SHS1 Agriculture · Semester 1 Week 4: Agriculture and Society

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.2 - Describe the types of Agriculture education.

By the end of the lesson, learners can:

Identify at least four distinct types of Agriculture education available in Ghana.
Describe the key characteristics of formal, non-formal, and informal Agriculture education.
Compare and contrast the types of Agriculture education based on their structure, setting, and purpose.
Explain how each type of Agriculture education prepares learners for further studies, the world of work, and adult life.
Categorise real-life examples of Agriculture education in Ghana into the appropriate type.

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Curriculum details

Strand: Concept of Agriculture and Industrializing Society (Strand 1)
Sub-strand: Agriculture and Society (1.1)
Content standard: 1.1.1.CS.2 - Demonstrate knowledge and understanding of the meaning, importance and scope of Agriculture education. 1.1.1.LO.2 Use the knowledge acquired in Agriculture education for further studies, world of work and adult life.
Indicator: 1.1.1.LI.2 - Describe the types of Agriculture education.
Suggested placement: Semester 1, Week 4 (Week 4 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

content standard text - p.30: the document prints this content-standard code as "1.1.1.CS2", with no separator before the final digit
exemplars - p.30: the document prints this assessment cell with no assessment code above it - the cell opens straight on "Level 1 Recall" and the paper where the code belongs is blank. It is the second and last assessment of 1.1.1.CS.2 and it sits beside 1.1.1.LI.2, so it is recorded as 1.1.1.AS.2. The cell itself is transcribed exactly as printed
Curriculum reference: NaCCA curriculum document, p. 30

Exemplars (from the NaCCA curriculum)

Problem-based learning: In mixed-ability/mixed-gender groups (where applicable), learners surf the internet to come up with the types of Agricultural Education. The teacher should assist learners with website links to where, they can access information on the types of Agricultural Education. The teacher should monitor learners not to veer into unapproved sites. The teacher should ensure that
all learners fully participate in the activity to prevent a few learners from hijacking the activity.
Use Talk for learning: Learners discuss the characteristics of the various types of Agricultural Education in a mixed-gender group. Teacher should provide additional support to learners who might need it. Encourage learners to delve deeper into bringing out more characteristics of the various types of Agricultural education.
Assessment (1.1.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Functional internet connectivity
- Videos/pictures on the importance of Agriculture Education
- Computer
- Projector
- Pens
- Notebook
- Agriculture textbooks
- Videos/pictures on the types of Agriculture education.
- Resource persons from higher institutions
- Radio
- Televisions