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

Grade 5 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 5 Agriculture Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 5 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 5 Agriculture in Term 1.

Class / Grade: Grade 5
Learning Area: Agriculture
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 5 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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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)

Curriculum Design & Content

Grade 5 Agriculture Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 5 Agriculture. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Conservation of Resources

3 Sub-strands23 Lessons in Term 1

1.1 Soil Conservation

8 Suggested LessonsTerm 1

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?

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

1.2 Water Conservation

9 Suggested LessonsTerm 1

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?

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

1.3 Conserving Wild Animals

6 Suggested LessonsTerm 1

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?

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

Strand 2.0

Food Production Processes

3 Sub-strands21 Lessons in Term 1

2.1 Growing Vegetables

9 Suggested LessonsTerm 1

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?

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

2.2 Preservation of Cereals and Pulses

6 Suggested LessonsTerm 1

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?

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

2.3 Food Nutrients

6 Suggested LessonsTerm 1

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?

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

Grade 5 Agriculture Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 5 Agriculture showing the term-by-term distribution of all 5 strands.

Term 1Current

Conservation of Resources
Food Production Processes

Term 2View Term 2 →

Food Production Processes
Food Production
Hygiene Practices

Term 3View Term 3 →

Hygiene Practices
Production Techniques

Other Grade 5 Schemes of Work for Term 1

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

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

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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 5 Agriculture Term 1

What strands and sub-strands are covered in Grade 5 Agriculture Term 1?

In Term 1, Grade 5 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 5 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 5 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.