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2026 KICD CBC Curriculum Design4 Strands · 13 Sub-strands120 Suggested Lessons

Grade 4 Agriculture Strands, Sub-strands & Schemes of Work (2026)

Access the complete curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and downloadable schemes of work for Grade 4 Agriculture. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 4 Agriculture Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 4 Agriculture under the Kenya CBC curriculum framework.

Class / Level
Grade 4
Pre-Primary Education
Major Strands
4 Strands
13 Sub-strands
Annual Lessons
120 Lesson Periods
5 Lessons Per Week
Terms Available
Terms 1, 2 & 3
Complete Word & PDF
Term 1 Live Preview

Grade 4 Agriculture Term 1 Scheme Table

13-week teaching matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

Scheme Font Size:

Changes text size in this preview and in downloaded Word (.docx) & PDF files.

65 Lessons · Weeks Merged← Swipe horizontally to see all columns →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
11Conservation of ResourcesSoil Conservation

By the end of the sub strand, the learner should be able to;

a) identify suitable materials for making compost

1. How can composting conserve the environment?

- discuss suitable materials for compost manure based on their local environment

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Conservation of ResourcesSoil Conservation

By the end of the sub strand, the learner should be able to;

a) identify suitable materials for making compost

1. How can composting conserve the environment?

- discuss suitable materials for compost manure based on their local environment

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Conservation of ResourcesSoil Conservation

By the end of the sub strand, the learner should be able to;

a) identify suitable materials for making compost

1. How can composting conserve the environment?

- collect and compost suitable materials and make compost manure using heap method

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Conservation of ResourcesSoil Conservation

By the end of the sub strand, the learner should be able to;

a) prepare compost manure for farming

1. How can composting conserve the environment?

- collect and compost suitable materials and make compost manure using heap method

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Conservation of ResourcesSoil Conservation

By the end of the sub strand, the learner should be able to;

a) prepare compost manure for farming

1. How can composting conserve the environment?

- practise the learnt skills in making compost manure using slashed vegetation, kitchen wastes and any other available organic sources and using it in their gardening activities

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21Conservation of ResourcesSoil Conservation

By the end of the sub strand, the learner should be able to;

a) appreciate importance of compost manure in farming

1. How can composting conserve the environment?

- practise the learnt skills in making compost manure using slashed vegetation, kitchen wastes and any other available organic sources and using it in their gardening activities

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Conservation of ResourcesSoil Conservation

By the end of the sub strand, the learner should be able to;

a) appreciate importance of compost manure in farming

1. How can composting conserve the environment?

- make use of the prepared compost in a crop garden to appreciate its value

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Conservation of ResourcesSoil Conservation

By the end of the sub strand, the learner should be able to;

a) appreciate importance of compost manure in farming

1. How can composting conserve the environment?

- make use of the prepared compost in a crop garden to appreciate its value

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Conservation of ResourcesSoil Conservation

By the end of the sub strand, the learner should be able to;

a) appreciate importance of compost manure in farming

1. How can composting conserve the environment?

- make use of the prepared compost in a crop garden to appreciate its value

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Conservation of ResourcesWater Conservation

By the end of the sub strand, the learner should be able to;

a) describe drip irrigation as a way of conserving water

1. How do we use drip irrigation to conserve water?

- watch video clips or use print media or observe drip irrigation in neighbouring households to guide them discuss drip irrigation concept

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31Conservation of ResourcesWater Conservation

By the end of the sub strand, the learner should be able to;

a) describe drip irrigation as a way of conserving water

1. How do we use drip irrigation to conserve water?

- watch video clips or use print media or observe drip irrigation in neighbouring households to guide them discuss drip irrigation concept

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Conservation of ResourcesWater Conservation

By the end of the sub strand, the learner should be able to;

a) describe drip irrigation as a way of conserving water

1. How do we use drip irrigation to conserve water?

- watch video clips or use print media or observe drip irrigation in neighbouring households to guide them discuss drip irrigation concept

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Conservation of ResourcesWater Conservation

By the end of the sub strand, the learner should be able to;

a) carry out drip irrigation to conserve water

1. How do we use drip irrigation to conserve water?

- innovate drip irrigation equipment using water pipes and available containers and use the drip irrigation in gardening activities

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Conservation of ResourcesWater Conservation

By the end of the sub strand, the learner should be able to;

a) carry out drip irrigation to conserve water

1. How do we use drip irrigation to conserve water?

- innovate drip irrigation equipment using water pipes and available containers and use the drip irrigation in gardening activities

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Conservation of ResourcesWater Conservation

By the end of the sub strand, the learner should be able to;

a) appreciate use of drip irrigation to conserve water in farming

1. How do we use drip irrigation to conserve water?

- make use of the innovative drip irrigation equipment in watering crops to appreciate its role in water conservation

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Official KICD Syllabus

Grade 4 Agriculture Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 4 Agriculture. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

1
Strand 1.0

Conservation of Resources

4 Sub-strands29 Lessons

1.1 Soil Conservation

Term 17 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • identify suitable materials for making compost
  • prepare compost manure for farming
  • appreciate importance of compost manure in farming
Key Inquiry Questions (KIQs)
  • How can composting conserve the environment?
Suggested Experiences
  • discuss suitable materials for compost manure based on their local environment
  • collect and compost suitable materials and make compost manure using heap method
  • practise the learnt skills in making compost manure using slashed vegetation, kitchen wastes and any other available organic sources and using it in their gardening activities
  • make use of the prepared compost in a crop garden to appreciate its value
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.2 Water Conservation

Term 17 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • describe drip irrigation as a way of conserving water
  • carry out drip irrigation to conserve water
  • appreciate use of drip irrigation to conserve water in farming
Key Inquiry Questions (KIQs)
  • How do we use drip irrigation to conserve water?
Suggested Experiences
  • watch video clips or use print media or observe drip irrigation in neighbouring households to guide them discuss drip irrigation concept
  • innovate drip irrigation equipment using water pipes and available containers and use the drip irrigation in gardening activities
  • make use of the innovative drip irrigation equipment in watering crops to appreciate its role in water conservation
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.3 Fuel Conservation

Term 17 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • identify types of fuels used at home
  • conserve fuels during cooking
  • appreciate the importance of conserving fuel to minimise wastage of resources
Key Inquiry Questions (KIQs)
  • How does reducing fuel wastage conserve our resources?
Suggested Experiences
  • discuss to enumerate the types of fuels such as charcoal, firewood, gas and kerosene used at home
  • practise ways of conserving fuels such as putting off fire when done and using fuel efficient equipment when cooking
  • discuss and make presentations on importance of conserving fuels to minimise wastage
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.4 Conserving Wild Animals

Term 18 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • identify small wild animals that destroy crops
  • construct and use a scarecrow to scare off small wild animals from crops
  • appreciate the importance of living better with small wild animals
Key Inquiry Questions (KIQs)
  • How can we scare off small wild animals from crop enterprises?
Suggested Experiences
  • brainstorm and share experiences on small wild animals such as birds, hares, squirrels and monkeys that destroy crops
  • discuss, construct a scarecrow using locally available materials and place the scarecrows in the immediate environment to scare off small wild animals
  • discuss and make presentations on importance of coexisting with small wild animals in the environment
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2
Strand 2.0

Food Production Processes

5 Sub-strands52 Lessons

2.1 Direct Sowing of Tiny Seeds

Term 18 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • identify crops established through direct sowing of tiny seeds
  • sow tiny seeds in a finely prepared seedbed
  • adopt direct sowing in establishment of food crops
Key Inquiry Questions (KIQs)
  • How does direct sowing of tiny seeds enhance food production process?
Suggested Experiences
  • discuss to enumerate food crops such as carrots and millet that are established through direct sowing of tiny seeds (crops that do not require transplanting)
  • sow the tiny seeds in a finely prepared ground or container seedbed
  • take care of the tiny seeded crops in a seedbed to adopt the use of direct sowing in food production
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.2 Growing Fruits

Term 1 Term 216 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • identify fruits that can grow in the locality
  • grow a fruit crop suited in the locality
  • appreciate the importance of consuming fruits for nutrition
Key Inquiry Questions (KIQs)
  • How do we grow fruits?
Suggested Experiences
  • brainstorm and share information on different types of fruits that can grow in their locality
  • establish and take care of a fruit crop that can suitably grow in the locality such as woody fruit tree (tree tomato, guava) and climbing fruit crops (passion fruit, grapes, berries)
  • harvest ripe fruits for consumption to appreciate their importance in the body
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.3 Uses of Domestic Animals

Term 28 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • identify types of domestic animals in the community
  • relate various domestic animals to their uses
  • appreciate the importance of domestic animals for food production
Key Inquiry Questions (KIQs)
  • How do domestic animals contribute to food production?
Suggested Experiences
  • share experiences on the types of domestic animals (cattle, sheep, goats, poultry) found in their community and their uses
  • match the domestic animals to their uses (meat, milk, eggs, labour)
  • make class presentations using photos or other visuals on importance of domestic animals in food production
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.4 Balanced Meal

Term 29 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • explain importance of eating a balanced meal
  • select food from different food groups to make a balanced meal
  • appreciate the importance of eating a balanced meal
Key Inquiry Questions (KIQs)
  • How does a balanced meal impact on health?
Suggested Experiences
  • discuss or use digital devices to search for importance of eating a balanced meal (variety and proportion)
  • select foods from locally available foods to comprise a balanced meal (energy giving, body building and protective foods)
  • keep a journal for one week on meals they take to appreciate the importance of a balanced meal
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.5 Cooking Food: Boiling and Shallow Frying

Term 211 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • describe methods of cooking food
  • cook food using boiling and shallow frying methods
  • embrace boiling and shallow frying in food production
Key Inquiry Questions (KIQs)
  • How can we cook food using boiling and shallow frying methods?
Suggested Experiences
  • watch video clips or demonstration on boiling and shallow frying methods of cooking
  • cook food using boiling and shallow frying methods
  • serve the boiled and shallow fried food to embrace the various methods of food production
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3
Strand 3.0

Hygiene Practices

3 Sub-strands28 Lessons

3.1 Personal Hygiene

Term 2 Term 310 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • identify healthy practices that promote personal hygiene
  • apply healthy practices that promote personal hygiene
  • embrace healthy practices to promote personal hygiene in daily life
Key Inquiry Questions (KIQs)
  • How does personal hygiene promote good health?
Suggested Experiences
  • brainstorm and enumerate practices that promote personal hygiene such as hand washing, use of personal protective equipment and use of clean water
  • demonstrate appropriate practices that promote personal hygiene such as hand washing, use of PPE and clean water
  • keep a day-to-day activity log of various hygiene practices for a specified period of time to embrace personal health promotion
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.2 Domestic Hygiene

Term 39 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • describe the various methods used for cleaning home environment
  • use appropriate methods to clean home environment
  • appreciate a clean environment in promoting domestic hygiene
Key Inquiry Questions (KIQs)
  • How can we maintain hygiene in the home environment?
Suggested Experiences
  • discuss the methods of cleaning home environment such as mopping, dusting, sweeping and disposal of refuse
  • apply methods such as mopping, dusting, sweeping and disposal of refuse to maintain hygiene in the environment
  • maintain clean living environment using applicable methods in classroom and home contexts while using improvised and locally available resources
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.3 Cleaning Personal Protective Equipment

Term 39 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • identify personal protective equipment in day to day life
  • clean personal protective equipment for hygiene purposes
  • appreciate clean personal protective equipment in promoting health
Key Inquiry Questions (KIQs)
  • How does cleaning of personal protective equipment promote hygiene?
Suggested Experiences
  • search for information or observe a demonstration to identify common personal protective equipment such as gloves, dust masks, gumboots, headgear, overall and canvas shoes
  • apply appropriate methods to clean personal protective equipment such as gumboots or canvas shoes
  • make display of cleaned personal protective equipment to appreciate and promote hygiene
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

4
Strand 4.0

Production Techniques

1 Sub-strand11 Lessons

4.1 Making Tacking Stitches

Term 311 Lessons
Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

  • identify the types of tacking stitches in sewing
  • make an item using tacking stitches
  • appreciate the importance of tacking stitches
Key Inquiry Questions (KIQs)
  • How can we use tacking stitches in making items?
Suggested Experiences
  • observe samples of tacking stitches (even tacking, long and short tacking) used in sewing
  • make sample item such as a handkerchief or clothing for a scarecrow using tacking stitches
  • make presentations using a display of sample items to appreciate the value of tacking stitches
Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Grade 4 Agriculture Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 4 Agriculture.

Term 1 Scheme13 Weeks
  • Conservation of Resources
  • Food Production Processes
View Term 1
Term 2 Scheme14 Weeks
  • Food Production Processes
  • Hygiene Practices
View Term 2
Term 3 Scheme9 Weeks
  • Hygiene Practices
  • Production Techniques
View Term 3

Other Grade 4 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 4.

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Explore Schemes for Other CBC Classes

Browse curriculum designs and ready-to-print schemes across Pre-Primary, Primary, and Junior Secondary levels.

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Curriculum Compliance & Official Accreditation

All schemes of work on this platform are meticulously aligned with official standards set by Kenyan educational statutory authorities:

Help & Answers

Frequently Asked Questions

What are the main strands in Grade 4 Agriculture?

The official KICD strands for Grade 4 Agriculture are: Conservation of Resources, Food Production Processes, Hygiene Practices, Production Techniques. Each strand is broken down into structured sub-strands with specific learning outcomes, inquiry questions, and suggested lesson periods.

Which sub-strands are taught across Term 1, Term 2, and Term 3 in Grade 4 Agriculture?

The curriculum is systematically distributed across all three terms based on Ministry of Education term durations. Term 1 covers foundational strands, Term 2 advances core competencies, and Term 3 focuses on measurement, geometry, application, and revision. Review the curriculum breakdown above for the term-by-term allocation.

Are specific learning outcomes and inquiry questions included in these schemes?

Yes, every lesson in our Grade 4 Agriculture schemes contains exact KICD specific learning outcomes (knowledge, skills, and attitudes), key inquiry questions, learning experiences, and assessment methods.

Can I download editable Word (.docx) and PDF schemes for Grade 4 Agriculture?

Yes! You can instantly download formatted, editable Microsoft Word files (.docx) or print-ready PDFs for Term 1, Term 2, and Term 3, or customize them with your school name, TSC number, and term dates.