ADVANCED SECONDARY

CURRICULUM

AGRICULTURE
SYLLABUS
 ADVANCED SECONDARY CURRICULUM

ADVANCED SECONDARY
CURRICULUM

AGRICULTURE
SYLLABUS

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 AGRICULTURE SYLLABUS

Copyright © National Curriculum Development Centre, Uganda 2025

A product of the National Curriculum Development Centre for the

Ministry of Education and Sports with support from the Government
of Uganda

National Curriculum Development Centre

P.O. Box 7002,
Kampala- Uganda
www.ncdc.co.ug

ISBN: 978-9970-675-45-6

All rights reserved: No part of this publication may be reproduced,

stored in a retrieval system or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise, without
the prior permission of the copyright holder

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CONTENTS
Foreword ........................................................................................................................................... v
Acknowledgements .......................................................................................................................vi
1.0 Introduction ...............................................................................................................................1
1.1. Changes in the Curriculum .................................................................................................................................1
1.2. Classroom Based Assessment ............................................................................................................................2
1.3. Learners with Special Education Needs ......................................................................................................2
1.4. Generic Skills ................................................................................................................................................................3
1.5. Cross-Cutting Issues.................................................................................................................................................4
1.6. Values ................................................................................................................................................................................4
1.7. Information and Communication Technology Integration .............................................................4
1.8. Projects ............................................................................................................................................................................5
1.9. The Aims of Secondary Education ..................................................................................................................6
1.10. Aims of the Advanced Level Curriculum ....................................................................................................6
1.11. Subject Overview ......................................................................................................................................................7
1.12. Rationale for Teaching Agriculture at Advanced Level.......................................................................7
1.13. Time Allocation ...........................................................................................................................................................7
1.14. Programme Planner .................................................................................................................................................8
1.15 Note to Users ...............................................................................................................................................................9
2.0 Detailed Syllabus .................................................................................................................... 10
Senior Five Term 1 ......................................................................................................................... 10
Construct: Animal Production ................................................................................................... 10
Topic 1: Agricultural Biology in Crops and Animals .......................................................................................... 10
Senior Five Term 2 ......................................................................................................................... 12
Construct: Animal Production ................................................................................................... 12
Topic 2: Anatomy, Morphology and Physiology ................................................................................................. 12
Topic 3: Livestock Management and Rearing Practices ................................................................................. 14
Senior Five Term 3 ......................................................................................................................... 16
Construct: Animal Production ................................................................................................... 16
Topic 4: Harvesting Farm Animals and Animal Products ............................................................................... 16
Construct: Value Addition for the Market ................................................................................ 18
Topic 5: Value Addition to Farm Animals and Animal Products................................................................. 18
Construct: Value Addition for the Market ................................................................................ 21
Topic 6: Animal Product Marketing ............................................................................................................................. 21
Senior Six Term 1 ........................................................................................................................... 23
Construct: Crop Production ........................................................................................................ 23
Topic 1: Land Policy............................................................................................................................................................... 23
Construct: Crop Production ........................................................................................................ 26
Topic 2: Soil Systems............................................................................................................................................................. 26
Construct: Crop Production ........................................................................................................ 29
Topic 3: Crop Production and Husbandry............................................................................................................... 29

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Senior Six Term 2 ........................................................................................................................... 31

Construct: Crop Production ........................................................................................................ 31
Topic 4: Crop Harvesting and Handling ................................................................................................................... 31
Senior Six Term 3 ........................................................................................................................... 33
Construct: Value Addition for the Market ................................................................................ 33
Topic 5: Crop and Crop Product Marketing .......................................................................................................... 33
3.0 Assessment .............................................................................................................................. 35
3.1 Overview of Assessment ........................................................................................................................................... 35
3.2 Assessment in Competency-Based Learning................................................................................................ 36
3.3 Formative Assessment ................................................................................................................................................ 37
3.4 Project-Based Learning Assessment ................................................................................................................... 41
3.5 Generic Skills ..................................................................................................................................................................... 43
3.6 Summative Assessment ............................................................................................................................................. 44
3.7 Record Keeping ............................................................................................................................................................... 45
Glossary of Key Terms .................................................................................................................. 54

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Foreword
The Ministry of Education and Sports, through the National Curriculum Development Centre
(NCDC), aligned the Advanced Level Curriculum with the competency-based Lower Secondary
Curriculum (LSC) to ensure a smooth learner transition from lower secondary to advanced level.
The two-year aligned Advanced Secondary Curriculum adopted learner-centered approaches,
inquiry-based, and discovery methods. The learning outcomes give the learner hands-on
experiences in real-life situations while being cognizant of different learner abilities and learning
styles. The syllabus focuses on assessment for learning with emphasis on criterion-referenced
assessment. It further provides learners with the opportunity to enhance the 21st-century skills
and values that were acquired at the lower secondary level.
This Agriculture syllabus promotes learners application of agricultural knowledge in relation to
what happens in their communities. It promotes acquisition of Higher-order Thinking Skills
(HOTS) such as inquiry, creativity and innovation, decision-making, critical thinking and
problem-solving. It calls for use of learner centred pedagogies with hands-on experience by the
learners in real life situations, while acknowledging different learner abilities and learning styles.
As the Minister responsible for Education, I, endorse this syllabus as the official document for
teaching and learning Agriculture at the Advanced Level of secondary education in Uganda.

Hon. Janet Kataaha Museveni

First Lady and Minister of Education & Sports

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ACKNOWLEDGEMENTS
The National Curriculum Development Centre (NCDC) is indebted to the Government of
Uganda for financing the alignment of the Advanced Level Curriculum to Lower Secondary
Education in Uganda.

Our gratitude goes to the Ministry of Education and Sports for overseeing the adaptation of the
curriculum, the Curriculum Task Force of the Ministry of Education and Sports for the oversight
role and making timely decisions whenever necessary, and members of the public who made
helpful contributions towards shaping this curriculum.

NCDC is also grateful to Members of Parliament, schools, universities, and other tertiary
institutions, the writing panels, and professional bodies, for their input in the design and
development of the Adapted A level curriculum. To all those who worked behind the scenes to
finalise the adaptation process of this teaching syllabus, your efforts are invaluable.

NCDC takes responsibility for any shortcomings that might be identified in this publication and
welcomes suggestions for effectively addressing the inadequacies. Such comments and
suggestions may be communicated to NCDC through P. O Box 7002, Kampala, or Email:
[email protected] or on the Website: www.ncdc.go.ug

Dr Grace K. Baguma
Director
National Curriculum Development Centre

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1.0
1.0 INTRODUCTION
INTRODUCTION
The Advanced Secondary Curriculum has been aligned with the Lower Secondary competency-
based model for ease of progression of learners from the Lower to Advanced Secondary Level.
The alignment is a result of the analysis of the Advanced Level Curriculum published in 2013, to
determine whether the content is:

i) appropriate
ii) high pitched or overload
iii) covered at lower secondary
iv) obsolete
v) repeated in different topics and redundant

The results from the curriculum analysis revealed that there were overlaps of concepts with
what was covered at the Lower Secondary, as well as concepts within different topics of the
same subject. In addition, a number of syllabuses had content that is no longer necessary for
today’s contemporary society and the 21st century.

1.1. Changes in the Curriculum

The alignment of the A -Level Curriculum to that of the Lower Secondary led to changes in the
pedagogies of learning from a knowledge- and objective-based, to an integrated and learner-
centred competency-based approach. The adapted syllabus, therefore, is a result of
rationalising, integrating, and merging content with overlaps and similar skills, dropping topics
that had been studied at Lower Secondary, or are no longer critical and relevant for the current
learning needs, while upgrading those that were of low competencies to match with the
advanced level. The programme planner details the learning progression derived from the
learning outcomes. The detailed syllabus section unfolds the learning experiences with
corresponding assessment strategies.
This Agriculture syllabus is part of the Advanced Secondary Curriculum. The teacher is
encouraged to read the whole syllabus before planning your teaching programme, since many
topics have been merged, upgraded, or removed. While aligning this syllabus, efforts were made
to ensure a smooth progression of concepts from the Lower Secondary Level, adapting topics
and content with familiar features that are of value to the learner and society. In addition, the
process of developing this syllabus document removed what was considered obsolete, high
pitched as well as content overlaps and overloads.

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1.2. Classroom Based Assessment

This syllabus requires classroom learning to be experiential, through the suggested learning
activities for the acquisition of the learning outcomes. This is the gist of a learner-centred and
activity-based approach to learning, which emphasises the acquisition of required
competencies. Formative assessment in Agriculture will focus on the acquisition of knowledge
and skills, through performance of the learning activities. The learning activities sprout from the
learning outcomes, which are evidenced by acquiring and demonstrating the application of the
desired skills, to show that learning has taken place. The sample assessment strategies have
been provided to guide the teacher on classroom-based assessment. The teacher can develop
more assessment strategies based on the same principles of observation, conversation, and
product, for the acquisition of the desired knowledge, skills, values, and attitudes. (See detailed
syllabus)

1.3. Learners with Special Education Needs

The Advanced Secondary Curriculum is designed to empower all learners, including those with
Special Educational Needs (SEN), to reach their full potential and contribute meaningfully to the
nation. By incorporating inclusive strategies, the curriculum ensures equitable access to high-
quality learning opportunities, while maintaining high academic standards. It emphasises
creating an inclusive learning environment that supports the diverse needs of learners with SEN,
enabling them to succeed alongside their peers.

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1.4 Generic Skills

Generic skills are embedded within all subjects and are essential for learning and workforce

prepare them for lifelong learning. These skills equip learners with the ability to adapt to change
and navigate life’s challenges in the 21st century.
The key generic skills include:

Critical thinking and problem-solving

i) Planning and carrying out investigations
ii) Sorting and analysing information
iii) Identifying problems and proposing solutions
iv) Predicting outcomes and making reasoned decisions
v) erent solutions

Co-operation and Self-Directed Learning

i) Wor
ii) Int
iii) Taking responsibility for own learning
iv) Working independently with persistence
v) Managing goals and time

Creativity and Innovation

i) Using imaginations to explore possibilities
ii) Working with others to generate ideas
iii) Suggesting and developing new solutions
iv) Experimenting with innovative alternatives
v) Looking for patterns and making generalisation

Communication
i) Listening attentively and with comprehension
ii) Talk
iii) Reading accurately and fluently
iv) Writing and presenting information coherently
v) Using a range of media to communicate ideas

Mathematical Computation
i) Using numbers and measurements accurately
ii) Interpreting and interrogating mathematical data
iii) Using mathematics to justify and support decisions

i) Using technology to create, manipulate and process information

ii) Using technology t

Diversity and Multicultural Skills

i) Appreciate cultural diversity
ii) Respectfully responding to people of all cultures
iii) Respecting positive cultural practices
iv) Appreciating ethnicity as a cradle for creativity and innovation

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1.5. Cross-cutting Issues

These are issues which young people need to learn about, and are not confined to a particular
subject but are studied across subjects. They help learners to develop an understanding of the
connections between the subjects and the complexities of life as a whole. They are:

i) Environmental awareness
ii) Health awareness
iii)Life skills
iv) Mixed abilities and involvement
v) Socio-economic challenges
vi) Citizenship and patriotism

These are a concern to all mankind irrespective of their areas of speciality. They are infused into
the different learning outcomes of the different subjects.

1.6. Values
The curriculum is based on a clear set of values. These values underpin the whole curriculum
and the work of schools. Learners need to base themselves on these values as citizens of
Uganda. These values are derived from the Uganda National Ethics and Values Policy of 2013.
They are:

i) Respect for humanity and environment

ii) Honesty, upholding and defending the truth at all times
iii) Justice and dealing with others
iv) Hard work for self-reliance
v) Integrity; moral uprightness and sound character
vi) Creativity and innovation
vii) Social responsibility
viii) Social harmony
ix) National unity
x) National consciousness and patriotism
These are not taught directly in lessons, nor are they assessed by pen and paper. However,
they are incorporated in some learning outcomes and are developed as learners progress.

1.7. Information and Communication Technology Integration

The integration of ICTs into teaching and learning is strongly encouraged in this A-level adapted
curriculum. ICT enhances the implementation of competency-based learning by fostering
learner engagement, creativity, and lifelong learning. Teachers are encouraged to use
technology to create interactive content, such as digital simulations and videos, to illustrate
abstract or complex concepts effectively. Integrating ICT not only enhances the learning
experience but also equips learners with essential digital skills for the 21st century.

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ICT teachers should endeavour to assist other subject teachers in making the ICT integration
process a reality. The table below shows a sample of suggested ICT tools that may be applied
to given tasks.
Sample Task in the Syllabus Suggested ICT Tool
Fieldwork Use of cameras to take photos and record videos
Locate places on a map Use digital maps such as Google Maps or an
equivalent application.
Presentation in class Use presentation applications or online
presentation tools like Canva
Search for keywords and meanings Use an online dictionary or search online
Make drawing/graphics Use drawing tools like Draw.io or publishing
software/Word processor
Roleplay, narrations Use audio and video recordings
Demonstrations Use audio/video recordings, models, simulations,
or virtual labs
Analyse and present data Use spreadsheet software or any other analytics
tools
Group discussions Mind mapping software
Search for extra reading materials Download files from the Internet from academic
Databases
Writing equations and formulae Use equation editors like MathType
Carry out academic search/research Use the Internet, AI models, and other academic
applications like “Encarta”, “Britannica”, etc.
Collaborate with others across the world Form learning networks with blogs, social media,
emails, and videoconferencing tools like Zoom,
MS Teams, Webex, Google Meet or any other
networking application.

1.8. Projects
Projects and project-based learning are part and parcel of learning in the 21st century. A number
of tasks have been integrated in the syllabus for different topics. You are encouraged to develop
more project-based learning tasks with your learners that can easily be linked to what is
happening in your local environment. While doing this, make effort to keep aligned to the
learning outcomes of the topic you are teaching.

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1.9. The Aims of Secondary Education

The aims of Secondary education in Uganda are to:

i) instil and promote national unity, an understanding of the social and civic
responsibilities, strong love and care for others and respect for public property, as well
as an appreciation of international relations and beneficial international co-operation;
ii) promote an appreciation and understanding of the cultural heritage of Uganda
including its languages;
iii) impart and promote a sense of self discipline, ethical and spiritual values, personal and
collective responsibility and initiative;
iv) enable individuals to acquire and develop knowledge and an understanding of
emerging needs of society and the economy;
v) provide an up-to-date and a comprehensive knowledge in theoretical and practical
aspects of innovative production, modern management methods in the field of
commerce and industry and their application in the context of socio-economic
development of Uganda;
vi) enable individuals to develop basic scientific, technological, technical, agricultural and
commercial skills required for self-employment;
vii) enable individuals to develop personal skills of problem-solving, information gathering
and interpretation, independent reading and writing, self-improvement through
learning and development of social, physical and leadership skills such as are obtained
through games, sports, societies and clubs;
viii) lay the foundation for further education;
ix) enable the individual to apply acquired skills in solving the problems of his/her
community, and to develop a strong sense of constructive and beneficial belonging to
that community;
x) instil positive attitudes towards productive work and strong respect for the dignity of
labour and those who engage in productive labour activities;
xi) develop a positive attitude towards learning as a lifelong process.

1.10. Aims of the Advanced Secondary Curriculum

i) To adopt a competency-based learning approach.
ii) To develop holistic education for personal and national development based on clear
shared values.
iii) To develop key skills which are essential to work and life and promote life-long
learning.
iv) To adopt an integrated approach to learning that develops the ability of learners to
apply learning.
v) To improve on assessments by incorporating school-based assessment into end of
cycle assessment.
vi) To emphasise learners participation through engagement with the community.
vii) To prepare learners for further education.

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1.11. Rationale for Teaching Agriculture at Advanced Level

The Advanced level curriculum aims to:

i) equip learners with the necessary knowledge and skills in sustainable agriculture, including
crop management, animal husbandry, and value addition to agricultural product,
ii) enable learners to acquire knowledge and skills to contribute to the transformation of the
agricultural sector and improvement of agricultural productivity,

1.12. Subject Overview

The areas of study have been re-organised within the syllabus to come up with the adapted
version. The subject areas of study are:

i) Animal production
ii) Crop production
iii) Value addition to crop, animal and their product for the consumer

The aligned syllabus has been developed with a new scope and sequence. Its main focus is a
value chain approach. There are 2 value chains, viz:

i) Crop value chain

ii) Animal value chain

The value chain should focus on the following:

i) Establishment of a Crop or Animal enterprise
ii) Managing the enterprise
iii) Product value addition for the market
iii) prepare learners for careers in agriculture and other related sectors.

1.13. Time Allocation

The learners shall be engaged for nine (9) periods per week from Senior five to Senior six.

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1.14. Programme Planner

Class/Term Topic Sub-topic Periods

Senior Five 1. Agricultural Biology in 1.1 Cells and Cell Physiology 20

Term 1 Crops and Animals
1.2 Biochemical compounds in Cells 20
1.3 Transmission Genetics and 23
Genetic Engineering
Total 63

Class/Term Topic Sub-topic Periods

Senior Five 1. Anatomy, Morphology 2.1 Animal Anatomy, Morphology and 40

Term 2 and Physiology Physiology
2. Livestock Management 3.1 Establishing A Farm Animal
and Rearing Practices Enterprise
Animal Husbandry and
3.2 50
Management Practices

Total 90

Class/Term Topic Sub-topic Periods

Senior Five 3. Harvesting Farm 4.1 Preparation for Harvesting 9

Term 3 Animals and Animal
Products
4.2 Harvesting of Animals and Animal 18
Production.

4. Value Addition 5.1 Value Addition to Farm Animal 23

Products

5. Animal Product 6.1 Marketing Animal Products 15

Marketing

6.2 Financial Management 7

Total 72

Class/Term Topic Sub-topic Periods

Senior Six 1. Land Policy 1.1 Land Tenure System 9
Term 1 1.2 Land Reforms in Uganda 9
2. Soil Systems 2.1 Soil Properties 20
2.2 Fertilizers 12

3. Crop Production and 3.1 Establishing a Crop Enterprise 40

Husbandry
Total 90

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Class/Term Topic Sub-topic Periods

Senior Six 3. Crop Production and 3.2 Managing a Crop Enterprise 50
Term 2 Husbandry

4. Crop Harvesting and 4.1 Pre-harvest Practices 11

Handling 4.2 Harvesting of the Crop 20

Total 81

Class/Term Topic Sub-topic Periods

Senior Six 5. Crop and Crop Product 5.1 Cobweb Theorem Application in 24
Term 3 Marketing Crop and Crop Products
Marketing
Marketing Organisation of Crop
5.2 and Crop Products 30

Total 54

1.15. Note to Users

Each topic has a competency, which is a broad statement that brings out what the learner is
expected to do at the end of the topic. The competency is broken down into learning outcomes,
for which suggested learning activities and sample assessment strategies are developed as
represented in the three columns below.
Learning outcomes Suggested learning activities Sample
assessment
strategy
A statement of the knowledge, The sort of hands and minds on Opportunities
understanding, skills, generic skills, engagements, which enable the for assessment
values, and attitudes expected to be learner to achieve the learning within the
learned by the end of the topic. Hence outcome including the generic skills learning
each learning outcome is coded with and values. They are designed to process that is,
some of these as k,u,s,gs and v/a for enable learners to Discover, Explain, during and
emphasis to the teacher on what to Apply and Analyse (DEAA) as they after the
consider during the lesson. participate in knowledge construction. lesson.

The learning activities and assessment strategies in the syllabus are “suggested” and “samples”
respectively and not exhaustive. Teacher is encouraged to develop more learning activities and
assessment strategies that are based on the learning outcomes. In addition, teacher is free to
customise the suggested learning activities to make them suitable for their respective learning
environments and for learners with Special Educational Needs (SEN).

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2.0 DETAILED
DETAILED SYLLABUS
SYLLABUS

SENIOR FIVE TERM 1

CONSTRUCT: ANIMAL PRODUCTION
TOPIC 1: Agricultural Biology in Crops and Animals Duration: 63 Periods
Competency: The learner demonstrates understanding of cellular Biology principles to illustrate
their role in supporting agricultural production.
Learning Outcomes Suggested Learning Sample Assessment Strategy
The learner should be able to: Activities
i) explore the role of plant i) In groups, learners use i) The teacher observes how
cells and animal cells in microscopes to examine learners manipulate the
agriculture production. (k, cells to see and draw microscope and the drawing
u, s, v/a, gs) shapes from different parts of different cell shapes.
ii) apply the knowledge of of crops and animals. ii) The teacher converses with
genetics and genes to ii) In pairs or individually, learners about how alcohol is
address challenges in learners extract DNA from used to precipitate the DNA
crop and animal common fruits (like checks their scientific
production. (k, u, s, v/a, strawberries or bananas) to methods of documenting the
gs) see the physical form of role and significance of
this biochemical reagents/extracted DNA.
compound. iii) The teacher converses with
iii) In groups learners carry learners about what happens
out scientific investigations to Iodine, how Iodine will turn
on the effect of enzymes blue-black in the presence of
on different substrates, starch and as the amylase
such as the breakdown of breaks down the starch, the
hydrogen peroxide by solution will no longer turn
catalase (and others like blue-black, indicating the
Amylase, found in saliva or enzymatic activity.
commercial amylase) iv) The teacher converses with
breaks down starch. learners about the scientific
Protease (such as: papain inquiry process skills including
found in papaya or the key steps of scientific
bromelain found in investigation such as aim,
pineapple) break down questioning
proteins like gelatin into hypothesis/prediction, aim,
smaller peptides or amino procedure for the experiment,
acids. observation, analysis,
conclusion and
recommendation.

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iv) In pairs, learners v) The teacher checks the

demonstrate diffusion, scientific investigations being
osmosis and active performed by learners to
transport in cells. ensure chronology of the
v) In groups, learners perform steps expected.
experiments to observe vi) The teacher checks the poster
the effects of different presented by learners
factors on the rate of showing the genetic crosses
diffusion, osmosis and according to Mendelian
active transport in cells. theory.
vi) As a class, learners vii) The teacher uses the
brainstorm the causes, observation checklist and
similarities and differences scoring grid with a scale of
among organisms with a 1—4 to record achievements
focus on genetics. on several areas including;
vii) In groups, learners predict group work behaviour, being
the outcomes of genetic on task, group work
crosses according to participation, communication
Mendelian theory and to an audience, organisation
create a poster illustrating of portfolio, use and
their predictions. application of concepts when
viii) In groups, learners learners are engaged in
participate in project- project-based learning
based learning on how we activities.
can improve yields and
health of crops and
animals using genetics in
their community.

ICT support to the suggested learning activities to leverage resource efficiency as the learners can
actively participate and engage in activities without limitation (as many times as possible)
1) Use reputable online resources like Open Educational Resources for Agriculture, Open Genetics,
Khan Academy and Educational YouTube channels to gather background information on cells,
biochemical compound, genetics, various agricultural biology experiments and project-based
learning task.
2) Use interactive simulations to create virtual experiments to manipulate variables to see how
changes affect diffusion, osmosis, and active transport.
3) Participate in a simulation game to understand the process of cellular respiration and the role of
biochemical compounds like glucose and ATP.
4) Use PowerPoint, Prezi, or other presentation software to present their findings from scientific
investigation, inquiry or methods.
5) Use Excel or Google Sheets for students to input their data on how to predict the outcomes of
genetic crosses according to Mendelian theory.

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SENIOR FIVE TERM 2

CONSTRUCT: ANIMAL PRODUCTION
TOPIC 2: Anatomy, Morphology and Physiology Duration: 40 Periods
Competency: The learner demonstrates the relationship between anatomy and physiology of
animals for increased production.
Learning Outcomes Suggested Learning Sample Assessment Strategy
Activities
The learner should be able
to:
i) examine the shape, i) In groups, learners choose i) The teacher observes and
form and appearance of an animal to examine and checks the criteria the learners
an animal to determine record the shape, form and use to choose an animal for
the quality of the appearance which has rearing which aligns with the
animal. (k, u, s, v/a, gs) been discussed and agreed learners' goals, resources, and
ii) analyse the relationship upon by the parties capabilities.
between different concerned to align with ii) The teacher checks the
animal body systems for the learners' goals, accuracy and coherence of the
increased production. (k, resources, and capabilities. report (subject knowledge,
u, s, v/a, gs) ii) As a class, learners make a organisation, structure,
iii) apply the knowledge of field visit to a farmer technical correctness, being
morphology to select an rearing animals to examine attractive to the reader and
animal to rear. (k, u, s, the morphological features communication effectiveness)
v/a, gs) and make about the field visit which
recommendations about includes the recommendations
individual animals then they made.
write a field visit report. iii) The teacher observes and
iii) In groups, learners dissect checks how learners analyse the
a selected animal to relationship between the body
examine its digestive and systems using a dissection
reproductive systems to safety protocol including pre
explain how different dissection preparation, actual
systems interact to ensure dissection of the structural
growth, health and parts, display of the parts, clean
productivity. up and reporting of information
gathered from the analysis.
iv) The teacher checks the
organisation, accuracy and
coherence (subject knowledge,
organisation, structure,
technical correctness, being
attractive to the reader and
communication effectiveness)

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of the learners’ charts/leaflets

on the digestive and
reproductive system.
v) The teacher checks for accuracy
of subject details, sequencing
and coherence of the report
and an article for a newspaper
guiding farmers on how to
select an animal for rearing.

ICT support to the suggested learning activities to leverage resource efficiency as the learners can
actively participate and engage in activities without limitation (as many times as possible)
1) Use digital forms or apps (e.g., Google Forms) for learners to input data on morphological
features, health status, and other observations of the animals in real-time.
2) Use tablets or smartphones after getting permission and consent to take photos, videos, record
interviews with the farmer and notes during the field visit.
3) Use any word processor to write the field visit report.
4) Use tools like Google Docs or Microsoft OneNote for learners to collaboratively write their field
visit report.
5) Use virtual dissection software to complement the hands-on dissection and to allow you
explore and understand the anatomy of the animal in a controlled repeatable environment.
6) Write and send emails to your instructor or any relevant stakeholder to demonstrate how to
professionally communicate dissection findings.

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TOPIC 3: Livestock Management and Rearing Practices Duration: 50 Periods

Competency: The learner applies evidence-based livestock management and rearing
practices to ensure optimal quality production.
Learning Outcomes Suggested Learning Sample Assessment Strategy
The learner should Activities
be able to:
i) establish a farm i) In groups, learners i) The teacher checks for the accuracy
animal enterprise prepare a business model and coherence (subject knowledge,
for a selected canvas for rearing a organisation, structure, technical
animal to rear. (k, selected animal. correctness, being attractive to the
u, s, v/a, gs) ii) As a class, learners reader and communication
ii) perform relevant construct or renovate effectiveness) of the learners’
animal structures for a selected chart/leaflet that has been made to
husbandry animal. address the components of a business
practices for a iii) In groups, learners model canvas for rearing a selected
selected animal analyse feed samples to animal.
for optimal determine nutrient ii) The teacher observes and checks
production. (k, u, composition and learners using a psychomotor skills
s, v/a, gs) formulate a feed for the checklist (Imitation, manipulation,
iii) apply basic selected animal. precision, articulation and
occupational iv) As a class, learners naturalisation) as they are constructing
health, safety and perform the required or renovating structures for a selected
environmental management and rearing animal.
protection practices for a selected iii) The teacher observes and converses
practices in animal. with learners while checking the 25
production of a v) In groups, learners steps of scientific investigation protocol
selected animal. handle and manage when analysing feed samples.
(k, u, s, v/a, gs) health in a selected iv) The teacher observes learners with an
animal while observing affective skills checklist (starting with
basic occupational receiving/ attending to, responding,
health, safety and valuing, organising and characterising)
environmental protection as they are performing the required
practices. management and rearing practices for
a selected animal.
v) The teacher observes learners and
checks with both affective and
psychomotor skills checklist (Imitation,
manipulation, precision, articulation
and naturalisation) as they handle ill
health in a selected animal while
observing basic occupational
environmental protection practices.

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ICT support to the suggested learning activities to leverage resource efficiency as the learners can
actively participate and engage in activities without limitation (as many times as possible)
1) Use tools like Microsoft PowerPoint, Google Slides, or Prezi to create engaging presentations
that showcase the business model canvas and key insights.
2) Use word processors like Microsoft Word or Google Docs to write details that explain your
business model canvas and justify your decisions.
3) Use digital scales to measure feed samples accurately and sensors for collecting data on
moisture content, temperature, and other relevant parameters when analysing feed samples.
4) Utilize spreadsheet software like Microsoft Excel or Google Sheets to input raw data and
perform calculations for nutrient composition when analysing feed samples.
5) Use apps or software designed for analysing the nutrient composition of animal feeds to obtain
detailed accurate information on protein, fat, carbohydrate content, mineral salts and more
when analysing feed samples.
6) Use word processors like Microsoft Word or Google Docs to write a detailed report on analysis
of feed samples and ensuring proper formatting, grammar checks, and the inclusion of
multimedia elements.
7) Use the internet and digital libraries to research different animals, or specifically, the selected
animal and their habitats.
8) Use digital whiteboards to display instructions, diagrams, and videos of constructing of a
selected animal.
9) Create detailed plans and models using CAD (Computer-Aided Design) software.
10) Utilize platforms like YouTube or educational websites that show videos on proper animal care
techniques for the selected animal.
11) Use apps, Google sheets or software to maintain records of feeding schedules, health checks,
and growth progress when performing the required management and rearing practices.
12) Use online platforms to remotely consult with veterinarians or animal health experts to access
professional guidance on handling and treating ill animals.
13) Use available mobile apps to access information on animal care, symptoms of common
illnesses, and first aid procedures for the selected animal.
14) Utilize health monitoring devices that can track an animal's vital signs, animal occupational
safety and health parameters for the selected animal.

Note to stakeholders including teachers, school managers and assessors

a) Educators, teachers and school managers should establish a strong relationship and build
trust with the local community as a foundation of community engagement in animal and
crop production. This will enable them use community resources for teaching.
b) Choice of livestock to rear as you teach animal production. Select the livestock to rear from
any one of the following categories according to resources you have:
i) Ruminants: Cattle, sheep, goats, deer, giraffes, camels, and buffalos
ii) Non-Ruminants: Fowls, horses, dogs, rabbits, crocodiles, elephants, donkeys, pigs, cats
iii) PISCES: Tilapia, Nile perch, silverfish, cat fish, lung fish, tiger fish

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SENIOR FIVE TERM 3

CONSTRUCT: ANIMAL PRODUCTION
TOPIC 4: Harvesting Farm Animals and Animal Products
Duration: 27 Periods
Competency: The learner harvests optimal quality farm animals and animal products for the
market.
Learning Outcomes Suggested learning activities Sample assessment strategy
The learner should be
able to:
i) demonstrate i) As a class, learners make a i) The teacher checks for accuracy
understanding of field visit to a farm to observe and coherence (subject
various harvesting the harvesting of farm knowledge, organisation,
techniques for the animals and animal products structure, technical correctness,
selected animal and or interact with a video being attractive to the reader and
animal product for simulating the harvesting of communication effectiveness) of
the market. (k, u, s, animals and animal products the learners’ report on the
v/a,g s) and make a report. experiences during the field visit
ii) harvest farm animals ii) In groups, learners or interaction with a video of
and animal products investigate and present harvesting of animals and animal
in compliance with findings using a leaflet on products.
local and local and international ii) The teacher checks learners for
international regulations regarding farm accuracy and coherence (subject
regulations to ensure animal harvesting and knowledge, organisation,
product safety and animal product safety. structure, technical correctness,
animal welfare. (k, u, s, iii) In pairs or groups, learners being attractive to the reader and
v/a,g s) analyse a case study on communication effectiveness) of
animal welfare and product the learners’ leaflet on the local
safety in farm animal and international regulations
harvesting and recommend regarding farm animal harvesting
improvements, key and animal product safety to
takeaways and insights on a produce.
poster. iii) The teacher converses and checks
iv) In groups, learners harvest with learners (using sentences
the animal and products for like: Can you describe a situation
the market while exhibiting where you…? How do you think
the affective and [specific concept or principle]
psychomotor skills including relates to real-life? What do you
harvesting process and think are the most important
procedures, animal handling factors to consider when….?
techniques, attention to What did you learn about …?
details, coordinating the How would you overcome

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animal movement, respect challenges or obstacles

for the animal, taking highlighted during this learning
ownership of harvesting experience? Can you provide an
decisions and showing example…? Can you describe a
compassion for the animal situation where you had to adapt
being taken to the market. [specific concept/idea/skill] to a
new or unfamiliar context? What
do you think are the most
important factors to consider
when….?) about the case study
and poster to check for accuracy
and coherence of what they
recommend as improvements to
ensure animal welfare and
product safety.
iv) The teacher observes and checks
learners’ achievement using
affective and psychomotor skills
checklist and scoring rubric with
a scale 1 to 4 as learners harvest
the farm animals and animal
products for the market.

ICT support to the suggested learning activities to leverage resource efficiency as the learners can
actively participate and engage in activities without limitation (as many times as possible)
1) Use online databases and resources where you find up-to-date information on international and
local regulations and safety standards for farm animal harvesting and animal product safety.
2) Use presentation software like PowerPoint, Prezi, or Canva to create visually appealing and
informative leaflets on local and international regulations regarding farm animal harvesting and
animal product safety.
3) Share your leaflets and findings on local and international regulations regarding farm animal
harvesting and animal product safety using available social media platforms,
4) Utilize platforms like YouTube or educational websites that show step-by-step videos on the
proper procedures for harvesting animals and products.
5) Use apps or software to maintain digital records of the harvesting process, including animal
health data, harvesting schedules, and product quality and pay attention to details and track
progress.
6) Create digital journals, blogs, or presentations documenting animal harvesting experiences, the
decisions made during the process, and the emotions felt each time of harvest and word
process all these into reflective paragraphs.

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CONSTRUCT: VALUE ADDITION FOR THE MARKET

TOPIC 5: Value Addition to Farm Animal and Animal Products
Duration: 23 Periods
Competency: The learner adds value to the farm animal and to animal products for the
market.
Learning Outcomes Suggested Learning Sample Assessment Strategy
Activities
The learner should be able
to:
i) demonstrate knowledge i) As a class, learners visit i) The teacher checks for accuracy and
and practical skills in a farm to observe and coherence (subject knowledge,
adding value to farm make a report on the organisation, structure, technical
animal and animal post-harvest handling correctness, being attractive to the
products for market of farm animals and reader and communication
readiness. (k, u, s, v/a, g s) animal products for effectiveness) of the learners’ report
ii) design effective market readiness. on the experiences of post-harvest
packaging, branding, ii) In groups learners handling of farm animals and animal
labelling, and advertising engage in a role- products that meets market
material to be used on playing game or readiness standards.
farm animal and animal presentation where ii) The teacher observes, converses and
products ensuring they act as checks learners as they engage in the
compliance with local entrepreneurs who are role-playing game using a checklist
and international able to create a simple and scoring rubric of participation in
regulations. (k, u, s, v/a, g budget, savings plan the task; engagement with the task;
s) and investment plan make informed decisions using
based on their personal available information; working
financial goals; to together effectively; sharing ideas;
manage their business building on each other's strengths;
for marketing an generation of a budget, saving plan,
animal or animal and investment plan; ability to clearly
product. and effectively communicate to a
iii) In groups learners or given audience.
individually transform iii) The teacher converses and checks
an animal product from learners as they engage in the role-
their selected playing game using open -end
enterprise to questions like:
demonstrate value a) What are your short-term and long-
addition for the market. term financial goals?
b) How did you determine your
budget and savings plan?
c) What investment strategies are you
using, and why?

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ADVANCED SECONDARY CURRICULUM

d) How might your financial plans be

impacted by real-world factors,
such as economic changes or
unexpected happenings?
iv) The teacher checks for accuracy and
coherence of the financial plans
completeness and feasibility to
ensure they include all required
components for the personal goals
stated when making the budget,
savings plan, and investment plan
report (subject knowledge,
organisation, structure, technical
correctness, being attractive to the
reader and communication
effectiveness) including
v) The teacher observes and checks
learners as they engage in the role-
playing game using a checklist and
scoring rubric for their ability to
clearly and effectively present their
financial plans, using visual aids or
using presentation tools like
PowerPoint, Prezi, or Canva and clear
language.
vi) The teacher converses and checks
the learners’ design processes and
products in making packaging,
branding, labelling, and advertising
material using a scoring rubric
including knowledge of the product,
planning of activities, consideration
of target audience, depth of
investigation about animal product
designs process, collaboration,
communication about the market
product, compliance to standards,
preservation and protection of the
products to serve the user,
advertising strategies, persuasives of
the messages and promoting of the
brand.
vii) Observe learners as they perform
each step transforming the animal
product and use checklist to assess

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iv) In groups, learners their adherence to each step by

design a packaging, checking correct handling and
branding, labelling and preparation of materials, observing
advertising system for occupational health, safety and
their assigned farm environmental protection practical’s
animal and animal following food safety guidelines and
product adhering to good manufacturing practices
the local and
viii) Observe learners to check team work
international
and collaboration during the activity,
regulations.
hoe they come to agreement during
each step and their individual
participation in the task.
ix) Examine the product presentation
and display for the market.

ICT support to the suggested learning activities to leverage resource efficiency as the learners can
actively participate and engage in activities without limitation (as many times as possible)
1) Use tablets or smartphones after getting permission and consent to take notes, photos, and
videos during the farm visit so that the learner can capture observations in real-time about farm
animal and animal products and have visual references for including in the word-processed
reports.
2) Use video conferencing tools like Zoom or Skype to facilitate live interviews, interaction, or
Question and Answer sessions on value addition to farm animal and animal products.
3) Use digital cameras after getting permission and consent to take high-quality images of the post-
harvest processes to be included in the reports as visual evidence of findings for the farm visit
where farm animal and animal products are obtained from.
4) Use online resources and databases where to find additional information about best practices in
post-harvest handling and market readiness of farm animal and animal products.
5) Use software like PowerPoint, Canva, or Prezi to create engaging and visually appealing reports
on experiences and findings about value addition to farm animal and animal products.
6) Use digital maps to mark different locations and stages of the post-harvest process of farm animal
and animal products.
7) Use online resources to research on local and international regulations regarding packaging,
labelling, and advertising to ensure that the designs created are compliant with industry
standards for value addition to farm animal and animal products.
8) Use graphic design tools like Adobe Illustrator, Photoshop, or Canva to create professional-
looking packaging designs, logos, and labels for farm animal and animal products.
9) Use survey platforms like Google Forms, Kobo Collect or SurveyMonkey to gather feedback on
the designs and advertising concepts of farm animal and animal products.
10) Create social media marketing strategies using platforms like Instagram, Facebook, WhatsApp or
TikTok to establish and appreciate the importance of digital marketing and audience
engagement for farm animal and animal products.

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CONSTRUCT: VALUE ADDITION FOR THE MARKET

TOPIC 6: Animal Product Marketing Duration: 22 Periods
Competency: The learner markets the farm animal and animal products for profit.
Learning Outcomes Suggested Learning Sample Assessment Strategy
Activities
The learner should be
able to:

i) analyse market i) In groups, learners i) The teacher checks for accuracy and
trends and conduct a market coherence of the market survey report
opportunities to survey and (subject knowledge, organisation, structure,
determine the most investigation to technical correctness, being attractive to the
profitable market identify trends and reader and communication effectiveness)
channels for farm opportunities for including how data was collected, the
animal and animal farm animals and sampling methods, the use of appropriate
products. (k, u, s, animal products charts, graphs, and tables to visually
v/a, g s) using survey tools represent findings, a detailed analysis of the
ii) execute a marketing and templates that data gathered, recommendation and the
strategy that will support their lesson learnt about the market channel of
effectively presentation of farm animals and animal products.
promotes farm findings in a ii) The teacher converses and checks learners
animals and animal report. using prompts like; what market trends and
products to target ii) In groups, learners opportunities did you identify? How did you
markets. (k, u, s, v/a, participate in a respond to changes in the market? What
g s) project-based were the most profitable market channels
learning task using for your product? What did you learn about
the driving the importance of market analysis and
question of; how adaptation in the agriculture industry?
can we execute a iii) The teacher uses the observation checklist
marketing and scoring grid with a scale of 1–4 to
campaign that record achievement on several areas
promotes farm including group work behaviour, being on
animals and task, group work participation,
animal products to communication to an audience,
target markets in organisation of portfolio, use and
our community. application of concepts when learners are
engaged in project-based learning.

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ICT support to the suggested learning activities to leverage resource efficiency as the learners can
actively participate and engage in activities without limitation (as many times as possible)
1) Use tools like Google Forms, SurveyMonkey, or Typeform to create and distribute surveys so that
there is easy and fast data collection and analysis of data on animal product marketing.
2) Use computer software like Excel, Google Sheets, or Tableau to analyze survey data and identify
trends and opportunities after visualizing the data through charts and graphs for data on animal
product marketing.
3) Use digital whiteboards like SMART Boards to display survey instructions, diagrams, and videos
to help in visualizing the steps involved in the market survey process during animal product
marketing.
4) Use the internet and digital libraries to conduct research on market trends and opportunities to
enhance marketing of farm animals and animal products.
5) Use graphic design software such as Adobe Illustrator, Canva, or Photoshop to create logos,
branding materials, and packaging designs for the marketing campaign.
6) Execute a social media campaign using platforms like Instagram, WhatsApp, TikTok, Facebook,
and Twitter.
7) Create an online presence for their marketing campaign by developing a website for the
marketing campaign using website builders like Wix, WordPress, or Squarespace to put the
animal product features or information, blogs, and an online store.
8) Use presentation software like PowerPoint, Prezi, or Canva to create presentations summarizing
the animal product marketing research carried out, strategies employed, and the marketing
campaign results.

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SENIOR SIX TERM 1

CONSTRUCT: CROP PRODUCTION
TOPIC 1: Land Policy Duration: 18 Periods
Competency: The learner demonstrates an understanding of land rights, land tenure and
land reform to ensure sustainable crop production.
Learning Outcomes Suggested Learning Activities Sample Assessment
Strategy
The learner should be able to:

i) apply knowledge of land i) In groups, learners i) The teacher observes

tenure systems to promote participate in a role play on a and checks the learners’
sustainable agricultural scenario that reflects a real- record of achievement in
production within the life land tenure issue, such as the role plays on land
community. (k, u, s, v, a g s) a dispute over land tenure issues in regards
ii) demonstrate the impact of ownership, boundary marks to the following:
land reforms for sustainable or a community's struggle to a) Working well in a
crop production within the access land for farming and team or as a group
community. (k, u, s, v, a g s) bring out things like b) Accuracy and
collaboration, participation, acceptability of one’s
respect, critical thinking and role
communication. c) Speaking with
ii) Individually, learners search conviction
for information on different d) Use of non-verbal
land reforms in Uganda then cues such as
write a letter to local gestures, eye
authorities advocating for contact or
land reforms to enhance expression and body
sustainable crop production. language
e) Clarity of speech
f) Delivery of the
illustrated key
message
ii) The teacher converses
and checks using the
following prompt as a
debrief for the role play
such as:
a) What were some of
the challenges they
faced during the
role-play?

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Learning Outcomes Suggested Learning Activities Sample Assessment

Strategy
The learner should be able to:
b) How did they
negotiate and make
decisions?
c) What did they learn
about the
importance of land
tenure in their
community?
d) How can they apply
what they learnt?
iii) The teacher checks the
key components of the
letter to the local
authorities advocating
for land reforms that
enhance sustainable
crop production with
emphasis on date and
address; introduction
with salutation, to the
appropriate authority, a
brief overview of the
current land use; the
outline of the land use
issues and challenges,
proposed reforms,
highlight of the reform
benefits, the statement
of the request being
made and finally, the
signature, name and
designation of the writer.

ICT support to the suggested learning activities to leverage resource efficiency as the learners can
actively participate and engage in activities without limitation (as many times as possible)
1) Use Wakelet, Google Space, Google Docs, Microsoft OneDrive, or Dropbox Paper for creating
and sharing documents related to the role-play scenario so that you can collaboratively write
scripts, gather resources, and develop their arguments using scenario about land ownership,
boundary marks or a community struggle to access land for farming.
2) Use the internet and digital libraries to research real-life land tenure issues, the national land
tenure legal frameworks, and land policy case studies to gather information to enrich their role -
play

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 ADVANCED SECONDARY CURRICULUM

Learning Outcomes Suggested Learning Activities Sample Assessment

Strategy
The learner should be able to:
3) Use simulation tools or role-playing games that replicate real-life land tenure disputes in a
community to get immersed in the scenario and make decisions based on the situation
presented or pick lesson to support what to do in the role-play.
4) Use Geographic Information Systems (GIS) or Google Earth to visualize land boundaries,
ownership disputes, and community land usage so as to support their arguments in the role-
play.
5) Record the land issue role-play session using digital tools like Zoom or mobile devices to
playback and use it for reflection, self-assessment, and peer feedback.
6) Use online databases, academic journals, and government websites to research land reforms in
Uganda. Websites like www.uganda land alliance.com to gain access to a wide range of
resources and develop research skills.
7) Use digital libraries and archives to access historical documents, reports, and case studies related
to land reforms in Uganda.
8) Organize webinars, Zoom, Microsoft Teams or invite virtual guest speakers who are experts in
land reforms in Uganda using a platform like Zoom or Microsoft Teams can facilitate these
sessions to get real-world or real-life insights and expert knowledge.

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CONSTRUCT: CROP PRODUCTION

TOPIC 2: Soil Systems Duration: 32 Periods
Competency: The learner demonstrates understanding of soil systems for crop productivity.
Learning Outcomes Suggested Learning Sample Assessment Strategy
Activities
The learner should be
able to:

i) demonstrate i) In groups, learners collect i) The teacher observes and checks

understanding of soil soil from their community learners as they follow the soil
analysis and soil and prepare soil samples analysis protocol to collect soil
properties for crop using the soil analysis and prepare samples.
production in their protocol (pre analysis ii) The teacher converses using the
community. (k, u, s, v, a preparation-soil sampling, following prompts:
gs) sample handling, sample a) Can anyone share why it’s
ii) evaluate the suitability preparation; physical important to know about
of different soil types analysis-texture, particle soil properties?
for growing the size distribution, water b) What are some properties of
selected crops for a soil holding capacity, bulk soil that we should be
profile. (k, u, s, v, a gs) density, chemical analysis- looking at during our
iii) apply strategies for pH, nutrient, biological analysis?
sustainable soil analysis-number of c) How do you think these
management within microorganism and properties affect plant
their community and amount of organic matter). growth?
school for crop ii) In groups, create an edible d) What do you notice about
production. (k, u, s, v, a soil profile cup using the size distribution of
gs) locally available material, particles?
iv) demonstrate the ability draw a poster and colour e) Can you describe the colour
to prepare liquid and their cup profile to show of the soil sample?
solid organic fertilisers the ingredient used in f) What might this colour
using locally available each horizon with a indicate about the soil
materials for use in the description why they used composition?
selected crops to be it. g) What methods are you
grown. (k, u, s, v, a gs) iii) In groups, learners perform using to test the soil’s
scientific investigations of moisture content and soil
different soil types to Ph?
analyse them and make a h) Why is moisture and pH
report about different soil important for soil health?
properties. i) What was the most
iv) In pairs, learners design soil surprising thing you learned
management strategies to during the soil analysis?
meet the requirements of
soil ecosystem services and

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 ADVANCED SECONDARY CURRICULUM

landscape functions of j) How do you think

their community. understanding soil
v) As a class, learners prepare properties can help us make
both liquid and solid better agricultural decisions?
organic fertilisers using iii) The teacher then checks with
locally available materials the learners to ascertain their
that can be used in the understanding of the soil
selected crop to be grown. properties by undertaking the
soil analysis protocol.
iv) The teacher checks for the key
components of a poster of the
edible soil profile horizon
representation with a description
illustrating that it is visually
appealing, informative, and
engaging.
v) The teacher checks for the 25
steps of scientific investigation
protocol when analysing
different soil types for their
different soil properties.
vi) The teacher checks the
components of the chart/ leaflet
of the soil management
strategies design that meet the
requirements of the soil
ecosystem services and
landscape functions of their
community.
vii) The teacher converses and
checks using the psychomotor
skills checklist (for Imitation,
manipulation, precision,
articulation and naturalisation)
and a scoring grid with a scale
of 1 –4 when making both
liquid and solid organic
fertilisers using locally available
materials.
ICT support to the suggested learning activities to leverage resource efficiency as the learners can
actively participate and engage in activities without limitation (as many times as possible)
1) Use mobile apps like Google Forms or Survey123 to collect data about the soil samples,
including location, soil type, and other relevant information to systematically record and
organize data, ensuring accuracy and ease of analysis.

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2) Take photos of the sampling sites and soil samples using smartphones or digital cameras.
Upload these images to a shared online platform like Google Drive or Microsoft OneDrive to
keep a detailed record of their work and provides a reference for analysis and reporting.
3) Research soil analysis protocols and best practices using online resources, academic journals,
and agriculture soil systems databanks to gain a deeper understanding of soil science and learn
to evaluate and apply information from credible sources.
4) Use platforms like Google Classroom or Microsoft Teams for group discussions, sharing data, and
collaborative report writing to enhances teamwork and communication skills
5) Use the internet to research soil profiles, types of soil, and their characteristics to gain a deeper
understanding of soil science and the importance of different soil layers.
6) Use smartphones or digital cameras to document the process of creating the edible soil profile
cup. Students can take photos at each stage and upload them to a shared online platform like
Google Drive or OneDrive to keep a detailed record of the work and provides material for the
poster.
7) Utilize graphic design software like Canva, Adobe Spark, or even PowerPoint to create the poster
by taking advantages of templates, design elements, and easy-to-use interfaces for creating
visually appealing posters and to develop digital design skills and produce professional-quality
posters for a soil profile
8) Watch educational videos on platforms like YouTube or Khan Academy that explain soil profiles
and soil science to interact with additional context and visual explanations
9) Use the internet to research soil ecosystem services and landscape functions to gain a
comprehensive understanding of soil management principles and practices.
10) Use soil analysis software like SoilWeb or web-based soil surveys to assess soil properties and
identify appropriate management practices to learn how to use digital tools for soil analysis and
make data-driven decisions on soil management principles and practices.
11) Use simulation tools like the Soil and Water Assessment Tool (SWAT) to model the impact of
different soil management strategies on ecosystem services and landscape functions to
understand the potential outcomes of their strategies and learn to adjust them based on
simulated results.
12) Use the internet to research recipes and methods for preparing organic fertilizers to gain a
comprehensive understanding of the principles and best practices for making organic fertilizers.
13) Use smartphones or digital cameras to take photos and videos of the fertilizer preparation
process and upload to a shared platform like Google Drive or YouTube to create a detailed
record of the work and provides material for presentations and report.
14) Use platforms like Google Workspace or Microsoft Teams for group discussions, sharing ideas,
and collaborative work on organic fertilizers in real-time, even if they are in different locations.
15) Use tools like Excel or Google Sheets to record and analyse data on the effectiveness of the
fertilizers and track growth rates, plant health, and other metrics to evaluate the impact of the
organic fertilizers.
16) Use virtual labs or simulations to explore the chemical processes involved in composting and
organic fertilizer production.

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CONSTRUCT: CROP PRODUCTION

TOPIC 3: Crop Production and Husbandry Duration: 90 Periods
Competency: The learner applies evidence-based husbandry practices to ensure optimal
quality production.
Learning Suggested Learning Activities Sample Assessment Strategy
Outcomes
The learner should
be able to:

i) establish a crop i) In groups, learners prepare i) The teacher checks for accuracy and
enterprise to the business model canvas of coherence of the components of a
demonstrate a selected crop enterprise business model canvas prepared for
that demonstrates optimal establishing a crop enterprise.
optimal
production practices. ii) The teacher observes learners with a
production ii) Learners individually think, psychomotor skills checklist as they
practices within then pair-up and share with are preparing a seedbed and nursery
the community. the class how they can seek bed where necessary for a selected
(k, u, s, v/a, gs) permission to acquire land to crop.
ii)manage the establish a community-based iii) The teacher checks for accuracy and
and an individual crop coherence (subject knowledge,
selected crop to
enterprise and then write a organisation, structure, technical
demonstrate proposal to acquire land for correctness, being attractive to the
optimal growing a crop. reader and communication
production iii) In groups, learners establish a effectiveness) of the written proposal
practices within community-based and an to acquire land.
the community. individual crop enterprise that iv) The teacher checks and converses
(k, u, s, v/a, gs) demonstrates optimal with learners using the psychomotor
production practices. observation checklist (for Imitation,
iii) apply basic iv) As a class, learners prepare a manipulation, precision, articulation
occupational nursery and or field seedbed and naturalisation) during the
health, safety for a selected crop. establishing of the crop enterprise for
and v) In groups, learners select, optimal production.
environmental procure and prepare planting v) The teacher checks, observes and
protection materials suitable for the converses with learners using
selected crop. psychomotor observational checklist
practices in
vi) Individually, learners (for imitation, manipulation, precision,
production of a plant/sow or transplant articulation and naturalisation),
selected crop. seedlings of the selected crop affective observational checklist
(k, u, s, v/a, gs) to establish the crop (starting with receiving/ attending to,
enterprise. responding, valuing, organising and
vii) As a class or individually, characterising) and the 25 steps in the
learners perform agronomic scientific investigation protocol in
practices while observing preparing a nursery bed, preparing
occupational health and planting materials, in planting the
safety practices in growing. crop.

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ICT support to the suggested learning activities to leverage resource efficiency as the learners can
actively participate and engage in activities without limitation (as many times as possible)
1) Use platforms like Google Workspace or Microsoft Teams for group discussions, sharing ideas,
and collaborative work when creating the Business Model Canvas to gain a deeper
understanding of the production practices and market dimension.
2) Use tools like Excel, or Google Sheets to analyse data on crop production performance, costs,
and revenue for the selected crop.
3) Use the internet to research optimal production practices for the selected crop and best
practices for preparing nurseries and seedbeds for the selected crop gain a comprehensive
understanding of the steps and techniques involved in to a nursery or seedbed.
4) Use mobile apps or digital platforms like Google Docs or Microsoft OneNote to document the
process of preparing the nursery or seedbed, including materials used, steps followed, and
observations to develop skills in systematic documentation and record-keeping, which are
essential for agricultural research and management.
5) Watch educational videos and tutorials on platforms like YouTube or Khan Academy that explain
the process of preparing nurseries and seedbeds.
6) Use mobile apps like PlantSnap, Agrobase, or Garden Answers to identify plant species, diagnose
plant health issues, and get recommendations for optimal growing conditions to develop skills
in using technology for plant care and management.
7) Use smartphones or digital cameras to take photos and videos of the planting materials and the
preparation process and upload these visuals to a shared platform like Google Drive or YouTube
to create a detailed record of the work and provides material for presentations and reports.
8) Watch educational videos and tutorials on platforms like YouTube or Khan Academy that explain
the process of selecting, procuring, and preparing planting materials.
9) Use the internet to research on the best practices for planting, sowing, or transplanting
seedlings
10) Use mobile apps or digital platforms like Google Docs or Microsoft OneNote to document the
planting process, including steps followed, materials used, and observations.
11) Use smartphones or digital cameras to take photos and videos of the planting or transplanting
process.
12) Watch educational videos and tutorials on platforms like YouTube or Khan Academy that explain
the process of planting, sowing, or transplanting seedlings.

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SENIOR SIX TERM 2

CONSTRUCT: CROP PRODUCTION
TOPIC 4: Crop Harvesting and Handling Duration: 31 Periods
Competency: The learner harvests optimal quality crop products for the market.
Learning Outcomes Suggested Learning Activities Sample Assessment Strategy
The learner should be
able to:

i) demonstrate i) As a class, learners make a field i) The teacher checks for accuracy
understanding of visit to a farm to observe the and coherence (subject
various harvesting harvesting of crops or knowledge, organisation,
techniques for the alternatively, learners interact structure, technical correctness,
selected crop for the with a video simulating the being attractive to the reader
market. (k, u, s, v/a, harvesting techniques of crops and communication
gs) identifying how each method effectiveness) of the report about
might affect crop quality and the visit or reflective paragraph
ii) harvest the crop
yield and write a report or on the video/simulation using a
adhering to the local
reflective paragraph on the scoring grid of 1 –4 as indicate
and international
experiences. personal insights gained from
regulations for crop
ii) In pairs or groups, learners the experiences.
harvesting and
analyse a case study (showing ii) The teacher checks for accuracy
product safety. (k, u,
crop type, weather conditions, and coherence (subject
s, v/a, gs)
market demand, and available knowledge, organisation,
resources) examining the structure, technical correctness,
interplay between various being attractive to the reader
factors about harvesting and communication
technique based on cost, effectiveness) of the synthesis
labour, efficiency, and potential and understanding of the case
market outcomes. study highlighting the interplay
iii) In groups, learners harvest a between various factors about
selected crop observing the harvesting.
protocol and guidelines of food iii) The teacher checks and observes
safety and hygiene. learners using a protocol and
iv) In groups, learners engage in a guidelines for food safety and
project-based learning task of hygiene which include
how can we apply a modern highlighting the pre-harvest
harvesting technique to the (field sanitation, crop monitoring,
selected crop. workers hygiene); harvest (clean
equipment and tools, proper
crop product handling,
separating
contaminated/damaged or good

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crop products); post-harvest

(bulking, cleaning, cooling,
storage, sanitising, transport, pest
control); and personal hygiene
(body and handwashing, putting
on protective gears and regular
health check) .
iv) The teacher checks and observes
learners using both affective and
psychomotor observational
checklist as they harvest their
own mature selected crop.
v) The teacher observes learners
with project checklist and
scoring rubric.

ICT support to the suggested learning activities to leverage resource efficiency as the learners can
actively participate and engage in activities without limitation (as many times as possible)
1) Use the internet to research best practices for agronomic activities and occupational health and
safety standards for the selected crop to gain a thorough understanding of agronomic practices
and the importance of safety in farming.
2) Use mobile apps or digital platforms like Google Docs or Microsoft OneNote to document
agronomic practices, safety measures taken, and observations including data on soil conditions,
crop growth, and safety compliance.
3) Use smartphones or digital cameras to take photos and videos of agronomic practices and safety
procedures.
4) Use platforms like Google Workspace, Microsoft Teams, or Slack for group discussions, sharing
ideas, and collaborative planning of agronomic activities.
5) Use mobile apps like PlantSnap, Agrobase, or Garden Answers to identify plant species, diagnose
plant health issues, and get recommendations for optimal growing conditions.
6) Watch educational videos and tutorials on platforms like YouTube or Khan Academy that explain
agronomic practices and safety standard to provide additional context and visual explanations.
7) Use digital tools like Google Forms or Peergrade to gather feedback on agronomic practices and
safety compliance in the selected crop.

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SENIOR SIX TERM 3

CONSTRUCT: VALUE ADDITION FOR THE MARKET
TOPIC 5: Crop and Crop Product Marketing Duration: 54 Periods
Competency: The learner markets crop and crop products for profit.
Learning Outcomes Suggested Learning Sample Assessment Strategy
The learner should be able to: Activities

i) perform the required i) In groups, learners conduct i) The teacher checks for
marketing functions on a market survey to accuracy and coherence of
crop and crop products, understand consumer the report (subject
adhering to the local and preferences and the local knowledge, organisation,
international regulations. (k, or international regulatory structure, technical
u, s, v/a, gs) requirements of the correctness, being attractive
ii) manage cash flows from selected crop or crop to the reader and
crop enterprise for product including making communication effectiveness)
sustainability. (k, u, s, v/a, a report or a leaflet. for analysis of market trends,
gs) ii) In pairs, learners analyse consumer demands and
iii) c) apply the cobweb case studies with details on regulatory requirements and
theorem to predict market the enterprise’s financial including the
fluctuations and how to strategies, cash flows, recommendations about
stabilise prices for farmers challenges faced, and the marketing their assigned crop
of crops in their outcomes achieved to or product.
community. (k, u, s, v/a, gs) identify the key factors that ii) The teacher checks for
contributed to the crop accuracy and coherence
enterprise’s financial (subject knowledge,
success. organisation, structure,
iii) In groups, learners analyse technical correctness, being
a case study and apply the attractive to the reader and
cobweb theorem to communication effectiveness)
predict market fluctuations. of the synthesis and
understanding of the case
study highlighting how they
can apply the lessons learned
to their own marketing efforts.
iii) The teacher checks for
accuracy and coherence
(subject knowledge,
organisation, structure,
technical correctness, being
attractive to the reader and
communication effectiveness)
of the synthesis and

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understanding of the case

study highlighting how the
cobweb theorem explains
how prices adjust in response
to changes in supply and
demand of crop and crop
products.

ICT support to the suggested learning activities to leverage resource efficiency as the learners can
actively participate and engage in activities without limitation (as many times as possible)
1) Use the internet to research the specific crops and harvesting techniques of the selected and
established crop.
2) Use smartphones or digital cameras to take photos and videos of the harvesting process then
upload to a shared platform like Google Drive or YouTube for later review and analysis.
3) Watch educational videos and tutorials on platforms like YouTube or Khan Academy that explain
the harvesting process and techniques.
4) Arrange for virtual guest speakers who are experts in crop harvesting to give talks and answer
questions before or after the field visit.
5) Use tools like MindMeister or Miro to create interactive mind maps that organize key factors,
strategies, and challenges identified in the case studies to help in understanding connections
and relationships.
6) Use the internet to research the cobweb theorem, its principles, and real-world applications in
crop production.
7) Arrange for virtual guest speakers who are experts in economics and market analysis to give talks
and answer questions about the cobweb theorem and market fluctuations.

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3.0
3.0 ASSESSMENT
ASSESSMENT
3.1 Overview of Assessment
In a competency-based learning model, assessment focuses on checking and evaluating
learners' mastery of specific skills and knowledge rather than their performance on traditional
tests and assignments. This approach uses a variety of assessment methods, including scientific
investigation, projects checklist, and reflective activities, to measure learners' abilities to apply
their learning in real-world or real-life contexts.
Since teaching and assessment have the same purpose —to help individuals learn —teachers
need to plan them as complementary aspects of one activity. Teachers can use different
assessment types to gather information. They can use this information for a variety of purposes,
including:
Purpose of assessment
Diagnostic Formative Summative Evaluative
To identify strength To use assessment To acknowledge, To inform curriculum
and areas of information to record and report planning and to
improvement and to make specific learners’ overall provide information
inform the next steps. improvements in performance and for monitoring and
learning. achievement at a accountability.
point in time.

This means that assessment is the cornerstone of good learning and teaching. It can make a
vital contribution to improving educational outcomes for all learners. It is about collecting,
interpreting and using information to give a deeper appreciation of what individuals know and
understand, their skills and capabilities, and what their learning experiences enable them to do.
This suggests what the teacher must include as shown below:
Making assessment an integral part of daily mathematics instruction is a challenge. It requires
planning specific ways to use assignments and discussions to discover what students do and
do not understand. It also requires teachers to be prepared to deal with students’ responses.
Merely spotting when students are incorrect is relatively easy compared with understanding
the reasons behind their errors. The latter demands careful attention and a deep knowledge of
the mathematics concepts and principles that students are learning… The insights we gain by
making assessment a regular part of instruction enable us to meet the needs of the students
who are eager for more challenges and to provide intervention for those who are struggling.
Burns 2005, p. 31

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Assessment is part and parcel of the teaching and learning process, facilitating learning and
improving instruction, and can take a variety of forms. Among the different forms is classroom-
based assessment. Classroom-based assessment in competency-based learning (CBL) is a
continuous, formative, and learner-centred process. It evaluates learners' mastery of specific
skills and knowledge during teaching and learning. As a result, classroom assessment is
generally divided into three types: assessment for learning, assessment of learning and
assessment as learning.

Assessment for Learning

Assessment for learning is the ongoing assessment that allows teachers to monitor learners on
a day-to-day basis and modify their teaching based on what the learners need to be successful.
This assessment provides learners with the timely, specific feedback that they need to make
adjustments to their learning.

After teaching a lesson, we need to determine whether the lesson was accessible to all
students; what is still challenging to the more capable; what the students learned and
still need to know; how we can improve the lesson to make it more effective; and, if
necessary, what other lesson we might offer as a better alternative. This continual
evaluation of instructional choices is at the heart of improving our teaching practice.
Burns 2005, p. 26

Assessment of Learning
Assessment of learning is the snapshot in time that lets the teacher, learners and their parents
know how well each learner has completed the learning tasks and activities. It provides
information about learner achievement. While it provides useful reporting information, it often
has little effect on learning.

Assessment as Learning
Assessment as learning is an approach that involves learners in self-assessment, reflection, and
goal-setting about their learning.

3.2 Assessment in Competency-Based Learning

In Competency-Based Learning (CBL), assessment serves as a transformative tool that extends
beyond measuring learners' knowledge to ensuring they can apply their skills and knowledge
effectively in real-world contexts. At the heart of CBL assessment lies the evaluation of learners'
mastery of specific learning outcomes through diverse, authentic methods such as projects,
simulations, and practical applications.
This approach prioritises continuous, actionable feedback, empowering learners to track their
progress, identify areas for improvement, and take ownership of their learning journey. This
paradigm shifts from traditional, one-size-fits-all assessment to a more dynamic, learner-centred
approach is crucial for fostering profound, lasting learning experiences.
This assessment is designed and administered to have a predominantly formative function, as
well as a summative function. This assessment is based on the model below.

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3.3 Formative assessment

In this aligned curriculum, the teacher’s assessment role is not to write tests for learners, but to
make professional judgements about learners’ learning in the course of the normal teaching
and learning process. The professional judgement is about how far the learner achieves the
learning outcomes that are set out in this syllabus. To make these judgements the teacher needs
to look at how well the learners are performing in terms of each learning outcome.
Formative assessment is where the facilitator supports learners by guiding and mentoring them
to achieve expertise. It will require the facilitator to sit beside the learners to make them as good
as the expert. Therefore, assessments should provide multiple opportunities for direct
observations within learning spaces and diverse practice settings. The facilitator will evaluate
the learners’ current status, identify their needs, and chart a pathway for their development. The
facilitator will check and judge where the learner is. The primary focus should be on direct
observation and conversation within these learning environments. Ultimately, learners will
produce tangible outcomes as evidence of their progress.
Formative assessment involves using all parts of the cycle and triangle below. This means that
the process of teaching and learning in some way can be seen in the triangle as explained
below.

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The formative assessment opportunities occur in three forms. They can be done through:
a) Observation —watching learners working (good for assessing skills, values and attitudes)
b) Conversation —asking questions and talking to learners (good for assessing knowledge
and understanding)
c) Product—appraising the learner’s work (writing, report, translation, calculation,
presentation, map, diagram, model, drawing, painting etc.). In this context, a “product” is
seen as something physical and permanent that the teacher can keep and look at, not
something that the learner says.
When all three opportunities of observation, conversation and obtaining a product are used,
the information from any one can be checked against the other two forms of assessment
opportunity (e.g., evidence from “observation” can be checked against evidence from
“conversation” and “product”). This is often referred to as “triangulation” as shown below.
Observation

Triangulation

Product Conversation

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In the new agriculture teaching syllabus, the facilitators’ role is to make professional judgements
about learning by employing triangulation above. The professional judgement is about how far
are the learners meeting the learning outcomes that are set out in the syllabus.
To make these judgements the facilitator need to do the following:
i) Observation
Intentional and careful observation is fundamental to teaching, learning, and assessment. It
prompts us to question what we observe by asking what, why, how, where, when, and who.
Similarly, facilitators employ these questions while observing their learners, seeking answers
to better support and scaffold their development. In this approach you observe learners as
they solve problems, model skills to others (psychomotor), think aloud during a sequence of
activities. It also involves facilitators observing learners’ behaviour (affective) as they interact
with peers in different learning situations to provide insight into their values and attitudes.
This enable a facilitator to find out under what conditions success is most likely, what
individual learners do when they encounter difficulty, how interaction with others affects
their learning and concentration, and what learners need to learn the next idea or concept.
Observations may be informal or highly structured, and incidental or scheduled over
different periods of time in different learning contexts.

ii) Conversation
In the teaching and learning process, dynamic conversations between facilitators and
learners play a vital role in fostering deep understanding, critical thinking, and intellectual
curiosity. Facilitators engage learners through strategic questioning, posing challenging
inquiries that prompt deeper exploration, reflection, and analysis. These questions are
carefully crafted to scaffold learners' thinking, facilitating connections between new
information and prior knowledge, reinforcing existing concepts, and addressing
misconceptions. Through this iterative, dialogic process, learners not only enhance their
comprehension but also develop the skills to articulate their thoughts, reasoning, and
problem-solving strategies. As a result, learners are guided toward higher-order thinking,
nuanced understanding, and a more profound mastery of the concepts. Therefore, facilitators
are encouraged to ask questions and talk to learners as and when deemed fit.

iii) Product
In the context of teaching and learning, it is essential for facilitators to obtain tangible
products from learners who engage in each learning activity to ensure a thorough
understanding of the concept. These products—whether they are written reports,
presentations, project products and services, or creative works—serve as concrete evidence
of the learners' comprehension and application of the material. By producing a tangible
outcome, learners not only reinforce their knowledge but also demonstrate their ability to
synthesise and utilise what they have learned in a meaningful way. This process allows
facilitators to assess learners' progress, identify any areas of misunderstanding, and provide
targeted feedback to support continued growth and mastery.

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iv) Assessment for developing scientific investigation skills

Agriculture, as an applied science, is pivotal in addressing the pressing global challenges of
food security and sustainability. To drive innovation and enhance practices, agricultural
education and practice must place a strong emphasis on scientific inquiry, investigation
skills, and evidence-based decision making. By seamlessly integrating scientific
investigation, experimentation, and data analysis, we can foster the development of more
efficient, sustainable, and resilient farming techniques, ultimately ensuring a food-secure
future for generations to come. Therefore, agriculture instruction and assessment should
be designed to teach and measure the science concepts, scientific methods and how
individuals make objective observation to think and learn as scientists. Learners will engage
in scientific investigation. Scientific investigation is a plan for finding the answers to a
question using scientific thinking. There are a number of scientific investigation but here
we shall limit it to observational (using the five senses to study something closely) and
experimental (uses an experiment to answer questions or where the scientist changes a
situation to see what happens). With this experience the scientist makes decisions. Likewise,
in modern society, learners must routinely formulate questions, test ideas, collect and
analyse data, support arguments with evidence, and collaborate with peers before making
informed decisions. By doing that the learner is engaging in science inquiry skills and
scientific methods. This will cover how to observe, predict, check, record and communicate.

The integrated character of scientific knowledge and how science is practiced is being
emphasised. For that reason, helping learners engage in scientific inquiry and develop science
inquiry skills in the context of learning science is one of the most important goals of science
education. Such demand has made assessment of scientific investigation skills to use rubrics
like this shown below.

Award Detailed description of actions made

Score 4 Elaborates in details the connections between two or more science skills including how
they can apply it in new and unfamiliar situations
Score 3 Links a science skill to its importance in real-life by explaining at least one scientific
thinking or approach and investigation skill
Score 2 Lists one or more specific science skills like the way it was given and stated with limited
explanation as mere facts
Score 1 Lists the general academic skills because was familiar and present but without linking
them to their importance or application in real-life

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3.4 Project-based Learning Assessment

This is a dynamic teaching method in which learners or participants gain knowledge and skills
by engaging for an extended period of time to investigate and respond to an authentic
challenge. The task must have a driving question and it involves sustained inquiry.
Project-based learning is a unit of teaching and learning activity on a concept or topic. This unit
is launched or started by using an interest approach or anchor. A launch of a Project-Based
Learning (PBL) unit is an exciting and crucial phase that sets the tone for the entire project. It
aims at engaging the learners or participants, build their interest, and provide a clear
understanding of the project’s goals and expectations. This activity must be launched by the
facilitator. During project-based learning launch you capture the learner’s interest and curiosity.
Start with a compelling activity, such as a video, guest speaker, text extracts or dramatic
simulation that introduces the unit. It has the following dimensions for the facilitators to work
with:
a) Hook/grabber: is an engaging and thought-provoking introduction. It is intended to
capture the reader or learners’ attention, spark their curiosity and motivate them to learn. It
uses interesting facts, statistics or scenarios. For example, you can make a contextual visit
to a site where the concept is manifested or you can show a video about the impact of
plastic pollution on marine life.
b) Driving Question example: This is an open-ended, thought-provoking question that
guides and focuses the learning process of particular concept. For example, "How can we
reduce plastic waste in our school and community?"
c) Project based learning overview/background: This explains the project-based learning
phases, from past experiences and existing knowledge about the concepts, so that learners
can generate inferred questions to lead them into action plans, then go into producing of
products or services before making presentations to an audience.
d) Group Formation: This is a process of creating and establishing teams for learners to work
on the task. Therefore, you need to create groups, allocate participants to teams and ask
them to assign roles to team members like information gathers, designer, and
spokesperson or communicator.

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Facilitators or teachers designing true PBL units must take conscious effort to incorporate all
the seven design elements of:
1) A driving question or challenging problem
This should be aligned and originating from the teaching standards or curriculum
concepts being taught.

2) Sustained inquiry; where the participants will be engaged in a rigorous, extended

process of generating and responding to inferred question, posing as many questions,
finding and applying information of a period of time.

3) Authenticity; where it demands participants to engage in real-world contexts, tasks,

tools, market and quality standard and speaking to personal concerns, interests and
issues.

4) Aligned to the teaching standards and learning outcomes; means ensuring that the
project is designed to meet specific learning outcomes in the curriculum.

5) Learner’s voice and choice; Learner's voice and choice in project-based learning (PBL)
empower learners by giving them a say in their learning journey.
This approach encourages learners to actively participate in using the driving question to
the plan, execute, and evaluate of their activities in the project-based learning task. Learners
will be given space to make choices in tasks or activities, methods of work, and the value
proposition for the product or service they want to work on. In that way learners can pursue
their interests and leverage their strengths, fostering a deeper engagement and ownership
of their learning. This autonomy not only enhances motivation and creativity but also
builds critical skills like decision-making, problem-solving, and self-management, preparing
learners for real-world challenges. Therefore, facilitators should create space for learner’s
voice and choice to thrive.

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6) Critique and revision; which involves giving and receiving feedback on a project task
and activities. The goal is to provide constructive insights that can help improve access to
deeper learning, the project's experiences, and product quality. Critique can come from
teachers, peers, or experts in the field. The feedback should be specific, actionable, and
focused on how to improve the work rather than just pointing out what is wrong. While
revision is the process of making changes to a project processes and product based on
the feedback received during the critique phase. This iterative process helps learners
refine their work and achieve higher quality outcomes.

7) A Public Product and Exhibition: A Public Product is a tangible outcome or deliverable

created by learners as part of their effort to address the driving question. An Exhibition is
an event where students present their public products to an audience. This event can take
various forms, such as presentations, fairs, showcases, or online galleries. This element
involves sharing learners' work with an audience beyond the classroom.

3.5 Assessing Generic skills

The generic skills have been built into the syllabuses and are part of the learning outcomes. It is
therefore not necessary to assess them separately. It is the increasingly complex context of the
subject content that provides progression in the generic skills, and so they are assessed as part
of the subject learning outcomes.

Generic skills have been built into the agriculture syllabus and are part of the different learning
outcomes. These skills manifest them as part and parcel of the ideas and concepts being taught
in a competency-based learning and knowledge integration framework.

For that reason, assessing generic skills will entail evaluating learners' proficiency in applying
these essential skills such as communication, collaboration, creativity, critical thinking,
mathematical computation and ICT proficiency within an authentic, real-world context. The
facilitators will do this by the help of an observation checklist and scoring rubric.

Attitudes and values

You can assess values and attitudes. According to Krathwohl, Bloom, and Masia (1973), the
affective domain refers to how we interact with objects emotionally, such as feelings, values,
admiration, excitement, motivations, and attitudes. Therefore, you can observe how learners
interact with peers and teachers, noting examples of empathy, respect, and cooperation. This
means that values and attitudes can be assessed over a long period of time through observing
and interactions.

For that reason, attitudes and values have been built into the agriculture syllabus and are part
of the different learning outcomes. The aspects of learning attitudes and values, well known as
affective domain attributes, are inherently integrated into the teaching and learning process
within a competency-based learning and knowledge integration framework. Like the generic
skills above, they will be assessed using an observation checklist and scoring rubric.

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3.6 Summative Assessment

There are three points across the curriculum where a summative assessment is performed to
make collective formal decisions on competency attainment. This a progression landscape
which includes developing trust of the learner to demonstrate competency reliably in
increasingly complex situations and in different contexts/environments.

a) End of topic assessment

This is an assessment administered to learners or individuals who have been taught and have
experienced different learning activities in a given topic/concept. It requires a learner to
have participated or engaged in different sessions/lessons where co-creation has occurred. The
learners should have constructed their own knowledge which makes meaning to them from
the experiences received during the different activities they have been exposed to under the
topic/concepts and stimulus materials. For example, if one wants to have breakfast with a dish
of Katogo or sandwich. What would you do to prepare or make any of these dishes? Learners
shall unbundle, re-bundle and bundle chunks of knowledge.
The key characteristics of an activity of integration
i) Complex: that learning can take different forms and can be expressed in different ways.
So, facilitators should place less emphasis on any single indicator of learner achievement.
Further there is the butterfly effect where a wide variety of things seemingly unrelated to
the topic come into play to achieve the learning desired. Therefore, no lesson will follow
a linear model or ever go completely as planned and will have the same effect on each
person so that they respond in the same way. This is because learners enter your learning
space of chaos which will in turn elicit different reactions and perceptions among them.
Therefore, those who feel comfortable with order, rigid rules and reason with symmetry,
equilibrium and stasis, will find life and creating activity of integration with dynamic
complexity quite challenging. On the other hand, those who are comfortable with being
part and in the process, the flow of the changed system, those who can see the larger
patterns or global picture beyond what they know and used to, those who can tolerate
ambiguity and unpredictability, those who find being in a complex experience at the
edge of the chaos to be in a stimulating and rewarding opportunity will be good in the
task to create the desired.
ii) Complexity comes in when narrating the situation to give you a paragraph (and more)
or a web of sentences on the topic integrating/putting together what seem not to be
related and representing it as it is in real-life and painting that picture for the respondent
as an activity of integration/situation or scenario.
iii) Perplexing or puzzling and ambiguous: that it is confusing and you do not know
exactly where to start or what it is about. This makes it to demand critical thinking and
high order thinking skills (HOTS).
iv) Novel: that it is a long narrative which is original and striking from a real life or an
imaginary event with a society challenge/issue/problem to be identified after deep
thinking.

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b) End of year assessment

Assessing intermediate knowledge integration competency by the end of year will involve
a comprehensive evaluation of a learner’s progress in mastering specific skills and
knowledge areas within a broader concept or construct. These periodic, end-of-year
assessments enable facilitators to pinpoint areas of excellence and identify gaps where
targeted support or instruction is required. Ultimately, the goal of these assessments is to
ensure learners are progressively building the necessary learning outcomes, step by step, to
achieve the knowledge integration that comprise the overall construct.

c) End of cycle assessment

Assessing terminal knowledge integration competency focuses on evaluating a learner's
ability to synthesise and apply all the knowledge and skills acquired throughout the learning
experience in a comprehensive and cohesive manner. Here the emphasis will be mainly on
the learner’s ability to apply their learning in new and unfamiliar situations. Consequently,
this assessment will come in form a final examination at the end of Senior 6. It follows the
assessment of the construct in the subject as indicated in the Assessment Framework.

d) Examinations
There will be only one school based summative assessment at the end of the year. There
will no longer be examinations or tests set at the beginning and end of every term. Instead,
there will be a summing up of on-going teacher assessments made in the context of
learning through activities of integration assessment. Learners will also be subjected to the
end of cycle assessment for certification. Details on the end of cycle assessment are
provided in the assessment guidelines document or the assessment framework.
e) Examination Authority
The Advanced Agriculture syllabus shall be examined by the established and relevant
examination bodies including Uganda National Examination Board.

3.7 Record Keeping

In competency-based learning, accurate and comprehensive record keeping is crucial for
tracking learners' progress and achievements. Therefore, the teacher and the school must keep
accurate records about learners’ achievement.

Various assessment tools and strategies are employed to capture learners' demonstration of
abilities and achievements, including observation checklists, scientific investigation rubrics,
project-based learning rubrics, and end-of-topic/end-of-year scoring grids. These tools provide
a holistic picture of learners' strengths, weaknesses, and areas for improvement.

The collected data and evidence from these assessments are meticulously recorded and
maintained in learners' files, portfolios and anecdotal notes.

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It is important to note that portfolios serve as a comprehensive record of learners' achievements,

progress, and growth over time. By analysing the data and evidence contained within the
portfolios, educators can identify areas where learners require additional support, provide
targeted interventions, and make informed decisions.

i) Checklists
Checklists are an efficient and practical way to collect information about a learner’s
development. Checklists are based on “assessors’ norms” as determined by development
theorists. With each age range and year, there are certain expectations and skills that a learner
should be able to achieve. For that reason, checklists are designed to track a learner’s skills in all
the developmental domains including physical, cognitive, language, social and emotional.

With a checklist, teachers and facilitators can easily see what a learner can do, as well as note
what areas of development need further support. Teachers and facilitators can create their own
checklists based on certain skill sets. Consequently, these checklists can be used to track a large
group of learners or an individual learner. Once the checklists are completed, they can be
analysed and stored for future reference.

ii) Portfolio
A portfolio is a thoughtful and intentional collection of a learner's outputs, projects, and
assessed tasks. It serves as a valuable tool for learners to track, document, and reflect on their
academic progress over time. Learners take ownership of their portfolio by selectively including
achievements that demonstrate their growth and accomplishments. While learners drive the
curation process, facilitators may provide guidance and recommendations on which pieces to
include, ensuring the portfolio accurately reflects the learner's step-by-step progress. Portfolios
can be created in various formats, either manually or digitally, depending on available resources.

iii) Anecdotal notes

Anecdotal notes serve as a valuable tool for recording specific, contextualised observations of
individual learners' behaviours, skills, and attitudes as they relate to competency and learning
outcomes in a subject. These narrative notes, often written during or immediately after lessons
and activities, provide cumulative insights into a learner's progress, informing facilitators'
instruction and guiding further development. Anecdotal notes may incorporate scoring grids,
checklists, and written responses to performances, products, or services, offering a
comprehensive and accurate record of learners' achievements. By documenting observations
in a timely manner, facilitators can ensure that anecdotal notes remain a reliable and informative,
checklist records and completed assignments.
iv) Learners’ manual files
Learners' manual files are used to store learners' academic achievements, including scores,
checklist records and completed assignments. These files also contain records of learners'
participation in extracurricular activities, awards, and recognitions they have received.

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Additionally, they include notes and observations from teachers regarding learners' progress,
behaviour, and areas of improvement. Finally, these stored records are essential tools for
teachers, administrators, and parents to monitor and support the learners' educational
development and academic journey
Annex 1: Scientific Inquiry Process During Investigation
i) The learner observes objects or phenomenon; observation is the first step in scientific
inquiry.
ii) The learner wonders or gets bothered/perturbed; curiosity drives the formulation of
questions.
iii) The learner formulates their own investigation questions; asking specific questions to
guide the investigation.
iv) The learner proposes a tentative answer; formulating an initial understanding or
possible answer.
v) Learner formulates a hypothesis; developing a testable hypothesis based on the
tentative answer.
vi) The learner identifies the variable in the investigation; identifying independent,
dependent, and control variables.
vii) The learner designs an experiment; planning the experiment to test the hypothesis.
viii) The learner gives a title to the experiment; providing a clear, concise title that reflects
the experiment's aim.
ix) The learner gathers the materials, tools and equipment; assembling necessary
materials and equipment.
x) The learner follows occupational health, safety and environmental protection
practices; ensuring safety and environmental care during the experiment.
xi) The learner formulates the steps to follow or procedure for investigation; writing a
detailed procedure for conducting the experiment.
xii) The learner describes how data or information will be gathered; planning methods for
data collection.
xiii) The learner creates format to capture the data or information; Designing formats like
tables or charts to record data.
xiv) The learner presents the data or information using statistical approaches: analysing
data using statistical methods.
xv) The learner interprets the data or information by relating the two variables; drawing
connections and interpreting the relationships between variables.

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xvi) The learner extrapolates the results; extending findings to make broader
generalisations.
xvii) The learner draws conclusion about the relationships; summarising the relationships
observed in the data.
xviii) The learner formulates supports for their conclusion; providing evidence and
reasoning to back up conclusions.
xix) The learner relates the hypothesis to the conclusion; connecting the results back to the
original hypothesis.
xx) The learner identifies the difference between the plan and the execution of the
experiment; noting any deviations from the original plan.
xxi) The learner explains reason(s) for any difference or in absence of difference gives
suggestions to improve the investigation/experiment; discussing reasons for any
discrepancies and offering improvements.
xxii) The learner gives suggestions to extend the investigation; proposing further research
or additional questions for exploration.
xxiii) The learner draws conclusion related to the context; linking conclusions to the broader
context of the study.
xxiv) The learner cleans up all tools, equipment, and the working area then dispose of any
waste materials, especially if they are hazardous and return all materials and equipment
to their proper storage locations; ensuring a clean and safe working environment post-
experiment.
xxv) The learner communicates; sharing findings through reports, presentations, or
publications.

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Scientific Investigation Preparation and Planning

Award Description of actions made
Score 1 i) Develops a basic hypothesis based on the topic that states simply what they wish to
find out
ii) Produces a simple plan using limited scientific knowledge
iii) Identifies a limited list of apparatus/equipment requirements and a suitable practical
technique with limited detail
iv) Provides a basic justification for the choice of research methods
v) Carries out a basic risk assessment by identifying at least one hazard
vi) Spelling, punctuation and grammar (future tense) are used with some accuracy so
that the meaning is sometimes clear
Score 2 i) Develops a satisfactory hypothesis, with scientific reasoning, as to the outcomes of
the investigation
ii) Produces a satisfactory plan, using appropriate scientific knowledge.
iii) Identifies apparatus/equipment and an appropriate technique that will obtain a
range of results
iv) Provides a satisfactory justification for the choice of research methods
v) Carries out a satisfactory risk assessment by identifying two hazards.
vi) Spelling, punctuation and grammar are used with reasonable accuracy so that the
meaning is reasonably clear
Score 3 i) Develops a good hypothesis, with good scientific reasoning, as to the outcomes of
the investigation
ii) Produces a detailed plan using a good level of scientific knowledge
iii) Identifies equipment/apparatus and a practical technique that will produce accurate
results
iv) Provides a good justification for the choice of research methods
v) Carries out a good risk assessment, including suggesting how to minimise risks
vi) Spelling, punctuation and grammar are used with considerable accuracy so that the
meaning is clear
Score 4 i) Develops a detailed hypothesis with detailed and scientific reasoning as to the
outcomes of the investigation
ii) Produces a complex plan using a high level of detailed scientific knowledge
iii) Identifies equipment/apparatus and more than one practical technique to produce a
range of accurate results
iv) Provides a detailed justification for the choice of research methods
v) Carries out detailed risk assessment and identify how to minimise each risk and what
to do in the event of an incident
vi) Spelling, punctuation and grammar are used with almost faultless accuracy so that
the meaning is clear

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Scientific Investigation Data Collection

Award Description of actions made
Score 1 i) Carries out some parts of the investigation while displaying limited practical skills
ii) Shows limited understanding of health and safety issues
iii) Obtains and records limited data that may not be accurate
iv) Records at least three readings, that may not be accurate
v) Spelling, punctuation and grammar are used with some accuracy so that the
meaning is sometimes clear
Score 2 i) Carries out most parts of the investigation displaying satisfactory practical skills
ii) Demonstrates satisfactory understanding of health and safety issues
iii) Obtains and records a satisfactory number of measurements and/or observations of
variable quality
iv) Records at least four readings and/or observations of variable quality
v) Spelling, punctuation and grammar are used with reasonable accuracy so that the
meaning is reasonably clear
Score 3 i) Carries out all parts of the investigation, displaying good practical skills
ii) Demonstrates a good understanding of health and safety issues including at times
identifying potential risks and taking appropriate precautions
iii) Obtains and records a complete set of measurements and/or observations using
appropriate precision
iv) Spelling, punctuation and grammar are used with considerable accuracy so that the
meaning is clear
Score 4 i) Carries out all parts of the investigation independently displaying an excellent level
of technical skills
ii) Demonstrates a high level of understanding of health and safety issues including
identifying potential risks and taking appropriate precautions
iii) Obtains and records a complete set of accurate measurements and/or observations
using a high degree of precision
iv) Spelling, punctuation and grammar are used with almost faultless accuracy so that
the meaning is clear

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Scientific Investigation Analysis and Conclusion

Award Description of actions made
Score 1 i) Produces a basic set of results presented using an appropriate statistical method like
in a table and identifies a trend in their results
ii) Uses a simple graph/chart to display data
iii) Produces a basic conclusion that may not be linked to the data or hypothesis
iv) Spelling, punctuation and grammar are used with some accuracy so that the
meaning is sometimes clear
Score 2 i) Produces a satisfactory set of results presented in an appropriate table and identifies
at least one trend in their results
ii) Uses an appropriate graph/chart, with labelled axes, to display the data obtained
iii) Gives a satisfactory conclusion linked to their data or hypothesis, but using data to
support their conclusion
iv) Produces a conclusion that is linked to the data or hypothesis
v) Spelling, punctuation and grammar are used with reasonable accuracy so that the
meaning is reasonably clear
Score 3 i) Produces an accurate set of results presented in a table with appropriate headings
and units and use of one form of mathematical technique to process the data
ii) Identifies appropriate trends in their results
iii) Uses a graph/chart with labelled axes, units and headings to display data
iv) Displays data in a graphical form with labelled axes including units and headings
v) Produces a good conclusion linked to the data and hypothesis
vi) Spelling, punctuation and grammar are used with considerable accuracy so that the
meaning is clear
Score 4 i) Produces a comprehensive and accurate set of results presented in a table with
appropriate headings and units
ii) Uses more than one mathematical technique to process the data and identifies
trends in their results
iii) Uses a range of graphs to display data, using appropriately labelled axes, units and
headings
iv) Produces detailed conclusions with reference to relevant data and hypothesis using
relevant data to support their conclusions
v) Displays data in at least two graphical forms with labelled axes including units and
headings
vi) Spelling, punctuation and grammar are used with almost faultless accuracy so that
the meaning is clear

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Scientific Investigation Evaluation

Award Description of actions made
Score 1 i) Provides a brief evaluation of the investigation, making limited or no reference to the
reliability of the results
ii) Gives a simple suggestion as to how they could improve the methodology
iii) Gives a basic suggestion for further research that may be relevant to the investigation
iv) Spelling, punctuation and grammar are used with some accuracy so that the
meaning is sometimes clear
Score 2 i) Provides a brief evaluation of the investigation, including some reference to the
reliability of the results
ii) Gives a suggestion as to how they could improve the methodology.
iii) Gives an appropriate suggestion for further research that is relevant to the
investigation
iv) Spelling, punctuation and grammar are used with reasonable accuracy so that the
meaning is reasonably clear
Score 3 i) Provides an evaluation that considers the processes, techniques and risk assessment
used and identifies anomalous results and consider the reliability of the data
obtained
ii) Provides relevant suggestions as to how they could improve the methodology
iii) Gives suggestions for further research that are relevant to their investigation
iv) Spelling, punctuation and grammar are used with considerable accuracy so that the
meaning is clear
Score 4 i) Provides a detailed and thorough evaluation of the processes, techniques and risk
assessment used, giving in depth consideration to the reliability and validity of the
data produced and details of any anomalous results
ii) Provides detailed suggestions as to how they could improve the methodology
iii) Provides detailed suggestions for further research that are relevant to their
investigation
iv) Spelling, punctuation and grammar are used with almost faultless accuracy so that
the meaning is clear

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Annex 2: Dave's psychomotor observation checklist triangle

Annex 3 Krathwohls affective domain observation checklist triangle

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Glossary of Key Terms

Term Meaning
competence This is the ability of a person to do something.
competency This is the ability of a person to apply their learning with confidence in a range
of situation.
competent This is being able to mobilise a set of resources in order to solve a
contextualised problem that belongs to a family of such.
competency- This is the education that focuses on the integration and synthesis of
based education information, concepts and experiences to create a working knowledge that can
be use in a real-world setting.
construct This is a specific generalisation of different concepts put together that learners
are expected to learn and demonstrate mastery of so that they function in real-
life.
formative Formative assessment is where the facilitator supports learners by guiding and
assessment mentoring them to achieve expertise.
learning outcomes These are the specific skills, knowledge and attitudes that learners are expected
to acquire and demonstrate in real-life.
knowledge This is the process of connecting, relating and unifying concepts in various
integration situations as deemed fit in real-life.
value chain These are series of activities and processes that add value to agricultural
products from production to consumption.
generic skills These are the transferable skills, attitudes and values that are essential in real-
world.
process skill A capability acquired by following the programme of study in a particular
learning area; enables a learner to apply the knowledge and understanding of
the learning area.
sample An activity which gives a learner the opportunity to show the extent to which
assessment activity s/he has achieved the learning outcomes. This is usually part of the normal
teaching and learning process and not something extra at the end of a topic.
suggested learning An aspect of the normal teaching and learning process that will enable a
activity formative assessment to be made.

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CONTACT US:
National Curriculum Development Centre
Plot M838, Kyambogo.
P.O.Box 7002 Kampala, Uganda
+256-393-112-088
www.ncdc.go.ug