SHS1 Agriculture · Semester 2 Week 20: Agribusiness Management

Lesson notes

Learning Objectives

Indicator: 1.5.3.LI.1 - Describe the procedure for writing an agribusiness plan.

By the end of the lesson, learners can:

Define a business plan and state at least three reasons why an agribusiness needs one.
List and describe the key sections that make up a standard agribusiness plan.
Arrange the steps for developing an agribusiness plan in the correct chronological order.
Explain the purpose of each major component of an agribusiness plan, such as the executive summary, production plan, marketing plan, and financial plan.
Outline the procedure for writing an agribusiness plan for a named crop or animal enterprise.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Agricultural Economics, Agribusiness and Communication (Strand 5)
Sub-strand: Agribusiness Management (5.3)
Content standard: 1.5.3.CS.2 - Demonstrate the knowledge, understanding and skills of writing a Business Plan. 1.5.3.LO.2 Prepare a business plan.
Indicator: 1.5.3.LI.1 - Describe the procedure for writing an agribusiness plan.
Suggested placement: Semester 2, Week 20 (Week 40 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.108: the document prints this content-standard code as "1.5.3.CS.3" and prints no 1.5.3.CS.2 anywhere. It is the second and last content standard of sub-strand 1.5.3: the Scope and Sequence (printed p.22) gives that cell 2 content standards, 2 learning outcomes and 3 learning indicators, and the second outcome 1.5.3.LO.2 (printed p.104) reads "Prepare a business plan" against this standard's "writing a Business Plan". Filed as 1.5.3.CS.2
indicator text - p.108: the document prints this learning-indicator code as "1.5.3LI.1", with no separator before the type token
exemplars - p.108: the document prints this assessment code as "1.5.3AS.1", with no separator before the type token
Curriculum reference: NaCCA curriculum document, p. 108

Exemplars (from the NaCCA curriculum)

Think-pair-share: Learners individually think about what they know about business plans and share with a peer in their group. They then surf the internet for information on the meaning, items and how a business plan is developed, for them to develop their agribusiness plan for a named animal or crop production, e.g., poultry or maize production. The teacher should provide learners with all the necessary support they need to surf the internet on how to develop a business plan. The teacher should show learners samples of a business plan and guide them in developing an agribusiness plan.
Problem-based learning: In mixed-ability group, learners watch a video or documentary on how to develop an agribusiness plan and discuss the procedures involved in preparing the plan. The teacher then guides learners to develop a business plan to source for a loan from the bank to start an Agricultural enterprise. Learners with visual and hearing challenges should be supported. Where necessary, the teacher should invite an expert to give a talk and practically take learners through how to develop a business plan. Learners should be allowed to express themselves and their views should be respected.
Assessment (1.5.3.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding.
Teaching and Learning Resources:
- Functional internet connectivity
- Computer
- Notebook
- Pens
- Textbooks on Agribusiness management