Sub-Strand1 AGRICULTURE AND… · SHS2 Agriculture

Lesson notes

Learning Objectives

Indicator: 2.1.1.LI.1 - Describe the land tenure systems in Ghana.

By the end of the lesson, learners can:

Define land tenure system in their own words and explain why it matters for agricultural production.
Identify and describe at least five types of land tenure systems practiced in Ghana, including freehold, leasehold, customary/communal ownership, sharecropping (abunu/abusa), and rent/tenancy arrangements.
Explain the key characteristics of each land tenure system and how they differ from one another.
Discuss at least two advantages and two disadvantages of each major land tenure system in relation to farming.
Relate the land tenure systems discussed to their own communities and assess which systems promote gender inclusivity and sustainable agricultural production.

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Curriculum details

Strand: Concept of Agriculture in an Industrializing Society (Strand 1)
Sub-strand: Sub-Strand1 AGRICULTURE AND SOCIETY (1.1)
Content standard: 2.1.1.CS.2 - Demonstrate knowledge and understanding of land tenure systems and their effect on Agriculture production. 2.1.1.LO.2 Use the knowledge acquired to identify the various land tenure systems and their effects on agricultural production.
Indicator: 2.1.1.LI.1 - Describe the land tenure systems in Ghana.
Suggested placement: Semester 1, Week 2 (Week 2 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.
Curriculum reference: NaCCA curriculum document, p. 115

Exemplars (from the NaCCA curriculum)

Structuring talk for learning: Learners in mixed-ability groups brainstorm to come up with the meaning of land tenure systems in Agricultural production.
Experiential learning:
- Learners in mixed-gender groups mention the types of land tenure system being practiced in their communities.
- Learners then surf the internet to identify the types, characteristics, advantages and disadvantages of land tenure systems in Ghana.
Collaborative learning: Learners in mixed-gender groups discuss the characteristics, advantages and disadvantages of the land tenure systems identified and make a presentation to the class. All leaners should be encouraged to discuss the types of land tenure systems that gender neutral and promote inclusivity.
Assessment (2.1.1.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning.
Teaching and Learning Resources:
- Functional internet connectivity
- Textbook on land tenure systems
- Computer
- Notebook
- Pens