2026 KICD CBC Curriculum Design4 Strands · 12 Sub-strands120 Suggested Lessons

Grade 8 Agriculture & Nutrition 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 8 Agriculture & Nutrition. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 8 Agriculture & Nutrition Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 8 Agriculture & Nutrition under the Kenya CBC curriculum framework.

Class / Level: Grade 8
Major Strands: 4 Strands
Annual Lessons: 120 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 8 Agriculture & Nutrition 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.

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	Soil Conservation Measures	By the end of the sub strand, the learner should be able to; a) describe methods of soil conservation in agricultural environment	1. How can we conserve soil in the environment?	- search and share information on methods of soil conservation (strip cropping, grassed water ways, stone lines, trash lines, soil bunds) using digital devices and print media	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Conservation of Resources	Soil Conservation Measures	By the end of the sub strand, the learner should be able to; a) describe methods of soil conservation in agricultural environment	1. How can we conserve soil in the environment?	- search and share information on methods of soil conservation (strip cropping, grassed water ways, stone lines, trash lines, soil bunds) using digital devices and print media	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Conservation of Resources	Soil Conservation Measures	By the end of the sub strand, the learner should be able to; a) describe methods of soil conservation in agricultural environment	1. How can we conserve soil in the environment?	- search and share information on methods of soil conservation (strip cropping, grassed water ways, stone lines, trash lines, soil bunds) using digital devices and print media	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Conservation of Resources	Soil Conservation Measures	By the end of the sub strand, the learner should be able to; a) describe methods of soil conservation in agricultural environment	1. How can we conserve soil in the environment?	- explore the school environment and carry out activities on soil conservation in the school such as strip cropping, grassed water ways, stone lines, trash lines, and soil bunds	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Conservation of Resources	Soil Conservation Measures	By the end of the sub strand, the learner should be able to; a) carry out soil conservation activities in the environment	1. How can we conserve soil in the environment?	- explore the school environment and carry out activities on soil conservation in the school such as strip cropping, grassed water ways, stone lines, trash lines, and soil bunds	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Conservation of Resources	Soil Conservation Measures	By the end of the sub strand, the learner should be able to; a) carry out soil conservation activities in the environment	1. How can we conserve soil in the environment?	- conduct project: in groups, learners to construct farm model using materials such as cartons, cardboards, soil and papier- mache to demonstrate soil conservation measures on a farm layout	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Conservation of Resources	Soil Conservation Measures	By the end of the sub strand, the learner should be able to; a) carry out soil conservation activities in the environment	1. How can we conserve soil in the environment?	- conduct project: in groups, learners to construct farm model using materials such as cartons, cardboards, soil and papier- mache to demonstrate soil conservation measures on a farm layout	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Conservation of Resources	Soil Conservation Measures	By the end of the sub strand, the learner should be able to; a) demonstrate caring attitude towards soil in the environment	1. How can we conserve soil in the environment?	- conduct project: in groups, learners to construct farm model using materials such as cartons, cardboards, soil and papier- mache to demonstrate soil conservation measures on a farm layout	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Conservation of Resources	Soil Conservation Measures	By the end of the sub strand, the learner should be able to; a) demonstrate caring attitude towards soil in the environment	1. How can we conserve soil in the environment?	- creativity skills as learners make a farm model illustrating soil conservation measures, value of unity as learners work in teams to conserve soil, environmental awareness as learners explore school environment to observe soil erosion	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Conservation of Resources	Soil Conservation Measures	By the end of the sub strand, the learner should be able to; a) demonstrate caring attitude towards soil in the environment	1. How can we conserve soil in the environment?	- creativity skills as learners make a farm model illustrating soil conservation measures, value of unity as learners work in teams to conserve soil, environmental awareness as learners explore school environment to observe soil erosion	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Conservation of Resources	Soil Conservation Measures	By the end of the sub strand, the learner should be able to; a) demonstrate caring attitude towards soil in the environment	1. How can we conserve soil in the environment?	- creativity skills as learners make a farm model illustrating soil conservation measures, value of unity as learners work in teams to conserve soil, environmental awareness as learners explore school environment to observe soil erosion	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Conservation of Resources	Soil Conservation Measures	By the end of the sub strand, the learner should be able to; a) demonstrate caring attitude towards soil in the environment	1. How can we conserve soil in the environment?	- creativity skills as learners make a farm model illustrating soil conservation measures, value of unity as learners work in teams to conserve soil, environmental awareness as learners explore school environment to observe soil erosion	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Conservation of Resources	Water Harvesting and Storage	By the end of the sub strand, the learner should be able to; a) discuss ways of storing harvested water for domestic use	1. How can we harvest and store water for domestic purposes?	- search and share information in groups, on how harvested water can be stored for domestic purposes, using methods such as shallow water pans, water ponds and suitable water containers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Conservation of Resources	Water Harvesting and Storage	By the end of the sub strand, the learner should be able to; a) discuss ways of storing harvested water for domestic use	1. How can we harvest and store water for domestic purposes?	- search and share information in groups, on how harvested water can be stored for domestic purposes, using methods such as shallow water pans, water ponds and suitable water containers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Conservation of Resources	Water Harvesting and Storage	By the end of the sub strand, the learner should be able to; a) discuss ways of storing harvested water for domestic use	1. How can we harvest and store water for domestic purposes?	- search and share information in groups, on how harvested water can be stored for domestic purposes, using methods such as shallow water pans, water ponds and suitable water containers	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 8 Agriculture & Nutrition Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 8 Agriculture & Nutrition. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

Conservation of Resources

2 Sub-strands19 Lessons

1.1 Soil Conservation Measures

Term 110 Lessons

Specific Learning Outcomes (SLOs)

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

describe methods of soil conservation in agricultural environment
carry out soil conservation activities in the environment
demonstrate caring attitude towards soil in the environment

Key Inquiry Questions (KIQs)

How can we conserve soil in the environment?

Suggested Experiences

search and share information on methods of soil conservation (strip cropping, grassed water ways, stone lines, trash lines, soil bunds) using digital devices and print media
explore the school environment and carry out activities on soil conservation in the school such as strip cropping, grassed water ways, stone lines, trash lines, and soil bunds
conduct project: in groups, learners to construct farm model using materials such as cartons, cardboards, soil and papier- mache to demonstrate soil conservation measures on a farm layout
creativity skills as learners make a farm model illustrating soil conservation measures, value of unity as learners work in teams to conserve soil, environmental awareness as learners explore school environment to observe soil erosion

Teaching Resources

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

1.2 Water Harvesting and Storage

Term 19 Lessons

Specific Learning Outcomes (SLOs)

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

discuss ways of storing harvested water for domestic use
take part in harvesting and storing water in the school for domestic use
show responsibility in harvesting and storing water for domestic use

Key Inquiry Questions (KIQs)

How can we harvest and store water for domestic purposes?

Suggested Experiences

search and share information in groups, on how harvested water can be stored for domestic purposes, using methods such as shallow water pans, water ponds and suitable water containers
initiate measures of their choice towards water harvesting and storage in the school
make class presentations on possible initiatives and maintenance practices that can be made to harvest and store rain water and surface runoff in the school environment
problem solving skills in initiating water harvesting and storage measures, value of responsibility in initiating and maintaining water harvesting, and environmental conservation as they adopt water harvesting and storage

Teaching Resources

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

Strand 2.0

Food Production Processes

6 Sub-strands59 Lessons

2.1 Kitchen and Backyard Gardening

Term 19 Lessons

Specific Learning Outcomes (SLOs)

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

explain the role of kitchen and backyard garden in food production
establish a kitchen and backyard garden for food production
adopt the use of kitchen and backyard garden for food production

Key Inquiry Questions (KIQs)

How does kitchen garden contribute to food production?

Suggested Experiences

use digital and print resource to search for the roles of kitchen and backyard garden in food production such as production of fresh healthy foods, saving money, readily accessible
prepare a kitchen or backyard garden and grow various crops such as vegetables, herbs and spices
critical thinking skills as they establish kitchen or backyard garden to produce fresh foods, unity as they collaborate to establish the garden and food security as they grow fresh vegetables for food

Teaching Resources

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

2.2 Poultry Rearing in a fold

Term 111 Lessons

Specific Learning Outcomes (SLOs)

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

describe a fold in poultry rearing
construct a fold for rearing poultry
rear poultry in a fold
show responsibility in rearing of poultry

Key Inquiry Questions (KIQs)

How can we rear poultry in a fold for food production?

Suggested Experiences

search and observe video clips or images on poultry folds and share experiences on how poultry folds look like
use locally available materials such as reused and recycled wires, plastic and wood materials to construct a poultry fold
conduct a project: rear poultry of their choice in a fold unit to practice moving of the folds, feeding, watering, sanitation, protection from predators and harsh weather
creativity skills as learners apply ideas in constructing a poultry fold, responsibility as they carry out assigned tasks and financial literacy as learner use recycled and reused materials to construct a poultry fold

Teaching Resources

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

2.3 Crop Pest and Disease Control

Term 1 Term 210 Lessons

Specific Learning Outcomes (SLOs)

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

identify vegetable crops attacked by pests and diseases
control pests and diseases on vegetable crops
acknowledge importance of controlling pests and diseases in vegetable production

Key Inquiry Questions (KIQs)

How can we identify vegetable crops attacked by pests and diseases?
How can we control pests and diseases affecting crops?

Suggested Experiences

take a field excursion to observe and identify vegetable crops that are attacked by pests (punctured leaves, cut-off seedlings, curling leaves) and the common sites where the pests are found
take a field excursion to a vegetable garden, observe and identify vegetable crops affected by disease (wilting plants, black and brown spots and rotting of plant parts)
control pests on vegetables using methods such as handpicking, removing affected crop parts, uprooting heavily affected crops and applying natural pesticides such as ash
control diseases on vegetables using methods such as removing affected parts and uprooting heavily affected crops
discuss and make presentations on importance of controlling crop pests and diseases in vegetable production
learning to learn by applying collaborative skills in controlling pests and diseases, value of respect as learners listen and positively critique presentations, and disaster risk reduction while learners control pests and disease to prevent outbreaks

Teaching Resources

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

2.4 Preparation of Animal Products

Term 29 Lessons

Specific Learning Outcomes (SLOs)

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

explain the importance of processing fish and dressing poultry carcass
process fresh fish for various purposes
dress poultry carcass for various purposes

Key Inquiry Questions (KIQs)

How can we process fresh fish?
How can we dress poultry carcass?

Suggested Experiences

discuss to share experiences on the importance of processing fish and dressing poultry
process fresh fish through scaling, gutting, cleaning, salting, and frying
discuss how to dress poultry carcass (beheading, defeathering, removal of offal, cleaning) for various uses
learning to learn as learners collaboratively exercises self-discipline to dress poultry and process fish, integrity as learners apply ethical methods of dressing poultry and ensures respect for animal welfare by humane killing of poultry

Teaching Resources

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

2.5 Preserving Milk and Meat

Term 29 Lessons

Specific Learning Outcomes (SLOs)

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

explain the importance of preserving milk and meat at household level
preserve meat to prolong shelf life at household level
preserve milk to prolong shelf life at household level

Key Inquiry Questions (KIQs)

How can we preserve milk and meat at household level?

Suggested Experiences

search for information from digital and print resources, discuss and share experiences on the importance of preserving milk and meat at household level
preserve milk through methods such as boiling, fermenting and home cooling
preserve meat through methods such as salting, boiling, drying and smoking
digital literacy as learners search for information, integrity as learners display honesty in preserving meat and milk in ethically acceptable procedures and hygiene as learners ensure use of clean equipment

Teaching Resources

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

2.6 Cooking: Preparing a Balanced Meal

Term 211 Lessons

Specific Learning Outcomes (SLOs)

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

explain factors to consider in preparing a balanced meal
prepare a balanced meal for healthy living
present the meal using various styles
adopt the use of a balanced meal in day to day life

Key Inquiry Questions (KIQs)

How can we prepare a balanced meal for healthy living?

Suggested Experiences

discuss and share experiences on factors to consider in preparing a balanced meal such as age, health status, occasion and gender
plan, and cook a balanced meal with protein, carbohydrate and vegetables
serve the balanced meal using a serving styles such as family or blue plate to present the meal
make various menu on balanced diet and present in class
creativity skills while presenting meals, integrity in the use of resources to prepare the meal and safety in the use of fuel and sharp equipment

Teaching Resources

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

Strand 3.0

Hygiene Practices

1 Sub-strand9 Lessons

3.1 Cleaning the Kitchen

Term 29 Lessons

Specific Learning Outcomes (SLOs)

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

explain the routine cleaning practices of a kitchen
carry out cleaning of a kitchen to maintain hygiene
appreciate a clean kitchen for healthy living

Key Inquiry Questions (KIQs)

How can daily, weekly and special cleaning enhance hygiene in the kitchen?

Suggested Experiences

learners share experiences on routine cleaning of the kitchen (daily, weekly, special cleaning)
clean the kitchen to maintain hygiene applying (daily, weekly and special cleaning)
learning to learn while applying appropriate procedures to clean the kitchen, responsibility while undertaking routine roles and promoting health and hygiene at household level

Teaching Resources

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

Strand 4.0

Production Techniques

3 Sub-strands33 Lessons

4.1 Sewing Skills: Constructing Household Items

Term 2 Term 314 Lessons

Specific Learning Outcomes (SLOs)

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

identify the types of seams used making clothes
make samples of seams on a piece of cloth
construct a household item using seams

Key Inquiry Questions (KIQs)

How can a household item be made using seams?

Suggested Experiences

search for information on different types of seams used in making household items (open and plain seams)
make samples of open and plain seams on a piece of cloth using hand sewing
make a simple household article such as lap bag, work bag, pillow case, cushion cover using plain or open seams
creative skills as learner use ideas to construct a household item, responsibility as learners undertake task to completion and safety as learners take precaution against accident cause by sharp sewing tools

Teaching Resources

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

4.2 Constructing Innovative Animal Waterer

Term 310 Lessons

Specific Learning Outcomes (SLOs)

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

explain challenges with animal waterers used in the community
design and construct an innovative waterer for water conservation
appreciate use of innovative waterers in animal rearing

Key Inquiry Questions (KIQs)

How can we make an innovative waterer for small domestic animals?

Suggested Experiences

visit animal rearing households, identify challenges of animal waterers and make presentations to explain the challenges of the existing waterers
search for information from digital and print media on innovative waterers, design and construct a waterer for small domestic animal to solve the identified problem using locally available materials
use the constructed innovative waterer to test functionality, make adjustments and provide water to target animal either at home, in the school or selected household
problem solving skills while constructing a waterer to solve animal waterer challenges, social justice as learners apply fairness in allocation of tasks and personal safety while taking care of themselves while using tools and equipment

Teaching Resources

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

4.3 ICT Support Services

Term 39 Lessons

Specific Learning Outcomes (SLOs)

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

describe support services that can be accessed through use of ICT
access support services using ICT
show responsibility in use of ICT in accessing support services

Key Inquiry Questions (KIQs)

How can we access support services using ICT?

Suggested Experiences

discuss and share experiences on how ICT can be used to access supplies and information for appropriate decision making
access online platforms for ICT support services such as weather forecast, veterinary services, supply services, extension services, market information and banking services, catering services, cleaning services
discuss and adhere to responsible use of ICT platforms by observing ethical and security considerations
digital literacy as learners apply digital citizenship skill in safe use of ICT, integrity in the ethical use of online support services and information, cyber security in the use of ICT support services

Teaching Resources

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

Grade 8 Agriculture & Nutrition Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 8 Agriculture & Nutrition.

Term 1 Scheme13 Weeks

Conservation of Resources
Food Production Processes

View Term 1

Term 2 Scheme14 Weeks

Food Production Processes
Hygiene Practices
Production Techniques

View Term 2

Term 3 Scheme9 Weeks

Production Techniques

View Term 3

Other Grade 8 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 8.

Arabic Hub Christian Religious Education Hub English Hub French Hub Creative Arts & Sports Hub Pre-Technical Studies Hub German Hub Hindu Religious Education Hub Indigenous Languages Hub Integrated Science Hub Islamic Religious Education Hub Kiswahili Hub Mandarin Hub Mathematics Hub Social Studies 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 6 Schemes Grade 7 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 8 Agriculture & Nutrition?

The official KICD strands for Grade 8 Agriculture & Nutrition are: Conservation of Resources, Food Production Processes, 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 8 Agriculture & Nutrition?

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 8 Agriculture & Nutrition 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 8 Agriculture & Nutrition?

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.