2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons2 Strands in Term 1

Grade 4 Agriculture Schemes of Work & Strands (Term 1 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 4 Agriculture Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 4 Agriculture Term 1 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 4 Agriculture in Term 1.

Class / Grade: Grade 4
Learning Area: Agriculture
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 4 Agriculture Term 1 Scheme of Work Table

Week-by-week lesson matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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65 Lessons · Weeks Merged← Swipe horizontally to see all columns →

Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Conservation of Resources	Soil 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)
	2	Conservation of Resources	Soil 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)
	3	Conservation of Resources	Soil 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)
	4	Conservation of Resources	Soil 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)
	5	Conservation of Resources	Soil 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)
2	1	Conservation of Resources	Soil 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)
	2	Conservation of Resources	Soil 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)
	3	Conservation of Resources	Soil 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)
	4	Conservation of Resources	Soil 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)
	5	Conservation of Resources	Water 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)
3	1	Conservation of Resources	Water 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)
	2	Conservation of Resources	Water 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)
	3	Conservation of Resources	Water 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)
	4	Conservation of Resources	Water 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)
	5	Conservation of Resources	Water 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)

Curriculum Design & Content

Grade 4 Agriculture Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 4 Agriculture. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Conservation of Resources

4 Sub-strands29 Lessons in Term 1

1.1 Soil Conservation

7 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.2 Water Conservation

7 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.3 Fuel Conservation

7 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.4 Conserving Wild Animals

8 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

Strand 2.0

Food Production Processes

2 Sub-strands24 Lessons in Term 1

2.1 Direct Sowing of Tiny Seeds

8 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.2 Growing Fruits

16 Suggested LessonsTerm 1

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?

Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

Grade 4 Agriculture Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 4 Agriculture showing the term-by-term distribution of all 4 strands.

Term 1Current

Conservation of Resources
Food Production Processes

Term 2View Term 2 →

Food Production Processes
Hygiene Practices

Term 3View Term 3 →

Hygiene Practices
Production Techniques

Other Grade 4 Schemes of Work for Term 1

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

Science & Technology (Term 1)Social Studies (Term 1)Creative Arts (Term 1)Mathematics (Term 1)CRE (Term 1)IRE (Term 1)HRE (Term 1)French (Term 1)German (Term 1)Arabic (Term 1)Mandarin (Term 1)English (Term 1)Kiswahili (Term 1)Indigenous Language (Term 1)

Explore Schemes for Other CBC Grades

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:

Kenya Institute of Curriculum Development (KICD) ↗
Syllabus designs, strands, specific learning outcomes, and inquiry questions.
Ministry of Education Kenya (MoE) ↗
2026 school calendar dates, term durations, and mid-term break schedules.
Teachers Service Commission (TSC) ↗
Compliant with TPAD pedagogical records, professional records, and assessment rubrics.

Help & Answers

Frequently Asked Questions: Grade 4 Agriculture Term 1

What strands and sub-strands are covered in Grade 4 Agriculture Term 1?

In Term 1, Grade 4 Agriculture covers the following main strands: Conservation of Resources, Food Production Processes. Each strand is broken down into specific sub-strands with allocated lesson periods across the 13-week term.

What are the specific learning outcomes for Grade 4 Agriculture in Term 1?

Each sub-strand defines measurable learning outcomes covering knowledge, psychomotor skills, and values. Learners engage in hands-on activities, realia observation, and collaborative problem-solving as outlined in the syllabus breakdown above.

How is Grade 4 Agriculture Term 1 structured across weeks?

This scheme spans 13 calendar weeks (65 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 13, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 1 scheme in Microsoft Word or PDF?

Yes. You can instantly download a completely editable Microsoft Word document (.docx) or print-ready PDF, or open it directly in the online scheme builder to customize teacher name, school name, and TSC details.