2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons3 Strands in Term 1

Grade 6 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 6 Agriculture Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 6 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 6 Agriculture in Term 1.

Class / Grade: Grade 6
Learning Area: Agriculture
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 6 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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Changes text size in this preview and in downloaded Word (.docx) & PDF files.

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)

Curriculum Design & Content

Grade 6 Agriculture Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 6 Agriculture. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Conservation of Resources

3 Sub-strands18 Lessons in Term 1

1.1 Controlling Soil Erosion

6 Suggested LessonsTerm 1

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 ?

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

1.2 Sub-strand 14

6 Suggested LessonsTerm 1

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?

Learning 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 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 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?

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

Strand 2.0

Food Production Processes

1 Sub-strand12 Lessons in Term 1

2.1 Rearing Small Domestic Animals

12 Suggested LessonsTerm 1

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?

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

Strand 3.0

Food Production Processes

1 Sub-strand6 Lessons in Term 1

3.1 Preserving Crop Products Fru its Vegetables

6 Suggested LessonsTerm 1

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?

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

Grade 6 Agriculture Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 6 Agriculture showing the term-by-term distribution of all 6 strands.

Term 1Current

Conservation of Resources
Food Production Processes
Food Production Processes

Term 2View Term 2 →

Food Production Processes
Hygiene Practices
Hygiene Practices
Production Techniques

Term 3View Term 3 →

Production Techniques

Other Grade 6 Schemes of Work for Term 1

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

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 6 Agriculture Term 1

What strands and sub-strands are covered in Grade 6 Agriculture Term 1?

In Term 1, Grade 6 Agriculture covers the following main strands: Conservation of Resources, Food Production Processes, 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 6 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 6 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.