Preamble General Agric Syllabus

M I N I S T R Y O F E D U C AT I O N
TEACHING SYLLABUS FOR GENERAL AGRICULTURE

(SENIOR HIGH SCHOOL 1-3)
Enquiries and comments on this syllabus should be addressed to:
The Director
Curriculum Research and Development Division (CRDD)
P. O. Box 2739
Accra, Ghana.
0302- 683668
0302-683651
September, 2010
TEACHING SYLLABUS FOR GENERAL AGRICULTURE
RATIONALE FOR TEACHING GENERAL AGRICULTURE
The importance of agriculture in the national economy is well recognised in terms of food production, income generation and employment opportunities. However,
the potential of agriculture in Ghana is marginally utilised. Government policy is therefore to modernise the agricultural sector in such a way as to make Ghana an
agro-industrialized country leading to the rural transformation of the country. The policy aims at improving the productivity of small-scale producers while actively
promoting the emergence of medium and large-scale agricultural enterprises.
In line with government policy, the Ministry of Education has the responsibility to review agricultural education to ensure the development of well-trained agricultural
work-force including managers and specialists of various kinds. There is the need for a broad-based training in agriculture to equip agricultural students with
scientific, vocational and technological competencies to enable them fit into various sectors of agriculture. The agricultural training offered at the SHS level and
particularly in the study of General Agriculture, lays the foundation for further work in agriculture at the tertiary level.
GENERAL AIMS
The General Agriculture syllabus is designed to help students to:
1. appreciate the importance of agriculture in the socio-economic development of Ghana,
2. acquire decision-making skills through the scientific principles of observation, data collection, analysis and interpretation,
3. develop skills and attitudes required for productive and profitable agriculture through practice and experiential learning,
4. recognise agriculture as a business and a viable livelihood option,
5. develop positive attitudes, interests, habits and good practices in agriculture,
6. be aware of the roles of extension service in the agricultural value chain,
7. recognise job opportunities in agriculture,
8. acquire techniques for efficient management of agribusinesses,
9. acquire requisite knowledge and skills needed for further training in agriculture.
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SCOPE OF CONTENT
The content of this syllabus has been designed in a way that will offer knowledge and skills to students for whom Senior High School education is terminal.
Knowledge and practices acquired in this subject will enable such students to work on their own, or seek employment in agricultural establishments. The syllabus
also provides adequate foundation knowledge and skills for students who will want to pursue further education and training in agriculture after SHS.
The syllabus covers both theory and practicals in the following areas:
- Introduction to Agriculture and Agricultural Education
- Soil Uses and Management
- Farm Mechanisation
- Crop Production
- Animal Production
- Agricultural Economics, Agribusiness and Extension.
PRE-REQUISITE SKILLS AND ALLIED SUBJECTS
General Agriculture is studied by all candidates who select the Agriculture programme as their elective field of study in Senior High School. Students offering this
subject must have had sound foundation in Integrated Science and Mathematics at the Junior High School level. In addition to General Agriculture, students are to
select one subject from Group A and two subjects from Group B subjects as listed below:
Group A: Crop Husbandry and Horticulture, Animal Husbandry, Fisheries, and Forestry.
Group B: Chemistry, Physics and Mathematics.
ORGANISATION OF THE SYLLABUS
The syllabus has been structured to cover the three-year Senior High School Programme. In each year, there are a number of sections with each section
comprising a number of units. The composition is as follows:
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ORGANISATION AND STRUCTURE OF THE SYLLABUS
YEAR 1 YEAR 2 YEAR 3
SECTION 1: INTRODUCTION TO SECTION 1 : INTRODUCTION TO SECTION 1: INTRODUCTION TO

AGRICULTURE (p.1) AGRICULTURE (p. 22) AGRICULTURE (p. 46)
UNIT 1 Importance of agriculture to the UNIT 1: Land and its uses Unit 1: Sustainable Agriculture and
national economy Good Agricultural Practices
UNIT 2: Development of agriculture (GAP)
UNIT 2 Meaning, types and importance of
agricultural education UNIT 3 Invasive Alien Species (IAS)
UNIT 3 Measurements in agriculture UNIT 4: Introduction to forestry
UNIT 5: Forest products and their

contribution to national
development
SECTION 2: SOIL USES AND SECTION 2: SOIL USES AND SECTION 2: SOIL USES AND
MANAGEMENT (p..4) MANAGEMENT (p. 27) MANAGEMENT (p.47)
UNIT 1 Origin and formation of soil UNIT 1: Effects of land preparation UNIT 1: Soil and water conservation
practices on the soil.
UNIT 2 Nature, composition and properties
of soil. UNIT 2: Plant nutrients and nutrient
cycles.
UNIT 3; Soil fertility and its maintenance
SECTION 3: FARM MECHANIZATION (p. 7) SECTION 3: FARM MECHANIZATION (p.30) SECTION 3: FARM MECHANIZATION
(p.49)
UNIT 1 Introduction to farm mechanisation. UNIT 1: Harvest and post-harvest tools,
equipment and machinery UNIT 1: Surveying and Planning of
UNIT 2: Farm power farmsteads.
UNIT 2: Irrigation and Drainage
UNIT 3: Farm Machinery and Implements
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YEAR 1 YEAR 2 YEAR 3
SECTION 4: CROP PRODUCTION (p. 10) SECTION 4: CROP PRODUCTION (p. 33) SECTION 4: CROP PRODUCTION (P. 51)
UNIT 1: Importance and classification of UNIT 1: General principles of plant UNIT 1: Basic principles of ornamental
crops protection plant production
UNIT 2: Principles of crop production UNIT 2: Husbandry of some selected crops
UNIT 3: Principles of crop improvement
SECTION 5: ANIMAL PRODUCTION (p.14) SECTION 5: ANIMAL PRODUCTION (p. 39) SECTION 5: ANIMAL PRODUCTION
(p. 53)
UNIT 1: Importance, classification and UNIT 1: General management practices
distribution of breeds of farm of farm animals UNIT 1: Introduction to fisheries
animals in West Africa
UNIT 2: Principles of animal health UNIT 2: Fish farming
UNIT 2: Animal nutrition management
UNIT 3: Reproduction in farm animals UNIT 3 Husbandry of selected farm

animals
UNIT 4: Principles of animal health
improvement
SECTION 6: AGRICULTURAL ECONOMICS SECTION 6: AGRICULTURAL ECONOMICS SECTION 6: AGRICULTURAL

AGRIBUSINESS AND AGRIBUSINESS AND ECONOMICS
EXTENSION (p. 18) EXTENSION (p. 43) AGRIBUSINESS AND
EXTENSION (p. 56)
UNIT 1: Agricultural economics: UNIT 1: Establishment and management of UNIT 1: Marketing of agricultural
Importance and basic principles agribusiness produce.
UNIT 2: Factors of production UNIT 2: Agricultural financing: UNIT 2: Agricultural Extension
UNIT 3: Introduction to agribusiness UNIT 3: Farm records and accounts UNIT 3: The value chain approach in
management food quality and safety
assurance
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TIME ALLOCATION
General Agriculture is allocated 6 periods of 40 minutes each, per week. Of the six periods, three should be devoted to practical work and three to theory. The practical
aspect of the subject is essential and teachers should give adequate attention to it.
SUGGESTIONS FOR TEACHING THE SYLLABUS
Schools offering General Agriculture must keep a school farm. Where this is not possible, a well planned garden with small plots should be maintained for regular
observation by the students. At least one species of farm animals from each of the following three groups must be kept on a small-scale basis:
- Pigs and Poultry

- Goats, Sheep and Cattle
- Rabbits, Grasscutter, Guinea pigs and Fish
It is also recommended that the study of General Agriculture at the Senior High Schools be supplemented with visits to well established government and private
experimental and commercial farms, agricultural research institutes and other institutions related to agriculture. Teachers should also invite staff of MOFA and other
related institutions to serve as resource persons where necessary.
Practical work should involve laboratory experiments, farm work, observations carried out on the farm or garden, field trips, collection of specimens and record
keeping.
Each student must keep three practical notebooks for the following:
1. Farm diary
2. Specimen album
3. Laboratory experiments and project reports.
General Objectives
General Objectives have been listed at the beginning of each Section. The general objectives specify the skills and behaviours the student should acquire after
learning the units of a section. Read the general objectives very carefully before you start teaching the section. After teaching all the units of a section, go back and
read the general objectives again to be sure you have covered the objectives adequately in the course of your teaching.
Sections and Units: The syllabus has been planned on the basis of Sections and Units. Each year‟s work is divided into sections. A section consists of a fairly
homogeneous body of knowledge within the subject. Within each section are units. A unit consists of a more related and homogeneous body of knowledge and
skills.
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The syllabus is structured in five columns: Units, Specific Objectives, Content, Teaching and Learning Activities and Evaluation. A description of the contents of
each column is as follows:
Column 1 - Units: The units in Column 1 are divisions of the major topics of the section. You are expected to follow the unit topics according to the linear order in
which they have been presented. However, if you find at some point that teaching and learning in your class will be more effective if you skipped to another unit
before coming back to the unit in the sequence, you are encouraged to do so.
Column 2 - Specific Objectives: Column 2 shows the Specific Objectives for each unit. The specific objectives begin with numbers such as 1.3.5 or 2.2.1. These
numbers are referred to as “Syllabus Reference Numbers (SRN)”. The first digit in the syllabus reference number refers to the section; the second digit refers to the
unit, while the third digit refers to the rank order of the specific objective. For instance, 1.3.5 means: Section 1, Unit 3 (of Section 1) and Specific Objective 5. In
other words, 1.3.5 refers to Specific Objective 5 of Unit 3 of Section 1. Similarly, the syllabus reference number 2.2.1 simply means Specific Objective number 1 of
Unit 2 of Section 2. Using syllabus reference numbers provides an easy way for communication among teachers and other educators. It further provides an easy
way for selecting objectives for test construction. Let‟s say for instance, that Unit 2 of Section 2 has five specific objectives: 2.2.1 - 2.2.5. A teacher may want to
base his/her test items/questions on objectives 2.2.3 and 2.2.4 and not use the other three objectives. In this way, a teacher would sample the objectives within
units and within sections to be able to develop a test that accurately reflects the importance of the various skills taught in class.
You will note also that specific objectives have been stated in terms of the student i.e., what the student will be able to do after instruction and learning in the unit.
Each specific objective hence starts with the following, “The student will be able to: ”. This in effect, means that you have to address the learning problems of each
individual student. It means individualizing your instruction as much as possible such that the majority of students will be able to master the objectives of each unit
of the syllabus.
Column 3 - Content: The “content” in the third column of the syllabus presents a selected body of information that you will need to use in teaching the particular
unit. In some cases, the content presented is quite exhaustive. In some other cases, you could add more information to the content presented. You must at any
rate, use any practical experiences you have and other knowledge you have acquired from books and other sources in your teaching.
Column 4 -Teaching and Learning Activities (T/LA): T/LA that will ensure maximum student participation in the lessons is presented in Column 4. Avoid rote
learning and drill-oriented methods and rather emphasize participatory teaching and learning, and also emphasize the cognitive, affective and psychomotor
domains of knowledge in your instructional system wherever appropriate. You are encouraged to re-order the suggested teaching and learning activities and also
add to them where necessary in order to achieve optimum student learning. The major purpose of teaching and learning is to make students capable of applying
their knowledge in dealing with problems in and out of school. A suggestion that will help your students acquire the habit of analytical thinking and the capacity for
applying their knowledge to problems is to begin each lesson with a practical problem. Select a practical problem for each lesson. The selection must be made
such that students can use knowledge gained in the previous lesson and other types of information not specifically taught in class. At the beginning of a lesson,
state the problem, or write the problem on the board. Let students analyse the problem, suggest solutions etc., criticize solutions offered, justify solutions and
evaluate the worth of possible solutions. There may be a number of units where you need to re-order specific objectives to achieve such required effects. The
emphasis is to assist your students to develop analytical thinking and practical problem solving techniques in agriculture.
Column 5 - Evaluation: Suggestions and exercises for evaluating the lessons of each unit are indicated in Column 5. Evaluation exercises can be in the form of
oral questions, quizzes, class assignments, essays, structured questions, project work etc. Ask questions and set tasks and assignments that will challenge your
students to apply their knowledge to issues and problems in General Agriculture and that will engage them in developing solutions, and developing positive attitudes
as a result of having undergone instruction in this subject. The suggested evaluation tasks are not exhaustive. You are encouraged to develop other creative
evaluation tasks to ensure that students have mastered the instruction and behaviours implied in the specific objectives of each unit. For evaluation during class
lessons, determine the mastery level you want students to achieve in their answers and responses. If for instance, you take 80% as the mastery level, ensure that
each student‟s answer to questions asked in class achieves this level of mastery.
Lastly, bear in mind that the syllabus cannot be taken as a substitute for lesson plans. It is therefore, necessary that you develop a scheme of work and lesson
plans for teaching the units of this syllabus.
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Profile Dimensions
Profile dimensions describe the underlying behaviours or abilities students are expected to acquire as a result of having gone through a period of instruction. Each
of the specific objectives in this syllabus contains an action verb that specifies the type of learning or skill that the student should acquire by the end of the
instructional period. A specific objective as follows: The student will be able to describe …etc. contains an action verb "describe" that indicates what the student will
be able to do after teaching and learning have taken place. Being able to "describe" something after the instruction has been completed means that the student
has acquired "knowledge". Being able to explain, summarize, give examples, etc. means that the student has understood the lesson taught. Similarly, being able
to develop, plan, construct etc, means that the student has learnt to create, innovate or synthesize knowledge. Each of the action verbs in the specific objectives of
the syllabus describes the behaviour the student will be able to demonstrate after the instruction. "Knowledge", "Application", etc. are dimensions that should be the
prime focus of teaching, learning and assessment in schools.
As already implied, profile dimensions describe the underlying behaviours for teaching, learning and assessment. In General Agriculture, the three profile
dimensions required for teaching, learning and testing are:
Knowledge and Understanding 40%

Application of Knowledge 30%
Practical Skills 30%
Each of the dimensions has been given a percentage weight that should be reflected in teaching, learning and testing. The weights show the relative emphasis that
the teacher should give in the teaching, learning and testing processes. Combining the three dimensions in the teaching and learning process will ensure that
General Agriculture will be taught and studied not only at the cognitive level, but will also lead to the acquisition of practical skills in the subject.
The explanation of the key words involved in each of the profile dimensions is as follows:
Knowledge and Understanding (KU)
Knowledge The ability to:

remember, recall, identify, define, describe, list, name, match, state principles, facts and concepts. Knowledge is simply the ability to remember or
recall material already learned and constitutes the lowest level of learning.
Understanding The ability to:

explain, summarize, translate, rewrite, paraphrase, give examples, generalize, estimate or predict consequences based upon a trend.
Understanding is generally the ability to grasp the meaning of some material that may be verbal, pictorial, or symbolic.
Application of Knowledge (AK)
The ability to use knowledge or apply knowledge, as implied in this syllabus, has a number of learning/behaviour levels. These levels include application, analysis,
innovation or creativity, and evaluation. These may be considered and taught separately, paying attention to reflect each of them equally in your teaching. The
dimension “Application of Knowledge” is a summary dimension for all four learning levels. Details of each of the four sub levels are as follows:
Application The ability to:

apply rules, methods, principles, theories, etc. to concrete situations that are new and unfamiliar. It also involves the ability to produce, solve,
operate, demonstrate, discover etc.
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Analysis The ability to
break down a piece of material into its component parts; to differentiate, compare, distinguish, outline, separate, identify significant points etc.,
recognize unstated assumptions and logical fallacies, recognize inferences from facts etc.
Innovation/
Creativity - The ability to
synthesize or put parts together to form a new whole. It involves the ability to combine, compile, compose, devise, suggest a new idea or possible
ways, plan, revise, design, organize, create, and generate new solutions. The ability to create or innovate is the highest form of learning. The world
becomes more comfortable because some people, based on their learning, bring new ideas, design and create new things.
Evaluation The ability to:

appraise, compare features of different things and make comments or judgments, contrast, criticize, justify, support, discuss, conclude, make
recommendations etc. Evaluation refers to the ability to judge the worth or value of some materials, ideas etc., based on some criteria. Evaluation
is a constant decision making activity. We generally compare, appraise and select throughout the day. Every decision we make involves evaluation.
Evaluation is a high level ability just as application, analysis and innovation or creativity since it goes beyond simple knowledge acquisition and
understanding.
A number of examination questions at the high school level begin with the word “Discuss”. The word “discuss” asks for a variety of thinking skills and is obviously a
high level thinking behaviour. Students consequently do poorly on examination questions that start with “Discuss”. For this reason, and also for the reason that
discussion of issues, discussion of reports etc., are some of the major intellectual activities students will be engaged in, in work situations and at higher levels of
learning, it will be very helpful if you would emphasize discussion questions etc. both in class and in the tests you set.
Practical Skills (PS)
Practical skills refer to the psychomotor domain. This involves the demonstration of manipulative skills using tools, machines and equipment to carry out practical
operations and to solve practical problems. The teaching and assessment of practical skills should involve experiments, projects, case studies and field studies.
Skills required for effective practical work are the following:
1. Equipment Handling
2. Observation
3. Manipulation
4. Measuring
5. Recording
6. Reporting
7. Creativity
8. Communication
Equipment Handling: Students should be able to handle and use equipment properly for practical work. The teacher should ensure that students acquire a high
level of proficiency in the use of tools, equipment and machinery in relevant areas of agriculture. It is essential for students to observe the necessary safety
measures in handling equipment.
Observation: The student should be able to use his/her senses to make accurate observations. Where appropriate, students should be able to tell the colour, form,
texture and the structure of specimens provided and be able to classify them.
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Manipulation: Manipulation involves the skilful handling of scientific objects and tools for accomplishing specific tasks.
Measuring: Refers to the accurate use of measuring instruments and equipment. The teacher should guide students to make appropriate measurements of
agricultural specimens, chemicals etc.
Recording: Recordings must aim at a high degree of accuracy.
Reporting: Students should be able to present pertinent and precise reports on projects they undertake. Reports, oral or written, should be concise, clear and
accurate.
Creativity: Students should be encouraged to be creative and be able to use new methods in carrying out projects. You can help your students to be creative by
encouraging any little creative efforts, techniques and products they may develop.
Communication: Students should be guided to develop effective oral and written communication skills necessary for group work, reports etc.
The action verbs provided under the various profile dimensions should help you to structure your teaching such as to achieve the effects needed. Select from the
action verbs provided for your teaching, in evaluating learning before, during and after the instruction. Use the action verbs also in writing your test questions. This
will ensure that you give your students the chance to develop good thinking skills, and the capacity for excellent performance in examinations and in practical
agriculture and life situations. Check the weights of the profile dimensions to ensure that you have given the required emphasis to each of the dimensions in your
teaching and assessment.
FORM OF ASSESSMENT
It must be emphasized again that it is important that both instruction and assessment be based on the profile dimensions of the subject. In developing assessment
procedures, select specific objectives in such a way that you will be able to assess a representative sample of the syllabus objectives. Each specific objective in the
syllabus is considered a criterion to be achieved by the student. When you develop a test that consists of items or questions that are based on a representative
sample of the specific objectives taught, the test is referred to as a “Criterion-Referenced Test”. In many cases, a teacher cannot test all the objectives taught in a
term, in a year etc. The assessment procedure you use i.e. class tests, home work, projects etc. must be developed in such a way that it will consist of a sample of
the important objectives taught over a period.
The example below shows an examination consisting of three papers, Paper 1, Paper 2, Paper 3 and School Based Assessment (SBA). Paper 1 will usually be an
objective-type paper; Paper 2 will consist of structured questions or essay questions, essentially testing “Application of Knowledge”, but also consisting of some
questions on “Knowledge and Understanding”. Paper 3 will be the practical test paper, and the SBA will be based on all three dimensions as indicated. The
distribution of marks for the objective test items, essay type questions and the practical questions in the three papers and in the SBA should be in line with the
weights of the profile dimensions already indicated and as shown in the last column of the table below.
The West African Examinations Council (WAEC) generally sets 50 or 60 objective test items at the WASSCE. Emulate this by developing an objective test paper
(Paper 1) that consists of 60 items. Paper 2 could consist of some structured questions and essay questions. In general, let students answer five essay questions
from a list of 7-10 questions. Paper 3 will consist of 5-7 practical questions.
In the examination structure presented below, Paper 1 is marked out of 60; Paper 2 is marked out of 90, Paper 3 marked out of 60, and SBA is marked out of 90,
giving a total of 300 marks. The last row shows the weight of the marks allocated to each of the four test components. The three papers are weighted differently.
Paper 2 is a more intellectually demanding paper and is therefore weighted more than Papers 1 and 3.
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Distribution of Examination Paper Weights And Marks
School Based Total % Weight of

Dimensions Paper 1 Paper 2 Paper 3
Assessment Marks Dimension
Knowledge and 50 30 - 40 120 40
Understanding
Application of 10 60 - 20 90 30
Knowledge
- -
Practical Skills 60 30 90 30
Total Marks 60 90 60 90 300
% Contribution of 20 30 20 30 100
Papers
You will note that Paper 1 has a contribution of 20% to the total marks; Paper 2 has a contribution of 30% to the total marks; Paper 3 has a contribution of 20%, and
SBA has a contribution of 30% to the total marks. The numbers in the cells indicate the marks to be allocated to the items/questions that test each of the
dimensions within the respective test papers.
The last but one column shows the total marks allocated to each of the dimensions. Note that the numbers in this column are additions of the numbers in the cells
and they agree with the profile dimension weights indicated in the last column. Of the total marks of 300, 120 marks, equivalent to 40% of the total marks, are
allocated to Knowledge and Understanding. 90 marks, equivalent to 30% of the total marks, are allocated to each of Application of Knowledge and Practical Skills.
The weights of the three dimensions are indicated in the last column. The ratio of theory to practice in General Agriculture is hence 70:30.
WASSCE consists of two papers. Paper 1includes the objective test and essay test components. Paper 2, the practical test, is separate. In the example above, we
recommend three separate papers to give your students extended practice for adequate examination preparation.
Item Bank: Obviously the structure of assessment recommended in this syllabus will need a lot of work on the part of the teacher. In preparation for setting
examination papers, try to develop an item bank. The term “item bank” is a general term for a pool of objective items, a pool of essay questions or a pool of
practical test questions. As you teach the subject, try to write objective test items, essay questions, structured essay questions and practical test questions to fit
selected specific objectives which you consider important to be tested. If you proceed diligently, you will realize you have written more than 100 objective test items
and more than 30 essay questions in a space of one year. Randomly select from the item bank to compose the test papers. Select with replacement. This means,
as items/questions are selected for testing, new ones have to be written to replace those items/questions already used in examinations. Items and questions that
have been used in examinations may also be modified and stored in the item bank.
Test wiseness
An important issue in the preparation for a major examination such as the WASSCE, is the issue of test “wiseness”. To be test wise means that the student knows
the mechanics for taking a test. These mechanics include writing your index number and other particulars accurately and quickly on the answer paper; reading all
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questions before selecting the one‟s best questions to answer; apportioning equal time to each question or spending more time on questions that carry more
marks; making notes on each question attempted before writing the answer; leaving extra time to read over one‟s work; finally checking to see that the personal
particulars supplied on the answer sheet are accurate. Some good students sometimes fail to do well in major examinations because of weakness in the
mechanics of test taking; because they are not test wise. Take your students through these necessary mechanics so that their performance on major examinations
may not be flawed by the slightest weakness in test taking.
GUIDELINES FOR SCHOOL-BASED ASSESSMENT (SBA)
A new School Based Assessment system (SBA) will be introduced into the school system in 2011. The new SBA system is designed to provide schools with an
internal assessment system that will help schools to achieve the following purposes:
o Standardize the practice of internal school-based assessment in all Senior High Schools in the country
o Provide reduced assessment tasks for subjects studied at SHS
o Provide teachers with guidelines for constructing assessment items/questions and other assessment tasks
o Introduce standards of achievement in each subject and in each SHS class
o Provide guidance in marking and grading of test items/questions and other assessment tasks
o Introduce a system of moderation that will ensure accuracy and reliability of teachers‟ marks
o Provide teachers with advice on how to conduct remedial instruction on difficult areas of the syllabus to improve class performance.
SBA may be conducted in schools using the following: Mid-term test, Group Exercise, End-of-Term Test and Project
1. Project: This will consist of a selected topic to be carried out by groups of students for a year. Segments of the project will be carried out each term toward
the final project completion at the end of the year,
The projects may include the following:

i) farm work
ii) experiment
iii) investigative study (including case study)
A report must be written for each project undertaken.
2. Mid-Term Test: The mid-term test following a prescribed format will form part of the SBA
3. Group Exercise: This will consist of written assignments or practical work on a topic(s) considered important or complicated in the term‟s syllabus
4. End-of-Tem Test: The end –of-term test is a summative assessment system and should consist of the knowledge and skills students have acquired in the
term. The end-of-term test for Term 3 for example, should be composed of items/questions based on the specific objectives studied over the three terms,
using a different weighting system such as to reflect the importance of the work done in each term in appropriate proportions. For example, a teacher may
build an End-of-Term 3 test in such a way that it would consist of the 20% of the objectives studied in Term 1, 20% of objectives studied in Term 2 and 60%
of the objectives studied in Term 3.
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GRADING PROCEDURE
To improve assessment and grading and also introduce uniformity in schools, it is recommended that schools adopt the following WASSCE grade structure for
assigning grades on students‟ test results. The WASSCE structure is as follows:
Grade A1: 80 - 100% - Excellent

Grade B2: 70 - 79% - Very Good
Grade B3: 60 - 69% - Good
Grade C4: 55 - 59% - Credit
Grade D7: 40 - 44% - Pass
Grade D8: 35 - 39% - Pass
Grade F9: 34% and below - Fail
In assigning grades to students‟ test results, you are encouraged to apply the above grade boundaries and the descriptors which indicate the meaning of each
grade. The grade boundaries i.e., 60-69%, 50-54% etc., are the grade cut-off scores. For instance, the grade cut-off score for B2 grade is 70-79% in the example.
When you adopt a fixed cut-off score grading system as in this example, you are using the criterion-referenced grading system. By this system a student must
make a specified score to be awarded the requisite grade. This system of grading challenges students to study harder to earn better grades. It is hence a very
useful system for grading achievement tests.
Always remember to develop and use a marking scheme for marking your class examination scripts. A marking scheme consists of the points for the best answer
you expect for each question, and the marks allocated for each point raised by the student as well as the total marks for the question. For instance, if a question
carries 20 marks and you expect 6 points in the best answer, you could allocate 3 marks or part of it (depending upon the quality of the points raised by the student)
to each point , hence totalling 18 marks, and then give the remaining 2 marks or part of it for organisation of answer. For objective test papers you may develop an
answer key to speed up the marking.
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SENIOR HIGH SCHOOL - YEAR 1
SECTION 1
INTRODUCTION TO AGRICULTURE
General Objectives: The student will:
1. be aware of the importance of agriculture to the national economy.

2. appraise the role of agricultural education in national development.
3. recognise various occupations in agriculture for the youth.
4. acquire basic measurement skills in agribusiness.
TEACHING/LEARNING
UNIT SPECIFIC OBJECTIVES CONTENT ACTIVITIES EVALUATION
UNIT 1 The student will be able to:
IMPORTANCE OF 1.1.1 define agriculture and Definition and branches of Assist students to explain the Students to list six
AGRICULTURE TO THE describe its branches. agriculture:- meaning of agriculture and discuss its branches of agriculture.
NATIONAL ECONOMY Branches of Agriculture: various branches.
Crop Production, Animal
Production, Horticulture, Farm
Mechanisation, Soil Management,
Fisheries, Forestry, Agricultural
Economics and Extension
1.1.2 outline the contribution of Role of agriculture in the National Assist students to discuss the Students to write an essay
agriculture to the national Economy:- benefits derived from agriculture. on the role of Agriculture in
Economy. Food, shelter, raw material for the Economic Development
industries, employment, foreign of Ghana.
exchange, income etc.
1.1.3 explain the inter- Inter-dependence of Agriculture Guide students to discuss the inter- Students to list five linkages
dependence and Industry dependence of Agriculture and between agriculture and
of Agriculture and industry in the economic development industry and briefly discuss
Industry. of a nation e.g., chemical industries three of them.
provide fertilizers and drugs:
mechanical industries supply
agricultural machinery and
implements: transport industry
distributes agricultural inputs and
products: agricultural produce used
as raw materials for industries e.g.,
cocoa for chocolate factories.
1
TEACHING/LEARNING
MEANING, TYPES AND 2.1.1 explain the concept of Meaning of agricultural education. Students to do the following: Write an essay on the
IMPORTANCE OF agricultural education. i. brainstorm to bring out the meaning merits and demerits of
AGRICULTURAL of agricultural education vocational and general
EDUCATION ii. find other meaning of agricultural agriculture.
education from the encyclopedia or
internet and discuss in class.
2.1.2 describe the types of Types of agricultural education. Assist students to discuss the types of Outline the benefits that
agricultural education. a) Formal e.g. general, pre- agricultural education can be derived from
vocational and vocational agricultural education.
.
b) Non-Formal e.g. agricultural
extension and agricultural youth
clubs.
c) Informal e.g. apprenticeship
2.1.3 outline the importance of Importance of agricultural Students to brainstorm to come out
agricultural education in education: with the benefits of agricultural
national development. manpower development, education to national development.
acquisition of leadership skills, Note:
inculcating the spirit of voluntarism Encourage students to form and run
in the youth, strengthening agricultural clubs.
democracy and rural development,
etc.
2.1.4 describe occupations in Agricultural occupations: Note: Invite a resource person to give a
agriculture. production of crops and animals, talk on occupations in agriculture.
provision of services, agricultural
mechanics, processing of
agricultural products, landscaping,
agricultural resource management,
forestry, teaching and research,
etc.
Students in groups to
2.1.5 outline the job descriptions Job descriptions and entry Students to match agricultural undertake a survey of
and entry qualifications for requirements for agricultural occupations with their job descriptions agricultural occupations in
agricultural occupations occupations and qualifications for entry. their district and write a
report .
2
TEACHING/LEARNING
MEASUREMENTS IN 3.1.1 calculate area, volume, Calculated measurements: Students to discuss the activities in Calculate the rate of
AGRICULTURE percentage, plant density, area, volume, percentage, plant which these measurements are made. application of fertilizer on a
yield per unit area, rate of density, yield per unit area, rate of Students to calculate the various hectare of maize plot
application, seed rate and application of fertilizers and measurements listed in content.
dressing percentage. pesticides, seed rate and dressing e.g: area, volume, percentage, plant
percentage of farm animals. density, yield per unit area, rate of
application of agro--chemicals, seed
Examples of Measurements in rate and dressing percentage of
Agriculture : carcass etc.
Animal Husbandry: - Stocking
density, weight of live animals ,
feedstuff, carcass, drugs, vaccines,
etc.,
- Feed conversion efficiency
- Output in percentages, eg. Hen
day-egg production, litres (milk
yield); meat yield in kilograms.
- Heart beat per second
Crops/Forestry: - Area of land,
weight , volume, population
(density, seed rate , etc.), angles,
distance (girth, diametre, thickness)
Fisheries: - mesh sizes in cm
- Ponds: length, breadth, depth,
stocking rate,
- Water Quality: Temperature, pH,
Feed quantity in tonnage.
Agric. Mechanisation: - Power,
torque, etc.
Indigenous units and instruments Students make list of indigenous Project:

3.1.2 relate indigenous measuring materials used by farmers, Students to produce a
measurements with for measuring weight, volume and
length of agricultural equipment sellers and processors of agricultural chart of equivalent values
standardized units of commodities and compare them with of indigenous
measurement. and commodity in comparison with
standardized measures e.g. pole standardized measures. measurement units and
etc. their corresponding
Students to discuss the advantages standardized units of
and disadvantages of using indigenous measurements.
measurements.
3
SECTION 2
SOIL USES AND MANAGEMENT
1. be aware of the origin and nature of soil.

2. recognize soil as a living entity obtained through the activities of living organisms.
3. demonstrate how the physical properties of the soil relate to its function as a rooting medium.
4. relate the physical and chemical properties of the soil to crop growth.
TEACHING/LEARNING
ORIGIN AND 2.1.1 describe the processes of Processes of soil formation:- NB: Teacher to begin this unit by Explain how the following
FORMATION OF soil formation. a). Weathering of rocks revising the types of rocks and their contribute to weathering of
SOIL i. Physical, formation with students. rocks
ii. Chemical, - hydrolysis
iii. Biological Assist students to discuss the - hydration
b). Transportation of fragmented weathered processes of soil formation. - oxidation
materials - temperature
c). Deposition of weathered material - living organisms
d) Role of organic matter
2.1.2 outline the factors of soil Factors of soil Formation: Guide students to discuss the Students to write an essay
formation. Parent material, topography, living organisms, factors which determine the rate of on the factors that
climate, and time development, types and quality of determine the type and
soil formed in a particular area. quality of the soil formed
at a place.
2.1.3 draw, label and describe a Soil Profile: Students to dig or visit dug-out pits
typical soil profile. Meaning to examine and identify horizons of
Description using texture, colour, soil profile.
structure, porosity, depth, organic a) What is a soil profile?
matter content Assist students to describe each b) Draw, label and
horizon using texture, colour, describe the profile of a
structure, porosity, depth, organic matured forest soil.
matter content.
4
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING/LEARNING EVALUATION
ACTIVITIES
UNIT 1 (CONT’D) The student will be able to:
ORIGIN AND 2.1.4 relate the knowledge about Knowledge of soil profile helps Assist students to discuss the importance
FORMATION OF SOIL soil profile to crop the farmer to select: of the knowledge of soil profile in crop
production. - suitable crops for cultivation, production.
- suitable methods of cultivation,
- appropriate tools/implements,
etc.
2.2.1 list the components of soil Components of the soil: Students to list and describe the Students to list five
UNIT 2
and outline their - mineral particles/matter components of the soil and discuss the functions of organic matter
NATURE, importance. - organic matter role of each component in agriculture. in the soil.
COMPOSITION AND - air Note: Discussion of mineral particles
PROPERTIES OF SOIL. - water should be based on the properties of
different soils (sand, silt and clay).
- The role of organic matter should be
stressed.
2.2.2 identify soil living Role of living organisms in the Guide students to discuss the importance
organisms and describe their soil of soil flora (bacteria, fungi, algae etc.) Students to list six soil living
role in the soil. and soil fauna (nematodes, earthworms, organisms and indicate their
arthropods, rodents etc.) to crop importance in the soil.
production.
-Students to collect and identify soil living
organisms.
2.2.3 analyze the physical and Physical properties of soil: Students to brainstorm and list the
chemical properties of the colour, physical and chemical properties of the Students to
soil, their causes and texture and, structure, porosity, soil. 1. tabulate the three main
effects on plant growth aeration, temperature, Note: Textural classes and types of soil soil textural classes and
consistency, etc. structure should be treated. their distinguishing
Chemical properties of soil: soil properties.
reaction (pH) Students to discuss causes of soil acidity, 2. Classify soil samples into
effects on plant growth, and how to types of soil structure
correct it.
5
ACTIVITIES

2.2.4 perform experiments to Experiments to demonstrate Guide students to perform the under-listed Students to test for the
NATURE, COMPOSITION
AND PROPERTIES OF determine various physical physical and chemical properties experiments: physical and chemical
SOIL and chemical properties of of soil i. Separation of the soil into sand, silt and properties of soils and
soil. clay fractions determine their effect on
ii. Determination of soil texture by 'feel' or plant growth in the field or
“field” methods in potted plants.
iii. Comparison of drainage/porosity and the
water holding capacity of sandy, clayey
and loamy soils
iv. Determination of the presence of living
micro-organisms
v. Determination of the percentage soil
water content
vi. Comparison of the speed and height of
capillary action in sandy, clayey and
loamy soils
vii. Determination of soil pH
2.2.5 relate the physical and Importance of soil physical and Assist students to discuss the role of Students to explain the
chemical properties of soil chemical properties in crop growth physical and chemical properties of soils in following properties of the
to crop growth and and development e.g. crop growth and development. soil and indicate their
development. -soil texture importance in the growth
-soil structure of crops:
-soil consistency a. Soil texture,
-soil air, b. soil structure,
-soil water, c. soil consistency,
-soil temperature, and d. soil temperature,
-soil pH e. soil water and
f. soil reaction (pH).
6
SECTION 3
FARM MECHANISATION
1. recognize the need for farm power.
2. acquire basic skills in handling farm machines and implements.
3. appreciate the importance of machines in agriculture.
4. be aware of safety precautions in handling farm machines and implements.
5. develop maintenance culture for machines and implements.
TEACHING/LEARNING
The student will be able to:
UNIT 1 3.1.1 explain farm Meaning of farm mechanisation Students to brainstorm to bring out the What is farm
mechanisation meaning of farm mechanisation e.g. mechanisation?
INTRODUCTION TO -use of tools and equipment operated by
FARM hand, animals or motorised power to
perform farm operations.
MECHANISATION.
3.1.2 outline the objectives Objectives of farm Guide students to list and explain the State three objectives of
of farm mechanisation. mechanisation objectives of farm mechanisation. farm mechanisation.
Note: Objectives should include:
-remove drudgery from farm tasks
-achieve timeliness of farm operations
-perform farm tasks to meet quality
standards.
3.1.3 state the benefits of farm Importance of farm Students to discuss the importance of Discuss three (3)
mechanisation. mechanisation farm mechanisation. importance of farm
-increased productivity per unit mechanisation in the
area of land and per worker development of
- increase in food supply, Agriculture.
income and raw materials
supply etc.
Teacher to use charts or films to
3.1.4 practise safety Farm safety measures in the illustrate the safety measures taken in
precautions use of machinery, electricity, farm workshops and in the field Project:
to prevent accidents agro-chemicals, draught Students to prepare a
and other farm animals, sharp tools, ladders, Arrange trips to farm machinery display board/chart and
hazards. fire and hot materials. Dressing workshops for students to observe, write six important safety
code, and general precautions discuss and practice workshop safety precautions in the use of
for safety. measures under supervision. farm machinery.
First aid and first aid box.
7
TEACHING/LEARNING
FARM POWER 3.2.1 list the sources of farm Sources of Farm Power: Guide students to discuss the Discuss the factors that
power -human, sources of farm power. affect the performance of
-animal (horses, oxen, donkey), Note: The discussion should include draught animals.
-Internal combustion engines factors which affect the efficiency of
-solar draught animals .e.g.
- electricity - food intake
-wind and water - breed
- diseases
- previous training given, etc.
3.2.2 describe the uses of farm Uses of farm power Teacher to lead students to discuss Students to discuss the
power. the uses of farm power. merits and demerits of
Students to be taken to see draught solar and wind power.
animals at work or a film on it.
3.2.3 discuss the merits and Merits and demerits of each source Students to brainstorm and bring out In a tabular form give the
demerits of each farm of farm power the merits and demerits of the names of two draught
power. various sources of farm power. animals, and indicate the
merits and demerits in the
use of each animal.
8
TEACHING/LEARNING
FARM MACHINERY 3.3.1 differentiate between farm Differences between farm Students to brainstorm and bring out the
AND IMPLEMENTS machines and implements machines and implements similarities and differences between
farm machines and implements.
3.3.2 identify the principal parts of Principal parts of the internal Arrange for a visit to a mechanisation List four parts of an
the internal combustion combustion engine and their centre or a fitting workshop for an internal combustion
engine and their functions functions explanation on the functioning of the engine and state their
internal combustion engine functions.
Students to identify major parts of the Describe the operation of

internal combustion engine and discuss the internal combustion
their functions using charts or an old engine.
tractor engine.
3.3.3 state the uses of the tractor Uses of the tractor and its Note: The discussion should include the
and its implements implements operation of the engine, i.e. the
induction, compression, power and
exhaust strokes)
Assist students to discuss the use of the

tractor and its implements: plough,
harrow, ridger, trailer, planters etc.
3.3.4 identify the principal parts of Principal parts of farm Organize a visit to a well-established Draw and label the
farm implements and state implements and their functions farm in the locality for students to principal parts of the
their functions observe the tractor and its various following:
implements in operation. a) disc plough
Note: Use pictures or diagrams, to b) disc harrow
discuss the principal parts of the plough, c) knapsack sprayer
harrow and planters.
3.3.5 operate simple farm Operation of simple farm What are the functions of
Note: Arrange a demonstration lesson
machines machines: Mist blower, power the following implements:
on the operation of simple farm
tiller, lawn mower and knapsack machines as listed in content. Students 1. disc plough
sprayer to be given opportunities to operate the 2. mould board plough
machines. 3. disc harrow
4. planter
5. ridger
3.3.6 care for and maintain a Care and maintenance of tractor Students to practise routine
farm tractor and and implements Students to prepare
maintenance procedures e.g. cleaning
implements maintenance schedule
the machine and their parts, changing
oil, changing battery, lubricating for the farm tractor and
movable parts etc. implements.
Note: Proper storage of the machines

and implements should be stressed.
9
SECTION 4
CROP PRODUCTION
1. appreciate the importance of crop plants.

2. become aware of the general principles underlying crop production.
3. acquire basic skills in crop production.
TEACHING/LEARNING
IMPORTANCE AND 4.1.1 outline the benefits derived Benefits derived from crop plants: Students to brainstorm to bring out the List five benefits derived
CLASSIFICATION OF from crop plants. benefits derived from crop plants. E g. -- from crop plants.
CROP PLANTS food for humans, feed for farm animals
-industrial raw materials
-employment
-income
-foreign exchange,
4.1.2 classify crop plants. Classification of crop plants based Assist students to classify crop plants Make a list of crop
on the under-listed criteria: based on categories shown in content. plants grown in the
Growth cycle/life span (annuals, locality and classify
biennials and perennials) them under: Growth
-Botany (Family, Genus, Species,) cycle, botany, method
-Uses (ornamentals, vegetables, of cultivation and uses.
fruits, beverages, spices and
drugs, fibre and oil).
Classification by method of
cultivation (arable crops,
plantation crops and field crops)
10
TEACHING/LEARNING
PRINCIPLES OF CROP 4.2.1 select a site for crop Factors that influence the choice of Students to brainstorm to list and List and discuss five
PRODUCTION production a garden/farm site: discuss the factors that affect the factors that should
- Topography selection of site for a garden or crop be considered in
- Vegetation. farm. selecting a site for a
- Soil named crop.
- Source of water
- Market
- Accessibility of site, etc.
4.2.2 describe indigenous and Different methods of land Guide students to discuss the steps Describe the
mechanized methods of preparation and their effects on the involved in following land preparation activities involved in
land preparation and their soil methods and their effects on the soil. preparing one
effects on the soil. a. Manual methods, using simple hectare of forest land
. tools such as cutlass, hoe, axe to for crop production.
clear weeds, fell trees, etc.
b. Use of animal-drawn tillers
c. Mechanised methods using
tractors to plough, harrow, etc.
d. Use of herbicides.
e. Burning. Discuss the effects
NB: Plan a trip to farms where these of burning and
methods are practised for students to ploughing on the
observe. soil.
-Stress the adverse effects of using
burning on the environment
4.2.3 define tillage and describe
Meaning and Types of Tillage: Guide students to define tillage and
the types of tillage. Define tillage and
Tillage is the preparation of the soil discuss the types of tillage.
for crop propagation and growth -Guide students to mix and apply describe three
Tillage practices: ploughing, appropriate herbicide to a small plot of examples of tillage
harrowing, ridging, mounding, etc. - land to demonstrate zero tillage. operations.
Note: Discuss zero tillage as a land
Types of tillage: clearing method and not as a soil
Minimum tillage, primary tillage, preparation method.
and secondary tillage, zero tillage
Objectives of tillage. Assist students to discuss the

1. Control weeds objectives of tillage practices. State four objectives
4.2.4 explain the of tillage
2. Incorporate organic matter
objectives of tillage. 3. Improve soil structure
4. Improve aeration and drainage
5. Achieve leveling of the ground,
. 6. improve nutrient status of the soil
etc
11
TEACHING/LEARNING

UNIT 2 (CONT’D)
4.2.5 differentiate between Primary and secondary tillage Students to brainstorm to bring out the
PRINCIPLES OF primary and secondary differences between primary and Students to:
CROP PRODUCTION tillage secondary tillage. Distinguish between
primary and secondary
tillage.
4.2.6 describe methods Methods of plant propagation: Guide students to discuss seed and
used in plant - seed propagation vegetative propagation, their merits and Discuss three merits
propagation - vegetative propagation demerits. and demerits of seed
and vegetative
propagation.
4.2.7 describe the activities Activities in Seed Propagation: Assist students to discuss guidelines for
involved in seed - Seed selection and testing selection and testing for seed quality,
propagation - Seed treatment. and the methods for seed treatment. Describe the activities
- Seed planting methods (broad -Students use guidelines to select good involved in:
casting, drilling, etc.) quality seeds for planting. a) seed selection
NB: Seed dormancy and treatment to b) seed testing
Planting at stake(direct planting): overcome dormancy should be treated.
- Lining and pegging Each student to use
- Time of planting Assist students to discuss and practise appropriate methods to
- Planting depth activities involved in seed planting under break the seed
- Plant population and spacing(seed i. planting at stake dormancy of three
rate) ii. raising seedlings using two crops. different crops.
- Rate differences in rate of fertiliser
application between primary and
secondary tillage
4.2.8 produce seedlings for Nursery Practices Students to prepare seed boxes/beds Project:
Transplanting - selection of nursery site and nursery beds and raise vegetable Students to apply the
- preparation of seed box, nursery such as tomato, or onion to principles learnt to
bed bed/box transplanting stage using the practices cultivate up to
- seed sowing in content. transplanting stage, any
- watering of the crops selected by
- shading Guide students to prick out and the school for this
- pricking out transplant the seedlings. course.
- stirring of soil
- weed control
- fertilizer application
- pest and disease control
- hardening-off
- transplanting
-watering after planting
12
TEACHING/LEARNING
PRINCIPLES OF 4.2.9 carry out vegetative Methods of vegetative propagation: Assist students to discuss methods of Students use stem
CROP PRODUCTION propagation methods a). Natural vegetative propagation as listed in cuttings to plant
. - Corms content. cassava or sweet
- Rhizomes potatoes they observe
- Suckers Students to practise activities involved and record changes at
- Slips in vegetative propagation using natural the various stages
- Crowns methods and cuttings. growth.
- Runners
- Bulb, Assist students to discuss methods that
- Stem tubers, use artificial manipulations of the plant
b). Artificial (e.g. budding, grafting, layering,
- Cuttings cuttings.)
- Budding
- Grafting
- Layering
4.2.10 perform cultural practices Cultural practices: Assist students to discuss the cultural Give one reason for
associated with crop - thinning, filling-in (supplying), practices in crop production and the undertaking each of
production. watering, pruning, staking, mulching, reasons for performing them. the following cultural
fertilizer application, topping and practices in crop
desuckering, stirring the soil, training, production:
weed control, earthing-up, pest and 1. thinning
disease control etc. 2. filling-in
3. pruning
4. staking
4. mulching
13
SECTION 5
ANIMAL PRODUCTION
General Objectives: The student will
1. recognize the importance and distribution of farm animals in West Africa

2. make use of the basic principles of nutrition in farm animal production
3. recognize the principal species and breeds of tropical farm animals.
4. appreciate the basic principles and role of animal improvement in agriculture
TEACHING/LEARNING
UNIT 1
5.1.1 describe the benefits Importance of farm animals Discuss the benefits derived from farm Discuss the
IMPORTANCE, derived from farm animals. animals under the following headings: importance of farm
CLASSIFICATION Food, power, traction and transport; animals to man.
AND DISTRIBUTION supply of fertiliser; fuel, feed; religious
OF BREEDS OF purposes; research, medicine; sports
FARM ANIMALS IN and pleasure etc.
WEST AFRICA 5.1.2 classify farm animals. Classification of farm animals Assist students to discuss the
classification of farm animals:
- Ruminants e.g. sheep, goats, cattle.

- Non-ruminants omnivores e.g. Pigs,
Poultry
- Non-ruminant herbivores e.g. rabbit,
grass-cutter, horses.
5.1.3 identify the major breeds Breeds of farm animals, their Guide students to discuss the major
of farm animals, their characteristics and distribution. breeds of farm animals, their Describe two (2) major
characteristics and characteristics and distribution in West breeds of sheep and
distribution in West Africa. Africa. goats in Ghana.
5.1.4 outline the factors that Factors affecting distribution of farm Guide students to discuss the factors Describe the
influence the distribution of animals: that influence the distribution of farm distribution of cattle in
farm animals in West Climate, vegetation ,availability of feed, animals in West Africa. West Africa and outline
Africa. prevalence of pests and diseases etc. the factors associated
with their distribution
14
ACTIVITIES
UNIT 1 (CONT’D)
5.1.5 illustrate with a map the Map of West Africa showing the Using a map of West Africa, assist students to Draw a map of
distribution of farm distribution of farm animals. learn the distribution of farm animals in West Ghana showing the
IMPORTANCE,
animals Africa. distribution of the
CLASSIFICATION in West Africa major breeds of farm
AND DISTRIBUTION animals.
Note: Arrange field trip to farms where different
OF BREEDS OF
breeds of farm animals can be found. Films,
FARM ANIMALS IN pictures or charts could be used to guide
WEST AFRICA students observe the breeds and note their
characteristics for further class discussion.
Students to draw a map of West Africa showing

the distribution of various breeds of farm
animals.
Importance of food nutrients in the Assist students to discuss the importance of Classify the following
UNIT 2 5.2.1 outline the importance of production of animals: each of the six main nutrients in animal feed stuffs by the
the six main food nutrients carbohydrates, fats, proteins, production. nutrient groups:
ANIMAL NUTRITION in the production of minerals, water and vitamins i. cassava leaves
animals Note: Begin this unit with a revision of the parts ii. groundnut cake
Classification of animal feedstuffs and functions of the digestive system of iii. fish meal
5.2.2 classify animal feedstuffs by the nutrient groups; Importance ruminant and non-ruminant farm animals (SHS iv. maize mash
according to the major of roughage in feedstuff. Integrated Science Syllabus Yr.1, SRN 3.5.4). v. hay
nutrient groups supplied -Assist students to classify animal feeds vi. wheat bran
according the six nutrient groups. vii. soya bean cake
(Discuss the role of roughage in digestion of viii. cassava peels
food in farm animals) ix. blood meal
x. bone meal
Feed preparation Note: The forms of animal feed and their
5.2.3 prepare animal feed preparation should be briefly discussed; e.g.
accurately concentrates, silage, hay, fresh herbage, etc.
Types of animal ration: starter, Guide students to discuss animal rations
5.2.4 outline types of animal maintenance, production, grower, including maintenance and production rations. Distinguish between
ration fattening, etc. Note: Ration formulation should be briefly maintenance and
treated. production rations.
-Students to weigh, mix feed accurately and
prepare formulated feeds.
Malnutrition in farm animals Note: Effects of malnutrition on animal Describe the effects
5.2.5 describe the effects of production should be discussed. of malnutrition in
malnutrition on animal Importance of balanced rations should also be animal production .
production. treated.
15
ACTIVITIES
UNIT 2 (Cont’d) The student will be able to:
ANIMAL NUTRITION 5.2.6 state the meaning and types Meaning of: Assist students to discuss the meaning of
of forage and pasture crops i. forage crop forage and pasture crops.
ii. pasture crop
Types of forage and pasture Show students a collection of pasture and
crops: (i.e. shrubs, grasses, trees, forage crops for them to identify by their
creepers) types and common names.
5.2.7 outline the importance of Importance of pasture and forage Guide students to discuss the importance Outline four benefits of
forage and pasture crops in crops in animal nutrition of forage and pasture crops. pasture and forage
livestock nutrition crops in Ghana.
5.3.1 detect signs of heat. Signs of heat. Note: The discussion should include the Outline three benefits of
UNIT 3 signs and importance of heat. being able to detect the
5.3.2 outline the relevance of signs Relevance of signs of heat in signs of heat in your
REPRODUCTION IN of heat for breeding. animal breeding. farm animals.
FARM ANIMALS
5.3.3 describe the reproduction The process of reproduction in Note: Revise the structure of the male and Students to make a
process in farm animals. farm animals: female reproductive organs (refer to SHS table to compare the
- mating integrated Science Syllabus, YR 2. SRN gestation periods of the
- fertilization 3.2.1) with respect to farm animals. Using following farm animals:
- gestation charts, diagrams, pictures, etc. guide Goat, sheep, cow, pig
- parturition students to discuss the process of and rabbit.
-Functions of hormones reproduction in farm animals (Cover the
points raised in content)
5.3.4 analyse the causes and Causes and effects of inbreeding; Guide students to discuss the causes and Outline four strategies
effects of inbreeding and ways Prevention of inbreeding among effects of inbreeding and ways for you would use to
for preventing inbreeding farm animals. preventing inbreeding in farm animals. prevent inbreeding
among farm animals among your farm
animals.
16
UNIT SPECIFIC OBJECTIVES CONTENT TEACHING/LEARNING ACTIVITIES EVALUATION
PRINCIPLES OF 5.4.1 explain the aims of Aims of animal improvement. Students to brainstorm to bring out the What is animal
ANIMAL animal improvement. meaning and aims of animal improvement. improvement?
IMPROVEMENT State five objectives of
animal improvement.
5.4.2 describe the methods of Methods of animal improvement: Guide students to discuss the methods of Distinguish between the
animal improvement. 1. Introduction animal improvement e.g. introduction, following methods of
2. Selection selection and breeding. animal improvement:
3. Breeding 1. Introduction
2. Selection
3. Breeding
5.4.3 outline the advantages Advantages and Disadvantages of Note: Advantages and disadvantages of Describe the
and disadvantages of Animal Improvement Methods. each method should be treated. The Improvement method
methods used to improve lesson should include differences and which can be used to
farm animals similarities between breeds e.g. local, create resistance to
exotic and cross-breeds and their diseases.
performance.
5.4.4 describe Artificial Artificial Insemination: Guide students to:

Insemination - Meaning
- Benefits i. discuss the meaning and benefits of Students to do the
- Procedure Artificial Insemination. following:
i. State six benefits of
ii. describe the procedure for artificial artificial insemination.
insemination ii. Outline three problems
associated with artificial
insemination
17
SECTION 6
AGRICULTURAL ECONOMICS, AGRIBUSINESS AND EXTENSION
1. appreciate the farm as an economic unit
2. become aware of the factors of production in agribusiness
3. use basic economic principles in agribusiness.
4. appreciate the need for business methods in farming.
5. acquire basic management skills in agribusiness

ACTIVITIES
UNIT 1 6.1.1 explain agricultural Meaning and scope of agricultural economics Assist students to discuss the meaning What is agricultural
economics and basic Scope of agricultural economics: Basic and scope of agricultural economics and economics? Outline the
AGRICULTURAL economic principles. economic principles, factors of production, relevant economic principles in importance of agricultural
ECONOMICS: keeping records and accounts, agricultural agribusiness. economics in Agribusiness.
IMPORTANCE financing and marketing of agricultural
AND BASIC produce.
PRINCIPLES 6.1.2 describe the farm as The farm as an economic unit. Guide students to identify the economic Discuss four reasons why
an economic unit Economic properties of the farm: attributes of the farm (See content) the farm is considered as
Inputs – outputs, property, market an economic unit
orientation, income, employment generation
properties, being governed by all the basic
economic principles, etc.
6.1.3 apply agricultural Application of agricultural economics and Assist students to do the following:
economics and farm farm management in agribusiness i. discuss the application of agricultural
management in economics in agribusiness and in the
agribusiness. formulation of agricultural policies.
ii. discuss how to apply principles of
management in agribusiness.
6.1.4 define demand and Principles of demand and supply Assist students to discuss the concept of Explain the relationship
supply demand and supply, and their effects on between demand, supply
pricing of farm produce and price of a farm
. produce
Teacher to supply a
hypothetical demand
schedule for students to
translate into a demand
curve.
18
TEACHING/LEARNING ACTIVITIES
UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION
AGRICULTURAL 6.1.5 explain the factors that Factors influencing demand of a Students to discuss the factors that influence Explain five factors which
ECONOMICS: influence demand. commodity: the demand for a commodity may affect
IMPORTANCE - The price of the commodity a) demand
AND BASIC - Consumers income Note: The discussion should include the b) supply of agricultural
- Prices of related commodities differences between change in demand and commodity
PRINCIPLES
- Consumer‟s taste and preferences. change in quantity demanded.
6.1.6 explain the factors that Factors influencing supply of agricultural Brainstorm to bring out the factors that affect Students to collect and
affect supply. commodity the supply of a commodity. compare data on prices
of agricultural
commodities in the peak
and lean seasons.
6.1.7 explain how demand Determinants of price for a commodity Guide students to discuss how demand and How will the price of an
and supply interact to supply interact to establish the price of a essential agricultural
establish the price for a commodity. commodity respond to its
commodity. Note: Effects of shifts in the demand and scarcity?
supply curves on equilibrium price should be
discussed.
UNIT 2
6.2.1 explain the factors of Factors of agricultural production: Define and discuss land, labour, capital and State the two market
FACTORS OF agricultural production. -land management in relation to agricultural forces and graphically
PRODUCTION -labour production. illustrate how they
-capital determine the price of a
-management/entrepreneurship commodity.
6.2.2 describe the Characteristics of land Students to brainstorm to bring out the Write an essay on how
characteristics of land characteristics of land for agricultural use. the four factors of
for agricultural use. production can influence
your choice of a farming
enterprise.
6.2.3 explain the factors that Factors determining the supply of Assist students to discuss the factors that List the factors that
determine supply of agricultural land determine the supply of land. determine the supply of
land for agricultural use. agricultural land.
6.2.4 outline the sources of Sources of agricultural labour Guide students to discuss the sources of Explain five factors that
agricultural labour. agricultural labour and factors that determine determine the supply of
the supply and efficiency of labour. agricultural labour.
6.2.5 outline the types of Types of capital for agricultural production Discuss the types of agricultural capital and
capital for Agricultural the role of capital as a factor of production.
production.
19
UNIT 2 (CONT’D) 6.2.6 state the importance of Importance of capital in agri-business Guide students to discuss the importance of Explain why capital is
capital in agribusiness. capital in agribusiness. important in
agribusiness.
FACTORS OF
PRODUCTION 6.2.7 outline the role of farm The role of farm management in Discuss the role of management in outline eight functions
management in agricultural production agricultural production. of a farm manager.
agricultural production. Note: The functions of a farm manager should
be discussed.
6.2.8 draw a production Production function Guide students to draw a production function Distinguish between
curve to show the curve with given data. fixed input and
relationship between variable input.
fixed input and
variable inputs in
agricultural
production.
Concept of diminishing marginal returns Use the production curve to explain the concept State and explain the
6.2.9 apply the concept of of diminishing marginal returns. law of diminishing
diminishing marginal returns using suitable
returns. NB: Total product, average product and examples
UNIT 3 marginal product should be stressed.
INTRODUCTION TO Meaning of agribusiness Students to brainstorm and bring out the

6.3.1 explain the concept of Examples of agribusiness: meaning of agribusiness.
AGRIBUSINESS
agribusiness. crops and animal production, fisheries, Guide students to identify a wide range of
MANAGEMENT
agroforestry, agroprocessing and agribusinesses covering production, services,
specialized services in agriculture input supply, processing, packaging, marketing,
research etc.
Possible professions in agriculture Students to list and discuss the various Discuss ten on-farm
6.3.2 identify various On-farm: Tractor Operator, Cattle agribusinesses practised in their district (both and off-farm
agribusinesses and Ranch Manager, Bee Keeper, on-farm and off-farm businesses). businesses practised
possible agriculture- Landscape Designer, Florist, Dairy The discussion to include businesses dealing in your district.
related occupations/ Farmer, Seed Grower, Vegetable with:
professions. Seedling Producer, Veterinary Doctor, -production of agricultural products and inputs
Pineapple Grower. e.g. maize, compost.
Off -Farm: Agricultural Extensionist, - processing of agricultural produce.
Quarantine Officer, Pineapple Exporter, -provision of agricultural services e.g. farm hand,
Agricultural Economist, Butcher, tractor operator, extension agent.
Agricultural marketing agent, Animal - trading in agricultural products and inputs, e g:
Feed Miller, Agricultural engineer, Plant selling of yam, agro- chemicals, etc
Medium Producer, Breeder - manufacture or repair of agricultural
tools and machines.
Description of tasks involved in - construction of agricultural structures,
practicing and managing agribusiness e g: farm structures, pens.
20
ACTIVITIES
INTRODUCTION TO 6.3.3 describe Tasks/activities performed in agribusiness Organize students into groups to visit some What is agribusiness?
AGRIBUSINESS tasks/activities management: of the agribusinesses in the district to
MANAGEMENT performed in Planning, organizing, budgeting, record interview the practitioners and identify the Write out in a stepwise
agribusiness keeping, supervising, coordinating profile and practising the businesses using Order the activities
management. the following guidelines: performed in two named
1. Name of business small production
2. Educational background of the agribusinesses.
entrepreneur.
3. Sex of practitioner PROJECT
4. Age of practitioner In groups, students to
5. Source of working capital conduct a survey of
6. Source of supply of agricultural businesses in
materials/inputs/resources their locality using the
7. Range of products guidelines under
8. How business started teaching/learning activities
9. Tasks performed in practising the and write reports.
business
10.Other relevant question(s) as related to
the enterprise e.g. bank statement.
Groups to present their reports for class

discussion.
21
SECTION 1
1. become aware of land tenure systems and how they influence agricultural production.
2. appreciate the importance of the agricultural systems in West Africa.
3. recognize factors that influence the development of agriculture in West Africa
4. describe the features of forestry and the importance of forest products in national development
TEACHING/LEARNING
LAND AND ITS USES 1.1.1 describe the uses of land. Responsible use of land for Assist students to discuss the
agriculture, forestry, game and agricultural and non-agricultural uses
wildlife, fisheries of land.
1.1.2 describe the land tenure Land Tenure systems in West Africa Discuss the various land tenure i. Explain the term „Land
systems in West Africa. systems in West Africa. e.g. Tenure System‟.
Communal land ownership, Free-hold ii. Discuss how
title, Lease-hold title, Tenancy etc. communal land
-Students to find out land tenure ownership affects
systems in other parts of West Africa agricultural production in
from the internet. West Africa.
1.1.3 explain how land tenure Effects of land-tenure systems on Assist students to discuss the
system affect agricultural agricultural production problems associated with land tenure
production in West Africa. systems and how they affect
agricultural production in West Africa.
UNIT 2
1.2.1 explain the meaning of Meaning of agricultural development Students in groups to explain the Explain what is meant by
DEVELOPMENT OF agricultural development. concept of agricultural development. agricultural development.
AGRICULTURE
22
TEACHING/LEARNING
DEVELOPMENT OF 1.2.2 outline the objectives of Objectives of agricultural development in Assist students to discuss the Students to outline and
AGRICULTURE agricultural development West Africa. objectives of agricultural explain five objectives of
in West Africa - self sufficiency in food production development in West Africa. agricultural development
- improve traditional cash crop in West Africa.
production for export.
- production of industrial raw materials.
- improving the living conditions of
farmers and the general rural
environment.
- production of non traditional crops and
animals for export(diversification)
- practice of sustainable agriculture.
- development of indigenous crops and
animals
1.2.3 identify the problems Problems of agricultural development in Guide students to bring out the Students to outline ten
associated with agricultural West Africa and their solutions: problems that hinder agricultural problems that impede
development in West Africa -land tenure system development in West Africa and agricultural development
and suggest solutions -inadequate social amenities such suggest possible solutions. in West Africa and
as water, electricity, suggest possible
-inadequate credit, solutions.
poor transportation, storage and
processing facilities,
- limited knowledge of improved
technology due to low level of education
and
- low access to extension services
- ageing farming population
- presence of devastating diseases such
as HIV/AIDS, CSM, Burulli ulcer, guinea
worm, malaria,
- inadequate health care delivery,
- poor agricultural policies, etc.
23
ACTIVITIES
DEVELOPMENT OF 1.2.4 outline the role of Role of government and other agencies Assist students to discuss the Students to write an
AGRICULTURE government and other in agricultural development contributions of some governmental essay on the
agencies in the -policy formulation and non-governmental agencies contributions of five (5)
development -establishment and funding of institutions involved in the development of agencies to the
of agriculture in West for agricultural extension education agriculture in West African development of
Africa. -provision of agricultural credit countries. agriculture in their
-provision of agricultural tools, countries.
equipment and machinery Note: Invite some executives of
-financing research programmes and NGOs and state owned enterprises
activities (SOE) for a panel discussion on the
-produce marketing and contributions of their organisations
-protection of the environment. to agricultural development.
1.3.1 define invasive alien species Invasive alien species: plant or animal Define and explain IAS
UNIT 3 transported beyond the ecosystem where Brainstorm to explain the term IAS and give examples
it occurs naturally, may multiply out of and give examples
INVASIVE ALIEN control, endangering native species in
SPECIES (IAS) the invaded ecosystem, undermining Use digital (internet, CD Rom, films
agriculture, threatening public health or etc) content and explain the term
creating other unwanted and often IAS.
irreversible disruptions.
1.3.2 identify and describe Terrestrial(land)

common features of invasive a. Plants species such as Chromolaena Organize field trips to different
alien species in their locality odorata (Acheampong weed), Lantana ecosystems where they can identify
camara (Spanish Flag or Lantana), and classify common examples of
Leucaena sp., Mimosa pigra (mimosa), invasive species
Azadirachta indica (neem), Striga sp.
(witch weed), Teak
b. Animal species include Spodoptera
exempta (army worm), locust, Zonocerus
variegatus (grasshopper), Achatina fulica
(land snail Achatina). Larger Grain Borer,
Solenopsis invicta Red Fire Ant/ RIFA /
“Efo Red” / “Charles Taylor”, cassava white
fly and mango mealy bug
Aquatic plants: Water hyacinth

(Eichhornia crassipes), Water lettuce
(Pistia stratiotes), Kariba weed (Salvinia
molesta).
24
TEACHING/LEARNING
INVASIVE ALIEN 1.3.3 mention effects of IAS on Effects of IAS

SPECIES (IAS) Agriculture - Some block waterways eg. Water Organise a group discussion on Explain two advantages
Hyacinth effects of IAS on Agricuture and and disadvantages of
- Take over farm and forest lands present reports IAS
- Decrease crop production
- Compete with crops for soil nutrient,
water, light
- Increase cost of agriculture
Production
1.3.4 suggest ways to prevent - Cause harm to humans and other
and control IAS animals etc.
Preventive and Control measures

o - Awareness creation through education
o - Screening of plant and animals at entry
point to our country
- Monitoring of IAS in Ghana
UNIT 4
1.4.1 define forest and forestry. Definition of forest and forestry. Students to brainstorm to bring out Differentiate between
INTRODUCTION TO Differences between forestry and the meaning of forest and forestry forest and forestry.
FORESTRY agriculture
Students to compare forestry to
agriculture to bring out their
essential differences.
1.4.2. describe the salient Salient features of forestry: long term Invite a resource person from the Outline three salient
features of forestry. activity, occupies large land area for a Forestry Department to give a talk features of the forest.
long period of time; developed over on the importance and functions of
several years, poses lots of risks, forests and forest products, e.g. Describe how the forest
provides business opportunities. conservation of water, soil, and helps to conserve plant
plant and animal species and animal species.
UNIT 5
1.5.1 give examples of some -Types of plants in the forest: trees, Guide students to discuss the List the various groups of
plants and animals in the shrubs, herbs, climbers, special plants characteristics of types of plants and forest plants and
FOREST PRODUCTS
forest. [e.g. Avicennia sp. (white mangrove), animals as in content. animals.
AND THEIR -Students to group different kinds of
CONTRIBUTION TO Rhizophera sp.(red mangrove), bamboo
etc], fungi forest plants and animals according
NATIONAL to the types in content.
-Types of animals: birds, insects,
DEVELOPMENT
mammals, reptiles, amphibians, snails
etc.
25
TEACHING/LEARNING
UNIT 5 (CONT’D) 1.5.2 outline the contributions Functions of the forest to development: Students to discuss the various uses State three important
of forest and forest Conservation of climate; conservation of of timber and non-timber forest contributions of each of
products to national water, soil, plants and animal species; products and relate them to the the following to national
FOREST PRODUCTS development. sustenance of agricultural production; provision of vast employment development:
AND THEIR provision of wood for industry, opportunities, avenues for foreign 1. Forest
construction and fuel exchange generation, social 2. Plant medicine
CONTRIBUTION TO
ceremonies, education and good 3. Timber
NATIONAL
Uses of timber and non-timber forest health. 4. Game and wildlife
DEVELOPMENT products:
-Timber products for buildings, furniture,
railway, paper, boats and canoes,
carving, utensils, toys, educational
equipment, etc. .
-Non-timber forest products such as
games and wildlife for tourism, skins
and hides, plant medicine, foods and
spices, ropes, roofing materials,
sponge, etc.;
Contribution of forest and forest

products to employment, income
generation (both local and foreign),
social and educational activities, health,
etc.
1.5.3 explain deforestation and Students to discuss the meaning and Explain five reasons why
its effects on the Meaning and causes of deforestation causes of deforestation and effects of deforestation should be
environment and the Effects of deforestation on the deforestation on the environment and controlled in a country.
national economy environment and the economy. the economy of Ghana.
1.5.4 describe methods of forest Assist students to discuss the

management. Forest management practices: selective methods of forest management.
exploitation of forest resources, forest
regeneration and afforestation,
1.5.5. explain the need for Students to debate on why game and Students to produce a
conserving game and Game and Wildlife conservation and its wildlife should be conserved instead summary of major points
wildlife. socio-economic contributions of being used for immediate needs of raised by both sides in
individuals and the nation. the debate for
evaluation.
26
SECTION 2
1. become aware of the effect of methods of land preparation practices on the environment.
2. recognise how soils are managed to maintain and improve soil fertility.
3. acquire basic skills and habit in the maintenance of soil fertility
TEACHING/LEARNING
EFFECTS OF LAND 2.1.1 explain the effects of Effects of different land Assist students to discuss the effects Discuss the effects of
PREPARATION indigenous and preparation methods on the soil of the following land preparation burning and ploughing on
PRACTICES ON THE SOIL mechanized methods of methods on the soil: the soil.
land preparation on the a. Manual methods, using simple
soil. tools such as cutlass, hoe, axe to
clear weeds, fell trees, etc.
b. Use of animal-drawn tillers
c. Mechanised methods using
tractors to plough, harrow, etc.
d. Use of herbicides.
e. Burning.
UNIT 2 Distinguish between major
2.2.1 classify plant nutrients into Classification of plant nutrients: Assist students to discuss macro and and minor nutrients and
PLANT NUTRIENTS AND macro and micro nutrients. Major (macro) nutrients e.g. micro nutrients and group soil give five examples of each.
NUTRIENT CYCLES Nitrogen (N), Potassium (K) nutrients into the two classes.
Phosphorus (P), Calcium (Ca)
Magnesium (Mg),Sulphur (S)
Hydrogen (H), Oxygen (O)
Carbon(C),
Minor (micro) nutrients e.g.

Boron (Bo), Molybdenum (Mo)
Manganese (Mn), Chlorine (Cl)
Zinc (Zn), Copper (Cu), Iron (Fe)
27
TEACHING/LEARNING
PLANT NUTRIENTS AND 2.2.2 state the sources of plant Sources of plant nutrients: Assist students to discuss the
NUTRIENT CYCLES nutrients. sources of the following nutrients:
Nutrient Source nitrogen, phosphorus, potassium, zinc,
iron and manganese.
N Nitrogenous fertilizers e.g.
urea, organic manure
P Phosphatic fertilizers, e.g.
super phosphate, organic
manure
K Potassic fertilizers, e.g.
Muriate of potash, wood ash,
organic manure
Zn Zinc sulphate
Fe Iron sulphate
Mn Manganese sulphate
2.2.3 state the functions of Functions of nutrients e.g., Students to discuss the role of N, P, K State two functions each of
nutrients in plant growth. Nitrogen, Phosphorus and in plant growth and development N, P. K, Zn, Fe and identify
Potassium, Zinc, Iron in plant one source of each.
growth
2.2.4 describe the deficiency Show to students plants having the Students to describe
symptoms associated with Deficiency symptoms of N, P, K, Zn deficiency symptoms of nitrogen, deficiency symptoms on
Nitrogen, Phosphorus, and Fe phosphorus and potassium. two crops growing on the
Potassium, Zinc and Iron Students to go round the school farm field/school farm.
in plant growth. to identify plants having deficiency
. symptoms of nitrogen, phosphorus,
potassium, zinc and iron and record
their findings.
2.2.5 describe how nitrogen and
carbon are cycled in Assist students to discuss nitrogen Students to describe the
nature. Carbon and Nitrogen cycles and carbon cycles using appropriate Nitrogen and carbon cycles
diagrams. and indicate their
NB: The importance of carbon and importance
nitrogen cycles should be stressed.
28
ACTIVITIES
SOIL FERTILITY AND ITS 2.3.1 explain the concept of soil Meaning of soil fertility and Students brainstorm and bring out the Distinguish between
MAINTENANCE fertility and productivity. meaning of soil fertility and productivity. soil fertility and soil
soil productivity productivity.
2.3.2 describe the characteristics Students examine both fertile and Describe four
of a fertile soil. Characteristic of a fertile soil: infertile soils to bring out their characteristics of fertile
adequate nutrients, good water characteristics. soil.
holding capacity, well-aerated,
presence of organic matter, suitable
pH, absence of toxic substances
2.3.3 describe methods of Guide students to discuss methods of Write short notes on
maintaining and improving Maintenance of soil fertility: improving soil fertility. four methods used to
soil fertility. crop rotation, application of fertilizers, improve soil fertility.
cover cropping, liming, mulching,
fallowing, etc.
2.3.4 classify fertilizers. Guide students to identify and classify Differentiate between
Classification of fertilizers into fertilizers into organic and inorganic. organic and inorganic
organic fertilizers and inorganic Note: Inorganic (chemical fertilizers) fertilizers and give two
fertilisers should be further classified into examples of each.
compound, straight or single fertilizers.
2.3.5 prepare compost. Assist students to discuss methods of Give a stepwise

Preparation of Compost: preparing compost. procedure involved in
Stack/heap method and pit method -Guide students in groups to prepare the preparation of
compost. compost using the
NB: Take students through the heap method.
stock/heap and the pit method.
2.3.6 demonstrate the methods of Students to discuss and practice the

fertilizer application. Methods of fertilizer application: methods of fertilizer application on the Students to
broadcasting, row placement or side school farm. demonstrate the
dressing, band placement, foliar following methods of
application and placement. fertilizer application:
Note
Split application of fertilizers involving 1. Foliar application
top dressing should be explained 2. Band placement
2.3.7 outline the factors that affect Explain how climatic

fertilizer use. Factors affecting fertilizer use: Students to identify and and economic factors
Discussion should include: crop analyze the factors that affect influence the
factors; soil factors; climatic factors; application of fertilizers
social factors; economic factors and
fertilizer use.
in your country.
management.
29
SECTION 3
FARM MECHANISATION
1. appreciate the uses of machines and equipment in harvesting and post harvesting operations.
2. be aware of the role irrigation and drainage systems play in crop production.
3. recognise the type of irrigation and drainage systems to use in crop production.

UNIT 1
3.1.1 classify tools, machinery and Classification of tools, machinery Help students to discuss harvesting tools, Students to name three
HARVEST AND POST- equipment used in and equipment for harvesting, machinery and equipment using pictures, tools each for the
HARVEST TOOLS, harvesting, processing and processing and storage: diagrams, films and real objects e.g. following:
EQUIPMENT AND storage of crops. - Harvesting tools (sickle, cutlass, cutlass, sickle, go-to-hell, groundnut lifters, 1. Harvesting
MACHINERY go-to-hell, hoe, chisel, etc. combine harvesters, etc. 2. Weeding
-Harvesting machinery: (combine 3. Watering
harvester, cotton picker, and Students to look for different kinds of tools, 4. Tilling the soil
groundnut lifter) machinery and implements for harvesting,
- Processing machinery and processing and storage on the internet and
equipment ( cassava grater, corn copy pictures of them.
milling machines, dehusker,
sheller, groundnut decorticator,
solar dryers, palm fruit digester
and press)
-Storage equipment,(silos, barns,
cribs, refrigerators and deep
freezers)
3.1.2 state the specific uses of Uses of tools, equipment and Note: Arrange for students to visit a nearby Students to classify and
each tool, machinery and machinery farm to observe the uses of the various state the functions of:
equipment. harvesting, processing and storage tools, a) maize sheller,
machinery and equipment (as listed in b) groundnut
3.1.1) Seek permission from the farm decorticator and
owners to allow students to practice how to c) cassava grater.
operate some of the tools and machinery.
Follow the visit with class discussion on the

tools, equipment and machinery seen and
their uses
30
TEACHING/LEARNING
HARVEST AND POST- 3.1.3 operate simple harvesting, Operation of harvesting, Students to operate some of the
HARVEST TOOLS, processing and storage processing and storage equipment harvesting, processing and storage
EQUIPMENT AND equipment. equipment listed in content (if these are
MACHINERY available) and discuss their
observations.
UNIT 2
3.2.1 differentiate between Irrigation and drainage Guide students to discuss the purposes State the differences
IRRIGATION AND irrigation and drainage. and features of irrigation and drainage between irrigation and
DRAINAGE systems, pointing out their similarities drainage.
and differences.
3.2.2 outline the benefits of Benefits of irrigation and drainage Students to brainstorm to list and Discuss five benefits
irrigation and drainage discuss the benefits derived from derived from irrigation
irrigation and drainage e.g. and drainage
- raising productivity of lands:
- improving yield and quality of
produce;
-improving sanitation and health
conditions of the farm environment
- allowing fertilizer to be added to
irrigation water (i.e. fertigation) for full
use by the plant.
3.2.3 outline the problems of Problems of irrigation and drainage Assist students to discuss the problems Outline the problems
irrigation and drainage in associated with irrigation and drainage associated with irrigation
agriculture. systems e.g. and drainage systems
- maintenance used in agriculture.
- water availability
- pests and diseases
- salinity ingress
31
TEACHING/LEARNING
IRRIGATION AND 3.2.4 classify methods Classification of irrigation and Assist students to discuss and practice Describe three methods
DRAINAGE of irrigation and drainage drainage systems the various methods of irrigation and of irrigation and state the
systems. 1. Irrigation: observe drainage systems in the school advantages and
- Surface (furrow, flooding and farm. disadvantages of each.
drip/trickle)
- Overhead (Sprinkler, Watering Discuss the process of adding fertilizer
can) to irrigation water for full use of crops
2. Drainage: as in „fertigation‟.
- Open or Surface drainage
- Subsurface drainage Note:
Arrange a trip to farms where some of Write a report on the visit
the irrigation and drainage systems in to farm(s) which use
operation can be observed and irrigation/drainage
discussed. systems.
3.2.5 identify equipment used in Irrigation and drainage equipment Students to download pictures of
irrigation and drainage. irrigation and drainage equipment from
the internet and discuss their uses.
Equipment should include watering
cans, pipes, sprinklers, tiles etc.
3.2.6 state the advantages and Advantages and disadvantages of Teacher to guide students to compare Write down five
disadvantages of various various irrigation and drainage the merits and demerits of using advantages and five
irrigation and drainage systems different irrigation and drainage disadvantages each of
systems. systems. irrigation and drainage in
Ghana.
32
SECTION 4
CROP PRODUCTION
1. recognize pests and diseases and their effects on crop plants.

2. recognize common weeds and their effects on crops
2. apply good husbandry practices to control weeds, pests and diseases in crop production
3. appreciate the importance of safety precautions in handling chemicals
4. apply required husbandry practices involved in the cultivation of field, vegetables, fruits and tree crops.
5. appreciate the basic principles and methods of crop improvement
TEACHING/LEARNING
UNIT 1 4.1.1 differentiate between Healthy and diseased crop plants Organize a visit to a crop farm for State two differences
healthy and diseased students to observe and compare between a diseased and
GENERAL PRINCIPLES OF plants. healthy and diseased crop plants. healthy crop plant.
PLANT PROTECTION
4.1.2 identify diseases of Identification of the common diseases Students to identify common Explain the term disease
crop plants. of crop plants: diseases of crop plants as listed in and state two effects of
Maize streak, leaf curl, leaf spot, content and describe the symptoms. diseases on a named
blossom-end rot of tomato, gummosis crop plant.
of citrus, cabbage rot, bacterial soft rot
of carrot, Cape St. Paul wilt of coconut,
sikatoga of plantain/banana, black pod
of cocoa, root knot nematode,
damping-off disease, cassava mosaic
and leaf rosette of groundnut
4.1.3 classify crop diseases Classification of crop diseases: Assist students to discuss two Give three causes of
according to their a). Non pathogenic diseases (caused diseases from each group outlined non-pathogenic diseases
causes. by excess or low nutrient, temperature, in content. in plants.
sunlight and water) NB: The discussion of pathogenic
diseases should be under the
b). Pathogenic diseases (caused by following headings:
fungi, bacteria, viruses and nematodes) - Causal agent
- Mode of transmission
- Affected crop/s
- Symptoms
- Prevention and control
measures
33
TEACHING/LEARNING
GENERAL PRINCIPLES 4.1.4 describe the nature, Fungal diseases: Students to visit farms to observe List and describe five
OF PLANT preventive and control - Damping off and identify the various diseases. common plant diseases
PROTECTION measures of selected - Leaf spot of maize They should collect specimen for identified in the school
diseases of crop plants. - Gummosis of citrus preservation. farm or a nearby farm.
- Sikatoga of plantain/banana
- Black Pod of Cocoa
Bacterial diseases: Assist students to discuss control Describe the diseases

- Bacterial soft rot of carrots measures for crop plant diseases gummosis and Cape St.
- Cabbage rot e.g. Physical, Chemical, Cultural, Paul Wilt under the
- Black soft rot of onion Prohibition/Quarantine, use of following headings:
resistant varieties, Integrated - Causal agent
Viral diseases: approach, etc. - Mode of
- Cassava leaf mosaic, transmission
- Leaf curl - Affected crops
- Groundnut leaf rosette and effects
- Maize streak - Symptoms
- Cape St. Paul wilt - Prevention and
- Swollen shoot control
Nematodes/Worms:
- Root knot nematode (of tomato
and okro).
Non pathogenic disease

- Blossom-end rot of tomato
4.1.5 outline the effects of plant Effects of plant diseases in crop Guide students to discuss the
diseases on crop production effects of diseases on crop
production. production, e.g.
- Reduction in yield
- Reduction in quality of
produce
- Reduction in market value
- Increase in cost of
production
- Low income to farmer
34
TEACHING/LEARNING
UNIT 1 (CONT’D) 4.1.6 classify pests of crops. Classification of Pests of crop plants: Students to do the following: outline three classes of
a). Rodents: grasscutter, rats and insect pests and give two
GENERAL PRINCIPLES squirrels i. classify crop pests as rodents, examples in each case.
OF PLANT b). Birds: weaver birds, quelea quelea birds, nematodes and insects.
PROTECTION c). Nematodes (Eelworm) Ii. view some of the named pests
d). Insects from pictures /slides.
4.1.7 group crop pests into Field pests: rodents, birds and insects Students to group pests into field
field and storage pests. pests and storage pests.
Storage pests: rodents, insects such as
[Callosobruchus maculatus (cowpea weevil)
and Sitophilus zea (maize weevil)]
4.1.8 classify insect pests Classification of insect pests based on Students to classify insect pests Classify the following
according to their feeding habits according to their feeding habits.. pests:
feeding habits. i. Biting and Chewing insects (beetles, i. maize weevil
grasshopper, cricket, termites, leaf ii. aphids
miners) iii. grasshopper
ii. Piercing and sucking insects (scale iv. cotton stainer
insects, aphids, moths and cotton
stainer)
iii. Boring insects (weevils, stem borers,
fruit fly)
4.1.9 apply control methods Methods of pest and disease control: Assist students to discuss
against pests and 1. Physical (hand picking, burning, trapping, methods of prevention and control
diseases of crops. and scare crows) of pests in crop production as in
2. Chemical (pesticides, fungicides, content.
fumigants and nematicides)
3. Cultural (use of clean planting materials, Note: Arrange a trip to farms and Describe the following
regular weeding, crop rotation, good farm research stations for students to methods of controlling
hygiene and pruning) observe the pest control methods. pests on crops:
4. Biological - use of one living organism to You can also invite resource
control the numbers of others (e.g. cats persons to give demonstrations of i. Cultural
against mice/rats, Lady bird beetle against the methods. ii. Biological
Aphids, Marigold against Nematodes iii. Prohibition
Parasitoids against mealybugs and aphids; Project
phytoseiids against mites, etc. Students develop a plan for
5. Prohibition/Quarantine (restriction on the controlling crop pests and apply
movement of crops/ plant materials from one the plan to control crop pests on
place to another the school farm.
6. Use of resistant varieties
7. Integrated Pest Management (combining
physical, biological and cultural methods with
minimum use of chemicals to control pests)
35
TEACHING/LEARNING

GENERAL PRINCIPLES 4.1.10 classify common weeds.
OF PLANT PROTECTION Classification of weeds: Students to make a collection of weed Project:
-Annuals species for identification and Students to prepare weed
-Biennials and classification and prepare a weed album.
-Perennials album.
4.1.11 outline the importance of Importance of weeds Students to list and discuss the positive
weeds in agriculture. and negative effects of weeds in
agriculture.
4.1.12 describe the methods of Dispersal of weeds (by man, water, Students brainstorm to list and discuss Write an essay on effects
dispersal of weeds. wind, animals and explosive methods of weed dispersal as listed in of weeds on agriculture in
mechanisms) content. Ghana.
Note: Advantages and disadvantages
of each method should be discussed. State and explain four
modes of dispersal of
weeds.
4.1.13 apply control methods Methods of weeds control: Students brainstorm to list and discuss
against weeds. - Mechanical, methods of weed control.
- Chemical,
- Biological and Students to design appropriate weed
- Cultural methods control strategies in their crop projects,
apply them and evaluate their
effectiveness.
4.1.14 use spray equipment. Procedure for spraying with a Assist students to calibrate a knapsack
knapsack sprayer sprayer and use it to spray weeds on
UNIT 2 the school farm.
4.2.1 classify crops into field, Classification of crops: Guide students to classify crops into Students to classify the
HUSBANDRY OF
vegetable, fruit and tree -Field crops: (cereals, roots and groups e.g.: field crops, vegetable following crops into field,
SELECTED CROPS
crops tubers, fibre crops, tobacco and crops, fruit crops and tree crops. vegetable, fruit and tree
sugar-cane). crops:
A. FIELD CROPS
-Vegetable crops:( leafy, bulbs, -plantain
B. VEGETABLE CROPS
legume, fruit, and root ) -lettuce
C. FRUIT CROPS
D. TREE CROPS -Fruit crops: (plantain and -cocoa
bananas, citrus, mango, pawpaw, -sugar cane
pineapple, avocado pear) -sorghum
-Tree crops: (cashew, cocoa,
coffee, oil palm, coconut and
rubber).
36
TEACHING/LEARNING
HUSBANDRY OF
4.2.2 outline the climate and soil A study and cultivation of one field Students to discuss the climate and PROJECT:
SELECTED CROPS requirements of selected crop and vegetable crop the groups soil requirement of selected crops Student to cultivate one
crops below: field crop and vegetable
A. FIELD CROPS crop using good agricultural
B. VEGETABLE CROPS
4.2.3 prepare land for planting - Field crops: maize, Students to study and practice the practices for land
C. FRUIT CROPS
D. TREE CROPS
selected field and vegetable sorghum, cassava, yam, production of selected crops observing preparation, seed rate,
crops. cowpea, ground nut. good practices in the following: land methods of planting,
- Vegetable crop: tomato, preparation, seed rate, methods of fertilizer application, weed
okro, onion, shallots. planting, fertilizer application, weed control, pest and disease
control, pest and disease control, control, harvesting and
4.2.4 Apply the correct seed rate, harvesting and storage storage and keep activity
spacing, time of planting and and financial records.
method of planting in Students to make a table indicating the
producing selected crops. seed rate/spacing and time of planting
of the selected crops.
Students to harvest each crop and

4.2.5 harvest and store selected Good practices in harvesting and store it.
Crops storage of selected field and
vegetable crops.
Assist students to discuss methods
4.2.6 outline the methods used Harvesting, post-harvest handling used and precautions taken at
and precautions taken and storage: harvesting and post-harvest handling
during harvesting, post- - determination of period of and storage
harvest handling and harvesting
storage. - signs of maturity
- harvesting procedure
- precautions taken during
harvesting
- care and treatment of harvested
products
- methods of storage
Students to study the production of Students to write a report
4.2.7 outline the cultural practices Good agricultural practices in fruit selected fruit and tree crops observing after the field visit
for planting selected fruit and and tree crop cultivation. good practices in the following: land highlighting the following:
tree crops. preparation, seed rate, methods of Location of farm, size of
A study and cultivation of one fruit planting, fertilizer application, weed farm, type of crop, cultural
/tree crop from the groups below: control, pest and disease control practices harvesting and
marketing.
- Fruit and tree crops: Note: Arrange visits to nearby farms to
plantain, banana, observe planting methods for the
pineapple, mango, citrus, selected crops. Students to observe
Cocoa, oil palm, cashew. land preparation procedures of
selected crops and practise.
37
TEACHING/LEARNING
UNIT 2 (CONT’D)
HUSBANDRY OF
SELECTED CROPS 4.2.8 measure yields of harvested Measurement of crop yields Guide students to measure yields of a. Measure crops‟ yields in
Crops. harvested crops in terms of weight, terms of weight, and
A. FIELD CROPS (kilogram, tonnes), crates, bags per numbers
B. VEGETABLE unit area of land, etc. b. Calculate yield per
CROPS hectare
C. FRUIT CROPS c. Prepare profit and loss
D. TREE CROPS account for the projects.
UNIT 3
4.3.1 give the meaning of crop Meaning of Crop Improvement. Students to brainstorm to bring out the Describe in detail one
PRINCIPLES OF CROP improvement meaning of crop improvement. method which can be used
IMPROVEMENT to change the genetic
4.3.2 outline the aims of crop Aims of crop improvement: Students to discuss the aims of crop quality of a named
improvement improvement e.g. - to produce vegetatively propagated
disease/pest resistant varieties, crop.
- to increase yield,
- to improve quality of produce,
- to reduce period of maturity.
4.3.3 describe the methods of Methods of crop improvement: Assist students to discuss the methods Describe three (3) methods
crop improvement Introduction, selection and cross- of crop improvement of crop improvement.
breeding
38
SECTION 5
ANIMAL PRODUCTION
1. adopt appropriate husbandry practices in profitable animal production.

2. use basic skills in caring for and managing the health of farm animals.
3. apply required husbandry practices involved in the production of some farm animals
4. apply basic principles and methods of animal improvement
TEACHING/LEARNING
UNIT 1 5.1.1 explain the meaning and Meaning and objectives of Students to brainstorm and bring out the Explain what farm
objectives of management of management of farm animals meaning and objectives of management management is.
GENERAL farm animals. of farm animals.
MANAGEMENT State three objectives of
PRACTICES OF FARM management in farm
ANIMALS. animals.
5.1.2 select breeding stock. Selection of breeding stock Guide students to discuss the factors to
consider in selecting good breeding
Factors to consider in selecting stock.
good breeding stock( performance
records, appearance and state of
the animal).
5.1.3 outline the various systems Management systems for keeping Students to discuss the extensive, semi- Distinguish between the
of keeping farm animals. farm animals: intensive and intensive systems of extensive and the
- Ruminants:-Cattle, sheep or goats keeping farm animals. (The advantages intensive systems of
- Non-ruminant omnivores:- Poultry and disadvantages of each system keeping poultry.
or Pigs should be discussed)
- Non-ruminant herbivores:- Rabbit State two advantages and
or Grasscutter or Guinea-Pigs two disadvantages of each
system.
5.1.4 describe suitable Suitable environment for managing Assist students to discuss suitable
environment for keeping and farm animals. environment for keeping and managing
managing farm animals Environmental factors: ventilation, farm animals.
space, weather conditions, etc.
should be considered.
39
TEACHING/LEARNING
UNIT SPECIFIC OBJECTIVES CONTENTS ACTIVITIES EVALUATION
GENERAL 5.1.5 select suitable materials for Suitable housing materials. Students to brainstorm to come out with
MANAGEMENT the construction of housing suitable materials for construction of
PRACTICES OF FARM units animal housing.
ANIMALS
5.1.6 select feedstuffs for feeding Selection of appropriate feeds and Guide students to select appropriate Identify common
farm animals good feeding practices feeds for selected farm animals. feedstuffs in the
Students to practice good feeding community
practices (Grass, legume, root and
tuber and other species
Hay, silage, salt lick, rice
bran, wheat bran)
5.1.7 demonstrate skills of caring Care of young animals Assist students to discuss the following
for young animals. management practices: Give stepwise description
Creep feeding, weaning, debeaking, of the following practices
dehorning, disbudding, castration, and the reasons for their
marking/identification, trimming of adoption in animal
hoofs, fostering, etc. production:
-Castration
Note: Arrange a demonstration class on -Dehorning
the above management practices for -Identification
students to observe and practise -Creep feeding
5.1.8 outline good practices in Food safety and quality practices in Arrange a demonstration on
processing and marketing processing and marketing of farm slaughtering, evisceration and dressing Describe the processes
farm animals. animals of carcass involved in slaughtering
Note: and dressing of a chicken
Food safety and quality practices in to meet food safety and
marketing of whole animals or cut-up quality standards
UNIT 2 parts of the carcass should be
discussed.
PRINCIPLES OF
ANIMAL HEALTH 5.2.1 define disease and their Diseases in farm animals and their Assist students to discuss the meaning,
MANAGEMENT causes in farm animals causes and causes of diseases in farm animals. Explain what a disease is
Note: and state the causes of
General causes of diseases in farm diseases in farm animals.
animals should be discussed including
bacteria, viruses, fungi, protozoa,
mechanical injuries, thermal injuries,
poisons, hereditary conditions,
nutritional deficiencies etc.
40
TEACHING/LEARNING
PRINCIPLES OF 5.2.2 describe the mode of Transmission of animal diseases Assist students to discuss the mode of Name four diseases of
ANIMAL HEALTH transmission of animal transmission of animal diseases e.g. farm animals and describe
MANAGEMENT diseases through feed and water, by contact, their modes of
through a vector, by air (airborne), etc. transmission.
5.2.3 define pests, vectors and Pests, vectors and parasites of Students to define pest, vectors and
parasites of farm animals farm animals parasites and give examples of each.
5.2.4 select general control Prevention and control of pests, Guide students to discuss various Differentiate between pest,
methods for pests, parasites parasites and diseases of farm preventive/control methods of pests, vectors, and parasites and
and diseases animals parasites and diseases. give two examples of
Note: Arrange a visit to an animal farm each. State eight effects
Sanitary practices, isolation, to observe pests and diseases control of parasites on their host.
prohibition, quarantine, routine methods e.g. spraying, dipping,
vaccination, good nutrition, use of drenching, injection etc.
drugs and chemicals
5.2.5 describe the nature, Farm animal diseases: Students to mention all the diseases
preventive and control - Viral: foot and mouth, rinderpest, listed and discuss one from each group.
methods of selected Newcastle disease, fowl pox The discussion should be done under
diseases and parasites of the following headings:
farm animals. - Bacterial: anthrax, brucellosis, -causal agent,
tuberculosis -mode of transmission,
-affected animals,
- Fungal: aspergillosis, ringworm -symptoms,
-effects on animal,
- Protozoa: trypanosomiasis, -prevention and control measures
coccidiosis, redwater
Farm animal parasites: Discuss two parasites from each group.

- Endoparasites: tapeworm, liver
fluke and roundworm. NB: The discussion of parasites should
- Ectoparasites: ticks, lice , fleas be under the following headings:
and mites - Structure
- Effects on the host
- Prevention and control
measures
41
TEACHING/LEARNING
UNIT 2 (CONT’D) 5.2.6 outline the economic Economic importance of pests, Teacher to guide students to find the Construct a table on the
importance of pests, parasites and diseases meaning and determination of economic economic importance of pests,
PRINCIPLES OF parasites and diseases importance of pests, parasites and parasites and diseases on
ANIMAL HEALTH diseases in farm animals. studied farm animals
MANAGEMENT
UNIT 3 5.3.1 select the housing system Husbandry of selected animals: Students to study one animal each from PROJECT:
suitable for the selected - Ruminants:- Cattle, sheep or the groups listed in the content. Students to carry out a
animals. goats Husbandry of the selected animals production project on one of
HUSBANDRY OF
- Non-ruminant omnivores:- should be studied under the following the following animals: rabbits,
SELECTED ANIMALS:
Poultry or Pigs headings: poultry, sheep and goats.
- Non-ruminant herbivores:- a) selection of breeding/foundation
A) RUMINANTS
Rabbit or Grasscutter or stock The following factors should be
B) NON-RUMINANTS
Guinea-Pigs b) planning the breeding programme considered:
OMNIVORES c) housing Planning the project, costing
d) feeding/ feeding programme and budgeting for inputs.
C) NON-RUMINANT
HERBIVORES
e) routine management practices Procurement of inputs.
Implementation of programme.
5.3.2 plan a breeding Breeding programme. Guide students to select breeding stock
programme. and plan routine breeding programme
for the selected farm animal
(Arrange visits to animal farms for

students to observe the various
management practices)
5.3.3 keep records. Types of Animal Production Guide students to discuss record Draw an outline for the
Records keeping in animal production. following records:
- Production record Health record, Production
- Health record record and Sales record.
- Sales record
42
SECTION 6
1. become aware of the steps and entrepreneurial skills involved in establishing agribusinesses
2. be aware of sources of finance for operating agribusiness
3. be aware of the steps and conditions for obtaining credit for use in agribusiness.
4. acquire knowledge in estimating costs of all inputs in agricultural production.
5. appreciate the importance of keeping records in agribusiness.
TEACHING/LEARNING
UNIT 1
ESTABLISHMENT AND 6.1.1 identify the factors to Factors to consider in setting up an Students in groups, to identify and Students study an
MANAGEMENT OF consider in setting up an agribusiness. discuss the factors to be considered in agribusiness enterprise
agribusiness. -knowledge about the business setting up an agribusiness. and present group
AGRIBUSINESS
-capital reports on factors they
- availability of tools/equipment would consider in setting
- availability of materials/inputs up their own
- space/land/room for enterprise agribusiness enterprise.
- labour
- registration of business
- availability of market
- level of profit to be made
6.1.2 outline steps in establishing Steps in establishing agribusiness Organize students into groups to visit
agribusiness. some of the agribusinesses in the
district to interview the practitioners
and identify the steps in establishing
agribusiness.
6.1.3 identify entrepreneurial Skills to manage agribusinesses Invite successful agribusiness persons Discuss the importance
skills and operate an - decision making for a panel discussion on skills for of five entrepreneurial
agribusiness. - planning managing agribusinesses. skills that are essential
- organising in the operation of an
- directing Assist students to discuss the skills of agribusiness.
- controlling planning and budgeting for an
- book keeping and accounts agribusiness.
- budgeting
- marketing Students to discuss ways of improving
agribusinesses.
43
TEACHING/LEARNING
AGRICULTURAL 6.2.1 state the sources and types of Sources of farm financing: Assist students to discuss the sources Distinguish between
FINANCING farm financing of farm financing. credit and subsidy.
Banks, co-operative societies,
money lenders, government and NB: Financing covers credits and List five common
non-governmental agencies, subsidies. sources of credit
marketing boards, thrift and loan -Short, medium and long term loans to
societies („Susu‟). be discussed.
6.2.2 outline the conditions for Conditions for obtaining credit: Assist students to discuss the List and explain
obtaining credit. Collateral, surety, ability to repay, conditions that have to be fulfilled to conditions that might
personal reputation, personal secure credit be fulfilled in order to
investment, business plan. obtain credit from
banks.
6.2.3 prepare a simple business Preparation of business plan Students to produce a

plan. Guide students to prepare a simple simple business plan.
business plan for securing credit.
6.2.4 explain the merits and Merits and demerits of credit Discuss the problems
demerits of various sources of sources Invite personnel from a local bank to associated with
credit. talk to students on the various obtaining credit from
transactions that are carried out in the following sources:
granting loans for farming. a) Banks
b) Money lenders
Guide students to discuss the c) Co-operative
advantages and problems associated societies
with each credit source.
Discuss the merits and
demerits of three
sources of agricultural
credit.
44
TEACHING/LEARNING
FARM RECORDS AND 6.3.1 describe the types of Types of farm records: Assist students to discuss types of farm State three farm
ACCOUNTS records kept on the farm. - physical records (map, records. records kept on the
weather chart), farm.
- inventory
- financial records
- production record
- labour record
6.3.2 state the importance of Importance of farm records and Assist students to discuss the
keeping farm records and accounts importance of farm records to the State four benefits
accounts. farmer. derived from farm
accounts
6.3.3 differentiate between farm Differences between farm records Guide students to discuss the
records and accounts and accounts differences between farm records and Distinguish between
accounts. farm records and
accounts.
6.3.4 explain the various types of Types of farm accounts Discuss the various types of farm
farm accounts. Accounts such as:
- assets and liability,
- income / receipts and
expenditure accounts,
- capital and credit accounts
6.2.5 prepare income and Preparation of farm accounts Guide students to prepare the accounts
expenditure account; profit listed. Students to prepare the
and loss account and - Income and expenditure accounts Note: You may invite a resource person following:
balance - Profit and loss account to come and help teach this lesson a) income and
sheet. - Balance Sheet expenditure account
b) profit and loss
account
c) balance sheet
45
SECTION 1
1. appreciate sustainable and good agricultural practices
2. appreciate the relationship between responsible use of agricultural resources and sustainable agriculture.

ACTIVITIES
UNIT 1 1.1.1 explain the concept of Sustainable agriculture – agricultural practice Students brainstorm to bring out the Explain the concept of
sustainable agriculture and that ensures continued agricultural meaning of sustainable agriculture. sustainable agriculture
SUSTAINABLE relate it to good agricultural productivity, while posing little or no threat to Note: Ensure the lesson covers the and good agricultural
AGRICULTURE practices. life, biodiversity, the physical, biological and issues raised in content and any practices (GAP).
AND GOOD social environment, and without adverse others.
AGRICULTURAL effects on the agricultural needs of future
PRACTICES (GAP) generations. -Students to brainstorm to bring out
Good agricultural practices (GAP): comprise a the meaning of GAP and relate it to
number of approved and enforced agricultural the concept of sustainable
practices that ensure the attainment of agriculture.
acceptable food safety and quality
standards
1.1.2 give examples of Sustainable agricultural practices in West Students to brainstorm and list Students give examples
sustainable agricultural Africa: safe use of organic and inorganic sustainable agricultural practices of sustainable
practices and good fertilizers to improve soil fertility, alley farming, that address persisting problems agricultural practices and
agricultural practices mixed farming, integrated pest management, about soil fertility; pest control; Good agricultural
(GAP) in West Africa. cover cropping, crop rotation, etc. availability of animal feeds and practices in West Africa.
Examples of GAP: organic farming, environmental degradation, food
observance of good farm environment, safety and quality assurance.
sanitation, observance of quality and safety
standards, use of approved labour etc.
1.1.3 identify factors that influence Factors influencing sustainable agricultural Students to brainstorm to bring out Write an essay on how
sustainable agricultural production and good agricultural practices in the factors that influence the production of one
production, and good West Africa: sustainable agricultural production, agricultural crop e.g.
agricultural practices in 1. Social factors e.g. culture, human and good agricultural practices. Cocoa, can be
West Africa. resource, etc sustained.
2. Economic environment, e.g. standard of
living, inputs, market conditions, prices,
etc. Write an essay on how
3. Political e.g. government policies good agricultural
4. Physical e.g. climate change, vegetation practices (GAP) could be
5. Technology promoted among farmers
6. Food quality and safety standards in West Africa.
46
SECTION 2
1. recognize the need for soil and water conservation as ways for ensuring sustainable agriculture.
2. be aware of how human activities affect soil and water conservation.
3. adopt appropriate measures for ensuring soil and water conservation.
SOIL AND WATER 2.1.1 explain the concept of soil Soil and water conservation Guide students to discuss the concept of What is soil and water
CONSERVATION. and water conservation. soil and water conservation. conservation?
2.1.2 describe types of soil Types of soil water and their importance: Assist students to discuss the types of Explain the following
water and their gravitational water, capillary water, soil water and their importance. types of soil water and
importance. hygroscopic water, wilting point, indicate the
permanent wilting point, available water, significance of each in
non-available and superfluous water crop production:
a) gravitational water
b) hygroscopic water
c) capillary water
2.1.3 explain soil erosion. Soil erosion: Take students out to observe eroded
Gradual wearing away of the topsoil areas of the school compound or street.
Students discuss their observations to
come out with an explanation of soil
erosion.
2.1.4 state the agents of soil Agents of erosion: water, wind, ice, Students to discuss the agents of soil List four (4) agents of
erosion. animals erosion. soil erosion.
2.1.5 describe the types of -Forms of erosion caused by water: Students to describe the types of erosion Describe three types
water splash, rill, sheet, gully found on the school compound and of soil erosion caused
and wind erosion. -Forms of erosion caused by wind: discuss their causal agents. by water.
suspension erosion, soil creep and
saltation State four (4)
-Economic importance of soil erosion economic importance
of soil erosion in crop
production.
47
TEACHING/LEARNING

Factors influencing soil erosion: Assist students to discuss the factors Explain how each of the
SOIL AND WATER 2.1.6 explain the factors that wind speed, rainfall, topography, that influence soil erosion. following factors
CONSERVATION influence soil erosion. vegetative cover, soil type, human and influences soil erosion
animal activity i. Rainfall
ii. Topography
iii. Vegetative cover
iv. Soil type
v. Human activity
2.1.7 outline the effects of soil Effects of soil erosion: Guide students to analyze the effects Write an essay on the
erosion. - loss of top soil of soil erosion on agriculture. effects of soil erosion on
- loss of soil fertility resulting in crop production.
reduction in crop yield Students to practice various methods
- lateritization, hardpan formation and of controlling erosion on the field.
deterioration in water seepage
- siltation of river beds and dams
- reduction of water holding
capacity of soil
- reduction of vegetation cover
leading to savannization and
finally desertification, etc.
2.1.8 outline and carry out Soil and water conservation methods: Guide students to discuss erosion Describe how
measures to prevent and - agronomic practices: cover- control methods as soil and water mulching/cover
control soil and water loss. cropping, mulching, zero or conservation techniques. cropping/ can be used
minimum tillage to control soil erosion.
- soil conditioning e.g. addition of
manures and lime Name two tillage
- tillage practices e.g. terracing, practices and describe
contour ploughing, etc. how they could be used
to control soil erosion.
48
SECTION 3
FARM MECHANISATION
1. be aware of the application and importance of simple survey practices in agriculture.

2. recognise the need for planning a farmstead.
3. appreciate the problems and prospects of farm mechanisation.

UNIT 1 3.1.1 explain the importance of Purpose of surveying and Assist students to discuss the objectives State three (3)
surveying in construction, and measurement of surveying. objectives of
SURVEYING AND measurement in farming (Discussion to include: uses of surveying surveying.
PLANNING OF operations in the construction of roads; agricultural
FARMSTEAD ventures; mining industry; town planning
etc.)
3.1.2 identify and state the uses of Surveying instruments and their Bring and display in class survey 1. List any six (6)
surveying instruments. uses instruments such as: survey equipment and
- ranging poles, describe their uses.
- Gunter‟s chain
- measuring tape
- prismatic compass 2. Students should be
- theodolite made to identify
- dumpy level surveying instruments
- abney level on display
- tripod stand
Global Placement System (GPS)
Total Station (TS), etc.
Assist students to identify the survey

instruments and learn their uses.
Note: You can invite a resource person to
demonstrate the uses of the instruments.
3.1.3 care for and maintain Care and maintenance of Guide students to discuss and practice Describe four (4) ways
surveying surveying instruments the care and maintenance of surveying of taking care of and
Instruments instruments. maintaining surveying
instruments.
49
SURVEYING AND 3.1.4 outline the procedures for Procedure for conducting a survey Students to discuss the procedure for Describe the
PLANNING OF conducting a survey conducting a survey. procedure for
FARMSTEAD (Discussion should include conducting a survey.
reconnaissance and preliminary surveys)
3.1.5 make linear, angular and Measurements in surveying Guide students to make linear and angular
other measurements in the measurements, record data for map
field and record data preparation.
accurately
3.1.6 prepare a map using field Map preparation procedure: Assist students to discuss procedure for Students to prepare
data. -Scale selection map preparation and practice map the map of the school
-Baseline determination preparation with field data farm/garden.
-Transferring field measurements
onto map, etc.
3.1.7 explain the meaning of a Meaning and importance of Assist students to discuss the meaning State the importance
farmstead and state the farmstead planning and importance of planning a farmstead. of planning a
importance of planning it farmstead.
3.1.8 outline the principles Principles of farmstead outlay Guide students to discuss the factors to Discuss four (4)
involved in planning a consider in the location of different farm factors to consider in
farmstead outlay structures, such as buildings, orchards, the location of farm
vegetable garden, etc. buildings, structures
(The discussion to include: and fields for
Topography; location of water source; type production.
of soil; direction of wind; sunshine, etc.)
Arrange a visit to a well established farm Students to write a

for students to observe and discuss farm report on the locations
outlay. of the various
structures on the
farmstead and reasons
for their location.
50
SECTION 4
CROP PRODUCTION
1. appreciate the importance of ornamental plant production as an agribusiness.

2. appreciate the aesthetic value of ornamental plants.
3 identify some ornamental plants.
4. apply the basic principles of ornamental plant production.

ACTIVITIES
BASIC PRINCIPLES OF 4.1.1 identify and classify Identification and classification of Take students round the school Students to classify a
ORNAMENTAL PLANT ornamental plants ornamental plants compound and assist them to identify list of ornamental
PRODUCTION ornamental plants and classify them. plants.
Classes of ornamental plants
i. Bedding plants
e.g. bachelors button
African marigold
ii. Hedging plants e.g.
- milk bush, ice plant
iii. Borders e.g.
- Alternantera species
iv. Trees (shade, windbreak,
shelter, etc.)
e.g. Indian almond
Flamboyant
Whistling pine
v. Shrubs
e.g. rose
hibiscus
croton
vi. Climbing plants e.g.
- bougainvillea
vii. Lawn plants
e.g. love grass
carpet grass
Zoysia sp.(Japanese lawn
Grass)
51
BASIC PRINCIPLES OF 4.1.2. outline the importance of Importance of ornamental plants Assist students to discuss the importance Discuss three
ORNAMENTAL PLANT ornamental plants. - beautification of ornamental plants. contributions of
PRODUCTION - shade ornamental plants to
- noise absorption the well-being of
- shelter belt people.
- wind break
- pleasure
- direct walkway
- avenue etc.
4.1.3 differentiate between a bed Differences between a bed and a Students to discuss the differences State three differences
and a border. border between a bed and border. between a bed and a
border.
Take students round the school
compound to observe beds and borders.
4.1.4 outline the principles to be Principles for planting on beds and Discuss with students the principles to State the principles to
observed when planting on borders consider when planting on beds and be observed when
beds and borders. borders. planting flowers in
beds and borders.
4.1.5 prepare beds and borders. Preparation of beds and borders Guide students to design and prepare Project:
beds and borders. Students to design and
prepare a bed or a
border under
supervision of the
teacher.
52
SECTION 5
ANIMAL PRODUCTION
General objectives: The student will
1. be aware of various aspects of fisheries

2. recognise the importance of the fishing industry in the National Economy.
3. acquire skills for undertaking small scale fish farming
TEACHING/LEARNING
UNIT 1 5.1.1 explain the term fisheries Meaning of fisheries Students to brainstorm to bring out the What is the meaning of
meaning of fisheries. fisheries?
INTRODUCTION TO
FISHERIES 5.1.2 describe the different types of Types of fisheries: Students to describe and compare the Compare subsistence and
fisheries. Culture fisheries various types of fisheries listed under industrial fisheries.
(aquaculture/fish farming) content.
Capture fisheries (fishing)
Subsistence fisheries
Commercial fisheries
Artisanal fisheries
Industrial fisheries
5.2.1 explain the meaning of Meaning of aquaculture: culture Students to do the following: What is aquaculture?
aquaculture and fish farming. of organisms in water, e.g. fish, i. brainstorm to bring out the meaning Mention three types of
UNIT 2 oyster, shrimp, sea weed, etc. of aquaculture. organisms that could be
ii. search for more information on other cultured in water.
types of organisms that could be
FISH FARMING cultured in water using the internet
53
UNIT 2 (CONT’D) 5.2.2 outline the benefits and Benefits and problems associated Assist students to discuss the benefits Discuss five benefits
problems associated with with fish farming and their possible derived from fish farming. (Discussion derived from fish farming.
FISH FARMING fish farming. solutions. should include problems associated with
Some invasive alien species in fish farming and their possible solutions.
fishery habitat
- Eichhornia crassipes (water Problems of invasive alien species in a
hyacinth) fishery habitat should also be discussed
- Pistia stratiotes (water lettuce)
- Enteromorpha flezura (filamentous
algae)
- Ceratophyllum sp. (hornwort)
- Cyperus papyrus (Papyrus reed)
5.2.3 describe facilities for Facilities for growing fish: Use films/pictures of different facilities Describe three facilities
growing fish Earth ponds for growing fish to facilitate class for growing fish
Cages discussion
Concrete tanks
Raceways
fish pens
5.2.4 explain the factors that Factors influencing site selection for Outline four factors which
influence site selection for a fish pond Guide students to discuss the main influence site selection for
a fish pond factors affecting site selection for a fish a fish pond.
pond.
Note: Arrange a visit to a fish farm for Students to write reports
students to observe the following: on the visit covering the
site, soil type, structure of earth pond, things observed: site, soil
stocking of pond, feeding, harvesting. type, structure of earth
pond, stocking of pond,
feeding, harvesting.
5.2.5 choose a suitable fish Culturabale fish species for stocking What are the reasons why
species to stock a pond. a fish pond Guide students to identify and discuss Tilapia and Clarias are
suitable fish species for pond rearing, widely considered ideal
e.g. Tilapia and clarias. for pond farming?
Students discuss the steps used in
stocking ponds with fish
54
TEACHING/LEARNING
FISH FARMING 5.2.6 describe how to manage Managing a fish pond: Students to hold class discussion on Discuss how an earth pond
a fish pond to obtain a Feeding, water quality, pond the management of a fish pond. should be maintained to
good harvest. maintenance and production (The discussion to include: give a good yield.
control feeds and feeding regimes: simple
test for water quality including colour Write an essay on the
and pH; routine and periodic care for activities involved in
ponds and ways of controlling managing a fish pond.
production in fish farming)
5.2.7 outline the procedure for Harvesting of fish: -Students identify the characteristics Describe two of the
harvesting mature fish from - characteristics of a matured fish of matured fish. methods used for
a pond - time to harvest -Guide students to discuss methods harvesting fish from a pond.
- methods used in harvesting used in harvesting fish from ponds.
(Discussion should include merits of
each method)
5.2.8 describe methods of Methods of processing fish: Assist students to discuss steps used
processing and preserving washing, scaling, gutting, filleting, in processing fish after harvest.
fish. etc (Methods of fish preservation should
Methods of preservation: smoking, also be discussed)
cooking, salting, drying, frying,
freezing, canning
55
SECTION 6

1. recognize the importance of marketing as an economic activity in agribusiness.

2. Identify the functions and agents of marketing in agribusiness
3. be aware of the concept, objectives and importance of extension in agriculture.
4. recognize the principles and application of the value chain approach in agribusiness for ensuring food safety and quality

UNIT 1 6.1.1 explain marketing Meaning and importance of Guide students to discuss the meaning and Distinguish between
marketing. importance of marketing. „market‟ and „marketing‟.
MARKETING OF State the importance of
AGRICULTURAL marketing in an
PRODUCE agricultural enterprise.
6.1.2 describe the functions of Marketing functions Students to discuss functions of marketing What are the functions of
marketing. such as assembling, processing, grading, the following marketing
sorting, packaging, storage, transportation, agents?
advertising and distribution. The producer, retailer,
NB: The importance of marketing functions wholesaler, co-operatives.
should be stressed.
6.1.3 identify the agents Marketing Agents: Students to discuss the role of the listed Give two advantages and
involved in marketing - producers agencies in marketing agricultural produce. two disadvantages of the
and describe - middlemen operations of middlemen
their roles. - consumers (The merits and demerits of the various in the marketing of tomato
- co-operatives agents to be discussed) in your country.
- marketing Boards
- wholesalers
- retailers
6.1.4 describe the channels for Marketing channels of agricultural Students discuss marketing channels for Use a flow chart to
distributing agricultural produce agricultural produce. illustrate the marketing
produce. channel of maize in your
country.
6.1.5 outline the problems Problems associated with marketing Guide students to discuss problems
associated with marketing of agricultural produce. associated with marketing of agricultural Discuss three (3)
of agricultural produce in produce. problems associated with
their country. the marketing of maize in
your country.
56
TEACHING/LEARNING
AGRICULTURAL 6.2.1 explain the meaning of Meaning of agricultural extension Students brainstorm to bring out the
EXTENSION agricultural extension. meaning of agricultural extension.
6.2.2 outline the importance and Objectives and importance of agricultural Guide students to discuss the What is agricultural
objectives of extension in extension objectives and importance of extension? State three
agriculture. agricultural extension. objectives of Agricultural
Extension.
6.2.3 outline the roles of various Roles of various agencies in Extension Assist students to discuss the role of Give five reasons why
agencies in extension Education: various agencies listed in content in agricultural extension is
education. Universities, Research Institutions, Ministry extension education important in agricultural
of Food and Agriculture, Non- production.
Governmental Organisations in Extension
Education
6.2.4 state the characteristics of Discuss the characteristics of an List the characteristics of
an effective extension Characteristics of effective extension effective extension system. an effective extension
system. system officer.
Problems and issues in Extension Discuss current problems and issues in Discuss any six problems
6.2.5 identify the current Education. extension education. of Agricultural Extension
problems and issues in in Ghana.
extension education
6.2.6 classify methods used in Extension teaching methods: Guide students to classify and discuss What are the individual
extension teaching. - individual methods methods used in extension teaching. methods of extension
- group methods teaching?
- mass methods
6.2.7 outline the advantages and Advantages and disadvantages of the Students to discuss the advantages Discuss any three
disadvantages of the various extension teaching methods and disadvantages of each extension extension methods giving
methods used in method. their advantages and
agricultural extension limitations.
teaching. Role play:
Students to simulate some of the Write a report on the
extension teaching methods in class. extension activity carried
out with the agricultural
Note: Invite the local agricultural extension agent and
extension agent to plan and implement farmers in your
an extension activity with students. community.
57
TEACHING/LEARNING
UNIT 3 6.3.1 define and identify the Definitions and characteristics of value chain Guide students to define and Explain value chain and
characteristics of value chain. discuss the characteristics of value describe its
THE VALUE chain. characteristics.
CHAIN
APPROACH IN 6.3.2 outline the benefits of value Benefits of value chain development in Students to discuss the benefits of Select a value chain and
FOOD QUALITY chain development . agricultural production and marketing value chain in agricultural identify the main actors
production and marketing. in the chain.
AND SAFETY
ASSURANCE
6.3.3 analyse the principles on Principles of value chain approach and how Students to discuss one example of Discuss three principles
which the success and they influence the competitiveness and a value chain and how various that will guide you to
competitiveness of a value success of the value chain selected. actors at the various stages can select a particular a
chain depends. enhance or collapse its success. value chain
6.3.4 explain food safety and food Explanation of food quality and food safety Guide students to discuss
quality. contemporary issues on food quality
and food safety
6.3.5 explain the importance of Importance of standards that assure food Discuss four reasons
standards in food quality and quality and food safety in the domestic, Guide students to discuss why food why school authorities
safety assurance in the regional and international markets. quality and food safety standards should be concerned
domestic, regional and are important and necessary in the with the safety and
international markets domestic, regional and international quality of food served in
markets. the school dining hall
6.3.6 identify some local and Key players in food quality and safety
international bodies assurance in Ghana. Example, Food and Assist students to identify and
responsible for food quality Drugs Board discuss major bodies responsible
and safety assurance. ( Private sector and the public sector key for ensuring food quality and safety
players should be mentioned) in Ghana and in the global market.
6.3.7 describe practices for Food safety practices by national standards

ensuring food quality and and international or standards along the Organizes students for a study trip
safety along the value chain value chain. to a nearby food processing factory
to observe food safety practices.
Local and international bodies responsible Students write a report
for food quality and safety assurance, e.g. Students find examples of global on food safety practices
Ghana Standards Board (GSB), Plant food safety and quality standards observed at the
Protection Regulation Services Division from the internet and discuss the processing factory
(PPRSD), EPA, Codex Alimentarius role and operations. visited.
Commission (CAC), World Trade
Organisation (WTO), International List three local and three
Organization for Standardization (ISO). international bodies
responsible for
Examples of some international standards monitoring food standard
operating in Ghana e.g. Global GAP, British in the country
Retail Consortium (BRC).
58
FACILITIES / MATERIALS FOR GENERAL AGRICULTURE
GENERAL CROP PRODUCTION AGRICULTURE LABORATORY
1. At least a 2 – hectare plot of farm land a. A store for seeds, Fertilizers Laboratory chemicals, supplies, pesticides e.g.
2. A laboratory b. CDs and pictures of vegetables, field crops, tree and Herbicides, fungicides, fumigants and
3. Approved textbooks plantation crops, animal feeds (grasses and legumes etc) nematicides
4. First aid box c. A crop museum or herbarium
5. 2 farm assistants (one for crops and one d. Pictures and video clips of crops, good husbandry practices, Mechanization
for animals) biological processes in crops, crop diseases and pests
Animal Production e. Colour pictures and video clips of invasive alien species. a. Land tilling machines and implements:
tractor / power tiller, plough, harrow,
a. Video demonstration of castration, dehorning, 6. Soil slasher, ridger, hoes, cutlasses,
identification, creep feeding etc. a. rocks samples, pickaxes, mattocks, rakes, hand forks,
b. Sheep /goat pen with at least ten (10) animals. b. Soil augur,
hand trowels, garden/foot forks,
c. Video and pictures of diseased animals and c. Soil pH kit
d. pictures of soil profiles, landscapes, different soil structures, shovels,
animal diseases, pests/parasites, pathogens
soil texture, eroded soils, types of erosion, mulching and b. Storage facilities: refrigerators,
d. A six – unit piggery or a poultry farm (with at least
60 birds} cover cropping Electricity, Tools and equipment store,
e. Rabbits / guinea pigs/ grasscutter farm e. a video showing soil composting seed store and agrochemical store,
(with at least 20 animals} storage barn
f. Video and pictures of different systems of keeping 7. Economics and Extension
c. Maintenance equipment: spanners,
animal a. Pictures and video clips of agricultural extension agents in
action screw drivers, pliers, hacksaw and
blades, files,
FORESTRY 8. Surveying d. Pictures and CDs of all equipment
a. Pictures of ranging poles, Gunter‟s chain, measuring tape, e. Harvesting equipment e.g.: shears,
a. Pictures and CDs of useful plant species prismatic compass, theodolite, dumpy level, abney level, secateurs, sickle, go-to-hell (cocoa
and some wild forest animals, tripod stand, Global Placement System (GPS), Total Station
b. Video of forest scenes, video and pictures sickle), Malaysian sickle, push trucks,
(TS), etc.
on uses of timber and non-timber species. wheel barrows,
b. Video clips on how to use the various instruments , maps and
c. videos on processes of deforestation. charts f. Other equipment: knapsack sprayer,
axes
9. Measuring Equipment: Weighing scales (mechanical and g. Drainage/ irrigation equipment:
electronic), micrometer screw gauges, vernier calipers, Sprinkler, Watering can, pumping
garden line, volumetric measures (measuring cylinders, machine, P.V.C. pipes
pipettes, burettes, bowls).
59

Preamble General Agric Syllabus

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M I N I S T R Y O F E D U C AT I O N

TEACHING SYLLABUS FOR GENERAL AGRICULTURE

Enquiries and comments on this syllabus should be addressed to:

RATIONALE FOR TEACHING GENERAL AGRICULTURE

The General Agriculture syllabus is designed to help students to:

1. appreciate the importance of agriculture in the socio-economic development of Ghana,

4. recognise agriculture as a business and a viable livelihood option,

5. develop positive attitudes, interests, habits and good practices in agriculture,

6. be aware of the roles of extension service in the agricultural value chain,

7. recognise job opportunities in agriculture,

8. acquire techniques for efficient management of agribusinesses,

- Introduction to Agriculture and Agricultural Education

- Soil Uses and Management

- Agricultural Economics, Agribusiness and Extension.

PRE-REQUISITE SKILLS AND ALLIED SUBJECTS

Group B: Chemistry, Physics and Mathematics.

ORGANISATION OF THE SYLLABUS

YEAR 1 YEAR 2 YEAR 3

SECTION 1: INTRODUCTION TO SECTION 1 : INTRODUCTION TO SECTION 1: INTRODUCTION TO

UNIT 3 Measurements in agriculture UNIT 4: Introduction to forestry

UNIT 5: Forest products and their

UNIT 3; Soil fertility and its maintenance

UNIT 2: Principles of crop production UNIT 2: Husbandry of some selected crops

UNIT 3: Principles of crop improvement

UNIT 3: Reproduction in farm animals UNIT 3 Husbandry of selected farm

SECTION 6: AGRICULTURAL ECONOMICS SECTION 6: AGRICULTURAL ECONOMICS SECTION 6: AGRICULTURAL

SUGGESTIONS FOR TEACHING THE SYLLABUS

- Pigs and Poultry

3. Laboratory experiments and project reports.

Knowledge and Understanding 40%

Knowledge and Understanding (KU)

Knowledge The ability to:

Understanding The ability to:

Application of Knowledge (AK)

Application The ability to:

Evaluation The ability to:

Practical Skills (PS)

Skills required for effective practical work are the following:

Recording: Recordings must aim at a high degree of accuracy.

School Based Total % Weight of

Total Marks 60 90 60 90 300

GUIDELINES FOR SCHOOL-BASED ASSESSMENT (SBA)

The projects may include the following:

A report must be written for each project undertaken.

Grade A1: 80 - 100% - Excellent

General Objectives: The student will:

1. be aware of the importance of agriculture to the national economy.

UNIT 1 The student will be able to:

UNIT 2 The student will be able to:

UNIT 3 The student will be able to:

Indigenous units and instruments Students make list of indigenous Project:

SOIL USES AND MANAGEMENT

General Objectives: The student will:

1. be aware of the origin and nature of soil.

UNIT 1 The student will be able to:

UNIT 1 (CONT’D) The student will be able to:

UNIT 2 (CONT’D) The student will be able to:

UNIT 2 The student will be able to: