Modern Mechanised Agriculture

Curriculum details

Strand

Modern Technical and Mechanised Agricuture (Strand 2)

Sub-strand

Modern Mechanised Agriculture (2.2)

Content standard

3.2.2.CS.1 - Demonstrate the knowledge, understanding and skills of the meaning, importance, application and challenges of emerging technologies in Agriculture 3.2.2.LO.1 Use the knowledge, understanding and skills acquired to explain the meaning, importance, application and challenges of emerging technologies in Agriculture.

Indicator

3.2.2.LI.1 - Explain the meaning, importance and challenges of emerging technologies in Agriculture.

Suggested placement

Semester 1, Week 6 (Week 6 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:

• sub strand name - p.181: the document heads this section "Sub-Strand 1" while every code in it - 3.2.2.LO.1, 3.2.2.CS.1, 3.2.2.LI.1-2, 3.2.2.AS.1-2 - names sub-strand 2, and the Scope and Sequence (printed p.22) gives Year 3 strand 2 only its second sub-strand, Modern Mechanised Agriculture, which is the name printed here. The section wins: the row is filed under sub-strand 2.2

Curriculum reference

NaCCA curriculum document, p. 183

Exemplars (from the NaCCA curriculum)

Think-pair-share: Learners in pairs brainstorm or surf the internet to come up with the meaning of emerging technologies in Agriculture.
Initiating talk for learning: Learners in gender-based groups discuss the emerging technologies used in Agriculture and present their reports in a plenary section in the class.
Experiential learning: learners visit a farm where some of the emerging technologies in Agriculture are being used or watch a video on the use of some emerging technologies in Agriculture in crop and animal production. Learners then discuss the importance of the emerging technologies in Agriculture.
Project-based learning: In gender-based groups, learners conduct research (using internet and other sources) on the social, economic and environmental impacts and problems associated with the adoption of the emerging technologies in Agriculture.
Assessment (3.2.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Functional internet connectivity
- Computer
- Projector
- Pens
- Notebooks
- Drones
- GIS
- Video/pictures of application of some emerging technologies in Agriculture
- Tablets or phones with disease and pest detecting Apps,
- Textbooks and journals on emerging technologies in Agriculture
- GPS