INTRODUCTION
The 3-year upper primary syllabus development was guided by the RNPE, 1994, which called for the review of the Primary curriculum. It followed the introduction of lower primary Environmental Science, which is a multidisciplinary subject; bringing together Agriculture, Science, and Home Economics. It therefore, became necessary to develop an upper primary Agriculture syllabus, which was also a prerequisite for the 3 year Junior Certificate Agriculture syllabus. In the process of developing this syllabus, extensive consultations with relevant stakeholders had been conducted to solicit their views and input with regards to the proposed program objectives, content, assessment strategies, and format.
For the effective implementation of the syllabus, student centered approach is emphasized. This is to be achieved by carrying out a lot of experiments and practical work.
Students should develop an appreciation of Agriculture as a means of economic empowerment; acquire some basic skills, knowledge, and understanding of crop and animal production.
RATIONALE
The Upper Primary Agriculture syllabus builds onto the Environmental Science from Lower Primary and a pre requisite for the Junior Certificate Agriculture syllabus, which is offered as a core subject. This syllabus is aimed at developing a human resource base, capable of sustaining agricultural production and stimulating economic growth in the country. The agriculture sector contributes an insignificant amount (3.1 %) to the macro-economic structure (National Agricultural Master Plan for Arable Agriculture and Dairy Development, NAMPAADD, 2000). Agriculture is expected to play a very important role in the country’s development (RNPE, 1994), as about 50% of Batswana live in rural areas, where agriculture plays a major economic role (NAMPAADD, 2000)
The development of the Upper Primary agriculture syllabus and its teaching in schools is coming at a time when attitude change in the subject is necessary. The teaching of Agriculture at this level will further encourage learners to develop positive attitudes towards practical work and inculcate the idea of taking agriculture as a form of business. The syllabus will enable learners to develop manipulative, problem- solving, experimenting, investigating, and record-keeping skills. The learners will be expected to develop a sense of responsibility in using agricultural equipment. Furthermore, some objectives in the syllabus address emerging issues such as HIV and AIDS, Environmental Awareness, gender issues, and population issues. These will enable the learners to learn about sustainable ways of agriculture amidst such a negative impact on some of the emerging issues.
SUBJECT AIMS
At the end of standard seven, the learners should have:
- Developed an understanding and appreciation of agriculture in terms of its role and contribution towards social and economic growth and development.
- Acquired knowledge and skills that would assist them to investigate problems in Agriculture, their causes, and seek solutions.
- Acquired knowledge and skills needed in food production for self- reliance and food security.
- Acquired knowledge and understanding of the relationships between agriculture and the need for sustainable use of scarce natural resources.
- Acquired knowledge, skills, and understanding of basic concepts such as measuring, observation, and record-keeping which are necessary for carrying out agricultural projects.
- Developed awareness about HIV and AIDS and its effects on Agricultural productivity.
- Developed skills in the correct use, storage, handling, and servicing of commonly used farm tools and equipment.
- Developed initiation, problem-solving abilities, interpersonal skills, and scientific methods so as to promote resourcefulness.
- Developed an understanding of the basic concepts and principles involved in the growth, development, and improvement of crops and animals.
- Identified the different programs made available to enhance agricultural production.
ATTAINMENT TARGETS
On completion of the Upper Primary Agriculture programme (Standard 5- 7), learners should have: –
- Acquired an appreciation of Agriculture as a source of personal income and a base for national economic development;
- Acquired an understanding of the problems in Agriculture, and be able to identify them, as well as suggest or devise possible means of solving them;
- Acquired an appreciation of the need to utilise the environment in a sustainable way;
- Acquired an understanding of the basic concepts and principles involved in the growth, development and improvement of plants and animals;
- Developed skills in the correct use, storage, handling and servicing of commonly needed farm tools and equipment;
- Acquired awareness about HIV and AIDS and its effects on Agricultural productivity;
- Acquired knowledge and developed skills of basic concepts such as measuring, observation and keeping accurate records;
- Developed basic skills in cultivation and animal rearing;
- Developed inquiry, problem solving and critical thinking skills.
ORGANIZATION OF THE SYLLABUS
The content of the syllabus is presented in four (4) modules. Each module consists of several units, as follows
Module 1: General Agriculture
It enables the learner to learn about the different branches and systems of agricultural production in existence in the country. It also emphases the importance of Agriculture, proper use and care for tools and implements, general problems faced by farmers, and agricultural opportunities and solutions available.
Module 2: Soils
The module is on the different soil constituents, soil formation, soil fertility, soil profile, texture, structure and erosion. This is meant to make the learners appreciate the different concepts as used in Soil Science and their implications to agricultural production.
Module 3: Crop Husbandry
This module addresses the general principles of plant growth, vegetable production, field crop production and fruit production.
Module 4: Animal Husbandry
The module deals with the appreciation of both wild and domestic animals. The learners are taught on the different animals, breeds and their products. They are also taught the basic skills of poultry production and its management.
ASSESSMENT
The assessment will be school-based, and an end of Standard seven examinations administered as per procedures set by Examinations Research and Testing Division.
TIME ALLOCATION
The recommended time allocation for the subject is two and a half hours a week, with at least 40% of the time spent on practical work.
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