Ideas for structuring the curriculum

There are different ways on how to structure the curriculum. The role of facilitator is to help the group and facilitate the discussion and the process of the structuring curriculum and be sure that it contains all the necessary elements. Some examples are shown in Tables 1.13 to 1.15.

Table 1.13 Ideas for structuring the curriculum - Example 1

Week	Stage	Activity	Topic	Learning objective	Content	Method	Material	Time	Responsible person	Evaluation indicators
1st	Pre-planting	Introductory training on the FAW		To create awareness on how to recognize FAW and implement prevention measures	FAW identification, life cycle (biology) and ecology; Prevention, scouting and actions to manage the FAW; Biological control and cultural control; If already present, collect FAW specimen at different stages (egg masses, larval instars, adult male and female moth), damaged plants, natural enemies, potential local botanical plants, weeds etc. for observation and discussion; Collect existing green list of botanicals available and develop simple factsheets on each and their preparation; Integrate indigenous practices into the reviewed existing lists of pesticides and develop a green list for each site/country	Brainstorming discussion, whenever possible: visit infested fields/vegetation, group work, practical demonstration	Flip-chart, markers, masking tape, knife, plastic bottles/jars; veil to seal them, magnifier, nets to collect adult moth	4 hrs x 2 days	Facilitator/Resource person	Feedback on how to recognize, and to manage FAW
8th	Seedling to Maturity	Regular field scouting / monitoring (from seedling to maturity stages)	Crop & FAW management requirements	To identify pests / natural enemies, any emerging problems for immediate action, To assess effectiveness of the management options undertaken, records To identify problems in the field/crop, evaluate previous management decision made	Agro-Eco System Analysis (AESA); Stage of growth/ development; Pest, weeds and disease infections, pest infestations, natural enemies and host plants identification; Identify/collect FAW and natural enemies’ specimen at different stages, damaged plants, potential local botanical plants, weeds etc. for observation and discussion; Infestation evaluation: incidence & severity; Evaluation and comparison of the effectiveness of treatments applied; FAW population monitoring; Weather effects Soil/water/plant conditions: Soil structure, drainage and organic matter.	Brainstorming, group discussions and field practical	Flip-chart, markers, masking tape, field for field practice, knife, plastic bottles/jars, nets, vials magnifiers…	2-3 hrs /session	Facilitator	Feedback Know how to manage the main pests and diseases
11th	Seedling to vegetative	Soil health and Fertilizer application	Soil fertility and moisture management	Understand soil health Able to correctly apply basal fertilizer	Concept of soil health Soil characteristics: composition, texture, structure, water holding capacity, etc.; Importance of organic matter, Composting, manure; Types of organic and in-organic fertilizers and their characteristics; Sources of fertilizers; Methods, rates and timing of application; Basal and top dressing; Organic and inorganic fertilizers; Suitable rate for nitrogen fertilizer. /td>	Brainstorming, discussions and field practical	Flip-chart, markers, masking tape, field for field practice, material for soil health exercises	3.0 hrs /session (multiple times)	Facilitator	Feedback Know how to manage soil fertility.

Table 1.14 Ideas for structuring the curriculum - Example 2

Timing	Main activities	FAW IPM Integration	Learning objectives
Preseason, preparation for FFS	Awareness raising on FFS Organizing FFS group problem analysis with FFS group – fine tuning the curriculum, designing learning plots Identifying FFS plots	Introduction to the FAW Is FAW present in the community? Field observations with FFS groups to find FAW in fields, surrounding vegetation Integrate FAW focus into learning plots – IPM and Local Practice (LP) plots; compensation studies; fertilization studies, other relevant studies	To create awareness on how to recognize FAW, ensure that FAW is integrated in proper way in problem analysis, discuss study designs for FFS
Pre-season, preparation for FFS	Land preparation layout and prepare study fields for the FFS Seed selection	Reflect FAW management options in selected study designs Healthy seeds as the start for a healthy crop that can compensate damage Any varieties or crops that are resistant/tolerant for FAW? How to use them in learning plots? Is seed dressing an option for FAW management – test in the field and compare? What is soil health? Healthy soils for healthy crop	How to lay-out fields, how to prepare IPM plots and LP plots, discuss differences within seed quality (germination capacity) How good seed quality can help get a good crop How healthy soils are the basis for a healthy crop
Seeding/planting the field studies	Seed the study fields What are IPM principles? – discussion on what and why	FAW reflected in study designs Understand IPM approach, and link to FAW as well as to other pests, diseases in the agroecosystem	How to lay-out field, prepare and seed – IPM compared to LP plots. Differences, why (seeds, lines, distances, seed dressing, etc.) IPM principles, relevance of principles better understood
FFS session 1– crop germination	Introduction to AESA, including observations for FAW Group dynamics special topic	If FAW is present – what stages, what crops, where on the crop and surrounding vegetation	Building understanding of FAW – development stages, life cycle, natural enemies, host plants, where to find FAW on the plants
FFS session 2	AESA Group dynamics Start crop compensation study and fertilization studies FAW – observations and insect zoo		How fertilization can influence FAW oviposition and yields
etc.

Table 1.15 Ideas for structuring the curriculum - Example 3

Day	Topic	Learning objectives	Activity
1	Contextualizing the problem	Identify the knowledge gap and bring participants to a common understanding of the problem	Brainstorming on the existing maize pest complex, existing management practices Zero down to FAW (history and situation in the country). Outcomes of the Baseline studies if any, mapping the problem in areas of work of facilitators FAW management – what is currently happening at farmer level, at government level Present FAO’s Programme of Action on FAW Management, if relevant
	Biology and ecology	Know the FAW life cycle and the preferred development conditions of the pest	Field work: collect FAW in the field, and in surrounding vegetation; find as many stages as possible Group work to sort out found insects (FAW and possibly other insects – how to distinguish, different development stages) Groups to propose insect zoo exercises to learn about life cycle of FAW Presentations – how to recognize FAW, life cycle and conducive environments Groups set up insect zoos
	Identification of the pest and damage	To identify/recognize the pest and its behaviour, and differentiate from other pests/armyworms	Field work – collection of FAW and other pests, and samples of damage on maize and other plants Group work: describe and draw Signs and symptoms Discuss feeding behaviour: what stage of FAW feeds on what parts of the plant, why? Where can you find eggs, larvae, pupae, adults? (preference on young soft leaves; if not, will migrate to tassels and cobs) moving, oviposition. What other insects are found? Functions? Which insect zoos are useful? Differentiate FAW, AAW (Spodoptera exempta), other worms Set up/observe insect zoos
2	Management of FAW Monitoring and early warning	To know how to carry out regular field monitoring using AESA	Tools (pheromone traps...) Process for scouting Parameters to observe Techniques for the sample collection and handling Preparation for the field
3	Field immersion	To build the capacity of participants on regular field observations and informed decision-making for FAW management.	AESA (Identification, sampling, collection, decision-making - observe and identify correctly FAW egg masses, young larvae and damage, observe natural enemies (coccinellids, earwigs, lacewing, ants, parasitized eggs, etc.) Data analysis, presentation and synthesis of the key learning points Set up new insect zoos, report on earlier insect zoos
	Field work	Plant compensation	Introduction and discussion on plant compensation. How to set up a study in the FFS Set up plant compensation study in the learning field, to know how it can be done in FFS