Longhorn secondary Agriculture form 4 pg 51-52

·        Top Mark Series Agriculture Revision pg 401

 

   
 

9

 

1

 

Farm power and machinery

 

Tractor engine

 

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

·        Describe a four stroke cycle engine

·        Differentiate between a petrol engine and a diesel engine

 

·        Describing a four structure engine

·        Differentiating between dsel and petrol engine

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Text books

·        Models of engines

·         A tractor

·        photographs

 

·        KLB secondary Agriculture form 4 pg 56-61

·        Longhorn secondary Agriculture form 4 pg 53-56

·        Top Mark Series Agriculture Revision pg 140-141

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

   
   

2

 

Farm power and machine

 

Tractor engine

 

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

·        Describe a two stroke cycle engine

 

·        Describing a two stroke engine

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Text books

·        Models of engines

·        A tractor

·        photographs

 

·        KLB secondary Agriculture form 4 pg 61-63

·        Longhorn secondary Agriculture form 4 pg 57-58

·        Top Mark Series Agriculture Revision pg 141

 

   
   

3 and 4

 

Farm power and machinery

 

Systems of a tractor

Fuel system

Electrical system

 

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

·        Describe the fuel system

·        Describe the electrical system

·        Describe the maintenance of the fuel and electrical systems

 

·        Describing the fuel and electrical systems

·        Illustrations

·        Note making

·        Asking and answering questions

·        Describing the maintenance of the fuel and electrical systems

 

·        Text books

·        Models of engines

·        A tractor

·        photographs

 

·        KLB secondary Agriculture form 4 pg 63-69

·        Longhorn secondary Agriculture form 4 pg 60-62

·        Top Mark Series Agriculture Revision pg 141-142

 

   
 

10

 

1

 

Farm power and machinery

 

Systems of a tractor

Cooling systems

Lubricating system

 

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

·        Describe the coding and its maintenance

·        Describe the lubricating system and its maintenance

 

·        Describing the coolong and lubricating systems and their maintenance

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Text books

·        Models of engines

·        photographs

 

·        KLB secondary Agriculture form 4 pg 69-72

·        Longhorn secondary Agriculture form 4 pg 63-64

·        Top Mark Series Agriculture Revision pg 143-144

   
   

2

 

Farm power and machinery

 

Systems of a tractor

Transmission system

 

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

·        Describe the power transmission system

 

·        Describing the power transmission system

·        Note making

·        Illustration

·        Asking and answering questions

 

·        Text books

·        Models of engine

·        photographs

 

·        KLB secondary Agriculture form 4 pg 72-76

·        Longhorn secondary Agriculture form 4 pg 64-65

·        Top Mark Series Agriculture Revision pg 144

 

   
   

3 and 4

 

Farm power and machinery

 

Tractor servicing

Short term services

Long term services

 

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

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

 

·        Discussion the tractor maintenance Practices

·        Illustrations

·        Asking and answering questions

·        Note making

 

·        Text books

·        Models of engines

·        A tractor

·        photographs

 

·        KLB secondary Agriculture form 4 pg 76-77

·        Longhorn secondary Agriculture form 4 pg 65-66

·        Top Mark Series Agriculture Revision pg 144-145

 

   
PRE MOCK EXAMINATIONS  
 

 

 

 

 
 

AGRICULTURE  FORM 4 SCHEMES OF WORK – TERM 2

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

1

 

1

 

Farm power and Machinery

 

Farm implements

Tractor drawn implements

Disc plough

trailer

 

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

·        Outline the various methods of attachment

·        Describe a trailer and its maintenance

 

·        Outline the methods of attachment

·        Describing the trailer and its maintenance

·        Illustration

·        Note making

·        Asking and answering of questions

 

·        Text books

·        Photos illustrating the various implements

·        Agricultural farm

 

·        KLB secondary Agriculture form 4 pg 77-79

·        Longhorn secondary Agriculture form 4 pg 66-70

·        Gateway Agriculture revision paper 2 page 81

·        Top Mark Series Agriculture Revision pg 145

 

   
   

2

 

Farm Power and Machinery

 

Tractor drawn implements

Disc plough

Mould board plough

 

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

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

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

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

 

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

·        Stating the maintenance practices of disc and mould board plough

·        Stating the differences between a disc and mould board plough

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Text books

·        Photos illustrating a disc and mould board plough

·        An agricultural farm

 

·        KLB secondary Agriculture form 4 pg 79-82

·        Longhorn secondary Agriculture form 4 pg 73-77

·        Gateway Agriculture revision paper 2 page 81-82

·        Top Mark Series Agriculture Revision pg 145-148

 

   
   

3 and 4

 

Farm power and machinery

 

Tractor drawn implements

Harrows

Disc harrows

Spring time harrows

Spike tooth harrow

Sub soilers

 

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

·        Describe the various types of harrows and sub-soilers

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

 

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

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

·        Illustration

·        Asking and answering questions

·        Note making

 

·        Text books

·        Photos illustrating the harrows and sub-soiler

·        An agricultural farm

 

·        KLB secondary Agriculture form 4 pg 82-84

·        Longhorn secondary Agriculture form 4 pg 73-77

·        Gateway Agriculture revision paper 2 page 82

·        Top Mark Series Agriculture Revision pg 147-148

   
 

2

 

1

 

Farm power and machinery

 

Tractor drawn

Implements

Ridges

rotary tillers

 

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

·        Describe the ridges and rotary tillers

·        State the maintenance practices of the ridges and rotary tillers

 

·        Description of the ridgers and rotary tillers

·        Stating the maintenance practices of the ridges and rotary tiller

·        Illustrations

·        Not making

·        Asking and answering questions

 

·        Text books

·        Photos illustrating the ridges and rotary tillers

·        An agricultural farm

 

·        KLB secondary Agriculture form 4 pg 85

·        Longhorn secondary Agriculture form 4 pg 77-79

·        Gateway Agriculture revision paper 2 page 82

·        Top Mark Series Agriculture Revision pg 148-149

   
   

2

 

Farm power and machinery

 

·        Tractor drawn Implements

·        Mowers

·        Planters and seeders

 

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

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

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

 

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

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

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Text books

·        Photos

·        Illustrating the mowers and planters and seeders

·        An agricultural farm

 

·        KLB secondary Agriculture form 4 pg 85-88

·        Longhorn secondary Agriculture form 4 pg 79-81

·        Gateway Agriculture revision paper 2 page 83

·        Top Mark Series Agriculture Revision pg 149-151

 

   
   

3 and 4

 

Farm power and machinery

 

·        Tractor drawn implements

·        Cultivators and seeders

·        Sprayers

·        Harvesting machines

 

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

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

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

 

·        Describing the cultivators/seeders, sprayers and harvesting machines

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

·        Illustrations

·        Note making

·        Asking and answering questions

 

·        Text books

·        Photos illustrating the

·        Cultivators/seeder

·        Sprayers

·        Harvesting machines

·        An agricultural farm

 

·        KLB secondary Agriculture form 4 pg 88-90

·        Longhorn secondary Agriculture form 4 pg 81-82

·        Gateway Agriculture revision paper 2 page 84

·        Top Mark Series Agriculture Revision pg 149-151

 

   
 

3

 

1

 

Farm power and machinery

 

·        Animal drawn implements

·        Ox-drawn plough

·        Ox-line harrow

·        Ox-carts

·        Ox-ridger

 

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

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

·        State the maintenance practices of animal drawn implements

·        Identify the parts of an ox-drawn plough

 

·        Describing the animal drawn implements

·        Stating the maintenance of the animal drawn implements

·        Identifying the parts of an ox-drawn plough

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Text books

·        Photos illustrating the animal drawn implements

·        An agricultural farm

 

·        KLB secondary Agriculture form 4 pg 91-95

·        Longhorn secondary Agriculture form 4 pg 82-85

·        Gateway Agriculture revision paper 2 page 84-85

·        Top Mark Series Agriculture Revision pg 152-154

 

   
   

2

 

Agricultural economics (III) production economics

 

·        -nation income

·        GDP

·        GNP

·        Per capital income

 

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

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

·        Explain the terms GDP, GNP and per capital income

 

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

·        Explaining  – GDP, GNP, Per capital income

·        Illustrations

·        Note making

·        Questioning and answering

 

·        Text books

·        Chart containing formulae

·        Newspapers

·        Statistical abstractor

 

·        KLB secondary Agriculture form 4 pg 96-98

·        Longhorn secondary Agriculture form 4 pg 87-90

·        Gateway Agriculture revision paper 2 page 101-102

·        Top Mark Series Agriculture Revision pg 161

 

 

   
   

3 and 4

 

Agricultural Economics (III) productions economics

 

Factors of production

·        Land

·        labour

 

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

·        discuss land and labour and factors of production

·        to explain how land and labour affect production

 

·        Discussing land and labour as factors of production

·        Explanation of how land and labour affect production

·        Illustrations

·        Note making

·        Questioning and answering

 

·        Text books

·        Newspapers

·        Statistical abstracts

 

·        KLB secondary Agriculture form 4 pg 99-102

·        Longhorn secondary Agriculture form 4 pg 92-94

·        Gateway Agriculture revision paper 2 page 102

·        Top Mark Series Agriculture Revision pg 161-162

 

   
 

4

 

1

 

Agricultural Economics (III) production economics

 

Factors of production

·        Capital

·        The management

 

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

·        Discuss capital and management as factors of production

·        Explain how capital and management affect production

 

·        Discussion of capital and management factors of production

·        Explanation of how capital and management affect production

·        Illustrations

·        Note making

·        Questioning and answering

 

·        Text books

·        News papers

·        Statistical abstracts

 

·        KLB secondary Agriculture form 4 pg 102-104

·        Longhorn secondary Agriculture form 4 pg 94-96

·        Gateway Agriculture revision paper 2 page 103

·        Top Mark Series Agriculture Revision pg 162

   
   

2

 

Agricultural economics (III) production economics

 

The production function

 

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

·        Define production function

·        Identify the types of production function

·        Describe the types of production function

 

·        Defining production function

·        Identifying the types of production functions

·        Describing the types of production functions

·        Illustrating

·        Asking and answering of questions

 

·        Text books

·        Graphs of various production functions

·        Tables of various production functions

 

·        KLB secondary Agriculture form 4 pg 104-111

·        Longhorn secondary Agriculture form 4 pg 96-99

·        Gateway Agriculture revision paper 2 page 103

·        Top Mark Series Agriculture Revision pg 162-163

 

   
   

3 and 4

 

Agricultural Economics (II) production economics

 

Economic laws and principles

Law of diminishing rations

 

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

·        State the law of diminishing returns

·        Explain how it affects agricultural production

 

·        Stating the law of diminishing return

·        Explanation of how the law affects agricultural production

·        Illustration

·        Questioning and answering

 

·        Text books

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

·        Tables on production under this law

 

·        KLB secondary Agriculture form 4 pg 111-115

·        Longhorn secondary Agriculture form 4 pg 100-102

·        Gateway Agriculture revision paper 2 page 103

·        Top Mark Series Agriculture Revision pg 163

   
 

5

 

1

 

Agricultural economics (II) production economics

 

Economic law and principles

Law of substitution

 

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

·        State the law of substitution

·        Explain how law of substitution affects Agricultural productions

 

·        Stating the law of substitution

·        Explanation of how the law affects agricultural production

·        Illustration

·        Asking and answering questions

 

·        Text books

·        Charts

·        Statistical abstracts

 

·        KLB secondary Agriculture form 4 pg 115-117

·        Longhorn secondary Agriculture form 4 pg 102-103

·        Gateway Agriculture revision paper 2 page 103

·        Top Mark Series Agriculture Revision pg 163

   
   

2

 

Agricultural economics (III) production economics

 

Economic law and principles

·        Law of equimarginal returns

 

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

·        State the law of equimarignal returns

·        Explain how the law of equimarginal returns affects production

 

·        Stating the law of equimarginal returns

·        Explaining how the law affects production

·        Illustration

·        Questioning and answering

 

·        Text books

·        Charts

·        Statistical abstracts

 

·        KLB secondary Agriculture form 4 pg 117

·        Longhorn secondary Agriculture form 4 pg 104-105

·        Gateway Agriculture revision paper 2 page 104

·        Top Mark Series Agriculture Revision pg 164

   
   

3 and 4

 

Agricultural Economics (III) production economics

 

Principle of profit maximization

 

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

·        State the principle of profit maximization

·        Describe various types of costs

·        Explain the concept of revenue

 

·        Stating the principle of profit maximization

·        Describe the various types of costs

·        Explanation of the concept of revenue

·        Illustration

·        Questioning and answering

 

·        Text books

·        Tables on revenues

·        Charts on revenue

·        Statistical abstracts

 

·        KLB secondary Agriculture form 4 pg 117-121

·        Longhorn secondary Agriculture form 4 pg 105

·        Gateway Agriculture revision paper 2 page 104

·        Top Mark Series Agriculture Revision pg 164-165

   
 

6

 

1

 

Agricultural economics (II) Production economics

 

Farm planning

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

·        Explain the factors to consider in drawing a farm planning

·        Outline steps in making a farm plan

 

·        Explaining the factor to consider when drawing a farm plan

·        Outlining the steps in making a farm plan

·        Illustration

·        Questioning and answering

 

·        Text books

·        Charts

·        Statistical abstracts

 

·        KLB secondary Agriculture form 4 pg 121-123

·        Longhorn secondary Agriculture form 4 pg 108-109

·        Gateway Agriculture revision paper 2 page 104

·        Top Mark Series Agriculture Revision pg 165

   
   

2

 

Agricultural Economics (III) production economics

 

Farm budgeting

 

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

·        Define farm budgeting

·        State the importance of farm budgeting

 

·        Definition of farm budgeting

·        Stating the importance of farm budgeting

·        Illustration

·        Note making

·        Questioning and answering

 

·        Text books

·        Farm records

·        Ag agricultural farm

 

·        KLB secondary Agriculture form 4 pg 123-127

·        Longhorn secondary Agriculture form 4 pg 110-112

·        Gateway Agriculture revision paper 2 page 104

·        Top Mark Series Agriculture Revision pg 165

   
   

3 and 4

 

Agricultural economics (III) production economics

 

Farm budgeting

 

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

·        Describe the types of budgeting in agriculture

 

·        Description of the types of budgeting

·        Illustration

·        Note making

·        Question and answering

 

·        Text books

·        Farm records

·        An agricultural farm

 

·        KLB secondary Agriculture form 4 pg 123-127

·        Longhorn secondary Agriculture form 4 pg 110-112

·        Gateway Agriculture revision paper 2 page 104

 

   
 

7

 

1

 

Agricultural Economics (III) Production economics

 

·        Agricultural support services available to the farmer

·        Extension and training

·        Banking

·        Credit services

·        Agricultural Research

·        marketing

 

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

·        explain the agricultural support services available to the farmers

·        extension and training

·        banking

·        credit

·        AI services

·        Agricultural research

·        marketing

 

·        Explanation of the Agricultural support services available to the farmer

·        Illustrations

·        Note making

·        Questioning and answering

 

·        Text books

·        Farm record

·        An agricultural farm

 

·        KLB secondary Agriculture form 4 pg 112-132

·        Longhorn secondary Agriculture form 4 pg 112-114

·        Gateway Agriculture revision paper 2 page 105-106

·        Top Mark Series Agriculture Revision pg 165-166

 

 

   
   

2

 

Agricultural Economics (III) production economics

 

Agricultural support services available to the farmers

Veterinary services

Farm input supplies

Tractor hive services

 

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

·        Explain the Agricultural support services available to a farmer

·        Veterinary services

·        Farm input supplies

·        Tractor hive services

 

·        Explanation of the Agricultural support services available to a farmer

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Text books

·        Farm records

·        An agricultural farm

 

·        KLB secondary Agriculture form 4 pg 133-134

·        Longhorn secondary Agriculture form 4 pg 110-112

·        Gateway Agriculture revision paper 2 page 104

·        Top Mark Series Agriculture Revision pg 166-167

   
  3 and 4  

Agricultural economics (IV) farm accounts

 

Risks and uncertainties in farming

 

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

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

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

 

·        Identification of the types of risk and uncertainties

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

·        Illustration

·        Note making

·        Questioning and answering

 

·        charts

·        Text books

·        Financial documents

·        An agricultural farm

 

·        KLB secondary Agriculture form 4 pg 134-136

·        Longhorn secondary Agriculture form 4 pg 116-119

·        Gateway Agriculture revision paper 2 page 106

·        Top Mark Series Agriculture Revision pg 166-167

   
 

8

 

1

 

Agricultural economics (IV) farm accounts

 

·        Importance of keeping farm accounts

·        Type of farm accounts

 

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

·        State the importance of keeping farm accounts

·        Identify the types of farm accounts

 

·        Stating the importance of keeping farm records

·        Identification of the types of farm accounts

·        Illustration

·        A sample of financial documents

·        charts

 

·        charts

·        Text books

·        Financial documents

·        An agricultural farm

 

·        KLB secondary Agriculture form 4 pg 139

·        Longhorn secondary Agriculture form 4 pg 121

·        Gateway Agriculture revision paper 2 page 108

·        Top Mark Series Agriculture Revision pg 168

   
   

2

 

Agricultural economics (IV) farm accounts

 

Financial statements

Invoice

Statement of accounts

 

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

·        Describe an invoice and a statement of account

·        Distinguish between invoice and a statement of account

 

·        Distinguishing an invoice and a statement of account

·        Describing an invoice and a statement of accounts

·        Note making

·        Questioning and answering

 

 

·        Text books

·        An invoice

·        An agricultural firm

·        A chart

 

·        KLB secondary Agriculture form 4 pg 140-141

·        Longhorn secondary Agriculture form 4 pg 122-124

·        Gateway Agriculture revision paper 2 page 108

·        Top Mark Series Agriculture Revision pg 168

   
   

3 and 4

 

Agricultural economics (IV) farm accounts

 

·        Receipts

·        Delivery note

·        Purchase order

 

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

·        Describe a receipt, delivery note and purchase order

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

 

·        Description of a receipt delivery note and a purchase order

·        Distinguish the three documents

·        Illustrations

·        Note making

·        Questioning and answering

 

·        Text books

·        A receipt

·        A railway note

·        A purchase order

·        An agricultural farm

 

·        KLB secondary Agriculture form 4 pg 141-145

·        Longhorn secondary Agriculture form 4 pg 124-125

·        Gateway Agriculture revision paper 2 page 108

·        Top Mark Series Agriculture Revision pg 168-169

   
 

9

 

1

 

Agricultural Economics (iV) Farm accounts

 

Books of accounts

·        Cash book

·        inventory

 

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

·        identify the cash book and the inventory

·        state the uses of cash book and the inventory

 

·        identification of the cash book and the inventory

·        stating the uses of the cash book and the inventory

·        note making

·        illustration

·        questioning and answering

 

·        Text books

·        A cash account

·        An inventory

·        Charts

 

·        KLB secondary Agriculture form 4 pg 146-150

·        Longhorn secondary Agriculture form 4 pg 125-127

·        Gateway Agriculture revision paper 2 page 109

·        Top Mark Series Agriculture Revision pg 169

   
   

2

 

Agricultural Economics (IV) farm accounts

 

Books of Accounts

·        Journal

·        ledger

 

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

·        describe the journal and ledger

·        state the uses of a journal and ledger

 

·        description of the ledger and journal

·        stating the uses of the ledger and journal

·        illustration

·        questioning and answering

 

·        Text books

·         A ledger account page

·        A journal

·        Charts

 

·        KLB secondary Agriculture form 4 pg 150-153

·        Longhorn secondary Agriculture form 4 pg 127-129

·        Gateway Agriculture revision paper 2 page 109

·        Top Mark Series Agriculture Revision pg 169

   
   

3

 

Agricultural Economics (IV) farm accounts

 

Financial statements

·        Balance sheet

 

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

·        Analyses and prepare a balance sheet

 

·        Analyzing and preparing a balance sheet

·        Illustration

·        Questioning and answering

·        Note taking

·        Explanation

 

·        Text books

·        Charts

·        Format of balance sheet

·        A  balance sheet

 

·        KLB secondary Agriculture form 4 pg 154-157

·        Longhorn secondary Agriculture form 4 pg 124-125

·        Gateway Agriculture revision paper 2 page 109-111

·        Top Mark Series Agriculture Revision pg 169

   
 

10

 

1

 

Agricultural economics (IV) farm accounts

 

·        Financial statements

·        Profit and loss account

 

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

·        Analyse and prepare a profit and loss account

 

·        Analyzing and preparing profit and loss account

·        Note making

·        Explanation

·        Illustration

·        Questioning and answering

 

·        Text books

·        Charts

·        A format of profit and loss account

·        A profit and loss account

 

·        KLB secondary Agriculture form 4 pg 157-159

·        Longhorn secondary Agriculture form 4 pg 132-133

·        Gateway Agriculture revision paper 2 page 109-111

·        Top Mark Series Agriculture Revision pg 169

   
   

2

 

Agricultural economics (IV) farm accounts

 

Financial statements

Cash analysis

 

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

·        Analyses and prepare a cash analysis

 

·        Analyzing and preparing cash analysis

·        Explanation

·        Illustration

·        Note making

·        Questioning and answering

 

·        Text books

·        Charts

·        A cash analysis

 

·        KLB secondary Agriculture form 4 pg 159-162

·        Longhorn secondary Agriculture form 4 pg 133-135

·        Gateway Agriculture revision paper 2 page 111

·        Top Mark Series Agriculture Revision pg 169

   
MOCK EXAWMINATIONS  
 

 

 
 

 

AGRICULTURE  FORM 4 SCHEMES OF WORK – TERM 3

 
 

1

 

1

 

Agricultural Economics (V)

Agricultural marketing and organization

 

Market and marketing

 

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

·        Define marketing and market

·        Identify the types of markets

·        Describe the various types of markets available

 

·        Definition of market and marketing

·        Identification of the types of markets

·        Description of the various types

·        Note taking

·        Asking and answering questions

·        Illustrations

 

·        Text books

·        Charts

·        Local markets

 

·        KLB secondary Agriculture form 4 pg 137-138

·        Longhorn secondary Agriculture form 4 pg 164-166

·        Gateway Agriculture revision paper 2 page 109-111

·        Top Mark Series Agriculture Revision pg 173

   
   

2

 

Agricultural Economics (V)

Agricultural marketing and organization

 

Demand, supply and price theory

demand

 

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

·        Define demand

·        State the law of demand

·        Explain the factors influencing demand for a commodity

 

·        Define demand

·        Stating the law of demand

·        Explaining the factors influencing demand

·        Note taking

·        Asking and answering questions

·        illustration

 

·        Text books

·        Charts

·        A local market

·        Tables

·        Graphs

 

·        KLB secondary Agriculture form 4 pg 166-169

·        Longhorn secondary Agriculture form 4 pg 139-141

·        Gateway Agriculture revision paper 2 page 114

·        Top Mark Series Agriculture Revision pg 174

   
   

3 and 4

 

Agricultural Economics (V)

Agricultural marketing and organization

 

 

Elasticity of Demand (ED)

 

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

·        Describe elasticity of demand

·        Explain the factors influencing elasticity of demand

 

·        Description ofelasticity

·        Explanation of the factors that influencing elasticity of demand

·        Illustration

·        Note making

·        Questioning and answering

 

·        Text book

·        Local market

·        Tables

·        Graphs

 

·        KLB secondary Agriculture form 4 pg 170-174

·        Longhorn secondary Agriculture form 4 pg 140-144

·        Gateway Agriculture revision paper 2 page 114

·        Top Mark Series Agriculture Revision pg 174

 

   
 

2

 

1

 

Agricultural Economics (V)

Agricultural marketing and organization

 

Supply

 

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

·        Define supply

·        State the law of supply

·        Explain the factors influencing supply of a commodity

 

·        Definition of supply

·        Explanation

·        Stating the law of supply

·        Illustration

·        Note making

·        Questioning and answering

 

·        Text book

·        A local market

·        Charts

·        Tables

·        Graphs

 

·        KLB secondary Agriculture form 4 pg 174-177

·        Longhorn secondary Agriculture form 4 pg 144-145

·        Gateway Agriculture revision paper 2 page 115

·        Top Mark Series Agriculture Revision pg 174-175

 

   
   

2

 

Agricultural Economics (V)

Agricultural marketing and organization

 

 

Elasticity of Supply (ES)

 

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

·        Describe elasticity of supply

 

·        Description of elasticity of supply

·        Explanation

·        Illustration

·        Note making

·        Asking and answering questions

 

·        Text books

·        A  local market

·        Tables

·        Graph charts

 

·        KLB secondary Agriculture form 4 pg 177-178

·        Longhorn secondary Agriculture form 4 pg 145-149

·        Gateway Agriculture revision paper 2 page 115

·        Top Mark Series Agriculture Revision pg 17

   
   

3 and 4

 

Agricultural economics (V)

Agricultural marketing and organization

 

Price Theory

 

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

·        Define the term price

·        Discuss the determination of market prices

 

·        Definition of the term price

·        Discussion of the market price determination

·        Illustrations

·        Note taking

·        Questioning and answering

 

·        Text books

·        A local market

·        Tables

·        graphs

 

·        KLB secondary Agriculture form 4 pg 178-179

·        Longhorn secondary Agriculture form 4 pg 149-150

·        Gateway Agriculture revision paper 2 page 115

·        Top Mark Series Agriculture Revision pg 175

   
 

3

 

1

 

Agricultural Economics (V)

Agricultural marketing and organization

 

Price control

 

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

·        Describe price control

·        Illustrate the price control graphically

 

·        Description of price control

·        Illustration of price control graphically

·        Note taking

·        Asking and answering questions

 

·        Text books

·        A local market

·        Tales

·        Graphs

·        charts

 

·        KLB secondary Agriculture form 4 pg 178-179

·        Longhorn secondary Agriculture form 4 pg 149-150

·        Gateway Agriculture revision paper 2 page 115

·        Top Mark Series Agriculture Revision pg 175

   
   

2

Agricultural Economics (V)

Agricultural marketing and organization

 

·        Marketing

·        Marketing functions

 

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

·        Define the term marketing

·        Identify the meaning of the term marketing functions

·        Discuss the various marketing functions

 

·        Discussion

·        Defining marketing

·        Explanations

·        Illustration

·        Note making

·        Questioning and answering

 

·        Text books

·        Charts

·        A local market

 

·        KLB secondary Agriculture form 4 pg 186-189

·        Longhorn secondary Agriculture form 4 pg 153-156

·        Gateway Agriculture revision paper 2 page 116

·        Top Mark Series Agriculture Revision pg 176

   
 

4

 

1

Agricultural Economics (V)

Agricultural marketing and organization

 

Agricultural organizations

 

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

·        Describe agricultural organizations

·        List the various agricultural organizations

·        List the functions of the various organizations

 

·        Description

·        Listing the agricultural organization

·        Listing functions of the organization

·        Illustration

·        Note taking

·        Asking and answering questions

 

·        Text books

·        Charts

·        A local market

 

·        KLB secondary Agriculture form 4 pg 189-192

·        Longhorn secondary Agriculture form 4 pg 157-159

·        Gateway Agriculture revision paper 2 page 92-94

·        Top Mark Series Agriculture Revision pg 176

   
   

2

Agricultural Economics (V)

Agricultural marketing and organization

 

Co-operative societies

 

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

·        Define a co-operative

·        Describe the formation of a co-operative

·        Outline the principles of co-operatives

·        Give the types of co-operative societies

·        State the functions of farmers co-operative societies

 

·        Defining a co-operative

·        Description

·        Outlining principles of a co-operative

·        Giving types of co-operatives

·        Stating the functions of a co-operative

 

·        Text books

·        Local market

·        Wall charts

 

·        KLB secondary Agriculture form 4 pg 192-195

·        Longhorn secondary Agriculture form 4 pg 159-162

·        Gateway Agriculture revision paper 2 page 117

·        Top Mark Series Agriculture Revision pg 176-177

   
   

3 and 4

 

Agricultural Economics (V)

Agricultural marketing and organization

 

Association and unions

 

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

·        List the various agricultural union

·        State the roles of agricultural unions

 

·        Listing the various unions

·        Stating their roles

·        Illustrations

·        Asking and answering questions

 

·        Text books

·        Farmers

·        Magazines

·        Wall charts

 

·        KLB secondary Agriculture form 4 pg 192-195

·        Longhorn secondary Agriculture form 4 pg 159-162

·        Gateway Agriculture revision paper 2 page 117

·        Top Mark Series Agriculture Revision pg 177

   
 

5

 

1

 

Agroforestry

 

·        Forms of Agro foresty

·        Importance of agroforestry

 

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

·        Define agroforestry

·        Describe the various forms of agroforestry

·        State the importance of agroforestry

 

·        Definition of agroforestry

·        Description

·        Stating the importance of agroforestry

·        Illustration

·        Note taking

·        Questioning and answering

 

·        Text books

·        Specimen of fees and shrubs

·        Charts

·        Photos

·        Agroforestry farm

 

·        KLB secondary Agriculture form 4 pg 200-203

·        Longhorn secondary Agriculture form 4 pg 166-168

·        Gateway Agriculture revision paper 2 page 139

·        Top Mark Series Agriculture Revision pg 22

 

   
   

2

 

Agroforestry

 

Tree nursery

 

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

·        List various types of tree nurseries

·        Describe the various types of tree nurseries

 

·        Listing the types of nurseries

·        Description

·        Note making

·        Illustration

·        Asking and answering questions

 

·        Text books

·        Nursery books

·        Nursery beds

·        Agroforestry farm

·        Charts

·        photos

 

·        KLB secondary Agriculture form 4 pg 203

·        Longhorn secondary Agriculture form 4 pg 168-170

·        Gateway Agriculture revision paper 2 page 100-101

·        Top Mark Series Agriculture Revision pg 23

   
   

3 and 4

 

Agroforestry

 

Nursery establishment and management

 

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

·        Discuss the establishment of tree nurseries

·        Describe the management of tree nurseries

 

·        Discussion

·        Description

·        Illustration

·        Note taking

·        Asking and answering questions

·        explanation

 

·        text books

·        garden tools

·        tree seedlings

·        charts

·        watering cans

·        nursery beds

 

·        KLB secondary Agriculture form 4 pg 203

·        Longhorn secondary Agriculture form 4 pg 168-170

·        Gateway Agriculture revision paper 2 page 100-101

·        Top Mark Series Agriculture Revision pg 23

 

   
 

6

 

1

 

Agroforestry

 

Care and management of trees

Agroforestry practices

 

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

·        Discuss the various care and management of trees

·        Discuss the various agroforestry practices

 

·        Discussion

·        Explanation

·        Illustration

·        Asking and answering questions

·        Note making

 

·        Text books

·        Nursery beds

·        Watering cans

·        Garden tools

·        Tree seedlings

·        charts

 

·        KLB secondary Agriculture form 4 pg 208-212

·        Longhorn secondary Agriculture form 4 pg 174-175

·        Gateway Agriculture revision paper 2 page 143

·        Top Mark Series Agriculture Revision pg 25-26

   
   

2

 

Agroforestry

 

·        Sites for agroforestry trees

·        Tree harvesting methods

 

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

·        Describe the sites for agroforestry trees

·        Discuss the various tree harvesting methods

 

·        Description

·        Discussion

·        Note making

·        Illustration

·        Question and answers methods

 

·        Text books

·        Nursery  beds

·        Watery cans

·        Garden tools

·        Tree seedlings

·        Charts

 

·        KLB secondary Agriculture form 4 pg 212-217

·        Longhorn secondary Agriculture form 4 pg 176-179

·        Gateway Agriculture revision paper 2 page 144

·        Top Mark Series Agriculture Revision pg 26-27

 

   
 

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

 

 

2025 FEASSA Games List of Champions

22nd Edition of FEASSA Games in Kakamega Kenya- 2025.

🏆List of Champions- Secondary Schools’ Teams.

⚽Soccer

🏆Girls: St. Noa (Uganda)🇺🇬

🏆Boys: Bukedea Comprehensive School (Uganda)🇺🇬

🏐Volleyball

🏆Girls: Kwanthanze (Kenya)🇰🇪

🏆Boys: Cheptil High (Kenya)🇰🇪

🏈Rugby 7’s

🏆Girls: Jinja SS (Uganda)🇺🇬

🏆Boys: St. Peter’s (Kenya)🇰🇪

🏉Rugby 15’s

🏆Boys: Kisii High School (Kenya)🇰🇪

🏑Hockey

🏆Girls: St. Joseph’s Girls, Kitale (Kenya)🇰🇪

🏆Boys: Kakungulu Memorial (Uganda)🇺🇬

🏀Basketball 3×3

🏆Girls: Ng’iya (Kenya)🇰🇪

🏆Boys: APE Rugunga (Rwanda)🇷🇼

🏀Basketball 5×5

🏆Girls: St. Noa (Uganda)🇺🇬

🏆Boys: ITS Kigali (Rwanda)🇷🇼

⚾Netball.

🏆St. Mary’s Kitende (Uganda)🇺🇬

🤾🤾‍♀️Handball.

🏆Girls: Moi Kamusinga (Kenya)🇰🇪

🏆Boys: Kimilili Boys High (Kenya)🇰🇪

🥇Overall Winners.

🇰🇪Team Kenya.

📹KSSSA Media Centre.

It has been exhirlating… Signing out, from Kakamega. See you at the next edition 🤚

Kagira Mixed Day Secondary School CBE Subjects, Pathways, Contacts, Location {Full Details}

Kagira Mixed Day Secondary School is a Mixed Day Public School that is located in Dagoretti Sub County – Nairobi County. For more information contact the school on 0714507847 or visit the school during normal working days and hours.

Exact location: It is a public School that is located at Dagoretti Subcounty in Nairobi County of Nairobi Region, Kenya.

Key Details about the school.

Country where found: Kenya.

Region: Nairobi

County: Nairobi.

Subcounty: Dagoretti

School Type/ Ownership: A Public School.

Nature os School/ CBE Level: Senior School (SS).

Category: Regular School

School’s Official Name:  Kagira Mixed Day Secondary School

Sex: Mixed School

School Cluster/ Level: Subcounty School at C4.

Accomodation Type: Day School

Knec Code:20405156

Subject Combinations Offered at Kagira Mixed Day Secondary School

View all available subject combinations at this school

SOCIAL SCIENCES

8
HUMANITIES & BUSINESS STUDIESCode: SS2019
Christian Religious Education,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2004
Geography,History & Citizenship,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2056
Advanced Mathematics,Business Studies,Geography
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2069
Christian Religious Education,Fasihi ya Kiswahili,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2109
Business Studies,Christian Religious Education,Fasihi ya Kiswahili
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2025
Business Studies,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2008
Business Studies,Christian Religious Education,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2082
Christian Religious Education,History & Citizenship,Literature in English
3 SubjectsSOCIAL SCIENCES

STEM

12
PURE SCIENCESCode: ST1042
Agriculture,Biology,Chemistry
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2040
Advanced Mathematics,Biology,Geography
3 SubjectsSTEM
PURE SCIENCESCode: ST1016
Advanced Mathematics,Chemistry,Geography
3 SubjectsSTEM
PURE SCIENCESCode: ST1007
Advanced Mathematics,Biology,Physics
3 SubjectsSTEM
PURE SCIENCESCode: ST1004
Advanced Mathematics,Biology,Chemistry
3 SubjectsSTEM
PURE SCIENCESCode: ST1030
Advanced Mathematics,Agriculture,Physics
3 SubjectsSTEM
PURE SCIENCESCode: ST1001
Advanced Mathematics,Agriculture,Biology
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2071
Agriculture,Biology,Geography
3 SubjectsSTEM
PURE SCIENCESCode: ST1013
Advanced Mathematics,Business Studies,Chemistry
3 SubjectsSTEM
PURE SCIENCESCode: ST1036
Advanced Mathematics,Geography,Physics
3 SubjectsSTEM
PURE SCIENCESCode: ST1020
Advanced Mathematics,Chemistry,Physics
3 SubjectsSTEM
PURE SCIENCESCode: ST1003
Advanced Mathematics,Biology,Business Studies
3 SubjectsSTEM

📍 School Information

How to Select Grade 10 Subjects and schools

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

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

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

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

    LIST OF ALL SENIOR SCHOOLS PER COUNTY.

    West Pokot County Senior Schools.

    Wajir County Senior Schools

    Vihiga County Senior Schools

    Uasin Gishu County Senior Schools

    Turkana County Senior Schools

    Trans-Nzoia County Senior Schools

    Tharaka Nithi County Senior Schools

    Tana River County Senior Schools

    Taita Taveta County Senior Schools

    Siaya County Senior Schools

    Samburu County Senior Schools

    Nyeri County Senior Schools

    Nyandarua County Senior Schools

    Nyamira County Senior Schools

    Narok County Senior Schools

    Nandi County Senior Schools

    Nakuru County Senior Schools

    Nairobi County Senior Schools

    Murang’a County Senior Schools

    Mombasa County Senior Schools

    Migori County Senior Schools

    Meru County Senior Schools

    Marsabit County Senior Schools

    LMandera County Senior Schools

    Makueni County Senior Schools

    Machakos County Senior Schools

    Lamu County Senior Schools

    Laikipia County Senior Schools

    Kwale County Senior Schools

    Kitui County Senior Schools

    Kisumu County Senior Schools

    Kisii County Senior Schools

    Kirinyaga County Senior Schools

    Kilifi County Senior Schools

    Kiambu County Senior Schools

    Kericho County Senior Schools

    Kakamega County Senior Schools

    Kajiado County Senior Schools

    Isiolo County Senior Schools

    Homa Bay County Senior Schools

    Garissa County Senior Schools

    Embu County Senior Schools

    Elgeyo-Marakwet County Senior Schools

    Busia County Senior Schools

    Bungoma County  Senior Schools

    Baringo County Senior Schools

    List of all Senior Schools in Bomet County

    Nyamira County best, top secondary schools; Indepth analysis

 

How to easily Register as a UDA Party Official

Become a United Democratic Alliance, UDA, official today. Here is a simplified guide.

Notice

1. Application fees is Non-Refundable for all categories

2. Please also ensure you have unblocked promotional messages by dialling *456*9*5*5*1# from your Safaricom line

3. You will receive a verification sms immediately you register.

Grassroots Election Registration

Election Level

1. Please select the highest level of elections in which you wish to participate

2. There are four different levels of elections: county, constituency, ward, and polling center.

3. Each higher-level registration fee covers participation in lower-level elections as well

4. Please note that the registration fees for all election levels is Non-Refundable

5. Payment will be charged according to the payment schedule below. Please note you will be charged according to the Highest Election Level

Position Amount
POLLING CENTRE OFFICIALS 200
WARD OFFICIALS 1000
CONSTITUENCY OFFICIALS 2000
COUNTY CHAIRMAN/DEPUTY CHAIR 20000
COUNTY SECRETARY/DEPUTY SECRETARY 10000
COUNTY TREASURER & ORGANIZING SECRETARY 10000
OTHER COUNTY OFFICIALS 5000

Election Level

Personal Details
Payment
Verify Phone

Upload Photo

Requirements

1. The photographs must not be older than six months

2. The photographs must have a white background

3. Must face the camera directly, with both ears visible

4. Photo size must not exceed 1 MB

NB: Photos that do not meet these requirements will not appear on the ballot

Photo Examples

Teachers receive payment from TSC for attending RLM training sessions

The Teachers Service Commission (TSC) has finally paid Principals, Head Teachers, Teachers and ICT Champions who undertook online training on Remote Learning Methodologies (RLM).

The training that was undertaken in five days saw Secondary school Principals trained first and were followed by two (2) teachers from every Secondary and primary schools countrywide.

The full day sessions ran from Monday  07/06/2021 to Friday 11/6/2021.

The training covered a number of content areas that included:

  • Concept & Delivery of Remote Learning
  • Learning Management System
  • Accessing Digital Content for Remote Learning
  • Pedagogies of Remote Learning
  • Assessment in Remote Learning
  • Assistive Technologies
  • Monitoring Remote Learning
  • Policy Framework Supporting Remote Learning
  • Role of Stakeholders in Remote Learning

Amount paid.

But, it is the amount paid by TSC that has caught the teachers by surprise. This is after the Commission decided to reimburse Sh940 to the teachers; to compensate the  bundles used during the online sessions.

The money was deposited to teachers’ bank and Sacco accounts; where the monthly pay is also disbursed.

According to the teachers who undertook the training, the amount paid by TSC on 21st July, 2021 is far much lower than what was consumed in form of the bundles.

“The Teams App (used for the online sessions) consumed Colossal amount of bundles. It is a pity that the Commission has only decided to reimburse a fraction of the amount spent”, complained one teacher.

Other teachers vowed never to participate in such trainings unless the payment terms are revealed before hand. But, with the Commission cracking the whip on teachers who fail to heed to its directives, the teachers would have limited options; than to just train.

Also read; Step by step guide for online TSC transfer application.

Quick TSC links

Current TSC Updates

Current TSC Adverts

T-Pay(Payslips)

TSC Forms

TSC Registration Status

TSC Job Application and Promotion Status

New Teacher Registration

TPAD- Teacher Performance Appraisal

Declaration of Income, Assets and Liabilities

Application for Duplicate Certificate of Registration

Wealth Declaration Manual

Pension Status

TSC Links

TSC Home

TSC Teachers Online

Access adverts, entry/exit returns and teacher registration services

Update Profile

Update biodata and additional documents

TSC TPAD

Access Teacher Perfomance, Appraisal & Development

Pension Status

View pension claims that have been delivered to the Treasury

T-PAY

Access payslips, P9 for tax returns and 3rd party services

TSC FAQs

Get answers to recurrent questions about general HR issues

De-registered Teachers

Approved Study Leave

TSC Returned Certificates

TSC Medical Scheme

TSC Downloads

TSC Commissioners

TSC Secretariat

TSC Functions and Mandate

TSC Structure/ Organogram

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TSC Transfers

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Teachers Email Activation

Contact Us.

KCSE 2019 top, best schools in Kirinyaga county; Ultimate list

Baricho High School emerged top in the 2019 Kenya Certificate of Secondary Education, KCSE, examination in Kirinyaga County. The school had a mean score of 8.8 (B plain) to take position 35 nationally.

The second and third positions were scooped by Kabare Girls High and Mutira Girls school; respectively.

Here is a list of the KCSE 2019 best 10 schools in Kirinyaga County: 

Pos in County School KCSE 2019 Mean County Pos Nationally
1 Baricho High 8.8  Kirinyaga 35
2 Kabare Girls 8.4  Kirinyaga 56
3 Mutira Girls 8.3  Kirinyaga 64
4 Kianyaga 7.7  Kirinyaga 108
5 Ngiriambu High 7.5  Kirinyaga 124
6 Kerugoya Girls 7.4  Kirinyaga 135
7 Kerugoya Boys 7  Kirinyaga 175

 

 

FOR A COMPLETE GUIDE TO ALL SCHOOLS IN KENYA (KCSE, KCPE PERFORMANCE, LOCATION, CONTACTS, FEES, ADMISSIONS & MORE) CLICK ON THE LINK BELOW;

Here are links to the most important news portals:

TSC TPD MODULES – TRAINING MANUALS, NOTES, TIME TABLE

TEACHER PROFESSIONAL DEVELOPMENT

INTRODUCTORY MODULE

Training Programme

Introduction

The introductory module has five (5) chapters which are expected to be completed within one year. The content of each chapter is based on current knowledge and research applicable to the practical needs of a Kenyan classroom teacher. The content and activities are applicable to real-life situation of a practicing teacher, are self-directed and experiential. They reflect a diversity of perspectives and address the knowledge, skills and attitudes required of a teacher in line with the TPD Policy Framework.

Introductory Module Learning Outcomes

Participants will:

1) Deepen understanding of the concept of Teacher Professional Development and its application
2) Enhance knowledge and skills in Pedagogical Content Knowledge and Instructional Strategies
3) Enhance knowledge and skills in Competence Based Curriculum and Core competencies of basic education
4) Enhance awareness of inclusive practices
5) Enhance knowledge and skills in designing of Formative and Summative Assessment
6) Develop skills and competency in comprehensive school health and safety
7) Enhance knowledge and skills in instructional leadership
8) Enhance knowledge and skills in Financial Literacy

ALSO READ; Teacher Professional Development, TPD, modules programme by TSC

The Module will be offered through 2 modes

i. Face to face (On site )
ii. Online platform: Participants will access the online content any time anywhere Year 2021 and Year 2022… The module will be offered wholly online
Time
Activity
Platform

Day 1: Teacher Professionalism and Career Growth

8.30-8.40am

Introduction
 Overview of the day
 Setting the Ground Rules
 LMS
 Click the link on introduction to take you Microsoft Teams
8.50am-10.30am

Introductory Module

Chapter 1: Teacher Professionalism Lesson 1: Meaning of Teacher Professional Development

 KWL
 Know
 Want to Learn
 Exposition
 Group tasks
 Group processing
 One thing I have learned
 One thing I have contributed to the group
 Reflection of the lesson
 I learned that…
 I need to learn more about.
 What I liked about the day was…
 Suggestions I have for improvement of the day include….
 LMS 10.30-11.00am Heath Break
11.00-1.00pm

Lesson 1: Kenya Professional Teaching Standards

 KWL
 Know
 Want to Learn
 Exposition
 Group tasks
 Group processing
 One thing I have learned
 One thing I have contributed to the group
 Reflection of the lesson
 I learned that…
 I need to learn more about.
 What I liked about the day was…
 Suggestions I have for improvement of the day include….
 LMS
1.00pm-2.00pm Health break

Lesson3: TPD Planning Process

 KWL
 Know
 Want to Learn
 Exposition
 Group tasks
 Group processing
 One thing I have learned
 One thing I have contributed to the group
 Reflection of the lesson
 I learned that…
 I need to learn more about.
 What I liked about the day was…
 Suggestions I have for improvement of the day include….
 LMS

 Lesson Tool Day 2 Introductory Module Chapter 2: CBC, Pedagogy and Inclusive Practices

8.30-10.30am Lesson 1: Competence Based Curriculum and core competencies

 KWL
 Know
 Want to Learn
 Exposition
 Group tasks
 Group processing
 One thing I have learned
 One thing I have contributed to the group
 Reflection of the lesson
 I learned that…
 I need to learn more about.
 What I liked about the day was…
 Suggestions I have for improvement of the day include….
 LMS
 Lesson Tool 10.30-11am Health Break
11-1.00pm Lesson 2: Howard Gardner ‘s Multiple Intelligence theory  KWL  Know  Want to Learn  Exposition  Group tasks
 LMS
 Lesson Tool
 Group processing  One thing I have learned  One thing I have contributed to the group  Reflection of the lesson  I learned that…  I need to learn more about.  What I liked about the day was…  Suggestions I have for improvement of the day include…. Lesson 3: Learner-Centred Strategies  KWL  Know  Want to Learn  Exposition  Group tasks  Group processing  One thing I have learned  One thing I have contributed to the group  Reflection of the lesson  I learned that…  I need to learn more about.  What I liked about the day was…  Suggestions I have for improvement of the day include…. Lesson 4: ICT integration in teaching and learning  KWL  Know  Want to Learn  Exposition  Group tasks  Group processing  One thing I have learned  One thing I have contributed to the group  Reflection of the lesson  I learned that…  I need to learn more about.  What I liked about the day was… Suggestions I have for improvement of the day include…. 1.00-200pm Lunch Break
2.00-3.30pm
Lesson 5: Inclusive education practices
 KWL
 Know
 Want to Learn
 Exposition
 Group tasks
 Group processing
 One thing I have learned
 One thing I have contributed to the group
 Reflection of the lesson
 I learned that…
 I need to learn more about.
 What I liked about the day was…
 Suggestions I have for improvement of the day include….
 LMS
 Lesson Tool 3.30-4.00pm Live webinar –Recap of the entire day Day 3: Assessment
8.30-10.30am
Introductory Module
Chapter 3: Assessment Lesson One: Types of Assessment: AS, For and Of Learning
 KWL
 Know
 Want to Learn
 Exposition
 Group tasks
 Group processing
 One thing I have learned
 One thing I have contributed to the group
 Reflection of the lesson
 I learned that…
 I need to learn more about.
 What I liked about the day was…
 Suggestions I have for improvement of the day include….
 LMS
 Lesson Tool 10.30-11.00am Health Break Lesson 2: Formative Assessment Tools/ Strategies  KWL  Know  Want to Learn  Exposition  Group tasks  LMS  Lesson Tool
 Group processing  One thing I have learned  One thing I have contributed to the group  Reflection of the lesson  I learned that…  I need to learn more about.  What I liked about the day was…  Suggestions I have for improvement of the day include…. 1.00-2.00pm Lunch Break 2.00-3.30pm Lesson 3: Assessment Rubrics  KWL  Know  Want to Learn  Exposition  Group tasks  Group processing  One thing I have learned  One thing I have contributed to the group  Reflection of the lesson  I learned that…  I need to learn more about.  What I liked about the day was…  Suggestions I have for improvement of the day include….  LMS  Lesson Tool Day 4: Chapter 4: Comprehensive school health and Safety
8.30-10.30am
Lesson 1: Comprehensive Safety
 KWL
 Know
 Want to Learn
 Exposition
 Group tasks
 Group processing
 One thing I have learned
 One thing I have contributed to the group
 Reflection of the lesson
 I learned that…
 I need to learn more about.
 What I liked about the day was…
 Suggestions I have for improvement of the day include….
 LMS
 Lesson Tool
Lesson 2: COMPREHENSIVE SCHOOL HEALTH
 KWL
 Know
 Want to Learn
 Exposition
 Group tasks
 Group processing
 One thing I have learned
 One thing I have contributed to the group
 Reflection of the lesson
 I learned that…
 I need to learn more about.
 What I liked about the day was…
Suggestions I have for improvement of the day include….
10.30-11.00am Health Break
11.00-1.00pm Lesson 3: fire safety and safe emergency evacuation
i. The concept of fire and the fire chemistry
ii. Principles of heat propagation
iii. Classification of fire
iv. Fire protection equipment
v. Safe use of portable fire extinguishers
vi. Safe emergency evacuation
vii. Strategic teaching/learning interventions in a war, conflict, famine, terrorism, situations Reflection of the lesson
 I learned that…
 I need to learn more about.
 What I liked about the lesson was…
 Suggestions I have for improvement of the day include….
 LMS
 Lesson Tool 1.00-2.00pm Lunch Break 2.00-4.00pm Lesson 4: School Emergencies and Safety a) Principles of basic First Aid: Webinar  Responding to an emergency Incident  Immediate (primary) casualty assessment of  Webinar  An expert from the School of Nursing
an injured person  Manage a medical emergency  Approach to an Unconscious casualty with signs of life  Unconscious casualty following fainting, low blood sugar, poisoning & intoxication  A fitting casualty  Unconscious casualty without signs of life b) Management of injured persons  A compromised airway  Compromised breathing  External Bleeding  Internal Bleeding (with signs of shock)  Broken bones  Suspected fracture of the pelvis and ribs  Soft tissue injuries (sprains, strains, muscle pull) Reflection of the lesson  I learned that…  I need to learn more about.  What I liked about the day was…  Suggestions I have for improvement of the day include…. Day 5 Chapter 5: Instructional Leadership and Financial literacy Lesson 1: concept of instructional leadership for teachers  KWL  Know  Want to Learn  Exposition  Group tasks  Group processing  One thing I have learned  One thing I have contributed to the group  Reflection of the lesson  I learned that…  I need to learn more about.  What I liked about the day was…  LMS  Lesson Tool
Suggestions I have for improvement of the day include…. Lesson 2: Roles of teachers as instructional leaders and administrators  KWL  Know  Want to Learn  Exposition  Group tasks  Group processing  One thing I have learned  One thing I have contributed to the group  Reflection of the lesson  I learned that…  I need to learn more about.  What I liked about the day was…  Suggestions I have for improvement of the day include…. 10.00-10.30am Health Break Lesson 3: Technology Designer for Learning  KWL  Know  Want to Learn  Exposition  Group tasks  Group processing  One thing I have learned  One thing I have contributed to the group  Reflection of the lesson  I learned that…  I need to learn more about.  What I liked about the day was…  Suggestions I have for improvement of the lesson include….  LMS  Lesson Tool 1.00-2.00pm Lunch Break 2.00-3.30pm Lesson 4: Concept of Financial Literacy  KWL  Know  Want to Learn  Exposition  Group tasks  Group processing  LMS  Lesson Tool
 One thing I have learned  One thing I have contributed to the group  Reflection of the lesson  I learned that…  I need to learn more about.  What I liked about the day was…  Suggestions I have for improvement of the lesson include…. Lesson 5: Financial terminologies and Application  Know  Want to Learn  Exposition  Group tasks  Group processing  One thing I have learned  One thing I have contributed to the group  Reflection of the lesson  I learned that…  I need to learn more about.  What I liked about the day was…  Suggestions I have for improvement of the lesson include….
Assessment
1) -Presentation Seminars…20 TPD points
2) -Reflective journal…..20 TPD points
3) -Teacher Professional portfolio…20 TPD points
 Seminars and reflective journal done during training and uploaded in the LMS for grading
 TP Portfolio …School activities during the term and uploaded in the LMS for grading

Njiiri School | Complete details, location, CBE Subjects Offered, UIC, Knec Code, Contacts

Njiiri School: The School is situated in Kigumo Sub-County of Murang’a County, then known as ‘Fort Hall District’ in the Central Region of Kenya.

Get complete information about Njiiri School’s, physical location, photos, postal Address, phone contact, Knec results analysis, uniform, logo, email Address, Knec Results, Fees, CBE Pathways and Subjects, here. Also find details on the school’s enrolment and admission requirements/ procedure.

More information about Njiiri School is available, such as: School’s Official Name, School’s Cluster, School’s Type, School’s Nature (Regular/  Sne), School’s Disability Type, School’s Accommodation and Type (Boarding or Day school).

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

 Njiiri National Senior School Location.

Njiiri School’s Physical location: This  National Boys’ school is located in Kigumo Sub-County, in Muranga County. The school has an enrollment of over 1924.

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

 Njiiri National Senior School’s Contacts.

Principal’s Phone Number: 0799 888880

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

 Njiiri National Senior School Details Summary

SCHOOL NAME:  –NJIIRI SCHOOL

SCHOOL’S CLUSTER:  –C1

SCHOOL’S TYPE:  –PUBLIC

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

SCHOOL’S DISABILITY TYPE:  –NONE

SCHOOL’S ACCOMODATION TYPE:  –BOARDING

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

REGION WHERE SCHOOL IS LOCATED:  –CENTRAL

COUNTY  WHERE SCHOOL IS LOCATED: –MURANG’A

SUB COUNTY  WHERE SCHOOL IS LOCATED: –KIGUMO

SCHOOL’S UNIQUE INSTITUTIONAL CODE (UIC):  –D2QA

SCHOOL’S KNEC CODE: –10227301

Njiiri School’s Capacity/ Enrolment/ Students’ Population: The National School can accomodate over 1924 Students.

N/B: Explanation on the acronyms used:

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

How To Join Grade 10 At Njiiri National Senior School

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

More details on Grade 10 Selection can be found at: How to select Grade 10 Senior Schools online at https://selection.education.go.ke/

 Njiiri National Senior School’s Clubs And Societies

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

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

List Of All Subjects And Pathways Offered At Njiiri National Senior School

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

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

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

FULL DETAILS FOR ALL OTHER NATIONAL SCHOOLS.

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


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


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


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


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


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


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


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


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


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


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

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

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

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

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

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

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

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

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

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

List of all Senior Schools in West Pokot County

List of all Senior Schools in Wajir County

List of all Senior Schools in Vihiga County

List of all Senior Schools in Uasin Gishu County

List of all Senior Schools in Turkana County

List of all Senior Schools in Trans-Nzoia County

List of all Senior Schools in Tharaka Nithi County

List of all Senior Schools in Tana River County

List of all Senior Schools in Taita Taveta County

List of all Senior Schools in Siaya County

List of all Senior Schools in Samburu County

List of all Senior Schools in Nyeri County

List of all Senior Schools in Nyandarua County

List of all Senior Schools in Nyamira County

List of all Senior Schools in Narok County

List of all Senior Schools in Nandi County

List of all Senior Schools in Nakuru County

List of all Senior Schools in Nairobi County

List of all Senior Schools in Murang’a County

List of all Senior Schools in Mombasa County

List of all Senior Schools in Migori County

List of all Senior Schools in Meru County

List of all Senior Schools in Marsabit County

List of all Senior Schools in Mandera County

List of all Senior Schools in Makueni County

List of all Senior Schools in Machakos County

List of all Senior Schools in Lamu County

List of all Senior Schools in Laikipia County

List of all Senior Schools in Kwale County

List of all Senior Schools in Kitui County

List of all Senior Schools in Kisumu County

List of all Senior Schools in Kisii County

List of all Senior Schools in Kirinyaga County

List of all Senior Schools in Kilifi County

List of all Senior Schools in Kiambu County

List of all Senior Schools in Kericho County

List of all Senior Schools in Kakamega County

List of all Senior Schools in Kajiado County

List of all Senior Schools in Isiolo County

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List of all Senior Schools in Garissa County

List of all Senior Schools in Embu County

List of all Senior Schools in Elgeyo-Marakwet County

List of all Senior Schools in Busia County

List of all Senior Schools in Bungoma County

List of all Senior Schools in Baringo County

List of all Senior Schools in Bomet County

Nyamira County best, top secondary schools; Indepth analysis

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

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

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

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

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

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

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

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

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

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

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

SIMILAR NATIONAL SCHOOLS.

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


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


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


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


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


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


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


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

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


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


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


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


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


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


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


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


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


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


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


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


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


 

Njiiri School | Complete details, location, CBE Subjects Offered, UIC, Knec Code, Contacts

KMTC Certificate Courses, Kuccps Requirements and Campuses

KMTC Certificate Courses, Kuccps Requirements and Campuses

S.N

O

PROGRAM

ME CODE

CAMPUS PROGRAMME NAME MEAN

GRADE

SUBJECT 1 SUBJECT 2 SUBJECT 3 SUBJECT 4
130. 4725K22 BONDO CERTIFICATE IN HEALTH RECORDS AND INFORMATION

TECHNOLOGY

C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+
131. 4750K22 CHWELE CERTIFICATE IN HEALTH RECORDS AND INFORMATION

TECHNOLOGY

C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+
132. 4785K22 IMENTI CERTIFICATE IN HEALTH RECORDS AND INFORMATION

TECHNOLOGY

C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+
133. 4790K22 ISIOLO CERTIFICATE IN HEALTH RECORDS AND

INFORMATION TECHNOLOGY

C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+
134. 4815K22  

KAPENGU RIA

CERTIFICATE IN HEALTH RECORDS AND INFORMATION

TECHNOLOGY

C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+

 

S.N

O

PROGRAM

ME CODE

CAMPUS PROGRAMME NAME MEAN

GRADE

SUBJECT 1 SUBJECT 2 SUBJECT 3 SUBJECT 4
135. 4820K22  

KAPKATET

CERTIFICATE IN HEALTH RECORDS AND INFORMATION

TECHNOLOGY

C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+
136. 4825K22 KAPTUMO CERTIFICATE IN HEALTH RECORDS AND INFORMATION

TECHNOLOGY

C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+
137. 4860K22 KITUI CERTIFICATE IN HEALTH RECORDS AND INFORMATION

TECHNOLOGY

C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+
138. 4870K22 KURIA CERTIFICATE IN HEALTH RECORDS AND

INFORMATION TECHNOLOGY

C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+
139. 4885K22 LAMU CERTIFICATE IN HEALTH RECORDS AND INFORMATION

TECHNOLOGY

C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+
140. 4900K22 LUGARI CERTIFICATE IN HEALTH RECORDS AND

INFORMATION TECHNOLOGY

C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+
141. 4920K22 MAKUENI

– MBUVO SATELLITE

CERTIFICATE IN HEALTH RECORDS AND INFORMATION

TECHNOLOGY

C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+
142. 4930K22 MANZA CERTIFICATE IN HEALTH RECORDS AND

INFORMATION TECHNOLOGY

C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+
143. 4950K22 MERU – MAUA SATELLITE CERTIFICATE IN HEALTH RECORDS AND

INFORMATION TECHNOLOGY

C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+
144. 4970K22 MOLO CERTIFICATE IN HEALTH RECORDS AND

INFORMATION TECHNOLOGY

C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+

 

S.N

O

PROGRAM

ME CODE

CAMPUS PROGRAMME NAME MEAN

GRADE

SUBJECT 1 SUBJECT 2 SUBJECT 3 SUBJECT 4
145. 4975K22  

MOMBASA

CERTIFICATE IN HEALTH RECORDS AND INFORMATION

TECHNOLOGY

C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+
146. 4985K22  

MSAMBWE NI

CERTIFICATE IN HEALTH RECORDS AND INFORMATION

TECHNOLOGY

C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+
147. 4990K22  

MURANGA

CERTIFICATE IN HEALTH RECORDS AND INFORMATION

TECHNOLOGY

C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+
148. 5000K22 NAIROBI CERTIFICATE IN HEALTH RECORDS AND

INFORMATION TECHNOLOGY

C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+
149. 5010K22 NDHIWA CERTIFICATE IN HEALTH RECORDS AND INFORMATION

TECHNOLOGY

C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+
150. 5020K22  

NYAMACH E

CERTIFICATE IN HEALTH RECORDS AND

INFORMATION TECHNOLOGY

C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+
151. 5045K22 OTHAYA CERTIFICATE IN HEALTH RECORDS AND INFORMATION

TECHNOLOGY

C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+
152. 5055K22  

RACHUON YO

CERTIFICATE IN HEALTH RECORDS AND

INFORMATION TECHNOLOGY

C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+
153. 5060K22 RERA CERTIFICATE IN HEALTH RECORDS AND

INFORMATION TECHNOLOGY

C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+
154. 5070K22 SIAYA CERTIFICATE IN HEALTH RECORDS AND

INFORMATION TECHNOLOGY

C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+

 

S.N

O

PROGRAM

ME CODE

CAMPUS PROGRAMME NAME MEAN

GRADE

SUBJECT 1 SUBJECT 2 SUBJECT 3 SUBJECT 4
155. 5085K22 TANA RIVER CERTIFICATE IN HEALTH RECORDS AND INFORMATION

TECHNOLOGY

C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+
156. 5095K22 TESO CERTIFICATE IN HEALTH RECORDS AND INFORMATION

TECHNOLOGY

C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+
157. 5110K22 UGENYA CERTIFICATE IN HEALTH RECORDS AND INFORMATION

TECHNOLOGY

C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+
158. 5120K22 VOI CERTIFICATE IN HEALTH RECORDS AND

INFORMATION TECHNOLOGY

C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+
159. 5130K22 WEBUYE CERTIFICATE IN HEALTH RECORDS AND INFORMATION

TECHNOLOGY

C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+
160. 5215K22 NAROK CERTIFICATE IN HEALTH RECORDS AND

INFORMATION TECHNOLOGY

C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+
161. 5220K22  

MURANGA

– KANGEMA SATELITE

CERTIFICATE IN HEALTH RECORDS AND INFORMATION TECHNOLOGY C- ENG/KIS:C- BIO/BSC:D MAT A:D- PHY/PSC/CHE/GSC/CMP/ COM/AGR/HSC/ECON/GE O/BST:D+
162. 4720K23 BOMET CERTIFICATE IN KENYA

ENROLLED COMMUNITY HEALTH NURSING

C- ENG/KIS:C- BIO/BSC:C- CHE/PHY/PSC/MAT A:D+  
163. 4765K23 GARISSA CERTIFICATE IN KENYA

ENROLLED COMMUNITY HEALTH NURSING

C- ENG/KIS:C- BIO/BSC:C- CHE/PHY/PSC/MAT A:D+  
164. 4790K23 ISIOLO CERTIFICATE IN KENYA ENROLLED COMMUNITY

HEALTH NURSING

C- ENG/KIS:C- BIO/BSC:C- CHE/PHY/PSC/MAT A:D+  

 

S.N

O

PROGRAM

ME CODE

CAMPUS PROGRAMME NAME MEAN

GRADE

SUBJECT 1 SUBJECT 2 SUBJECT 3 SUBJECT 4
165. 4800K23  

KABARNE T

CERTIFICATE IN KENYA

ENROLLED COMMUNITY HEALTH NURSING

C- ENG/KIS:C- BIO/BSC:C- CHE/PHY/PSC/MAT A:D+  
166. 4815K23  

KAPENGU RIA

CERTIFICATE IN KENYA ENROLLED COMMUNITY

HEALTH NURSING

C- ENG/KIS:C- BIO/BSC:C- CHE/PHY/PSC/MAT A:D+  
167. 4840K23 KILIFI CERTIFICATE IN KENYA

ENROLLED COMMUNITY HEALTH NURSING

C- ENG/KIS:C- BIO/BSC:C- CHE/PHY/PSC/MAT A:D+  
168. 4860K23 KITUI CERTIFICATE IN KENYA ENROLLED COMMUNITY

HEALTH NURSING

C- ENG/KIS:C- BIO/BSC:C- CHE/PHY/PSC/MAT A:D+  
169. 4890K23 LODWAR CERTIFICATE IN KENYA ENROLLED COMMUNITY

HEALTH NURSING

C- ENG/KIS:C- BIO/BSC:C- CHE/PHY/PSC/MAT A:D+  
170. 4895K23  

LOITOKIT OK

CERTIFICATE IN KENYA ENROLLED COMMUNITY

HEALTH NURSING

C- ENG/KIS:C- BIO/BSC:C- CHE/PHY/PSC/MAT A:D+  
171. 4985K23  

MSAMBWE NI

CERTIFICATE IN KENYA ENROLLED COMMUNITY

HEALTH NURSING

C- ENG/KIS:C- BIO/BSC:C- CHE/PHY/PSC/MAT A:D+  
172. 5125K23 WAJIR CERTIFICATE IN KENYA

ENROLLED COMMUNITY HEALTH NURSING

C- ENG/KIS:C- BIO/BSC:C- CHE/PHY/PSC/MAT A:D+  
173. 4750K24 CHWELE CERTIFICATE IN

NUTRITION & DIETETICS

D+ ENG/KIS:D+ BIO/BSC:D CHE/PSC:D MAT

A/HSC/AGR/PHY/GSC:D

174. 4780K24 HOMA

BAY

CERTIFICATE IN

NUTRITION & DIETETICS

D+ ENG/KIS:D+ BIO/BSC:D CHE/PSC:D MAT

A/HSC/AGR/PHY/GSC:D

175. 4800K24  

KABARNE T

CERTIFICATE IN NUTRITION & DIETETICS D+ ENG/KIS:D+ BIO/BSC:D CHE/PSC:D MAT

A/HSC/AGR/PHY/GSC:D

176. 4815K24  

KAPENGU RIA

CERTIFICATE IN NUTRITION & DIETETICS D+ ENG/KIS:D+ BIO/BSC:D CHE/PSC:D MAT

A/HSC/AGR/PHY/GSC:D

177. 4830K24 KAREN –

NAIROBI

CERTIFICATE IN

NUTRITION & DIETETICS

D+ ENG/KIS:D+ BIO/BSC:D CHE/PSC:D MAT

A/HSC/AGR/PHY/GSC:D

178. 4875K24 KWALE CERTIFICATE IN

NUTRITION & DIETETICS

D+ ENG/KIS:D+ BIO/BSC:D CHE/PSC:D MAT

A/HSC/AGR/PHY/GSC:D

179. 4890K24 LODWAR CERTIFICATE IN

NUTRITION & DIETETICS

D+ ENG/KIS:D+ BIO/BSC:D CHE/PSC:D MAT

A/HSC/AGR/PHY/GSC:D

 

S.N

O

PROGRAM

ME CODE

CAMPUS PROGRAMME NAME MEAN

GRADE

SUBJECT 1 SUBJECT 2 SUBJECT 3 SUBJECT 4
180. 4920K24 MAKUENI

– MBUVO SATELLITE

CERTIFICATE IN NUTRITION & DIETETICS D+ ENG/KIS:D+ BIO/BSC:D CHE/PSC:D MAT

A/HSC/AGR/PHY/GSC:D

181. 4970K24 MOLO CERTIFICATE IN

NUTRITION & DIETETICS

D+ ENG/KIS:D+ BIO/BSC:D CHE/PSC:D MAT

A/HSC/AGR/PHY/GSC:D

182. 5030K24  

NYANDAR UA

CERTIFICATE IN NUTRITION & DIETETICS D+ ENG/KIS:D+ BIO/BSC:D CHE/PSC:D MAT

A/HSC/AGR/PHY/GSC:D

183. 5060K24 RERA CERTIFICATE IN

NUTRITION & DIETETICS

D+ ENG/KIS:D+ BIO/BSC:D CHE/PSC:D MAT

A/HSC/AGR/PHY/GSC:D

184. 5100K24 THIKA CERTIFICATE IN

NUTRITION & DIETETICS

D+ ENG/KIS:D+ BIO/BSC:D CHE/PSC:D MAT

A/HSC/AGR/PHY/GSC:D

185. 4720K25 BOMET CERTIFICATE IN MEDICAL

ENGINEERING

C- ENG/KIS:C- MAT A:D PHY/PSC:D- CHE/BIO/BSC/ECT/MW/D

RD:D

186. 4755K25 ELDORET CERTIFICATE IN MEDICAL

ENGINEERING

C- ENG/KIS:C- MAT A:D PHY/PSC:D- CHE/BIO/BSC/ECT/MW/D

RD:D

187. 4760K25 EMBU CERTIFICATE IN MEDICAL

ENGINEERING

C- ENG/KIS:C- MAT A:D PHY/PSC:D- CHE/BIO/BSC/ECT/MW/D

RD:D

188. 4840K25 KILIFI CERTIFICATE IN MEDICAL

ENGINEERING

C- ENG/KIS:C- MAT A:D PHY/PSC:D- CHE/BIO/BSC/ECT/MW/D

RD:D

189. 4845K25 KISII CERTIFICATE IN MEDICAL

ENGINEERING

C- ENG/KIS:C- MAT A:D PHY/PSC:D- CHE/BIO/BSC/ECT/MW/D

RD:D

190. 4850K25 KISUMU CERTIFICATE IN MEDICAL

ENGINEERING

C- ENG/KIS:C- MAT A:D PHY/PSC:D- CHE/BIO/BSC/ECT/MW/D

RD:D

191. 4880K25 LAKE

VICTORIA

CERTIFICATE IN MEDICAL

ENGINEERING

C- ENG/KIS:C- MAT A:D PHY/PSC:D- CHE/BIO/BSC/ECT/MW/D

RD:D

192. 4895K25  

LOITOKIT OK

CERTIFICATE IN MEDICAL ENGINEERING C- ENG/KIS:C- MAT A:D PHY/PSC:D- CHE/BIO/BSC/ECT/MW/D RD:D
193. 4910K25 MAKINDU CERTIFICATE IN MEDICAL

ENGINEERING

C- ENG/KIS:C- MAT A:D PHY/PSC:D- CHE/BIO/BSC/ECT/MW/D

RD:D

194. 4945K25 MERU CERTIFICATE IN MEDICAL

ENGINEERING

C- ENG/KIS:C- MAT A:D PHY/PSC:D- CHE/BIO/BSC/ECT/MW/D

RD:D

195. 5000K25 NAIROBI CERTIFICATE IN MEDICAL

ENGINEERING

C- ENG/KIS:C- MAT A:D PHY/PSC:D- CHE/BIO/BSC/ECT/MW/D

RD:D

196. 4730K26  

BUNGOMA

CERTIFICATE IN ORTHOPEDIC TRAUMA

MEDICINE

C- ENG/KIS:C- BIO/BSC:C- PHY/PSC/MAT

A/CHE/MW/DRD/HSC/ AGR/WW/CMP:D+

 

 

S.N

O

PROGRAM

ME CODE

CAMPUS PROGRAMME NAME MEAN

GRADE

SUBJECT 1 SUBJECT 2 SUBJECT 3 SUBJECT 4
197. 4735K26 BUSIA CERTIFICATE IN

ORTHOPEDIC TRAUMA MEDICINE

C- ENG/KIS:C- BIO/BSC:C- PHY/PSC/MAT

A/CHE/MW/DRD/HSC/ AGR/WW/CMP:D+

 
198. 4745K26 CHUKA CERTIFICATE IN ORTHOPEDIC TRAUMA

MEDICINE

C- ENG/KIS:C- BIO/BSC:C- PHY/PSC/MAT

A/CHE/MW/DRD/HSC/ AGR/WW/CMP:D+

 
199. 4765K26 GARISSA CERTIFICATE IN

ORTHOPEDIC TRAUMA MEDICINE

C- ENG/KIS:C- BIO/BSC:C- PHY/PSC/MAT

A/CHE/MW/DRD/HSC/ AGR/WW/CMP:D+

 
200. 4805K26  

KAKAMEG A

CERTIFICATE IN ORTHOPEDIC TRAUMA

MEDICINE

C- ENG/KIS:C- BIO/BSC:C- PHY/PSC/MAT

A/CHE/MW/DRD/HSC/ AGR/WW/CMP:D+

 
201. 4810K26  

KANGUND O

CERTIFICATE IN ORTHOPEDIC TRAUMA

MEDICINE

C- ENG/KIS:C- BIO/BSC:C- PHY/PSC/MAT

A/CHE/MW/DRD/HSC/ AGR/WW/CMP:D+

 
202. 4825K26 KAPTUMO CERTIFICATE IN ORTHOPEDIC TRAUMA

MEDICINE

C- ENG/KIS:C- BIO/BSC:C- PHY/PSC/MAT

A/CHE/MW/DRD/HSC/ AGR/WW/CMP:D+

 
203. 4845K26 KISII CERTIFICATE IN ORTHOPEDIC TRAUMA

MEDICINE

C- ENG/KIS:C- BIO/BSC:C- PHY/PSC/MAT

A/CHE/MW/DRD/HSC/ AGR/WW/CMP:D+

 
204. 4905K26  

MACHAKO S

CERTIFICATE IN

ORTHOPEDIC TRAUMA MEDICINE

C- ENG/KIS:C- BIO/BSC:C- PHY/PSC/MAT

A/CHE/MW/DRD/HSC/ AGR/WW/CMP:D+

 
205. 4910K26 MAKINDU CERTIFICATE IN

ORTHOPEDIC TRAUMA MEDICINE

C- ENG/KIS:C- BIO/BSC:C- PHY/PSC/MAT

A/CHE/MW/DRD/HSC/ AGR/WW/CMP:D+

 
206. 4915K26 MAKUENI CERTIFICATE IN

ORTHOPEDIC TRAUMA MEDICINE

C- ENG/KIS:C- BIO/BSC:C- PHY/PSC/MAT

A/CHE/MW/DRD/HSC/ AGR/WW/CMP:D+

 
207. 4920K26 MAKUENI

– MBUVO SATELLITE

CERTIFICATE IN

ORTHOPEDIC TRAUMA MEDICINE

C- ENG/KIS:C- BIO/BSC:C- PHY/PSC/MAT

A/CHE/MW/DRD/HSC/ AGR/WW/CMP:D+

 
208. 4940K26 MBOONI CERTIFICATE IN

ORTHOPEDIC TRAUMA MEDICINE

C- ENG/KIS:C- BIO/BSC:C- PHY/PSC/MAT

A/CHE/MW/DRD/HSC/ AGR/WW/CMP:D+

 
209. 4955K26 MERU – MIATHENE

SATELLITE

CERTIFICATE IN ORTHOPEDIC TRAUMA

MEDICINE

C- ENG/KIS:C- BIO/BSC:C- PHY/PSC/MAT

A/CHE/MW/DRD/HSC/ AGR/WW/CMP:D+

 

 

S.N

O

PROGRAM

ME CODE

CAMPUS PROGRAMME NAME MEAN

GRADE

SUBJECT 1 SUBJECT 2 SUBJECT 3 SUBJECT 4
210. 5005K26 NAKURU CERTIFICATE IN

ORTHOPEDIC TRAUMA MEDICINE

C- ENG/KIS:C- BIO/BSC:C- PHY/PSC/MAT

A/CHE/MW/DRD/HSC/ AGR/WW/CMP:D+

 
211. 5050K26 PORT REITZ CERTIFICATE IN ORTHOPEDIC TRAUMA

MEDICINE

C- ENG/KIS:C- BIO/BSC:C- PHY/PSC/MAT

A/CHE/MW/DRD/HSC/ AGR/WW/CMP:D+

 
212. 5065K26 SHIANDA – MUMIAS CERTIFICATE IN

ORTHOPEDIC TRAUMA MEDICINE

C- ENG/KIS:C- BIO/BSC:C- PHY/PSC/MAT

A/CHE/MW/DRD/HSC/ AGR/WW/CMP:D+

 
213. 5070K26 SIAYA CERTIFICATE IN ORTHOPEDIC TRAUMA

MEDICINE

C- ENG/KIS:C- BIO/BSC:C- PHY/PSC/MAT

A/CHE/MW/DRD/HSC/ AGR/WW/CMP:D+

 
214. 5080K26 SIGOWET CERTIFICATE IN ORTHOPEDIC TRAUMA

MEDICINE

C- ENG/KIS:C- BIO/BSC:C- PHY/PSC/MAT

A/CHE/MW/DRD/HSC/ AGR/WW/CMP:D+

 
215. 5100K26 THIKA CERTIFICATE IN ORTHOPEDIC TRAUMA

MEDICINE

C- ENG/KIS:C- BIO/BSC:C- PHY/PSC/MAT

A/CHE/MW/DRD/HSC/ AGR/WW/CMP:D+

 
216. 5115K26 VIHIGA CERTIFICATE IN ORTHOPEDIC TRAUMA

MEDICINE

C- ENG/KIS:C- BIO/BSC:C- PHY/PSC/MAT

A/CHE/MW/DRD/HSC/ AGR/WW/CMP:D+

 
217. 5120K26 VOI CERTIFICATE IN

ORTHOPEDIC TRAUMA MEDICINE

C- ENG/KIS:C- BIO/BSC:C- PHY/PSC/MAT

A/CHE/MW/DRD/HSC/ AGR/WW/CMP:D+

 
218. 4760K27 EMBU CERTIFICATE IN PUBLIC

HEALTH

C- ENG/KIS:C- BIO/BSC:C- MAT A:D  
219. 4800K27  

KABARNE T

CERTIFICATE IN PUBLIC HEALTH C- ENG/KIS:C- BIO/BSC:C- MAT A:D  
220. 4805K27  

KAKAMEG A

CERTIFICATE IN PUBLIC HEALTH C- ENG/KIS:C- BIO/BSC:C- MAT A:D  
221. 4835K27 KARURI CERTIFICATE IN PUBLIC

HEALTH

C- ENG/KIS:C- BIO/BSC:C- MAT A:D  
222. 4860K27 KITUI CERTIFICATE IN PUBLIC

HEALTH

C- ENG/KIS:C- BIO/BSC:C- MAT A:D  
223. 4870K27 KURIA CERTIFICATE IN PUBLIC

HEALTH

C- ENG/KIS:C- BIO/BSC:C- MAT A:D  
224. 4875K27 KWALE CERTIFICATE IN PUBLIC

HEALTH

C- ENG/KIS:C- BIO/BSC:C- MAT A:D  

 

S.N

O

PROGRAM

ME CODE

CAMPUS PROGRAMME NAME MEAN

GRADE

SUBJECT 1 SUBJECT 2 SUBJECT 3 SUBJECT 4
225. 4880K27 LAKE

VICTORIA

CERTIFICATE IN PUBLIC

HEALTH

C- ENG/KIS:C- BIO/BSC:C- MAT A:D  
226. 4900K27 LUGARI CERTIFICATE IN PUBLIC

HEALTH

C- ENG/KIS:C- BIO/BSC:C- MAT A:D  
227. 4930K27 MANZA CERTIFICATE IN PUBLIC

HEALTH

C- ENG/KIS:C- BIO/BSC:C- MAT A:D  
228. 5005K27 NAKURU CERTIFICATE IN PUBLIC

HEALTH

C- ENG/KIS:C- BIO/BSC:C- MAT A:D  
229. 5040K27 NYERI CERTIFICATE IN PUBLIC

HEALTH

C- ENG/KIS:C- BIO/BSC:C- MAT A:D  
230. 5045K27 OTHAYA CERTIFICATE IN PUBLIC

HEALTH

C- ENG/KIS:C- BIO/BSC:C- MAT A:D  
231. 5090K27 TAVETA CERTIFICATE IN PUBLIC

HEALTH

C- ENG/KIS:C- BIO/BSC:C- MAT A:D  
232. 5105K27 TRANS

MARA

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C- ENG/KIS:C- BIO/BSC:C- MAT A:D  
233. 4720K28 BOMET CERTIFICATE IN COMMUNITY HEALTH

ASSISTANT

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A/CHE/PHY/PSC/AGR/ HSC:D

 
234. 4740K28  

CHEMOLIN GOT

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COMMUNITY HEALTH ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
235. 4750K28 CHWELE CERTIFICATE IN COMMUNITY HEALTH

ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
236. 4760K28 EMBU CERTIFICATE IN COMMUNITY HEALTH

ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
237. 4765K28 GARISSA CERTIFICATE IN

COMMUNITY HEALTH ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
238. 4785K28 IMENTI CERTIFICATE IN

COMMUNITY HEALTH ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
239. 4790K28 ISIOLO CERTIFICATE IN

COMMUNITY HEALTH ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
240. 4795K28 ITEN CERTIFICATE IN

COMMUNITY HEALTH ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 

 

S.N

O

PROGRAM

ME CODE

CAMPUS PROGRAMME NAME MEAN

GRADE

SUBJECT 1 SUBJECT 2 SUBJECT 3 SUBJECT 4
241. 4800K28  

KABARNE T

CERTIFICATE IN

COMMUNITY HEALTH ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
242. 4805K28  

KAKAMEG A

CERTIFICATE IN COMMUNITY HEALTH

ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
243. 4810K28  

KANGUND O

CERTIFICATE IN

COMMUNITY HEALTH ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
244. 4815K28  

KAPENGU RIA

CERTIFICATE IN COMMUNITY HEALTH

ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
245. 4870K28 KURIA CERTIFICATE IN COMMUNITY HEALTH

ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
246. 4875K28 KWALE CERTIFICATE IN COMMUNITY HEALTH

ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
247. 4890K28 LODWAR CERTIFICATE IN COMMUNITY HEALTH

ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
248. 4900K28 LUGARI CERTIFICATE IN

COMMUNITY HEALTH ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
249. 4910K28 MAKINDU CERTIFICATE IN

COMMUNITY HEALTH ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
250. 4920K28 MAKUENI

– MBUVO SATELLITE

CERTIFICATE IN

COMMUNITY HEALTH ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
251. 4925K28 MANDERA CERTIFICATE IN

COMMUNITY HEALTH ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
252. 4930K28 MANZA CERTIFICATE IN

COMMUNITY HEALTH ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
253. 4940K28 MBOONI CERTIFICATE IN COMMUNITY HEALTH

ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 

 

S.N

O

PROGRAM

ME CODE

CAMPUS PROGRAMME NAME MEAN

GRADE

SUBJECT 1 SUBJECT 2 SUBJECT 3 SUBJECT 4
254. 4950K28 MERU –

MAUA SATELLITE

CERTIFICATE IN

COMMUNITY HEALTH ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
255. 4965K28 MIGORI – AWENDO

SATELLITE

CERTIFICATE IN COMMUNITY HEALTH

ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
256. 4980K28  

MOSORIOT

CERTIFICATE IN

COMMUNITY HEALTH ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
257. 5000K28 NAIROBI CERTIFICATE IN COMMUNITY HEALTH

ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
258. 5010K28 NDHIWA CERTIFICATE IN COMMUNITY HEALTH

ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
259. 5015K28  

NYAHURU RU

CERTIFICATE IN COMMUNITY HEALTH

ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
260. 5020K28  

NYAMACH E

CERTIFICATE IN COMMUNITY HEALTH

ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
261. 5035K28  

NYANDAR UA – KINANGOP SATELLITE

CERTIFICATE IN COMMUNITY HEALTH ASSISTANT C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
262. 5045K28 OTHAYA CERTIFICATE IN

COMMUNITY HEALTH ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
263. 5055K28  

RACHUON YO

CERTIFICATE IN COMMUNITY HEALTH

ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
264. 5060K28 RERA CERTIFICATE IN

COMMUNITY HEALTH ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
265. 5065K28 SHIANDA – MUMIAS CERTIFICATE IN COMMUNITY HEALTH

ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 

 

S.N

O

PROGRAM

ME CODE

CAMPUS PROGRAMME NAME MEAN

GRADE

SUBJECT 1 SUBJECT 2 SUBJECT 3 SUBJECT 4
266. 5075K28 SIAYA –

UGUNJA SATELLITE

CERTIFICATE IN

COMMUNITY HEALTH ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
267. 5080K28 SIGOWET CERTIFICATE IN COMMUNITY HEALTH

ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
268. 5085K28 TANA RIVER CERTIFICATE IN

COMMUNITY HEALTH ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
269. 5090K28 TAVETA CERTIFICATE IN COMMUNITY HEALTH

ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
270. 5095K28 TESO CERTIFICATE IN COMMUNITY HEALTH

ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
271. 5105K28 TRANS MARA CERTIFICATE IN COMMUNITY HEALTH

ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
272. 5110K28 UGENYA CERTIFICATE IN COMMUNITY HEALTH

ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
273. 5115K28 VIHIGA CERTIFICATE IN

COMMUNITY HEALTH ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
274. 5120K28 VOI CERTIFICATE IN

COMMUNITY HEALTH ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
275. 5130K28 WEBUYE CERTIFICATE IN

COMMUNITY HEALTH ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
276. 5175K28  

KAKAMEG A –

NAVAKHO LO

CERTIFICATE IN COMMUNITY HEALTH ASSISTANT C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
277. 5180K28 KITUI – MUTOMO CERTIFICATE IN COMMUNITY HEALTH

ASSISTANT

C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 

 

S.N

O

PROGRAM

ME CODE

CAMPUS PROGRAMME NAME MEAN

GRADE

SUBJECT 1 SUBJECT 2 SUBJECT 3 SUBJECT 4
278. 5220K28  

MURANGA

– KANGEMA SATELITE

CERTIFICATE IN COMMUNITY HEALTH ASSISTANT C- ENG/KIS:D+ BIO/BSC:D MAT

A/CHE/PHY/PSC/AGR/ HSC:D

 
279. 4755K29 ELDORET CERTIFICATE IN MEDICAL

EMERGENCY TECHNICIAN

C-        
280. 4760K29 EMBU CERTIFICATE IN MEDICAL EMERGENCY

TECHNICIAN

C-        
281. 4765K29 GARISSA CERTIFICATE IN MEDICAL EMERGENCY

TECHNICIAN

C-        
282. 4770K29 GATUNDU CERTIFICATE IN MEDICAL EMERGENCY

TECHNICIAN

C-        
283. 4805K29  

KAKAMEG A

CERTIFICATE IN MEDICAL EMERGENCY

TECHNICIAN

C-        
284. 4850K29 KISUMU CERTIFICATE IN MEDICAL

EMERGENCY TECHNICIAN

C-        
285. 4910K29 MAKINDU CERTIFICATE IN MEDICAL EMERGENCY

TECHNICIAN

C-        
286. 4935K29 MATHARE CERTIFICATE IN MEDICAL

EMERGENCY TECHNICIAN

C-        
287. 4975K29  

MOMBASA

CERTIFICATE IN MEDICAL EMERGENCY

TECHNICIAN

C-        
288. 5000K29 NAIROBI CERTIFICATE IN MEDICAL

EMERGENCY TECHNICIAN

C-        
289. 5040K29 NYERI CERTIFICATE IN MEDICAL EMERGENCY

TECHNICIAN

C-        

 

S.N

O

PROGRAM

ME CODE

CAMPUS PROGRAMME NAME MEAN

GRADE

SUBJECT 1 SUBJECT 2 SUBJECT 3 SUBJECT 4
290. 5050K29 PORT REITZ CERTIFICATE IN MEDICAL

EMERGENCY TECHNICIAN

C-        
291. 5090K29 TAVETA CERTIFICATE IN MEDICAL EMERGENCY

TECHNICIAN

C-        
292. 5100K29 THIKA CERTIFICATE IN MEDICAL

EMERGENCY TECHNICIAN

C-        
293. 5120K29 VOI CERTIFICATE IN MEDICAL EMERGENCY

TECHNICIAN

C-        
294. 5000K30 NAIROBI DIPLOMA IN SPEECH AND

LANGUAGE THERAPY

C ENG/KIS:C- BIO/BSC:C- PHY/CHE/MAT A:C-  
295. 4770K31 GATUNDU DIPLOMA IN KENYA

REGISTERED NURSING

C ENG/KIS:C BIO/BSC:C PHY/PSC/CHE/MAT

A:C-

 
296. 4720K32 BOMET DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
297. 4725K32 BONDO DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
298. 4730K32  

BUNGOMA

DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
299. 4735K32 BUSIA DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
300. 4745K32 CHUKA DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
301. 4755K32 ELDORET DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
302. 4760K32 EMBU DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
303. 4765K32 GARISSA DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
304. 4770K32 GATUNDU DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
305. 4780K32 HOMA

BAY

DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
306. 4790K32 ISIOLO DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
307. 4795K32 ITEN DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-

 

S.N

O

PROGRAM

ME CODE

CAMPUS PROGRAMME NAME MEAN

GRADE

SUBJECT 1 SUBJECT 2 SUBJECT 3 SUBJECT 4
308. 4800K32  

KABARNE T

DIPLOMA IN CLINICAL MEDICINE AND SURGERY C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
309. 4805K32  

KAKAMEG A

DIPLOMA IN CLINICAL MEDICINE AND SURGERY C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
310. 4815K32  

KAPENGU RIA

DIPLOMA IN CLINICAL MEDICINE AND SURGERY C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
311. 4820K32  

KAPKATET

DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
312. 4840K32 KILIFI DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
313. 4845K32 KISII DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
314. 4850K32 KISUMU DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
315. 4855K32 KITALE DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
316. 4860K32 KITUI DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
317. 4895K32  

LOITOKIT OK

DIPLOMA IN CLINICAL MEDICINE AND SURGERY C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
318. 4905K32  

MACHAKO S

DIPLOMA IN CLINICAL MEDICINE AND SURGERY C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
319. 4910K32 MAKINDU DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
320. 4915K32 MAKUENI DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
321. 4945K32 MERU DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
322. 4955K32 MERU –

MIATHENE SATELLITE

DIPLOMA IN CLINICAL MEDICINE AND SURGERY C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
323. 4975K32  

MOMBASA

DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
324. 4980K32  

MOSORIOT

DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-

 

S.N

O

PROGRAM

ME CODE

CAMPUS PROGRAMME NAME MEAN

GRADE

SUBJECT 1 SUBJECT 2 SUBJECT 3 SUBJECT 4
325. 4985K32  

MSAMBWE NI

DIPLOMA IN CLINICAL MEDICINE AND SURGERY C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
326. 4990K32  

MURANGA

DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
327. 4995K32 MWINGI DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
328. 5000K32 NAIROBI DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
329. 5005K32 NAKURU DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
330. 5015K32  

NYAHURU RU

DIPLOMA IN CLINICAL MEDICINE AND SURGERY C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
331. 5025K32 NYAMIRA DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
332. 5030K32  

NYANDAR UA

DIPLOMA IN CLINICAL MEDICINE AND SURGERY C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
333. 5040K32 NYERI DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
334. 5050K32 PORT

REITZ

DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
335. 5070K32 SIAYA DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
336. 5100K32 THIKA DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
337. 5120K32 VOI DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
338. 5130K32 WEBUYE DIPLOMA IN CLINICAL

MEDICINE AND SURGERY

C ENG/KIS:C BIO/BSC:C CHE/PSC:C- PHY/PSC/MAT A:C-
339. 4850K33 KISUMU DIPLOMA IN MORTUARY

SCIENCE

C-        
340. 4975K33  

MOMBASA

DIPLOMA IN MORTUARY

SCIENCE

C-        
341. 5000K33 NAIROBI DIPLOMA IN MORTUARY

SCIENCE

C-        
342. 5000K34 NAIROBI DIPLOMA IN HEALTH

PROMOTION

C ENG/KIS:C BIO/BSC:C- PHY/PSC/CHE/MAT

A:D+

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

Pcea Kigio Secondary School is a public Mixed, (Boys’ and Girls’) Sub-County Level Day Senior School that is physically located at Gatanga Subcounty in Murang’a County of the Central Region, Kenya. Placement in the school is done by the Ministry of Education of the Republic of Kenya. To be placed to join this school, a grade 9 learner has to select the school online and placement is done based on the available grade 10 vacancies.  The School’s Official Phone Number Contact is: 0706244564

Key Details about the school.

Country where found: Kenya.

Region: Central.

County: Murang’a.

Subcounty: Gatanga Subcounty.

School Type/ Ownership: A Public School.

Nature os School/ CBE Level: Senior School (SS).

Category: Regular School

School’s Official Name: Pcea Kigio Secondary School

Sex: Mixed, (Boys’ and Girls’)  School.

School Cluster/ Level: Sub-County School whose Classification is C4.

Accomodation Type: Day  School.

Knec Code:  10234407

School’s Official Phone Number:  0706244564

Total Number of Subjects Combinations Offered at the School: 12

Fees paid at Pcea Kigio Secondary School

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

Subject Combinations Offered at Pcea Kigio Secondary School

View all available subject combinations at this school

STEM

4
APPLIED SCIENCESCode: ST2007
Business Studies,Computer Studies,Physics
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2067
Agriculture,Computer Studies,Physics
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2097
Biology,Business Studies,Computer Studies
3 SubjectsSTEM
APPLIED SCIENCESCode: ST2059
Agriculture,Chemistry,Computer Studies
3 SubjectsSTEM

SOCIAL SCIENCES

8
HUMANITIES & BUSINESS STUDIESCode: SS2019
Christian Religious Education,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2061
Business Studies,Geography,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2024
Computer Studies,Geography,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2004
Geography,History & Citizenship,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2100
Business Studies,History & Citizenship,Literature in English
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2069
Christian Religious Education,Fasihi ya Kiswahili,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2064
Christian Religious Education,Computer Studies,History & Citizenship
3 SubjectsSOCIAL SCIENCES
HUMANITIES & BUSINESS STUDIESCode: SS2109
Business Studies,Christian Religious Education,Fasihi ya Kiswahili
3 SubjectsSOCIAL SCIENCES

📍 How to get more Information about the School

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

How to Select Grade 10 Subjects and schools

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

1. How you can Choose a Career Pathway:

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

2. Select Subject Combinations:

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

3. Select Preferred Senior Schools:

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

LIST OF ALL SENIOR SCHOOLS PER COUNTY.

Senior School Subjects and Pathways selection Form.
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Heroes TVC Latest Kuccps Course List, Requirements, Fees & Duration

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# PROGRAMME CODE PROGRAMME NAME INSTITUTION TYPE YEAR 1 – PROGRAMME COST 2023 CUTOFF 2022 CUTOFF 2021 CUTOFF
1 4540557 DIPLOMA IN FASHION DESIGN & GARMENT MAKING KSH 67,189
2 4540705 BUILDING TECHNOLOGY LEVEL 6 KSH 67,189
3 4540729 ELECTRICAL ENGINEERING (POWER OPTION) LEVEL 6 KSH 67,189
4 4540741 DIPLOMA IN BANKING AND FINANCE KSH 67,189
5 4540751 DIPLOMA IN BUSINESS MANAGEMENT KSH 67,189
6 4540755 DIPLOMA IN HUMAN RESOURCE MANAGEMENT KSH 67,189
7 4540758 DIPLOMA IN INFORMATION COMMUNICATION TECHNOLOGY (ICT) KSH 67,189
8 4540772 CERTIFICATE IN BANKING AND FINANCE KSH 67,189
9 4540774 CERTIFICATE IN BUILDING TECHNOLOGY KSH 67,189
10 4540777 CERTIFICATE IN BUSINESS MANAGEMENT KSH 67,189
11 4540789 HUMAN RESOURCE MANAGEMENT LEVEL 6 KSH 67,189
12 4540798 CERTIFICATE IN INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) KSH 67,189
13 4540807 BUSINESS MANAGEMENT LEVEL 5 KSH 67,189
14 4540810 BUSINESS MANAGEMENT LEVEL 6 KSH 67,189
15 4540818 ELECTRICAL ENGINEERING – POWER OPTION LEVEL 5 KSH 67,189
16 4540831 CRAFT IN ELECTRICAL AND ELECTRONICS TECHNOLOGY(POWER OPTION) KSH 67,189
17 4540847 CERTIFICATE IN FASHION AND DESIGN KSH 67,189
18 4540858 INFORMATION COMMUNICATION TECHNOLOGY (ICT) LEVEL 6 KSH 67,189
19 4540876 DIPLOMA IN BUILDING & CONSTRUCTION TECHNOLOGY KSH 67,189
20 4540888 CRAFT CERTIFICATE IN HUMAN RESOURCE MANAGEMENT KSH 67,189
21 4540889 INFORMATION COMMUNICATION TECHNOLOGY (ICT) LEVEL 5 KSH 67,189
22 4540917 DIPLOMA IN ELECTRICAL ENGINEERING (POWER OPTION) KSH 67,189
23 4540935 CERTIFICATE IN PLUMBING KSH 67,189
24 4540936 CRAFT CERTIFICATE IN PLUMBING LEVEL 5 KSH 67,189
25 4540940 HUMAN RESOURCE MANAGEMENT LEVEL 5 KSH 67,189
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27 4540957 CERTIFICATE IN SUPPLY CHAIN MANAGEMENT KSH 67,189
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29 4540A21 ARTISAN IN ELECTRICAL INSTALLATION KSH 67,189
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32 4540A67 ARTISAN IN PLUMBING LEVEL FOUR(TVET-CDACC) KSH 67,189
33 4540B15 ARTISAN IN WELDING AND FABRICATION KSH 67,189
34 4540C07 WELDING AND FABRICATION LEVEL FOUR(TVET-CDACC) KSH 67,189
35 4540C11 ARTISAN IN PLUMBING KSH 67,189

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Visual Arts Grade 7 CBC Free Schemes of Work

GRADE 7 SCHEMES OF WORK

VISUAL ARTS ACTIVITIES

Grade 7 Visual curriculum Design

Top Scholar Visual Arts Grade 7 Teachers Guide/Learners Book

NAME OF THE TEACHER                                                   SCHOOL                                   YEAR                     TERM          III    

Week LSN strand Sub-strand Specific Learning Outcomes Key Inquiry Question(s) Learning Experiences Learning Resources Assessment Methods Refl
1 1 INDIGENOUS CRAFTS Making a mask using papier mache By the end of the lesson the learner should be able:

Knowledge

a.       Discuss samples of relief sculptures.

Skill

b.       Prepare papier Mache for making a mask

Attitude

c.       Appreciate own and others sculptural work.

1.        How does one create models using clay?

2.        What is papier Mache?

3.       Why is an armature important in creating clay models?

Learner is guided to:

• prepare the pulp with emphasis

on;

– selection of paper (recycled

paper)

– shredding

– soaking

– pounding

– addition of adhesive

Samples of relief sculptures, pictures, samples of mask, assortment of papers, glue, containers, a strong stick for pounding.

TOP scholar Visual Arts P.b pg. 88

   
  2     By the end of the lesson the learner should be able:

Knowledge

a.       Discuss samples of relief sculptures.

Skill

b.       Prepare papier Mache for making a mask

Attitude

c.       Appreciate own and others sculptural work.

1.    How does one create models using clay?

2.    What is papier Mache?

Why is an armature important in creating clay models?

Learner is guided to:

• prepare the pulp with emphasis

on;

– selection of paper (recycled

paper)

– shredding

– soaking

– pounding

– addition of adhesive

Samples of relief sculptures, pictures, samples of mask, assortment of papers, glue, containers, a strong stick for pounding.

TOP scholar Visual Arts P.b pg. 88

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

Knowledge

a.       Discuss samples of relief sculptures.

Skill

b.       Create a mask in low relief using papier Mache.

Attitude

c.       Appreciate own and others sculptural work.

1.        How does one create models using clay?

2.        What is papier Mache?

Why is an armature important in creating clay models?

Learner is guided to:

Create a low relief mask with the emphasis on;

– balance

– drying in a dry, cool and

well

aerated place

– finishing (decorate by

painting)

Samples of relief sculptures, pictures, samples of mask, assortment of papers, glue, containers, a strong stick for pounding

TOP scholar Visual Arts P.b pg. 89-90.

   
2 1     By the end of the lesson the learner should be able to:

Knowledge

a.       Discuss samples of relief sculptures.

Skill

b.       Create a mask in low relief using papier Mache.

Attitude

c.       Appreciate own and others sculptural work.

1.       How does one create models using clay?

2.       What is papier Mache?

Why is an armature important in creating clay models?

Learner is guided to:

Create a low relief mask with the emphasis on;

– balance

– drying in a dry, cool and

well

aerated place

– finishing (decorate by

painting)

Samples of relief sculptures, pictures, samples of mask, assortment of papers, glue, containers, a strong stick for pounding.

TOP scholar Visual Arts P.b pg. 89-90.

   
  2   Making an armature for modelling a sculpture in the round By the end of the lesson the learner should be able to:

Knowledge

a.        Discuss virtual and actual samples of clay models in the round.

Skill

b.       Create an animal form sculpture in the round using clay.

Attitude

c.       Appreciate own and others sculptural work.

1.       How does one create models using clay?

2.       What is armature?

3.       Why is an armature important in creating clay models?

Learner is guided to:

• make a sketch of an animal

form and construct an armature

with emphasis on;

– size

– materials (paper and

strings)

– balance

Samples of clay models of sculpture in the round , pictures ,assortment of papers, strings.

TOP scholar Visual Arts P.b pg. 90-95.

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

Knowledge

a.       Discuss virtual and actual samples of clay models in the round.

Skill

b.       Create an animal form sculpture in the round using clay.

Attitude

c.       Appreciate own and others sculptural work.

1.       How does one create models using clay?

2.       What is armature?

Why is an armature important in creating clay models?

Learner is guided to:

• make a sketch of an animal

form and construct an armature

with emphasis on;

– size

– materials (paper and

strings)

– balance

Samples of clay models of sculpture in the round , pictures ,assortment of papers, strings.

TOP scholar Visual Arts P.b pg. 90-95.

   
3 1   Model a sculpture in the round By the end of the lesson the learner should be able to:

Knowledge

a.       Discuss virtual and actual samples of clay models in the round.

Skill

b.       Create an animal form sculpture in the round using clay.

Attitude

c.       Appreciate own and others sculptural work.

1.        How is stability achieved in sculpture?

2.       Why is an armature important in creating clay models?

Learner is guided to:

• model a sculpture in the round

based on animal forms, using

clay with emphasis on:

– balance

– solids

– voids

– planes

– finishing (texturing)

– drying in a dry, cool and

well aerated place

• display and critique own and others’ work

Samples of clay models of sculpture in the round, pictures of animals, armature, clay.

TOP scholar Visual Arts P.b pg. 90-95.

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

Knowledge

a.       Discuss virtual and actual samples of clay models in the round.

Skill

b.       Create an animal form sculpture in the round using clay.

Attitude

c.       Appreciate own and others sculptural work.

1.       How is stability achieved in sculpture?

2.       Why is an armature important in creating clay models?

Learner is guided to:

• model a sculpture in the round

based on animal forms, using

clay with emphasis on:

– balance

– solids

– voids

– planes

– finishing (texturing)

– drying in a dry, cool and

well aerated place

• display and critique own and others’ work

Samples of clay models of sculpture in the round, pictures of animals, armature, clay

TOP scholar Visual Arts P.b pg. 90-95.

   
  3   Designing armlets By the end of the lesson the learner should be able to:

Knowledge

a.        Distinguish between ornaments and jewelry from samples.

Skill

b.       Analyze materials and tools used in making wire armlets.

Attitude

c.       Appreciate own and others armlets designs.

1.       What distinguishes jeweler from ornaments?

2.       Why is it important to consider the choice of materials and tools when making jewelry?

The learner is guided to:

• distinguish between

ornaments and jewellery from

virtual and actual sources

with focus on;

– function

– materials

– Tools

Samples of ornaments and jewelry, pliable wires, pliers, round nose pliers, flat nose pliers, hammers, tin snip, wire cutters, scissors, ICT devices, internet connectivity, papers and pencils.

TOP scholar Visual Arts P.b pg. 96-104

   
4 1     By the end of the lesson the learner should be able to:

Knowledge

a.        Distinguish between ornaments and jewelry from samples.

Skill

b.       Create an armlet using wires for self-expression.

Attitude

c.       Appreciate own and others armlets designs.

1.        What distinguishes jewelry from ornaments?

2.        Why is it important to consider the choice of materials and tools when making jewelry?

 

The learner is guided to:

• distinguish between

ornaments and jewellery from

virtual and actual sources

with focus on;

– function

– materials

– Tools

Samples of ornaments and jewelry, pliable wires, pliers, round nose pliers, flat nose pliers, hammers, tin snip, wire cutters, scissors, ICT devices, internet connectivity, papers and pencils.

TOP scholar Visual Arts P.b pg. 96-104

   
  2   Making armlets By the end of the lesson the learner should be able to:

Knowledge

a.       Name the materials and tools used in making wire armlets.

Skill

b.       Create an armlet using wires for self-expression.

Attitude

c.       Appreciate own and others armlets.

1.        What safety precautions should be observed when handling materials and tools used in making armlets?

2.       How can one ensure that the armlets made from wire is safe for use?

The learner is guided to:

• analyze materials and tools

used in making a wire armlet

with emphasis on;

– suitable wire (pliable)

– appropriate tools scissors,

tin snips, hammer, pliers-,

flat nose pliers, round nose

pliers and wire cutters,

pencil

• design and create an armlet

using wires with focus on;

– design

– size of the armlet

– making the armlet

– appropriate finishing

(filing of the edges)

Samples of ornaments and jewelry, pliable wires, pliers, round nose pliers, flat nose pliers, hammer, tin snip, wire cutters, scissors, ICT devices, internet connectivity, papers and pencils.

TOP scholar Visual Arts P.b pg. 96-104

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

Knowledge

a.       Name the materials and tools used in making wire armlets.

Skill

b.       Create an armlet using wires for self-expression.

Attitude

c.       Appreciate own and others armlets.

What safety precautions should be observed when handling materials and tools used in making armlets?

 

How can one ensure that the armlets made from wire is safe for use?

The learner is guided to:

• analyze materials and tools

used in making a wire armlet

with emphasis on;

– suitable wire (pliable)

– appropriate tools scissors,

tin snips, hammer, pliers-,

flat nose pliers, round nose

pliers and wire cutters,

pencil

• design and create an armlet

using wires with focus on;

– design

– size of the armlet

– making the armlet

– appropriate finishing

(filing of the edges)

Samples of ornaments and jewelry, pliable wires, pliers, round nose pliers, flat nose pliers, hammer, tin snip, wire cutters, scissors, ICT devices, internet connectivity, papers and pencils.

TOP scholar Visual Arts P.b pg. 96-104

   
5 1   Designing earrings By the end of the lesson the learner should be able to:

Knowledge

a.       describe earrings made using natural materials for inspiration to create own.

Skill

b.       observe samples of earrings.

Attitude

c.       Appreciate own and others erring’s.

What materials can be used to make earrings?

 

Why is it important to consider the finish and design while making earrings?

The learner is guided to:

• study and analyze samples of

earrings from virtual or

actual sources made using

natural materials with focus

on;

-design

-materials used (inedible seeds, wood, horn, shells and animal hide) -finishing techniques

Samples of erring’s, pliable wires, natural materials for making the earring such as inedible seeds, shells, wood, seed pods, horns and stick, oil paints, brushes,

 

TOP scholar Visual Arts P.b pg. 105-114

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

Knowledge

a.       describe earrings made using natural materials for inspiration to create own.

Skill

b.       collect materials needed for the making of an earring.

Attitude

c.       Appreciate own and others erring’s.

What materials can be used to make earrings?

 

Why is it important to consider the finish and design while making earrings?

The learner is guided to:

• study and analyze samples of

earrings from virtual or

actual sources made using

natural materials with focus

on;

-design

-materials used (inedible seeds, wood, horn, shells and animal hide)

-finishing techniques

 

Samples of erring’s, pliable wires, natural materials for making the earring such as inedible seeds, shells, wood, seed pods, horns and stick, oil paints, brushes,

 

TOP scholar Visual Arts P.b pg. 105-114

   
  3   Making earring By the end of the lesson the learner should be able to:

Knowledge

a.       describe earrings made using natural materials for inspiration to create own.

Skill

b.       Make earrings using natural materials.

Attitude

c.       Appreciate own and others erring’s.

What safety precautions should be observed when handling materials and tools used in making earrings?

 

How would one effectively display earrings for self-expression?

The learner is guided to:

• design and create earrings

with emphasis on:

– design

– preparation of the materials

(cleaning, cutting/drilling holes

twisting, folding, sanding)

– decoration (painting, incising, burning, varnishing, staining)

– stringing the materials

– finishing (clasps, hooks, stoppers, spacers,)

Samples of erring’s, pliable wires, natural materials for making the earring such as inedible seeds, shells, wood, seed pods, horns and stick, oil paints, brushes,

 

TOP scholar Visual Arts P.b pg. 105-114

   
6 1     By the end of the lesson the learner should be able to:

Knowledge

a.       describe earrings made using natural materials for inspiration to create own.

Skill

b.       Make earrings using natural materials.

Attitude

c.       Appreciate own and others erring’s.

What safety precautions should be observed when handling materials and tools used in making earrings?

 

How would one effectively display earrings for self-expression?

The learner is guided to:

• design and create earrings

with emphasis on:

– design

– preparation of the materials

(cleaning, cutting/drilling holes

twisting, folding, sanding)

– decoration (painting, incising, burning, varnishing, staining)

– stringing the materials

– finishing (clasps, hooks, stoppers, spacers,)

Samples of erring’s, pliable wires, natural materials for making the earring such as inedible seeds, shells, wood, seed pods, horns and stick, oil paints, brushes,

 

TOP scholar Visual Arts P.b pg. 105-114

   
  2   Frame loom By the end of the lesson the learner should be able to:

Knowledge

a.       Analyze samples of 2/2 twill weave structure.

Skill

b.       Make a frame loom using mitre joints.

Attitude

c.       Appreciate own and others work.

What articles can be made using the weaving techniques?

 

How is a twill weave formed?

 

Why is a loom necessary for weaving?

 

The learner is guided to:

• analyze virtual or actual 2/2

twill weave samples with

focus on:

– materials and tools used

– weave structure

– weaving device (frame

loom)

• make a frame loom using

mitre joints to be used in

weaving with emphasis on:

– alignment joints

– nail spacing

– sturdiness of the frame

Papers, pencils, digital devices, samples of woven items, samples of a frame loom and sample of weaving

TOP scholar Visual Arts P.b pg. 115-119

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

Knowledge

a.       Analyze samples of 2/2 twill weave structure.

Skill

b.       Make a frame loom using mitre joints.

Attitude

c.       Appreciate own and others work.

What articles can be made using the weaving techniques?

 

How is a twill weave formed?

 

Why is a loom necessary for weaving?

 

The learner is guided to:

• analyze virtual or actual 2/2

twill weave samples with

focus on:

– materials and tools used

– weave structure

– weaving device (frame

loom)

• make a frame loom using

mitre joints to be used in

weaving with emphasis on:

– alignment joints

– nail spacing

– sturdiness of the frame

Papers, pencils, digital devices, samples of woven items, samples of a frame loom and sample of weaving

TOP scholar Visual Arts P.b pg. 115-119

   
7 1     By the end of the lesson the learner should be able to:

Knowledge

a.       Analyze samples of 2/2 twill weave structure.

Skill

b.       Make a frame loom using mitre joints.

Attitude

c.       Appreciate own and others work.

What articles can be made using the weaving techniques?

 

How is a twill weave formed?

 

Why is a loom necessary for weaving?

 

The learner is guided to:

• analyze virtual or actual 2/2

twill weave samples with

focus on:

– materials and tools used

– weave structure

– weaving device (frame

loom)

• make a frame loom using

mitre joints to be used in

weaving with emphasis on:

– alignment joints

– nail spacing

– sturdiness of the frame

Papers, pencils, digital devices, samples of woven items, samples of a frame loom and sample of weaving

TOP scholar Visual Arts P.b pg. 115-119

   
  2   Preparing weaving materials By the end of the lesson the learner should be able to:

Knowledge

a.       State the meaning of a frame loom.

Skill

b.       Prepare recyclable materials for weaving.

Attitude

c.       Appreciate own and others prepared weaving materials.

How is a frame loom made?

 

Why should a frame loom be firm and sturdy?

 

Why are the nails on a frame loom fixed with part of the nails sticking out?

The learner is guided to:

• select and reuse flexible

weaving materials available in

the locality, namely;

– woolen yarn

– Plain coloured cloth

Papers, pencils, digital devices, samples of woven items, samples of a frame loom and sample of weaving

TOP scholar Visual Arts P.b pg. 120

   
  3   Weaving using a frame loom By the end of the lesson the learner should be able to:

Knowledge

a.       State the meaning of a frame loom.

Skill

b.       Create a scarf in 2/2 twill weave using two colors.

Attitude

c.       Appreciate own and others woven artwork.

How is a frame loom made?

 

Why should a frame loom be firm and sturdy?

 

Why are the nails on a frame loom fixed with part of the nails sticking out?

The learner is guided to:

• warp the loom in pairs, with

emphasis on:

– equal tension of warps

• weave (2/2) a scarf in two

colours on a frame loom, in

pairs, taking into account the

following weaving defects:

– Waisting

– Sagging

 

Papers, pencils, digital devices, samples of woven items, samples of a frame loom and sample of weaving

TOP scholar Visual Arts P.b pg. 122-128

   
8 1     By the end of the lesson the learner should be able to:

Knowledge

a.       State the meaning of a frame loom.

Skill

b.       Create a scarf in 2/2 twill weave using two colors.

Attitude

c.       Appreciate own and others woven artwork.

How can you ensure uniform tension of the warp on a frame loom?

 

How does waisting differ from sagging?

 

How can you prevent the wasting and sagging defects on a woven item?

The learner is guided to:

• warp the loom in pairs, with

emphasis on:

– equal tension of warps

• weave (2/2) a scarf in two

colours on a frame loom, in

pairs, taking into account the

following weaving defects:

– Waisting

– Sagging

 

Papers, pencils, digital devices, samples of woven items, samples of a frame loom and sample of weaving

TOP scholar Visual Arts P.b pg. 122-128

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

Knowledge

a.       State the meaning of a frame loom.

Skill

b.       Create a scarf in 2/2 twill weave using two colors.

Attitude

c.       Appreciate own and others woven artwork.

How can you ensure uniform tension of the warp on a frame loom?

 

How does waisting differ from sagging?

 

How can you prevent the waisting and sagging defects on a woven item?

The learner is guided to:

• warp the loom in pairs, with

emphasis on:

– equal tension of warps

• weave (2/2) a scarf in two

colours on a frame loom, in

pairs, taking into account the

following weaving defects:

– Waisting

– Sagging

 

Papers, pencils, digital devices, samples of woven items, samples of a frame loom and sample of weaving

TOP scholar Visual Arts P.b pg. 122-128

   
  3   Finishing techniques By the end of the lesson the learner should be able to:

Knowledge

a.       describe a 2/2 twill scarf weaved using two colors.

Skill

b.       Apply finishing techniques on the woven scarf.

Attitude

c.       Appreciate own and others woven artworks.

Why should one finish a woven scarf?

 

Which techniques can be used to finish a woven scarf?

The learner is guided to:

• explore and apply finishing

techniques on the woven scarf

with emphasis on;

– knotting

– tasseling (trimming

/alignment, uniformity,

colour alternation)

• display and critique own and

others’ work.

Papers, pencils, digital devices, samples of woven items, samples of a frame loom and sample of weaving

TOP scholar Visual Arts P.b pg. 122-128

   
9 END YEAR ASSESSMENT/CLOSING

 

Grade 5 schemes of work free download pdf

GRADE FIVE ENGLISH ACTIVITIES SCHEMES OF WORK Term 3

wk Ls n Strand/ Theme Sub strand Specific learning outcomes Key inquiry Questions Learning experiences Learning Resources Assessment methods Ref l
1 1 LEISUR Conjunctions By the end of the sub strand, the learner should be able to:

a.       Identify conjunctions in texts for effective communication

b.       Use conjunctions correctly in communication.

c.       Judge the correctness and appropriateness of conjunctions used in oral and written texts.

1.    How do you join words or sentences?

2.    Why do you join words and sentences?

Learner is guided to:

Listen to short dialogue and identify the conjunctions.

Make sentence from a substitution table using but, or, yet, because, since and also.

Construct sentences using the conjunctions in pairs.

Fill the blank spaces using conjunctions in sentences or paragraphs.

Create a display of charts of sentences containing conjunctions, in small groups.

Conduct a gallery walk and give feedback to each group.

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

a) Tasks such as
E TIME and, but, or, multiple
ACTIVI TIES :

Gramm ar in use

because, since, also, for, yet,

since

choice

b) Discrimination

c)    Gap-filling

d)   Short-answer

e)   Dialogue-

completion,
information gap
f) Role play
g) Simulation
2 Conjunctions By the end of the sub strand, the learner should be able to:

a.       Identify conjunctions in texts for effective communication

b.       Use conjunctions correctly in communication.

c.       Judge the correctness and appropriateness of conjunctions used in oral and written texts.

1.    How do you join words or sentences?

2.    Why do you join words and sentences?

Learner is guided to:

Listen to short dialogue and identify the conjunctions.

Make sentence from a substitution table using but, or, yet, because, since and also.

Construct sentences using the conjunctions in pairs.

Fill blank spaces using conjunctions in sentences or paragraphs.

Create a display chart of

Sentences containing conjunctions, in small groups.

Construct a gallery walk and give feedback to each group.

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

a) Tasks such as
and, but, or, multiple
because, since, also, for, yet,

since

choice

b) Discrimination

c)    Gap-filling

d)   Short-answer

e) Dialogue-
completion,
information gap
f) Role play
g) Simulation

 

Page 1 of 13

 

3 Conjunctions By the end of the sub strand, the learner should be able to:

a.       Identify conjunctions in texts for effective communication

b.       Use conjunctions correctly in communication.

c.       Judge the correctness and appropriateness of conjunctions used in oral and written texts.

1.    How do you join words or sentences?

2.    Why do you join words and sentences?

Learner is guided to:

Listen to short dialogue and identify the conjunctions.

Make sentences from a substitution table using but, or, yet, because, since and also.

Make sentences using the conjunctions in pairs.

Fill blank spaces using conjunctions in sentences or paragraphs.

Create a display chart of

Sentences containing conjunctions, in small groups.

Conduct a gallery walk and

give feedback to each group.

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

a) Tasks such as
and, but, or, multiple
because, since, also, for, yet,

since

choice

b) Discrimination

c)    Gap-filling

d)   Short-answer

e) Dialogue-
completion,
information gap
f) Role play
g) Simulation
4 Writing Creative Writing: Descriptive Composition ((120

-160 words)

By the end of the sub strand, the learner should be able to:

a.       Describe people or things mentioned in a text.

b.       Create a descriptive composition related to the theme for effective communication.

c.       Collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow.

1.    How do we describe things or events?

2.    Why is it important to describe things or events?

Learner is guided to:

Read sample composition from print or electronic sources.

Talk about people or things in text in the text.

Make sentences to describe how they spent their leisure time, in pairs.

Organize the sentences to make a paragraph, in groups.

a descriptive composition individually.

Proof read their

Compositions, in pairs or groups.

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

a)    Teacher- made tests

b)    Learner journals

c)   Peer assessment

d)    Self- assessment learner

e)    Portfolio dictation f)Standardized writing tests

2 1 Creative Writing: Descriptive Composition ((120

-160 words)

By the end of the sub strand, the learner should be able to:

a.       Describe people or things mentioned in a text.

b.       Create a descriptive composition related to the theme for effective communication.

c.       Collaborate with peers to critique a composition on the choice of words,

1.    How do we describe things or events?

2.    Why is it important to describe things or events?

Learner is guided to:

Read sample composition from print or electronic sources.

Talk about people or thing in a text

Make sentences to describe how they spent their leisure time, in pairs.

Organize the sentences to make a paragraph, in groups.

Write a descriptive composition individually.

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

a)    Teacher- made tests

b)    Learner journals

c)   Peer assessment

d)    Self- assessment learner

e)    Portfolio dictation

 Page 2 of 13

 

creativity, relevance to theme and logical flow. Proof read their compositions, in pairs or

groups.

· f)Standardized writing tests
2 Creative Writing: Descriptive Composition ((120

-160 words)

By the end of the sub strand, the learner should be able to:

a.       Proof read their peers composition

b.       Create a descriptive composition related to the theme for effective communication.

c.       Collaborate with peers to critique a composition on the choice of words, creativity, relevance to theme and logical flow.

1.    How do we describe things or events?

2.    Why is it important to describe things or events?

Learner is guided to:

mple composition from print or electronic sources.

s

in the text.

Sentences to describe how they spent their leisure time, in pairs.

the sentences to make a paragraph, in groups.

a descriptive composition individually.

heir compositions, in pairs or

groups.

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

a)    Teacher- made tests

b)    Learner journals

c)   Peer assessment

d)    Self- assessment learner

e)    Portfolio dictation f)Standardized writing tests

3 SPORTS

– APPREC IATING TALEN TS

Listening and speaking: Listening fluency (Short

speeches or dialogues of about 130 words)

By the end of the sub strand, the learner should be able to:

a.       Listen to oral presentations

b.       Construct sentences orally using words related to the theme.

c.       Interpret a speaker’s emotions and feelings correctly during oral presentations.

1.    Why is it important to listen carefully?

2.    How can we become better listeners?

Learner is guided to:

Listen to oral presentation of

(dialogues or poems on topical issues) containing words with the sound /aɪ/

Practice saying selected tongue twisters in pairs.

Make three-minute speech based on the theme in groups.

e) Recite poems based on the theme.

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

a)     Oral reading or dictation recitations

b)    Role play

c)   Debates

d)    Oral interviews

e)    Dialogues

f)   Oral discussions

4 Sound /aɪ/ as in my, mind,

ride, wide

By the end of the sub strand, the learner should be able to:

a.       Select words containing the target sound in sentences.

b.       Listen for words with the sound /aɪ/ from an audio text.

c.       Interpret a speaker’s emotions and feelings correctly during oral presentations.

1.    Why is it important to listen carefully?

2.    How can we become better listeners?

Learner is guided to:

to oral presentations (dialogues or poems on topical issues) containing words with the sound /aɪ/

Identify words with the sound /aɪ/ from texts.

-minute speech based on the theme in groups.

e) Recite poems based on the theme.

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

a)     Oral reading or dictation recitations

b)    Role play

c)   Debates

d)    Oral interviews

e)    Dialogues

f)   Oral discussions

 Page 3 of 13

 

·         diorama

·          flash cards

3 1 Non-verbal cues By the end of the sub strand, the learner should be able to:

a.       Select words containing the target sound in sentences.

b.       Construct sentences orally using words related to the theme.

c.       Interpret a speaker’s emotions and feelings correctly during oral presentations.

1.    Why is it important to listen carefully?

2.    How can we become better listeners?

Learner is guided to:

Practice saying selected tongue twisters in pairs.

Make three-minute speech based on the theme in groups.

e)    Recite poems based on the theme.

f)     Interpret non-verbal cues correctly.

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

a)     Oral reading or dictation recitations

b)    Role play

c)   Debates

d)    Oral interviews

e)    Dialogues

f)   Oral discussions

2 Reading Intensive Reading Reading with Technology By the end of the sub strand, the learner should be able to:

a.       Relate ideas in the text to personal experiences.

b.       Creates mental images from the events, characters or places in a text.

c.       Judge the appropriateness of digital texts on the basis word choice, theme and interest.

1.    Why is it important to relate what you read with your experiences?

2.    What digital resources can you use in your reading?

3.    Why are digital materials more interesting to read than print ones?

Learner is guided to:

Infer the meaning of words from context.

Connections between their experiences and events in the reading text.

pictures, mimes, videos or crossword puzzles in small groups.

d read texts from the internet in pairs and groups, online.

estions in pairs. or role play the

stories they have read online.

e visuals obtained

from online sources and share or display in a gallery.

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

a)    Reading aloud

b)    Dictation

c)   Oral interviews

d)    Question and answer

e)    Teacher- made tests

3 Intensive Reading Reading with Technology By the end of the sub strand, the learner should be able to:

a.       Creates mental images from the events, characters or places in a text.

b.       Answer factual and inferential questions correctly.

c.       Judge the appropriateness of digital texts on the basis

1.    Why is it important to relate what you read with your experiences?

2.    What digital resources can you use in your reading?

3.    Why are digital materials more

Learner is guided to:

Infer  the meaning of words from context.

Make connections between their experiences and events in the reading text.

Create pictures, mimes, videos or crossword puzzles in small groups.

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

a)    Reading aloud

b)    Dictation

c)   Oral interviews

d)    Question and answer

e)    Teacher- made tests

 Page 4 of 13

 

word choice, theme and interest. interesting to read than print ones? Search and read texts from the internet in pairs and groups, online.

Answer questions in pairs. or role play the stories they have read online.

Print the visuals obtained

from online sources and share or display in a gallery.

·         journals

·         dictionaries

·         diorama

·         flash cards

4 Gramm ar in use Use of Interrogatives When, who, how, why, which, how much, what else By the end of the sub strand, the learner should be able to:

a.       Identify interrogatives in sentences correctly.

b.       Use interrogatives accurately in sentences.

c.       Collaborate with others to determine the correctness and appropriateness of interrogatives used in oral and written texts.

1.    Why do we ask questions?

2.    How do we ask questions?

Learner is guided to:

he words used to ask questions – how, what, when, why, who

e the Wh- words and How to ask questions.

digital devices to practice constructing questions.

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

a) Tasks such as multiple

choice b)

Discrimination

c)    Gap-filling

d)   Short-answer

e)   Dialogue- completion, information gap

f)   Role play

g)   Simulation

4 1 Use of Interrogatives When, who, how, why, which, how much, what else By the end of the sub strand, the learner should be able to:

a.       Identify interrogatives in sentences correctly.

b.       Use interrogatives accurately in sentences.

c.       Collaborate with others to determine the correctness and appropriateness of interrogatives used in oral and written texts.

1.    Why do we ask questions?

2.    How do we ask questions?

Learner is guided to:

Mention he words used to ask questions – how, what, when, why, who

Use e the Wh- words and How to ask questions.

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

a) Tasks such as multiple

choice b)

Discrimination

c)    Gap-filling

d)   Short-answer

e)   Dialogue- completion, information gap

f)   Role play

g)   Simulation

2 Use of Interrogatives When, who, how, why, which, how much, what else By the end of the sub strand, the learner should be able to:

a.       Identify interrogatives in sentences correctly.

b.       Use interrogatives accurately in sentences.

1.    Why do we ask questions?

2.    How do we ask questions?

Learner is guided to:

questions using the pattern: how much more…, when/who/why/what else in small groups, for example, Who else attended the ceremony?

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

a) Tasks such as multiple

choice b)

Discrimination

c)    Gap-filling

d)   Short-answer

 Page 5 of 13

 

c.   Collaborate with others to determine the correctness and appropriateness of interrogatives used in oral and written texts. How much more sugar was bought?

else, much …

to complete sentences

digital devices to practice constructing questions.

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

e)   Dialogue- completion, information gap

f)    Role play

g)   Simulation

3 Writing Commonly Misspelt Words Homophones Homonyms By the end of the sub strand the learner should be able to:

a.       Spell selected words correctly for effective communication.

b.       Use homophones and homonyms in sentences correctly

c.       Advocate the use of correct spelling of words among peers.

1.    Why do we write words correctly?

2.    Which words do you find difficult to write?

3.    How do we learn to spell words?

The learner should be guided to:

Discuss in groups words they find difficult to spell.

Make a presentation on correct spelling homophones and homonyms

Write a word froma dictation by the teacher or from an audio- visual recording.

Play a spelling games in pairs; for example, scramble or scrabble.

Use jigsaw zle to form words correctly in groups.

Make words from jumple

up letters.

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

a)    Teacher- made tests

b)    Learner journals

c)   Peer assessment

d)    Self- assessment learner

e)    Portfolio dictation f)Standardized writing tests

4 Commonly Misspelt Words Homophones Homonyms By the end of the sub strand the learner should be able to:

a.       Spell selected words correctly for effective communication.

b.       Use homophones and homonyms in sentences correctly

c.       Advocate the use of correct spelling of words among peers.

1.    Why do we write words correctly?

2.    Which words do you find difficult to write?

3.    How do we learn to spell words?

The learner should be guided to:

s words they find difficult to spell.

esentation on correct spelling homophones and homonyms

rite words from a dictation by the teacher or from an audio- visual recording.

g games in pairs; for example, scramble or scrabble.

zle to form words correctly in groups.

up letters.

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

a)    Teacher- made tests

b)    Learner journals

c)   Peer assessment

d)    Self- assessment learner

e)    Portfolio dictation f)Standardized writing tests

5 1 ENVIRO NMENT AL Listening and speaking: peaking Fluency By the end of the sub strand, the learner should be able to: 1. Why should we speak clearly and confidently? Learner is guided to: ·         course book

·         story books

a) Oral reading or dictation recitations

 Page 6 of 13

 

POLLUT ION (content from other learning)

Making a Speech)

a.       Construct sentences orally using words related to the theme.

b.       Speak accurately, without hesitation and with expression.

c.       Challenge others to speak accurately, at the right speed and to display appropriate expressions during oral presentations.

2. Why do we make speeches? sounds /f/ and /v/ in small groups.

Pronounce the words related

to the theme correctly.

Construct oral sentences using vocabulary learnt.

Listen to recorded speech

from a digital device.

Make short specches using

vocabulary learnt, and appropriate non- verbal cues.

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

b)    Role play

c)    Debates

d)    Oral interviews

e)    Dialogues

f)    Oral discussions

2 Sounds /f/ as purify; as in; and

/v/ as in vapour preserve,

By the end of the sub strand, the learner should be able to:

a.       Pronounce words with selected sounds accurately for effective communication.

b.       Speak accurately, without hesitation and with expression.

c.       Challenge others to speak accurately, at the right speed and to display appropriate expressions

during oral presentations.

1.    Why should we speak clearly and confidently?

2.    Why do we make speeches?

Learner is guided to:

sounds /f/ and /v/ in small groups.

to the theme correctly.

oral sentences using vocabulary learnt.

from a digital device.

Make short speeches  using

vocabulary learnt, and appropriate non- verbal cues.

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

a)     Oral reading or dictation recitations

b)    Role play

c)   Debates

d)    Oral interviews

e)    Dialogues

f)   Oral discussions

3 Sounds /f/ as purify; as in; and

/v/ as in vapour preserve,

By the end of the sub strand, the learner should be able to:

a.       Pronounce words with selected sounds accurately for effective communication.

b.       Speak accurately, without hesitation and with expression.

c.       Challenge others to speak accurately, at the right speed and to display appropriate expressions

during oral presentations.

1.    Why should we speak clearly and confidently?

2.    Why do we make speeches?

Learner is guided to:

sounds /f/ and /v/ in small groups.

Pronounce the words related

to the theme correctly.

Contruct oral sentences using vocabulary learnt.

Listen to recorded speech

from a digital device.

Makes short word sentence using vocabulary learnt, and appropriate non- verbal cues.

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

a)     Oral reading or dictation recitations

b)    Role play

c)   Debates

d)    Oral interviews

e)    Dialogues

f)   Oral discussions

4 Reading Intensive Reading: Poems, Songs

and Tongue

By the end of the sub strand the learner should be able to: 1. What can you learn from poems and songs? Learner is guided to:

deo on environmental pollution and answer questions.

·         course book

·         story books

·         poetry books

a)    Reading aloud

b)    Dictation

 Page 7 of 13

 

Twisters a.       Creates mental images from events, characters and places in a text

b.       Answer factual and inferential questions correctly for comprehension.

c.       Relate events and characters in the reading text to personal experiences.

2.    Which poems and songs do you know?

3.    How do you tell the meaning of unfamiliar words while reading?

poem or song and role play the events, experiences or characters in the text.

Answer factual and inferential questions on the poem and song they read.

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

c)    Oral interviews

d)    Question and answer

e)    Teacher- made tests

6 1 Intensive Reading: Poems, Songs and Tongue Twisters By the end of the sub strand the learner should be able to:

a.       Infer information and meaning of words from context.

b.       Answer factual and inferential questions correctly for comprehension.

c.       Relate events and characters in the reading text to personal experiences.

1.    What can you learn from poems and songs?

2.    Which poems and songs do you know?

3.    How do you tell the meaning of unfamiliar words while reading?

Learner is guided to:

Watch video on environmental pollution and answer questions.

Read a poem or song and role play the events, experiences or characters in the text.

Answer factual and inferential questions on the poem and song they read.

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

a)    Reading aloud

b)    Dictation

c)   Oral interviews

d)    Question and answer

e)    Teacher- made tests

2 Gramm ar In use Nouns which only Occur in Singular or Plural By the end of the sub strand, the learner should be able to

a.       Identify nouns which only occur in singular or plural from given sentences.

b.       Use nouns which only occur in singular or plural to make sentences.

c.       Collaborate with others to determine the correctness and appropriateness of nouns used in various texts.

1.    Why is it important to use words correctly?

2.    Which singular nouns end with letter

-s?

Learner is guided to:

line nouns which only occur in singular or plural sentences.

ences in pairs or groups using nouns which only occur in singular or plural such as news, dirt, waste and rubbish,

ersation using plurals of nouns which only occur in singular or plural, in pairs.

Watch videos on nouns which only occur in singular or plural and answer questions.

reate display charts on nouns which only occur in singular or plural in sentences.

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

a) Tasks such as multiple

choice b)

Discrimination

c)    Gap-filling

d)   Short-answer

e)   Dialogue- completion, information gap

f)   Role play

g)   Simulation

 Page 8 of 13

 

3 Nouns which only Occur in Singular or Plural By the end of the sub strand, the learner should be able to

a.       Identify nouns which only occur in singular or plural from given sentences.

b.       Use nouns which only occur in singular or plural to make sentences.

c.       Collaborate with others to determine the correctness and appropriateness of nouns used in various texts.

1.    Why is it important to use words correctly?

2.    Which singular nouns end with letter

-s?

Learner is guided to:

Identify and underline line nouns which only occur in singular or plural sentences.

Construct sentences in pairs or groups using nouns which only occur in singular or plural such as news, dirt, waste and rubbish,

Practice a conversation using plurals of nouns which only occur in singular or plural, in pairs.

Watch videos on nouns which only occur in singular or plural and answer questions.

Create display charts on nouns which only occur in singular or plural in sentences.

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

a) Tasks such as multiple

choice b)

Discrimination

c)    Gap-filling

d)   Short-answer

e)   Dialogue- completion, information gap

f)   Role play

g)   Simulation

4 Nouns which only Occur in Singular or Plural By the end of the sub strand, the learner should be able to

a.       Identify nouns which only occur in singular or plural from given sentences.

b.       Use nouns which only occur in singular or plural to make sentences.

c.       Collaborate with others to determine the correctness and appropriateness of nouns used in various texts.

1.    Why is it important to use words correctly?

2.    Which singular nouns end with letter

-s?

Learner is guided to:

line nouns which only occur in singular or plural sentences.

ruct sentences in pairs or groups using nouns which only occur in singular or plural such as news, dirt, waste and rubbish,

ersation using plurals of nouns which only occur in singular or plural, in pairs.

s on nouns which only occur in singular or plural and answer questions.

arts on nouns which only occur in

Singular or plural in sentences.

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

a) Tasks such as multiple

choice b)

Discrimination

c)    Gap-filling

d)   Short-answer

e)   Dialogue- completion, information gap

f)   Role play

g)   Simulation

7 1 Writing Functional Writing Personal Diary

 

Journal (3 days)

By the end of the sub strand, the learner should be able to:

a.   Identify the key components of a diary/journal.

1.    Why should we plan our activities in advance?

2.    What is the most

Learner is guided to:

View a sample diary sample journal/and identify the components.

Make journal/diary entries on

pairs or small groups.

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

a)    Teacher- made tests

b)    Learner journals

c)   Peer

assessment

 Page 9 of 13

 

b.       Create a journal/diary to convey desired information in the right format.

c.       Collaborate with peers to create personal journals and diaries on varied topics.

Memorable experience in your life? ·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

d)    Self- assessment learner

e)    Portfolio dictation f)Standardized writing tests

2 Functional Writing Personal Diary

Journal (3 days)

By the end of the sub strand, the learner should be able to:

a.       Identify the key components of a diary/journal.

b.       Create a journal/diary to convey desired information in the right format.

c.       Collaborate with peers to create personal journals and diaries on varied topics.

1.    Why should we plan our activities in advance?

2.    What is the most Memorable experience in your life?

Learners are guided to create a three days journal. And take a gallery walk.

Give feedback to the of

each group.

Search for more examples of diaries or journals on the internet, textbooks or the library.

Create diary or journal

individually.

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

a)    Teacher- made tests

b)    Learner journals

c)   Peer assessment

d)    Self- assessment learner

e)    Portfolio dictation f)Standardized writing tests

3 MONEY

– SAVING S AND BANKIN G

Listening and speaking:Intensive Listening (Dialogue containing similes) By the end of the sub strand, the learner should be able to:

a.       Use similes and vocabulary related to the theme correctly in sentences

b.       Judge the appropriateness of words, similes and nonverbal cues during an oral presentation.

c.       Interpret a speaker’s feelings and emotions correctly during oral presentations.

1.    Why should we listen attentively?

2.    How can you tell someone is attentive?

Learner is guided to:

Identify similes from an oral text

Use similes and words in sentences in small groups.

Identify similes from an oral text audio visual text. groups.

Discuss the dialogue in pairs.

entences using the new words individually.

Dramatize the dialogue in

small groups.

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

a)     Oral reading or dictation recitations

b)    Role play

c)   Debates

d)    Oral interviews

e)    Dialogues

f)   Oral discussions

4 Sounds : /m/ as in

money; /n/ as in notes, /ŋ/ as in shilling

By the end of the sub strand, the learner should be able to:

a.   Select words and phrases with the target sounds, digraphs and consonant clusters from a text.

1.    Why should we listen attentively?

2.    How can you tell someone is attentive?

Learner is guided to:

Say words containing the sound

sounds /m/ /n/ /ŋ/ in small groups.

Listen to dialogue from an audio-visual recording or read

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

a)     Oral reading or dictation recitations

b)    Role play

c)   Debates

 Page 10 of 13

 

b.       Judge the appropriateness of words, similes and nonverbal cues during an oral presentation.

c.       Interpret a speaker’s feelings and emotions correctly during oral

presentations.

by the teacher and select words with the target sounds, digraphs and clusters in pairs.

ds featuring the

target sounds.

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

d)    Oral interviews

e)    Dialogues

f)   Oral discussions

8 1 Digraphs: sn as in sneeze, sl as in sling By the end of the sub strand, the learner should be able to:

a.       Select words and phrases with the target sounds, digraphs and consonant clusters from a text.

b.       Judge the appropriateness of words, similes and nonverbal cues during an oral presentation.

c.       Interpret a speaker’s feelings and emotions correctly during oral presentations.

1.    Why should we listen attentively?

2.    How can you tell someone is attentive?

Learner is guided to:

Identify similes from an oral text

Use similes and words in sentences in small groups.

Identify similes from an audio visual

audio visual text.

List similes in small

groups.

Discuss new words found in the dialogue in pairs.

Construct sentences using the new words individually.

small groups.

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

a)     Oral reading or dictation recitations

b)    Role play

c)   Debates

d)    Oral interviews

e)    Dialogues

f)   Oral discussions

2 Reading Extensive Reading Variety of Texts

such as (texts of about 1001 –

1250)

By the end of the sub strand, the learner should be able to:

a.       Select suitable reading materials from a variety of texts.

b.       Read a variety of materials independently for information and pleasure.

c.       Judge the appropriateness of a reading text on the basis of theme, interest and language complexity.

1.    Why do you read?

2.    How do you obtain specific information from a text?

3.    What materials do you enjoy reading?

Learner is guided to:

te print and non-print reading materials; newspapers, magazines, class readers or poems.

Preview reading material to

determine suitability.

Scan through a text for specific details.

Skim through a material to obtain the main idea.

gh newspapers, magazines among others to find specific information.

Skim through a material in small groups. Independently.

Promote extensive reading

among peers and the greater community.

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

a)    Reading aloud

b)    Dictation

c)   Oral interviews

d)    Question and answer

e)    Teacher- made tests

 Page 11 of 13

 

3 Newspapers, magazines, class readers and poems By the end of the sub strand, the learner should be able to:

a.       Read a variety of materials independently for information and pleasure.

b.       Use fluency strategies such as previewing, skimming and scanning strategies to find necessary information.

c.       Judge the appropriateness of a reading text on the basis of theme, interest and language complexity.

1.    Why do you read?

2.    How do you obtain specific information from a text?

3.    What materials do you enjoy reading?

colaborate with peers to determine the appropriateness of reading texts on the basis of interest, themes and complexity of language

look for specific information from a reading material in pairs. read in groups.

Make an entry of what they

have read in their creative writing diary.

Visit library to read online

and offline materials

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

a)    Reading aloud

b)    Dictation

c)   Oral interviews

d)    Question and answer

e)    Teacher- made tests

4 Gramm ar in use Word Classes Prepositions

in, on, at

:in, on, at as : into,

towards, to,

through

By the end of the sub strand, the learner should be able to:

a.       Identify prepositions of time, place and direction in sentences.

b.       Use prepositions of time, place and direction appropriately for effective communication.

c.       Collaborate with others to judge the accuracy, appropriateness and correctness of prepositions

used in varied texts.

1.    Which words show direction and time?

2.    Why is it important to show time and direction?

Learner is guided to: nderline prepositions of

time, place and direction in sample sentences:

o    time such as in, on, at)

o    place such as :in, on, at

o    direction such as : into, towards, to, through

preposition games and songs online/offline.

ing

prepositions.

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

a) Tasks such as multiple

choice b)

Discrimination

c)    Gap-filling

d)   Short-answer

e)   Dialogue- completion, information gap

f)   Role play

g)   Simulation

9 1 Word Classes Prepositions

in, on, at

:in, on, at as : into,

towards, to, through

By the end of the sub strand, the learner should be able to:

a.       Identify prepositions of time, place and direction in sentences.

b.       Use prepositions of time, place and direction appropriately for effective communication.

c.       Collaborate with others to judge the accuracy, appropriateness and correctness of prepositions used in varied texts.

1.    Which words show direction and time?

2.    Why is it important to show time and direction?

Use prepositions to perfom classroom task

Watch videos and online material on prepositions and in pairs/groups.

Create a display charts containing preposition of time and direction.

Create crossword puzzles using prepositions.

Solve code words and crossword puzzles involving prepositions.

Search for prepositions online, from newspapers

magazines among others

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

a) Tasks such as multiple

choice b)

Discrimination

c)    Gap-filling

d)   Short-answer

e)   Dialogue- completion, information gap

f)   Role play

g)   Simulation

 Page 12 of 13

 

2 Writing Spelling Homophones; Words with double consonants By the end of the sub strand the learner should be able to:

a.       Identify homophones, words with double consonants and words with double vowels correctly.

b.       Spell homophones, words with double consonants and words with double vowels correctly.

c.       Collaborate with others to judge the appropriateness of words, phrases and

sentences used in own or provided documents.

1.    Why should we write words correctly?

2.    Which words have the same pronunciation but different spelling?

Learner is guided to:

Identify homophones, words with double consonants and words with double vowels from a text.

o words read by the teacher or from audio recording for example:

–      waist/waste

–         Collect or dropped

Write down from a dictation correctly

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

a)    Teacher- made tests

b)    Learner journals

c)   Peer assessment

d)    Self- assessment learner

e)    Portfolio dictation f)Standardized writing tests

3 Words with double vowels By the end of the sub strand the learner should be able to:

a.       Uses homophones, words with double consonants and words with double vowels in sentences correctly.

b.       Recommend to peers ways of enhancing their spelling skills for clarity of communication.

c.       Collaborate with others to judge the appropriateness of words, phrases and sentences used in own or

provided documents.

1.    Why should we write words correctly?

2.    Which words have the same pronunciation but different spelling?

Learner is guided to:

Use jigsaw puzzle to form words correctly in groups.

up letters.

Form sentences from the words they have spelt.

Search for homophones, words with double consonants and words with double vowels from the internet.

·         course book

·         story books

·         poetry books

·         pictures and

·         photographs

·         newspapers

·         magazines

·         junior encyclopedia

·         journals

·         dictionaries

·         diorama

·         flash cards

a)    Teacher- made tests

b)    Learner journals

c)   Peer assessment

d)    Self- assessment learner

e)    Portfolio dictation f)Standardized writing tests

4 REVISION/ ASSESMENT                      
10