REPUBLIC OF TRINIDAD AND TOBAGO

MINISTRY OF EDUCATION

PRIMARY SCHOOL CURRICULUM

CURRICULUM GUIDES
AGRICULTURAL SCIENCE
INFANTS 1 – STANDARD 5

Curriculum Planning and Development Division
2013

Contents

Infants 1...................................................................................................................................3
Infants 2.................................................................................................................................10
Standard 1.............................................................................................................................15
Standard 2.............................................................................................................................21
Standard 3.............................................................................................................................25
Standard 4.............................................................................................................................29
Standard 5.............................................................................................................................34

Primary School Curriculum

Agricultural Science
Infants 1
AGRICULTURAL SCIENCE CURRICULUM – INFANTS 1
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:
1.1.1 Identify 1.2.1 Classify plants 1.3.1 Enjoy 1a. Classify agricultural  Select agricultural plants from a
plants into those that are agricultural activities.plants into those are given collection - real or virtual
associated with eaten and those are eaten and those that are (1.1.1)
1.3.2 Value the
agriculture. not eaten. importance of plants in not eaten.
 Indicate at least two plants, real
agriculture. 1b. Describe the
or virtual, that are eaten, and two
1.3.3 Co-operate with importance of plants in that are not eaten (1.2.1)
the lives of humans.
team members.
1.3.4 Show respect to 1c. Enjoy agricultural  Display enthusiasm, inclusivity
activities. and courtesy while engaging in
others.
activities (1.3.1, 1.3.3, 1.3.4)

 Describe two ways in which life
would be difficult without plants
(1.3.2)
2.1.1 Identify 2.2.1 Classify 2.3.1 Value the 2a. List animals reared  Select at least three animals that
animals that are animals into those importance of animals on a farm. are reared on a farm from a set
associated with that are eaten and in agriculture. of pictures of animals (2.1.1)
2b. Classify animals
agriculture. those that are not into those that are eaten
eaten.  Group six pictures of animals
and those that are not
into those that are eaten and
2.2.2 List three eaten.
those that are not eaten (2.2.1)
products that are
AGRICULTURAL SCIENCE CURRICULUM – INFANTS 1
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:
obtained from farm 2c. Recall products of
animals. farm animals.  List three products obtained
from farm animals (2.2.2)
2d. Relate the value of
rearing animals.
 Communicate the need for
rearing animals (2.3.1)
3.1.1 Identify 3.2.1 Classify 3.3.1 Value the 3a. Name objects used  Name at least three objects
objects related objects into importance of in agriculture. found on a farm (3.1.1)
to agriculture. buildings, tools and buildings, tools and 3b. Place agricultural
equipment. equipment used in  Categorize six farm objects into
objects into named
agriculture. buildings, tools and equipment,
3.2.2 Draw categories.
while working in groups (3.2.1)
agricultural objects. 3.3.2 Co-operate with 3c. Illustrate agricultural
team members. objects.  Draw one example of an
3.3.3 Show respect to 3d. Relate reasons for agricultural object from each
others. the importance of farm category (3.2.2)
objects.
 Relate one reason each for the
3e. Collaborate importance of buildings, tools
respectfully with team and equipment in agriculture
members to perform (3.3.1)
activities.
 Display enthusiasm, inclusivity
and courtesy while engaging in
activities (3.3.2, 3.3.3)
AGRICULTURAL SCIENCE CURRICULUM – INFANTS 1
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:
4.1.1 Identify 4.2.1 Make models 4.3.1 Show 4a. Identify the places  Infer three places where plants
places where of various types of appreciation for places where plants are are grown for food after
plants are farms/gardens. where plants are cultivated for food. observation of pictures and/or
grown for food. grown for food. videos (4.1.1)
4.2.2 Draw different 4b. Construct/draw
types of 4.3.2 Display models of various
 Construct two models: one of a
farms/gardens. responsibility when farms/gardens.
small farm/garden and one of a
making models.
4.2.3 Classify 4c. Classify farms into large farm/garden (4.2.1)
farms/gardens into stated categories.
small and large.  Illustrate, through drawing, a
4d. Display responsible small and a large farm (4.2.2,
behaviours when 4.2.3)
constructing models.
4e. Respect places  Name two ways in which we can
where plants are grown. show respect for the garden
(4.3.1)

 Display responsible behaviours
while engaging in activities
(4.3.2)

5.1.1 Identify 5.2.1 Collect 5.3.1 Recognize the 5a. Identify various  Name two places where animals
places where pictures of places value of animal farms. types of farms and their are reared for food (5.1.1)
animals are where animals are products.
5.3.2 Collaborate with
reared for food. reared.  Collect and classify appropriate
team members in a fun 5b. Collect relevant
pictures of places where animals
AGRICULTURAL SCIENCE CURRICULUM – INFANTS 1
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:
5.2.2 Classify farms and enjoyable way. pictures for activities. are reared (5.2.1, 5.2.2)
based on the animals 5c. Describe benefits of
reared.  Orally describe two benefits of
animal farms.
having animal farms (5.3.1)
5d. Collaborate with
team members to  Participate in a positive manner
execute activities with with team members in group
enjoyment. activity while gathering
appropriate pictures (5.3.2)

6.1.1 Provide 6.2.1 Dramatize 6.3.1 Display 6a. Depict occupations  Elicit the jobs or occupations of
examples of scenarios illustrating teamwork in of people who produce at least three people who
people who people who produce dramatization and sell various foods. produce and sell food
produce and sell and sell food. activities. (uncooked, cooked, processed),
food. 6b. Enjoy dramatization from listening to songs, jingles
6.3.2 Enjoy and role-playing activity or rhymes, or from viewing
dramatization while displaying pictures and/or videos (6.1.1)
activities. teamwork.
 Play the role of at least one
person who produces and/or
sells food (6.2.1)

 Display enthusiasm and
enjoyment while co-operating
and participating in the
execution of role-playing
AGRICULTURAL SCIENCE CURRICULUM – INFANTS 1
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:
activities (6.3.1, 6.3.2)

7.1.1 Describe 7.2.1 Create main 7.3.1 Demonstrate 7a. Explain activities  Describe the composition of a
foods eaten at meals eaten at courtesy to each other. done before having typical breakfast, lunch and
different meal different times of the meals. dinner (7.1.1)
times. day using models
and/or pictures. 7.3.2 Display
responsibility at meal 7b. Assemble the main  Explain why hands are cleaned
7.2.2 Demonstrate
7.1.2 Explain times. meals of the day. and prayers are said before
proper hygiene
activities meals are eaten (7.1.2)
before eating meals. 7.3.3 Practise positive 7c. Demonstrate
engaged in, behaviours at meal courtesy, responsibility
before eating 7.2.3 Recite prayers  Assemble at least one main
times. and other positive
meals. before and after meal using models or
behaviours at meal
eating meals. pictures, or from web quest
times.
(7.2.1)

 Simulate two main activities of:
cleaning hands while singing a
related jingle, and praying
before meals (7.2.2, 7.2.3)

 Demonstrate at least two
courteous behaviours practised
while eating with others (7.3.1)

 Display at least one responsible
AGRICULTURAL SCIENCE CURRICULUM – INFANTS 1
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:

action at meal time (7.3.2)

 Illustrate, at minimum, two
examples of good table etiquette
(7.3.3)

8.1.1 Recognize 8.2.1 Display foods 8.3.1 Co-operate with 8a. Recognize foods  Select, from a set of pictures of
foods eaten on served on a special others to celebrate a associated with special foods or real foods, at least three
special occasion. special occasion. occasions. foods eaten on a special
occasions. occasion (8.1.1)
8.2.2 Plan and 8.3.2 Work in a safe 8b. Plan and celebrate
celebrate a special manner when handling special occasions with
 Participate in planning, through
occasion. food. co-operation and respect
discussion and co-operation,
for each other’s
8.3.3 Respect others’ display of foods relevant to a
religious and cultural
cultural and religious special occasion (8.2.1, 8.2.2,
differences.
differences. 8.3.1)
8.3.4 Participate in and 8c. Handle food in a
enjoy celebrating safe and hygienic  Display at least one safe action
manner. and two hygienic practices when
special occasions.
handling foods (8.3.2)

 Listen to and celebrate with each
other during their cultural and
religious observances (8.3.3,
8.3.4)
Primary School Curriculum

Agricultural Science

Infants 2
AGRICULTURAL SCIENCE CURRICULUM – INFANTS 2
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:
1.1.1 Outline the 1.2.1 Cultivate a 1.3.1 Work in teams to 1a. Communicate the  Sequence at least three
main steps in plant from a seed or grow plants. main steps taken to pictures to illustrate the main
growing plants. seedling, using an cultivate plants. steps in growing plants
1.3.2 Work in a safe
appropriate potting (1.1.1)
manner. 1b. Cultivate a plant
medium. from a seed or a seedling
1.3.3 Nurture plants.
using an appropriate
1.3.4 Work co-  Cultivate a plant from a seed
potting medium.
operatively to grow or seedling in a chosen
1c. Work co-operatively potting medium (1.2.1)
plants.
AGRICULTURAL SCIENCE CURRICULUM – INFANTS 2
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:
and safely in teams to
grow and nurture plants.
 Work in groups, observing
safety rules, to care for
plants (1.3.1, 1.3.2, 1.3.3)

 Display co-operation when
growing plants (1.3.4)
2.1.1 Outline the 2.2.1 Rear 2.3.1 Work in teams to 2a. Communicate the  Sequence the steps in the
main steps in the ornamental fishes rear ornamental fishes. main steps involved in rearing of ornamental fishes
rearing of employing good rearing animals (fishes). using pictures (2.1.1)
2.3.2 Work in a safe
ornamental fishes. environmental manner. 2b. Rear fishes
practices. employing good
2.3.3 Nurture  Communicate, orally, two
environmental practices.
ornamental fishes. good environmental
2c. Work happily and practices employed in
2.3.4 Work co-
safely in teams to raise rearing ornamental fishes
operatively to rear
and nurture fishes. (2.2.1)
ornamental fishes.
 Work co-operatively and
safely in teams while
nurturing ornamental fishes
(2.3.1, 2.3.2, 2.3.3, 2.3.4)
3.1.1 Understand 3.2.1 Simulate the 3.3.1 Handle produce 3a. Simulate the handling  Describe at least two
AGRICULTURAL SCIENCE CURRICULUM – INFANTS 2
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:
the handling and handling of plant in a responsible and preparation practices handling and two
preparation of plant produce to maintain manner. employed to maintain preparation practices that
produce. high quality. high quality produce. contribute to high quality
3.3.2 Collaborate with
produce (3.1.1)
team members during 3b. Collaborate with
activities. team members to
perform agricultural
 Simulate at least two
activities in a responsible
handling and preparation
manner.
practices that maintain the
high quality of plant produce
(3.2.1, 3.3.2)

 Point out at least two
responsible behaviours in
handling produce as
observed in real/virtual
exercises (3.3.1)
4.1.1 Understand 4.2.1 Map the 4.3.1 Value the 4a. Explain the various  Explain drawings done,
the modes of journey of a local importance of the role modes of transportation models made or pictures
transportation of food from the farm of transportation in used in moving food observed of various modes
food, locally and to the home. bringing food to the locally and of transportation, mapping
internationally. home. internationally, from the the journey of a local food
4.2.2 Map the
places of production to from the farm to home
journey of food 4.3.2 Have fun
home. (4.1.1)
AGRICULTURAL SCIENCE CURRICULUM – INFANTS 2
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:
produced in a mapping the journey of
foreign country to foods. 4b. Map the pathway of
 Sequence pictures in a flow
home. foods, nationally and
diagram to illustrate the
internationally, from
journey from farm to home
farms to the home.
of (i) a local food, and (ii) a
4c. Cite reasons for the food produced in a foreign
importance of country (4.2.1, 4.2.2, 4.3.2)
transportation in moving
food from farms to
homes.  Explain at least two reasons
why transportation for food
is necessary (4.3.1)
Primary School Curriculum

Agricultural Science

Standard 1
AGRICULTURAL SCIENCE CURRICULUM – STANDARD 1
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:
1.1.1 Identify the 1.2.1 Dramatize 1.3.1 Empathize 1. Demonstrate, with  Listen to stories to identify the
roles of our agricultural activities with the experiences empathy, the positive roles which our ancestors
ancestors in performed by our of routine, qualities experienced by played (1.1.1)
agriculture. ancestors. discipline, our ancestors in
dedication, sacrifice agriculture, using
and commitment by drama.  Re-enact the role carried out by
our ancestors in our ancestors, depicting, with
agricultural empathy, at least one positive
activities through experience (routine, discipline,
dramatization. sacrifice, dedication or
commitment) (1.2.1, 1.3.1)
2.1.1 Name 2.2.1 Collect pictures/ 2.3.1 Display 2a. Categorize collected  Assemble pictures and/or
categories of specimens of various responsibility during pictures/specimens of specimens of plants used by
purposes for which types of plants used by assigned tasks. plants used by our our ancestors to give them a
plants were used by our ancestors. ancestors into identified group name (2.1.1)
2.3.2 Co-operate
our ancestors, such groups.
2.2.2 Classify plants, with team members
as: foods, based on use by our during activities. 2b. Display
condiments and  Group collected
ancestors, into responsibility and team
spices, beverages, 2.3.3 Display pictures/specimens of plants
categories such as: spirit during assigned
medicines, building responsibility in into categories: foods, spices,
food, beverages, tasks in projects.
materials, craft items project work. beverages, medicine, building
medicines,
and religion. materials, craft items and
condiments, spices,
religious purposes (2.2.2)
building materials, and

23
AGRICULTURAL SCIENCE CURRICULUM – STANDARD 1
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:
craft and religious
items.

 Collect relevant
pictures/specimens of plants
that were used by our ancestors
(2.2.1)

 Co-operate with team members
to complete tasks and project
work (2.3.1, 2.3.2, 2.3.3)
3.1.1 Identify 3.2.1 Collect pictures 3.3.1 Display 3a. Categorize pictures  Recall at least two animals and
animals used by our of various types of responsibility during of animals used by our their associated uses by our
ancestors for: food, animals used by our assigned tasks. ancestors into identified ancestors (3.1.1)
transportation, pets ancestors for food or groups.
3.3.2 Co-operate
and religious transport, as pets, and with team members 3b. Recall names of
purposes. for religious purposes.  Group collected pictures of
during activities. animals and their
animals into categories called
associated use by our
3.3.3 Display foods, transportation, pets and
ancestors.
responsibility in religious purposes (3.2.1,
project work. 3.3.1, 3.3.2, 3.3.3)

 Collect relevant pictures of

25
AGRICULTURAL SCIENCE CURRICULUM – STANDARD 1
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:
animals in at least three
categories that were used by
our ancestors (food, transport,
pets or religious purposes)
(3.2.1)

4.1.1 Describe the 4.2.1 Investigate the 4.3.1 Authenticate 4a. Analyse the  Explain one agricultural
agricultural folklore agricultural folklore the agricultural authenticity of folklore practice and why was
practices of our practices of our folklore practices of agricultural folklore it carried out (4.1.1)
ancestors. ancestors. local ancestors practised by local
through ancestors.
collaboration.  Enjoy evaluating at least one
4b. Document ancestral
4.2.2 Document local agricultural folk practice of
4.3.2 Appreciate folk practices using one
ancestral agricultural local ancestors (4.2.1, 4.3.1,
local ancestral form of media.
folklore practices 4.3.2, 4.3.3)
agricultural folklore
through the use of oral
practices.
presentation,
storytelling, songs, 4.3.3 Enjoy
poems, written works, investigating our  Record at least one ancestral
ICT, drama, drawings, ancestral agricultural folk practice using one form of
and puppetry. folklore practices. media (4.2.2)

5.1.1 Identify the 5.2.1 Construct a 5.3.1 Display 5. Manipulate materials  Describe at least three

27
AGRICULTURAL SCIENCE CURRICULUM – STANDARD 1
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:
components of farms model of a farm/farms responsibility in to construct learning components of a farm from the
from the era of our from the era of our doing project work. about farms of long ago. era of our ancestors (5.1.1)
ancestors. ancestors. 5.3.2 Co-operate
with team members
 Construct a model of a farm
during activities.
from the era of our ancestors
(5.2.1)
5.3.3 Enjoy
constructing models.
 Collaborate with team
members to accomplish tasks
in a fun-filled and responsible
way (5.3.1, 5.3.2, 5.3.3)

29
Thematic Integrated
Primary School Curriculum

Agricultural Science

Standard 2
AGRICULTURAL SCIENCE CURRICULUM – STANDARD 2
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:
1.1.1 Explain the 1.2.1 Grow 1.3.1 Display 1a .Grow plants using  Sequence the main steps from land
main steps in plants, teamwork when good environmental preparation to growing a plant
growing plants, employing good growing plants. practices. (1.1.1)
employing good environmental 1.3.2 Work in a safe 1b. Demonstrate
environmental practices. manner. teamwork and safe
practices.  Describe at least one good
AGRICULTURAL SCIENCE CURRICULUM – STANDARD 2
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:
1.3.3 Demonstrate working habits to grow environmental practice when
responsibility in the plants. growing plants (1.1.1)
caring of plants. 1c. Display responsibility
1.3.4 Enjoy growing in caring for plants.
 Demonstrate the use of safety
plants. 1d. Enjoy growing plants. practices when growing plants
(1.3.2)

 Collaborate to grow plants (1.2.1,
1.3.1)

 Demonstrate responsibility in
caring for plants (1.3.3)

 Enjoy growing plants (1.3.4)

2.1.1 Explain how 2.2.1 Rear 2.3.1 Display 2a. Explain the procedure  Sequence the steps involved in
to rear fishes, fishes, teamwork when rearing and rear fish employing rearing fishes (2.1.1)
employing good employing good fishes. good environmental
environmental environmental practices.
2.3.2 Work in a safe
practices. practices.  State at least one good
manner. 2b. Display teamwork and environmental practice when
AGRICULTURAL SCIENCE CURRICULUM – STANDARD 2
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:
2.3.3 Demonstrate rearing fishes (2.1.1, 2.2.1)
safety practices in the
responsibility in caring rearing of fish.  Rear a fish, real or virtual, using
for fishes and the
good environmental practices
environment. 2c. Demonstrate (2.2.1)
2.3.4 Develop a responsibility and a
nurturing attitude nurturing attitude when
towards fishes. rearing fish.  Display collaboration, safety
practices and responsible behaviour
in caring for fishes and the
environment (2.3.1, 2.3.2, 2.3.3,
2.3.4)

3.1.1 Explain how 3.2.1 Make a 3.3.1 Develop national 3a. Outline ways in which  Explain at least two ways in which
value-added value-added pride through making a agro-based value-added value-added agro products
agricultural agricultural local agro-processed products contribute to the contribute to the economy of
products product, e.g., product. economy of Trinidad and Trinidad and Tobago, using one
contribute to the food, juices, Tobago. form of media (3.1.1)
3.3.2 Internalize the
economy of punches, chow, quality of thrift. 3b. Make both food and
Trinidad and tamarind balls, non-food value-added
Tobago. chili bibi, bene 3.3.3 Savour local  Make at least one value-added agro
agro products.
balls, amchar, value-added food product and one agro non-food
red mango, agricultural products. product from local materials (3.2.1)
jams, jellies,
chutney, ice
cream,  Depict national pride regarding
AGRICULTURAL SCIENCE CURRICULUM – STANDARD 2
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:
snow cones, value-added agro products by use of
lollies, and bold signage such as “Made in
corned fish. T&T”, use of national colours or
use of the country’s shape (3.3.1)

 Design and use one form of media
to market value-added agricultural
products (3.1.1)

 Choose to purchase locally
produced goods as opposed to
expensive, imported goods (3.3.2)

 Enjoy consumption of locally
produced value-added agro
products (3.3.3)
Primary School Curriculum

Agricultural Science

Standard 3
AGRICULTURAL SCIENCE CURRICULUM – STANDARD 3
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:
1.1.1 Explore the 1.2.1 Demonstrate 1.3.1 Appreciate the 1a. Demonstrate the use of  Justify the use of agricultural
use of the use of value of agricultural appropriate technologies technologies in the rearing of a
appropriate appropriate technologies in in the rearing of one class class of farm animals, by providing
agricultural agricultural animal rearing. of animals. at least two explanations for them
technologies to technologies to rear (1.1.1)
1.3.2 Work in a safe 1b. Appreciate the value
rear one class of one class of manner. of agricultural technology
animals (for animals. in animal rearing.
example: rabbits, 1.3.3 Enjoy rearing  Demonstrate the use of a minimum
poultry). animals. 1c. Enjoy nurturing of one agricultural technology to
AGRICULTURAL SCIENCE CURRICULUM – STANDARD 3
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:
1.3.4 Demonstrate animals while working in rear one class of farm animals
responsibility in a safe and responsible (1.2.1)
caring for animals. manner.
1.3.5 Nurture
 Write one paragraph stating what
animals.
life would be like without a chosen
agro-technology (1.3.1)

 Demonstrate safety, responsibility
and enjoyment while nurturing an
animal (1.3.2, 1.3.3.1.3.4, 1.3.5)
2.1.1 Explore the 2.2.1 Grow plants 2.3.1 Appreciate the 2a. Explore plant agro-  Research the use of a minimum of
use of using an value of agricultural technology then grow three selected agricultural
appropriate appropriate technologies in plants using an technologies - controlled
agricultural agricultural growing plants. appropriate one. agriculture, SWGB technology and
technologies to technology, for hydroponics – using ICT, Web
2.3.2 Enjoy growing 2b. Value plant agro-
grow plants. example, controlled Quest or a supplied printed Web
plants. technology.
environment/ Quest (2.1.1)
protected 2.3.3 Work in a safe 2c. Enjoy nurturing plants
agriculture, manner. while working safely and
hydroponics, self- 2.3.4 Demonstrate responsibly.  Illustrate evidence of having grown
watering grow box responsibility in plants using a selected technology
(SWGB). caring for plants. (2.2.1)
AGRICULTURAL SCIENCE CURRICULUM – STANDARD 3
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:
2.3.5 Nurture plants.
 State at least two advantages of
employing a chosen agro-
technology (2.3.1).

 Display responsible behaviour,
safety practices and enjoyment
while nurturing plants (2.3.2, 2.3.3,
2.3.4. 2.3.5)

3.1.1 Explore 3.2.1 Create 3.3.1 Appreciate 3a. Explore how local  Relate how the local cuisine of
how local dishes promotional Caribbean diversity Caribbean foods enhance Caribbean islands enhances visitor
from various material to market through food. tourism. arrivals (3.1.1)
Caribbean food tourism. 3.3.2 Enjoy making 3b. Create promotional
islands can 3.2.2 Make Caribbean dishes. materials to market food
enhance food  Create promotional material, using
appropriate dishes tourism.
tourism. 3.3.3 Savour at least one form of media, to
to celebrate an Caribbean cuisine. 3c. Appreciate Caribbean promote food tourism (3.2.1)
island festival. diversity through the
3.2.3 Sample a enjoyment of making and
variety of savouring food.  Make an appropriate dish to
Caribbean cuisines. celebrate an island festival (3.2.2)
AGRICULTURAL SCIENCE CURRICULUM – STANDARD 3
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:
 Comment on the aroma of a variety
of Caribbean cuisines (3.2.3)

 Create an appreciation of Caribbean
diversity through food, using one
form of media (3.3.1)

 Enjoy making and describing
Caribbean dishes (3.3.2, 3.3.3)
Primary School Curriculum

Agricultural Science

Standard 4
AGRICULTURAL SCIENCE CURRICULUM – STANDARD 4
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:
1.1.1 Analyse the 1.2.1 Research and 1.3.1 Be advocates of 1a. Deduce ways in  Illustrate three ways of
importance of food make use of appropriate which food security making food security a
security as a pillar recommendations agricultural contributes to regional reality to develop the
of regional regarding agricultural technologies to development. region, using selected texts
development. practices that can achieve food security. (1.1.1)
1b. Research and
positively impact 1.3.2 Display recommend agricultural
food security in our teamwork when practices that positively
country.  Recommend at least two
conducting activities. impact food security in
agricultural practices that
1.2.2 Propagate one’s country.
1.3.3 Demonstrate
AGRICULTURAL SCIENCE CURRICULUM – STANDARD 4
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:
plants by seeds and responsibility when 1c. Propagate plants will improve food security
cuttings, using conducting activities. using various methods in Trinidad and Tobago,
appropriate and technologies. based on observation of
1.3.4 Work in a safe
technology. information given in a
manner. 1d. Share agricultural
variety of media (1.2.1)
technologies with others
1.3.5 Enjoy using
to achieve food security.
appropriate
technologies to grow 1e. Display joy,  Propagate plants from
plants. teamwork, responsible seeds and from cuttings,
conduct and safe work using at least two forms of
habits. appropriate technology
(1.2.2)

 Encourage others to use
technologies in agriculture
to achieve food security
(1.3.1)

 Display teamwork,
responsibility, enjoyment
and safe working habits
(1.3.2, 1.3.3, 1.3.4, 1.3.5)
2.1.1 Understand 2.2.1 Investigate the 2.3.1 Display 2a. Outline the growing  Sequence the steps in
AGRICULTURAL SCIENCE CURRICULUM – STANDARD 4
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:
how to grow plants, growth, development teamwork when of plants, employing growing plants (2.1.1)
employing good and yield of plants. conducting activities. good environmental
environmental practices
2.3.2 Demonstrate
practices. or  Investigate the growth,
responsibility when or
2.2.2 Investigate the development and yield of
or conducting activities.
growth, development 2b. Outline the rearing plants (2.2.1)
2.1.2 Understand 2.3.3 Work in a safe
and yield of one class of one class of farm
how to rear one manner.
of farm animals. animals, employing
class of farm  Display teamwork,
2.3.4 Have positive good environmental
animals (for responsibility, enjoyment
enjoyable experiences. practices.
example, poultry, and safe working habits
rabbits), employing 2.3.5 Influence others 2c. Investigate the (2.3.1, 2.3.2, 2.3.3, 2.3.4)
good environmental to adopt good growth, development
Or
practices. environmental and yield of plants
practices. or  Describe the steps involved
in rearing one class of farm
2d. Investigate the animals (2.1.2)
growth, development
and yield of one class of
farm animals.  Investigate the growth,
2e. Communicate, development and yield of a
employ and persuade farm animal (2.2.2)
others about good
environmental practices.
 Communicate and employ
AGRICULTURAL SCIENCE CURRICULUM – STANDARD 4
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:
2f. Enjoy agricultural good environmental
experiences. practices (2.1.2, 2.3.5)

 Persuade others to adopt
good environmental
practices (2.3.5)
3.1.1 Understand 3.2.1 Extend the shelf 3.3.1 Value the 3a Use and understand  Report the use of at least
the use of agro- life of agricultural usefulness of agro- the use of agro- three agro-processing
processing methods produce using an processing methods in processing methods to methods as they are used to
to extend the shelf appropriate agro- extending shelf life. extend the shelf life of extend the shelf life of agro
life of agricultural processing method. agro products. products (3.1.1)
3.3.2 Appreciate the
produce. contribution of agro-
3.2.2 Evaluate the 3b. Evaluate the
processing to food
agro-processing suitability of agro-  Use an agro-processing
security.
methods involved in processing methods. method to extend the shelf
extending the shelf 3.3.3 Work in a safe life of an agro product
3c. Value the usefulness
life of agricultural manner. (3.2.1)
of agro-processing and
produce. 3.3.4 Enjoy making an its contribution to food
agro-processed security.
product.  Validate the usefulness of
3d. Enjoy agro- an agro-processing method
processing and work in to extend the shelf life of a
a safe manner. product (3.2.2, 3.3.1)
AGRICULTURAL SCIENCE CURRICULUM – STANDARD 4
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:

 Suggest examples of agro-
processed foods to collect
in times of disaster (3.3.2)

 Enjoy agro-processing
activities while working in
a safe manner (3.3.3, 3.3.4)
Primary School Curriculum

Agricultural Science

Standard 5
AGRICULTURAL SCIENCE CURRICULUM – STANDARD 5
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:
1.1.1 Evaluate how 1.2.1 Use ICTs or 1.3.1 Become aware 1a. Tell how a local  Communicate findings on how
local issues affect other media to of local issues that issue affects agriculture a local issue affects agriculture
agriculture at the communicate affect agriculture. at a national and/or at a national and/or
national and/or information on local international level using international level (1.1.1)
1.3.2 Sensitize others
international level. issues that affect any form of media.
about the impact of
agriculture.  Present findings on a local
local issues on 1b. Converse fluently
AGRICULTURAL SCIENCE CURRICULUM – STANDARD 5
CONTENT SKILLS DISPOSITIONS OUTCOMES ELABORATIONS
Students will:
agriculture. about local issues that issue that affects agriculture
affect agriculture at a nationally and/or
1.3.3 Enjoy using
national and/or internationally, using ICTS or
ICTs to communicate
international level. any other form of media (1.2.1)
information on local
issues that affect 1c. Make others alert to
agriculture. issues that affect  Demonstrate knowledge of
agriculture. issues by responding, in an
unrehearsed manner, to
1d. Enjoy use of print or
questions about a local issue
electronic media to
that affects agriculture (1.3.1)
communicate
information about issues
affecting agriculture.  Sensitize others about the
impact of a local issue that
affects agriculture (1.3.2)

 Enjoy using ICTS and other
media to communicate
information on an issue that
affects agriculture (1.3.3)