O Level Agriculture CALA 2023 - 2024

HOLY CROSS HIGH SCHOOL
There is a way of doing things,

which when done leads to
greatness… the pathway to
achieve greatness may be hard,
but the road surely leads
there…work to achieve
greatness!!
GWANZURA. R.
0773266377/ 0714404707/
AGRICULTURE
0717558917
O LEVEL C.A.L.A. S
Table of Contents
TEACHER’S CALA GUIDE ................................................................................................................................ 4
Component: 1.................................................................................................................................... 4
CALA Title: Value addition of one named legume and one named cereal crop. ............................... 4
Achievement standards ................................................................................................................................ 7
Marking guide ............................................................................................................................................... 8
Component: 1.................................................................................................................................... 8
LEARNER’S CALA GUIDE .............................................................................................................................. 10
Component: 1.................................................................................................................................. 10
CALA Title: Value addition of one named legume and one named cereal crop. ............................. 10
Achievement standards .............................................................................................................................. 12
TEACHER’S CALA GUIDE .............................................................................................................................. 13
CALA component: 2 ............................................................................................................................. 13
CALA Title: Impacts of soil erosion and their solutions .................................................................... 13
Marking guide ............................................................................................................................................. 17
Component: 2.................................................................................................................................. 17
CALA component: 2 ............................................................................................................................. 19
CALA Title: Impacts of soil erosion and their solutions .................................................................... 19
Component: 3.................................................................................................................................. 22
Topic: Marketing of a named agricultural produce .......................................................................... 22
Marking guide ............................................................................................................................................. 25
Component: 3.................................................................................................................................. 25
Component: 3.................................................................................................................................. 26
Topic: Marketing of a named agricultural produce .......................................................................... 26
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CALA component: 4 ............................................................................................................................. 29
CALA Title: Handling and marketing of eggs .................................................................................... 29
Marking guide ............................................................................................................................................. 34
Component: 4.................................................................................................................................. 34
CALA component: 4 ............................................................................................................................. 36
CALA Title: Handling and marketing of eggs .................................................................................... 36
Component: 5.................................................................................................................................. 38
CALA Title: Preparation of broiler production budget for 100 birds ................................................ 38
Marking guide ............................................................................................................................................. 42
Component: 5.................................................................................................................................. 42
Component: 5.................................................................................................................................. 44
CALA Title: Preparation of broiler production budget for 100 birds ................................................ 44
CALA: Component 6 .................................................................................................................................... 47
CALA TITLE : CAREERS IN AGRICULTURE ............................................................................................... 47
LEARNER CALA GUIDE: Component 6 ......................................................................................................... 48
TEACHER CALA GUIDE : Component 6 ........................................................................................................ 50
ACHIEVEMENTS STANDARDS ...................................................................................................................... 52
CALA GUIDE FOR THE LEARNERS ................................................................................................................ 54
Component 7 ...................................................................................................................................... 54
CALA TOPIC: MAIZE CROP MANAGEMENT ..................................................................................... 54
CALA GUIDE FOR THE TEACHER .................................................................................................................. 56
CALA TOPIC: MAIZE CROP MANAGEMENT ..................................................................................... 56
ACHIEVEMENT STANDARDS ........................................................................................................................ 58
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CALA 7 MARKING SCHEME.......................................................................................................................... 59
CALA GUIDE FOR THE LEANERS .................................................................................................................. 60
COMPONENT 8.................................................................................................................................. 60
CALA TOPIC: WEED CLASSIFICATION AND IDENTIFICATION ........................................................... 60
CALA GUIDE FOR THE TEACHER .................................................................................................................. 62
CALA TYPE: 8....................................................................................................................................... 62
CALA TOPIC: WEED CLASSIFICATION AND MANAGEMENT............................................................. 62
ARCHIEVEMENT STANDADS ........................................................................................................................ 64
CALA 8 MARKING SCHEME......................................................................................................................... 65
CALA COMPONENT 9 .............................................................................................................................. 66
CALA TITLE: SOIL PROPERTIES................................................................................................. 66
LEARNER CALA GUIDE ................................................................................................................................. 68
CALA TITLE: Soil properties ............................................................................................................ 68
Cala Marking Guide ..................................................................................................................................... 70
Cala 3 marking scheme ............................................................................................................................... 72
CALA COMPONENT: 10 ............................................................................................................................... 73
LEARNER CALA GUIDE COMPONENT 10 ..................................................................................................... 74
TEACHER CALA GUIDE ................................................................................................................................. 75
ACHIEVEMENT STANDARDS ........................................................................................................................ 76
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TEACHER’S CALA GUIDE
Component: 1
Learning area: Crop science
CALA type: Practical activity, pen and paper
Level: Advanced level
Syllabus Topic: Crop production
Syllabus Sub Topic: Cereal and legume crop production
Duration: 2 weeks
Time: Term 3/Form 6
CALA Title: Value addition of one named legume and one named cereal crop.
Competencies and skills

➢ Enterprising
➢ Researching
➢ Problem solving
➢ Communication
➢ Critical thinking
Background
It has been noted that smallholder farmers in Zimbabwe lose a lot of income through selling
agricultural produces without value addition. Therefore, learners are required prepare on report
on value addition of one named cereal and one named legume crop you have studied.
The CALA
The CALA has two (2) parts that is Part A and Part B. The learners must complete ALL parts.
Part A
The learners are expected to:
(a) Define the term value addition as used in post-harvest technology giving relevant
examples.
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(b) Outline the significance/importance of value addition to the farmers and the economy of
Zimbabwe.
(c) Identify various ways which are used in your community to add value to one named cereal
and one named legume.
Part B
(a) Make collections of samples/pictures of various products produced after adding value to
the named crops and the uses of these products.
(b) Prepare a comprehensive write up on your findings and collections.
Dimensions/criteria to be assessed
Learners will be assessed on the following dimensions:
(a) Defining the term value addition as used in post-harvest technology giving relevant
examples. [3]
(b) Outlining the significance/importance of value addition to the farmers and the economy
of Zimbabwe. [8]
(c) Identifying various ways which are used in your community to add value to one named
cereal and one named legume. [12]
(d) Making collections of samples/pictures of various products produced after adding value
to the named crops and the uses of these products. [20]
(e) Preparing a comprehensive write up on your findings and collections. [7]
Objectives
Learners should be able to:
➢ Define the term value addition as used in post-harvest technology giving relevant
examples.
➢ Outline the significance of value addition to the farmers and the economy of Zimbabwe.
➢ Identify various ways used to add value to one named cereal and one named legume in
your community.
➢ Make collections of samples/pictures of various products produced after adding value to
➢ Prepare a comprehensive write up on your findings and collections.
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CALA context
(a) Problem statement
agricultural produces without value addition. Therefore, learners are required prepare on
report on value addition of one named cereal and one named legume crop you have studied.
(b) Learner activities

Learners will:
➢ Define the term value addition as used in post-harvest technology giving relevant
examples.
➢ Outline the significance of value addition to the farmers and the economy of
Zimbabwe.
➢ Identify various ways used to add value to one named cereal and one named legume
in your community.
➢ Make collections of samples/pictures of various products produced after adding value
to the named crops and the uses of these products.
(c) Teacher’s notes

➢ Teacher to seek authority from the administration for learners to be allowed to research
on value addition of crops.
➢ Teacher writes letters to parents telling them what has to be done.
➢ Teacher to help learners to source the resources required for the research.
➢ Teacher to monitor learners during their research.
➢ Teacher assesses and allocates marks to learners.
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Achievement standards
Mark 18-20 16-17 13-15 10-12 0-9
Comment Excellent Very good Good Satisfactory Unsatisfactory
- Agricultural produce - Agricultural produce - Agricultural produce - Agricultural produce - Agricultural produce
well prepared for prepared for the prepared for the prepared for the prepared for the
the market (rated market and rated market (rated from market (rated from market (rated from
above 90 %). from 80-90 %. 65-75 %). 50-60 %). 50-60 %).
- Identification of at - Identification of at - Identification of at - Identification of at - Identification of at
least one possible least one possible least one possible least one possible least one possible
market. market. market. market. market.
least four least three least two advertising least one advertising least one advertising
advertising media. advertising media. media. media. media.
- Clearly designed - Clearly designed - Clearly designed - Clearly designed - Clearly designed
poster/flyer with all poster/flyer with at poster/flyer with at poster/flyer with at poster/flyer with at
the information. least 80-90 % of the least 65-75 % of the least 50-60 % of the least 50-60 % of the
- Excellent handling of required required required required
the agricultural information. information. information. information.
produce/products. - Very good handling - Good handling of the - Satisfactory handling - Satisfactory handling
- Proper, clear and of the agricultural agricultural of the agricultural of the agricultural
well-presented produce/products. produce/products. produce/products. produce/products.
records on the - Proper, clear and - Proper/clear/well- - Proper/clear/well- - Proper/clear/well-
agricultural well-presented presented records presented records presented records
produce/products. records on the on the agricultural on the agricultural on the agricultural
agricultural produce/products. produce/products. produce/products.
produce/products.
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Marking guide
Component: 1
➢ Define the term value addition as used in post-harvest technology giving relevant examples.
- the process of changing/transforming a product from its original state to a high value/more
valuable state or enhancing the overall end product; 1x1=1
- involves innovation and product modification through processing; sorting; packaging;

grading; branding; crafting; quality assurance; Any 2 x 1 = 2
➢ Outline the significance of value addition to the farmers and the economy of Zimbabwe.
- increase product quality; selling price; profit margin;

- increase shelf-life/availability of produce;
- moisture reduction/elimination; preventing bacteria and fungi growth; reduction in post-
harvest losses; reducing risk of product deterioration during marketing;
- packaging protects the product; keeping it in good physical condition; through elimination
of external environment;
- processing making the product better in terms of taste, smell, appearance and condition;
- employment creation;
- enhancing nutritional security;
- encourages growth of subsidiary industries;
- reduces imports and increases exports; Any 8 x 1 = 8
➢ Identify various ways used to add value to one named cereal and one named legume in your
community.
- named cereal crop: maize/sorghum/wheat; 1x1=1
- listing 5 products; Any 5 x 1 = 5
- named legume crop: field beans/groundnuts/soyabean; 1x1=1
- listing 5 products; Any 5 x 1 = 5
➢ Make collections of samples/pictures of various products produced after adding value to the
named crops and the uses of these products.
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Selected cereal crop
- 5 product samples; Any 5 x 1 = 5
- uses of each; Any 5 x 1 = 5
Selected legume crop

- 5 product samples; Any 5 x 1 = 5
- uses of each; Any 5 x 1 = 5
- presentation of work 4 marks
- time management 3 marks
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LEARNER’S CALA GUIDE
Component: 1
Learning area: Crop science
CALA type: Practical Activity, Pen and Paper
Level: Advanced level
Syllabus Topic: Crop production
Syllabus Sub Topic: Cereal and legume crop production
Duration: 2 weeks
Time: Term 3/Form 6
CALA Title: Value addition of one named legume and one named cereal crop.
Information to learners
Remember should include the following details on your CALA cover page:
➢ Candidate Name
➢ Candidate Number
➢ Centre Name
➢ Centre Number
➢ Subject Name/Subject Code
➢ Level
➢ Duration
➢ CALA Topic
Background
agricultural produces without value addition. Therefore, learners are required prepare on report
on value addition of one named cereal and one named legume crop you have studied.
The CALA
Part A
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(a) Define the term value addition as used in post-harvest technology giving relevant
examples.
(b) Outline the significance/importance of value addition to the farmers and the economy of
Zimbabwe.
(c) Identify various ways which are used in your community to add value to one named cereal
and one named legume.
Part B
(a) Make collections of samples/pictures of various products produced after adding value to
(b) Prepare a comprehensive write up on your findings and collections.
Assessment criteria
You are going to be assessed in the following areas:
➢ Defining the term value addition as used in post-harvest technology giving relevant
examples. [3]
➢ Outlining the significance/importance of value addition to the farmers and the economy
of Zimbabwe. [8]
➢ Identifying various ways which are used in your community to add value to one named
cereal and one named legume. [12]
➢ Making collections of samples/pictures of various products produced after adding value
to the named crops and the uses of these products. [20]
➢ Preparing a comprehensive write up on your findings and collections. [7]
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Mark 18-20 16-17 13-15 10-12 0-9
above 90 %). from 80-90 %. 65-75 %). 50-60 %). 50-60 %).
produce/products.

CALA component: 2
Learning area: Agriculture
Level: Form 4/Ordinary level
Syllabus Topic: Soil and Water
Syllabus Sub Topic: Soil Erosion and Conservation
Duration: 2 weeks
Time: Term 3/Form 4
CALA Title: Impacts of soil erosion and their solutions

➢ Problem solving
➢ Communication
➢ Researching
Background
It has been noted that farmers in Bulawayo and surrounding areas are facing challenges of poor
agricultural production due to soil erosion. This has intensified the food insecurity situation of
most households. Moreover, these farmers have also lost a lot of income. Therefore, learners are
required to carryout an investigation on soil erosion.
The CALA
Part A
➢ define soil erosion.
➢ identify at least three agents of soil erosion.
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➢ identify at least five causes of soil erosion in their community.
Part B
➢ assess the impacts of soil erosion on agricultural activities in your community. You are
required to take photos of these impacts and include them on you write up.
➢ find out various ways being implemented by farmers in your community to prevent soil
erosion.
➢ Make some recommendations and conclusions to your findings.
➢ Defining soil erosion.
➢ Identifying at least three agents of soil erosion.
➢ Identifying at least five causes of soil erosion in their community.
➢ Assessing the impacts of soil erosion on agricultural activities in your community. You are
➢ Finding out various ways being implemented by farmers in your community to prevent soil
erosion.
➢ Making some recommendations and conclusions to your findings.
Objectives
erosion.
➢ make some recommendations and conclusions to your findings.
CALA context
(d) Problem statement
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It has been noted that farmers in Bulawayo and surrounding areas are facing challenges of
poor agricultural production due to soil erosion. This has intensified the food insecurity
situation of most households. Moreover, these farmers have also lost a lot of income.
Therefore, learners are required to carry out an investigation on soil erosion.
(e) Learner activities

Learners will:
erosion.
➢ make some recommendations and conclusions to your findings.
(f) Teacher’s notes

➢ Teacher to seek authority from the administration for learners to be allowed to carry out
a research on soil erosion.
➢ Teacher to help learners to source the resources required for the research.
➢ Teacher to monitor learners during the research.
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Marking guide
Component: 2
➢ List materials needed for handling and marking of eggs.
egg trays/basket; clean cloth for cleaning; water; 3x1=3
➢ Outline the procedures followed when handling and marketing of eggs.
- picking the eggs; not more than two eggs at a time; quietly, without disturbing the chickens; using clean and dry hands; at least
three times per day; to avoid incidents of breakages;
- placing the eggs in tray/basket;
- recording eggs collected and breakages;
- cleaning the eggs; using clean damp cloth;
- grading the eggs; according to colour; size; shape; cleanliness;
- labelling; dates of picking;
- packing the eggs; on trays/cartoons; correct placement on the tray;
- branding;
- storage of the eggs; given conditions;
- pricing; Any 15 x 1 = 15
➢ pick eggs from the fowl run.
- method of picking: manual/automated; 1x1=1
- picking not more than two eggs at a time; quietly without disturbing the chickens; using clean and dry hands;
- separation of broken/cracked eggs;
- recording eggs collected and breakages; 5x1=5

➢ calculate the laying percentage.
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑒𝑔𝑔𝑠 𝑐𝑜𝑙𝑙𝑒𝑐𝑡𝑒𝑑

𝐿𝑎𝑦𝑖𝑛𝑔 𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 = 1x1=1
𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑙𝑎𝑦𝑒𝑟𝑠
= 𝑠𝑢𝑏𝑠𝑡𝑖𝑡𝑢𝑡𝑒 1x1=1
= 𝑎𝑛𝑠𝑤𝑒𝑟 1x1=1
➢ prepare the eggs for the markets.
- cleaning dirty eggs; proper cleaning method;

- packing the eggs; in trays/plastics/cartoons; correct placement of eggs in the tray;
- branding;
- handling;
➢ prepare a write-up.
- presentation 5
- time management 5

CALA component: 2
Syllabus Topic: Soil and Water
Syllabus Sub Topic: Soil Erosion and Conservation
Duration: 2 weeks
Time: Term 3/Form 4
CALA Title: Impacts of soil erosion and their solutions
➢ Candidate Name
➢ Centre Name
➢ Centre Number
➢ Level
➢ Duration
➢ CALA Topic
Background

It has been noted that farmers in Bulawayo and surrounding areas are facing challenges of poor agricultural production due to soil
erosion. This has intensified the food insecurity situation of most households. Moreover, these farmers have also lost a lot of income.
Therefore, learners are required to carry out an investigation on soil erosion.
The CALA
Part A
Part B
➢ assess the impacts of soil erosion on agricultural activities in your community. You are required to take photos of these impacts
and include them on you write up.
➢ find out various ways being implemented by farmers in your community to prevent soil erosion.
➢ Make some recommendations and conclusions to your findings.
Assessment criteria

➢ Defining soil erosion.
➢ Identifying at least three agents of soil erosion.
➢ Identifying at least five causes of soil erosion in their community.
➢ Assessing the impacts of soil erosion on agricultural activities in your community. You are required to take photos of these
impacts and include them on you write up.
➢ Finding out various ways being implemented by farmers in your community to prevent soil erosion.
➢ Making some recommendations and conclusions to your findings.

Component: 3
CALA type: Practical activity
Level: Ordinary level
Duration: 2 weeks
Time: Term 2/Form 4
Topic: Marketing of a named agricultural produce
Concept and skills

➢ Problem solving
➢ Communication
➢ Enterprising
➢ Researching
➢ Designing
➢ Cleaning of the agricultural produce.
➢ Sorting/grading of the agricultural produce.
➢ Branding of the agricultural produce.
➢ Processing of the agricultural produc
➢ Pricing of the agricultural produce/products.
➢ Handling of the agricultural produce/products.
➢ Identification of possible markets of the agricultural produce/products.
➢ Distribution of the agricultural produce/products to the market.
➢ Advertisement of the agricultural produce/products.
➢ Proper record keeping on the agricultural produce/products.
Objectives
prepare the agricultural produce for the market.
add value to the agricultural produce.
determine a competitive price of the agricultural produce/products.
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identify potential markets of the agricultural produce/products.
identify the distribution channels of the agricultural produce/products to the market
place.
come up with different advertising media where the produce can be advertised
design sample adverts for the agricultural produce/products for certain medias.
handle the agricultural produce/products.
CALA context
(g) Problem statement
It has been observed that learners lack practical skills in marketing of agricultural produce
leading to unnecessary losses due to produce/product deterioration. Therefore, learners are
required to undertake marketing activities of a named agricultural produce to enhance their
ability and understanding of marketing procedures.
(h) Learner activities

➢ Learners will prepare the agricultural produce for the market.
➢ Learners will add value to the agricultural produce.
➢ Learners will come up with competitive prices of the produce/products.
➢ Learners will come up with potential markets for the agricultural produce/products.
➢ Learners will identify the distribution channels of the agricultural produce/products to the
market place.
➢ Learners will come up with different advertising media where the produce can be advertised.
➢ Learners will design sample adverts for the agricultural produce/products for certain medias.
➢ Learners will handle the agricultural produce/products until they are sold.
➢ Learners will come up with proper record keeping of the produce/products.
(i) Teacher’s notes

➢ Teacher to seek authority from the administration for learners to market their
produce/products.
➢ Teacher to help learners to source the resources required for the marketing activities.
➢ Teacher to monitor learners in their marketing activities.
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Mark 18-20 16-17 13-15 10-12 0-9
above 90 %). from 80-90 %. 65-75 %). 50-60 %). 50-60 %).
produce/products.

Marking guide
Component: 3
➢ procedures followed in preparing a named agricultural produce for the market. [4]
named produce; 1x 1 = 1
cleaning; sorting/grading; branding; processing; pricing; Any 3 x 1 =3
➢ identification of proper markets of the agricultural produce/products. [1]
individuals; supermarkets; market place; Any 1 x 1 =1
➢ identification of different advertising media for the agricultural produce/products. [4]
newspapers; televisions; magazines; radios; internet; social media; flyers/posters;
Any 4 x 1 = 4
➢ design sample adverts for the agricultural produce/product. [7]
clear advert; with prices; name of produce; pictures; contact details; packages/quantity;
quality/variety; place of availability; Any 7 x 1 = 7
➢ Handling of the agricultural produce/products. [1]
proper handling; 1x1=1
➢ Proper record keeping. [3]
physical record on quantity of produce; income and expenditure account; profit/loss account;
3x1=3
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Component: 3
CALA type: Practical activity
Duration: 2 weeks
Time: Term 2/Form 4
Topic: Marketing of a named agricultural produce
➢ candidate name
➢ candidate number
➢ centre name
➢ centre number
➢ subject name/subject code
➢ level
➢ duration
➢ topic
Background
It has been observed that learners lack practical skills in marketing of agricultural produce leading
to unnecessary losses due to produce/product deterioration. Therefore, learners are required to
undertake marketing activities of a named agricultural produce to enhance their ability and
understanding of marketing procedures.
Assessment criteria
➢ procedures followed in preparing a named agricultural produce for the market. [4]
➢ identification of proper markets of the agricultural produce/products. [1]
➢ identification of different advertising media for the agricultural produce/products. [4]
➢ design sample adverts for the agricultural produce/product. [7]
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➢ Handling of the agricultural produce/products. [1]
➢ Proper record keeping. [3]
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Sheet 27 of 78
Mark 18-20 16-17 13-15 10-12 0-9
above 90 %). from 80-90 %. 65-75 %). 50-60 %). 50-60 %).
produce/products.

CALA component: 4
Syllabus Topic: Animal husbandry
Syllabus Sub Topic: Small livestock production
Duration: 2 weeks
Time: Term 3/Form 4
CALA Title: Handling and marketing of eggs

➢ Problem solving
➢ Communication
➢ Enterprising
➢ Researching
Background
It has been noted that smallholder farmers practicing layers production in your community incur
losses due to poor handling and marketing of eggs. This has reduced income of these farmers.
Therefore, learners are required to practice handling and marketing of eggs.
The CALA
Part A
➢ list materials needed for handling and marking of eggs.
➢ outline the procedures followed when handling and marketing of eggs.
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Part B
➢ Listing of materials needed for handling and marking of eggs.
➢ Outlining the procedures followed when handling and marketing of eggs.
➢ Picking of eggs from the fowl run.
➢ Calculating of the laying percentage.
➢ Preparing the eggs for the markets.
➢ Preparing a write-up.
Objectives
CALA context
(j) Problem statement
It has been noted that smallholder farmers practicing layers production in your community
incur losses due to poor handling and marketing of eggs. This has reduced income of these
farmers. Therefore, learners are required to practice handling and marketing of eggs.
(k) Learner activities

Learners will:
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(l) Teacher’s notes

➢ Teacher to seek authority from the administration for learners to be allowed to handle
and market eggs.
➢ Teacher to help learners to source the resources required for the handling and marketing
of eggs.
➢ Teacher to monitor learners during handling and marketing of eggs.
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Marking guide
Component: 4
➢ List materials needed for handling and marking of eggs.
egg trays/basket; clean cloth for cleaning; water; 3x1=3
➢ Outline the procedures followed when handling and marketing of eggs.
- picking the eggs; not more than two eggs at a time; quietly, without disturbing the
chickens; using clean and dry hands; at least three times per day; to avoid incidents of
breakages;
- placing the eggs in tray/basket;
- recording eggs collected and breakages;
- cleaning the eggs; using clean damp cloth;
- labelling; dates of picking;
- packing the eggs; on trays/cartoons; correct placement on the tray;
- branding;
- storage of the eggs; given conditions;
- method of picking: manual/automated; 1x1=1
- picking not more than two eggs at a time; quietly without disturbing the chickens; using
clean and dry hands;
- separation of broken/cracked eggs;
- recording eggs collected and breakages; 5x1=5
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑒𝑔𝑔𝑠 𝑐𝑜𝑙𝑙𝑒𝑐𝑡𝑒𝑑

𝐿𝑎𝑦𝑖𝑛𝑔 𝑝𝑒𝑟𝑐𝑒𝑛𝑡𝑎𝑔𝑒 = 1x1=1
𝑇𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑙𝑎𝑦𝑒𝑟𝑠
= 𝑠𝑢𝑏𝑠𝑡𝑖𝑡𝑢𝑡𝑒 1x1=1
= 𝑎𝑛𝑠𝑤𝑒𝑟 1x1=1
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- cleaning dirty eggs; proper cleaning method;

- packing the eggs; in trays/plastics/cartoons; correct placement of eggs in the tray;
- branding;
- handling;
- presentation 5
- time management 5
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CALA component: 4
Syllabus Topic: Animal husbandry
Syllabus Sub Topic: Small livestock production
Duration: 2 weeks
Time: Term 3/Form 4
CALA Title: Handling and marketing of eggs
➢ Candidate Name
➢ Centre Name
➢ Centre Number
➢ Level
➢ Duration
➢ CALA Topic
Background
It has been noted that smallholder farmers practicing layers production in your community incur
losses due to poor handling and marketing of eggs. This has reduced income of these farmers.
Therefore, learners are required to practice handling and marketing of eggs.
The CALA
Part A
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Part B
Assessment criteria
➢ Listing of materials needed for handling and marketing of eggs. [3]
➢ Outlining the procedures followed when handling and marketing eggs. [15]
➢ Picking of eggs from the fowl run. [6]
➢ Calculating of the laying percentage. [3]
➢ Preparing the eggs for the markets. [13]
➢ Preparing a write-up. [10]
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Component: 5
Syllabus Topic: Agribusiness
Syllabus Sub Topic: Farm budgeting
Duration: 2 weeks
Time: Term 3/Form 4
CALA Title: Preparation of broiler production budget for 100 birds

➢ Problem solving
➢ Communication
➢ Enterprising
➢ Researching
➢ Designing
Background
It has been noted that smallholder farmers practicing broiler rearing in your community fail to
prepare clear and proper budgets before embarking in production leading to wastage of
resources thus narrowing the profit margins. Therefore, learners are required to prepare clear
budgets for use by these farmers using provided quotations.
The CALA
Part A
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Sheet 38 of 78
➢ Identify the inputs required for the production of 100 broiler birds from day old chicks to
marketing.
➢ Collect information on the range of selling prices of broilers in your community.
Part B
➢ Prepare a clear budget for the production of 100 broiler birds from day old chicks to
marketing using provided quotations.
➢ Estimate the total variable costs, gross income and gross income using the information
from the budget and selling prices of broilers in your community.
➢ Comment on the values calculated above.
➢ Identifying the inputs required for the production of 100 broiler birds from day old chicks to
marketing.
➢ Collecting information on the selling prices of broilers in the community.
➢ Preparing a clear budget for the production of 100 broiler birds from day old to maturity using
provided quotations.
➢ Estimating the total variable costs, gross income and gross income using the information from
the budget and selling prices of broilers in the community.
➢ Commenting on the values calculated above.
➢ Presentation of work and submission on stipulated time.
Objectives
➢ Identify the inputs required for the production of 100 broiler birds from day old to
maturity.
➢ Collect information on the selling prices of broilers in the community.
➢ Prepare a clear budget for the production of 100 broiler birds from day old to maturity
using provided quotations.
from the budget and selling prices of broilers in the community.
➢ Comment on the values calculated in above.
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CALA context
(m) Problem statement
It has been noted that smallholder farmers practicing broiler rearing in your community fail
to prepare clear and proper budgets before embarking in production leading to wastage of
resources thus narrowing the profit margins. Therefore, learners are required to prepare
clear budgets for use by these farmers using provided quotations.
(n) Learner activities

Learners will:
maturity.
➢ Comment on the values calculated in above.
(o) Teacher’s notes

➢ Teacher to seek authority from the administration for learners to be allowed to prepare
broiler production budgets.
➢ Teacher to help learners to source the resources required for the preparation of broiler
production budgets.
➢ Teacher to monitor learners during preparation of broiler budget.
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Mark 18-20 16-17 13-15 10-12 0-9
above 90 %). from 80-90 %. 65-75 %). 50-60 %). 50-60 %).
produce/products.

Marking guide
Component: 5
➢ List of inputs required for broiler production and their correct quantities. [10]
100 x Day old chicks; 1 x 50 kg starter; 2 x 50 kg growers; 4 x 50 kg growers; 1 x 100 g stress
pack; 1 x 200 ml disinfectant; vaccines; 4 x 50 kg wood shavings/grass; labour; transport;
electricity; miscellaneous costs; packaging materials; 10 x 1 = 10
NB: Marks are awarded for input and quantity.
➢ Correct selling price of broilers in the community. [2]
current selling price for broilers in the community; 2x1=2
➢ Clear and proper budget for broiler production. [20]
assumptions: mortality rate; inputs already available; market place; Any 2 x 1 = 2
headings: name of the farm; name of the farmer; name of enterprise; 3x1=3
actual budget: marks awarded for all inputs included; clearly calculated total costs of inputs;
minimum input prices from quotation used; 14 x 1 = 14
miscellaneous costs included; 1x1=1
➢ Estimation of Total Variable Costs (TVC), Gross Income (GI) and Gross Margin (GM) for broiler
production from the budget and information collected. [12]
Total Variable Cost (TVC)
Total Variable Cost (TVC) = sum total of all variable costs; correct answer; 1x1=1
Gross Income (GI)

Mortality: formula; substitution; answer; 3x1=3
Expected yield/birds to be sold: 3x1=3
Gross Income (GI)

Gross Income (GI) = unit price of broiler x number of broilers; correct answer; 2 x 1 = 2
Gross Margin (GM)
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Gross Margin (GM) = Gross Income (GI) – Total Variable Cost (TVC); correct answer;
2x1=2
use of minimum unit price of broiler; 1x1=1
➢ Comment on the value calculated above. [2]

clear comment on the values; recommendation;
➢ Presentation of work and submission on stipulated time. [4]
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Component: 5
Syllabus Topic: Agribusiness
Syllabus Sub Topic: Farm budgeting
Duration: 2 weeks
Time: Term 3/Form 4
CALA Title: Preparation of broiler production budget for 100 birds
➢ Candidate Name
➢ Centre Name
➢ Centre Number
➢ Level
➢ Duration
➢ CALA Topic
Background
It has been noted that smallholder farmers practicing broiler rearing in Mpopoma community fail
to prepare clear and proper budgets before embarking in production leading to wastage of
resources thus narrowing the profit margins. Therefore, learners are required to prepare clear
budgets for use by these farmers.
The CALA
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Part A
maturity.
Part B
➢ Comment on the values calculated above.
Assessment criteria
➢ Identification of the inputs required for the production of 100 broiler birds from day old
to maturity. [10]
➢ Collecting information on the selling prices of broilers in the community. [2]
➢ Preparing clear budget for the production of 100 broiler birds from day old to maturity
using provided quotation.
[20]
➢ Estimate the Total Variable Costs (TVC), Gross Income (GI) and Gross Margin (GM) using
the information from the budget and selling prices of broilers in the community. [12]
➢ Commenting on the values calculated above. [2]
➢ Presentation of work and submission on stipulated time. [4]
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Mark 18-20 16-17 13-15 10-12 0-9
above 90 %). from 80-90 %. 65-75 %). 50-60 %). 50-60 %).
produce/products.

CALA: Component 6
LEARNING AREA : AGRICULTURE
LEVEL : FORM 4
SYLLABUS TOPIC : CROP PRODUCTION (Syllabus 28)
CALA TITLE : CAREERS IN AGRICULTURE

COMPETENCES/SKILLS - Problem solving
- Critical thinking
- Research skills
- Communication skills
- Decision making
BACKGROUND
Careers in Agriculture
After Form 3-4, fewer learners take up Agriculture as a learning area compared to the other
pure sciences. This could be due to perceptions that Agriculture offers limited career
opportunities.
The Cala
The cala consist of three parts, part A and B. You are required to respond to all the two parts
Part A: Visit institutions in your community and investigate on occupations related to
Agriculture.
Part B: Link each occupation to a branch (es) of Agriculture. Compile and analyse the
results. Write a report to inform other learners on opportunities from studying Agriculture.
Your report should include:
❖ names of institutions visited
❖ occupations at visited institutions
❖ occupations linked to Agriculture
❖ branch(es) associated with each Agriculture related occupation
❖ other opportunities from studying Agriculture
CALA TIP:
You may also research on the internet in case you fail to visit places far away and due to
covid restrictions.

LEARNER CALA GUIDE: Component 6
LEVEL : FORM 4

- Critical thinking
- Research skills
- Decision making
NAME: SCHOOL:
IMPLEMENTATION PERIOD
CLASS: Start Date: -
Completion Date: -
CALA CONTEXT
opportunities
CALA DESCRIPTION
You are to visit institutions in your community and investigate on occupations related to
Agriculture.
Link each occupation to a branch (es) of Agriculture. Compile and analyse the results. Write
a report to inform other learners on opportunities from studying Agriculture.
Your report should include:
❖ names of institutions visited
❖ occupations at visited institutions
❖ occupations linked to Agriculture
❖ branch(es) associated with each Agriculture related occupation
❖ other opportunities from studying Agriculture
HOW YOU WILL BE ASSESSED
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1. The CALA will be assessed out of 50 marks.
2. The facilitator will award marks for:
1. names of institutions visited
2. occupations at visited institutions
3. occupations linked to Agriculture
4. branch(es) associated with each Agriculture related occupation
5. other opportunities from studying Agriculture
6. Recommendations made
7. Producing a comprehensive report
3. You can see how marks will be allocated in this CALA by looking at the
‘Achievement Standards’ provided

TEACHER CALA GUIDE : Component 6
LEVEL : FORM 4

- Critical thinking
- Research skills
- Decision making
DIMENSIONS/CRITERIA TO BE ASSESSED
Assessment of the following:
- Evidence of research
- names of institutions visited
- occupations at visited institutions
- occupations linked to Agriculture
- branch(es) associated with each Agriculture related occupation
- other opportunities from studying Agriculture
- Recommendations made
- Recommendations deduced from the findings
- Report compilation
- Development of communication skills
CALA CONTEXT
opportunities
SCOPE AND RELATED KNOWLEDGE
4. Knowledge of Branches of Agriculture

5. Knowledge of careers in agriculture and those relating to agriculture
6. Knowledge about report writing.
BROAD EXPECTED OUTCOMES
1. Well conducted research

2. Proper interpretation of information
3. Recommendations

ASSESSMENT DIMENSIONS
8. Ability to collect research or survey and interviews
9. Proper report writing skills
10. Interpretation of data collected
11. Recommendations from such findings
CALA DESCRIPTION
7. The CALA will be assessed out of 40 marks.

8. The facilitator will award marks for:
12. names of institutions visited
(5 marks)
13. occupations at visited institutions
(10 marks)
14. occupations linked to Agriculture
(5 marks)
15. branch(es) associated with each Agriculture related occupation
(5 marks)
16. other opportunities from studying Agriculture
(5 marks)
17. Recommendations made
(5 marks)
18. Producing a comprehensive report and submission
(5 marks)
9. You can see how marks will be allocated in this CALA by looking at the
‘Achievement Standards’ provided

ACHIEVEMENTS STANDARDS
LEVEL : FORM 4

- Critical thinking
- Research skills
- Decision making
SCHOOL: HOLY CROSS HIGH

NAME:
SCHOOL
IMPLEMENTATION PERIOD
CLASS: FORM 4 Start Date: -
Completion Date: -

Dimensions/Criteria Excellent/very good 36- 40 Good Satisfactory 28- 31 Inadequate 24- 27 Very inadequate 0-
32- 35 23
Knowledge & Clear understanding of Good Satisfactory Inadequate Little or no

understanding Careers in Agriculture, understanding of Careers understanding of understanding of Careers understanding of
(15 Marks) in Agriculture, Careers in Agriculture, in Agriculture, Careers in
Agriculture,
Handling information, Clear and very good Good presentation of Satisfactory presentation Inadequate presentation Generally poor
Analysis, evaluation, and presentation of data and data and analysis of of data and analysis of of data and analysis of presentation of data
problem solving. analysis of data, conclusions data, conclusions drawn, data, conclusions drawn, data, conclusions drawn, and analysis of data,
(15 Marks) drawn, recommendations recommendations and sound recommendations sound recommendations conclusions drawn,
and report report and report and report sound
recommendations and
report
Experimental skills Suitable method used, data Suitable method used, Suitable method used, Shallow method Inadequate in all areas
(10 Marks) collected, very data collected, good data collected, used, data collected,
good data presentation data presentation satisfactory data inadequate data
presentation presentation
TOTAL

CALA GUIDE FOR THE LEARNERS
Component 7
FORM: F3
CALA TOPIC: MAIZE CROP MANAGEMENT

SYLLABUS TOPIC: CROP PRODUCTION
SUBTOPIC: CEREAL CROP MANAGEMENT
COMPTENCE SKILLS
− Decision making
− Critical thinking
− Problem solving
Background
Plant population greatly determines yield and probability of maize crop. Optimum plant population
results in high growth rate and high yield. However both inrow and interow spacing are determinants
of plant population per given area. It is with this background that learners are going to carry out a
research on plant population in the school maize field.
PART 1
19. For the maize crop in your field:-
a) Name the variety (1)
b) Measure the inrow and interow spacing on a selected area of square meter. (2)
c) Comment on the spacing whether recommended or not. (1)
d) Calculate plant population of a hectare in square meters in (b). (5)
PART 2
20. What is the botanical name for maize. (1)
21. Classify maize according to:
a) Botanical family. (1)
(b) Identify the differences between a maize leaf and bean leaf. (2)
PART 3
22. Recommend a suitable four-year rotational program for the school maize field. (4)
CALA TIPS
1. CALA B should be conducted in your field.
2. Plant population should be calculated on an area of a square meter.
3. Refer to the notes, handouts and text books.
4. Deadline for submission should be observed.

ACTIVITY MAKING POINTS MARK TOTAL

2. 1 variety named 1 1
a) Naming of 2+ varieties named 1
variety
b) Determining Stated in row spacing 1 2
in row and Stated interow spacing 1
interow
spacing on a
square meter
c) Commenting Recommended 1 1
on spacing Not recommended 1
d) Calculation of Formula 1 5
plant Placing figures on 1
population formula
Use of one unit 1
Denominator 1
calculation
Answer 1
3. Botanical name Correctly named 1 1
for maize botanical name
Reasonable spelling 1
error
4. Correctly named 1 1
a) Classifying botanical family
maize
according to
botanical
family
b) Classifying Correctly named leaf 1 1
maize morphology
according to
leaf
morphology
5. Identifying the 1 difference 2 4
difference 2 differences 4
between maize 3+ differences 4
leaf and bean
leaf
6. Recommending Correctly named 4
a suitable 4 crops in a correct
year crop sequence 4
rotation 3 crops in a correct
sequence 3
2 crops in a correct
sequence 2
1 crop stated but
included in a maize
rotation 1

CALA GUIDE FOR THE TEACHER
CALA TYPE: CROP PRODUCTION
FORM: F3
CALA TOPIC: MAIZE CROP MANAGEMENT

TEACHER’S NOTES
Learners are required to visit their field and make a study on the established maize crop by calculating
plant population on a specific area, studying the differences between a maize and bean leaf and then
recommending a four year crop rotation for their maize field.
Concept/Skills
− Cognitive skills
− Psychomotor skills
CALA OBJECTIVES
Learners should be able to:-
4. Calculate plant population per given area.
5. Determine the effects of spacing on plant population.
6. Classify maize according to botanical family and leaf morphology.
7. Compare maize and bean leaf.
8. Suggest a crop rotation program for the school maize field.
CALA LEARNER ACTIVITIES

PART 1
1. For the maize crop in your field:-
e) Name the variety (1)
f) Measure the inrow and interow spacing on a selected area of square meter. (2)
g) Comment on the spacing whether recommended or not. (1)
h) Calculate plant population on that area of square meter in (b). (5)
PART 2
2. What is the botanical name for maize. (1)
3. Classify maize according to:
b) Botanical family. (1)
c) Leaf morphology. (1)
4. Identify the differences between a maize leaf and bean leaf. (4)
PART 3
5. Recommend a suitable four-year rotational program for the school maize field. (4)

HOW LEARNERS WILL BE ASSESSED
ACTIVITY MAKING POINTS MARK TOTAL

10. 1 variety named 1 1
a) Naming of 2+ varieties named 1
variety
b) Determining Stated in row spacing 1 2
in row and Stated interow spacing 1
interow
spacing on a
square meter
c) Commenting Recommended 1 1
on spacing Not recommended 1
d) Calculation of Formula 1 5
plant Placing figures on 1
population formula
Use of one unit 1
Denominator 1
calculation
Answer 1
11. Botanical name Correctly named 1 1
for maize botanical name
Reasonable spelling 1
error
12. Correctly named 1 1
c) Classifying botanical family
maize
according to
botanical
family
d) Classifying Correctly named leaf 1 1
maize morphology
according to
leaf
morphology
13. Identifying the 1 difference 2 4
difference 2 differences 4
between maize 3+ differences 4
leaf and bean
leaf
14. Recommending Correctly named 4
a suitable 4 crops in a correct
year crop sequence 4
rotation 3 crops in a correct
sequence 3
2 crops in a correct
sequence 2
1 crop stated but
included in a maize
rotation 1

ACHIEVEMENT STANDARDS
Grade Excellent Very Good Good Satisfactory Average Below Average
Range 18 – 20 15 - 17 12 - 14 10 - 11 1–9
Excellent measurement Very Good Satisfactory Below Average

Good measurement of
of an area and measurement of an area measurement of an area measurement of an area
Description an area and calculation
calculation of plant and calculation of plant and calculation of plant and calculation of plant
of plant population
population population population population
Total

CALA 7 MARKING SCHEME
PART 1
1.
a) SC 727, SC 659, SC 719, ZAP 43 (1)
b) Measured in row spacing (1)
Measured interow spacing (1)
c) Comment on spacing either recommended (1)
NB recommended spacing :- 23x90 cm (short season varieties), 30x90 cm (long season
varieties)
𝑎𝑟𝑒𝑎
d) Correctly calculated plant population from formula :
𝑖𝑛𝑡𝑒𝑟𝑜𝑤 × 𝑖𝑛𝑟𝑜𝑤
PART 2
2. Zea Mays (1)
3.
a) Gramiriae family
b) Narrow leaves, mono cots
4.
Maize Leaf Bean Leaf
− Narrow − Broad
− Parallel venation − Net venation
− Long − Shorter
− Cuticle both sides − Cuticle on the upper side
− Smooth edges − Trifoliate
− Leaf supported by sheath − Have leaf petiole
(4)
5. Cotton - maize - sweet potato - field beans
Tobacco – maize – irish potato – field beans (4)
NB Mark all crops involved in rotation despite wrong cycle. Mark wheat, soya beans, groundnuts.

CALA GUIDE FOR THE LEANERS
COMPONENT 8
FORM: 4
CALA TOPIC: WEED CLASSIFICATION AND IDENTIFICATION
SYLLABUS TOPIC: PRINCIPLES OF CROP PROTECTION

TOPIC 5 PAGE 18
SUB TOPIC: WEEDS, PESTS AND DISEASE MANAGEMENT
COMPETENCE SKILLS
a) Problem solving
b) Critical thinking
c) Self evaluation
d) Communication
Background
Weeds, pests and diseases reduce cop productivity since they can lead to yield losses in the field or
during storage. Their effects can also result in low grade quality of the yield at marketing stage.
Therefore, it is pertinent for a farmer to make sure that these production enemies are controlled at the
right stage of growth, threshold level and using the most effective control methods. It is with this
background that learners should be able to identify and classify weeds.
CALA C LEARNER ACTIVITIES

PART 1
1. Identify 5 most common weeds in the school garden. (5)
2. Give scientific name for each weed. (5)
PART 2
3. Collect and preserve by drying weed samples identified in part 1. (10)
4. Classify each collected weed according to:
a) Life span (5)
b) Leaf morphology (5)
CALA TIPS
− Visit the school garden early morning or early evening for easy identification of weeds.
− Determine common weeds in terms of population.
− Collect common weeds but with different leaf morphology.
− Refer to notes and textbooks.
− Deadline for submission should be observed.

CALA MAKING GUIDE
ACTIVITY MARKING POINTS MARK TOTAL
1. Weed identification 1 weed identified 1 5
2 weeds identified 2
6+ weeds identified 5
2. Scientific naming 1 named weed 1 5
of weeds 2 named weeds 2
3 named weeds 3
4 named weeds 4
5 named weeds 5
6+ named weeds 5
3. (a) Weed collection 1 collected weed 1
2 collected weeds 2
3 collected weeds 3
4 collected weeds 4
5 collected weeds 5
6+ collected weeds 5
(b) Weed 1 preserved weed 1 5
preservation 2 preserved weeds 2
3 preserved weeds 3
4 preserved weeds 4
5 preserved weeds 5
6+ preserved weeds 5
1. Weed 1 weed classified 1 5
classification 2 weeds classified 2
1. Weed 3 weeds classified 3
5 weeds classified 5
6+ weeds classified 5
2. Leaf 1 weed classified 1 5
morphology 2 weeds classified 2

CALA GUIDE FOR THE TEACHER
CALA TYPE: 8
FORM 4
CALA TOPIC: WEED CLASSIFICATION AND MANAGEMENT
TEACHER’S NOTES
Learners are required to identify, classify, scientifically name and preserve five common weeds in the
school garden.
Concepts/Skills
− Cognitive skills
− Psychomotor skills
CALA C ACTIVITIES
PART 1
1. Identify 5 most common weeds in the school garden. (5)
2. Give scientific name for each weed. (5)
PART 2
1. Collect and preserve by drying weed samples identified in part 1. (10)
2. Classify each collected weed according to:
a) Life span (5)
b) Leaf morphology (5)
CALA C OBJECTIVES
▪ Identify 5 common weeds in the school garden.
▪ Scientifically name the 5 common weeds.
▪ Collect 5 common weeds in the school garden.
▪ Preserve the 5 common weeds identified and collected in the school garden.

HOW LEARNERS ARE ASSESSED
ACTIVITY MARKING POINTS MARK TOTAL

4. Weed identification 1 weed identified 1 5
6+ weeds identified 5
5. Scientific naming 1 named weed 1 5
of weeds 2 named weeds 2
3 named weeds 3
4 named weeds 4
5 named weeds 5
6+ named weeds 5
6. (a) Weed collection 1 collected weed 1
2 collected weeds 2
3 collected weeds 3
4 collected weeds 4
5 collected weeds 5
6+ collected weeds 5
(b) Weed 1 preserved weed 1 5
preservation 2 preserved weeds 2
3 preserved weeds 3
4 preserved weeds 4
5 preserved weeds 5
6+ preserved weeds 5
2. Weed 1 weed classified 1 5
3. Weed 3 weeds classified 3
4. Leaf 1 weed classified 1 5
morphology 2 weeds classified 2

ARCHIEVEMENT STANDADS
GRADE EXCELLENT VERY GOOD GOOD SATISFACTOY BELOW AVEAGE
RANGE 28 – 30 25 - 27 18 - 24 15 – 17 14 – 01
DESCRIPTION Excellent Very good Good identification, Satisfactory identification, Below average
identification, identification, collection and collection and identification,
collection and collection and preservation preservation collection and
preservation preservation preservation

CALA 8 MARKING SCHEME
PART 1
− Black jack, pig weed, rapoko grass, gallant soldier, Mexican marigold, wondering jew,
nutsedge, Mexican clover, couch grass, flea bane, fathen, bobbin weed, (any 5 x 1=5)
− Correctly scientific names for the five weeds (5)
PART 2
(a) Collecting any 5 weeds from sample in 1. (5)
(b) Preserving 5 weeds collected in 3. (5)
(a) Classifying the 5 collected weeds according to life span i.e annual, biennial, perennial (5)
(b) Classifying the 5 collected weeds according to leaf morphology i.e narrow leaves, broad leaves,
monocots, dicots.

CALA COMPONENT 9
LEVEL: FORM 4
CALA TYPE: SOIL TYPES AND CHARACTERISTIC

SYLLABUS TOPIC: SOIL AND WATER
SYLLLABUS SUB-TOPIC: TYPES OF SOIL
CALA TITLE: SOIL PROPERTIES

COMPETENCES / SKILLS:
▪ RESEARCH SKILLS
▪ CRITICAL THINKING
▪ PROBLEM SOLVING
BACKGROUND
Soil is a medium of plant growth. lt acts as a storage reservoir for nutrients and water needed
for plant growth. However, are the soil properties that are essential to crop production. Crop
production potential is greatly influenced by the physical and chemical properties of the soils.
These same properties also influence related activities such as tillage, erosion, drainage and
irrigation. Every farmer should therefore be able to carry field tests to understand the nature of
soil in which he cultivates his crops.
THE CALA:
Has three parts and learner must complete all parts
PART A
1. State three main classes of soil which are usually discussed in Agriculture (3)
2. Collect samples of the following soil types:
(a)sand
(b)clay

3. Examine soil samples and make a list of four differences in properties that are clearly visible
(4)
PART B
Conduct an experiment to investigate any one property of the soil samples (clay and sand)
collected in Part A above
PART C:
from the results obtained from your experiment carried out in Part B, describe a method you
would use to improve the soil sample that showed poor results (You may show a sample of
the soil).
Comment on the method you used to improve the soil property
CALA TIPS
You will be assessed out of (30) Complete research in two weeks. You may use the knowledge
or information you got from the learning areas. You are allowed to use the school library to
carry out your investigations on the soil properties.

LEARNER CALA GUIDE
LEVEL: Form 4
CALA TYPE: Soil types and characteristics
SYLLABUS TOPIC: Soil and water
SYLLLABUS SUB-TOPIC: Types of Soil
CALA TITLE: Soil properties
COMPETENCES/SKILLS:
▪ Research skills
▪ Critical thinking
▪ Problem solving
BACKGROUND
Soil is a medium of plant growth. it acts as a storage reservoir for nutrients and water needed
for plant growth.. However, it is the soil properties that are essential to crop production.Crop
production potential is greatly influenced by the physical and chemical properties of
soils.These same properties also influence related activities such as tillage, erosion, drainage
and irrigation.Every farmer should therefore be able to carry field tests to understand the nature
of soil in which he cultivates his crops.
THE CALA:
Has three parts and learner must complete all parts
PART A
1. State three main classes of soil which are usually discussed in Agriculture (3)
2. Collect samples of the following soil types:
(a)sand
(b)clay
3. Examine soil samples and make a list of four differences in properties that are clearly visible
(4)
PART B

Conduct an experiment to investigate any one property of the soil samples (clay and sand)
collected in Part A above
PART C:
from the results obtained from your experiment carried out in Part B, describe a method you
would use to improve the soil sample that showed poor results (You may show a sample of
the soil)
Comment on the method you used to improve the soil property
CALA TIPS
You will be assessed out of (30) Complete research in two weeks. You may use the
knowledge or information you got from the learning areas. You are allowed to use the school
library to carry out your investigations on the soil properties.

Cala Marking Guide
1. Stating 3 main classes of soil (Activity)
Marking points:
1soil named (1)
2+soils named (3)
Total:(3)
2. Collecting soil samples (clay and sand)(Activity)
Marking points:
Collected clay sample (2)
Collected sand sample (2):
Total (4)
3. Examining soil samples of clay and sand (Activity)
Marking points:
Properties listed(4).
Total:(4)
4. Conducting an experiment (Activity):
Marking points:
experiment conducted: naming apparatus, correct diagram, analysis, neatness(10)
Activity:
Describing method to be used to improve sample:
Marking points:
Correctly named ways of improving the named sample:
Mark: one way (1): Two ways (2): Total :(2)
Showing the sample (Activity):
Marking points: sample shown: Mark:(1) Total :(1)
Commenting on method use:(Activity): Marking points: Recommended:(1) Not

recommended (1) Total:(1)

Cala 3 marking scheme
Part A :1(a)sand soil, clay soil, loam soil: Samples of clay and sand:
Clay soil: stick when wet, whereas sand soil do not stick, Sand soils easy to work with
whereas clay soil is difficult to work with, Sand soils well drained whereas clay soil is poorly
drained: Clay cracks on drying whereas sand do not crack:
PART B: Experiment: neatly drawn diagram showing drainage/water holding capacity:
Part C: Show sample Clay/sand: Ways of improving sample (clay): aeration and drainage:
addition of manure, addition of lime: Sand soils: addition of manure, addition of anthill soil,
addition e suitable clay soil:
Recommended because it binds soil particles in sand soils and make clay soil friable, hence
improving water holding capacity in sand soils and drainage and aeration in clay soil.

CALA COMPONENT: 10
LEVEL: FORM 4
Syllabus Topic: Crop Protection
Sub Topic: Pests
CALA Tittle: Effects of pests on yields
Competencies/Skills: Research skills
▪ Communication skills
▪ Hands on
▪ Critical thinking
▪ Problem solving
BACKGROUND
Almost every farming season farmers produce less yields because of pest attacks on their
crops. It is against this background that learners should identify various types of pest which
affect crops leading to low yields.
The CALA
The CALA has 2 parts; parts A and B. The leaner must complete all parts.
Part A
The learner is expected to:
• Research on the various types of pests which are affecting crops leading to low yields
• Make a collection of at least 3 classes of pests
Part B
• Using the information in part A find solutions to this problem of pests
• Record your findings
How you will be assessed

• Marks will be awarded by your facilitator based on research evidence
• Achievement standards specific to this CALA will be provided so that you are aware of
the assessment criteria
CALA Tips
• You will be assessed out of 50 marks
• Complete your research within 2 weeks
• Consult peers, parents and neighbors’ as you gather information on the different
classes of pests
• Always record your findings

LEARNER CALA GUIDE COMPONENT 10
Learning Area: Agriculture
Level: Form 4
CALA Type: Research practical and pen and paper
Tittle: Effects of pests on yields
Name: Class:
School: Date:
CALA Context
crops. It is against this background that learners should identify various types of pest
which affect crops leading to low yields
CALA Description
Visit a garden or field of your choice and assess crop damage and the pests responsible for
the damage
• Name the crop(s) you are investigating and the names of pests which are affecting
the named crops giving them their classes. (11 )
• Describe the damage which you can see and the effects of the damage caused by
the damage. (9)
• Submit preserved samples of the collected pests. (1 5)
• Find measures that can be put in place to control each specific pest identified and
give recommendations. (1 0)
• Present measures identified in typing. (5)
How you will be assessed

• the CALA will be assessed out of 50
• the facilitator will assess:
- your questions
- insect collection
- illustrations
- ability to classify insects
- notes from interviews
- marks will be given for your answers
CALA Tips
• In your research make sure you collect at least 3 classes of pests and find out ways of
controlling them using different means.
• You will be assessed out of 50 marks
• Complete your research within 2 weeks
• Consult peers, parents and neighbors’ as you gather information on the different
classes of pests
• Always record your findings

TEACHER CALA GUIDE
LEVEL: FORM 3
CALA Type: research practical and pen and paper
CALA tittle: Effects of pests on yields
TOPIC Pests
-research skills
-communication
Competencies -hands on
-critical thinking
-problem solving
-evidence of research
-collection and proper presentation
-investigation and application
Dimensions/Criteria to be assessed
-validity of questions
-illustrations submitted
-notes submission and non submission
-demonstrate knowledge of the different
classes of pests
-identify remedies for different classes of
Objectives to be achieved pests
-demonstrate sound communication skills
-draw conclusions and make generalization of
the research
CALA Context
crops. It is against this background that learners should identify various types of pest
which affect crops leading to low yields
CALA Description
Visit a garden or field of your choice and assess crop damage and the pests
responsible for the damage
• Name the crop(s) you are investigating and the names of pests which are affecting
the named crops and name the classes the pests belong to. (1 0)
• Describe the damage caused by each pest named above.(1 0)
• Bring preserved samples of any 3 pests (6)
• Find measures that can be put in place to control two problem pests (name
them),and what are your recommendations on each pest(4).
Assessment procedure
• Assessing the insect collection
• Assessing illustrations made
• Assessing questions asked
• Assessing the findings of the interviews

ACHIEVEMENT STANDARDS
SCHOOL: HOLY CROSS HIGH SCHOOL LEARNING AREA: AGRICULTURE
LEVEL:
FORM 4 COMPONENT: 10 SURNAME: ………………………………………….
NAME: …………………………………………………………….. TOTAL MARKS:………………….
Dimension/
Excellent mark Good mark Satisfactory mark Inadequate Mark Below standard
Criteria
20-1 8 1 7-1 4 1 3-1 0 9-5 4-0
Clear
Good Satisfactory Inadequate Unsatisfactory
understanding
understanding understanding of understanding understanding of
(20 Marks) of plant pests
of plant pests plant pests and of plant pests plant pests and
and their
and their effects their effects and their effects their effects
effects
1 5-1 3 1 2-1 0 9-7 6-4 3-0
Proper
Collection and Good Satisfactory Fair
classification Poor classification
presentation of classification classification and classification
and and illustrations of
pests and illustrations illustrations of and illustrations
illustrations of pests
(1 6 Marks) of pests pests of pests
pests
1 5-1 3 1 2-1 0 9-7 6-4 3-0
Knowledge and
understanding of Clear and very
Good Inadequate
pests and their good Satisfactory Unsatisfactory
presentation of presentation of
effects presentation presentation of presentation of
solutions to the solutions to the
Presentation of of solutions to solutions to the solutions to the
problem of problem of
solutions and problem the problem of problem of pests problem of pests
pests pests
solving pests
(6 MARKS)
TOTAL 6-5 4-3 2-1 1 -0 0


O Level Agriculture CALA 2023 - 2024

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HOLY CROSS HIGH SCHOOL

There is a way of doing things,

R. Gwanzura 0773 266 377 / 0787 163 130 / 0717558917

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Competencies and skills

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(b) Learner activities

(c) Teacher’s notes

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- involves innovation and product modification through processing; sorting; packaging;

- increase product quality; selling price; profit margin;

- named cereal crop: maize/sorghum/wheat; 1x1=1

- listing 5 products; Any 5 x 1 = 5

- named legume crop: field beans/groundnuts/soyabean; 1x1=1

- listing 5 products; Any 5 x 1 = 5

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Selected legume crop

➢ Prepare a comprehensive write up on your findings and collections.

- presentation of work 4 marks

- time management 3 marks

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CALA Title: Impacts of soil erosion and their solutions

Competencies and skills

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(e) Learner activities

(f) Teacher’s notes

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egg trays/basket; clean cloth for cleaning; water; 3x1=3

➢ Outline the procedures followed when handling and marketing of eggs.

➢ pick eggs from the fowl run.

- method of picking: manual/automated; 1x1=1

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𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑒𝑔𝑔𝑠 𝑐𝑜𝑙𝑙𝑒𝑐𝑡𝑒𝑑

➢ prepare the eggs for the markets.

- cleaning dirty eggs; proper cleaning method;

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CALA Title: Impacts of soil erosion and their solutions

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Topic: Marketing of a named agricultural produce

Concept and skills

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(h) Learner activities

(i) Teacher’s notes

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Topic: Marketing of a named agricultural produce

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