MERU UNIVERSTIY OF SCIENCE AND

TECNOLOGYSCHOOL OF EDUCATION.

TEACHING PRACTICE PROJECT REPORT

CARRIED OUT AT ST LUKE’S BOYS HIGH
SCHOOL IN TIGANIA WEST SUB-COUNTY
DURING THE MONTHS OF JULY 27TH TO
SEPTEMBER 30TH 2021.
STUDENT NAME: OUMA JACK
REG NO:AG202/0036/17
DEGREE PROGRAMME: BACHELOR OF
SCIENCE
AGRICULTURAL EDUCATION AND
EXTENSION (BIOLOGY/AGRICULTURE
Table of Contents
Table of Contents.........................................................................................................................................i
ABSTRACT...............................................................................................................................................iii
ACRONYMS AND ABBREVIATIONS...................................................................................................iii
Acknowledgement.....................................................................................................................................iv
A). INTRODUCTION...............................................................................................................................5
Superficial layer..................................................................................................................................5
Top soil (Horizon A)...........................................................................................................................5
Sub soil (Horizon B)...........................................................................................................................5
Substratum/weathered rock (Horizon C)...........................................................................................5
Parent rock/Bed rock (Horizon D).....................................................................................................5
AIM OF THE PROJECT.........................................................................................................................6
B) . GENERAL DESCRIPTION OF THE AREA AND DEPARTMENTS.........................................6
School motto:.....................................................................................................................................6
School vision:......................................................................................................................................6
School mission:...................................................................................................................................6
School core values:.............................................................................................................................6
The school is also divided into two departments.....................................................................................7
a) Academic department...................................................................................................................7
b) Non –academic department..........................................................................................................7
The organization includes;....................................................................................................................7
The clubs include;..................................................................................................................................8
II. GENERAL ACTIVITIES DURING TEACHING PRACTICE................................................8
Seventh - day Adventist activities include;..........................................................................................8
III. SPECIFIC ACTIVITIES UNDERTAKEN DURING TEACHING PRACTICE.....................8
3. Project..........................................................................................................................................9
IV. PROFILE OF SKILLS, KNOWLEDGE AND COMPETENCES GAINED DURING TP...10
V. ACTIVITIES THAT APPLIED SKILLS, COMPETENCE AND INNOVATION...................10
VI. STRATEGIES FOR UTILIZATION OF COMPETENCIES GAINED....................................11
1. Classroom control........................................................................................................................11
2. Guidance and counseling skills.......................................................................................................11

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C.) OBSERVATION, ANALYSIS AND CRITIQUE...........................................................................12
ANALYSIS...............................................................................................................................................12
CRITIQUE...............................................................................................................................................13
D. SUMMARY,CONCLUSION AND RECOMMENDATION...........................................................13
Recommendation.....................................................................................................................................14
BUDGET...................................................................................................................................................14
REFFERENCES......................................................................................................................................14

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ABSTRACT

The project was aimed at producing an effective teaching and learning resource based on the
topic: factors influencing agriculture, sub topic soil profile form on e (1). The project was to
assist the learners to have a mental picture of vertical arrangement of various soil layers or
horizon. The project main aim was to show the arrangement of soil layers that is; parent rock,
weathered rock, subsoil, top soil and superficial layer in a simplified manner. The project
idea was drawn from Agriculture form 1 work. The project was developed after a good
research, consultation and critical analysis of the learner’s entry competence on the topic and
the overall performance. The project was developed using the available materials both in
school environment and the surroundings. A systematic procedure was followed in order to
meet the set objectives and the need of the learner. The project was then being used in class
to expound on the topic involved, after the explanation of the project the learners was allowed
to ask questions regarding the topic. Recommendation and limitations are captured. All the
cost of the materials needed for the completion of the project was shown in the proposed
budget together with the cost. The time and activities involving the development of the
project will be clearly described on the work plan. To make sure that the project was well
chosen and meet the context of the education system, there was be a list of the reference
books were consulate before coming to the completion of the project. Following all this the
project was of great assistance to the academic and social life of the students.

ACRONYMS AND ABBREVIATIONS.

KLB- Kenya Literature Bureau

CU- Christian Union.

YCS- Young Christian Society

SDA- seventy-Day Adventist

MA- Muslim Association

CAT- Continues Assessment Test

YFC- Young Farmers Club

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Acknowledgement
I would like to pass my sincere gratitude to the esteemed principal of St. Luke’s Boys
secondary school Mr. Alex Njeru, Deputy principal George Arewa and my mentors, Madam
Beth in agriculture and biology respectively and the entire teaching staff. I can’t forget to
thank the supervisors from Meru University of science and technology Dr kageni njagi.

The entire school of education who gave me a prospection and time during teaching practice
finally I thank Almighty God for giving me good health and life through entire teaching
practice period. `

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A). INTRODUCTION

The project was designed on the topic two book one: factors influencing agriculture., sub
topic soil profile. soil profile is the vertical arrangement of various soil layers or horizon.
These distinct horizons in the profile represent soil layers at different stages development.
Soil forming processes are continuous and the soil develops in depth resulting in the
formation of the distinct sequence of soil layers.

The layers differ from each other in terms of

colour, organic matter content, chemical
composition, porosity, depth and the arrangement
of soil particles. The horizons are;

a) Superficial layer.

b) Top soil (Horizon A).

c) Sub soil (Horizon B).

d) Substratum/weathered rock (Horizon C).

e) Parent rock/Bed rock (Horizon D).

Superficial layer.
● It’s a thin layer consisting of dead decaying and decayed organic matter covering the
soil.

Top soil (Horizon A).

● It lies beneath the superficial layer. It contains a lot of humus hence it’s darker than
the other layers. It’s well aerated and contains active living organisms.

Sub soil (Horizon B).

● Found beneath the top soil. More compacted and less aerated than top soil.

Substratum/weathered rock (Horizon C).

● Made up of partly weathered rocks. Has no humus.

Parent rock/Bed rock (Horizon D).

● It’s found beneath the weathered rock. Soil is formed from this rock. It may contain
ponds of water.

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AIM OF THE PROJECT

The project aimed at coming up with a model showing soil profile. This enabled the
learners to;
 Draw a well labeled diagram showing all parts of the soil profile and describe the
various characteristics of different layers of soil.
 Boost the ability of mastering and grasping the concept.
 Apply most their senses during learning hence better retention.
 Stimulate their interest hence making learning effective, purposive and enjoyable.

B) . GENERAL DESCRIPTION OF THE AREA AND DEPARTMENTS

St Luke’s Boys secondary is a boarding school, located in Tigania west sub-county near
kianjai town, Tigania west Constituency, Meru County. It’s 23km from meru town along
meru -maua highway. It started in 1972 as a church day school so as to create a conducive
learning environment for their children. Currently, it is a county school with students’
population of about 600, 24 teachers, and 30 support staff.
School motto:
Fountain of excellence
School vision:
To be the leading and preferred boys secondary school providing the required knowledge
skills and attitude.
School mission:
To provide quality education through development of the whole person and imparting
knowledge honesty and integrity in molding the student into focused human resource for
sustainable national development.
School core values:
Respect and honour of GOD, hard work and motivation, honesty and self-reliance, team
spirit and respect.
It has an average of 15 acres of which it divided into various sections;
1. School farm- which is divided into three sections; dairy animals’ section, Napier grass
, pigsty , vegetable section and agriculture project section.
2. Administration block, library, tuition blocks and dormitory section.

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 3. Car park section.
4. Staff quarter section.
5. Labs-Biology, Chemistry, Physics ,Agriculture and Computer lab .
6. Tuition blocks
7. Sanitation
8. Play grounds;

The school is also divided into two departments

a) Academic department
b) Non- academic department
a) Academic department
This is further divided into 5 sub- departments which include;
i. Language department; English and Kiswahili
ii. Science department; Chemistry, Biology and Physic
iii. Technical department; Business Studies, Agriculture and Computer
iv. Mathematics department
v. Humanities department; History, CRE, IRE and Geography
b) Non –academic department.

This is divided into 3 sub-departments which include;

i. Guidance and counseling

ii. Games and sports
iii. Boarding

Apart from academic and non-academic department the school has some organization, and
clubs.
The organization includes;

a) Christian union (C.U)

b) Young Christian students(Y.C.S)
c) Seventh-Day Adventist (S.D .A)
d) Muslim Association (M.A)

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The clubs include;

a) Scouts club.
b) Drama and Debate club.
c) Innovation club
d) Young Farmers Club
e) Wildlife club
f) Environmental club
II. GENERAL ACTIVITIES DURING TEACHING PRACTICE
1. General supervision
a) Exams
b) Meals
c) Duties such as cleaning of the school compound.
2. Accompanying students when attending co- curriculum activities such as;
3. Setting examination. Biology and agriculture for form one and two.
4.
a) Games especially rugby.
5. Guidance and counseling on;
a) Academic matters; selection of the technical subjects
b) Peer groups.
c) Drug abuse
6. Marking and revision of exams
7. Co-curricular activities

Other duties performed include;

Seventh - day Adventist activities include;

 Bible study
 Assisting the S.D.A patron where necessary.
6. All school assemblies were attended during the teaching practice period.
III. SPECIFIC ACTIVITIES UNDERTAKEN DURING TEACHING
PRACTICE.
1. I taught form 1J and 1K agriculture on the first three topics, Introduction to
Agriculture, factors influencing Agriculture and Farm Tools as per the schemes of
work. Two Continuous Assessment Tests each out of 40 marks were done, marked

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 and revised to monitor progress of students. Remedial lessons were carried out where
necessary.
2. I taught form 1K and 2K Biology and covered the first three topics (Introduction to
Biology, The Cell and Classification 1) and one topic (Transport in Plant and
Animals) respectively.

Various practical activities were done as per the scheme of work demonstrations were carried
out to aid teaching, learning progress

a) Appropriate lesson notes were prepared to aid teaching and learning process
b) Other teaching practice tools that were prepared are;
 Scheme of work.
 Lesson plan
 Records of work
 Teaching aids

3. Project

Preparation of soil profile model theoretical aspects to be demonstrated practically.

Materials used were locally available. They include;

a) Transparent glass (0.6m *0.3 m) .

b) Timber frames (0.6m).
c) Three plywood (3mm thick, 0.6m*0.3m).
d) Nails 2 inches.

Tool used include;

a) Saw for cutting the plywood.

b) A jenbe for digging soil layers in the field.
c) Claw hammer.
d) Measuring tape.

4. Preparation of professional documents such as;

a) Schemes of work

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 b) Lesson plans
c) Records of work
d) Progress records
e) Lesson notes
f) Sitting arrangement plan

IV. PROFILE OF SKILLS, KNOWLEDGE AND COMPETENCES GAINED

DURING TP.

The skills include,

1) Classrooms control.
2) Identification of students having psychological challenges.
3) Guidance and counseling skills.
4) Ability to put theoretical skills gained into practice.
5) Co- curricular activities e.g. rugby, acrobat .
6) Ability to prepare professional documents.

V. ACTIVITIES THAT APPLIED SKILLS, COMPETENCE AND

INNOVATION

They include;

1) 1. Soil profile model for teaching factors influencing agriculture.

2) Charts on microscope, plant and animal cells as seen under light microscope enabled
the learners to visually know different parts and distinguish between plant and animal
cell.
3) In the teaching of biology, the following practical were carried out.
a) Specimen collection where students were divided into groups assigned the
apparatus for example swipe net, specimen bottle, hand lens pair of forceps
that guided on carrying out the practical.
b) Students identified parts of the light microscope.
c) Preparation of temporary slide using onion cell.
d) Translocation of water and mineral salts.
e) Investigating the rate of transpiration.

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 4) In agriculture students carried out demonstration on constituents of soil such as soil
air and soil water; soil texture, and soil profile.

VI. STRATEGIES FOR UTILIZATION OF COMPETENCIES GAINED

1. Classroom control.

The classroom arrangement should easy movement of the teacher to access the learners when
marking, monitoring. The register facilitates identifying learners by their name; poor
arrangement will lead to difficult in accessing the learners and low learners’ performance.

2. Guidance and counseling skills.

The strategy ensured the learning environment is student friendly, safe and conducive by
promoting self-awareness through sensitization and use of appropriate teaching aids.

Helps in understanding of legal provision in education and the implication of non-compliance

maintained updating records of parental involvement in management of learner behaviour. In
case their improper guidance and counselling and when teaching aids are not used or when
lecture method is used there is low learners’ performance. Lack of guidance and counselling
leads to increased indiscipline cases.

3. Ability to organize and guide co-curricular activities by having approved curricular.

Schedules, membership list, certificate of participation at different levels. This by the learners
participating in co. curricular activities identified and developed. when a student does not
participate in co. curricular activities it can lead to increased indiscipline cases.

4.Ability to prepare professional documents such as;

 Schemes of work
 Lesson plans
 Lesson notes
 Teaching/ learning aids
 Records of work
 Progress record
5. Regular attendance of assemblies which is a requirement as per teacher code of
conduct and regulations.

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C.) OBSERVATION, ANALYSIS AND CRITIQUE

The observations include,

1. Students and teachers were involved in various co. curricular activities.

2. There is good administration that involved regular staff briefs.
3. Well-coordinated account that comprises teaching and non-teaching staff.
4. The school has enough facilities.
5. Well-coordinated religious groups to cater for the school fraternity.
6. Adequate teaching and non-teaching staff.
7. Well secured compound.
8. well managed school farm.
9. inadequate student population.
10. 14. Well organized timetable and weekly schedule.
11. 17. Well set exam policies that include three exams per term.
12. 19. Assemblies on every Monday ,Wednesday and Friday .house assemblies on
Thursdays and class assemblies on Tuesdays, clubs on Wednesday and religious
movements on Tuesdays.
13. 20. An organized guidance and counseling department.
ANALYSIS.

Learning and teaching process progressed well throughout the teaching period. Students lack
the prerequisite knowledge in agriculture in relation to factors influencing agriculture and the
cell in biology, the students were involved in practices and random assessment tests
administrate red through teaching practice period.

The school has a good administration that is led by the principal. A discipline committed is in
place headed by the deputy principal. Welfare issues pertaining teaching and non-teaching
fraternity were well taken care of this improved the teaching learning outcome. The
coordinated account section facilitated proper running of the school through the term. The
well managed school farm supplemented students and teachers’ diet. Guidance and
counselling department dealt with emerging issues among the students. They include

 Drug and substance abuse

 Peer pressure
 Family challenge

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  Stress and depression
 Peer counselors have been trained on how to handle some issues.
 Unmeet target.

Some students are secretive of challenges they go through that have led to depression.
Curriculum department is involving in timetabling and analysing of exams in zeraki software.
The student council has worked harmoniously with administration that has reduced
indiscipline cases in the institution. A few secretaries in indiscipline have been demoted. The
school assemblies on Monday and Friday are well attended by teachers and students, other
assemblies are attended as scheduled.

CRITIQUE

St Luke’s Boys secondary school is a well-organized learning institution. It provides a

conducive environment for learning and teaching process. The positive altitude by the staff
and learners has led to the completion of the term. Team work has enabled smooth running of
the school Good support by various stakeholders has improved the image of the school. A
well-organized school programme has reduced indiscipline cases. The various co-curricular
activities have concentration of learners in studies. A well-organized non-teaching staff led
by the bursar has created a conducive environment for the learners. Well organized exam
programmer has led to constant monitoring of learner’s progress by teachers and
parents/guardians. The willingness and ability of St Luke’s boys’ sec school to offer an
opportunity to practice skills learnt in Meru university of science and technology. The
ministry of education and. Teachers service commission (TSC) providing enough resources
for the teaching and learning process.

D. SUMMARY,CONCLUSION AND RECOMMENDATION

Project objective well achieved. Learners had good time to interact with the model. This
enabled them to clearly draw and describe soil profile model. Through this model, learners’
mastery of the content increased since they were able to describe the layers using the model.
Due to proper organization of the school management and involved stakeholders, various co-
curricular activities were carried out as scheduled during teaching practice period. The
institution has enough resources for efficient learning. The teaching practice was successful.

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Recommendation

Form One students should be given enough time to familiarize themselves with the three
technical subjects before deciding on which one to do. Learners should be exposed to various
subjects at the end of form two students should be taken to various field trips to enhance
teaching and learning process. Agriculture students should be given the opportunities to
attend agricultural shows to boost their skills and competencies in agricultural practices and
the agriculture laboratory should be well equipped with agriculture tools and equipment.
Learners should be actively involved in various clubs to improve their health. They include;

a) Mathematics club
b) Wildlife club
c) Young farmers club
d) Health club
e) Environmental club
f) Computer club

BUDGET

S/NO ITEM QUANTITY PRICE

1 3 MM PLY WOOD 1 KSH 350

2 TIMBER (0.6*0.3) 4 KSH 500

3 TRANSPARENT GLASS 1 KSH 200

4 NAILS 2INCHES 1KG KSH 200

TOTAL KSH 1250

REFFERENCES
KLB Secondary Biology student’s book Form 2
Comprehensive Secondary Biology student’s book Form 2
Longhorn Secondary Biology student’s book Form

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