MINISTRY OF EDUCATION, SPORT, ARTS AND CULTURE

ZIMBABWE JUNIOR CERTIFICATE

AGRICULTURE SYLLABUS



CURRICULUM DEVELOPMENT UNIT
PO BOX MP 133
MOUNT PLEASANT
HARARE Revised 2007

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ACKNOWLEDGEMENTS

The Ministry of Education, Sport and Culture would like to thank the following organisations and members for contributing to the revision of this
syllabus:
Ministry of Agriculture
Ministry of Environment and Tourism
Ministry of Higher and Tertiary Education
Curriculum Development Unit and
Representatives of Education Officers, Heads and Teachers.
























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CONTENTS
Page
Acknowledgement 2
Preamble 4
Aims 4
Assessment objectives 5
Scheme of assessment 7
Methodology 8
Time allocation 8
Syllabus topics...
9
General agriculture principles . 12
Principles of crop production. 12
Farm animals... 19
Natural resources management 24
Farm hand tools 30
Farm records 31
Option 1:Vegetable and Fruit production. 32
Option 2: Ornamental Horticulture 37
Option 3: Wildlife Management. 40
Option 4: Rabbits 43
Appendix 1: List of basic general hand tools/equipment. 45
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1.0 PREAMBLE

This syllabus is designed to provide a two-year course in Agriculture for the first two years of secondary education. This course provides a base
for both the O Level Agriculture course and National Foundation Certificate (NFC). Through theory and practical activities in horticulture,
livestock production, wildlife management and farm management, it is hoped that specific concepts, skills and attitudes that have relevance to
pupils lives will be developed.

2.0 AIMS

The aims of the syllabus are to:

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

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


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

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

1.5. enable pupils to become self reliant and resourceful

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

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

2.8 link the teaching and learning of agriculture to other subjects.





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3.0 ASSESSMENT OBJECTIVES

3.1 General Agriculture
Pupils should be able to:

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

3.1.2 make correct reference to and apply facts, concepts and principles

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

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

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

3.1.6 make estimates, record observations and measurements.


3.2 Livestock
Pupils should be able to:

3.2.2 identify types and breeds of farm animals

3.2.3 handle farm animals in a safe and correct manner

3.2.4 keep farm animals healthy

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

3.2.6 market farm animals and their products

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

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3.3 Crops

Pupils should be able to:

3.2.8 identify cultivars of crops

3.2.9 calculate fertiliser and chemical requirements

3.2.10 plan, implement and manage a cropping programme

3.3.4. harvest and market a crop

3.3.5. keep accurate physical and financial records for a crop enterprise.

3.4 Wildlife

Pupils should be able to:

3.4.1 identify types of wildlife

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

3.4.3 monitor their feeding habits, movement and breeding patterns

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

3.4.5 estimate wildlife populations

3.4.6 harvest and market wildlife products.





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4.0 SCHEME OF ASSESSMENT
4.1 This subject will be assessed through continuous assessment and internal school based examinations.

4.2 WEIGHTING OF ASSESSMENT OBJECTIVES

Paper 1 Paper 2 Paper 3
Knowledge with understanding 50% 40% 20%
Application of knowledge with understanding 30% 30% 40%
Practical skills 20% 30% 40%
Totals 100% 100% 100%

4.3 PAPER DESCRIPTION
There will be three compulsory papers: two on theory and one on practical coursework.

Paper Description Duration Marks Weighting
1 Multiple choice 1 hour 40 20%
2 Structured and essay questions 2 hours 100 50%
3 Practical coursework 5 terms 60 30%

Paper 1: (1 hour 40 marks) This paper will consist of forty multiple choice questions based on the core section of the syllabus.

Paper 2: (2 huors-100 marks) will consist two sections. Section A: Structured questions based on the core section of the syllabus (80 marks) and
Section B essay questions (20 marks) based on the options. Three questions will be set for each of the four options. Candidates must answer two
questions from only one option.

Paper 3: Practical coursework (5 terms-60 marks)
The coursework will be made up of continuously assessed marks, on The Farm Diary and on Practical Skills Tests.





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

5.1 The theory and practical activities should follow the farming calendar. It is necessary that students be given sufficient practice in Agriculture
without reducing the course to the level of manual work or a source of cheap labour. The implementation and success of appropriate
methodology depends upon the resoluteness and dedication of the Agriculture Department and head of the school.

5.2 Each pupil for all the practical activities, including field trips, carried out during the two years of study, should compile farm Diaries.
Teachers should ensure that these Diaries are kept-up-to-date and marked regularly.

5.3 It is suggested that the problem-solving and participatory approaches be employed in the teaching and learning of the subject. Some the
methods that can be used include: Case studies, field trips, discussions demonstrations and experiments. These methods are bases for
anchoring abstract ideas and generalization.

6.0 TIME ALLOCATION

5.4 A minimum of six periods of 35 to 40 minutes is recommended for this course.
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7.0 THE SYLLABUS TOPICS

The syllabus is divided into TWO sections: the core and four options

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

7.1.1 General Agriculture Principles

7.1.2 Principles of Crop Production

7.1.3 Farm Animal

7.1.4 Natural Resources Management

7.1.5 Farm Hand Tools

7.1.6 Farm Records.


7.2 SECTION II The Options:

There are four alternatives from which pupils select and study only ONE. Schools must exercise great care in the selection of options.
These should be relevant to the local environment, and facilities for practical work must be available.

The Options are:

7.2.1 Vegetable and Fruit Production

7.2.2 Ornamental Horticulture

7.2.3 Wildlife Management

7.2.4 Rabbits
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8.0 SECTION I: CORE SYLLABUS

8.1 GENERAL AGRICULTURAL PRINCIPLES

TOPIC OBJECTIVES CONTENT NOTES AND SUGGESTED
LEARNING ACTIVITIES
8.1.1. Importance of Agriculture Pupils should be able to:
- define agriculture
- explain the role played by
agriculture to family and
national economy
- identify the branches of
agriculture
Agriculture.
Role of agriculture
Branches of agriculture such as
Agronomy, Horticulture, Forestry,
Animal production, Agriculture
Engineering.
Identifying agricultural activities in
the local community and relate
them to their branches.
Discussing the economic and social
importance of these activities.
Drawing a chart showing seasonal
activities.
8.1.2. History of Agriculture - trace the origins of agriculture
in Zimbabwe;
- explain the development of
agriculture in Zimbabwe
Hunting and gathering, pastoralism,
sedentary agriculture.
Shifting cultivation, settled
subsistence farming,
commercialised farming.
Interviewing elders on the
development of agriculture and
discuss the findings.
8.1.3. Farming systems - identify the different farming
systems in Zimbabwe;
- describe the difference between
A1 and A2 resettlement models
Communal farming, resettlement
and small-scale commercial
farming.
Contributions of individual systems.
A1 and A2 resettlement.
Guided tour of farming systems and
discuss the level of production in
each farming system.
Carrying out a survey to determine
size of land, productivity and forms
of labour in A1 and A2 models.
8.1.4. Agricultural Institutions - explain the roles played by the
different agricultural institutions
in Zimbabwe
- identify sources of credit for
farmers
- state the various marketing
agencies of agricultural
Agricultural institutions: Research
stations, Agricultural colleges,
Agriculture Research and Extension
(AREX) and Veterinary Services.
Service provided by financial and
other institutions.

Locating agricultural colleges and
research stations on a map of
Zimbabwe.
Investigating the activities carried
out by the veterinary services in the
area.
Collecting brochures from different
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products. Marketing organisations. financial institutions and discuss
their terms of credit to farmers.
Illustrating marketing channels of
agricultural products.
8.1.5. Climatic influences - identify climatic factors limiting
agricultural production
- interpret weather records
- suggest ways of controlling
limiting factors.

Effects of the following climatic
factors on agricultural production:
rainfall, temperature, humidity,
frost, hails and wind.
Weather records.
Control of climatic factors
Taking and recording rainfall,
temperature, humidity and wind
direction and speed over a period of
time.
Relating weather records to crop
growth.
Practising control measures against
the limiting factors.
8.2 PRINCIPLES OF CROP PRODUCTION
TOPIC OBJECTIVES CONTENT NOTES AND SUGGESTED
LEARNING ACTIVITIES


8.2.1. External structure of a
flowering plant
Pupils should be able to:
- identify the parts of a flowering
plant
- state the functions of each part
of a flowering plant


Roots, leaves, stem and flowers.
Function of parts
Collecting maize and bean plants
and identify the external parts.
Drawing and labelling the external
parts of a flowering plant.
Tabulating parts and functions of a
flowering plant.
8.2.2. Classification of plants - define annual, biennial and
perennial crops
- identify monocotyledonous and
dicotyledonous crops.
- classify vegetable crops
according to the parts eaten
- state botanical classes of
vegetable crops.


Annual, biennial and perennial
crops.
Monocotyledonous and
dicotyledonous crops.
Parts eaten:
Leaves, tubers, flowers, stems fruits
and seeds.
Botanical classes:- legumes,
cucurbits, brassica, solanaceous,
cereals, roots and tubers.


Examples of locally grown
vegetables and field crops should be
used.
Classifying crops as annuals,
perennials and biennials
Collecting samples, press and paste
into a folder.
Differentiating monocotyledonous
from dicotyledonous plants
Collecting samples of parts eaten
and identifying the crop.
Categorising vegetable crops
according to the botanical classes.
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8.2.3. Crop rotation
- define crop rotation
- state the principles of crop
rotation
- explain the importance of crop
rotation


Crop rotation.
Principles of crop rotation.
Importance of crop rotation.


Discussing crop rotation practices in
the local community.
Planning a four-crop rotation
programme suitable for a vegetable
garden.
Suggesting improvements on the
crop rotation practised in the local
community.
8.2.4. Diffusion and osmosis - define diffusion
- define osmosis
- describe water and nutrient
uptake by plants
Diffusion
Osmosis
Absorption of Water and nutrients
by roots.
Carrying out simple experiments on
diffusion of gases and liquids.
Carrying out experiments to
demonstrate osmosis.
8.2.5. Transpiration - define transpiration
- state factors affecting rate of
transpiration
- explain how wilting occurs.
Water loss in plants through the
stomata.
Wind, light, temperature, humidity,
stomata and leaf surface area as
factors affecting transpiration.
Causes of wilting.
Demonstrating transpiration.
Observe wilting plants in the field
and investigate causes.
Observing wilting plants in the field
and investigate causes.
8.2.6. Photosynthesis - define and explain
photosynthesis
- state word equation for
photosynthesis
- state the end products of
photosynthesis
- state the storage organs in a
vegetable plant.




Photosynthesis.
Word equation for photosynthesis.
Production of carbohydrates.
Storage organs
No details of leaf internal structure
are required at this level.
Discussing the importance of
photosynthesis.
Conducting simple experiments on
the importance of carbon dioxide,
light and chlorophyll.
Testing for starch in a leaf.
Identify storage organs in plants.
8.2.7. Requirements for germination
and optimum growth
- state the requirements for seed
germination
- explain the requirements for
optimum plant growth
Requirements for seed germination
Requirements for plant growth:
Emergence and germination.
Structure of seed:
Conducting experiments to
determine the requirements for seed
germination.
Growing crop plants under different
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- differentiate between emergence
and seed germination
- identify the internal and external
parts of a maize and bean seed

Testa, endosperm, cotyledon,
radicle, plumule.

conditions and recording
observations.
Examining the germination process
of a bean and maize seed.
Drawing diagrams to illustrate
emergence and germination.
Drawing the seeds and label the
parts.
8.2.8. Plant - state the major and minor plant
nutrients
- explain the functions of NPK
- list sources of (N.P.K.) in plant
nutrition
- differentiate between compound
and straight fertilizers
- demonstrate methods of
applying fertilizers
- list types of organic manures
- explain the benefits of organic
manures
- identify crops that can bed used
for green manure
Major plant nutrients: nitrogen,
phosphorus, potassium (NPK)
calcium, magnesium and sulphur.
Minor plant nutrients such as
Boron, zinc, copper and
molybdenum.
Functions of NPK.
Sources of NPK.
Compound and straight fertilizers.
Broadcasting, drilling and
placement methods.
Types of organic manure,
Benefits of organic manure.
Green manure crops.

Differentiating between major and
minor nutrients.
Conducting experiments to show
the effects of lack of N.P.K.
Observing nutrients deficiencies in
crops.
Interpreting labels on fertiliser bags.
Identify samples of compound and
straight fertilizer.
Calculating and applying artificial
fertilizer correctly.
Making compost and prepare liquid
manure.
Discussing advantages and
disadvantage of organic manure
Practising green manuring
8.2.9 Plant protection - define plant disease
- state the causes of plant diseases
- control disease in vegetables


Plan t disease
Causes of infectious and non-
infectious diseases.
Methods of diseases control




Identifying and observing diseased
plants in the school garden or crop
field.
Discussing the causes of plant
diseases.
Common diseases to be studied are
Anthracnose, black rot, damping
off and early blight
Carrying out an investigation on
methods of disease control in the
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local area.
Plant protection (cont.) Pupils should be able to:
- define pest
- explain the effects of pests on
crops
- describe pests according to their
feeding habits;
- control pests in the garden or
crop field.
- state safety precautions when
using chemicals
- state the harmful effects of
weeds
- describe methods of weed
control.

Pest
Effects of pests.
Biting and chewing pests, piercing
and sucking pests: aphid and borers
Chemical, biological and cultural
control.
Precautions in using chemicals.
Harmful effects of weeds.
Mechanical biological cultural and
chemical weed control methods.
Advantages and disadvantages of
each control method.
Scouting in the garden to identify
pests
Identifying nature of damage done
by pests.
Classifying pests according to their
feeding habits;
Pests to be studied should include:
aphid, diamond back moth, termite,
grain weevil and cut worm.
Applying appropriate pest control
measures.
Interpreting colour codes on
chemical containers.
Collecting and identifying common
weeds.
Practical weed control on growing
crops in the garden
N.B. Pupils below the age of 16
years should not handle chemicals.

Identify at least five common weeds
such as witch weed, black jack,
rapoko grass, wondering jew,
pigweed, bobbin weed, khaki weed,
cough grass and upright star bur.
8.2.10. Plant propagation - define plant propagation
- define sexual and asexual
reproduction in plants
- explain the advantages of each
propagation method.
Plant propagation.
Sexual and asexual reproduction
Advantages of sexual and asexual
propagation.
N.B The focus should be
propagation by cuttings, tubers and
rhizomes.
Propagating plants from seeds,
cuttings, tubers and rhizomes.
Identifying plants that are
propagated sexual reproduction.

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8.3 FARM ANIMALS
TOPIC OBJECTIVES CONTENT NOTES AND SUGGESTED
LEARNING ACTIVITIES
8.3.1. Importance and types of
animals

Pupils should be able to:
- list the social and economic
importance of animals
- describe ruminant and non-
ruminant in relation to the
digestive system;


Importance of animals:
Ruminant and non-ruminant;




Identifying and discussing the role
of different classes of livestock in
the locality.
Compiling a list of by-products of
livestock.
Comparing and contrasting a
ruminant and non-ruminant.
Identifying ruminant and non-
ruminant animals.

8.3.2. Digestive system of a non-
ruminant

- identify parts of the digestive
systems of a chicken and rabbit
- state the functions of the parts of
the digestive tract.

Anatomy of the digestive system of
a chicken and rabbit.
Function of the parts of the
digestive tract.
Observing a dissected chicken and
rabbit and identify the parts of the
digestive tract in a.
Drawing and labelling the digestive
systems of a chicken and rabbit.
Details of enzyme action and names
not required.
Comparing the digestive systems of
a chicken and a rabbit.
8.3.3 Animal nutrition - list the essential food nutrients
of a balanced diet of broiler
chicken.
- state sources of food nutrients
- describe the deficiency
symptoms of a malnourished
broiler chicken.
Major nutrients: proteins, fats,
carbohydrates and water.
Minerals such as calcium and
phosphorus.
Vitamins: A, B, C, D, E, and K.
Sources of food nutrients.
Deficiency symptoms of major
nutrients, minerals and vitamins A,
B and D.
Study of this section to be restricted
to broiler chickens
Discussing the importance of a
balanced diet for broilers.
Collecting and identifying samples
of foodstuffs rich in carbohydrates
and proteins.
Preparing broiler chicken rations.
Observing and identifying
symptoms of malnutrition in
malnutrition in broilers.

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TOPIC OBJECTIVES CONTENT NOTES AND SUGGESTED
LEARNING ACTIVITIES


8.3.4. Animal health
Pupils should be able to:

- state the characteristics of a
healthy broiler chicken

- explain the causes of ill health


- list the cause and symptoms of
common diseases of broiler
chickens
- describe methods of preventing
and controlling the diseases

- define a notifiable disease

- identify external parasites of
broiler chickens.



Signs of good health.


Causes of disease


Cause and symptoms of coccidiosis
and Newcastle.

Prevention of diseases.


Notifiable diseases

External parasites: Lice, Red mite
and tampan.

Distinguishing a healthy broiler
from a diseased one.

Carrying a survey in the locality and
identify possible causes of diseases
in animals.

Identifying symptoms of coccidiosis
and New Castle.

Investigating and discussing
remedies to prevent and control
diseases in broiler chicken.
Listing examples of notifiable
diseases and discuss their effects.

Inspecting broilers for external
parasites.
Disinfecting poultry houses to
control external parasites.
8.3.5. Reproductive system - identify the reproductive parts
of the hen and cock

- describe the functions of male
and female reproductive parts

Reproductive parts:


Functions of the reproductive parts.
Observing the male and female
organs from slaughtered chickens.

Drawing and labelling the
reproductive parts of a hen and cock

Tabulating the reproductive parts
and their functions.
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TOPIC OBJECTIVES CONTENT NOTES AND SUGGESTED
LEARNING ACTIVITIES
Pupils should be able to:

- describe the process of egg
formation


- describe the structure of the egg


Egg formation.



Egg structure and functions of its
parts.


Tracing the process of egg
formation in the female
reproductive tract.

Drawing a labelled diagram of the
internal structure of an egg.
8.3.6. Broiler chickens production

- explain the advantages of
rearing broiler chicken over
other animals

- identify external parts of a
broiler chicken

- state breeds of broiler chicken.

state an appropriate housing
system of broilers.



- describe the housing
requirements for broiler chicken


Advantages of broiler chickens.



External features.


Breeds of boilers.

Advantages and disadvantages of
different housing systems.



Housing requirements.
N.B.Each class should keep at least
25 broilers at any one time.
Debating on the advantages of
keeping broilers over other animals.


Examining a broiler chicken and
identify the external parts.

Comparing the characteristics of
different breeds.
Designing a plan of a broiler
chicken house that can
accommodate a specific number of
broilers.

Constructing brooders and maintain
broiler chicken houses.



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TOPIC OBJECTIVES CONTENT NOTES AND SUGGESTED
LEARNING ACTIVITIES
Broiler chickens production (cont.) Pupils should be able to:

- state the types of feeds for
broilers from day old to
slaughter

- raise broiler chicken correctly



- assess growth rates of broiler
chicken.


- keep physical and financial
records

- demonstrate the slaughtering
and dressing broilers

- determine the dressing out
percentage

- prepare broilers for market


Types of feeds.



Brooding and rearing requirements.
Feeding routines.


Weighing of broilers.



Physical and financial records.


Methods of slaughtering.


Dressing percentage.


Marketing strategies


Preparing feeds for broiler chicken
of different ages.


Designing a feeding programme for
broilers.
Brooding and rearing broilers.

Weigh broiler chickens regularly
and illustrate graphically grower
rate of broilers.

Compiling and analysing physical
and financial records.

Slaughtering and dressing broilers.


Calculating the dressing out
percentage.

Identifying markets for broilers.
Calculating the gross margin of the
broiler enterprise.

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8.4 NATURAL RESOURCES MANAGEMENT

TOPIC OBJECTIVES CONTENT NOTES AND SUGGESTED
LEARNING ACTIVITIES
8.4.1. Renewable and non-
renewable natural resources

Pupils should be able to:

- define a natural resource



- identify renewable and non-
renewable resources.

- explain the importance of
conserving natural resources.



Natural resources



Renewable and Non-renewable
resources

Importance of natural resources.


Identifying the natural resources in
the community and list their social
and economic importance

Illustrating the water cycle to show
how water is renewed.

Investigating how the natural
resources are conserved in the local
community.
8.4.2. Soil and soil formation - define soil


- state the agents of weathering


- describe the process of soil
formation.
Soil
Soil components.

Weathering agents.


Soil formation
Drawing a pie chart to illustrate the
soil components.

Observing and recording signs of
weathering around the school.

Demonstrating physical weathering.
8.4.3. Soil profile - define soil profile

- identify the different layers in a
soil profile.
Soil profile

Soil horizons
Digging a soil pit and identifying
the different layers.
Measuring the different layers.





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TOPIC OBJECTIVES CONTENT NOTES AND SUGGESTED
LEARNING ACTIVITIES
Pupils should be able to:

- describe the significance of the
different layers to crop growth.



Importance of a soil profile.


Recording distinguishing features of
the soil profile.
8.4.4. Physical properties of soil

- define soil texture

- identify the different soil
particles by sedimentation

- state the textural classes of soils



- define soil structure


- list types of soil structure

- identify different types of soils


- compare the properties of
different soils


- explain methods of improving
properties of different soils.


Soil texture

Types of soil aggregates: clay, silt,
sand and gravel.

Soil textural classification



Soil structure


Types of soil structure

Types of soil


Soil properties such as permeability;
water holding capacity, porosity,
capillarity and drainage.

Methods of improving soil
properties.

Determining soil texture by feel.

Conducting experiments to separate
the soil particles by sedimentation.

Observing and identifying the soil
types in the local area.
Classifying soils according to
texture.
Discussing the importance of a
good soil structure.

Tabulating characteristics of
different soil structures.
Collecting samples within the
school and determine their type.

Carrying out simple experiments to
determine water holding capacity,
and capillarity of different soils.

Carrying out activities to improve
soil properties in the school garden.


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TOPIC OBJECTIVES CONTENT NOTES AND SUGGESTED
LEARNING ACTIVITES

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

- state the causes of erosion in
arable lands and veld

- describe the different types of
erosion


- explain the effects of soil
erosion

- demonstrate methods of
controlling erosion

Soil conservation.

Causes of erosion.


Types of erosion.



Effects of erosion.


Biological, cultural and mechanical
control of erosion.



Discussing the importance of soil.

Investigating causes of erosion in
the local community.

Observing eroded areas in and
around the school and identifying
the types of erosion.

Demonstrating the effect of ground
cover on erosion.

Maintaining contour ridges and
storm drains.

Reclaiming an eroded area.















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TOPIC OBJECTIVES CONTENT NOTES AND SUGGESTED LEARNING
ACTIVITIES

8.4.6. Water conservation
Pupils should be able to:
- explain the importance
of water to plants and
animals

- identify different
sources of water for
agricultural purposes

- state methods of
conserving run-off
water and soil moisture

- describe the causes and
prevention of water
pollution.

Importance of water.


Sources of water.


Soil moisture conservation.


Water pollution: causes, effects and
prevention.

Discussing the importance of water to plants
and animals.
N.B. Details of dam construction not
required.
Identifying water-harvesting techniques.
Practising mulching tied ridging
and pot holing.

Discussing how pollution affects water
properties.

Observing and identifying causes of water
pollution in the locality.
8.4.7. Forestry - explain the importance
of forests
- name the common
indigenous trees in the
locality


- define deforestation


- state causes of
deforestation

- explain the effects of
deforestation
Importance of forests.

Types of forests: natural forests and
established forests.


Deforestation


Causes and effects of deforestation.

Effects of deforestation.



Tabulating products and by- products of
forests.
Conducting an investigation to determination
the composition of indigenous free species in
the school.
Collecting specimens of exotic and
indigenous trees found around the school.
Investigating why indigenous tree species are
in the locality.
Marking out planting stations using
appropriate layouts/patterns such as square,
triangular or staggering.
Label each tree species in the school.
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TOPIC OBJECTIVES CONTENT NOTES AND SUGGESTED LEARNING
ACTIVITIES
Forestry (cont.) Pupils should be able to:
- choose a site for a
nursery



- choose a site for a
woodlot


- protect trees from pests,
diseases and fire.

Selection of a nursery site.



Establishment of a woodlot.


Management of woodlots.

Preparing soil mixtures suitable for planting.
Establishing and managing a nursery.
Establishing and managing a woodlot in the
school.

Preparing a fireguard around the school
woodlot.
8.4.8. Wildlife - define wildlife

- state the importance of
wildlife





- explain the relationship
between fauna and flora

- classify game according
to feeding habits, habitat
and skeletal formation.
Wildlife

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





Fauna and flora.


Classification of wildlife according to:
Feeding habits such as carnivores
and herbivores
Aquatic, terrestrial and amphibian.
Vertebrates and invertebrates
Identifying types of wildlife in the locality.
Analysing differences between wildlife and
domesticated animals.
Conducting a survey to determine the extent
to which the community benefits from
wildlife analyse the data and draw
conclusions.
Illustrating the relationship using food chains
and webs.
Collecting, classifying and/or preserving of
wildlife samples, pictures and diagrams.

Identify aquatic, amphibian and terrestrial
animals.
Identifying differences between wildlife
classes


24
TOPIC OBJECTIVES CONTENT NOTES AND SUGGESTED LEARNING
ACTIVITIES
Wildlife (cont.)

Pupils should be able to:
- identify protected
animals and plants



- differentiate dangerous
and problem animals

- state the protected areas
in Zimbabwe







- define poaching

- list the effects of
poaching on wildlife
conservation and
utilization

- describe ways of dealing
with poaching

Specially protected animal and plants.




Dangerous animals and problem animals.


Protected area: National parks, Safari
areas, Recreational parks, Sanctuaries,
Game farms, Botanical gardens and
Forest reserves





Poaching.

Effects of Commercial subsistence
poaching.



Community by-laws, policing and
penalties.

Making models of specially protected
animals and plants.

N.B. Details of Parks and Wildlife Act not
required.
Tabulating dangers and problems caused by
wild animals.

Discussing the reasons for protecting some
plants and animals.

Visiting a nearby-protected area to find out
its operations.

Identifying the different protected areas on
the map of Zimbabwe.

Role-play situation depicting poaching and
effectiveness of security.
Discussing the effects of poaching.




Investigating ways in which poaching is
controlled in your local community.


25
8.5. FARM HAND TOOLS

TOPIC OBJECTIVES CONTENT NOTES AND SUGGESTED
LEARNING ACTIVITIES


8.5.1. Farm hand tools.
Pupils should be able to:

- identify the various hand tool used in the
garden and poultry units

- select and use tools correctly and safely

- store tools properly




Basic hand tools.


Choice, use, care and maintenance.

Storage of tools.





Making hand tools out of available
material.

Repairing and maintaining tools.

Keeping an inventory of tools in
storeroom.
8.5.2. Animal-drawn
mouldboard plough
- explain the uses of mouldboard ploughs


- identify the parts of a mouldboard
plough


- explain the adjustments on the
mouldboard plough

- explain the routine maintenance of a
plough.
Purpose of mouldboard plough.


Structure, names and functions of
parts.


Depth and width adjustments.


Routine maintenance.
Identify the uses of the mouldboard
plough in their locality.

drawing and labelling the parts of a
mouldboard plough


Adjusting the depth and width of
the mouldboard plough;

Carrying out routine maintenance of
a plough.

26
8.6 FARM RECORDS

TOPIC OBJECTIVES CONTENT NOTES AND SUGGESTED
LEARNING ACTIVITIES

8.5.3. Farm records














Pupils should be able to:

- define farm records

- describe the importance of farm
records

- identify types of farm records



- explain the functions of
expenditure account;




Farm records.

Record keeping.


Financial records and Physical
records


Importance of an expenditure
account.




Listing examples of farm records.

Compiling a record of activities for
the different projects.

Preparing a profit and loss account
for an agriculture enterprise.


Preparing an income and
expenditure account.















27
9.0 SECTION II: OPTIONS There are four options in this section. Schools should select oneoption which s relevant to the local environment.
Facilities for practical work must be available.

9.1 OPTION 1 VEGETABLE AND FRUIT PRODUCTION

TOPIC OBJECTIVES CONTENT NOTES AND SUGGESTED LEARNING
ACTIVITIES
9.1.1. Introduction to
horticultural production
Pupils should be able to:

- define horticulture

- explain the economic value
of vegetables and fruits



- describe the nutritional
value of vegetables and
fruits


Horticulture

Economic importance of fruit and
vegetables.



Food values of fruits and vegetables



Identifying branches of horticulture.

Collecting samples of fruits and vegetables
grown in the locality and discuss their
importance.


Tabulating the nutritional values for
vegetables and fruits.


9.1.2. Nursery selection and
management











- select suitable sites for
nurseries

- prepare seed beds and raise
seedlings

- prepare soil mixture
Suitable sites for nurseries.


Raising seedlings.


Fertiliser and manure requirements.
Establishing a nursery site.


Raising seedlings of a variety of vegetables
and fruit trees including indigenous trees.

Collecting suitable media for raising
seedlings.

28
TOPIC OBJECTIVES CONTENT NOTES AND SUGGESTED LEARNING
ACTIVITIES
Nursery (cont.)























Pupils should be able to:

- raise seedlings in containers;

- explain methods of propagating
fruit trees and vegetables from
seeds, cuttings and shoots

- explain reasons for thinning and
pricking out

- state importance of hardening off

- describe the procedure of
transplanting seedlings

- identify pests and diseases in a
nursery

- keep appropriate physical and
financial records.



Growing seedlings in containers.

Plant propagation.



Thinning and pricking out.


Hardening off.

Transplanting seedlings
Water requirements.

Common pests and diseases.


Physical and financial records.


Labelling the seedbeds and containers.

Propagating fruit trees and vegetables from
seeds, cuttings and shoots;


Demonstrating thinning and pricking out
seedlings.

Practising hardening off.

Selecting suitable seedlings for planting.
Transplanting seedlings correctly and using
the right spacing.
Controlling pests and diseases in a nursery.


Compiling a record of daily events



9.1.3. Vegetable production - describe the suitable site for a
vegetable garden


Factors to be considered when
choosing a vegetable garden site.


Selecting and preparing a suitable site for a
vegetable garden
Observing established gardens and discuss
the suitability of the site.




29
TOPIC OBJECTIVES CONTENT NOTES AND SUGGESTED LEARNING
ACTIVITIES
Vegetable production (cont.) Pupils should be able to:









- establish and mange a
vegetable garden.












Vegetable planting calendar.

Crop management under the
following headings:

- nutritional value;

- soil and climatic
requirements;

- seedbed preparation;

- propagation;

- fertilizer and manure
requirements.

- watering and water
conservation.

- harvesting and storage.
N.B. Pupils must grow and study at least one
vegetable from each of the following groups:
Group A Legumes: Green beans and peas
Group B Leafy Vegetables: Cabbage and Rape.
Group C Root and bulb: Carrots and onions
Group D Fruit Vegetable: Tomatoes and
cucumbers.
N.B. Schools can grow other vegetables for
educational and commercial purposes.

Planning a vegetable-planting calendar.




Discussing the nutritional value of vegetables.

Preparing beds and applying appropriate
manure/fertilizer.

Making compost and fertility trenches.

Planting and managing a vegetable crop to maturity.

Calculating plant population.

Identifying and controlling weeds and pests.


Identifying signs of maturity and harvest the crop.


30
TOPIC OBJECTIVES CONTENT NOTES AND SUGGESTED LEARNING
ACTIVITIES
Vegetable production (cont.)
Pupils should be able to:

- calculate profit or loss form a
vegetable enterprise
- describe the marketing of
vegetables.





Profit and loss.


Marketing.



Carrying out a market survey to determine the
price of vegetables

Preparing the vegetables for market.
9.1.4. Fruit production












- state classes of fruits


- describe the importance of fruits

- describe factors to consider
when selecting suitable orchard
site

- state the planting systems

- explain how a planting board is
used

- describe the preparation of a
planting hole

- establish and manage an
orchard



Classes of fruits such as citrus,
deciduous and subtropical
fruits.
Nutritional value of fruits.

Orchard site.


Planting systems: square,
rectangular, and triangular.

Uses of a planting board.


Preparing a planting hole.


Orchard management under the
following headings:
- climatic and soil
requirements

Pupils must grow and study one fruit tree from
each of the following groups:
Group A Deciduous fruits: Apple and
peaches.
Group B Subtropical fruits: Bananas, guavas,
mangoes.
Group C Citrus fruits: Orange
Schools can grow any other types of fruit trees
for commercial purposes.
Collecting samples of fruits and classify them.
Demonstrating the orchard layout using at least
two methods.
Using a planting board correctly.

Demonstrating procedures of preparing a
planting hole.

Describing the climatic and soil requirements
for classes of fruit trees.

31
TOPIC OBJECTIVES CONTENT NOTES AND SUGGESTED LEARNING
ACTIVITIES
Fruit production (cont.)


Pupils should be able to:













-suitable cultivars


-propagation methods.
-planting

-fertiliser requirements

-watering and conservation of
moisture

-control weeds, pests and
diseases

-pruning and training

-protection against fire

-harvesting



-marketing





Discussing the characteristics of the different
cultivars of fruit trees.

Demonstrating different propagation methods.


Designing a fertiliser application programme
for the orchard.
Watering the orchard and conserving moisture.


Scouting for pest and diseases and controlling
them.

Pruning trees using correct tools.

Preparing fireguard around the orchard.

Identifying signs of maturity/harvest and
prepare fruits for marketing.


Cleaning, grading, weighing, packaging,
pricing, advertising, transportation.


32
9.2 OPTION 2 ORNAMENTAL HORTICULTURE

TOPIC OBJECTIVES CONTENT NOTES AND SUGGESTED
LEARNING ACTIVITIES


9.1.1 Introduction to ornamental
Horticulture

Pupils should be able to:

- define ornamental horticulture.



- describe the importance of
ornamental horticulture.



Decorative gardening.



Importance of decorative gardening.


Naming and labelling shrubs,
ornamental trees, flowers, pot plants
and lawn grasses in the school
grounds.
Investigating uses of ornamental
plants


9.1.2 Flowers






- Identify flowers



- select and prepare suitable sites
for a nursery

- select and prepare potting soil





Classification of flowers: annuals,
biennials and perennials.


Nursery site selection.


Planting media: boxes and pots.





N.B. Pupils must grow and study at
least two flowers from the following
list: English marigold, petunia, and
zenia.
Classify flowers according to their
growth cycle;


Establishing a nursery site.


Preparing pot mixtures;






33
TOPIC OBJECTIVES CONTENT NOTES AND SUGGESTED
LEARNING ACTIVITIES


Flowers (cont.)

Pupils should be able to:

- establish and manage bed
flowers






Fertilizer and manure requirements.

Sowing seeds.
Timing of planting

Hardening off and pricking out.

Transplanting.

Water requirements.
Weed and pest control.

Harvesting and marketing.


Calculating fertiliser requirements.

Sowing seeds according to
specification

Pricking out and hardening
seedlings.
Transplanting seedlings correctly.

Watering and controlling weeds,
pests and diseases.

Preserving flowers for the market.
N.B. Schools can grow other types
of flowers for decorative purpose.
8.2.3. Lawns





- define the term lawn;

- discuss importance of growing
lawns;








Lawns.

Importance of lawns





N.B. Pupils should study and grow
any two lawn grasses from the
following list: Kikuyu, Cape Royal,
Australian evergreen, Beira grass,
Buffalo and Couch grass.
Identifying and classifying lawn
grasses.
Discussing the advantages of
establishing lawns.


34
TOPIC OBJECTIVES CONTENT NOTES AND SUGGESTED
LEARNING ACTIVITIES
. Lawns (cont.) Pupils should be able to:
- establish and manage a lawn
establish and manage lawn





Lawn management under the
following headings:
-land preparation.

-fertiliser and manure application


-methods of propagation.


-lawn management practices such
as watering, weeding, mowing, top
dressing, spiking, renovating old
lawns, pest and diseases control.



Preparing land for planting a lawn.

Calculating fertilizer requirements
and applying manure to lawns.

Propagating lawn from seed and
runners.

Designing a management
programme for a lawn.

Mowing and spiking lawns

Renovating old lawns.

Identifying and controlling
diseases, pests and weeds.









35
9.3 OPTION 3 WILDLIFE MANAGEMENT (Fish and Guinea Fowl)
Schools wishing to study this section must ensure that they have a dam or at least a large pond in which to practise fish farming.


TOPIC OBJECTIVES CONTENT NOTES AND SUGGESTED
LEARNING ACTIVITIES


8.3.1. Introduction to wildlife
management
Pupils should be able to:

- define wildlife management

- name institutions responsible for
Natural resource management in
Zimbabwe




- state wildlife management strategies
in Zimbabwe

- explain the role of CAMPFIRE in
rural development

- define ecology;

- define ecosystem;

- identify wildlife habitats;



- explain effects of disturbing the
ecosystem.


Wildlife management.

Communal Areas Management
Programme for indigenous
resources (CAMPFIRE;) National
Parks and Wildlife;
Local authorities; Forestry
Commission;

Protected areas: commercial, private
and conservancy areas

CAMPFIRE


Ecology.

Ecosystem.

Wildlife habitats



Factors affecting habitats




Suggesting reasons for wildlife
management.
Finding out the roles of different
institutions regarding the
management of natural resources.




Discussing the advantages and
disadvantages of conservancies.

Conducting a case study on the
CAMPFIRE operations.

Conduct a case study of different
habitats in the community to
determine why animals live there.

Observing and discussing habitats
of fish and guinea fowls and their
feeding habitats
Illustrating food chains.
Discussing how habits are destroyed
and the effect on animal population.
36
TOPIC OBJECTIVES CONTENT NOTES AND SUGGESTED
LEARNING ACTIVITIES


9.3.2. Fish
Pupils should be able to:

- state the importance of fish discuss the
nutritive value of fish

- identify types of fish suitable for inland
water in Zimbabwe

- select a site for construction fish ponds

- describe the stocking of fish in a pond or
dam

- describe how fish breed and raise their
young.

- explain the feeding of fish

- identify predators and weeds in ponds

- identify diseases and parasites in ponds

- describe methods of harvesting fish


- prepare fish for storage or marketing.


Nutritive value of fish.


Types of fish: bream, carp, trout and
kapenta.

Site selection.

Stocking fish


Breeding cycle of fish.


Types of feeds and feeding

Predators and weeds.

Diseases and parasite control

Methods of harvesting: trapping,
netting, rod and line or angling.

Methods of preserving fish.


Discussing the economic importance
of fish.

Classifying fish according to types.


Constructing or maintenance of fish.

Determining the stocking rate of fish.


Illustrating the life cycle of fish.


Identifying suitable feeds for fish.

Controlling predators and weeds in a
fishpond.
Controlling diseases and parasites in
a fishpond.
Preparing harvesting equipment for
fish.

Harvesting fish and preparing them
for marketing.





37
TOPIC OBJECTIVES CONTENT NOTES AND SUGGESTED
LEARNING ACTIVITIES


9.3.3. Guinea fowl
production

























Pupils should be able to:
- identify types of guinea fowls in the
community

- state differences between domesticated and
wild guinea fowl

- state the advantages and disadvantages of
rearing guinea fowl over chicken

- explain the economic and social importance
of guinea fowls

- describing the housing requirements for
guinea fowl

- prepare feed rations for guinea fowls

- describe how guinea fowls breed and raise
their young

- describe the common parasites and diseases
of guinea fowls.

- state the products and by products of guinea
fowls;






Types of guinea fowls:
domesticated and wild.

Domesticated and wild guinea
fowls.

Chicken and guinea fowl
production

Social and economic importance


Housing requirements.


Food requirements

Breeding and rearing the young.


Control of predators, parasites and
diseases.

Products and by-products.


Conducting a survey to find out the
types of guinea fowls in the
community.
Comparing domesticated and wild
guinea fowls.

Interviewing local farmers about the
advantages and disadvantages of
guinea fowls in relation to chicken.
Finding out how communities are
benefiting from guinea fowl

Investigating the types of housing
structures common in the community
and discuss their merits and demerits.
Designing a feeding programme for
guinea fowls.
Raising a flock of guinea fowls at
school level.

Identifying and controlling predators
and diseases of guinea fowls.

Collecting and tabulating products
and their uses.
38
9.4 OPTION 4: RABBITS

TOPIC OBJECTIVES CONTENT NOTES AND SUGGESTED
LEARNING ACTIVITIES
9.1.3 Introduction to
rabbit
production











Pupils should be able to:


- explain the economic importance of rabbits

- name external parts of a rabbit


- describe the breeds of rabbits


- describe the housing requirements for rabbits



Economic importance of rabbits.

External Features.


Breeds and their characteristics.


Housing requirements.

Each class should keep at least five
does and onebuck at any one time.
Discussing the advantages of
keeping rabbits.
Identifying the external parts of a
rabbit.

Tabulating the characteristics of
rabbits.

Constructing or repairing rabbit
cages.
9.4.2. Nutritional
requirements
- describe the nutritional requirements of
rabbits.

- adjust feed ration for production.
Nutritional requirements and their
sources.

Feeding routines.
Identifying plants suitable for
feeding rabbits.

Preparing feeding programme for
rabbits.







39
TOPIC OBJECTIVES CONTENT NOTES AND SUGGESTED
LEARNING ACTIVITIES
9.4.3. Breeding Pupils should be ale to:


- breed and manage the doe and its litter



Breeding: mating, pregnancy
testing, kindling, raising litter,
weaning and sexing.



Mating the rabbits.
Testing for pregnancy.
Preparing the nests for kindling.
Managing the doe and its litter.
Weaning rabbits at the right age.
Determining the sex of the rabbits.
9.4.3. Diseases and
parasites of rabbits
- identify signs of ill-health


- identify common diseases of rabbits




- identify common external and internal
parasites of rabbits

Signs of ill-health


Common diseases
Signs, causes, prevention and
control.


External and internal parasites and
their control.



Inspecting rabbits for signs of ill
health.

Preventing and controlling diseases
such as coccidiosis, ear canker and
sore hocks.

Inspecting rabbits for external
parasites.

Controlling parasites of rabbits.
9.4.5. Marketing - describe the process of slaughtering and
dressing rabbits


- describe the curing of pelts



- prepare the carcass for the market
Slaughtering and dressing rabbits.



Procedure of curing pelts.



Marketing

Slaughtering and dressing rabbits.
Calculating the dressing out
percentage.

Preparing pelts for marketing.


Identifying markets for rabbit meat
and pelts.


40
APPENDIX 1: LIST OF BASIC GENERAL HAND TOOLS/EQUIPMENT FOR A CLASS OF 24 PUPILS

A. GARDEN TOOLS
ITEM QUANTITY ITEM QUANTITY
Hoes 20 Slashers 10
Sickles 20 Hand forks 6
Mattocks 10 Dibbers 6
Digging forks 10 Budding knives 4
Garden trowel 6 Budding tape 2 rolls
Garden rakes 10 Tree sealer 2 tubes
Galvanised buckets (10 litres) 6 Scale (Spring balance x 25 kg.) 1
Plastic buckets (10 litres) 6 Sprayer 1
Watering cans (10 litres) with roses 10 Overalls/ dust coats/ work suits 24
Wheel barrows (flat pan) 3 Butchers knives 6
Secateurs 2 Hedge shears 1
Pruning saws 2 Garden line 1
Spades 10 Garden horse
Shovels 6 Tape measure (30 metres) 1
Picks 6

B. WORKSHOP TOOLS

Cub hammers 2 Screw drivers (flat and star) 6
Claw hammers 6 Insulated pliers 1
Tenon saw 1 Tin snip 1
Cross- cut saw 1 Ball pein hammer 1
Hacksaw 1 Hand drill 1
Hand axes 4 Set of bits 1
Metalwork bench and vice 1 Adjustable spanner 1
Woodwork bench and vice 1 Mouldboard plough 1

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