KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A skilled and Ethical Society

UPPER PRIMARY SCHOOL CURRICULUM DESIGN

AGRICULTURE AND NUTRITION

GRADE 4
 First Published 2017

Revised 2024

All rights reserves. No part of this book may be reproduced, stored in a retrieval system or transcribed, in any form or by any
means, electronic, mechanical, photocopy, recording or otherwise, without the prior written permission of the publisher.

ISBN:

Published and printed by Kenya Institute of Curriculum Development

TABLE OF CONTENTS

NATIONAL GOALS OF EDUCATION .......................................................................................................................................... ii

LESSON ALLOCATION AT UPPER PRIMARY .......................................................................................................................... iv

LEVEL LEARNING OUTCOMES .................................................................................................................................................. v

ESSENCE STATEMENT ................................................................................................................................................................. v

SUBJECT GENERAL LEARNING OUTCOMES........................................................................................................................... v

1.0: CONSERVATION OF RESOURCES ....................................................................................................................................... 2

2.0 FOOD PRODUCTION PROCESSES ......................................................................................................................................... 7

3.0 HYGIENE PRACTICES ........................................................................................................................................................... 13

4.0 PRODUCTION TECHNIQUES ................................................................................................................................................ 17

APPENDIX 1: COMMUNITY SERVICE LEARNING PROJECT............................................................................................... 19

i
NATIONAL GOALS OF EDUCATION
Education in Kenya should:
1. Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be
able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood
by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and
foster patriotism in order to make a positive contribution to the life of the nation.

2. Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
a) Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth
progress of a rapidly developing modern economy. There is bound to be a silent social revolution following the wake of
rapid modernisation. Education should assist our youth to adapt to this change.
b) Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required
to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate
and relevant domestic workforce.
c) Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya
recognises the rapid industrial and technological changes taking place, especially in the developed world. We can only
be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that
will prepare our young people for these changing global trends.

3. Promote individual development and self-fulfilment

Education should provide opportunities for the fullest development of individual talents and personality. It should help children
to develop their potential interests and abilities. A vital aspect of individual development is the building of character.

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4. Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound
moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens.

5. Promote social equity and responsibility.

Education should promote social equality and foster a sense of social responsibility within an education system which provides
equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities
and corporate social service irrespective of gender, ability or geographical environment.

6. Promote respect for and development of Kenya’s rich and varied cultures.
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary
society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid
development in order to build a stable and modern society.

7. Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations.
Education should therefore lead the youth of the country to accept membership of this international community with all the
obligations and responsibilities, rights and benefits that this membership entails.

8. Promote positive attitudes towards good health and environmental protection.

Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will
lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It
should lead the youth of Kenya to appreciate the need for a healthy environment.

iii
LESSON ALLOCATION AT UPPER PRIMARY

S/No Learning Area Number of Lessons

1. English 5
2. Kiswahili / Kenya Sign Language 4
3. Mathematics 5
4. Religious Education 3
5. Science & Technology 4
6. Agriculture and Nutrition 4
7. Social Studies 3
8. Creative Arts 6
9. Pastoral/Religious Instruction Programme 1
Total 35

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LEVEL LEARNING OUTCOMES
By the end of the Primary Education, the learner should be able to:
a) Communicate appropriately using verbal and or non-verbal modes in a variety of contexts.
b) Demonstrate mastery of number concepts to solve problems in day to day life
c) Demonstrate social skills, moral and religious values for positive contribution to society
d) Develop one’s interests and talents for personal fulfilment
e) Make informed decisions as local and global citizens of a diverse, democratic society in an interdependent world.
f) Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development
g) Acquire digital literacy skills for learning and enjoyment.
h) Appreciate the country’s rich, diverse cultural heritage for harmonious living

ESSENCE STATEMENT
Agriculture and Nutrition is an integrated learning area comprising aspects of agriculture and home science. The learners will
acquire knowledge, skills, attitudes and values related to conservation of resources, food production, hygiene and related
production techniques. The learning area anchors on socio-economic pillar of Kenya Vision 2030 to promote health, hygiene, food
and nutrition security through education. The curriculum will develop competencies in personal and environmental hygiene, foods
and nutrition, basic clothing construction, laundry, crop and animal production and conservation of resources. The acquired
knowledge, skills and attitudes will form grounds for further development of the competencies in junior school and beyond.

SUBJECT GENERAL LEARNING OUTCOMES

1. Participate actively in agricultural and household activities in conservation of resources.
2. Use scarce resources through innovative practices to contribute towards food and nutrition security.
3. Engage in food production processes for self-sustainability, health and economic development.
4. Adopt personal and environmental hygiene practices for healthy living.

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5. Apply appropriate production techniques, innovative technologies, digital and media resources to enhance sustainable
agricultural and household practices.
6. Appreciate agricultural and household skills as a worthy niche for hobby, career development, further education and training.

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SUMMARY OF STRANDS AND SUB STRANDS GRADE 4
S/N STRANDS SUB STRANDS
1.0 Conservation of Resources 1.1 Soil Conservation
1.2 Water Conservation
1.3 Fuel Conservation
1.4 Conserving Wild Animals
2.0 Food Production Processes 2.1 Direct Sowing of Tiny Seeds
2.2 Uses of Domestic Animals
2.3 Balanced Diet
2.4 Boiling and Shallow Frying Food
3.0 Hygiene Practices 3.1 Personal Hygiene
3.2 Domestic Hygiene
3.3 Cleaning Personal Protective Equipment
4.0 Production Techniques 4.1 Making Tacking Stitches

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1.0: CONSERVATION OF RESOURCES
Strand Sub strand Specific learning Suggested learning experiences Suggested
outcomes Key inquiry
questions
1.0 1.1 Soil By the end of the sub Learners are guided to: How can
Conservation Conservation strand, the learner  Discuss suitable materials for compost manure composting
of Resources should be able to: based on their local environment. conserve the
(7 lessons) a) Identify suitable  Collect and compost suitable materials and make environment?
materials for compost manure using heap method.
making compost  Practise the learnt skills in making compost
manure manure using slashed vegetation, kitchen wastes
b) Prepare compost and any other available organic wastes and
manure for farming using it in their gardening activities.
c) Appreciate  Learners to develop communication skills during
importance of the discussion, care for environment while
compost manure in collecting waste organic matter and unity while
farming. working together in the composting activity.
Core Competencies to be developed:
Communication and collaboration: speaking and listening skills as the learners discuss the process of preparing compost
manure.
Values:
Unity: working together striving to achieve common goal in the preparation of compost manure.
Pertinent and contemporary issues:
Care for the environment as learner utilize waste organic materials in the preparation of compost manure.
Link to other subjects:
Learners relate the environmental resource conservation skills to the waste disposal methods learnt in science and technology.

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Strand Sub strand Specific learning Suggested learning experiences Suggested Key
outcomes inquiry
questions
1.0 1.2 Water By the end of the sub Learners are guided to: How does drip
Conservation Conservation strand the learner should be  Watch video clips or use print media or irrigation
of Resources able to: observe drip irrigation in neighbouring conserve water?
(7 lessons) a) Describe drip irrigation households to guide them discuss drip
as a way of conserving irrigation concept.
water  Innovate drip equipment using water
b) Carry out drip irrigation pipes and available containers and use
to conserve water the drip irrigation in gardening
c) Appreciate use of drip activities
irrigation in conserving  Learners develop creativity skills when
water in farming. innovating drip irrigation equipment,
practice responsibility in task allocation
and personal safety while working with
tools and equipment.
Core Competencies:
Creativity and imagination: creativity skills in experimenting new ideas while innovating drip irrigation equipment.
Values:
Responsibility: undertaking tasks allocated in the innovative drip irrigation project.
Pertinent and contemporary issues:
Safety of self and others as the learners handle and work with tools and equipment in innovating drip irrigation.
Link to other subjects:
Learners relate construction skills in the construction of drip irrigation to skill in use of tools in science and technology.

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Strand Sub strand Specific learning Suggested learning experiences Suggested Key
outcomes inquiry
questions
1.0 Conservation 1.3 Fuel By the end of the sub Learners are guided to: How does
of Resources Conservation strand the learner should  Discuss to enumerate the types of reducing fuel
be able to: fuels such as charcoal, firewood, wastage conserve
(7 lessons) a) Identify types of gas, kerosene, used at home. our resources?
fuels used at home  Practise ways of conserving fuels
b) Use and conserve such as putting off fire when done
fuels in cooking and using fuel efficient equipment
c) Appreciate the when cooking.
importance of  Learners develop problem solving
conserving fuel to skills as they solve problems of fuel
minimize wastage of by reducing wastage in use of fuel,
resources. show responsibility by practicing
advance preparation of foodstuffs,
observe safety in use of fuel.
Core Competencies:
Critical thinking and problem solving: evaluation and decision making skills as learners explore ways of reducing wastage in
use of fuels.
Values:
Responsibility: solving problems proactively as learners use fuels conservatively.
Pertinent and contemporary issues:
Safety of self and others as learners use fuels and related fires.
Link to other subjects:
Learners relate the skills in conservation of fuels to types and sources of energy learnt in science and technology.

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Strand Sub strand Specific learning Suggested learning experiences Suggested Key
outcomes inquiry questions
1.0 Conservation 1.4 Conserving By the end of the sub Learners are guided to: How does
of Resources Wild Animals strand the learner should  Brainstorm and share experiences reducing fuel
be able to: on small wild animals such as wastage conserve
(8 lessons) a) Identify small wild birds, hares, squirrels, monkeys, our resources?
animals that destroy that destroy crops.
crops  Discuss, construct a scarecrow
b) Construct and use a using locally available materials
scare crow to keep off and install the scarecrows in the
small wild animals immediate environment to keep off
from crops small wild animals.
c) Appreciate the  Learners develop creativity skills as
importance of living they design a scare crow,
better with small wild demonstrate responsibility in
animals. allocating roles to construct and
practice animal protection by safely
keeping off the small wild animal.
Core Competencies:
Creativity and imagination: observation and experimentation skills as learners create scare crow to scare wild animals.
Values:
Responsibility: engaging in assigned roles and duties as learners construct the scare crow to keep off wild animals.
Pertinent and contemporary issues:
Conservation of biodiversity as learners construct scarecrow to keep off wild animals without killing them.
Link to other subjects:
Learners relate conservation of wild animals as part of natural resources learnt in social studies.

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Assessment Rubric
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Ability to Demonstrates Demonstrates ability to Demonstrates moderate Demonstrates minimal
demonstrate exceptional ability to express and present ability to express and ability to express and
knowledge on express and present ideas on conservation of present ideas on present ideas on
conservation of ideas on conservation soil, water, fuel and conservation of soil, conservation of soil,
resources of soil, water, fuel and wild animals. water, fuel and wild water, fuel and wild
wild animals. animals. animals.
Ability to Creatively applies Applies appropriate Partially applies Partially applies
conserve resources appropriate measures measures to conserve appropriate measures to measures that require
to conserve resources resources (soil, water, conserve resources (soil, improvement to conserve
(soil, water, fuels and fuels and wild animals). water, fuels and wild resources (soil, water,
wild animals). animals). fuels and wild animals).
Ability to show Shows leadership, Shows personal Shows dutifulness in Requires prompt to
responsibility in personal initiative and initiative and undertaking tasks in undertake tasks in
conservation of dutifulness in dutifulness in conservation of resources conservation of resources
resources undertaking tasks in undertaking tasks in (soil, water, fuel and wild (soil, water, fuel and wild
conservation of conservation of animals). animals).
resources (soil, water, resources (soil, water,
fuel and wild fuel and wild animals).
animals).

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2.0 FOOD PRODUCTION PROCESSES
Strand Sub strand Specific learning Suggested learning experiences Suggested Key
outcomes inquiry
questions
2.0 Food 2.1 Direct By the end of the sub Learners are guided to: How does direct
Production Sowing of strand the learner should be  Discuss to enumerate food crops such as sowing of tiny
Processes Tiny Seeds able to: carrots and millet that are established seeds enhance
a) Identify crops through direct sowing of tiny seeds (crops food production
established through that do not require transplanting). process?
(8 lessons) direct sowing of tiny  Sow the tiny seeds in a finely prepared
seeds ground or container seedbed.
b) Sow tiny seeds in a  Learners develop learning to learn as they
finely prepared address challenges in establishing tiny
seedbed. seeds, develop tolerance and respect while
c) Adopt direct sowing in undertaking the seedbed preparation task
establishment of food and resolve food security in growing a
crops. crop.
Core Competencies:
Learning to learn: own reflection as learners establish tiny seeds in a prepared seedbed.
Values:
Respect: accommodation of diverse opinions while the learners undertake seed bed preparation tasks.
Pertinent and contemporary issues:
Food and nutritional security as learners grow crops on prepared seedbeds to contribute to food availability at household level.
Link to other subjects:
Learners relate the use of tools and equipment in preparation of seedbed and sowing tiny seeds to concepts of tools in making
work easier learnt in science and technology.

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Strand Sub Specific learning outcomes Suggested learning experiences Suggested
strand Key inquiry
questions
2.0 Food 2.2 Uses of By the end of the sub strand Learners are guided to: How does
Production Domestic the learner should be able  Share experiences on the types of domestic domestic
Processes Animals to: animals (cattle, sheep, goats, poultry) found in animal
a) Identify types of their community and their uses. contribute to
(8 lessons) domestic animals in the  Match the domestic animals to their uses food
community (cattle, sheep, goat and poultry). production?
b) Relate various domestic  Make class presentations using photos or other
animals to their uses visuals importance of domestic animal.
c) Appreciate the  Learners develop self –efficacy as they
importance of domestic confidently make class presentations, respect
animals for food others while listening to the presentations and
production. appreciate the uses of domestic animals
Core Competencies:
Self-efficacy: self-confidence as learners make presentations on uses of domestic animals.
Values:
Respect: open mindedness as learners listen and accommodate others opinions during presentations on importance of domestic
animals.
Pertinent and contemporary issues:
Animal welfare as the learners appreciate importance of domestic animals to humans.
Link to other subjects:
Learners relate animals reared in their community to knowledge learnt in social studies on social economic activities.

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Strand Sub strand Specific learning outcomes Suggested learning experiences Suggested
Key inquiry
questions
2.0 Food 2.3 Balanced By the end of the sub strand Learners are guided to: How does
Production Diet the learner should be able to:  Discuss or use digital devices to search variety in diet
Processes a) Explain importance of for importance of eating a balanced impact on
(9 lessons) eating a balanced diet diet (variety and proportion). health?
b) Select food from different  Select foods from locally available
food-groups to make a foods that comprise a balanced diet.
balanced diet  Learners to unite in making
c) Appreciate the importance collaborative presentations of a meals
of eating a balanced diet. with a balanced diet, and promote
health awareness through the class
presentations.
Core Competencies:
Communication and collaboration: team work as learners contribute in the discussion on importance of a balanced diet.
Values:
Unity: collaboration with others as learners select foods that comprise balanced diet.
Pertinent and contemporary issues:
Health awareness promotion as learners discuss the importance of eating a balanced diet.
Link to other subjects:
Learners relate the importance of eating balanced diet to knowledge learnt in science and technology on healthy eating habits.

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Strand Sub strand Specific learning outcomes Suggested learning experiences Suggested
Key inquiry
questions
2.0 Food 2.4 Boiling By the end of the sub strand Learners are guided to: How can we
Production and Shallow the learner should be able to:  Watch video clip or demonstration on cook foods
Processes Frying Food a) Describe boiling and boiling and shallow frying methods of using boiling
shallow frying as methods cooking. and frying
(11 lessons) of cooking  Cook and serve boiled and shallow fried methods?
b) Cook food using boiling foods.
and shallow frying  Learners to develop learning to learn by
methods working cautiously while boiling and
c) Embrace boiling and carrying out shallow frying processes,
shallow frying in food working resiliently while following
production. cooking steps, promoting safety
measures while working with fire and
fats.
Core Competencies:
Learning to learn: organizing own learning as learners apply laid down procedure in boiling and shallow frying foods.
Values:
Responsibility: observes safety precautions when boiling and shallow frying foods.
Pertinent and contemporary issues:
Safety of self and others to avoid accidents as they boil and fry foods.
Link to other subjects:
Learners relate handling of accidents to skills learnt of first aid in science and technology.

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Assessment Rubric
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Ability to explain Explains four food Explains four food Explains two to three Explains less than two
food production production processes production processes food production food production
processes at (direct sowing of (direct sowing of seeds, processes (direct sowing processes (direct sowing
household level seeds, uses of uses of domestic of seeds, uses of of seeds, uses of
domestic animals, animals, balanced meal, domestic animals, domestic animals,
balanced meal, cooking by boiling and balanced meal, cooking balanced meal, cooking
boiling or shallow frying at household by boiling and frying at by boiling and frying at
frying) at household level household level household level
level giving
exemplary details.
Ability to carry Carries out four food Carries out four food Carries out two or three Carries out less than two
out various food production processes production processes food production food production
production (direct sowing of (direct sowing of seeds, processes (direct sowing processes (direct sowing
processes at seeds, use of domestic use of domestic of seeds, use of domestic of seeds, use of domestic
household level animals, balancing a animals, balancing a animals, balancing a animals, balancing a
meal, cooking by meal, cooking by meal, cooking by boiling meal, cooking by boiling
boiling and frying) at boiling and frying) at and frying) at household and frying) at household
household level using household level level level
exemplary skills
Ability to Displays more than Display four aspects of Displays two or three Applies integrity in less
demonstrate four aspects of integrity (utilizing aspects of integrity than two (utilizing
integrity in integrity (utilizing resources prudently, is (utilizing resources resources prudently, is
carrying out food resources prudently, accountable, displays prudently, is accountable, accountable, displays
is accountable, honesty and applies displays honesty and honesty and applies

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production displays honesty and ethically is acceptable applies ethically ethically acceptable
processes applies ethically procedures) in carrying acceptable procedures) in procedures) in carrying
acceptable out food production carrying out food out food production
procedures) in processes production processes processes
carrying out food
production processes

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3.0 HYGIENE PRACTICES
Strand Sub strand Specific learning Suggested learning experiences Suggested
outcomes Key inquiry
questions
3.0 Hygiene 3.1 Personal By the end of the sub Learners are guided to: How does
Practices Hygiene strand the learner should be  Brainstorm and enumerate practices that personal
able to: promote personal hygiene such as hand hygiene
(10 lessons) a) Identify health washing, use of personal protective promote good
practices that promote equipment, use of clean water and cleaning health?
personal hygiene foods.
b) Apply health practices  Demonstrate appropriate practices that
that promote personal promote personal hygiene such as hand
hygiene washing, use of personal protective
c) Embrace health equipment, use of clean water and cleaning
practices to promote foods.
personal hygiene in  Learners demonstrate good grooming (self-
daily life. efficacy) while they take up responsibility
as they carry out health practices.
Core Competencies:
Self-efficacy: practice of good grooming as learners apply skills learnt on personal hygiene.
Values:
Responsibility: taking charge of own body as they practice personal hygiene and use personal protective equipment.
Pertinent and contemporary issues:
Prevention of communicable diseases as learners practice personal hygiene.
Link to other subjects:
Learners relate personal hygiene practices to prevention of communicable diseases learnt in science and technology.

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Strand Sub strand Specific learning outcomes Suggested learning experiences Suggested
Key inquiry
questions
3.0 Hygiene 3.2 Domestic By the end of the sub strand Learners are guided to: How can we
Practices Hygiene the learner should be able to:  Discuss the methods of cleaning home maintain
a) Describe the various environment such as mopping, dusting, hygienic
(9 lessons) methods used for sweeping and disposal of refuse. environment?
cleaning home  Apply the methods such as mopping,
environment dusting, sweeping and disposal of refuse
b) Use appropriate methods to maintain hygiene in the environment.
to clean home The methods to be applied using
environment improvised and locally available
c) Appreciate a clean resources.
environment in  Learners develop creativity in the use of
promoting domestic improvised resources while cleaning,
hygiene accountability in taking care of living
places and environmental awareness in
maintaining clean environment.
Core Competencies:
Creativity and imagination: thoughtful choices as learners use improvised and locally available cleaning resources.
Values:
Responsibility: accountability as learners engage in activities of cleaning home environment.
Pertinent and contemporary issues:
Environmental awareness as learners maintain clean health environment.
Link to other subjects:
Learners relate clean environment to control of communicable diseases learnt in science and technology.

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Strand Sub strand Specific learning Suggested learning experiences Suggested
outcomes Key inquiry
questions
3.0 3.3 Cleaning By the end of the sub Learners are guided to: How does
Hygiene Personal strand the learner should  Search for information or observe a cleaning of
Practices Protective be able to: demonstration to identify common personal personal
Equipment a) Identify personal protective equipment such as gloves, dust masks, protective
protective equipment gum boots, head gear, overall and canvas shoes. equipment
in day to day life  Apply appropriate methods to clean personal promote
(9 lessons) b) Clean personal protective equipment such as gumboots or hygiene?
protective equipment canvas shoes.
for hygiene purposes  Learners develop digital literacy as they search
c) Appreciate clean for personal protective equipment, responsibility
personal protective as they care for personal protective items, and
equipment in personal safety skills as they exercise caution in
promoting hygiene. the cleaning activity.
Core Competencies:
Digital literacy: use of digital technology as learners search for information on personal protective equipment.
Values:
Responsibility: safety and care of self as learners clean personal protective equipment.
Pertinent and contemporary issues:
Personal safety as learners exercise caution while undertaking cleaning activity.
Link to other subjects:
Learners relate use of personal protective equipment to personal safety skills learnt in science and technology.

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Assessment Rubric
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Ability to Describes three practices Describes three Describes two practices Describes less than two
describe (personal hygiene, practices (personal (personal hygiene, practices (personal
practices that domestic hygiene and hygiene, domestic domestic hygiene and hygiene, domestic
promote cleaning personal PPEs) hygiene and cleaning cleaning personal PPEs) hygiene and cleaning
hygiene in exemplary details to personal PPEs) to to promote hygiene personal PPEs) to
promote hygiene promote hygiene promote hygiene
Ability to apply Applies three health Applies three health Applies two health Applies less than two
health practices practices (personal practices (personal practices (personal health practices (personal
to promote hygiene, domestic hygiene, domestic hygiene, domestic hygiene, domestic
hygiene hygiene and cleaning hygiene and cleaning hygiene and cleaning hygiene and cleaning
personal PPEs) to personal PPEs) to personal PPEs) to personal PPEs) to
promote hygiene using promote hygiene promote hygiene promote hygiene
both conventional and
innovative approaches.
Ability to Shows leadership Shows care and Shows care or observes Shows care or observes
responsibility in qualities in caring and observes safety in safety in undertaking safety with need for
health practices observing safety in undertaking health health practices that some guiding support to
to promote undertaking health practices that promote promote hygiene undertake health
hygiene practices that promote hygiene practices.
hygiene

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4.0 PRODUCTION TECHNIQUES
Strand Sub strand Specific learning Suggested learning experiences Suggested Key
outcomes inquiry
questions
4.0 Production 4.1 Making By the end of the sub Learners are guided to: How can we
Techniques Tacking strand the learner should  Observe samples of tacking stitches (even use tacking
Stitches be able to: tacking; long and short tacking) used in stitches in
a) Identify the types of sewing. making items?
tacking stitch in  Make sample item such as a handkerchief
(11 lessons) sewing or scarecrow clothing using tacking (even
b) Make an item using tacking or long and short stitches) stitches.
tacking stitches  Learners apply creativity and
c) Appreciate the innovativeness in making an item,
importance of tacking demonstrate unity while sharing sewing
stitches. and exercise personal safety while
working with sharp sewing tools.
Core Competencies:
Creativity and imagination: experimentation skills as learners observe, innovate and try out on tacking stitches.
Values:
Unity: display of team spirit as learners share resources in the making of tacking stitches.
Pertinent and contemporary issues:
Safety of self and others as learners use needles and other sharp tools in sewing task.
Link to other subjects:
Leaners relate skills in measuring materials and precision in tacking stitches to measurements in mathematics.

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Assessment Rubric
Indicator Exceeds expectation Meets expectation Approaches expectation Below expectation
Ability to identify Identify two types of Identify two types of Identify one type of Identify one type of
the types of tacking stitches used tacking stitches used in tacking stitches used in tacking stitches used in
tacking stitches in sewing with details sewing sewing sewing when given some
used in sewing that relate to their prompt cues.
applications.
Ability to make Creatively makes an Makes an item using Makes an item using Makes an incomplete
an item using item using tacking tacking stitches that are tacking stitches that are item using tacking
tacking stitches stitches that are firm firm loose stitches that are loose.
Ability to work in Exhibits more than Exhibits three aspects of Exhibits two aspects of Exhibits less than two
unity in making three aspects of unity unity (sharing resources, unity (sharing resources, aspects of unity (sharing
an item (sharing resources, working in teams, working in teams, resources, working in
working in teams, appreciating efforts of appreciating efforts of teams, appreciating
appreciating efforts of others) while making an others) while making an efforts of others) while
others) while making item item making an item
an item

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APPENDIX 1: COMMUNITY SERVICE LEARNING PROJECT

CSL at Upper Primary (Grade 4-6)

At this level, the goal of the CSL activity is to provide linkages between concepts learnt in the various Learning Activities and the
real life experiences. Learners begin to make connections between what they learn and the relevance to their daily life. CSL is
hosted in the Social studies learning area. The implementation of the CSL activity is a collaborative effort where the class teacher
coordinates and works with other subject teachers to design and implement the integrated CSL activity. Though they are teacher-
guided, the learners should progressively be given more autonomy to identify problems and come up with solutions. The safety of
the learners should also be taken into account when selecting the CSL activity. The following steps for the integrated CSL activity
should be staggered across the school terms:

Steps in carrying out the integrated CSL activity

1) Preparation
● Map out the targeted core competencies, values and specific learning areas skills for the CSL activity
● Identify resources required for the activity (locally available materials)
● Stagger the activities across the term (Set dates and time for the activities)
● Communicate to learners, parents/caregivers/guardians, school administration, teachers and other relevant stakeholders
in the school community
● Identify and develop assessment tools

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 2) Implementation CSL Activity
● Assigning roles to learners.
● Ensure every learner actively participates in the activity
● Observe learners as they carry out the CSL activity and record feedback.
● Use an appropriate assessment tool to assess both the process and the product (Assess learner’s work from the
beginning to the end product)
● Assess the targeted core competencies, values and subject skills.

3) Reflection on the CSL Activity

Conduct a self-evaluation session with learners on the integrated CSL activity undertaken by discussing the following:
● what went well and why
● what did not go well and why,
● what can be done differently next time
● what they have learnt.

There will be one integrated CSL activity that will be conducted annually. The thematic areas for the integrated CSL activity will
be derived from the broader categories of the PCIs and concepts from the various Learning Areas. Teachers are expected to vary
the themes yearly to allow learners to address different PCIs within their contexts. There should be a linkage between the skills
from the learning areas and the themes.

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The integrated CSL activity will take a Whole School Approach (WSA) where the entire school community is involved (learners,
parents/caregivers/guardians, school administration, teachers). Parents/caregivers/guardians are key stakeholders in the planning
and execution of the CSL activity. Although the teacher takes the lead role in the planning and integration of the CSL activity,
learners will be expected to participate actively in the whole process.

The CSL activity provides an opportunity for the development of core competencies and the nurturing of various values. The
teacher is expected to vary the core competencies and values emphasised in the activity yearly.
Assessment of the CSL Activity

Assessment of the integrated CSL activity will focus on 3 components namely: skills from various learning areas applied in
carrying out the activity, and core competencies and values demonstrated. Assessment should focus on both the process and end
product of the CSL activity. The teacher will assess learners in groups using various tools such as an observation schedule, checklist
or rating scale or any other appropriate tool.

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APPENDIX II: LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND SUGGSTED ASSESSMENT
METHODS
Strand Suggested Suggested Learning Resources Suggested Non-formal Activities
Assessment
Methods
1.0 Conservation of -Observation of -Suitable organic materials for Collect suitable composting
Resources learning composting such as slashed materials from the environment,
-Tests (written and vegetation, kitchen wastes and -Visit gardens in the neighbourbood
oral) animal wastes, digging tools such to observe water conservation
-Project as jembes and spade, metal pipes, measure and integrated farming.
plastic pipes, assorted containers -learners to initiate soil conservation
such bottles, buckets and Jerri cans, measures in the school based on
mulching materials such as dry common forms of erosion in the
grass, suitable cover crop, Stakes environment.
for erecting shade, Charts, pictures -learners to initiate water harvesting
and video clips, cooking pans and and conservation based on common
pots suitable materials for making a form of water wastage points in the
scare crow such as sticks or pieces school.
of timber, nails, threads and wires, -Learners to initiate bird feeding
stuffing materials and old clothes, table to attract and nourish wild
wild animal repellants such as birds using waste foods.
smoke and smelly substances, -Learners debate on advantages and
resource person, materials for disadvantages of fuels.
controlling soil erosion such as -Making exhibitions of fuel saving
stones, wire mesh, poles, twigs. energy cookers, improvised baking
materials for making physical

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 deterrents such as innovation lights, ovens, simple hand washing
deflectors, safe traps. facilities, deterrents

2.0 Food Production Observation of Container or ground gardens/ open -Participate in 4k clubs, ASK shows
Processes learning spaces for gardening, tiny seeds and famer’s days
-Tests (written and such as carrots and millet, garden -Learners make presentations in
oral) tools and equipment such as assemblies and open days on
-Project pangas, jembes and forked jembes, benefits of eating organically grown
watering cans, charts, photographs foods.
or video clips on domestic animals, -Learners create talking walls on
pictures, video clips, different types various themes to educate the
of foodstuffs, kitchen tools and community
equipment (cooking pans and pots, -create journals and logs on healthy
chopping boards, kitchen knife, eating habits.
wooden spoon, frying spoon), -peer teach other on use and care of
suitable frying equipment and kitchen equipment.
materials, source of heat, resource
person. Suitable vegetable seeds in
the locality, assorted cereals and
pulses, natural preservatives such as
ash, air tight containers, small
domestic animal such as rabbit or
guinea pig, improvised feeders and
waterers, housing structure for the
small domestic animals, variety of
fruits and vegetables, drying rack,

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 netting materials, improvised
baking equipment,
3.0 Hygiene Practices Observation of Hand washing materials and -Learners draw posters on washing
learning equipment, variety of PPEs( gloves, of hands.
-Tests (written and masks, gumboots, head gear, -learners make leaky tins of tippy
oral) overall,), Cleaning materials and taps for washing hands and place
-Project equipment such as buckets/basin , them in the different types of the
brooms, brushes, floor clothes, school compound.
detergent and clean water, canvas -Compose and sing Usafi songs and
shoes, resource person, pictures or poems on good grooming.
videos on ways good grooming,
different surfaces in the home
environment such as cemented,
tiled, earthen and wooden),fast and
white coloured items, clothe lines,
pegs. Stain removal agents
4.0 Production Observation of Needle work tools such as needles, -Use clubs to sensitize the school
Techniques learning crocheting hooks, scissors, tape community on repair of garments.
-Tests (written and measures, sewing thread, yarn, -sensitize learners in health clubs on
oral) dress maker pins, fabric, pin stain removal.
-Project cushion, thimbles., sacks, plastic _ Draw pictures of different needle
bottles, walls , wooden frames, work tools.
topsoil, manures, poles, plastic -carry out an exhibition to display
sheet, offcuts/timber, top soil, crotched items.
manures,

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