![]() | Primary School Agriculture: Volume I: Pedagogy (GTZ, 1985, 144 p.) |
![]() | ![]() | (introduction...) |
![]() | ![]() | Preface |
![]() | ![]() | Part I: Pedagogical foundations of primary school agriculture |
![]() | ![]() | (introduction...) |
![]() | ![]() | 1. Introduction |
![]() | ![]() | 2. Objectives for teaching agriculture in primary schools |
![]() | ![]() | 3. Approaches to the teaching of agriculture |
![]() | ![]() | 3.1 Overview |
![]() | ![]() | 3.2 An appraisal of how agriculture is taught at present |
![]() | ![]() | 4. A Science-Based approach to primary school agriculture |
![]() | ![]() | (introduction...) |
![]() | ![]() | 4.1 The relationship between agriculture and science |
![]() | ![]() | 4.2 Environment-Based school agriculture |
![]() | ![]() | 4.3 The Political dimension: Self-reliant development, social justice, and the link with traditional culture |
![]() | ![]() | 4.4 Objectives for primary school agriculture |
![]() | ![]() | Part II: Teaching methods |
![]() | ![]() | (introduction...) |
![]() | ![]() | 1. The scheme of work |
![]() | ![]() | (introduction...) |
![]() | ![]() | 1.1 The growth cycle of crops as a means to devising the scheme of work |
![]() | ![]() | 1.2 The principle of integration |
![]() | ![]() | 1.3 The physical strength of school children |
![]() | ![]() | 2. The structure of teaching units |
![]() | ![]() | 2.1 Breaking down a scheme of work into units |
![]() | ![]() | 2.2 Defining objectives for the sub-units |
![]() | ![]() | 2.3 Indoor and outdoor activities in a sub-unit |
![]() | ![]() | 3. Indoor activities |
![]() | ![]() | (introduction...) |
![]() | ![]() | 3.1 Classroom preparation of outdoor activities |
![]() | ![]() | 3.2 Follow-up of outdoor activities |
![]() | ![]() | 4. Outdoor activities |
![]() | ![]() | (introduction...) |
![]() | ![]() | 4.1 Farm work |
![]() | ![]() | 4.2 Observational activities |
![]() | ![]() | 4.3 Experimentation |
![]() | ![]() | 5. Special problems related to school farm work |
![]() | ![]() | (introduction...) |
![]() | ![]() | 5.1 Farm care during holidays |
![]() | ![]() | 5.2 Income |
![]() | ![]() | Part III: Examples for practical use |
![]() | ![]() | 1. Teaching sub-units |
![]() | ![]() | 1.1 The maize harvest-integrating work, observation and classroom teaching |
![]() | ![]() | 1.2 Surveying farm plots - the use of the plane table |
![]() | ![]() | 1.3 Results of an experiment on pineapple farming |
![]() | ![]() | 1.4 Observing the growth of yams |
![]() | ![]() | 1.5 Planning maize farming |
![]() | ![]() | 2. Lesson notes |
![]() | ![]() | 2.1 Lesson notes on tephrosia |
![]() | ![]() | 2.2 Lesson notes on rice |
![]() | ![]() | 2.3 Lesson notes on Land Tenure in Kake-Bakundu |
![]() | ![]() | 2.4 The integration of agriculture and mathematics |
![]() | ![]() | 3. Teachers documentation |
![]() | ![]() | 3.1 Notes on Land Tenure in Kake |
![]() | ![]() | 3.2 Yam growing in Banyang area |
![]() | ![]() | 3.3 Traditional rites associated with the planting of maize in Bali(by V. Kette) |
![]() | ![]() | 3.4 Some corn dishes in Bali |
![]() | ![]() | 4. Record sheets |