zjc agriculture syllabus

5/20/2018 ZJC Agriculture Syllabus

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MINISTRY OF EDUCATION, SPORT, ARTS AND CULTURE

ZIMBABWE JUNIOR CERTIFICATE

AGRICULTURE SYLLABUS

CURRICULUM DEVELOPMENT UNIT

PO BOX MP 133

MOUNT PLEASANT

HARARE Revised 2007


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ACKNOWLEDGEMENTS

The Ministry of Education, Sport and Culture would like to thank the following organisations and members for contributing to the revision of this

syllabus:

Ministry of Agriculture

Ministry of Environment and Tourism

Ministry of Higher and Tertiary Education

Curriculum Development Unit and

Representatives of Education Officers, Heads and Teachers.


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CONTENTS

Page

Acknowledgement 2

Preamble 4

Aims 4

Assessment objectives 5

Scheme of assessment 7

Methodology 8

Time allocation 8

Syllabus topics... 9

General agriculture principles . 12

Principles of crop production. 12

Farm animals... 19

Natural resources management 24

Farm hand tools 30

Farm records 31

Option 1:Vegetable and Fruit production. 32

Option 2: Ornamental Horticulture 37

Option 3: Wildlife Management. 40Option 4: Rabbits 43

Appendix 1: List of basic general hand tools/equipment. 45


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1.0 PREAMBLE

This syllabus is designed to provide a two-year course in Agriculture for the first two years of secondary education. This course provides a base

for both the O Level Agriculture course andNational Foundation Certificate (NFC). Through theory and practical activities in horticulture,

livestock production, wildlife management and farm management, it is hoped that specific concepts, skills and attitudes that have relevance to

pupils lives will be developed.

2.0

AIMS

The aims of the syllabus are to:

1.1. develop positive attitudes towards agriculture, so that pupils come to regard farming as a viable and challenging occupation leading to

personal, community and national development

1.2. help pupils acquire relevant theoretical concepts and practical skills to solve agricultural problems

1.3. develop correct attitudes and principles towards sustainable utilisation of natural resources

1.4.

encourage active participation by pupils in conservation projects within the school and in the community

1.5.

enable pupils to become self reliant and resourceful

2.6

enable pupils to acquire basic principles and skills of management of agricultural enterprises

2.7

develop positive attitudes towards co-operative effort and principles of entrepreneurship and

2.8

link the teaching and learning of agriculture to other subjects.


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3.0 ASSESSMENT OBJECTIVES

3.1 General Agriculture

Pupils should be able to:

3.1.1 use terms, symbols, quantities and units of measurement correctly

3.1.2

make correct reference to and apply facts, concepts and principles

3.1.3 use information given in various forms, such as text, graphs, diagrams and tables to solve problems, organise and presentinformation from various sources in graphical and numerical form

3.1.4

present explanations for observed facts, show connections between them and draw conclusions

3.1.5

choose suitable techniques, equipment and materials and use them safely and correctly

3.1.6

make estimates, record observations and measurements.

3.2

Livestock


3.2.2 identify types and breeds of farm animals

3.2.3 handle farm animals in a safe and correct manner

3.2.4 keep farm animals healthy

3.2.5 plan, implement and manage a feeding programme for the life-cycle of a selected farm animal

3.2.6 market farm animals and their products

3.2.7 keep accurate physical and financial records for a livestock enterprise.


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3.3 Crops


3.2.8 identify cultivars of crops

3.2.9 calculate fertiliser and chemical requirements

3.2.10 plan, implement and manage a cropping programme

3.3.4. harvest and market a crop

3.3.5.

keep accurate physical and financial records for a crop enterprise.

3.4Wildlife


3.4.1

identify types of wildlife

3.4.2 carry out investigations on the impact of wildlife in the community

3.4.3 monitor their feeding habits, movement and breeding patterns

3.4.4 keep accurate physical and financial records for a class of wildlife

3.4.5 estimate wildlife populations

3.4.6 harvest and market wildlife products.


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4.0 SCHEME OF ASSESSMENT

4.1This subject will be assessed through continuous assessment and internal school based examinations.

4.2 WEIGHTING OF ASSESSMENT OBJECTIVES

Paper 1 Paper 2 Paper 3Knowledge with understanding 50% 40% 20%

Application of knowledge with understanding 30% 30% 40%

Practical skills 20% 30% 40%

Totals 100% 100% 100%

4.3 PAPER DESCRIPTIONThere will be threecompulsory papers: two on theory and one on practical coursework.

Paper Description Duration Marks Weighting

1 Multiple choice 1 hour 40 20%2 Structured and essay questions 2 hours 100 50%

3 Practical coursework 5 terms 60 30%

Paper 1: (1hour40 marks) This paper will consist of fortymultiple choice questions based on the core section of the syllabus.

Paper 2:(2 huors-100 marks) will consist twosections. Section A: Structured questions based on the core section of the syllabus (80 marks) and

Section B essay questions (20 marks) based on the options. Threequestions will be set for each of the four options. Candidates must answer twoquestions from only oneoption.

Paper 3:Practical coursework (5 terms-60 marks)

The coursework will be made up of continuously assessed marks, on The Farm Diaryand on Practical Skills Tests.

5.0

METHODOLOGY


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To achieve the stated aims and objectives the following approaches are recommended:

5.1The theory and practical activities should follow the farming calendar. It is necessary that students be given sufficient practice in Agriculture

without reducing the course to the level of manual work or a source of cheap labour. The implementation and success of appropriate

methodology depends upon the resoluteness and dedication of the Agriculture Department and head of the school.

5.2Each pupil for all the practical activities, including field trips, carried out during the two years of study, should compile farm Diaries.

Teachers should ensure that these Diaries are kept-up-to-date and marked regularly.

5.3It is suggested that the problem-solving and participatory approaches be employed in the teaching and learning of the subject. Some the

methods that can be used include: Case studies, field trips, discussions demonstrations and experiments. These methods are bases for

anchoring abstract ideas and generalization.

6.0 TIME ALLOCATION

5.4

A minimum of sixperiods of 35 to 40 minutes is recommended for this course.


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7.0THE SYLLABUS TOPICS

The syllabus is divided into TWOsections: the coreand fouroptions

7.1 SECTION I - The Core: -consists of 6 topics that should be studied by all pupils.

7.1.1 General Agriculture Principles

7.1.2 Principles of Crop Production

7.1.3 Farm Animal

7.1.4 Natural Resources Management

7.1.5 Farm Hand Tools

7.1.6 Farm Records.

7.2 SECTION IIThe Options:

There are four alternatives from which pupils select and study only ONE. Schools must exercise great care in the selection of options.

These should be relevant to the local environment, and facilities for practical work must be available.

The Options are:

7.2.1 Vegetable and Fruit Production

7.2.2 Ornamental Horticulture

7.2.3 Wildlife Management

7.2.4 Rabbits


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8.0 SECTION I: CORE SYLLABUS

8.1GENERAL AGRICULTURAL PRINCIPLES

TOPIC OBJECTIVES CONTENT NOTES AND SUGGESTED

LEARNING ACTIVITIES

8.1.1. Importance of Agriculture Pupils should be able to:

- define agriculture

- explain the role played by

agriculture to family and

national economy

- identify the branches of

agriculture

Agriculture.

Role of agriculture

Branches of agriculture such as

Agronomy, Horticulture, Forestry,

Animal production, Agriculture

Engineering.

Identifying agricultural activities in

the local community and relate

them to their branches.

Discussing the economic and social

importance of these activities.

Drawing a chart showing seasonal

activities.

8.1.2. History of Agriculture -

trace the origins of agriculture

in Zimbabwe;-

explain the development of

agriculture in Zimbabwe

Hunting and gathering, pastoralism,

sedentary agriculture.Shifting cultivation, settled

subsistence farming,

commercialised farming.

Interviewing elders on the

development of agriculture anddiscuss the findings.

8.1.3. Farming systems - identify the different farming

systems in Zimbabwe;

- describe the difference between

A1 and A2 resettlement models

Communal farming, resettlement

and small-scale commercial

farming.

Contributions of individual systems.

A1 and A2 resettlement.

Guided tour of farming systems and

discuss the level of production in

each farming system.

Carrying out a survey to determine

size of land, productivity and forms

of labour in A1 and A2 models.

8.1.4. Agricultural Institutions -

explain the roles played by thedifferent agricultural institutions

in Zimbabwe

-

identify sources of credit for

farmers

-

state the various marketing

agencies of agricultural

Agricultural institutions: Researchstations, Agricultural colleges,

Agriculture Research and Extension

(AREX) and Veterinary Services.

Service provided by financial and

other institutions.

Locating agricultural colleges andresearch stations on a map of

Zimbabwe.

Investigating the activities carried

out by the veterinary services in the

area.

Collecting brochures from different


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products. Marketing organisations. financial institutions and discusstheir terms of credit to farmers.

Illustrating marketing channels of

agricultural products.

8.1.5. Climatic influences -

identify climatic factors limiting

agricultural production-

interpret weather records

-

suggest ways of controlling

limiting factors.

Effects of the following climatic

factors on agricultural production:rainfall, temperature, humidity,

frost, hails and wind.

Weather records.

Control of climatic factors

Taking and recording rainfall,

temperature, humidity and winddirection and speed over a period of

time.

Relating weather records to crop

growth.

Practising control measures against

the limiting factors.

8.2PRINCIPLES OF CROP PRODUCTION


LEARNING ACTIVITIES

8.2.1. External structure of a

flowering plant


-

identify the parts of a floweringplant

- state the functions of each part

of a flowering plant

Roots, leaves, stem and flowers.Function of parts

Collecting maize and bean plants

and identify the external parts.Drawing and labelling the external

parts of a flowering plant.

Tabulating parts and functions of a

flowering plant.

8.2.2. Classification of plants - define annual, biennial and

perennial crops

- identify monocotyledonous and

dicotyledonous crops.

- classify vegetable crops

according to the parts eaten

-

state botanical classes of

vegetable crops.

Annual, biennial and perennial

crops.

Monocotyledonous and

dicotyledonous crops.

Parts eaten:

Leaves, tubers, flowers, stems fruits

and seeds.

Botanical classes:- legumes,

cucurbits, brassica, solanaceous,

cereals, roots and tubers.

Examples of locally grown

vegetables and field crops should be

used.

Classifying crops as annuals,

perennials and biennials

Collecting samples, press and paste

into a folder.

Differentiating monocotyledonous

from dicotyledonous plants

Collecting samples of parts eaten

and identifying the crop.

Categorising vegetable crops

according to the botanical classes.


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8.2.3. Crop rotation

- define crop rotation-

state the principles of crop

rotation

-

explain the importance of crop

rotation

Crop rotation.Principles of crop rotation.

Importance of crop rotation.

Discussing crop rotation practices inthe local community.

Planning a four-crop rotation

programme suitable for a vegetable

garden.

Suggesting improvements on thecrop rotation practised in the local

community.

8.2.4. Diffusion and osmosis -

define diffusion

-

define osmosis

-

describe water and nutrient

uptake by plants

Diffusion

Osmosis

Absorption of Water and nutrients

by roots.

Carrying out simple experiments on

diffusion of gases and liquids.

Carrying out experiments to

demonstrate osmosis.

8.2.5. Transpiration - define transpiration

- state factors affecting rate of

transpiration

- explain how wilting occurs.

Water loss in plants through the

stomata.

Wind, light, temperature, humidity,

stomata and leaf surface area as

factors affecting transpiration.Causes of wilting.

Demonstrating transpiration.

Observe wilting plants in the field

and investigate causes.

Observing wilting plants in the field

and investigate causes.

8.2.6. Photosynthesis - define and explain

photosynthesis

- state word equation for

photosynthesis

- state the end products of

photosynthesis

- state the storage organs in a

vegetable plant.

Photosynthesis.

Word equation for photosynthesis.

Production of carbohydrates.

Storage organs

No details of leaf internal structure

are required at this level.

Discussing the importance of

photosynthesis.

Conducting simple experiments on

the importance of carbon dioxide,

light and chlorophyll.

Testing for starch in a leaf.

Identify storage organs in plants.

8.2.7. Requirements for germination

and optimum growth

-

state the requirements for seed

germination

- explain the requirements for

optimum plant growth

Requirements for seed germination

Requirements for plant growth:

Emergence and germination.

Structure of seed:

Conducting experiments to

determine the requirements for seed

germination.

Growing crop plants under different


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- differentiate between emergenceand seed germination

-

identify the internal and external

parts of a maize and bean seed

Testa, endosperm, cotyledon,radicle, plumule.

conditions and recordingobservations.

Examining the germination process

of a bean and maize seed.

Drawing diagrams to illustrate

emergence and germination.Drawing the seeds and label the

parts.

8.2.8. Plant -

state the major and minor plant

nutrients

-

explain the functions of NPK

-

list sources of (N.P.K.) in plant

nutrition

- differentiate between compound

and straight fertilizers

- demonstrate methods of

applying fertilizers- list types of organic manures-

explain the benefits of organic

manures

-

identify crops that can bed used

for green manure

Major plant nutrients: nitrogen,

phosphorus, potassium (NPK)

calcium, magnesium and sulphur.

Minor plant nutrients such as

Boron, zinc, copper and

molybdenum.

Functions of NPK.

Sources of NPK.

Compound and straight fertilizers.Broadcasting, drilling andplacement methods.

Types of organic manure,

Benefits of organic manure.

Green manure crops.

Differentiating between major and

minor nutrients.

Conducting experiments to show

the effects of lack of N.P.K.

Observing nutrients deficiencies in

crops.

Interpreting labels on fertiliser bags.

Identify samples of compound and

straight fertilizer.Calculating and applying artificialfertilizer correctly.

Making compost and prepare liquid

manure.

Discussing advantages and

disadvantage of organic manure

Practising green manuring

8.2.9 Plant protection -

define plant disease

-

state the causes of plant diseases

-

control disease in vegetables

Plan t disease

Causes of infectious and non-

infectious diseases.

Methods of diseases control

Identifying and observing diseased

plants in the school garden or crop

field.

Discussing the causes of plantdiseases.

Common diseases to be studied are

Anthracnose, black rot, damping

off and early blight

Carrying out an investigation on

methods of disease control in the


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local area.

Plant protection (cont.) Pupils should be able to:- define pest

- explain the effects of pests oncrops

-

describe pests according to theirfeeding habits;

-

control pests in the garden or

crop field.

-

state safety precautions when

using chemicals

-

state the harmful effects of

weeds

- describe methods of weed

control.

PestEffects of pests.Biting and chewing pests, piercing

and sucking pests: aphid and borersChemical, biological and cultural

control.

Precautions in using chemicals.

Harmful effects of weeds.

Mechanical biological cultural and

chemical weed control methods.

Advantages and disadvantages of

each control method.

Scouting in the garden to identify

pests

Identifying nature of damage doneby pests.

Classifying pests according to theirfeeding habits;

Pests to be studied should include:

aphid, diamond back moth, termite,

grain weevil and cut worm.

Applying appropriate pest control

measures.

Interpreting colour codes on

chemical containers.

Collecting and identifying common

weeds.

Practical weed control on growingcrops in the gardenN.B.Pupils below the age of 16

years should not handle chemicals.

Identify at least five common weeds

such as witch weed, black jack,

rapoko grass, wondering jew,

pigweed, bobbin weed, khaki weed,

cough grass and upright star bur.

8.2.10. Plant propagation -

define plant propagation

-

define sexual and asexualreproduction in plants

- explain the advantages of each

propagation method.

Plant propagation.

Sexual and asexual reproductionAdvantages of sexual and asexual

propagation.

N.B The focus should be

propagation by cuttings, tubers andrhizomes.

Propagating plants from seeds,

cuttings, tubers and rhizomes.

Identifying plants that are

propagated sexual reproduction.


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8.3FARM ANIMALS


LEARNING ACTIVITIES

8.3.1. Importance and types ofanimals

Pupils should be able to:-

list the social and economic

importance of animals-

describe ruminant and non-

ruminant in relation to the

digestive system;

Importance of animals:Ruminant and non-ruminant;

Identifying and discussing the roleof different classes of livestock in

the locality.Compiling a list of by-products of

livestock.

Comparing and contrasting a

ruminant and non-ruminant.

Identifying ruminant and non-

ruminant animals.

8.3.2. Digestive system of a non-

ruminant

- identify parts of the digestive

systems of a chicken and rabbit

- state the functions of the parts of

the digestive tract.

Anatomy of the digestive system of

a chicken and rabbit.

Function of the parts of the

digestive tract.

Observing a dissected chicken and

rabbit and identify the parts of the

digestive tract in a.

Drawing and labelling the digestivesystems of a chicken and rabbit.

Details of enzyme action and namesnot required.

Comparing the digestive systems of

a chicken and a rabbit.

8.3.3 Animal nutrition - list the essential food nutrients

of a balanced diet of broiler

chicken.

- state sources of food nutrients

- describe the deficiency

symptoms of a malnourishedbroiler chicken.

Major nutrients: proteins, fats,

carbohydrates and water.

Minerals such as calcium and

phosphorus.

Vitamins: A, B, C, D, E, and K.

Sources of food nutrients.Deficiency symptoms of major

nutrients, minerals and vitamins A,

B and D.

Study of this section to be restricted

to broiler chickens

Discussing the importance of a

balanced diet for broilers.

Collecting and identifying samples

of foodstuffs rich in carbohydratesand proteins.

Preparing broiler chicken rations.

Observing and identifying

symptoms of malnutrition inmalnutrition in broilers.


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LEARNING ACTIVITIES

8.3.4. Animal health


-

state the characteristics of a

healthy broiler chicken

-

explain the causes of ill health

- list the cause and symptoms of

common diseases of broiler

chickens

- describe methods of preventingand controlling the diseases

-

define a notifiable disease

-

identify external parasites of

broiler chickens.

Signs of good health.

Causes of disease

Cause and symptoms of coccidiosis

and Newcastle.

Prevention of diseases.

Notifiable diseases

External parasites: Lice, Red mite

and tampan.

Distinguishing a healthy broiler

from a diseased one.

Carrying a survey in the locality and

identify possible causes of diseases

in animals.

Identifying symptoms of coccidiosis

and New Castle.

Investigating and discussingremedies to prevent and controldiseases in broiler chicken.

Listing examples of notifiable

diseases and discuss their effects.

Inspecting broilers for external

parasites.

Disinfecting poultry houses to

control external parasites.

8.3.5. Reproductive system -

identify the reproductive parts

of the hen and cock

- describe the functions of male

and female reproductive parts

Reproductive parts:

Functions of the reproductive parts.

Observing the male and female

organs from slaughtered chickens.

Drawing and labelling the

reproductive parts of a hen and cock

Tabulating the reproductive parts

and their functions.


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LEARNING ACTIVITIES


-

describe the process of egg

formation

- describe the structure of the egg

Egg formation.

Egg structure and functions of its

parts.

Tracing the process of egg

formation in the female

reproductive tract.

Drawing a labelled diagram of the

internal structure of an egg.

8.3.6. Broiler chickens production

- explain the advantages of

rearing broiler chicken overother animals

-

identify external parts of a

broiler chicken

-

state breeds of broiler chicken.

state an appropriate housing

system of broilers.

- describe the housing

requirements for broiler chicken

Advantages of broiler chickens.

External features.

Breeds of boilers.

Advantages and disadvantages of

different housing systems.

Housing requirements.

N.B.Each class should keep at least

25 broilers at any one time.

Debating on the advantages of

keeping broilers over other animals.

Examining a broiler chicken and

identify the external parts.

Comparing the characteristics of

different breeds.

Designing a plan of a broiler

chicken house that can

accommodate a specific number of

broilers.

Constructing brooders and maintain

broiler chicken houses.


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LEARNING ACTIVITIES

Broiler chickens production (cont.) Pupils should be able to:

-

state the types of feeds for

broilers from day old to

slaughter

-

raise broiler chicken correctly

- assess growth rates of broiler

chicken.

-

keep physical and financial

records

- demonstrate the slaughtering

and dressing broilers

- determine the dressing out

percentage

- prepare broilers for market

Types of feeds.

Brooding and rearing requirements.

Feeding routines.

Weighing of broilers.

Physical and financial records.

Methods of slaughtering.

Dressing percentage.

Marketing strategies

Preparing feeds for broiler chicken

of different ages.

Designing a feeding programme for

broilers.

Brooding and rearing broilers.

Weigh broiler chickens regularly

and illustrate graphically growerrate of broilers.

Compiling and analysing physical

and financial records.

Slaughtering and dressing broilers.

Calculating the dressing out

percentage.

Identifying markets for broilers.

Calculating the gross margin of the

broiler enterprise.


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8.4 NATURAL RESOURCES MANAGEMENT


LEARNING ACTIVITIES

8.4.1. Renewable and non-

renewable natural resourcesPupils should be able to:

-

define a natural resource

-

identify renewable and non-

renewable resources.

- explain the importance of

conserving natural resources.

Natural resources

Renewable and Non-renewable

resources

Importance of natural resources.

Identifying the natural resources in

the community and list their social

and economic importance

Illustrating the water cycle to show

how water is renewed.

Investigating how the natural

resources are conserved in the local

community.

8.4.2. Soil and soil formation -

define soil

- state the agents of weathering

- describe the process of soil

formation.

Soil

Soil components.

Weathering agents.

Soil formation

Drawing a pie chart to illustrate the

soil components.

Observing and recording signs of

weathering around the school.

Demonstrating physical weathering.

8.4.3. Soil profile -

define soil profile

-

identify the different layers in asoil profile.

Soil profile

Soil horizons

Digging a soil pit and identifying

the different layers.

Measuring the different layers.


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LEARNING ACTIVITIES


-

describe the significance of the

different layers to crop growth.

Importance of a soil profile. Recording distinguishing features of

the soil profile.

8.4.4. Physical properties of soil - define soil texture

- identify the different soil

particles by sedimentation

- state the textural classes of soils

-

define soil structure

-

list types of soil structure

-

identify different types of soils

-

compare the properties of

different soils

-

explain methods of improving

properties of different soils.

Soil texture

Types of soil aggregates: clay, silt,

sand and gravel.

Soil textural classification

Soil structure

Types of soil structure

Types of soil

Soil properties such as permeability;

water holding capacity, porosity,

capillarity and drainage.

Methods of improving soil

properties.

Determining soil texture by feel.

Conducting experiments to separate

the soil particles by sedimentation.

Observing and identifying the soil

types in the local area.

Classifying soils according to

texture.

Discussing the importance of agood soil structure.

Tabulating characteristics of

different soil structures.

Collecting samples within the

school and determine their type.

Carrying out simple experiments to

determine water holding capacity,

and capillarity of different soils.

Carrying out activities to improve

soil properties in the school garden.


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LEARNING ACTIVITES

8.4.5. Soil conservationPupils should be able to:- define soil conservation

-

state the causes of erosion in

arable lands and veld

-

describe the different types of

erosion

-

explain the effects of soil

erosion

- demonstrate methods of

controlling erosion

Soil conservation.

Causes of erosion.

Types of erosion.

Effects of erosion.

Biological, cultural and mechanical

control of erosion.

Discussing the importance of soil.

Investigating causes of erosion in

the local community.

Observing eroded areas in and

around the school and identifying

the types of erosion.

Demonstrating the effect of ground

cover on erosion.

Maintaining contour ridges and

storm drains.

Reclaiming an eroded area.


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TOPIC OBJECTIVES CONTENT NOTES AND SUGGESTED LEARNING

ACTIVITIES

8.4.6. Water conservationPupils should be able to:- explain the importance

of water to plants and

animals

-

identify different

sources of water for

agricultural purposes

-

state methods of

conserving run-off

water and soil moisture

- describe the causes and

prevention of waterpollution.

Importance of water.

Sources of water.

Soil moisture conservation.

Water pollution: causes, effects and

prevention.

Discussing the importance of water to plantsand animals.

N.B.Details of dam construction not

required.

Identifying water-harvesting techniques.

Practising mulching tied ridging

and pot holing.

Discussing how pollution affects water

properties.

Observing and identifying causes of water

pollution in the locality.

8.4.7. Forestry - explain the importanceof forests

-

name the common

indigenous trees in the

locality

-

define deforestation

-

state causes of

deforestation

- explain the effects of

deforestation

Importance of forests.

Types of forests: natural forests and

established forests.

Deforestation

Causes and effects of deforestation.

Effects of deforestation.

Tabulating products and by- products offorests.

Conducting an investigation to determination

the composition of indigenous free species in

the school.

Collecting specimens of exotic and

indigenous trees found around the school.

Investigating why indigenous tree species are

in the locality.

Marking out planting stations usingappropriate layouts/patterns such as square,

triangular or staggering.

Label each tree species in the school.


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ACTIVITIES

Forestry (cont.) Pupils should be able to:- choose a site for a

nursery

-

choose a site for a

woodlot

-

protect trees from pests,

diseases and fire.

Selection of a nursery site.

Establishment of a woodlot.

Management of woodlots.

Preparing soil mixtures suitable for planting.Establishing and managing a nursery.

Establishing and managing a woodlot in the

school.

Preparing a fireguard around the school

woodlot.

8.4.8. Wildlife - define wildlife

-

state the importance ofwildlife

- explain the relationship

between fauna and flora

- classify game according

to feeding habits, habitatand skeletal formation.

Wildlife

Importance of wildlife: social, economic,cultural and ecological.

Fauna and flora.

Classification of wildlife according to:

Feeding habits such as carnivoresand herbivores

Aquatic, terrestrial and amphibian.

Vertebrates and invertebrates

Identifying types of wildlife in the locality.

Analysing differences between wildlife and

domesticated animals.Conducting a survey to determine the extent

to which the community benefits fromwildlife analyse the data and draw

conclusions.

Illustrating the relationship using food chains

and webs.

Collecting, classifying and/or preserving of

wildlife samples, pictures and diagrams.

Identify aquatic, amphibian and terrestrial

animals.Identifying differences between wildlife

classes


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ACTIVITIES

Wildlife (cont.) Pupils should be able to:- identify protected

animals and plants

-

differentiate dangerous

and problem animals

- state the protected areas

in Zimbabwe

-

define poaching

- list the effects of

poaching on wildlife

conservation and

utilization

- describe ways of dealingwith poaching

Specially protected animal and plants.

Dangerous animals and problem animals.

Protected area: National parks, Safari

areas, Recreational parks, Sanctuaries,

Game farms, Botanical gardens and

Forest reserves

Poaching.

Effects of Commercial subsistence

poaching.

Community by-laws, policing andpenalties.

Making models of specially protectedanimals and plants.

N.B.Details of Parks and Wildlife Act not

required.

Tabulating dangers and problems caused by

wild animals.

Discussing the reasons for protecting some

plants and animals.

Visiting a nearby-protected area to find out

its operations.

Identifying the different protected areas onthe map of Zimbabwe.

Role-play situation depicting poaching and

effectiveness of security.

Discussing the effects of poaching.

Investigating ways in which poaching iscontrolled in your local community.


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8.5.FARM HAND TOOLS


LEARNING ACTIVITIES

8.5.1. Farm hand tools.


-

identify the various hand tool used in the

garden and poultry units

-

select and use tools correctly and safely

-

store tools properly

Basic hand tools.

Choice, use, care and maintenance.

Storage of tools.

Making hand tools out of available

material.

Repairing and maintaining tools.

Keeping an inventory of tools in

storeroom.

8.5.2. Animal-drawn

mouldboard plough

- explain the uses of mouldboard ploughs

- identify the parts of a mouldboardplough

-

explain the adjustments on the

mouldboard plough

-

explain the routine maintenance of a

plough.

Purpose of mouldboard plough.

Structure, names and functions ofparts.

Depth and width adjustments.

Routine maintenance.

Identify the uses of the mouldboard

plough in their locality.

drawing and labelling the parts of amouldboard plough

Adjusting the depth and width of

the mouldboard plough;

Carrying out routine maintenance of

a plough.


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8.6FARM RECORDS


LEARNING ACTIVITIES

8.5.3. Farm recordsPupils should be able to:

-

define farm records

-

describe the importance of farm

records

-

identify types of farm records

- explain the functions of

expenditure account;

Farm records.

Record keeping.

Financial records and Physical

records

Importance of an expenditure

account.

Listing examples of farm records.

Compiling a record of activities for

the different projects.

Preparing a profit and loss account

for an agriculture enterprise.

Preparing an income and

expenditure account.


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9.0SECTION II: OPTIONS There are four options in this section. Schools should select oneoption which s relevant to the local environment.

Facilities for practical work must be available.

9.1OPTION 1VEGETABLE AND FRUIT PRODUCTION


ACTIVITIES

9.1.1. Introduction to

horticultural productionPupils should be able to:

-

define horticulture

-

explain the economic value

of vegetables and fruits

-

describe the nutritionalvalue of vegetables andfruits

Horticulture

Economic importance of fruit and

vegetables.

Food values of fruits and vegetables

Identifying branches of horticulture.

Collecting samples of fruits and vegetables

grown in the locality and discuss their

importance.

Tabulating the nutritional values forvegetables and fruits.

9.1.2. Nursery selection and

management

-

select suitable sites for

nurseries

-

prepare seed beds and raise

seedlings

-

prepare soil mixture

Suitable sites for nurseries.

Raising seedlings.

Fertiliser and manure requirements.

Establishing a nursery site.

Raising seedlings of a variety of vegetables

and fruit trees including indigenous trees.

Collecting suitable media for raising

seedlings.


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ACTIVITIES

Nursery (cont.) Pupils should be able to:

-

raise seedlings in containers;

-

explain methods of propagatingfruit trees and vegetables from

seeds, cuttings and shoots

-

explain reasons for thinning and

pricking out

- state importance of hardening off

- describe the procedure of

transplanting seedlings

-

identify pests and diseases in a

nursery

-

keep appropriate physical and

financial records.

Growing seedlings in containers.

Plant propagation.

Thinning and pricking out.

Hardening off.

Transplanting seedlings

Water requirements.

Common pests and diseases.

Physical and financial records.

Labelling the seedbeds and containers.

Propagating fruit trees and vegetables fromseeds, cuttings and shoots;

Demonstrating thinning and pricking out

seedlings.

Practising hardening off.

Selecting suitable seedlings for planting.

Transplanting seedlings correctly and usingthe right spacing.Controlling pests and diseases in a nursery.

Compiling a record of daily events

9.1.3. Vegetable production -

describe the suitable site for a

vegetable garden

Factors to be considered when

choosing a vegetable garden site.

Selecting and preparing a suitable site for a

vegetable gardenObserving established gardens and discuss

the suitability of the site.


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ACTIVITIES

Vegetable production (cont.) Pupils should be able to:

-

establish and mange a

vegetable garden.

Vegetable planting calendar.

Crop management under the

following headings:

-

nutritional value;

-

soil and climatic

requirements;

- seedbed preparation;

- propagation;

- fertilizer and manure

requirements.

- watering and water

conservation.

- harvesting and storage.

N.B.Pupils must grow and study at least one

vegetable from each of the following groups:Group ALegumes: Green beans and peas

Group BLeafy Vegetables: Cabbage and Rape.

Group CRoot and bulb: Carrots and onionsGroup DFruit Vegetable: Tomatoes and

cucumbers.

N.B.Schools can grow other vegetables for

educational and commercial purposes.

Planning a vegetable-planting calendar.

Discussing the nutritional value of vegetables.

Preparing beds and applying appropriate

manure/fertilizer.

Making compost and fertility trenches.

Planting and managing a vegetable crop to maturity.

Calculating plant population.

Identifying and controlling weeds and pests.

Identifying signs of maturity and harvest the crop.


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ACTIVITIES

Vegetable production (cont.)


-

calculate profit or loss form a

vegetable enterprise-

describe the marketing of

vegetables.

Profit and loss.

Marketing.

Carrying out a market survey to determine the

price of vegetables

Preparing the vegetables for market.

9.1.4. Fruit production - state classes of fruits

- describe the importance of fruits

-

describe factors to considerwhen selecting suitable orchard

site

-

state the planting systems

-

explain how a planting board is

used

-

describe the preparation of a

planting hole

-

establish and manage an

orchard

Classes of fruits such as citrus,

deciduous and subtropical

fruits.

Nutritional value of fruits.

Orchard site.

Planting systems: square,

rectangular, and triangular.

Uses of a planting board.

Preparing a planting hole.

Orchard management under the

following headings:

- climatic and soil

requirements

Pupils must grow and study one fruit tree from

eachof the following groups:

Group ADeciduous fruits: Apple and

peaches.

Group BSubtropical fruits: Bananas, guavas,

mangoes.Group CCitrus fruits: Orange

Schools can grow any other types of fruit treesfor commercial purposes.

Collecting samples of fruits and classify them.

Demonstrating the orchard layout using at least

two methods.

Using a planting board correctly.

Demonstrating procedures of preparing a

planting hole.

Describing the climatic and soil requirements

for classes of fruit trees.


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ACTIVITIES

Fruit production (cont.) Pupils should be able to:-suitable cultivars

-propagation methods.-planting

-fertiliser requirements

-watering and conservation of

moisture

-control weeds, pests and

diseases

-pruning and training

-protection against fire

-harvesting

-marketing

Discussing the characteristics of the differentcultivars of fruit trees.

Demonstrating different propagation methods.

Designing a fertiliser application programme

for the orchard.

Watering the orchard and conserving moisture.

Scouting for pest and diseases and controlling

them.

Pruning trees using correct tools.

Preparing fireguard around the orchard.

Identifying signs of maturity/harvest and

prepare fruits for marketing.

Cleaning, grading, weighing, packaging,

pricing, advertising, transportation.


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9.2

OPTION 2ORNAMENTAL HORTICULTURE


LEARNING ACTIVITIES

9.1.1

Introduction to ornamentalHorticulture


-

define ornamental horticulture.

-

describe the importance of

ornamental horticulture.

Decorative gardening.

Importance of decorative gardening.

Naming and labelling shrubs,ornamental trees, flowers, pot plants

and lawn grasses in the school

grounds.

Investigating uses of ornamental

plants

9.1.2 Flowers

- Identify flowers

-

select and prepare suitable sites

for a nursery

-

select and prepare potting soil

Classification of flowers: annuals,biennials and perennials.

Nursery site selection.

Planting media: boxes and pots.

N.B.Pupils must grow and study at

least twoflowers from the following

list: English marigold, petunia, and

zenia.

Classify flowers according to theirgrowth cycle;

Establishing a nursery site.

Preparing pot mixtures;


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LEARNING ACTIVITIES

Flowers (cont.)


-

establish and manage bed

flowers

Fertilizer and manure requirements.

Sowing seeds.Timing of planting

Hardening off and pricking out.

Transplanting.

Water requirements.

Weed and pest control.

Harvesting and marketing.

Calculating fertiliser requirements.

Sowing seeds according tospecification

Pricking out and hardening

seedlings.

Transplanting seedlings correctly.

Watering and controlling weeds,

pests and diseases.

Preserving flowers for the market.

N.B. Schools can grow other typesof flowers for decorative purpose.

8.2.3. Lawns

-

define the term lawn;

-

discuss importance of growinglawns;

Lawns.

Importance of lawns

N.B.Pupils should study and grow

any twolawn grasses from the

following list: Kikuyu, Cape Royal,

Australian evergreen, Beira grass,

Buffalo and Couch grass.

Identifying and classifying lawn

grasses.

Discussing the advantages ofestablishing lawns.


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LEARNING ACTIVITIES

. Lawns (cont.) Pupils should be able to:- establish and manage a lawn

establish and manage lawn

Lawn management under thefollowing headings:

-land preparation.

-fertiliser and manure application

-methods of propagation.

-lawn management practices such

as watering, weeding, mowing, top

dressing, spiking, renovating old

lawns, pest and diseases control.

Preparing land for planting a lawn.

Calculating fertilizer requirements

and applying manure to lawns.

Propagating lawn from seed and

runners.

Designing a management

programme for a lawn.

Mowing and spiking lawns

Renovating old lawns.

Identifying and controlling

diseases, pests and weeds.


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9.3

OPTION 3WILDLIFE MANAGEMENT (Fish and Guinea Fowl)

Schools wishing to study this section must ensure that they have a dam or at least a large pond in which to practise fish farming.


LEARNING ACTIVITIES

8.3.1. Introduction to wildlife

management


-

define wildlife management

-

name institutions responsible for

Natural resource management in

Zimbabwe

-

state wildlife management strategiesin Zimbabwe

-

explain the role of CAMPFIRE in

rural development

- define ecology;

- define ecosystem;

-

identify wildlife habitats;

- explain effects of disturbing the

ecosystem.

Wildlife management.

Communal Areas Management

Programme for indigenous

resources (CAMPFIRE;) National

Parks and Wildlife;

Local authorities; Forestry

Commission;

Protected areas: commercial, privateand conservancy areas

CAMPFIRE

Ecology.

Ecosystem.

Wildlife habitats

Factors affecting habitats

Suggesting reasons for wildlife

management.

Finding out the roles of different

institutions regarding the

management of natural resources.

Discussing the advantages anddisadvantages of conservancies.

Conducting a case study on the

CAMPFIRE operations.

Conduct a case study of different

habitats in the community to

determine why animals live there.

Observing and discussing habitatsof fish and guinea fowls and their

feeding habitats

Illustrating food chains.

Discussing how habits are destroyed

and the effect on animal population.


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LEARNING ACTIVITIES

9.3.2. Fish


-

state the importance of fish discuss the

nutritive value of fish

-

identify types of fish suitable for inland

water in Zimbabwe

-

select a site for construction fish ponds

-

describe the stocking of fish in a pond or

dam

- describe how fish breed and raise their

young.

-

explain the feeding of fish

-

identify predators and weeds in ponds

- identify diseases and parasites in ponds

- describe methods of harvesting fish

-

prepare fish for storage or marketing.

Nutritive value of fish.

Types of fish: bream, carp, trout and

kapenta.

Site selection.

Stocking fish

Breeding cycle of fish.

Types of feeds and feeding

Predators and weeds.

Diseases and parasite control

Methods of harvesting: trapping,

netting, rod and line or angling.

Methods of preserving fish.

Discussing the economic importance

of fish.

Classifying fish according to types.

Constructing or maintenance of fish.

Determining the stocking rate of fish.

Illustrating the life cycle of fish.

Identifying suitable feeds for fish.

Controlling predators and weeds in a

fishpond.

Controlling diseases and parasites in

a fishpond.

Preparing harvesting equipment for

fish.

Harvesting fish and preparing themfor marketing.


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LEARNING ACTIVITIES

9.3.3. Guinea fowl

production


- identify types of guinea fowls in thecommunity

-

state differences between domesticated andwild guinea fowl

-

state the advantages and disadvantages of

rearing guinea fowl over chicken

-

explain the economic and social importance

of guinea fowls

- describing the housing requirements for

guinea fowl

-

prepare feed rations for guinea fowls

-

describe how guinea fowls breed and raise

their young

- describe the common parasites and diseases

of guinea fowls.

- state the products and by products of guinea

fowls;

Types of guinea fowls:domesticated and wild.

Domesticated and wild guineafowls.

Chicken and guinea fowl

production

Social and economic importance


Food requirements

Breeding and rearing the young.

Control of predators, parasites and

diseases.

Products and by-products.

Conducting a survey to find out thetypes of guinea fowls in the

community.

Comparing domesticated and wildguinea fowls.

Interviewing local farmers about the

advantages and disadvantages of

guinea fowls in relation to chicken.

Finding out how communities are

benefiting from guinea fowl

Investigating the types of housing

structures common in the community

and discuss their merits and demerits.Designing a feeding programme for

guinea fowls.

Raising a flock of guinea fowls at

school level.

Identifying and controlling predators

and diseases of guinea fowls.

Collecting and tabulating products

and their uses.


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9.4 OPTION 4: RABBITS


LEARNING ACTIVITIES

9.1.3

Introduction to

rabbit

production


-

explain the economic importance of rabbits

-

name external parts of a rabbit

-

describe the breeds of rabbits

- describe the housing requirements for rabbits

Economic importance of rabbits.

External Features.

Breeds and their characteristics.


Each class should keep at least five

does and onebuck at any one time.Discussing the advantages of

keeping rabbits.

Identifying the external parts of a

rabbit.

Tabulating the characteristics of

rabbits.

Constructing or repairing rabbit

cages.

9.4.2. Nutritionalrequirements

- describe the nutritional requirements ofrabbits.

-

adjust feed ration for production.

Nutritional requirements and theirsources.

Feeding routines.

Identifying plants suitable forfeeding rabbits.

Preparing feeding programme for

rabbits.


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LEARNING ACTIVITIES

9.4.3. Breeding Pupils should be ale to:

-

breed and manage the doe and its litter

Breeding: mating, pregnancy

testing, kindling, raising litter,

weaning and sexing.

Mating the rabbits.

Testing for pregnancy.

Preparing the nests for kindling.Managing the doe and its litter.

Weaning rabbits at the right age.

Determining the sex of the rabbits.

9.4.3. Diseases and

parasites of rabbits

- identify signs of ill-health

- identify common diseases of rabbits

- identify common external and internalparasites of rabbits

Signs of ill-health

Common diseases

Signs, causes, prevention and

control.

External and internal parasites andtheir control.

Inspecting rabbits for signs of ill

health.

Preventing and controlling diseases

such as coccidiosis, ear canker and

sore hocks.

Inspecting rabbits for externalparasites.

Controlling parasites of rabbits.

9.4.5. Marketing - describe the process of slaughtering and

dressing rabbits

-

describe the curing of pelts

- prepare the carcass for the market

Slaughtering and dressing rabbits.

Procedure of curing pelts.

Marketing

Slaughtering and dressing rabbits.

Calculating the dressing out

percentage.

Preparing pelts for marketing.

Identifying markets for rabbit meat

and pelts.


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APPENDIX 1: LIST OF BASIC GENERAL HAND TOOLS/EQUIPMENT FOR A CLASS OF 24 PUPILS

A. GARDEN TOOLS

ITEM QUANTITY ITEM QUANTITY

Hoes 20 Slashers 10

Sickles 20 Hand forks 6

Mattocks 10 Dibbers 6

Digging forks 10 Budding knives 4

Garden trowel 6 Budding tape 2 rolls

Garden rakes 10 Tree sealer 2 tubes

Galvanised buckets (10 litres) 6 Scale (Spring balance x 25 kg.) 1

Plastic buckets (10 litres) 6 Sprayer 1

Watering cans (10 litres) with roses 10 Overalls/ dust coats/ work suits 24

Wheel barrows (flat pan) 3 Butchers knives 6

Secateurs 2 Hedge shears 1

Pruning saws 2 Garden line 1

Spades 10 Garden horseShovels 6 Tape measure (30 metres) 1

Picks 6

B. WORKSHOP TOOLS

Cub hammers 2 Screw drivers (flat and star) 6

Claw hammers 6 Insulated pliers 1

Tenon saw 1 Tin snip 1

Cross- cut saw 1 Ball pein hammer 1

Hacksaw 1 Hand drill 1Hand axes 4 Set of bits 1

Metalwork bench and vice 1 Adjustable spanner 1

Woodwork bench and vice 1 Mouldboard plough 1

C.CONSUMABLES:These include fertilisers, pesticides, veterinary medicines and livestock feeds.

zjc agriculture syllabus

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