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

Grade 7 Agriculture & Nutrition 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 7 Agriculture & Nutrition Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 7 Agriculture & Nutrition 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 7 Agriculture & Nutrition in Term 1.

Class / Grade: Grade 7
Learning Area: Agriculture & Nutrition
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 7 Agriculture & Nutrition 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	Controlling Soil Pollution	By the end of the sub strand, the learner should be able to; a) explain the causes of soil pollution in gardening	1. How can household practices cause soil pollution?	- search and watch a video clip or print media on causes of soil pollution and then share experiences on causes of soils pollution such as waste water, excessive use of artificial fertilizers, agricultural chemicals and plastic wastes	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Conservation of Resources	Controlling Soil Pollution	By the end of the sub strand, the learner should be able to; a) explain the causes of soil pollution in gardening	1. How can household practices cause soil pollution?	- search and watch a video clip or print media on causes of soil pollution and then share experiences on causes of soils pollution such as waste water, excessive use of artificial fertilizers, agricultural chemicals and plastic wastes	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Conservation of Resources	Controlling Soil Pollution	By the end of the sub strand, the learner should be able to; a) explain the causes of soil pollution in gardening	1. How can household practices cause soil pollution?	- engage in safe soil pollution control practices such as safe disposal of household waste water, used chemical containers and plastic wastes	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Conservation of Resources	Controlling Soil Pollution	By the end of the sub strand, the learner should be able to; a) control soil pollution in home environment	1. How can household practices cause soil pollution?	- engage in safe soil pollution control practices such as safe disposal of household waste water, used chemical containers and plastic wastes	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Conservation of Resources	Controlling Soil Pollution	By the end of the sub strand, the learner should be able to; a) control soil pollution in home environment	1. How can household practices cause soil pollution?	- create awareness messages against improper disposal of waste water, dumping of soil pollutants, used chemical containers and plastic wastes and use of correct types and amounts of farm chemicals and fertilizers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Conservation of Resources	Controlling Soil Pollution	By the end of the sub strand, the learner should be able to; a) demonstrate responsibility in using safe farming practices to conserve the soil	1. How can household practices cause soil pollution?	- create awareness messages against improper disposal of waste water, dumping of soil pollutants, used chemical containers and plastic wastes and use of correct types and amounts of farm chemicals and fertilizers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Conservation of Resources	Controlling Soil Pollution	By the end of the sub strand, the learner should be able to; a) demonstrate responsibility in using safe farming practices to conserve the soil	1. How can household practices cause soil pollution?	- citizenship as learners promote awareness of soil conservation, value of patriotism as learners are aware of environment and environmental protection as they create awareness against soil pollution	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Conservation of Resources	Controlling Soil Pollution	By the end of the sub strand, the learner should be able to; a) demonstrate responsibility in using safe farming practices to conserve the soil	1. How can household practices cause soil pollution?	- citizenship as learners promote awareness of soil conservation, value of patriotism as learners are aware of environment and environmental protection as they create awareness against soil pollution	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Conservation of Resources	Constructing Water Retention Structures	By the end of the sub strand, the learner should be able to; a) describe how surface run-off can be used in gardening	1. How can surface run-off be conserved for gardening purposes?	- search for information and discuss how surface run-off can be conserved in structures such as water retention ditches and water retention pits for gardening	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Conservation of Resources	Constructing Water Retention Structures	By the end of the sub strand, the learner should be able to; a) describe how surface run-off can be used in gardening	1. How can surface run-off be conserved for gardening purposes?	- search for information and discuss how surface run-off can be conserved in structures such as water retention ditches and water retention pits for gardening	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Conservation of Resources	Constructing Water Retention Structures	By the end of the sub strand, the learner should be able to; a) describe how surface run-off can be used in gardening	1. How can surface run-off be conserved for gardening purposes?	- search for information and discuss how surface run-off can be conserved in structures such as water retention ditches and water retention pits for gardening	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Conservation of Resources	Constructing Water Retention Structures	By the end of the sub strand, the learner should be able to; a) construct water retention structures to conserve surface runoff	1. How can surface run-off be conserved for gardening purposes?	- construct retention ditches or retention pits for water conservation and establish a crop of their choice such as a banana sucker, sugarcane, napier grass or arrowroot	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Conservation of Resources	Constructing Water Retention Structures	By the end of the sub strand, the learner should be able to; a) construct water retention structures to conserve surface runoff	1. How does construction of water retention structures conserve water?	- construct retention ditches or retention pits for water conservation and establish a crop of their choice such as a banana sucker, sugarcane, napier grass or arrowroot	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Conservation of Resources	Constructing Water Retention Structures	By the end of the sub strand, the learner should be able to; a) construct water retention structures to conserve surface runoff	1. How does construction of water retention structures conserve water?	- construct retention ditches or retention pits for water conservation and establish a crop of their choice such as a banana sucker, sugarcane, napier grass or arrowroot	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Conservation of Resources	Constructing Water Retention Structures	By the end of the sub strand, the learner should be able to; a) adopt utilization of surface run-off in gardening	1. How does construction of water retention structures conserve water?	- problem solving skill as learners solve the destructions caused by run- off, value of unity when working in groups to construct the retention structure, environmental protection and conservation while learners conserve run-off	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 7 Agriculture & Nutrition Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 7 Agriculture & Nutrition. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Conservation of Resources

4 Sub-strands32 Lessons in Term 1

1.1 Controlling Soil Pollution

7 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

explain the causes of soil pollution in gardening
control soil pollution in home environment
demonstrate responsibility in using safe farming practices to conserve the soil

Key Inquiry Questions (KIQs)

How can household practices cause soil pollution?

Learning Experiences

search and watch a video clip or print media on causes of soil pollution and then share experiences on causes of soils pollution such as waste water, excessive use of artificial fertilizers, agricultural chemicals and plastic wastes
engage in safe soil pollution control practices such as safe disposal of household waste water, used chemical containers and plastic wastes
create awareness messages against improper disposal of waste water, dumping of soil pollutants, used chemical containers and plastic wastes and use of correct types and amounts of farm chemicals and fertilizers
citizenship as learners promote awareness of soil conservation, value of patriotism as learners are aware of environment and environmental protection as they create awareness against soil pollution

Teaching Resources

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

1.2 Constructing Water Retention Structures

8 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

describe how surface run-off can be used in gardening
construct water retention structures to conserve surface runoff
adopt utilization of surface run-off in gardening

Key Inquiry Questions (KIQs)

How can surface run-off be conserved for gardening purposes?
How does construction of water retention structures conserve water?

Learning Experiences

search for information and discuss how surface run-off can be conserved in structures such as water retention ditches and water retention pits for gardening
construct retention ditches or retention pits for water conservation and establish a crop of their choice such as a banana sucker, sugarcane, napier grass or arrowroot
problem solving skill as learners solve the destructions caused by run- off, value of unity when working in groups to construct the retention structure, environmental protection and conservation while learners conserve run-off

Teaching Resources

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

1.3 Conserving Food Nutrients

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 vitamins and mineral salts in vegetables
conserve vitamins and mineral salts in vegetables
adopt conservation of vitamins and mineral salts in vegetables

Key Inquiry Questions (KIQs)

How do we conserve vitamins and mineral salts in vegetables?

Learning Experiences

search for information and discuss on ways of conserving vitamins and mineral salts in vegetables such as washing, peeling, cutting, cooking time, and covering
conserve vitamins and mineral salts in vegetables during food handling, preparation and cooking
adopt appropriate ways of handling, preparing and cooking vegetables to conserve vitamins and mineral salts
learning to learn as learners practice ways of conserving nutrients, integrity as they utilize resources prudently, health promotion as they conserve the nutrients in food production

Teaching Resources

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

1.4 Growing Trees

8 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

explain the importance of trees in conserving the environment
plant trees to conserve the environment
adopt tree planting as a way of conserving the environment

Key Inquiry Questions (KIQs)

How can growing of trees conserve the environment?

Learning Experiences

search for information on importance of trees and make presentations in class to share their findings
to plant at least one tree either from seeds, or seedlings or cuttings and take care of the seedlings until it is fully established
the learners develop leadership skills in establishing a tree, sharing tasks and carrying them out, they will develop patriotism by caring for the environment and environmental protection by caring for immediate micro climate

Teaching Resources

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

Strand 2.0

Food Production Processes

2 Sub-strands17 Lessons in Term 1

2.1 Preparing Planting Site and Establishing crop

9 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

determine appropriate tilth for selected planting material
prepare a suitable tilth for establishing selected planting material
adopt appropriate tilth in establishing a selected planting material

Key Inquiry Questions (KIQs)

How does planting material determine planting site preparation?

Learning Experiences

observe provided planting materials and suggest appropriate tilth for each material (small sized seeds for fine tilth, medium sized seeds for medium tilth and large planting materials like tubers, suckers and cuttings for coarse tilth)
learners prepare suitable sites (fine tilth for small seeds, medium tilth for medium sized seeds, coarse tilth for large planting materials like tubers, suckers and cuttings)
learners establish a planting material of their choice in the selected soil tilth
critical thinking (observation skills) as learners compare planting material to determine appropriate tilth, unity as learners collaborate to prepare planting sites, safety as learners use tools to prepare planting sites

Teaching Resources

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

2.2 Selected Crop Management Practices

8 Suggested LessonsTerm 1

Specific Learning Outcomes (SLOs)

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

explain management practices carried out on crops
carry out management practices in crop production
appreciate importance of various management practices in crop production

Key Inquiry Questions (KIQs)

How can we carry out management practices in crop production?

Learning Experiences

watch a video, or a demonstration on management practices (gapping, thinning, weeding, earthing-up)
carry out selected management practices (gapping, thinning, weeding through physical methods, earthing-up)
make class presentations on the importance of the selected management practices in crop production
self-efficacy as learners make presentations, respect for one another during the presentations and safety as learners use tools and equipment to carry out crop management practices

Teaching Resources

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

Grade 7 Agriculture & Nutrition Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 7 Agriculture & Nutrition showing the term-by-term distribution of all 4 strands.

Term 1Current

Conservation of Resources
Food Production Processes

Term 2View Term 2 →

Food Production Processes
Hygiene Practices
Production Techniques

Term 3View Term 3 →

Production Techniques

Other Grade 7 Schemes of Work for Term 1

Download complete, editable schemes of work and explore strands for all learning areas in Grade 7.

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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 7 Agriculture & Nutrition Term 1

What strands and sub-strands are covered in Grade 7 Agriculture & Nutrition Term 1?

In Term 1, Grade 7 Agriculture & Nutrition 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 7 Agriculture & Nutrition 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 7 Agriculture & Nutrition 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.