2026 KICD CBC Curriculum Design5 Strands · 14 Sub-strands109 Suggested Lessons

Grade 5 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 5 Agriculture. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 5 Agriculture Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 5 Agriculture under the Kenya CBC curriculum framework.

Class / Level: Grade 5
Major Strands: 5 Strands
Annual Lessons: 109 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 5 Agriculture Term 1 Scheme Table

13-week teaching 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.

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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 sites for soil improvement in the school or community	1. How can we improve the soil using suitable organic wastes?	- discuss and identify sites in the school or community that have poor soil for crop growth	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 sites for soil improvement in the school or community	1. How can we improve the soil using suitable organic wastes?	- discuss and identify sites in the school or community that have poor soil for crop growth	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 sites for soil improvement in the school or community	1. How can we improve the soil using suitable organic wastes?	- discuss and identify sites in the school or community that have poor soil for crop growth	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) construct organic waste pit for soil improve ment	1. How can we improve the soil using suitable organic wastes?	- discuss and identify sites in the school or community that have poor soil for crop growth	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) construct organic waste pit for soil improve ment	1. How can we improve the soil using suitable organic wastes?	- construct a pit, a site or a structure for damping plant residue and suitable food remains and organic kitchen wastes in school, plant crop in a residue pit to observe and appreciate soil improvement from accumulated or ic wastes	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) construct organic waste pit for soil improve ment	1. How can we improve the soil using suitable organic wastes?	- construct a pit, a site or a structure for damping plant residue and suitable food remains and organic kitchen wastes in school, plant crop in a residue pit to observe and appreciate soil improvement from accumulated or ic wastes	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) demonstrate use of plant remains for soil improve ment	1. How can we improve the soil using suitable organic wastes?	- construct a pit, a site or a structure for damping plant residue and suitable food remains and organic kitchen wastes in school, plant crop in a residue pit to observe and appreciate soil improvement from accumulated or ic wastes	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) demonstrate use of plant remains for soil improve ment	1. How can we improve the soil using suitable organic wastes?	- construct a pit, a site or a structure for damping plant residue and suitable food remains and organic kitchen wastes in school, plant crop in a residue pit to observe and appreciate soil improvement from accumulated or ic wastes	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) demonstrate use of plant remains for soil improve ment	1. How can we improve the soil using suitable organic wastes?	- construct a pit, a site or a structure for damping plant residue and suitable food remains and organic kitchen wastes in school, plant crop in a residue pit to observe and appreciate soil improvement from accumulated or ic wastes	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) demonstrate use of plant remains for soil improve ment	1. How can we improve the soil using suitable organic wastes?	- construct a pit, a site or a structure for damping plant residue and suitable food remains and organic kitchen wastes in school, plant crop in a residue pit to observe and appreciate soil improvement from accumulated or ic wastes	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Conservation of Resources	Soil Conservation	By the end of the sub strand, the learner should be able to; a) demonstrate use of plant remains for soil improve ment	1. How can we improve the soil using suitable organic wastes?	- construct a pit, a site or a structure for damping plant residue and suitable food remains and organic kitchen wastes in school, plant crop in a residue pit to observe and appreciate soil improvement from accumulated or ic wastes	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) demonstrate use of plant remains for soil improve ment	1. How can we improve the soil using suitable organic wastes?	- construct a pit, a site or a structure for damping plant residue and suitable food remains and organic kitchen wastes in school, plant crop in a residue pit to observe and appreciate soil improvement from accumulated or ic wastes	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) identify ways Of conserving water for household gardening	1. How can we conserve soil water in household garden ing practices?	- use devices or other resources to search for information on ways of water conservation such as mulching, cover cropping and shading in kitchen and backyard gardening	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) identify ways Of conserving water for household gardening	1. How can we conserve soil water in household garden ing practices?	- use devices or other resources to search for information on ways of water conservation such as mulching, cover cropping and shading in kitchen and backyard gardening	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) identify ways Of conserving water for household gardening	1. How can we conserve soil water in household garden ing practices?	- use devices or other resources to search for information on ways of water conservation such as mulching, cover cropping and shading in kitchen and backyard gardening	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 5 Agriculture Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 5 Agriculture. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

Conservation of Resources

3 Sub-strands23 Lessons

1.1 Soil Conservation

Term 18 Lessons

Specific Learning Outcomes (SLOs)

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

identify sites for soil improvement in the school or community
construct organic waste pit for soil improve ment
demonstrate use of plant remains for soil improve ment

Key Inquiry Questions (KIQs)

How can we improve the soil using suitable organic wastes?

Suggested Experiences

discuss and identify sites in the school or community that have poor soil for crop growth
construct a pit, a site or a structure for damping plant residue and suitable food remains and organic kitchen wastes in school, plant crop in a residue pit to observe and appreciate soil improvement from accumulated or ic wastes

Teaching Resources

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

1.2 Water Conservation

Term 19 Lessons

Specific Learning Outcomes (SLOs)

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

identify ways Of conserving water for household gardening
practice water conservation within the school or community
appreciate importance of conserving water in the community

Key Inquiry Questions (KIQs)

How can we conserve soil water in household garden ing practices?

Suggested Experiences

use devices or other resources to search for information on ways of water conservation such as mulching, cover cropping and shading in kitchen and backyard gardening
practise various ways of conserving water in farming (mulching. shading, cover cropping) within the school
experiment mulching (mulch some crops and leave others un-mulched and compare moisture conservation), make presentations to share experiences on importance of conserving water (mulching, cover cropping and shading) in kitchen and activities

Teaching Resources

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

1.3 Conserving Wild Animals

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

identify ways Of repelling wild animals to avoid damage of property
repel wild animals to avoid destruction of property
appreciate importance of living better with wild animals

Key Inquiry Questions (KIQs)

How can we repel wild animals to avoid destruction of property?

Suggested Experiences

watch video clips or listen to a resource person on safe ways of repelling wild animals (such as use of smoke, smells) to avoid damage on property (crops and domestic animals) and live better with wild animals, innovate safe ways Of repelling small wild animals (smoke
use of smell repellant or any other)
discuss and make presentations on importance of conserving wild animals in the environment

Teaching Resources

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

Strand 2.0

Food Production Processes

3 Sub-strands21 Lessons

2.1 Growing Vegetables

Term 19 Lessons

Specific Learning Outcomes (SLOs)

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

identify gardening practices in growing vegetables
establish a nursery bed for vegetables
care for vegetable seedlings after transplanting
appreciate the importance of vegetab les m provision of healthy meals _ ects to

Key Inquiry Questions (KIQs)

How does growing vegetables contribute to food production?

Suggested Experiences

brainstorm and share experiences on gardening practices of vegetables in a nursery bed
prepare a nursery bed (container or ground nursery), sow vegetable seeds and take care of the seedlings, transplant vegetable seedlings and take care of the seedlings
make class presentations on importance of growing vegetables as a source of food for animals and humans. le

Teaching Resources

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

2.2 Preservation of Cereals and Pulses

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

describe methods Of preserving cereals and pulses in the locality
preserve cereals and pulses for food security
appreciate the importance of preserving cereals and pulses for food

Key Inquiry Questions (KIQs)

How does preservation and storage of cereals and pulses enhance food security?

Suggested Experiences

brainstorm and share experiences On methods of preserving and storing cereals and pulses (such as sun drying
use of ushes
use of airtight containers) at household level, preserve and store cereals and pulses using methods such as sun drying
use of ash and airtight containers. make class presentations to share experiences on importance of preserving and storing cereals and pulses

Teaching Resources

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

2.3 Food Nutrients

Term 1 Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

explain functions Of food nutrients in the
categorise foods based on their major n utrients, C) identify nutritional diseases and disorders associated with poor eating habits
apprec iate the importance of various nutrients in the body

Key Inquiry Questions (KIQs)

Why is the knowledge of food nutrients important in food production?

Suggested Experiences

search and share information on functions of food nutrients (carbohydrates, vitamins, proteins, fats)
use samples of food materials and photographs to categorise foods based on their major nutrients (protein rich foods, carbohydrates rich foods, vitamins and minerals rich foods)
use print and digital devices to search for information on various nutritional diseases and disorders such as kwashiorkor, marasmus, goiter and anaem I a
make class presentations on the importance of various nutrients in the

Teaching Resources

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

Strand 3.0

Food Production

2 Sub-strands17 Lessons

3.1 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 uses of various domestic animals in food production processes
relate various domestic animals to their uses
appreciate the importance of domestic animals in

Key Inquiry Questions (KIQs)

How are domestic animals important in food production?

Suggested Experiences

brainstorm and share experiences on the uses of domestic animals in food production (bees, rabbits, camels, fish, pigs, donkeys, dogs and cars), match domestic animals to their uses
make class presentations on Importance of domestic animals in various food production præesses while relating contributions of all the scoped animals _

Teaching Resources

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

3.2 Cooking Dry Fat Frying Deep Frying

Term 29 Lessons

Specific Learning Outcomes (SLOs)

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

describe various methods of cooking
wok foods using various methods
embrace dry fat frying and deep frying in food production

Key Inquiry Questions (KIQs)

How can we cook foods using dry fat frying and deep frying methods?

Teaching Resources

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

Strand 4.0

Hygiene Practices

3 Sub-strands22 Lessons

4.1 O Hygiene 3.1 Good Practices Grooming Practices Dressing Etiquette

Term 27 Lessons

Specific Learning Outcomes (SLOs)

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

describe good grooming as a daily health habit
practice good grooming as a daily health habit
appreciate good grooming as a health habit

Key Inquiry Questions (KIQs)

How does good grooming promote personal hygiene?

Suggested Experiences

guided to: Learners are discuss and share experiences on aspects of good grooming (dressing and etiquette) for different occasions
demonstrate different ways of dressing and etiquette for different activities, conduct class modelling on different ways of dressing and etiquette to appreciate good grooming habits for different activities. habits. -n habits. -n habits

Teaching Resources

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

4.2 Home Hygiene

Term 29 Lessons

Specific Learning Outcomes (SLOs)

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

identify surfaces made from different materials in home environment
clean different types o f surfaces in the home environment
appreciate living In a clean home environment to promote healthy

Key Inquiry Questions (KIQs)

How do you clean surfaces made from different materials ?

Suggested Experiences

discuss and share experiences On surfaces made from different materials such as glass, wooden, earthen floors, cemented and riled
clean different types of surfaces such as glass, wooden, earthen oors, cemented and tiled, maintain cleanliness of surfaces in the school to appreciate living in clean environment

Teaching Resources

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

4.3 Laundering Cotton Item

Term 2 Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

describe how to launder a cotton item
launder a cotton item for personal hygiene
appreciate importance of laundry work for hygiene purposes

Key Inquiry Questions (KIQs)

How does laundering cotton items promote hygiene?

Suggested Experiences

watch a clip or observe a demonstration on how to launder a cotton item (white and fast coloured cotton), launder a white and fast coloured cotton item, practice laundering Of white and fast coloured items at home to appreciate the importance of laundry work for

Teaching Resources

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

Strand 5.0

Production Techniques

3 Sub-strands26 Lessons

5.1 Sub-strand 27

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

Demonstrate understanding, skills and core competencies in Sub-strand 27.

Key Inquiry Questions (KIQs)

How can we repair garments?
strand the learner should be able to: a) identify stitches used in repairing garment, b) make samples Of stitches used to repair garments , c) use the stitches to repair gaping seam d) adopt the use of stitches to repair Of?

Suggested Experiences

Leamers are guided to: use pictures, samples of garments, video clips and charts to identify stitches such as back stitch and running stitch used in repairing garment
make samples of running and back stitches
use back stitch and running stitch to repair gaping seam
make use of back stitch and runmng stitch repair their daily wear

Teaching Resources

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

5.2 Constructing Innovative Gardens Horizontal gardens Vertical gardens

Term 314 Lessons

Specific Learning Outcomes (SLOs)

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

distinguish between horizontal and vertical inno vative gardening
construct inno vative gardens for growing crops, adopt the use of
inno vative gardens

Key Inquiry Questions (KIQs)

How can gardening be done on vertical and horizontal spaces ?

Suggested Experiences

watch or observe stimulus materials (video clips, pictures and photographs) on innovative gardening practices to differentiate between vertical and horizontal gardems
use sacks, plastic bottles, walls, plastic pipes among others to construct vertical and horizontal gardens for growing crops
use the vertical and horizontal gardens to grow appropriate crop

Teaching Resources

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

5.3 Sub-strand 33

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

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

Teaching Resources

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

Grade 5 Agriculture Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 5 Agriculture.

Term 1 Scheme13 Weeks

Conservation of Resources
Food Production Processes

View Term 1

Term 2 Scheme14 Weeks

Food Production Processes
Food Production
Hygiene Practices

View Term 2

Term 3 Scheme9 Weeks

Hygiene Practices
Production Techniques

View Term 3

Other Grade 5 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 5.

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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.

PP1 Schemes PP2 Schemes Grade 1 Schemes Grade 2 Schemes Grade 3 Schemes Grade 4 Schemes Grade 6 Schemes Grade 7 Schemes Grade 8 Schemes Grade 9 Schemes

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

What are the main strands in Grade 5 Agriculture?

The official KICD strands for Grade 5 Agriculture are: Conservation of Resources, Food Production Processes, Food Production, 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 5 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 5 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 5 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.