JUNIOR SECONDARY SCHOOL

SYLLABUS
AGRICULTURAL SCIENCE
CURRICULUM
TABLE OF CONTENTS
1. INTRODUCTION .........................................................................................................................1
2. RATIONALE AND AIMS ............................................................................................................1
2.1 Knowledge with Understanding .............................................................................................1
2.2 Values and Attitudes ...............................................................................................................1
2.3 Scientific Skills .......................................................................................................................2
2.4 Democratic Principles.............................................................................................................2
3. COMPETENCIES AND LEARNING OUTCOMES ...................................................................2
3.1 Competencies..........................................................................................................................2
3.2 Learning Outcomes.................................................................................................................2
4. PARTICULAR FEATURES OF THE SUBJECT AT THIS PHASE......................................... 2
5. GENDER ISSUES .........................................................................................................................3
6. LOCAL CONTEXT AND CONTENT .........................................................................................3
7. LINKS TO OTHER SUBJECTS AND CROSS-CURRICULAR ISSUES ................................ 3
8. APPROACH TO TEACHING AND LEARNING .......................................................................5
9. SUMMARY OF LEARNING CONTENT ...................................................................................5
10. DETAILED LEARNING CONTENTS ........................................................................................7
JSS 1..................................................................................................................................................7
JSS 2................................................................................................................................................16
JSS 3................................................................................................................................................28
11. ASSESSMENT ............................................................................................................................46
12. ADDITIONAL INFORMATION ............................................................................................. 53
A1: Glossary of Terms Used in Science Teaching and Assessment Activities:..........................53
A2: Assessment Record Sheet for JSS1-3 ............................................54
A3: Assessment Record Sheet for JSS1-3 , Term 3 55

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1. INTRODUCTION
The revised syllabi for Agriculture JSS 1-3 have been developed in such a way that they describe the intended
learning outcomes and assessment practices for the Junior Secondary Phase within the science mainstream.
The learning experiences and subsequent outcomes in the natural science subjects are tailored towards
promoting the learners’ knowledge and understanding of the economic, social, physical and biological world
of which they are a part. The Agriculture syllabi for Junior Secondary Education therefore integrate natural
science, social, economic, physical, mathematical and technological learning areas of the broad curriculum.
Furthermore, the Agriculture syllabi were developed in a clear and simple style in order to convey the ethos of
learner-centred education. Learner-centred education presupposes that teachers have a holistic view of the
learner, valuing the learner’s life experience as the focal point of learning and teaching. Teachers should
therefore select learning content and methods on the basis of the learners’ needs within their immediate
environment and community.
The themes and topics in the Agriculture curriculum embrace content matter in all other subjects across the
curriculum. Under ideal conditions, the Agriculture syllabi for JSS 1-3 would require 4 periods per week, with
at least one double period.
2. RATIONALE AND AIMS
Learning experiences in the natural science area are focused upon promoting teaching and learning for
understanding. Nigeria, like most African countries, is rich in natural resources. The exploration of these
resources requires scientific knowledge and relevant skills, such as entrepreneurship. The acquisition of
scientific knowledge and entrepreneurship skills presents itself as a prerequisite for a progressive national
economy and improved standard of life for our people as envisaged in the country’s long term strategic plan of
Vision 2020. Thus it is important for our learners to acquire knowledge and skills which will foster their
understanding of the interaction of human being and the environment in order to satisfy human needs. It must
be understood that the physical and biological world around us is quite complex and therefore needs to be
understood in a holistic manner by the society in order to sustain the natural resources.
The sustainability of our natural resources, however, requires advanced technology through the efficient and
effective usage of equipment, materials and processes. Modern technology is required in order to assist our
learners and society to solve problems through planning, design, realization, and evaluation of activities and
goals.
The main aim of the Agriculture syllabi in the natural science area is therefore to provide essential scientific
background for our learners with the hope of producing the much-needed scientists and agriculturalists for the
country. The Nigerian society needs to be scientifically literate if it is to cope with challenges of appropriate
global technology and other economic requirements. This scientific knowledge and approach are also major
challenges for the agricultural sector and agricultural education in particular.
The subject Agriculture within the natural science area promotes the following aims in the curriculum guide
based on relevant skills:
2.1 Knowledge with Understanding
• develop knowledge, understanding, creativity, practical and experimental skills as a solid foundation for
academic training to prepare learners for creative and meaningful adult life
• help learners develop self-confidence, self-knowledge and understanding of the world in which they live,
through meaningful scientific agricultural activities
2.2 Values and Attitudes
• develop a sense of responsibility towards the environment, relating scientific agricultural practices to
sustainable use of natural resources
• demonstrate desirable behavioural patterns and frame of mind in interacting with the environment in a
manner that is protective, preserving and nurturing
• develop attitudes and practices, further knowledge and activities that promote the physical and mental
health of the society
• develop economic values and practice for the purpose of uplifting the standard of living in our society
2.3 Scientific Skills
• develop a lively, questioning, appreciative and creative intellect to enable learners to discuss issues
rationally, to make careful observations and analysis, to think scientifically, to solve problems and apply

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 these skills to tasks
• promote Information Communication Technology (ICT) as a tool to enhance understanding of the
agricultural learning content and practice
2.4 Democratic Principles
• promote opportunity for gender equality, enabling both sexes to participate equally and fully in all spheres
of society and fields of employment in the agricultural sector
• Lay a foundation for informed and responsible attitudes and choices towards the balance of population
growth, ecological sustainability, and the quality of life for all citizens of Nigeria.

3. COMPETENCIES AND LEARNING OUTCOMES

3.1 Competencies
Basic Competencies are the basic cognitive operations, skills and attitudes and values that all learners in
Nigerian schools are expected to demonstrate, and which can be assessed. The Basic Competencies specified
in the natural science subjects are intended to help teachers identify the normal progress and all-round
development of the learners at each stage. The expectation from the Ministry is that most learners in the
Junior Secondary Phase will achieve the Basic Competencies, some very well or exceptionally well, and will
progress from one grade to the next. Learners who partly achieve the Basic Competencies will also be able to
progress to the next year with compensatory teaching.
It is important to know that entry into Junior Secondary education will depend on the learner’s performance in
the summative assessment at the end of Upper Primary Education. Likewise, promotion through JSS 1-3 will
depend on the performance of learners from one grade to another as per criteria.
Learners in the Natural Science stream should be in a position to discover and develop their potential and
interests in essential science that prepares them for varied aspects of life. They should possess the necessary
skills in the scientific area of learning as tools to understand the scientific principles embedded in their natural
environment. The skills include the following:
• Communication Skills: the ability to communicate fluently by being able to tell, act out, draw, write,
explain, show, discuss, display, report and dramatise
• Information Skills: recognition that information becomes accessible in various forms and learners need to
develop higher cognitive skills of analysis, interpretation and evaluation to use information effectively
• Self-Management and Competitive Skills: learners develop self-confidence, self-reliance and
understanding of the world in which they live through meaningful agricultural activities
• Problem Solving Skills: the ability to think critically in solving problems and apply these skills to tasks
• Participation: taking part in learning activities by relating to others and taking responsibility for one’s
actions
• Physical Skills: the ability to use appropriate techniques and to handle apparatus/ material competently
with due regard for safety; these skills are essential for most subject areas including Agriculture as they
are concerned with the development of the psychomotor skills which are fundamental for the learner’s
daily life
• Entrepreneurship Skills: equip learners to play an effective and productive role in the economic life of the
nation
4. PARTICULAR FEATURES OF THE SUBJECT AT THIS PHASE
The subject Agriculture within the natural science area places more emphasis on the learners’ understanding
of the physical and biological world around them at the local, regional and international level. It thus includes
how society uses natural resources to satisfy its needs, and how the environment may be changed in
ecologically sustainable ways. At this phase and subject area the application of scientific knowledge and
attitudes to health is of special relevance for the individual, the family, and society as a whole.

5. GENDER ISSUES
Including gender perspectives is important for the Agriculture curriculum in order to raise awareness of
gender stereotyping and the promotion of gender equity in all spheres of life. In all activities carried out within
the natural science area of study, female learners should experience the confidence which will motivate them
to continue in the Natural Science stream throughout their school career and beyond, particularly in the field

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 of Agriculture.
6. LOCAL CONTEXT AND CONTENT
The learning content in this syllabus is based on the Nigerian context, although the themes and topics are on a
variety of scales to meet international standard. Teachers are therefore urged where appropriate to use local
examples to illustrate Agricultural issues, concepts and processes.
7. LINKS TO OTHER SUBJECTS AND CROSS-CURRICULAR ISSUES
The cross-curricular issues including Environmental Learning, HIV and AIDS, Population Education,
Education for Human Rights and Democracy (EHRD) and Information and Communication Technology
(ICT) have been introduced to the formal curriculum to be dealt with in each subject and across all pha ses
because each issue deals with particular risks and challenges in our Nigerian society. All of our learners need
to:
• understand the nature of these risks and challenges;
• know how they will impact our society and the quality of life of our people now and in the future;
• understand how these risks and challenges can be addressed on a national and global level;
• understand how each learner can play a part in addressing these risks and challenges in their own school
and local community.
The main risks and challenges have been identified as:
• the challenges and risks we face if we do not care for and manage our natural resources;
• the challenges and risks caused by HIV and AIDS;
• the challenges and risks to health caused by pollution, poor sanitation and waste;
• the challenges and risks to democracy and social stability caused by inequity and governance that ignores
rights and responsibilities;
• the challenges and risks we face from globalization;
• challenges we face as a result of emerging high technology amid scarcity of resources in schools and
communities.
Even though some subjects are more suitable to address specific cross-curricular issues, all risks and
challenges as identified above will be addressed in this syllabus.

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Links in this syllabus to cross-curricular issues:
Cross-Curricular JSS 1 JSS 2 JSS 3
Issues
Environmental 1.4 Application of 1.1 Importance of 1.1 Importance of
Education conservation farming for sustainable sustainable
sustainable agricultural agriculture for the agriculture for the
production local community nation
1.3 Environmental factors 1.2 Environmental
and plant growth influences on plant
growth
1.3 Soil and water
conservation
3.3 Community based
natural resources
management
(conservancies)
HIV and AIDS
1.6 The impact of HIV and
AiDs on
population growth
and the resultant
food security

Population 1.1 The history of 1.5 Population growth and

Education Agriculture: population Agriculture
increase resulting in
movement of people in
search of more land
Human Rights and 1.5 Rights and condition of 1.4 Gender roles in
Democracy service of farm workers Agriculture

Information and Theme 4: Agricultural Theme 4: Agricultural Theme 4: Agricultural

Communication Technology Technology Technology
Technology record keeping of farming record keeping of farming record keeping of farming
activities using record cards activities using record cards activities using record cards
and computers (where and computers (where and computers (where
applicable) applicable) applicable)
accessing information on accessing information on accessing information on
various agricultural activates in various agricultural various agricultural activates
Nigeria using the internet activates in Nigeria using in Nigeria using the internet
(where applicable) the internet (where (where applicable)
applicable)

Entrepreneurship All themes All themes applying skills All themes applying skills
applying skills on harvesting, on harvesting, processing on harvesting, processing
processing and marketing of and marketing of various and marketing of various
various agricultural agricultural commodities agricultural commodities
commodities /products to /products to generate /products to generate
generate income income income

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8. APPROACH TO TEACHING AND LEARNING
The approach to teaching and learning in the science mainstream is based on a paradigm of learner-centred
education as described in the Ministry’s policy documents, including curriculum guides and a conceptual
framework of syllabus revision. This approach ensures optimal quality of learning when the following
principles are put into practice.
The aim is to develop learning with understanding, including the skills and attitudes required to contribute to
the development of society. The focal point for teaching and learning is based on the principle which states
that learners bring to the school a wealth of knowledge and social experiences gained continually from the
family, the community and through interactions with the environment. Learning at school must involve,
build on, extend and challenge the learner’s prior knowledge and experiences.
Learners learn best when they are actively involved in the learning process through a high degree of
participation, contribution and production. At the same time, each learner is an individual with her/his needs,
pace of learning, experience and abilities. The teacher must be able to explore the needs of learners, the
nature of learning to be done, and how to shape learning experiences accordingly. Teaching strategies must
therefore be varied but flexible within well-structured sequences of lessons.
The teacher must decide, in relation to the learning objectives and competencies to be achieved, when it is
best to convey content directly and when it is best to let learners discover or explore information themselves.
The teacher should also decide when learners need directed learning, and when they need reinforcement or
enrichment learning. She/he must furthermore decide when there is a particular progression of skills or
information that needs to be followed or when learners can be allowed to find their own way through a topic
or area of content.
Working in groups, in pairs, individually or as a whole class must therefore be organized as appropriate to
the task in hand. Co-operative and collaborative learning should be encouraged wherever possible. In such
cases, tasks must be designed so that pair or group work is needed to complete it, otherwise learners will not
see any relevance in carrying out tasks together. As learners develop personal, scientific and communication
skills, they can be gradually given increasing responsibility to participate in planning and evaluating their
work, under the teacher’s guidance.
9. SUMMARY OF LEARNING CONTENT
This syllabus consists of four main themes: General Agriculture, Plant Production, Animal Production and
Farm Technology. However, the themes should not be seen as separate components and topics should be
taught across all four themes. In addition, teachers should realize that there are certain aspects of the
syllabus that should not be taught as separate entities and at fixed times during the school year. These
include incidental topics and issues such as general knowledge, field trips, project work, investigations and
observations and social events.

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 Summary of Learning Content for JSS 1-3 Agriculture
JSS 1 JSS 2 JSS 3
1st TERM 1st TERM 1st TERM
1. General Agriculture 1. General Agriculture 1. General Agriculture
1.1 History of Agriculture 1.1 Importance of 1.1 Importance of
Agriculture to the local Agriculture to the national
community economy
Plant Production
2.1 Soils
2.2 Tree growing

2nd TERM 2nd TERM

2nd TERM
2. Plant Production 2. Plant Production
2.3 Cereal crops (maize
2.1 General aspects 2.1 General Aspects /millet)
2.2 Fruit production 2.2 Cash crops 2.4 Grazing and veld
2.3 Fodder productions management
3. Animal Production
3.1 General aspects
3.2 Community based
resource management
(conservancies)
3.3 Cow Farming
OR
Beef Farming

3rd TERM 3rd TERM

3. Animal Production 3. Animal Production
3.1 General aspects 3.1 General aspects
3.2 Poultry farming 3.2 Fish farming
3.2 Pig farming (aquaculture)
3.3 Dairy farming

1st TERM 1st TERM 1st TERM

4. Farm Tools and 4. Farming Technology 4. Farming Technology
Implements 4.1 Farm buildings 4.1 Water installations
4.1 Use of farm tools and
implements

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 1. DETAILED LEARNING CONTENTS JSS 1 TERM 1: GENERAL AGRICULTURE

Examples of suggested activities • write down the names and occupations of about ten family members within your local area, indicating
for the theme and subsequent who among them relies directly or indirectly on agriculture for their income and livelihood
topics: • collect pictures/labels/samples and make posters showing food and clothing people get from crops and
animals
• visit local shops and identify at least six products imported into Nigeria, find out why these commodities
are not produced and processed in Nigeria
• draw a map of a farm (school farm or any other) and show plans of the layout of each division

TOPIC LEARNING OBJECTIVES BASIC COMPTETENCIES

Learners will: Learners should be able to:
1.1 History of Agriculture understand the historical • outline the historical progression of farming practices
background of agriculture in • explain what is meant by a nomadic way of life, animal herding, food gathering
terms of animal herding, the and hunting
nomadic way of life, food
gathering and hunting • suggest reasons why people moved from one place to another in the past

1.2 The farm as a production unit understand the value of the farm • visit nearby agricultural enterprises and identify their products
as a production unit • identify different implements found and used on the farm such as hand
and workshop tools, ploughs, harrows, planters, fertilizer spreaders,
harvesting machines, milking machines, sprayers and feeding
instruments
• identify the divisions on the farm: farmyard, dry land, irrigated land, pastures,
gardens and orchards
• describe how various divisions of the farm provide different sources of food and
income
1.3 Farming systems in Nigeria understand the value of various • discuss the significance of subsistence farming to the Nigerian society and how it
farming systems and their socio- can be improved to generate more income
economic impact in Nigeria • describe commercial, subsistence, and homestead farming, using examples of
each system
• discuss the advantages and disadvantages of each system

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TOPIC LEARNING OBJECTIVES BASIC COMPETENCIES
Learners will: Learners should be able to:
1 4 Application of conservation acquire knowledge and skills in the • outline the aims of conservation farming practices in Nigeria
farming for sustainable management and caring of the • discuss the limitation of natural resources, e.g. land and water, in our country
agricultural production environment and our natural resources
through the practice of conservation • identify negative effects of soil erosion on farming
farming in agriculture • suggest methods of preventing erosion by filling dongas and building contour walls
• describe the fragile nature of our ecosystem and how it can be damaged by
injudicious (careless) agricultural practices
• draw up programs on how to save water and other natural resources

1.5 Condition of service of farm understand the requirements of the • analyze the legislation (laws) related to labour relations and condition of service of
workers labour act on the living conditions farm workers
of the farm workers
• investigate the condition of farm workers in relation to the provision of basic
necessities to all workers within the agricultural sector
• discuss the need for the prevention of forced and child labour in the agricultural
sector

JSS 1 TERM 1: FARM TOOLS AND IMPLEMENTS

Examples of suggested activities • perform simple maintenance of farm tools and implements
for the theme and subsequent • use tools to maintain cages, pens, and nest-boxes in clean and tidy conditions
topics: • construct low cost tools using locally available materials
TOPIC LEARNING OBJECTIVES BASIC COMPETENCIES
Learners will: Learners should be able to:
Use of farm tools and implements develop skills related to the use • identify tools used on the farm including garden tools, woodworking tools,
of farm tools and implements metal tools, and the basic tools used for fencing, mechanics and water
installations
• identify implements used on the farm such ploughs, harvesters, harrows,
tractors and trailers
• describe the use and maintenance of the following tools and implements
used on the farm:
- tools: hoe, spade, garden fork, rake, wheel barrow, pliers, strainer
- implements: ploughs and harrows
• describe the use of ropes to secure loads, including methods of using light
JSS 1-3 Agriculture Esther John 2016 9knots
JSS 1 TERM 2: PLANT PRODUCTION
Examples of suggested activities for • conduct an experiment to demonstrate plant processes such as photosynthesis, respiration and transpiration
the theme and subsequent topics: • collect and classify different types of fruits such as citrus, deciduous, tropical or subtropical
• design the layout of an orchard or nursery
• prepare seedbeds and plant fruit trees
• conduct a germination test of seeds for different fruit trees
• identify and use tools for the planting and pruning of fruit trees

TOPIC LEARNING OBJECTIVES BASIC COMPETENCIES

Learners will: Learners should be able to:

2.1 General Aspects

2.1.1 The structure of the plant understand the main structures
and functions of different parts • identify the structures of a plant: root system, stem, buds and leaves,
of the plant flowers, seeds and fruits
• draw a simple diagram of a plant showing each structure
• state the functions of different parts of the plant
2.1.2 Plant processes acquire knowledge of various • describe the following processes and explain their importance:
plant processes and their photosynthesis, respiration, transpiration, translocation
importance to the plant growth
and survival • explain each process by means of a diagram
2.1.3 Reproduction understand the different
reproductive systems of a plant
• explain the reproduction processes of plants
• explain the difference between sexual and asexual reproduction
• identify methods of asexual reproduction, e.g. roots, bulbs, tubers, stems
and leaves
• describe the processes of pollination and fertilization in sexual reproduction
2.2 Fruit Production
2.2.1 The importance of fruits understand that fruits are • identify different types of fruits produced in Nigeria and Southern Africa
important to human beings • collect and classify different types of fruits, such as citrus, tropical,
subtropical, or deciduous
• explain the importance of fruits to humans and the economy

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2.2.2 Growing of fruit trees acquire knowledge of the • describe methods of propagating fruit trees such as citrus, tropical,
( Only one of the following methods of planting fruit trees subtropical, or deciduous
types of fruit should be
covered: citrus, tropical,
subtropical, or deciduous)

2.2.3 Soil and climatic requirements understand the soil and climatic
requirements for propagating a • investigate favourable conditions required for growing a chosen fruit tree
selected fruit tree • compare the local conditions with those required by a chosen crop
• explain the optimal (ideal) soil and climatic conditions for the production
of the chosen fruit tree
2.2.4 Soil preparation acquire knowledge and skills on • explain the reasons why there is a need for good soil preparation
the preparation of the soil for • describe the procedure to be followed in preparing the soil for planting fruit
growing selected fruit trees
trees
• suggest a suitable area for planting a selected fruit tree
• identify tools and equipment needed in growing fruit trees, e.g. spade,
hoe, fork, pick, rake, watering cane, hose pipe, pruning shears, machete,
wheel burrow, and sprayer
•
2.2.5 Planting by seeds and gain the skills needed in the
seedlings/cuttings planting of seeds and • explain the importance of good quality seeds and seedlings
seedlings/cuttings • describe the correct methods of planting trees
• collect seeds and seedlings and plant them following correct planting
techniques
• indicate the correct depth, time and spacing of seeds and seedlings
•
2.2.6 Management of fruit trees understand the importance of • discuss the importance of safekeeping of seeds and seedlings
good management of fruit trees
• explain the importance of record keeping in tree planting, e.g. tree name,
planting date, yield, problems and remarks
• apply fertilizers (inorganic or organic) and water the fruit trees regularly
• demonstrate the correct way of pruning trees
• describe and practice ways of controlling pests, diseases and weeds
• specify the correct time and methods of harvesting and marketing fruits

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JSS 1 TERM 3: ANIMAL PRODUCTION

• visit a nearby farm and observe different species and breeds of available farm animals; discuss with the
farmer the different methods of caring for these animals
Examples of suggested activities • collect and distinguish the different kinds of endo-parasites and ecto-parasites; discuss their harmful
for the theme and subsequent effects on animals, their prevention and their control
topics: • demonstrate the use of equipment for controlling diseases and pests in poultry
• demonstrate the slaughtering and dressing of chickens (poultry)
• observe the following practices: finishing off for the market, weighing animals, slaughtering, grading
and cutting carcasses
TOPIC LEARNING OBJECTIVES BASIC COMPETENCIES
Learners will: Learners should be able to:
3.1 General Aspects

3.1.1 Species of farm animals acquire knowledge on various

types of farm animals • explain reasons why specific animals are kept on the farm/homestead
• identify different types of farm animals and their purpose:
- cattle: dairy, beef, dual purpose
- sheep: wool, mutton, pelts, dual purpose
- pigs: pork
- goats: milk, meat , mohair
- poultry: layers, broilers, dual purpose
- horses, donkeys, mules: labour -cowes: skin, feathers, eggs, ornaments

3.1.2 Animal health acquire knowledge of the need to

keep farm animals in healthy • identify and explain signs of healthy and unhealthy animals
state • describe the most important ways of prevention, control and cure of animal
diseases, including parasites, through: injection, vaccination, dosing,
dipping, and cleaning of animal units

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TOPIC
LEARNING OBJECTIVES BASIC COMPETENCIES
Learners will: Learners should be able to:
3.1.3 Animal nutrition understand the significance of • distinguish between different types of animal feed and give examples of the
animal feeding programs different types
• describe ways of feeding farm animals
• explain what is meant by a balanced diet
• name the sources and explain the functions of each of the following
nutrients in the animal's body: water, minerals, proteins, vitamins,
carbohydrates and fats
• list some deficiency diseases found in animals
3.1.4 Breeding and selection •
• explain what is meant by animal breeding and selection and the purpose of
understand the importance of each
animal breeding and selection
• select suitable animals for breeding from a group of animals
3.2 Poultry Farming
3.2.1 Breeds acquire knowledge of the most • identify most suitable breeds of chickens available in Nigeria and Southern
important breeds of poultry Africa
• explain the value of keeping different breeds for egg production, meat
production and dual purposes
3.2.2 Hatching eggs and raising understand how eggs are hatched • identify producing and non-producing hens
chicks and ways of raising chickens • outline the requirements for hatching eggs and check eggs for fertility
• distinguish between artificial and natural incubation
• cull and slaughter non-producing hens
• provide favourable conditions for hatching eggs
• specify the requirements suitable for raising chicks in the brooder
• design production and feeding records
3.2.3 Disease and pests acquire knowledge about • name the common diseases and pests affecting poultry
diseases and pests affecting
poultry • explain how to control diseases and pests using different equipment such
sprayers, syringes and needles

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TOPIC LEARNING OBJECTIVES BASIC COMPETENCIES
Learners will: Learners should be able to:
3.2.4 Marketing poultry understand the importance of • identify different stages of marketing poultry
proper entrepreneurial skills in
marketing poultry • explain how and where to market poultry
• compare the inputs and outputs in terms in terms of costs and expenditures

3.3 Pig Farming

3.3.1 Breeds acquire knowledge of different • identify the most important indigenous and exotic breeds of pigs such as
breeds of pigs found in Nigeria large white, large black, SA land race and others by visiting farms,
and Southern Africa collecting pictures, slides and photos
• describe the characteristics of one breed suitable for the learners’ area
• distinguish between good and poor characteristics of pigs
3.3.2 Production understand the purpose of • explain the purpose of keeping the specific breeds of pigs
keeping a particular breed e.g.
for bacon, pork and sausage • describe and observe the following: finishing off for the market, weighing,
production slaughtering, grading and cutting carcasses
3.3.3 Handling of pigs know the techniques and • state reasons for marking, dosing, immunizing, castrating, teeth clipping and
methods of handling pigs regular inspection of pigs

3.3.4 Animal Health

gain knowledge of the common • identify diseases according to symptoms
diseases and parasites affecting • describe how to prevent and control diseases and parasites affecting pigs
the chosen breed in their area • discuss the role of veterinary services in animal health

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TOPIC
LEARNING OBJECTIVES BASIC COMPETENCIES
Learners will: Learners should be able to:
3.3.5 Feeding gain knowledge of the feeds
required by pigs at different • outline feeds required at different stages as follows:
stages - dry sows ^ mash
- gestation ^ mash
- lactating sows ^ green feed + winner meal
- bacon ^ creep + growing mash
- fattening ^ finisher + meal fattener
- boars ^ dry meal
• describe and explain the importance and functions of the different
components of a balanced diet, including water
3.3.6 Marketing apply knowledge and skills • explain the procedures to be followed in marketing pigs and pig products
related to the marketing of their • investigate and suggest how and where to market their pigs and pig
animals and products products

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JSS 2 TERM 1: GENERAL AGRICULTURE
• write down the names and occupations of about ten family members within your local area, indicating
who among them relies directly or indirectly on agriculture for their income and livelihood
Examples of suggested activities for • investigate the effect of wind on plants by conducting a simple experiment: place two identical well-
the theme and subsequent topics: watered pot plants, one in the room and another in front of the fan and then observe and record the
outcome of each
TOPIC • conduct a simple experiment to investigate the effect of temperature on evaporation
LEARNING OBJECTIVES BASIC COMPETENCIES
Learners will: Learners should be able to:
1.1 The importance of sustainable understand the value of • explain the contribution of agriculture to the family and region
agriculture agriculture to society • discuss ways in which farmers can practice agriculture in a sustainable
manner
• list ways in which crops and animals provide food, clothing and other
commodities to people
1.2 Grazing systems develop a clear understanding of
different grazing systems • distinguish between different grazing systems, such as intensive, extensive
and rotational grazing
• describe the advantages and disadvantages of different grazing systems
1 3 Environmental factors and plant understand the environmental • identify the environmental factors influencing plant growth, e.g. wind,
growth factors influencing plant growth temperature, humidity and rainfall
• provide explanations why some areas in Nigeria receive more rain than
others
1.4 Gender roles in agriculture • investigate the role of gender in the social and leadership structure within the
understand the role of gender in agricultural sector and deduce how this situation can be improved
the social and leadership
structures within the agricultural
sector

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JSS2 TERM 1: FARMING TECHNOLOGY

Examples of suggested activities • demonstrate the use of the following tools: spirit level, builder’s square, spot board, lump hummer, bolster,
for the theme and subsequent mason’s pins and twine, trowel, tape measure, wheelbarrow, shovel
topics: • demonstrate the process of concrete mixing using the correct ratio of materials
• make bricks by using locally available materials: sun dried mud bricks, soil cement bricks, fire-baked bricks
TOPIC LEARNING OBJECTIVES BASIC COMPETENCIES
Learners will: Learners should be able to:
4.1 Farm Buildings
4.1.1 Building Tools develop skills on the usage of
building tools on the farm • organize various building tools to be used on the farm
• explain how specific tools are used in constructing buildings, e.g. spirit
level, building square, wheel burrow, and trowel
4.1.2 Bricks and concrete
understand the processes of • describe the procedure of concrete mixing
concrete mixing and brick making • describe the process of making bricks from available materials
4.1.3 Plastering and painting acquire knowledge and skills in • explain the reasons for plastering and painting building structures
the painting and plastering of
building structures • demonstrate their skills in plastering and painting structures
4.1.4 Roofing materials know how to use locally • explain the value of using locally available materials to make roofs
available materials to make • collect and identify roofing materials and demonstrate how to use them
roofs

JSS 1-3 Agriculture Esther John 2016 17

JSS 2 TERM 2: PLANT PRODUCTION

• collect and identify different types of available rocks

• visit surrounding areas of the school and observe signs of weathering processes where applicable
• dig a hole and identify and discuss various horizons of the soil profile in terms of topsoil, subsoil and underlying
Examples of suggested activities for
materials
the theme and subsequent topics:
• conduct a simple experiment to determine the texture of the soil in your school garden
• sow or plant seeds/cuttings of different cash crops according to the required time of season, depth and space
• conduct an experiment to determine the viability of seeds
• design a poster displaying different products of cash crops
TOPIC LEARNING OBJECTIVES BASIC COMPETENCIES
Learners will: Learners should be able to:

2.1 General Aspects

2.1.1 Types of rocks gain insight into the formation of
different types of rocks • describe how different types of rocks are formed
• compare the formation of different types of rocks, such as igneous,
sedimentary and metamorphic
2.1.2 Soil formation understand the formation of soil
through the process of • categorize the types and agents of weathering
weathering • explain what is meant by weathering
• describe how soil is formed through the process of weathering
2.1.3 Types of soil acquire knowledge of different • determine the size of soil particles in terms of sand, loam and clay, by
types of soil means of an experiment
• describe the characteristics of different types of soil such as sand, loam and
clay
2.1.4 Soil profile understand the layout and
composition of a simple soil • describe the main features of different horizons of the soil profile
profile • dig a hole and identify and discuss various horizons of the soil profile in
terms of topsoil, subsoil and underlying materials

JSS 1-3 Agriculture Esther John 2016 18

TOPIC LEARNING OBJECTIVES BASIC COMPETENCIES
Learners will: Learners should be able to:
2.1.5 Plant structure understand the main structures
of plants • identify the different structures of a plant
• illustrate, by means of a diagram, how roots absorb minerals from the soil
• describe the use of nitrogen, phosphorous and potassium by different parts
of the plant

2.2 Cash Crops

(choose one of the following
cash crops suitable for the local
area: tobacco, cotton,
sugarcane, wheat or sunflower)
2.2.1 Importance of a chosen crop generate ideas about the • collect pictures and samples of the cash crops produced in Nigeria and
importance of a chosen crop as a identify their by-products
source of income
• describe how the raw materials from cash crops can be processed
• describe the importance of a chosen crop to the economy of the country
2.2.2 Cultivars realize that there are different
• explain what is meant by a cultivar
cultivars for any particular crop
• collect and identify different cultivars for a particular crop
• explain the necessity of choosing the right cultivar for the local conditions
2.2.3 Soil and climatic requirements understand the optimal soil and • analyze and describe the soil and climatic requirements of a chosen crop
climatic requirements needed for
better production of particular • compare the local soil conditions with conditions required by a chosen crop
crops • compare and contrast the advantages and disadvantages of rainfall and
irrigation for the chosen crop
• explain what is meant by irrigation and its necessity for plant growth
• suggest and defend the best irrigation method for a chosen crop

JSS 1-3 Agriculture Esther John 2016 19

TOPIC
LEARNING OBJECTIVES BASIC COMPETENCIES
Learners will: Learners should be able to:
2.2.4 Preparation of soil for planting apply knowledge and skills to
the preparation of soil for • explain the importance of preparing the soil before planting a particular
planting purposes crop
• state reasons why different fertilizers should be applied in the right way,
right amount and at the right time
• demonstrate how to prepare the soil for planting a particular cash crop:
cleaning the area, determining the soil pH, measuring the plot, digging,
leveling, fertilizing
2.2.5 Planting cash crops understand the importance and
use of using quality seeds • carry out an experiment to test the viability of the seeds
/planting materials and the best • describe the best methods of planting a chosen cash crop
planting method • plant seeds/cuttings according to the required time in the season, depth and
spacing
2.2.6 Taking care of cash crops

2.2.6.1 Record keeping understand the importance of • explain the value of record keeping in crop production
keeping records
• design and keep records of all activities and data by using record cards or
computers, where applicable
2.2.6.2 Fertilizing understand the effects of
fertilizers • identify different sources of plant nutrients
- organic (compost, grass, and manure)
- inorganic fertilizers (lime, NPK)
• apply fertilizers in the right way, the correct amount and at the proper time
• discuss the advantages and disadvantages of inorganic fertilizers
2.2.6.3 Pests, diseases and weed gain insight into the negative
control effects of pests, diseases and • identify pests, diseases and weeds attacking a chosen crop
weeds for a chosen crop • list different methods of controlling diseases, pests and weeds
• describe how crop rotation can control diseases, pests and weeds for a
chosen crop

JSS 1-3 Agriculture Esther John 2016 20

TOPIC LEARNING OBJECTIVES BASIC COMPETENCIES
Learners will: Learners should be able to:
2.2.7 Harvesting, storing and understand when a particular • describe a suitable method of harvesting a chosen crop
marketing of cash crops cash crop is ready for harvesting,
storing and marketing • specify the correct conditions necessary for storing products of a particular
crip to avoid damage
• investigate the best way to market the crop in order to get the highest price
• sell the crop products to generate income for the school and calculate the
profit or loss from their sale

2.3 Fodder production (pastures)

(choose one grass or one
legume suitable for the area:
grasses: rye grass, elephant
grass, buffalo grass or any
other; legumes: cow peas,
beans, lucerne, clover)
2.3.1 Importance of fodder appreciate that Nigeria is a dry
country, thus fodder is an • discuss the need for provision of fodder to animals in Nigeria
important source of feed for our • describe the nutritional and economic value of the chosen fodder crop
animals
2.3.2 Soil and climatic requirements understand the optimal soil and
climatic requirements needed for • describe the soil and climatic requirements of a chosen crop
better production of the crop • compare the local soil conditions with conditions required by the chosen
crop
• compare and contrast the advantages and disadvantages of rainfall and
irrigation to the chosen crop
• explain what is meant by irrigation and its necessity for plant growth
• suggest and defend the best irrigation method for a chosen crop

2.3.3 Cultivars realize that there are different • explain what is meant by a cultivar
cultivars for any particular crop
• collect and identify different cultivars for appropriate local conditions
• explain the necessity of choosing the right cultivar for the chosen crop

JSS 1-3 Agriculture Esther John 2016 21

TOPIC
LEARNING OBJECTIVES BASIC COMPETENCIES
Learners will: Learners should be able to:
2.3.4 Preparation of soil for planting apply knowledge and skills to
the preparation of soil for • explain why different fertilizers should be applied in the right way, right
planting purposes amount and at the right time
• demonstrate how to prepare the soil for planting a particular fodder crop:
cleaning the area, determining the soil pH, measuring the plot, digging,
leveling, fertilizing
2.3.5 Planting of fodder crops
understand the importance of the • carry out an experiment to test the viability of the seed
use of quality seeds and the best • describe the best methods of planting a chosen fodder crop
planting method
• plant seeds according to the required time of the season, depth and spacing
2.3.6 Taking care of fodder crops
2.3.6.1 Record keeping understand the importance of
keeping records • explain the value of record keeping in crop production
• design and keep records of all activities and data using record cards or
computers where applicable
2.3.6.2 Fertilizing appreciate the value of fertilizers
• explain why different fertilizers should be applied in the right way, right
amount and at the right time
• identify different sources of plant nutrients
* organic (compost, grass, and manure)
* inorganic fertilizers (lime, NPK)
• apply fertilizers in the right way, amount and at the right time
• discuss the advantages and disadvantages of inorganic fertilizers
2.3.6.3 Pests, diseases and weed • identify pests, diseases and weeds attacking a chosen crop
control understand the negative effects
of pests, diseases and weeds for • list different methods of controlling diseases, pests and weeds
a chosen crop • describe how crop rotation can control diseases, pests and weeds

JSS 1-3 Agriculture Esther John 2016 22

TOPIC
LEARNING OBJECTIVES BASIC COMPETENCIES
Learners will: Learners should be able to:
2.3.7 Harvesting and storing of understand when a particular • describe how a crop can be used in a grazing system
fodder crops fodder crop is ready for
harvesting and storing • harvest (cut) their crop in the right way and at the right time
• discuss the methods in which pasture crops can be preserved for later use
by animals in times of drought or dry conditions
• specify the correct conditions necessary for the storage of a chosen fodder
crop to avoid damage
JSS 2 TERM 3: ANIMAL PRODUCTION

• formulating or constructing a balanced diet for the animals

• visit local farms and collect pictures, slides and photos of different breeds of pigs and dairy cattle to
make posters
Examples of suggested activities • demonstrate how to catch and bring down cattle while observing safety measures
for the theme and subsequent
topics: • construct a small pond at school and stock it with small fish
• prepare fish rations and feed the fish
• choose and demonstrate the use of correct tools in performing the following practices: marking, dosing,
immunization, dipping/spraying, castration of animals and dehorning
• demonstrate or observe the use of hand milking and machine milking
TOPIC LEARNING OBJECTIVES BASIC COMPETENCIES
Learners will: Learners should be able to:
3.1 General aspects
3.1.1 Animal nutrition understand the significance of • define the concept balanced diet
good nutrition in animals
• state the importance of a balanced diet
• prepare a balanced ration from locally available foodstuff
3.1.2 Animal selection for breeding understand the importance of the • identify different breeding systems such as inbreeding, line-breeding, cross
purpose selection of livestock for breeding and upgrading
breeding purposes • explain the importance of cross breeding in animal production
3.1.3 Breeding systems acquire knowledge of different
breeding systems of livestock • identify different breeding systems such as inbreeding, line breeding, cross
breeding and upgrading
• explain the importance of cross breeding in animal production

JSS 1-3 Agriculture Esther John 2016 23

TOPIC LEARNING OBJECTIVES BASIC COMPETENCIES
Learners will: Learners should be able to:
3.2 Fish Farming (aquaculture)
3.2.1 Importance of fish farming in understand why fish farming is • explain the importance of fish farming to the economy of the country
Nigeria important to Nigeria • identify fresh water fish such as tilapia, carp, trout and other species
3.2.2 Suitable places for fish gain knowledge of places where
production fish can be successfully • identify suitable places for fish production such as dammed ponds and
produced diverted water ponds
• describe how to construct a small aquarium at school
3.2.3 Stocking and feeding fish acquire knowledge on fish
stocking and feeding • explain the advantages and disadvantages of floating and sinking pellets
• name types of feed for fish
• discuss factors that influence fish stocking rates
• suggest the best time for fish stocking
3.2.4 Diseases, parasites and gain insight into different types
predators of disease, parasites and • investigate the types of diseases, parasites and predators that attacks fish
predators that attack fish • discuss how to prevent water pollution to keep the fish in healthy condition
• explain ways of controlling fish parasites by using substances such as
formalin, acriflavin, and potassium permanganate
• identify fish parasites such as fish lice, tapeworms, anchor worms, gill
flukes and flatworms
• identify fish predators such as eagles, tortoises, crocodiles, otters, catfish
and others
• generate ideas on how to protect fish from predators
3.2.5 Harvesting fish understand different methods of
harvesting fish • investigate the ideal time and conditions of harvesting fish
• describe the fish harvesting methods such as harvest basins, traps, nets,
hook and line

JSS 1-3 Agriculture Esther John 2016 24

TOPIC
LEARNING OBJECTIVES BASIC COMPETENCIES
Learners will: Learners should be able to:
3.2.6 Preserving, storing and apply knowledge and skills to
marketing fish fish preservation, storage and • explain ways of fish preservation such as refrigeration, deep freezing,
marketing canning, drying and smoking
• suggest how to store dried and smoked fish
• discuss the marketing process of fish and fish products (export and import)

3.3 Dairy farming

3.3.1 Breeds acquire knowledge of the • identify important dairy breeds such as Jersey, Friesian, Ayrshire and
different breeds in dairy cattle Sanga, by visiting farms or collecting pictures, slides and photos or
watching videos
• distinguish between good and poor characteristics of a dairy breed
• describe the characteristics of one of the breeds
3.3.2 Handling dairy animals understand the techniques and • state reasons for marking, dosing, immunizing, castrating, dehorning,
methods of handling dairy cattle dipping/spraying, weaning and regular inspection of diary cattle
• calculate the age of an animal by counting the number of permanent teeth
• explain what is meant by artificial insemination and its importance in
breeding dairy cattle
• tabulate the advantages and disadvantages of artificial insemination in dairy
cattle
3.3.3 Feeding acquire knowledge of various
feeds required by dairy cattle at • describe the different types of feed required at each stage
different stages • explain the importance of supplementary feeding such as mineral licks,
hay, silage, cultivated pastures and concentrates
• outline feeds required at different stages of dairy cattle:
- gestation ^ production ration
- lactation ^ production ration
- calf ^ colostrum
- heifer ^ maintenance ration
- bull ^ production ration

JSS 1-3 Agriculture Esther John 2016 25

TOPIC
LEARNING OBJECTIVES BASIC COMPETENCIES
Learners will: Learners should be able to:
3.3.4 Dairy production understand the importance of
milking techniques and dairy • describe the composition and nutritional value of milk
products • explain the processes used to make different dairy products, e.g. churning,
preservation, cooling and skimming
• explain the importance of hygiene in dairy production
• collect and identify samples of different products obtained from dairy cattle
• discuss the methods of weighing milk and keeping records using record
cards or computers, where applicable
3.3.5 Animal health acquire knowledge of common
diseases and parasites affecting • identify diseases according to the symptoms
the chosen breed • describe the role of veterinary services in animal health
• describe and demonstrate how to prevent and control diseases and parasites
affecting dairy cattle
3.3.6 Marketing gain insight into different ways • explain the procedures to be followed in marketing dairy products
of marketing dairy products • investigate and suggest ways of marketing different dairy products

JSS 1-3 Agriculture Esther John 2016 26

JSS 3 TERM 1: GENERAL AGRICULTURE
• draw a map of Nigeria and indicate the areas of crop production and animal production
Examples of suggested activities • conduct an experiment to compare the growth of plants in hot and cold conditions
for the theme and subsequent • keep records of rainfall according to the amount and distribution of rain in the area
topics: • investigate the system of land tenure in the area and Nigeria in general, and indicate the system’s
influence on agricultural productivity and present findings to the class

TOPIC LEARNING OBJECTIVES BASIC COMPETENCIES

Learners will: Learners should be able to:
1.1 The importance of understand the importance
Agriculture of agriculture to the • discuss the importance of agriculture to the family, local community and
family, local community the Nigerian nation
and the Nigerian nation • investigate whether Nigeria is self-sufficient in terms of food production
(food security)
• present their findings on the role of agriculture as a supplier of food and
foreign income through imports and exports
1.2 Environmental influences on understand the effects of
plant growth environmental factors on plant
growth • describe the effects of:
- temperature on plant growth and evaporation
- humidity on transpiration
- wind on evaporation, transpiration, soil erosion and physical damage to
plants
- rainfall on plant growth (variation in distribution, effectiveness, reliability
and intensity of rain)
-
1.3 Soil and water conservation understand the importance of the
• list the sources of water required for the growth of a plant
conservation of soil moisture
• describe the conservation of soil moisture through the processes of
mulching and minimum tillage
• compare water loss from a mulched plot and a bare plot

JSS 1-3 Agriculture Esther John 2016 27

TOPIC LEARNING OBJECTIVES BASIC COMPETENCIES
Learners will: Learners should be able to:
1.4 General principles of land use gain insight into different land • evaluate different land tenure systems in Nigeria
and reclaiming tenure systems including land • describe how land can be reclaimed for agricultural purpose
reclamation
• discuss the importance of mixed farming, crop rotation and monoculture on
crop production
• describe the difference between commercial farming and communal
farming (subsistence farming)
• describe ways of reclaiming the land for agricultural purposes such as
clearing, slash and burn, ploughing, draining, fertilizing and plugging
gullies
• explain how the potential of the land for crop cultivation can be limited by
environmental factors
1.5 Population density and understand that an increase in • explain the effects of population increase on land use and food production
population density leads to a need
agriculture for efficient use of land • investigate how population growth may impact agricultural production

1.6 The impact of HIV and AIDS on understand the effects of HIV and • explain the difference between HIV and AIDS
AIDS on human resource sand
farm workers and food security food production • explain how HIV and AIDS impacts on human resources and food
production in our country

JSS3 TERM 1: FARMING TECHNOLOGY

• demonstrate the use of various tools used in the installations of water supply systems
Examples of suggested activities • demonstrate how to replace the basic parts of a water pump, e.g. handle, rod and valves
for the theme and subsequent
topics:
TOPIC LEARNING OBJECTIVES BASIC COMPETENCIES
Learners will: Learners should be able to:
4.1 Water Supply
4.1.1 Tools acquire knowledge and skills on • explain how specific tools are used in the installation of water supply
how to use various tools in water systems
supply systems • organize various tools to be used in the installation of water systems
• demonstrate and explain the use of the following tools: pulley, block and
tackle, pipe nipple, pipe spanners, vice-grip
JSS 1-3 Agriculture Esther John 2016 28
4.1.2 Water pumps acquire skills on how to replace • identify different water pumps used for supplying water to farmers
the basic parts of the water pumps • state the functions of the basic parts of the water pump
4.1.3 Materials acquire skills in using different
materials for water installations • explain the functions of different materials used in the installation of water
• demonstrate the use of the following: PVC pipe, galvanized iron pipe,
connectors, nipples adaptors, T-piece, tap washer, reducer, elbow joint
4.1.4 Maintenance of water realize the importance of regular • explain the necessity of regular cleaning and maintenance of water
installations checking and cleaning of water installations
installations • demonstrate the cleaning and maintenance of water installations

JSS 3 TERM 1: PLANT PRODUCTION

• demonstrate various types of weathering processes
• analyze soil composition by means of experiments (organic matter, air, water, and living organisms)
• make compost from garden refuse and other available organic substances
• observe the use of equipment and tools by visiting nearby farms
Examples of suggested activities • use soil analysis techniques in testing the soil for fertility and determine the soil pH by means of an
for the theme and topics: experiment
• demonstrate the various skills in growing and take care of trees
• identify the chosen crop from pictures and make posters
• cultivate soil in the school’s garden by using suitable and available tools and equipment
• investigate the best way of marketing a crop in order to get the highest price
•
TOPIC LEARNING OBJECTIVES BASIC COMPETENCIES
Learners will: Learners should be able to:
2.1 Soils
2.1.1 Soil formation realize that soil is formed from
rocks through the process of • describe the formation of soil through physical, chemical and biological
weathering weathering processes
2.1.2 Soil composition gain insight into the different
components of soil • describe the components of different types of soil in terms of sand, silt,
clay, dead organic matter, air, water and living organisms
• explain the importance of different soil components to the growth of plants

JSS 1-3 Agriculture Esther John 2016 29

2.1.3 Soil types acquire knowledge of different
types of soils • distinguish between the different types of soils used for agricultural
purposes
• describe the main characteristics of sand, clay and loam in terms of particle
size, pore space, water retention, cultivation and plant growth
• compare the water holding capacity and drainage of different types of soils
by means of an experiment

TOPIC LEARNING OBJECTIVES BASIC COMPETENCIES

Learners will: Learners should be able to:
2.1.4 Soil fertility understand the importance of • describe the major functions of the following plant nutrients: nitrogen,
plant nutrients, the nitrogen phosphorus, potassium, calcium, magnesium, and sulphur
cycle and soil pH • state one organic and one inorganic source of nitrogen, phosphorous and
potassium
• identify and explain factors affecting soil pH such as rainfall, irrigation,
and the application of fertilizers or manure
• describe the nitrogen cycle without reference to a specifically named
microorganism
• illustrate the negative effects of salt on plant growth by means of an
experiment
• make compost from garden refuse and other available organic substances
2.1.5 Soil erosion and conservation • describe the causes of soil erosion and methods to reduce soil erosion
understand the causes of soil
erosion and how soil can be
conserved
Choose any one of section
2.2. and 2.3
2.2 Tree Growing
2.2.1 Importance of trees understand the importance of
trees and shrubs to the • discuss the importance of trees and shrubs as source of food for humans and
environment and human animals, for timber, for beautifying the land, as shelters, as wind breaks,
beings their role in the water cycle, and as components in the ecosystem
2.2.2 Factors influencing tree growth • describe how rainfall, temperature, soil, and light can influence the growth
acquire knowledge of the of trees
environmental factors that
influence the growth of trees
JSS 1-3 Agriculture Esther John 2016 30
TOPIC LEARNING OBJECTIVES BASIC COMPETENCIES
Learners will: Learners should be able to:
2.2.3 Growing of (indigenous) trees acquire knowledge and skills to
grow trees • describe different methods of growing trees within the school environment
using seeds and truncheons /cuttings
• describe how to store indigenous seeds to be used in growing trees
• suggest the best irrigation method for growing trees
• describe how to grow trees from seeds in terms of seedbed preparation,
sowing, pricking outline, pruning and thinning
• investigate the effects of deforestation on the environment
2.2.4 Fire precautions in tree • describe the effect of fire on the environment
plantations • debate whether forest fires are sometimes necessary
• explain the legislation on prevention of veld fires and caring of protected
understand ways in which forest
fire can damage exotic and trees
indigenous tree plantations

JSS 3 TERM 2: PLANT PRODUCTION

• demonstrate various types of weathering processes
• analyze soil composition by means of experiments (organic matter, air, water, and
living organisms)
• make compost from garden refuse and other available organic substances
• observe the use of equipment and tools by visiting nearby farms
Examples of suggested activities for the theme • use soil analysis techniques in testing the soil for fertility and determine the soil pH
and topics: by means of an experiment
• demonstrate the various skills in growing and take care of trees
• identify the chosen crop from pictures and make posters
• cultivate soil in the school’s garden by using suitable and available tools and
equipment
TOPIC • investigate theBASIC
best way of marketing a crop in order to get the highest price
COMPETENCIES
LEARNING OBJECTIVES
Learners will: • Learners should be able to:
JSS 1-3 Agriculture Esther John 2016 31
2.3 Cereal Crops (Maize/Millet)
2.3.1 Importance of a chosen crop understand the importance and • determine the importance and nutritional value of a chosen crop for the
nutritional value of a chosen family, the creation ofjobs and the economy of the country
crop

2.3.2 Soil and climatic requirements gain insight into the ideal soil
and climatic conditions of a • discuss reasons for the suitability of a crop for local conditions
chosen crop • compare the local conditions with those required by a chosen crop
• describe ways in which a chosen crop is adapted to the local conditions
• suggest and explain the best irrigation method for a chosen crop

2.3.3 Cultivars understand the different • explain what is meant by a cultivar

characteristics of a chosen • identify pictures of a particular cultivar
cultivar
• state reasons for choosing a particular cultivar

TOPIC LEARNING OBJECTIVES BASIC COMPETENCIES

Learners will: Learners should be able to:
2.3.4 Soil preparation
• identify equipment and tools used in preparing soil on a large and small
acquire knowledge and
scale
techniques in the preparation of
soil for planting a chosen crop • describe different purposes of various tools and equipment (deep
ploughing, shallow plowing, harrowing /leveling)
2.3.5 Planting acquire knowledge in relation to
the planting methods, planting • explain the importance of viable seeds
time and spacing of seeds/crops • specify and describe the planting methods, planting time, planting depth
and spacing of seeds for a chosen crop
• discuss factors affecting plant spacing and planting depth
2.3.6 Management understand the importance of
good management practices of • explain the importance of organic and inorganic fertilizers
crop production • describe the methods of controlling diseases, pests and weeds in the school
garden
• design and keep records of a planted crop by using record cards or
computers, where applicable

JSS 1-3 Agriculture Esther John 2016 32

2.3.7 Harvesting, storing and understand when a chosen crop
marketing is ready for harvesting, storing
and marketing • describe the different methods of harvesting a chosen crop in the right way
and at the right time
• specify the correct conditions necessary for the storage of a chosen crop
product
• explain ways of marketing a chosen crop
• sell the crop products to obtain income for the school and calculate the
profit or loss from their sale

TOPIC LEARNING OBJECTIVES BASIC COMPETENCIES

Learners will: Learners should be able to:

2.4 Grazing and veld management

2.4.1 Importance of grass know the importance of grass in • discuss and explain the importance of grass for animals and the environment
veld management (controlling erosion, restoring soil fertility, as feed for livestock)
2.4.2 Types of veld develop an understanding of • describe the characteristic of different types of veld
different types of veld • compare the different types of veld (sweet, sour and mixed veld)
• distinguish between annual and perennial grass

2.4.3 The effects of bushes on grass understand the effect and • explain the causes of bush encroachment and its effects on the environment
growth prevention of bush and animals
encroachment in the veld • describe how to control bush encroachment in the veld
2.4.4 Veld management principles understand the principles of veld
management • discuss factors that influence the carrying capacity of the land
• discuss the influence of rotational grazing and stocking rate on the
productivity of the veld
2.4.5 Pastures
acquire knowledge in relation to • distinguish between different types of pastures
the value of different pastures • explain the value of different types of pastures for animals
for livestock breeding

JSS 1-3 Agriculture Esther John 2016 33

JSS 3 TERM 2: ANIMAL PRODUCTION
• participate in the feeding and watering of animals
• draw a map of Nigeria and identify cow and beef producing areas
Examples of suggested activities • demonstrate how to catch, lead, bring down, calculate the age of, dose, immunize, dehorn,
for the theme and subsequent earmark, and castrate animals
topics: • handle animals or visit a nearby farm to observe how animals are handled
• draw a map showing all the registered conservancies in Nigeria

TOPIC LEARNING OBJECTIVES BASIC COMPETENCIES

Learners will: Learners should be able to:

Note: Section 3.1and 3.2 are compulsory.

(choose any one of Section 3.3 and 3.4)
3.1 General Aspects
3.1.1 Feeding gain insight into the value of
feeding animals a balanced diet, • compare the structures and functions of the digestive systems of ruminant
and the importance of the and non-ruminant animals
digestive system of livestock • describe the importance of a balanced ration
• discuss the essential constituents of livestock feeds, such as carbohydrates,
proteins, fats and oil, minerals, vitamins and water
3.1.2 Breeding and selection understand the aims of breeding • discuss the aims of livestock breeding and artificial selection
and selection of livestock in
agriculture • explain the meaning of phenotype and genotype
• describe livestock breeding systems such as inbreeding, line breeding,
cross breeding and upgrading
• explain the practice of livestock breeding systems to improve yield, disease
resistance, hardiness and appearance in animals

JSS 1-3 Agriculture Esther John 2016 34

TOPIC LEARNING OBJECTIVES BASIC COMPETENCIES
Learners will: Learners should be able to:
3.1.3 Livestock health distinguish the different types of • name important diseases and parasites affecting livestock and identify their
diseases and parasites affecting symptoms
livestock in Nigeria
• list organisms that causes different diseases
• identify parasites such as roundworm, ticks and liver flukes
• describe the measures of preventing and controlling diseases and parasites
affecting livestock in our country

3.2 Community-based natural

resource management
(conservancies)
3.2.1 Management of acquire knowledge of the
Conservancies in Nigeria importance of conservancies to • define what is meant by conservancies
the Nigerian society • discuss the history of community-based natural resource management in
Nigeria
• discuss the importance of conservancies to commercial farmers and areas
of communal land in our country
• identify the updated list of all registered communal areas and conservancies
in Nigeria
3.2.2 Legislation governing gain insight into the new • explain the principle behind the laws relating to ownership of registered
conservancies in Nigeria legislation which enables conservancies over-huntable game animals and birds, including the
conservancies to use, manage utilization of forestry resources
and benefit from communal land • discuss the government’s condition of acceptance of the establishment of
conservancies for communal use
• describe the requirement by law for communal farmers to apply for permits
to use protected and specially protected game and forests in their local
areas
3.2.3 Conservancies and wildlife understand the difference between • tabulate the differences between the functions of the conservancies and
councils conservancies and wildlife wildlife councils in Nigeria
councils

JSS 1-3 Agriculture Esther John 2016 35

TOPIC LEARNING OBJECTIVES BASIC COMPETENCIES
Learners will: Learners should be able to:
3.2.4 Conservation of community understand the importance of • explain the meaning of community forests and the role of traditional
forestry in Nigeria empowering local communities to authorities in forest management
manage forest resources in a
sustainable way for their improved • describe the main steps for the establishment of community forests by
livelihood interested communities in Nigeria
• discuss the benefits obtained by the communities from well managed
community forests
• discuss the requirements for communities to obtain rights to register
community forests
3.2.5 Community-based tourism become acquainted with the • explore ways in which communities can benefit from the tourism industry
content of the community based to promote social and economic development
tourism policy of Nigeria
• explain how tourism provides opportunities for income generation for local
communities and the promotion of entrepreneurship
• describe how tourism helps to provide capacity of rural residents as they
engage in tourism related activities
3.3 Cattle Farming

3.3.1 History of cow farming in acquire knowledge of the history • briefly explain the history of cattle farming in Nigeria
Nigeria of cow farming in Nigeria
3.3.2 Reproduction gain insight into the reproductive
system of the cow • describe the functions of the male and female reproductive systems of an
cow
• sketch the male and female reproductive structures
• draw and label the structure of an cattle
3.3.3 Nutrition understand the importance of • explain the importance of feeding cows a well-balanced ration to
providing good nutrition to cattles reproduction and the growth of chicks
• discuss the minimum requirements of feeding rations
• compare the nutritional requirements of a chick and an adult cow

JSS 1-3 Agriculture Esther John 2016 36

TOPIC LEARNING OBJECTIVES BASIC COMPETENCIES
Learners will: Learners should be able to:
3.3.4 Health and diseases
understand that Cattles can • list the most common diseases that affects cattles
suffer from infections and
nutritional diseases • describe the causes of infectious, nutritional and parasitic diseases

3.3.5 Management systems • compare extensive, semi-extensive and intensive management systems
distinguish between different • describe the advantages and disadvantages of the different management
management systems
systems
3.3.6 Handling facilities and apply knowledge and skills on • describe the handling techniques of adults cows and chicks
techniques handling cows • identify cow handling facilities, e.g.: breeding paddock, rearing pens,
incubators, brooders and handling ramps

3.3.7 The role of cow farming in understand the role of cow • explain the contribution of cow farming to the economy of our country
Nigeria farming in Nigeria • discuss the importance of cow products such as skin (leather), meat,

3.3.8 Record keeping realize the importance of record

keeping • explain the importance of record keeping in cow farming
• describe some examples of record keeping such as the cow stock
register, cow record sheets and tagging, including the use of
computer technology where applicable
3.3.9 Marketing acquire skills in the different
aspects of marketing cows and • explain what is meant by marketing
their products • identify countries that import Nigerian cow products and live cows/chicks
• explain the procedures to be followed in marketing cow products and
cows/chicks
• debate the future of the cow industry in Nigeria

JSS 1-3 Agriculture Esther John 2016 37

TOPIC LEARNING OBJECTIVES BASIC COMPETENCIES
Learners will: Learners should be able to:
3. 4 Beef Cattle
3.4.1 History of beef cattle farming acquire knowledge of the history • investigate and briefly explain the history of beef farming in Nigeria
in Nigeria of
beef cattle farming in Nigeria
• draw a map of Nigeria and identify beef producing areas
3.4.2 Breeds gain insight into different types • identify the most important breeds of cattle, such as Afrikaner, Brahman,
of beef breeds Bonsmara, Sanga, and Hereford
• describe the characteristics of each breed
3.4.3 Reproduction understand the reproductive • identify parts of the reproductive systems of both male and female beef
system of a cow and a bull
cattle
• state the functions of the reproductive parts of male and female beef cattle
• draw and label the reproductive systems of male and female cattle
3.4.4 Feeding acquire knowledge of feeds
required for beef cattle at • describe different types of feed required in each stage
different stages • explain the importance of supplementary feeding such as mineral licks,
hay, silage, cultivated pastures and concentrates
• outline feeds required at different stages of beef cattle:
- gestation ^ production ration
- lactation ^ production ration
- calf ^ colostrums
- ready for marketing ^ production ration
3.4.5 Handling of animals acquire knowledge and skills on • explain reasons for carrying out different handling processes in beef cattle
the handling of animals
3.4.6 Management systems understand the different • describe the extensive, semi-extensive and intensive management systems
management systems in beef • describe the advantages and disadvantages of the different management
production systems
• discuss the suitability of each management system in their own area, e.g.
extensive in communal areas
3.4.7 The role of beef cattle in understand the role of beef cattle • explain the contribution of beef cattle farming to the economy of the country
Nigeria farming in Nigeria • discuss the importance of beef cattle products such as meat, hides (leather)

JSS 1-3 Agriculture Esther John 2016 38

TOPIC LEARNING OBJECTIVES BASIC COMPETENCIES
Learners will: Learners should be able to:
3.4.8 Health and diseases gain insight into the types of • identify important diseases and parasites affecting beef cattle in their
diseases and parasites affecting regions and Nigeria in general, e.g. red water, heart water, foot and mouth
beef cattle disease, anthrax, roundworm and ticks
• describe the symptoms, causes and control of the most important diseases
and parasites
• distinguish ways in which diseases are spread: air-borne, water-borne,
infectious, contagious, vectors and nutritional diseases
• discuss legislation on animal diseases with specific reference to notifiable
diseases and animal movements
3.4.9 Record keeping • explain the importance of record keeping in beef cattle farming
understand the importance of • describe examples of record keeping such as the animal register, record
record keeping in beef cattle sheets and tagging, including the use of computer technology where
farming
applicable
3.4.10 Marketing acquire skills on the different • identify countries that import beef and/or beef cattle products from Nigeria
aspects of marketing beef cattle
and their products • describe the requirements for the export of beef cattle and beef products to
regional and international markets
• explain ways in which beef cattle and their products are marketed
• debate the future of the beef industry in Nigeria

JSS 1-3 Agriculture Esther John 2016 39

11. ASSESSMENT
A learner-centred curriculum and learner-centred teaching use a broad range of knowledge and skills which
are relevant to the knowledge-based society. The basic competencies in the syllabuses state what
understanding and skills a learner must demonstrate as a result of a teaching-learning process, and which
will be assessed. However, it is intended that the curriculum be learning-driven, not assessment and
examination driven. Assessment and examination are to support learning.

11.1 Continuous assessment

In order to capture the full range and levels of competence, a variety of formal and informal continuous
assessment situations is needed to give a complete picture of the learner’s progress and ac hievements in all
subjects. Continuous assessment must be clear, simple and manageable, and explicitly anchored in learner-
centred principles and practice. Teachers must elicit reliable and valid information of the learner’s
performance in the basic competencies. The information gathered about the learners’ progress and
achievements should be used to give feedback to the learners about their strong and weak points, where they
are doing well, and why, and where they need to try more, how, and why. The parents should be regularly
informed about the progress of their child in all subjects, be encouraged to reward achievements, and given
suggestions as to how they can support their learning activities.

The learner’s progress and achievements in all subjects must be reported to parents on the school report.

11.2 Formative and summative assessment

The two modes of assessment used are formative continuous assessment and summative assessment.
Formative continuous assessment is any assessment made during the school year in order to improve
learning and to help shape and direct the teaching-learning process. Assessment has a formative role for
learners if and when:
- it is used to motivate them to extend their knowledge and skills, establish sound values, and to
promote healthy habits of study
- assessment tasks help learners to solve problems intelligently by using what they have learned
- the teacher uses the information to improve teaching methods and learning materials

Summative assessment is an assessment made at the end of the school year based on the accumulation of the
progress and achievements of the learner throughout the year in a given subject, together with any end-of-
year tests or examinations. The result of summative assessment is a single end-of-year promotion grade.

11.3 Informal and formal methods

The teacher must assess how well each learner masters the basic competencies described in the subject
syllabuses and from this gain a picture of the all-round progress of the learner. To a large extent, this can be
done in an informal way through structured observation of each learner’s progress in learning and practice
situations while they are investigating things, interpreting phenomena and data, applying knowledge,
communicating, making value judgements, and in their participation in general.

When it is necessary to structure assessment more formally, the teacher should as far as possible use the
same sort of situation as ordinary learning and practice situations to assess the competency of the learner.
The use of formal written and oral tests can only assess a limited range of competencies and therefore
should not take up a great deal of time. Short tests in any subject should be limited to part of a lesson and
only exceptionally use up a whole lesson. End-of-term tests should only be written in the first lesson of the
day, so that teaching and learning can continue normally for the rest of the time.

In JSS 3 a mock examination may be held to learn examination skills and to identify areas of the syllabus
which may need extra attention. Mock examinations only serve a useful purpose if they are used as a
learning experience in how to organise oneself, how to read the paper, how to interpret and answer
examination-type questions, and how to allocate time in an examination. This involves the teacher going
through the paper systematically with the class when their answers are returned.

JSS 1-3 Agriculture Esther John 2016 46

11.4 Evaluation

Information from informal and formal continuous assessment is to be used by the teacher to know where
it is necessary to adapt methods and materials to the individual progress and needs of each learner. At the
end of each main unit of teaching, and at the end of each term, the teacher together with the learners
should evaluate the process in terms of tasks completed, participation, what the learners have learnt, and
what can be done to improve the working atmosphere and achievements of the class.

11.5 Criterion-referenced GRADES

When GRADES are awarded in continuous assessment, it is essential that they reflect the learner’s actual
level of achievement in the Basic Competencies, and are not related to how well other learners are
achieving or to the idea that a fixed percentage of the learners must always be awarded a Grade A, B, C,
and so on (norm-referencing). In criterion-referenced assessment, each letter grade must have a descriptor
for what the learner must demonstrate in order to be awarded the grade. Grade descriptors must be
developed for each subject for each year. It is important that teachers in each department/section work
together to have a shared understanding of what the grade descriptors mean, and how to apply them in
continuous assessment, so that JSS are awarded correctly and consistently across subjects. Only then will
the assessment results be reliable.

11.6. Grade descriptors in the Junior Secondary Phase

In the Junior Secondary phase, Grades A-D and F (ungraded) apply as follows:
Mark
JSS range Grade descriptor
A1 Achieved Basic Competencies exceptionally well. The learner is
80%+ outstanding in all areas of competency.
B2 Achieved Basic Competencies very well. The learner is highly
70-79% proficient in most areas of competency.
B3 60-69% Achieved Basic Competencies well.

C4 50-59% Achieved Basic Competencies satisfactorily.

Achieved a sufficient number of Basic Competencies to exceed the
C5 40-49% minimum competency level.
Achieved the Basic Competencies needed to be considered competent .
30-39%
C6 The learner needs learning support.
Achieved the minimum number of Basic Competencies worthy of a
20-29%
D7 grade. The learner needs learning support
Did not achieve the minimum level of competence . The learner needs
0-19%
F9 learning support

11.7 Conducting and recording assessment

Continuous Assessment should be planned and programmed at the beginning of the year, and kept as
simple as possible. Marks given for class activities, practical activities, project work, assignments,
homework, and short tests on completion of a topic may be recorded for continuous assessment.

JSS 1-3 Agriculture Esther John 2016 47

11.8 Assessment objectives

A Knowledge with Understanding

Learners should be able to demonstrate knowledge and understanding in relation to:
- scientific language, terminology, symbols, quantities and units;
- instruments and apparatus, including techniques of operation and aspects of safety;
- the use of scientific facts, concepts, patterns and principles.
The objective is made up of Basic Competencies which require the learner to identify, give examples,
name, list, state, indicate, give reasons, suggest ways, recognise, define, discuss and to outline.

B Handling Information, Application and Solving Problems

Using written, symbolic, graphical and numerical material, learners should be able — to:
- analyse novel situations in a logical and deductive manner;
- locate, select, organise and present information from a variety of sources;
- translate information from one form to another;
- use information to identify patterns, report trends and draw inferences;
- present reasoned explanations for phenomena, patterns and relationships;
- make a value judgement about scientific and technological applications and their
social, economic and environmental implications;
- solve problems.
This objective is made up of Basic Competencies which require the learner to predict, relate, describe,
calculate, find, estimate, determine, sketch, and select, analyse, extract and analyse, synthesize, compare
and discuss, deduce, explain, distinguish, suggest, interpret, and evaluate.

C Practical (Experimental and Investigative) Skills

Learners should be able to:
- use and organise techniques, apparatus and materials;
- observe, measure and record;
- handle, process and evaluate experimental observations and data;
- plan investigations.

11.9 Continuous Assessment: Detailed guidelines

Continuous assessment at Junior Secondary level consists of informal and more formal assessment. The
table in 11.9.2 specifies how formal assessments are required for assignments, projects and shorter tests,
in order to give an overall picture of the learner’s knowledge and skills.

11.9.1 Types of Continuous Assessment

Practical Investigations: These are assessments of practical skills done during a practical activity where
learners are required to plan and carry out investigations, and collect, report and analyse information.
Except for one big investigation or project during the first or second term, these activities should assess
not more than two skills and should count 15 or 10 marks (in the first and second term 15 marks and in
the third term 10 marks).

Project: A project is a longer assignment than a topic task or investigation and gives learners an
opportunity to complete an investigation into one of the theme topics outlined in the syllabus. This type of
investigation will enable the teacher and learner to pursue a topic in greater depth and in a more lively and
creative way than possible with short discrete topic tasks or investigations.

Topic Tasks: These are activities that most teachers already use in their day-to-day teaching. These are
recorded and assessed activities that could introduce a topic or be used during teaching of a topic and /or
revision of a topic. They may well include assessment involving competencies to do with locating
information, conducting surveys, analysing information or presenting information. Topic tasks will
involve assessments of basic competencies in all assessment objectives; however, not all assessment
objectives need to be present in every topic task. The greatest emphasis should be placed on assessment
objectives B and C to meet the weighting shown in the Specification Grid at the end. The topic task
should count 10 marks when entered into the final mark sheet.
Topic Tests: Completed topics should be ended with a test indicating the achievements of the learners in
these topics
JSS 1-3 Agriculture Esther John 2016 48
End of Term Test: A comprehensive test of the whole term's work. No homework should be assigned
during the time of writing the end of term test.

11.9.2 Summary of Continuous Assessment tasks

JSS 1-2
TER M 1 TERM 2 TERM 3
COMPONENTS Number & Number & Number & Total
Total CA Total CA
Marks Marks Marks CA
Practical
2x15 30 1x15 15 1x10 10
Investigations
Projects (1x30)-2 15
Topic Tasks* 2x10 20 2x10 20 2x10 20
Topic Tests (2x20)-2 20 (2x20)-2 20 (2x20)-2 20
End of Term (65x2) (65x2)
65 65
Test 130 130
Term Mark 200 200 50
Weighted Term
Mark 200-2 100 200-2 100
JSS 3
TERM 1 TERM 2
COMPONENTS
Total Total
Number & Marks Number & Marks
Practical
2x15 30 1x15 15
Investigations
Projects (1x30)-2 15
Topic Tasks* 2x10 20 2x10 20
Topic Tests (2x20)-2 20 (2x20)-2 20
End of Term Test (65x2)
65 130 130
130
Term Mark 200 200
Weighted Term Mark 200-2 100 200-2 100

11.10 End of year examinations: Detailed guidelines

In JSS 1-2 there will be internal end-of-year examinations. As before, the purpose of these examinations
is to focus on how well learners can demonstrate their thinking, communication, and problem-solving
skills related to the areas of the syllabus, which are most essential for continuing in the next grade.
Preparing for, and conducting these examinations should not take up more than two weeks altogether right
at the end of the year.

There will be an external examination at the end of JSS 3. The purpose of the examination is to assess
how far each learner can demonstrate their achievement in reaching the competencies as a preparation for
everyday life and for further studies or training, and to what extent the system as a whole is enabling
learners to achieve optimally.
WRITTEN EXAMINATION JSS 1-3
JSS Description of papers Duration Marks
1, 2 and 3 Written Examination
This will consist of ONE paper consisting of two
sections: 2hours15
SECTION A: minutes 130
30 Multiple choice questions (30 marks)
SECTION B:
Variety of structured questions (100 marks)

11.11 Promotion marks

JSS 1-3 Agriculture Esther John 2016 49
In JSS 8-10, Continuous Assessment contributes 35% of the summative mark.
COMPONENT DESCRIPTION MARKS WEIGHTING

Paper 1/Section A: 30 15%

Written
Examination
Paper 1/Section B: 100 50%
Continuous Topic Tasks, Topic Tests, Practical
Assessment Investigations/Projects, End of Term Test 70 35%

TOTAL 100%

The promotion marks are calculated as follows:

PROMOTION MARK FOR JSS 1-2
Term 1 Term 2 Term 3 Total
Term Mark
200 200 50
CA mark 450-45x7 70
End-of-year
examination 130 Marks (JSS 1 & 2) 130
Average Term Mark + End-of-Year Examination - 2 200-
Promotion Mark
2 100
PROMOTION MARK FO R JSS 3
Term Mark Term 1 Term 2 Total
200 200 400
400-4
(CA mark for JSS 3
CA mark to be sent to WAEC) 70

End-of-year examination 130 Marks (JSC exam) 130

Average Term Mark + End-of-Year
Promotion Mark
Examination - 2; 200-2 100

11.12 Specification grid

The Specification grid below indicates the weighting allocated to each objective for both Continuous
Assessment and for the Written Examination.

JSS 1-3 Agriculture Esther John 2016 50

 Assessment Objectives for Written Examination

Components Weighting
Objective A
Knowledge with Understanding 30%

Objective B
Handling Information, Application & Solving 70%
Problems

Total 100%

Assessment Objectives for Continuous Assessment

Components Weighting

Objective A
10%
Knowledge with Understanding
Objective B
Handling Information, Application & Solving 40%
Problems

Objective C
Practical (Experimental and Investigative) Skills 50%

Total 100%

11.13 Assessment criteria

11.13.1 Notes on Practical Assessments of Objective C

It is recommended that a minimum of FIVE practical investigations should be assessed and recorded (two
investigations during the first, two during the second and one during the third trimester). One of the
investigations during the second trimester should be a project or a practical investigation that will allow
all major skills to be demonstrated by learners The general skills listed for Objective C: Practical
(Experimental and Investigative) Skills are related to the basic competencies considered most suitable for
continuous assessment. Hence Objective C basic competencies are assessed as mostly as part of CA. The
criteria for assessment of practical exercises are set below.

The following five criteria should be considered when marking and assessing practical work with a
maximum of five marks per criterion:
Responsibility - the ability to assume responsibility for the task in hand, and to work given instructions
without detailed supervision and help
Initiative - the ability to cope with problems arising in connection with the task, to see what needs to be
done and to take effective action
Technique - the ability to tackle a practical task in a methodical, systematic way and to handle tools
skilfully and to good effect
Perseverance - the ability to see the task through to a successful conclusion with determination and
sustained effort
Quality - the ability to attend to detail, so that the work is well-finished and well-presented

JSS 1-3 Agriculture Esther John 2016 51

R Responsibility
• follows written or verbal instructions without the need for help
• carries out appropriate safety procedures 5 or 4
• works well in a group, assumes responsibility easily and leads in the group
• follows written or verbal instructions with a little help
• is aware of the need for safety procedures but has difficulty in recognizing them
3 or 2
without guidance
• works within the group, shows responsibility for the work
• follows written or verbal instructions with considerable help
• shows little regard for safety procedures, even when told 1 or 0
• works alone, shows some responsibility for the work
Initiative
• offers solutions or explanations for unexpected problems
• recognizes, and is able to anticipate problems
• solves problems without help 5 or 4
• comments on imperfections of practical work
• can plan an investigation involving variables and a control
• offers solutions or explanations for unexpected problems after seeking advice
• solves problems with help 3 or 2
• recognizes faults in experimental methods, given some indicators
• can plan an investigation with help
• is uncertain how to proceed and requires considerable help
• recognizes only the most obvious errors in experimental methods after
1 or 0
considerable guidance
• can plan an investigation, but in outline only
Technique
• approaches tasks methodically and systematically
• handles tools/apparatus skilfully and confidently 5 or 4
• carries out practical procedures with dexterity
• handles tools /apparatus effectively 3 or 2
• carries out practical procedures adequately
• handles tools /apparatus clumsily 1 or 0
• carries out practical procedures with difficulty
Perseverance
• completes all the required practical tasks and attendant written work
• has a positive attitude and is well motivated 5 or 4
• carries out repetitive procedures willingly
• completes the required practical tasks and attendant written work with a little
encouragement 3 or 2
• carries out repetitive procedures willingly
• does not complete the required practical tasks and attendant written work
• is somewhat disinterested /impatient when carrying out work and is disinclined 1 or 0
to repeat procedures
Quality
• performs practical work thoroughly, pays attention to detail and produces a very
good final result 5 or 4
• produces accurate, clear and neatly presented written work
• performs practical work thoroughly for the most part and produces a
satisfactory to good final result 3 or 2
• produces mostly accurate and clearly presented written work
• performs practical work in a rushed and superficial way and shows little
concern for the finished product 1 or 0
• produces inaccurate and poorly presented written work

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12. ADDITIONAL INFORMATION
A1: _________Glossary of Terms Used in Science Teaching and Assessment Activities:
WORD MEANING

Analyze Examine information in detail to discover patterns or relationships

Calculate A numerical answer is required - working must be shown
Compare Find resemblances and differences

Deduce Use the information provided to come to a conclusion, e.g. reference to a

law or principle, or the necessary reasoning is to be included in the answer
Define A literal statement is required

Describe Write down what you do, or what you would see, in as much detail as
possible
Determine Use the information given to work out the answer
Discuss Give a critical account of the points involved in the topic
Distinguish Show the difference between one or more variables
Estimate Implies a reasoned order, statement or calculation about something
Evaluate Use the information provided to make a judgment about something

Explain Give a reason for your answer

Find A general term which means calculate, determine or measure
Give /state
Write down your answer
/write down

Identify Find out what is unique about a material or situation

Interpret Reasoning or some reference to theory, depending on the content
Investigate Examine a problem in a systematic way
List Give a number of points, generally one word for each statement
Outline Give a brief answer, writing down the main points

Predict Make a logical deduction either from your own knowledge or from the
information given in the question or both
Recognize Be aware of a fact or problem
Relate Find the relationship between one or more variables
Select Choose from a number of alternatives

Sketch In diagrams, make a simple, freehand drawing and in graph work, the
shape and/or position of the curve

Study Use the information provided or data to investigate a problem in a

systematic way
Use your knowledge of science and the information in the question to give
Suggest
what you think is the best answer

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JSS 1-3 Agriculture Esther John 2016 54