2026 KICD CBC Curriculum Design6 Strands · 11 Sub-strands100 Suggested Lessons

Grade 6 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 6 Agriculture. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 6 Agriculture Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 6 Agriculture under the Kenya CBC curriculum framework.

Class / Level: Grade 6
Major Strands: 6 Strands
Annual Lessons: 100 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 6 Agriculture Term 1 Scheme Table

13-week teaching 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	Controlling Soil Erosion	By the end of the sub strand, the learner should be able to; a) describe types of soil erosion in the environment	1. How does erosion control conserve the environment ?	- watch video clips or observe photographs or make field excursions to observe types of soil erosion	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Conservation of Resources	Controlling Soil Erosion	By the end of the sub strand, the learner should be able to; a) describe types of soil erosion in the environment	1. How does erosion control conserve the environment ?	- watch video clips or observe photographs or make field excursions to observe types of soil erosion	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Conservation of Resources	Controlling Soil Erosion	By the end of the sub strand, the learner should be able to; a) control soil erosion in the environment	1. How does erosion control conserve the environment ?	- demonstrate how to control various types of soil erosion (gulley, rill, splash and sheet erosion)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Conservation of Resources	Controlling Soil Erosion	By the end of the sub strand, the learner should be able to; a) control soil erosion in the environment	1. How does erosion control conserve the environment ?	- demonstrate how to control various types of soil erosion (gulley, rill, splash and sheet erosion)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Conservation of Resources	Controlling Soil Erosion	By the end of the sub strand, the learner should be able to; a) appreciate importance of conserving soil	1. How does erosion control conserve the environment ?	- discuss and make class presentations to appreciate the Importance of controlling soil erosion to conserve soil in their env iro nment	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Conservation of Resources	Controlling Soil Erosion	By the end of the sub strand, the learner should be able to; a) appreciate importance of conserving soil	1. How does erosion control conserve the environment ?	- discuss and make class presentations to appreciate the Importance of controlling soil erosion to conserve soil in their env iro nment	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Conservation of Resources	Controlling Soil Erosion	By the end of the sub strand, the learner should be able to; a) appreciate importance of conserving soil	1. How does erosion control conserve the environment ?	- discuss and make class presentations to appreciate the Importance of controlling soil erosion to conserve soil in their env iro nment	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Conservation of Resources	Controlling Soil Erosion	By the end of the sub strand, the learner should be able to; a) appreciate importance of conserving soil	1. How does erosion control conserve the environment ?	- discuss and make class presentations to appreciate the Importance of controlling soil erosion to conserve soil in their env iro nment	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Conservation of Resources	Controlling Soil Erosion	By the end of the sub strand, the learner should be able to; a) appreciate importance of conserving soil	1. How does erosion control conserve the environment ?	- discuss and make class presentations to appreciate the Importance of controlling soil erosion to conserve soil in their env iro nment	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Conservation of Resources	Controlling Soil Erosion	By the end of the sub strand, the learner should be able to; a) appreciate importance of conserving soil	1. How does erosion control conserve the environment ?	- discuss and make class presentations to appreciate the Importance of controlling soil erosion to conserve soil in their env iro nment	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Conservation of Resources	Sub-strand 14	By the end of the sub strand, the learner should be able to; a) identify types of seedbeds that conserve soil moisture	1. How can we prepare a seedbed to conserve moisture?	- watch video clips or observe photographs or visit sites to observe sunken bed and shallow pits	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Conservation of Resources	Sub-strand 14	By the end of the sub strand, the learner should be able to; a) identify types of seedbeds that conserve soil moisture	1. How can we prepare a seedbed to conserve moisture?	- watch video clips or observe photographs or visit sites to observe sunken bed and shallow pits	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Conservation of Resources	Sub-strand 14	By the end of the sub strand, the learner should be able to; a) prepare different types of seedbeds that conserve soil moisture	1. How can we prepare a seedbed to conserve moisture?	- watch video clips or observe photographs or visit sites to observe sunken bed and shallow pits	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Conservation of Resources	Sub-strand 14	By the end of the sub strand, the learner should be able to; a) prepare different types of seedbeds that conserve soil moisture	1. How can we prepare a seedbed to conserve moisture?	- prepare seedbeds that conserve moisture (sunken seedbed and shallow pit) , utilise the sunken seedbed and shallow pits to appreciate the importance of soil moisture roduction. conservation in	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Conservation of Resources	Sub-strand 14	By the end of the sub strand, the learner should be able to; a) appreciate importance of consening moisture in a seedbed to increase chances of plants growth	1. How can we prepare a seedbed to conserve moisture?	- prepare seedbeds that conserve moisture (sunken seedbed and shallow pit) , utilise the sunken seedbed and shallow pits to appreciate the importance of soil moisture roduction. conservation in	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 6 Agriculture Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 6 Agriculture. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

Conservation of Resources

3 Sub-strands18 Lessons

1.1 Controlling Soil Erosion

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

describe types of soil erosion in the environment
control soil erosion in the environment
appreciate importance of conserving soil

Key Inquiry Questions (KIQs)

How does erosion control conserve the environment ?

Suggested Experiences

watch video clips or observe photographs or make field excursions to observe types of soil erosion
demonstrate how to control various types of soil erosion (gulley, rill, splash and sheet erosion)
discuss and make class presentations to appreciate the Importance of controlling soil erosion to conserve soil in their env iro nment

Teaching Resources

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

1.2 Sub-strand 14

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

identify types of seedbeds that conserve soil moisture
prepare different types of seedbeds that conserve soil moisture
appreciate importance of consening moisture in a seedbed to increase chances of plants growth

Key Inquiry Questions (KIQs)

How can we prepare a seedbed to conserve moisture?

Suggested Experiences

watch video clips or observe photographs or visit sites to observe sunken bed and shallow pits
prepare seedbeds that conserve moisture (sunken seedbed and shallow pit) , utilise the sunken seedbed and shallow pits to appreciate the importance of soil moisture roduction. conservation in

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 deterrents that can keep off wild animals from crop and domestic animals
establish deterrents to keep off wild animals from destroying crops and domestic animals
acknowledge the importance of deterrents m conserving wild animals

Key Inquiry Questions (KIQs)

In m How can wild animals be kept away from crops and domestic?

Suggested Experiences

search for information on physical deterrents search such as mesh fences, thorny fences, safe traps, Innovative lights, innovative sounds, and deflectors, select and establish a deterrent applicable in their local context, discuss with a resource person the use of physical deterrents to acknowledge the importance of consewing wild animals in safeguarding crops and domestic animals

Teaching Resources

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

Strand 2.0

Food Production Processes

1 Sub-strand12 Lessons

2.1 Rearing Small Domestic Animals

Term 112 Lessons

Specific Learning Outcomes (SLOs)

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

explain routine practices in rearing of small domestic animals
rear small domestic animals used as sources of food
embrace the rearing of small domestic animals used as sources of food

Key Inquiry Questions (KIQs)

How does rearing of animals contribute to food prmluction?

Suggested Experiences

share experiences on routine practices in rearing of small domestic animals, rear small domestic animal such as rabbits or guinea pigs to practise routine practices such as housing, feeding, watering, sanitation and parasite control. make presentations to advocate the rearing of small domestic animals that are used for food

Teaching Resources

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

Strand 3.0

Food Production Processes

2 Sub-strands12 Lessons

3.1 Preserving Crop Products Fru its Vegetables

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

describe how to preserve crop produce at home
preserve crop produce using drying method
adopt presewation crop produce to reduce food

Key Inquiry Questions (KIQs)

u e stion How does preservation of fruits and vegetables enhance food security?

Suggested Experiences

watch video clips or listen to resource person and share experiences on how to preserve fluits and vegetables using sundrying method , preserve fruits Or vegetables using sun-drying method, utilize sun-drying method in preservation of fruits and vegetables at home to reduce food was tage

Teaching Resources

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

3.2 Sub-strand 19

Term 26 Lessons

Specific Learning Outcomes (SLOs)

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

describe different methods of cooking
cook food using, different methods
embrace different methods of cooking in food

Key Inquiry Questions (KIQs)

How can we cook fc»ds by baking?
_ How can we cook fc»ds by stewing ?

Suggested Experiences

guided to Learners are
watch video clips or observe demonstration on stewing and baking as methods of cooking, cook foods using stewing and baking methods (rubbing-in method)
serve foods prepares using stewing and baking methods

Teaching Resources

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

Strand 4.0

Hygiene Practices

1 Sub-strand9 Lessons

4.1 Good Grooming Body clean ing

Term 29 Lessons

Specific Learning Outcomes (SLOs)

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

describe practices that enhance body cleanliness
practice body cleanliness as a healthy habit
recognise importance of body cleanliness as a hygienic

Key Inquiry Questions (KIQs)

How does body cleanliness enhance personal hygiene?

Suggested Experiences

discuss and share experiences On practices that enhance body cleanliness (managing swear, acnes and pimples, menstrual hygiene and care of pubic parts) for personal hygiene, embrace applicable good routines that suit their body cleanliness
discuss the importance of body cleanliness as a hygienic habit. Onal cleanliness as a health habit

Teaching Resources

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

Strand 5.0

Hygiene Practices

1 Sub-strand12 Lessons

5.1 Laundry Stain Removal

Term 212 Lessons

Specific Learning Outcomes (SLOs)

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

identify common stains on clothing and household articles
remove common stains from clothing and household articles
adopt stain remo val for h -ene

Key Inquiry Questions (KIQs)

How does stain removal enhance per Sona I hygiene?

Suggested Experiences

Leamers are guided to: use digital resources and sample articles to identify common stains (blood and grass) on clothing and household articles, carry out removal of common stains (blood and grass) on clothing and household articles
practise and adopt stain removal for personal hygiene

Teaching Resources

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

Strand 6.0

Production Techniques

3 Sub-strands37 Lessons

6.1 Crocheting Stitches

Term 2 Term 316 Lessons

Specific Learning Outcomes (SLOs)

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

identify crocheting stitches in making household articles
use crocheting stitches to make a household articles
adopt the use of crocheting stiches in maki ng household articles

Key Inquiry Questions (KIQs)

How can crocheting reduce the cost of purchasing household articles?

Suggested Experiences

' observe a demonstration by resource person, photographs, or watch video clip to identify crocheting stitches (single and double crochet stitches) in making household article
use (single or double crochet stitches) to make articles such as mats, cleaning rug, and surface wipers, construct articles using crocheting stitches and showcase the household articles to promote adoption in their dail routines _

Teaching Resources

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

6.2 Constructing Moist Bed Garden

Term 315 Lessons

Specific Learning Outcomes (SLOs)

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

explain the meamng of moist bed garden
construct a moist bed garden for growing a selected crop
embrace the use of moist bed garden in n cro s

Key Inquiry Questions (KIQs)

uestion How can we construct a moist bed gardens to grow crops?

Suggested Experiences

search and share information on the meaning of moist bed garden
construct a moist bed (sunken or raised moist bed) using locally available materials, establish and grow a crop of their choice to embrace the use of moist bed garden

Teaching Resources

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

6.3 Sub-strand 30

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

Download editable schemes of work and explore strands for all terms in Grade 6 Agriculture.

Term 1 Scheme13 Weeks

Conservation of Resources
Food Production Processes
Food Production Processes

View Term 1

Term 2 Scheme14 Weeks

Food Production Processes
Hygiene Practices
Hygiene Practices
Production Techniques

View Term 2

Term 3 Scheme9 Weeks

Production Techniques

View Term 3

Other Grade 6 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 6.

Science & Technology Hub Social Studies Hub Creative Arts Hub Mathematics Hub CRE Hub IRE Hub HRE Hub French Hub German Hub Arabic Hub Mandarin Hub English Hub Kiswahili Hub Indigenous Language Hub

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 5 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 6 Agriculture?

The official KICD strands for Grade 6 Agriculture are: Conservation of Resources, Food Production Processes, Food Production Processes, Hygiene Practices, 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 6 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 6 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 6 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.