2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons2 Strands in Term 2

Grade 4 Agriculture Schemes of Work & Strands (Term 2 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 4 Agriculture Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 4 Agriculture Term 2 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 2.

Class / Grade: Grade 4
Learning Area: Agriculture
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 4 Agriculture Term 2 Scheme of Work Table

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

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

70 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	Food Production Processes	Growing Fruits	By the end of the sub strand, the learner should be able to; a) grow a fruit crop suited in the locality	1. How do we grow fruits?	- 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)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Food Production Processes	Growing Fruits	By the end of the sub strand, the learner should be able to; a) grow a fruit crop suited in the locality	1. How do we grow fruits?	- 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)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Food Production Processes	Growing Fruits	By the end of the sub strand, the learner should be able to; a) grow a fruit crop suited in the locality	1. How do we grow fruits?	- 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)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Food Production Processes	Growing Fruits	By the end of the sub strand, the learner should be able to; a) grow a fruit crop suited in the locality	1. How do we grow fruits?	- 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)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Food Production Processes	Growing Fruits	By the end of the sub strand, the learner should be able to; a) grow a fruit crop suited in the locality	1. How do we grow fruits?	- 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)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Food Production Processes	Growing Fruits	By the end of the sub strand, the learner should be able to; a) appreciate the importance of consuming fruits for nutrition	1. How do we grow fruits?	- harvest ripe fruits for consumption to appreciate their importance in the body	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Food Production Processes	Growing Fruits	By the end of the sub strand, the learner should be able to; a) appreciate the importance of consuming fruits for nutrition	1. How do we grow fruits?	- harvest ripe fruits for consumption to appreciate their importance in the body	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Food Production Processes	Growing Fruits	By the end of the sub strand, the learner should be able to; a) appreciate the importance of consuming fruits for nutrition	1. How do we grow fruits?	- harvest ripe fruits for consumption to appreciate their importance in the body	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Food Production Processes	Growing Fruits	By the end of the sub strand, the learner should be able to; a) appreciate the importance of consuming fruits for nutrition	1. How do we grow fruits?	- harvest ripe fruits for consumption to appreciate their importance in the body	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Food Production Processes	Growing Fruits	By the end of the sub strand, the learner should be able to; a) appreciate the importance of consuming fruits for nutrition	1. How do we grow fruits?	- harvest ripe fruits for consumption to appreciate their importance in the body	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Food Production Processes	Growing Fruits	By the end of the sub strand, the learner should be able to; a) appreciate the importance of consuming fruits for nutrition	1. How do we grow fruits?	- harvest ripe fruits for consumption to appreciate their importance in the body	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Food Production Processes	Growing Fruits	By the end of the sub strand, the learner should be able to; a) appreciate the importance of consuming fruits for nutrition	1. How do we grow fruits?	- harvest ripe fruits for consumption to appreciate their importance in the body	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Food Production Processes	Growing Fruits	By the end of the sub strand, the learner should be able to; a) appreciate the importance of consuming fruits for nutrition	1. How do we grow fruits?	- harvest ripe fruits for consumption to appreciate their importance in the body	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Food Production Processes	Growing Fruits	By the end of the sub strand, the learner should be able to; a) appreciate the importance of consuming fruits for nutrition	1. How do we grow fruits?	- harvest ripe fruits for consumption to appreciate their importance in the body	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Food Production Processes	Uses of Domestic Animals	By the end of the sub strand, the learner should be able to; a) identify types of domestic animals in the community	1. How do domestic animals contribute to food production?	- share experiences on the types of domestic animals (cattle, sheep, goats, poultry) found in their community and their uses	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 4 Agriculture Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in Grade 4 Agriculture. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Food Production Processes

4 Sub-strands44 Lessons in Term 2

1.1 Growing Fruits

16 Suggested LessonsTerm 2

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.

1.2 Uses of Domestic Animals

8 Suggested LessonsTerm 2

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?

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

1.3 Balanced Meal

9 Suggested LessonsTerm 2

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?

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

1.4 Cooking Food: Boiling and Shallow Frying

11 Suggested LessonsTerm 2

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?

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

Strand 2.0

Hygiene Practices

1 Sub-strand10 Lessons in Term 2

2.1 Personal Hygiene

10 Suggested LessonsTerm 2

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?

Learning 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 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 1View Term 1 →

Conservation of Resources
Food Production Processes

Term 2Current

Food Production Processes
Hygiene Practices

Term 3View Term 3 →

Hygiene Practices
Production Techniques

Other Grade 4 Schemes of Work for Term 2

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

Science & Technology (Term 2)Social Studies (Term 2)Creative Arts (Term 2)Mathematics (Term 2)CRE (Term 2)IRE (Term 2)HRE (Term 2)French (Term 2)German (Term 2)Arabic (Term 2)Mandarin (Term 2)English (Term 2)Kiswahili (Term 2)Indigenous Language (Term 2)

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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 2

What strands and sub-strands are covered in Grade 4 Agriculture Term 2?

In Term 2, Grade 4 Agriculture covers the following main strands: Food Production Processes, Hygiene Practices. Each strand is broken down into specific sub-strands with allocated lesson periods across the 14-week term.

What are the specific learning outcomes for Grade 4 Agriculture in Term 2?

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 2 structured across weeks?

This scheme spans 14 calendar weeks (70 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 14, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 2 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.