Support Systems in Agriculture

Curriculum details

Strand

Mobilisation of Resources and Networks (Strand 3)

Sub-strand

Support Systems in Agriculture (3.2)

Content standard

3.3.2.CS.1 - Demonstrate knowledge and understanding of the different types of support systems in pig or fish production and marketing. 3.3.2.LO.1 Explain the different types of systems in vegetable and ornamental crop production and marketing. 3.3.2.LO.2 Evaluate extension services on vegetable and ornamental enterprises in the school's area.

Indicator

3.3.2.LI.1 - Describe the economic importance of pigs or fish production in the livelihood of the producers and the broader value chain.

Suggested placement

Semester 2, Week 10 (Week 30 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.91: the content-standard token is visibly printed `3.3.1.CS.1` under Year 3, Strand 3, Sub-Strand 3.2; `3.3.2.CS.1` is used as the import code to preserve the printed table association
• indicator text - p.91: the indicator token is visibly printed `3.3.1.LI.1` under Year 3, Strand 3, Sub-Strand 3.2; `3.3.2.LI.1` is used as the import code to preserve the printed table association
• exemplars - p.91: the assessment token is visibly printed `3.3.1.AS.1` under Year 3, Strand 3, Sub-Strand 3.2; `3.3.2.AS.1` is used as the import code to preserve the printed table association

Curriculum reference

NaCCA curriculum document, p. 91

Exemplars (from the NaCCA curriculum)

Enquiry-Based Learning:
- Learners in mixed-ability groups visit vendors of selected agricultural commodities to map the movement of such commodities from producers to consumers.
- Learners in mixed-ability groups contact producers, middle(wo)men and vendors of the selected agricultural commodities and solicit information on the effect of producing and or trading in the commodities on their livelihood.
Teaching and Learning Resources:
- Questionnaire/Interview Checklist
- Field notebooks
- Camera
- Smartphone
- Projector
- Computer
- Flip charts
- Marker
- Videos and pictures of the support organisations interacting with local producers
- Functional internet connectivity
- Notebooks * Detailed
- stakeholder and their interactions * Relevant * Samples
- knowledge of each
- costume of produce/products
Assessment (3.3.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.