Agricultural Technology Years 7–10 Syllabus · Agricultural Technology Years 7–10 Syllabus 8 2...

Agricultural TechnologyYears 7–10

Syllabus

June 2003

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June 2003

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Contents

1 Introduction.................................................................................................................5

1.1 The K–10 Curriculum ........................................................................................5

1.2 Students with Special Education Needs ..............................................................6

2 Rationale.....................................................................................................................8

3 The Place of the Agricultural Technology Years 7–10 Syllabus in the TechnologyK–12 Curriculum ........................................................................................................9

4 Aim...........................................................................................................................10

5 Objectives .................................................................................................................11

6 Outcomes ..................................................................................................................12

7 Content .....................................................................................................................14

7.1 Organisation of Content ...................................................................................14

7.2 Content for Years 7–10 ....................................................................................17

8 Life Skills Outcomes and Content .............................................................................29

8.1 Outcomes .........................................................................................................29

8.2 Content ............................................................................................................31

9 Continuum of Learning in Agricultural Technology K–10.........................................40

9.1 Stage Statements ..............................................................................................40

10 Assessment ...............................................................................................................46

10.1 Standards .........................................................................................................46

10.2 Assessment for Learning ..................................................................................46

10.3 Reporting .........................................................................................................48

10.4 Choosing Assessment Strategies.......................................................................49

Agricultural Technology Years 7–10 Syllabus

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1 Introduction

1.1 The K–10 Curriculum

This syllabus has been developed within the parameters set by the Board of Studies NSW inits K–10 Curriculum Framework. This framework ensures that K–10 syllabuses andcurriculum requirements are designed to provide educational opportunities that:• engage and challenge all students to maximise their individual talents and capabilities for

lifelong learning• enable all students to develop positive self-concepts and their capacity to establish and

maintain safe, healthy and rewarding lives• prepare all students for effective and responsible participation in their society, taking

account of moral, ethical and spiritual considerations• encourage and enable all students to enjoy learning, and to be self-motivated, reflective,

competent learners who will be able to take part in further study, work or training• promote a fair and just society that values diversity• promote continuity and coherence of learning, and facilitate the transition between

primary and secondary schooling.

The framework also provides a set of broad learning outcomes that summarise theknowledge, understanding, skills, values and attitudes essential for all students to succeed inand beyond their schooling. These broad learning outcomes indicate that students will:• understand, develop and communicate ideas and information• access, analyse, evaluate and use information from a variety of sources• work collaboratively with others to achieve individual and collective goals• possess the knowledge and skills necessary to maintain a safe and healthy lifestyle• understand and appreciate the physical, biological and technological world and make

responsible and informed decisions in relation to their world• understand and appreciate social, cultural, geographical and historical contexts, and

participate as active and informed citizens• express themselves through creative activity and engage with the artistic, cultural and

intellectual work of others• understand and apply a variety of analytical and creative techniques to solve problems• understand, interpret and apply concepts related to numerical and spatial patterns,

structures and relationships• be productive, creative and confident in the use of technology and understand the impact

of technology on society• understand the work environment and be equipped with the knowledge, understanding

and skills to evaluate potential career options and pathways• develop a system of personal values based on their understanding of moral, ethical and

spiritual matters.

The ways in which learning in the Agricultural Technology Years 7–10 Syllabus contributesto the curriculum and to the student’s achievement of the broad learning outcomes areoutlined in the syllabus rationale.

In accordance with the K–10 Curriculum Framework, the Agricultural TechnologyYears 7–10 Syllabus takes into account the diverse needs of all students. It identifies essentialknowledge, understanding, skills, values and attitudes. It enunciates clear standards of whatstudents are expected to know and be able to do in Years 7–10. It provides structures andprocesses by which teachers can provide continuity of study for all students, particularly toensure successful transition through Years 5 to 8 and from Year 10 to Year 11.


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The syllabus also assists students to maximise their achievement in Agricultural Technologythrough the acquisition of additional knowledge, understanding, skills, values and attitudes. Itcontains advice to assist teachers to program learning for those students who have gonebeyond achieving the outcomes through their study of the essential content.

1.2 Students with Special Education Needs

In the K–6 curriculum, students with special education needs are provided for in thefollowing ways:• through the inclusion of outcomes and content in syllabuses which provide for the full

range of students• through the development of additional advice and programming support for teachers to

assist students to access the outcomes of the syllabus• through the development of specific support documents for students with special

education needs• through teachers and parents planning together to ensure that syllabus outcomes and

content reflect the learning needs and priorities of students.

Students with special education needs build on their achievements in K–6 as they progressthrough their secondary study and undertake courses to meet the requirements for the SchoolCertificate.

It is necessary to continue focusing on the needs, interests and abilities of each student whenplanning a program for secondary schooling. The program will comprise the most appropriatecombination of courses, outcomes and content available.

Life SkillsFor most students with special education needs, the outcomes and content in sections 6 and 7of this syllabus will be appropriate but for a small percentage of these students, particularlythose with an intellectual disability, it may be determined that these outcomes and content arenot appropriate. For these students the Life Skills outcomes and content in section 8 and theLife Skills assessment advice below can provide the basis for developing a relevant andmeaningful program.

Access to Life Skills outcomes and content in Years 7–10A decision to allow a student to access the Agricultural Technology Years 7–10 Life Skillsoutcomes and content should include parents/carers and be based on careful consideration ofthe student’s competencies and learning needs.

The decision should establish that the outcomes and content in sections 6 and 7 of theAgricultural Technology Years 7–10 Syllabus are not appropriate to meet the needs of thestudent. Consideration should be given to whether modifications to programs and to teaching,including adjustments to learning activities and assessment, would enable the student toaccess the syllabus outcomes and content.

As part of the decision to allow a student to access the Agricultural Technology Years 7–10Life Skills outcomes and content, it is important to identify relevant settings, strategies andresource requirements that will assist the student in the learning process. Clear time framesand strategies for monitoring progress, relevant to the age of the student, need to be identifiedand collaborative plans should be made for future needs.


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It is not necessary to seek permission of the Office of the Board of Studies for students toundertake the Agricultural Technology Years 7–10 Life Skills outcomes and content, nor is itnecessary to submit planning documentation.

Life Skills assessmentEach student undertaking the Agricultural Technology Years 7–10 Life Skills course willhave specified outcomes and content to be studied. The syllabus content listed for eachoutcome forms the basis of learning opportunities for students.

Assessment should provide opportunities for students to demonstrate achievement in relationto the outcomes and to generalise their knowledge, understanding and skills across a range ofsituations or environments including the school and the wider community.

Students may demonstrate achievement in relation to Agricultural Technology Years 7–10Life Skills outcomes independently or with support. The type of support will vary accordingto the particular needs of the student and the requirements of the activity. Examples ofsupport may include:• the provision of extra time• physical and/or verbal assistance from others• the provision of technological aids.


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2 Rationale

Through the study of Agricultural Technology in Years 7–10 students develop knowledge,understanding and skills which enable them to contribute positively to their own lifestyle andto the social, economic and environmental future of Australia. This syllabus provides scopefor students to explore the many and varied career opportunities in agriculture and its relatedservice industries. It also provides students with an opportunity to experience aspects of anagricultural lifestyle through direct contact with plants and animals and a variety of outsideactivities.

Agriculture and its associated industries contribute significantly to Australia’s economic,social and cultural development and influence Australia’s prosperity through investment,employment of skilled workers, consumption of products from other sectors of the economy,and export of raw products and processed goods. The continued viability of Australianagriculture can be strengthened through the careful management of long-term issues relatingto the sustainability of agricultural systems including environmental impact and evolvingeconomic and social factors.

The dynamic nature of modern agriculture results from the increasing knowledge andapplication of current and emerging technologies to the production, processing and marketingof products. An understanding of the relationships between production, processing andconsumption enables informed debate about the impact of agricultural practices on societyand the environment.

The study of Agricultural Technology develops knowledge and understanding about a rangeof agricultural practices. It develops the ability to respond to human needs and emergingopportunities. It develops knowledge, understanding and skills in the management of plantand animal enterprises, the technology associated with these enterprises and the marketing ofproducts. The syllabus develops students’ ability to solve problems, plan, organise andconduct scientific investigations, research, collect and organise information, work as amember of a team and communicate information to a variety of audiences. Studentsinvestigate and discuss the impact of agricultural practices on the basic resources of soil, airand water. The syllabus provides opportunity for students to make responsible decisionsabout the appropriate use of agricultural technologies.


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3 The Place of the Agricultural Technology Years 7–10 Syllabusin the Technology K–12 Curriculum


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4 Aim

The aim of the Agricultural Technology Years 7–10 Syllabus is to develop students’knowledge and understanding of agricultural enterprises and the practices and skills requiredin producing plant and animal products. Students will develop skills in the effectivemanagement of sustainable production and marketing practices that are environmentally andsocially responsible.


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5 Objectives

Knowledge, understanding and skillsStudents will develop:1 knowledge and understanding of agriculture as a dynamic and interactive system that

uses plants and animals to produce food, fibre and other derivatives2 knowledge and understanding of the local and global interaction of agriculture with

Australia’s economy, culture and society3 knowledge of and skills in the effective and responsible production and marketing of

agricultural products4 an understanding of sustainable and ethical practices that support productive and

profitable agriculture5 skills in problem-solving including investigating, collecting, analysing, interpreting and

communicating information in agricultural contexts6 knowledge and skills in implementing cooperative and safe work practices in agricultural

contexts.


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6 Outcomes

Objectives

Students will develop:

Stage 4 Outcomes

A student:

Stage 5 Outcomes

A student:

4.1.1 describes a range of plantspecies and animal breedsused in agriculturalenterprises

5.1.1 explains why identified plantspecies and animal breeds havebeen used in agriculturalenterprises and developed forthe Australian environmentand/or markets

1 knowledge andunderstanding ofagriculture as adynamic andinteractive systemthat uses plants andanimals to producefood, fibre and otherderivatives

4.1.2 outlines the interactionswithin and betweenagricultural enterprises andsystems

5.1.2 explains the interactions withinand between agriculturalenterprises and systems

2 knowledge andunderstanding of thelocal and globalinteraction ofagriculture withAustralia’s economy,culture and society

4.2.1 identifies and explainsinteractions between theagricultural sector andAustralia’s economy, cultureand society

5.2.1 explains the interactions withinand between the agriculturalsector and Australia’seconomy, culture and society

4.3.1 implements responsibleproduction of plant andanimal products

5.3.1 investigates and implementsresponsible production systemsfor plant and animal enterprises

4.3.2 identifies how agriculturalproducts are used in industryand by consumers

5.3.2 investigates and appliesresponsible marketingprinciples and processes

4.3.3 identifies and uses skills tomanage the interactionswithin plant productionenterprises

5.3.3 explains and evaluates theimpact of managementdecisions on plant productionenterprises

3 knowledge of andskills in the effectiveand responsibleproduction andmarketing ofagricultural products

4.3.4 identifies and uses skills tomanage the interactionswithin animal productionenterprises

5.3.4 explains and evaluates theimpact of managementdecisions on animal productionenterprises


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Objectives

Students will develop:

Stage 4 Outcomes

A student:

Stage 5 Outcomes

A student:4.4.1 examines the impact of past

and current agriculturalpractices on agriculturalsustainability

5.4.1 evaluates the impact of past andcurrent agricultural practices onagricultural sustainability

4.4.2 identifies aspects ofprofitability, technology,sustainability and ethics thatimpact on managementdecisions

5.4.2 evaluates managementpractices in terms ofprofitability, technology,sustainability, social issues andethics

4 an understanding ofsustainable andethical practices thatsupport productiveand profitableagriculture

4.4.3 implements and appreciatesthe application of animalwelfare guidelines toagricultural practices

5.4.3 implements and justifies theapplication of animal welfareguidelines to agriculturalpractices

4.5.1 performs controlledexperiments in agriculturalcontexts

5.5.1 designs, undertakes, analysesand evaluates experiments andinvestigates problems inagricultural contexts

5 skills in problem-solving includinginvestigating,collecting, analysing,interpreting andcommunicatinginformation inagricultural contexts

4.5.2 communicates experimentaldata using a range ofinformation andcommunication technologies

5.5.2 collects and analysesagricultural data andcommunicates results using arange of technologies

4.6.1 follows safety and hygieneinstructions when usingchemicals, tools andagricultural machinery inaccordance withOccupational Health andSafety requirements

5.6.1 applies Occupational Healthand Safety requirements whenusing, maintaining and storingchemicals, tools andagricultural machinery

6 knowledge and skillsin implementingcooperative and safework practices inagricultural contexts

4.6.2 performs plant and animalmanagement practices safelyand in cooperation withothers

5.6.2 performs plant and animalmanagement practices safelyand in cooperation with others

Stage 4 outcomes have been provided to assist the assessment and reporting of studentachievement in those schools that choose to begin elective study before Year 9. Teachers areadvised to select from the syllabus content to target the specific needs of students whocommence study in Stage 4.

Life SkillsFor some students with special education needs, particularly those students with anintellectual disability, it may be determined that the above outcomes are not appropriate. Forthese students, Life Skills outcomes and content can provide the basis for the development ofa relevant and meaningful program — see section 8.


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7 Content

7.1 Organisation of Content

Agricultural Technology Years 7–10 may be studied as a 100-hour course or as a 200-hourcourse in Stage 5.

To satisfy the mandatory requirements of a 100-hour course students must complete theessential content specified in Core A within the context of a minimum of two agriculturalenterprises.

To satisfy the mandatory requirements of a 200-hour course students must complete theessential content specified in Core A and Core B within the context of a minimum of fouragricultural enterprises.

Essential contentThe essential content integrates the study of interactions, management and sustainabilitywithin the context of agricultural enterprises. Students will also undertake a range of relatedpractical activities.

Interactions — the relationship between biological, physical and social components inagriculture. Fundamental to balance the economic viability while sustaining the biologicaland physical basis of the farming systems employed.Management — informed decision-making and effective management of agriculturalenterprises. Physical, biological, economic, environmental and social factors must beconsidered in the management of agricultural enterprises.Sustainability — practices that conserve soil and water quality and protect the environment,assure adequate and safe food supplies to consumers, while generating profitable returns forproducers.

Agricultural enterprises are characterised by the production and sale or exchange ofagricultural goods or services. Agricultural enterprises may focus on plants or animals orintegrated plant/animal systems. Teachers should select agricultural enterprises that includethose that are important to students’ local environment or region and some that extendstudents’ knowledge about the broad context of Australian agriculture. Both intensive andextensive enterprises are to be incorporated into the course of study for students to gain anunderstanding of the diverse nature of Australian agriculture.

The nature of school resources, student interest, teacher expertise and the local communitywill determine the proportion of intensive and extensive enterprises examined and the balancebetween plant and animal enterprises undertaken in the course. While many of the essentialcontent statements will be applicable to a wide range of agricultural enterprises, some willexplicitly relate to plant or animal applications. These factors will also affect the depth ofstudy, the number of enterprises studied and the time allocated to each enterprise.

Practical experiences should occupy a minimum of 50 percent of allocated course time.To satisfy the requirements of the syllabus students must undertake a range of practicalactivities. It is expected that students engage in experiences relevant to all aspects of theenterprises studied. These experiences may include fieldwork, small plot activities, laboratorywork, plant and animal husbandry activities, and visits to commercial farms and other parts ofthe production and marketing chain. Practical experiences should be used to develop theskills of designing, investigating, using technology and communicating.


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Additional contentThe provision of examples of additional content recognises that while some students willneed all of the available time focusing on the essential content of the syllabus to achieve thecourse outcomes, others would benefit from extending their learning through engaging withadditional material. The additional content presented on pages 27–30 of the syllabus providessuggestions only and should not be considered an exclusive or exhaustive list.Additional content enables students to broaden and deepen their understanding and skills andto extend their interest in particular aspects of agriculture and should be developed around theparticular needs or interests of students, resources and facilities that are available to theschool. This content may build on prior learning or provide for future learning.

Additional content addresses the course outcomes and the knowledge, understanding andskills specific to an individual enterprise, relating to interactions, management andsustainability in agriculture, and extends the essential content of the syllabus.

Life SkillsLife Skills outcomes and content are in section 8.

Cross-curriculum contentCross-curriculum content assists students to achieve the broad learning outcomes defined inthe Board of Studies K–10 Curriculum Framework. It is incorporated in the content of theAgricultural Technology Years 7–10 Syllabus in the following ways:

Information and Communication Technologies (ICT)ICT content is addressed through students:• preparing and presenting information in appropriate forms to justify a particular point of

view• utilising computer technologies to format information in spreadsheets, databases, flow

charts, tables, graphs and diagrams• researching using the Internet and other forms of digital media• performing first-hand investigations and collecting and assessing information from

secondary sources using a variety of technologies including the Internet.

Work, Employment and EnterpriseWork, employment and enterprise is embedded in the content and provides opportunities forstudents to:• develop agricultural skills associated with the establishment and maintenance of safe and

healthy work environments• explore opportunities for the innovative and creative application of technologies in

agriculture-based vocations• develop educational skills that build opportunities for education and training for

employment in the future and the contributions of different groups to work in the ruralworkplace

• examine the nature and practice of work in agricultural fields• build an appreciation of the opportunities that exist in agricultural careers.

Aboriginal and Torres Strait IslanderAboriginal and Torres Strait Islander content is addressed through students:• contrasting agricultural systems of today with Aboriginal land management practices• discussing the effects of Europeans and Aboriginal peoples on agricultural production and

sustainability.


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Civics and CitizenshipCivics and citizenship content is addressed through students:• examining the implications of current agricultural issues, research and development on

society and the environment and, through discussion of current issues, developing valuesand attitudes towards the ethical behaviour and the evaluation of the consequences ofagriculture to society

• assessing animal welfare issues involved in extensive/intensive systems.

EnvironmentStudents examine and consider:• the potential impact of change on the natural environment• problems about, and the solutions to, issues associated with the interaction between

agriculture and the environment• impacts on the biosphere of waste from agricultural enterprises• the relationship between agriculture, society and the environment in terms of present

environmental and social issues• the processes of planning and strategies that assist in achieving sustainability and that can

be used to monitor and conserve the natural and farm environments in Australia.

Key CompetenciesKey competencies are clearly embedded within the content. The content develops a student’sability to:• collect, analyse and organise information from first-hand investigations and secondary

sources, organising data using a variety of methods including diagrams, tables andspreadsheets, to draw valid conclusions

• communicate ideas using a range of text types including explanation, procedure andreports to present data and information from first-hand investigations

• plan and organise investigations to undertake a simple controlled experiment to test ahypothesis or question that can be researched

• work individually and in teams in a collaborative setting and working to realistictimelines and goals

• use technology to assess information.

LiteracyStudents are required to use increased subject-specific vocabulary, and through the use oflanguage skills to describe, label, interpret and evaluate information from a variety ofsources. Students are also required to communicate knowledge and understanding usingappropriate contexts and mediums.

MulticulturalMulticultural content is addressed through students:• identifying some impacts of other cultures on Australian agricultural production• investigating changing consumer preferences due to influences from our multicultural

society.

Across the Years 7–10 curriculum there are other areas of cross-curriculum content that allstudents will experience through the mandatory curriculum. The additional areas of cross-curriculum content are Difference and Diversity, Gender and Numeracy.


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7.2 Content for Years 7–10

A note to teachers about practical experiencesTo satisfy the requirements of the syllabus students must undertake a range of practicalexperiences that occupy a minimum of 50 percent of course time. Practical experiences willbe used to develop knowledge and understanding of and skills in designing, producing andevaluating. Student capability, confidence and expertise at their current stage of developmentare important considerations in determining the teaching and learning sequences in thecourse.

In developing and delivering teaching programs teachers should be aware of and adoptrelevant guidelines and directives of their education authorities and/or schools. Teachingprograms should recognise and reflect relevant State and Commonwealth legislation,regulations and standards including Occupational Health and Safety standards, ChemicalSafety in Schools and Animal Welfare guidelines. Teachers need to be aware of activities thatmay require notification, certification, permission, permits and licences.

Essential content

Core ATo satisfy the mandatory requirements of a 100-hour course students must complete theessential content specified in Core A within the context of a minimum of two agriculturalenterprises.

OutcomesA student:

Students learn about: Students learn to:

5.1.1 explains why identifiedplant species andanimal breeds havebeen used inagricultural enterprisesand developed for theAustralian environmentand/or markets

• animal breeds/plantspecies specific to chosenagricultural enterprises

• climatic factors affectingplant and animalproduction including:− humidity− solar radiation− wind patterns− temperature− rainfall

• the impacts of a range ofcultures includingAboriginal cultures onAustralian agriculturalproduction

• identify the characteristicsof animal breeds and plantvarieties specific to chosenenterprises

• measure and assess climaticfactors affecting plant andanimal production

• tabulate and graph climaticconditions in the localregion relative to a chosenenterprise

• identify some impacts of arange of cultures includingAboriginal cultures onAustralian agriculturalproduction


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Core A (cont)

OutcomesA student:


5.1.2 explains the interactionswithin and betweenagricultural enterprisesand systems

• the interactions betweenplants, animals, soils,climate and micro-organisms

• identify and discussinteractions within andbetween agriculturalenterprises on the schoolfarm

• use drawings, diagrams andflow charts to showrelationships between plants,animals, soils, climate andmicro-organisms for specificenterprises studied

5.2.1 explains the interactionswithin and between theagricultural sector andAustralia’s economy,culture and society

• the role of agriculturewithin the Australianeconomy

• relevant export anddomestic markets

• the range of training andemployment opportunitiesin agriculture

• the impact of globalfactors on Australianagriculture

• investigate the significanceof agricultural industries andproducts produced in thelocal region and theirintended markets

• investigate the effect ofagricultural enterprises onemployment patterns

5.3.1 investigates andimplements responsibleproduction systems forplant and animalenterprises

• the basic requirements ofagricultural plants andanimals

• intensive and extensiveproduction systems for aplant or an animal product

• grow and monitor plants andanimals

• apply production systems toa plant or animal product


• market specifications andthe market standardsrequired in marketing achosen agriculturalproduct

• different markets availablefor a chosen agriculturalproduct

• the role of transport,handling and packaging inmarketing a chosenagricultural product

• assess product specifications• investigate different types of

markets available toenterprise production

• select transport, handlingand packaging methods formarketing a chosenagricultural product


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Core A (cont)

OutcomesA student:


5.3.3 explains and evaluatesthe impact ofmanagement decisionson plant productionenterprises

• plant structure andfunction

• the management andcontrol of significant pestsand diseases

• the role of soil and waterin determining plantmanagement strategies

• seasonal variation incrop/pasture production

• perform managementoperations for a plantenterprise

• identify plants relevant toagricultural production

• identify plant structure andrelate this to production

• identify common plant pestsand diseases

• implement and evaluatestrategies for themanagement and control ofplant pests and diseases for achosen agriculturalenterprise

• examine soil texture,structure, pH and profiles

• demonstrate and applyharvest techniques to plantproduction

5.3.4 explains and evaluatesthe impact ofmanagement decisionson animal productionenterprises

• breed selection• digestive systems and

reproductive systems ofmonogastric and ruminantanimals

• the management andcontrol of significant pestsand diseases

• climatic management inthe production cycle

• the use of technology inthe production cycle

• the calendar of operationsin a production cycle

• the interaction betweenplant and animalproduction systems

• the benefits of a calendarof operations indicatingmanagement practices andwhen they will occurthroughout the year

• management techniquesused to modify climate fortheir specific enterprise

• breeding technologiesincluding:− artificial insemination− embryo transfer

• identify breeds relevant to aspecific enterprise

• identify and outline thefunctions of animaldigestive and reproductivesystems

• identify common animalpests and diseases

• implement and evaluatecontrol programs usingstrategies for pests anddiseases

• monitor production levelsthroughout a productioncycle

• perform simple animalhusbandry operations


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Core A (cont)

OutcomesA student:


5.4.1 evaluates the impact ofpast and currentagricultural practices onagriculturalsustainability

• the impact of Europeanand Aboriginal practiceson the development ofAustralian agriculture

• relationships betweenresource usage andsustainability ofagricultural practices

• the impact of agriculturalpractices on sustainability

• compare agriculturalsystems of today withAboriginal landmanagement practices

• discuss the effect ofEuropean and Aboriginalagricultural practices onagricultural production andsustainability

• compare a range ofsustainable andunsustainable agriculturalpractices

5.4.2 evaluates managementpractices in terms ofprofitability,technology,sustainability, socialissues and ethics

• the impact of communitydemands and attitudes onsustainable agriculture

• social issues and ethicsinvolved with theproduction of chosenagricultural enterprises

• profitability as a measureof management success

• new technology and itsinfluence on managementstrategies

• examine the impact ofagriculture in the localregion

• discuss a number of socialand ethical issues that wouldbe confronted in chosenagricultural enterprises

• assess the profitability of alocal agricultural enterprise

5.4.3 implements andjustifies the applicationof animal welfareguidelines toagricultural practices

• animal welfare codes ofpractice applicable to achosen agriculturalenterprise

• apply correct livestockhandling methods

• evaluate animal housingconditions in accordancewith identified codes ofpractice

5.5.1 designs, undertakes,analyses and evaluatesexperiments andinvestigates problems inagricultural contexts

• planning and conductingfirst-hand investigations inagricultural situations

• investigate an agriculturalproblem and developpossible solutions

• conduct a controlledexperiment to investigate anenterprise-related problem

• gather data using a range oftechnologies

• interpret results from graphsand tables of agriculturaldata


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Core A (cont)

OutcomesA student:


5.5.2 collects and analysesagricultural data andcommunicates resultsusing a range oftechnologies

• technologies that assist inrecord-keeping andmonitoring of enterpriseperformance

• prepare and presentinformation to justify aparticular point of view

• make accurate observationsand record relevant datarelating to specificenterprises

• utilise computertechnologies in the analysisand presentation ofagricultural data

5.6.1 applies OccupationalHealth and Safetyrequirements whenusing, maintaining andstoring chemicals, toolsand agriculturalmachinery

• the safe handling andstorage of agriculturalchemicals

• the correct usage andmaintenance of animalhusbandry equipment

• the correct usage andmaintenance ofagricultural equipment

• the correct method ofoperating and maintainingagricultural machinery

• interpret chemical labels• calibrate relevant equipment• use agricultural equipment,

machinery and techniquescorrectly and safely

5.6.2 performs plant andanimal managementpractices safely and incooperation with others

• plant and animalmanagement practices

• perform procedures in themanagement of plants andanimals

• work cooperatively toperform managementoperations


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Core BTo satisfy the mandatory requirements of a 100-hour course students must complete theessential content specified in Core A within the context of a minimum of two agriculturalenterprises.

OutcomesA student:



• animal breeds and/or plantvarieties developed forspecific climaticconditions and/or markets

• the impact of domestic andinternational markets onagricultural production

• identify different animalbreeds/plant varietiesspecifically developed for aparticular climate or market

• investigate the influences ofAustralia’s developingmulticultural society onchanges in consumerpreferences for an increasingvariety of agriculturalproducts

• research and presentinformation on breedsdeveloped for specificclimates and/or markets


• the impact and control ofmicro-organisms on plantand/or animal products ina chosen agriculturalenterprise

• investigate the effect ofbeneficial and harmfulmicro-organisms andinvertebrates on plant and/oranimal production


• the impact of changingdemands and emergingfarming practices on thecommunity

• identify opportunitiesprovided by the agriculturalsector as an employer in thecommunity and as a user ofproducts

• collate and interpretinformation from secondarysources, including theInternet, on agriculturalproduction and export trendsin agricultural products


• resource use and thesustainability of intensiveand extensive enterprises

• diversity in productionsystems

• compare alternativeproduction systems for aplant and animal enterprise

• discuss advantages anddisadvantages of differentproduction systems


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Core B (cont)

OutcomesA student:



• how market requirementsare determined

• market appraisal• marketing techniques and

strategies related to anagricultural product

• conduct a market survey foran agricultural product

• assess the effectiveness ofmarketing strategies for adesignated product

• use the Internet and othercomputer-basedtechnologies in the designand analysis of productpromotional material

• investigate the role of valueadding in marketingagricultural products


• technologies related to theproduction cycle

• propagation techniquesrelevant to a plantenterprise

• the role of information andcommunicationtechnologies (databasesand spreadsheets) relevantto the management ofplant enterprises

• apply technology to a plantproduction enterprise

• perform differentpropagation techniques

• use technologies to monitorproduction levels to assessthe effectiveness of plantmanagement practices

• investigate timing andimpact of relevantoperations in a plantproduction cycle


• breeding techniques• nutritional requirements of

animals• the role of information and

communicationtechnologies (databasesand spreadsheets) relevantto the management ofanimal enterprises

• identify breeding programsand their impact onproduction

• design a feeding program forthe production cycle of ananimal

• investigate timing andimpact of relevantoperations in an animalproduction cycle

• use technologies to monitorproduction levels to assessthe effectiveness of animalmanagement practices


• the application of currentand emerging technologiesto agricultural enterprises

• evaluate the impact ofcurrent technologies onsustainability


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Core B (cont)

OutcomesA student:


5.4.2 evaluates managementpractices in terms ofprofitability,technology,sustainability, socialissues and ethics

• short-term and long-termeffects of managementpractices on sustainabilityof chosen agriculturalenterprises

• social and ethical issuesassociated with changingagriculture

• compare short-term andlong-term effects ofagricultural productionsystems on sustainability

• compare profitability usingtools such as gross margins


• animal welfare codes andtheir effect on themanagement of intensiveand extensive systems

• implement and documentpractices in accordance withanimal welfare codes


• experimental design inagricultural situations

• draw conclusions fromobservations and analysis ofdata

• formulate a solution to anagricultural problem


• analysing trends, patternsand relationships in dataand information

• examine and analyse datafrom a range of sources

• communicate anunderstanding of trends,patterns and relationships indata to a specified audience


• hazard identification andrisk assessment whenusing chemicals, tools andagricultural machinery

• identify hazards and applycontrol measures includingthe utilisation of personalprotective equipment


• hazard identification andrisk assessment whenhandling animals andperforming planthusbandry techniques

• conduct a risk assessmentfor a designated task


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Additional contentThe provision of examples of additional content recognises that while some students willneed all of the available time focusing on the essential content of the syllabus to achieve thecourse outcomes, others would benefit from extending their learning through engaging withadditional material.

The additional content presented below provides suggestions only and should not beconsidered an exclusive or exhaustive list.

OutcomesA student:



• relationships betweenclimatic patterns andassociated pasture varieties

• animal breeds and/or plantvarieties imported for usein Australian agriculture

• identify pasture types• associate pasture growth

patterns with local climatepatterns

• research, compare andcontrast specific animalbreeds/plant varieties inrelation to their chosencountry


• the process involved in:− silage and haylage

making− the process of cheese

and yoghurtmanufacture

− the process of gingerbeer brewing

• composting andcomposting techniques

• beneficial effects ofapiculture

• apply processes involved insilage and haylage making

• apply processes involved incheese and yoghurt making

• apply processes involved inginger beer brewing

• make one type of compost• examine the role of bees as

an agricultural enterprise


• production strategiesemployed in othercountries related to achosen agriculturalproduct

• the impact of changes inproduction levels ondomestic consumption andforeign export

• research world production ofan agricultural product andexamine the domestic andexport-marketing patternsfor the product

• identify trends in demandand prices for differentproducts produced from anagricultural commodity


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Additional content (cont)

OutcomesA student:



• the advantages anddisadvantages of differentproduction systems

• a metabolic disease relatedto ruminant animals, egbloat

• various types of localpastures and weedvarieties

• investigate a metabolicdisease related to a ruminantanimal and report on itsimpact on the animal

• discuss and evaluate theadvantages anddisadvantages of differentgrazing systems including:− rotational grazing− strip grazing− cell grazing− zero grazing

• identify different weedand/or pasture types

• differentiate between nativeand introduced pastures


• the logos/branding used inmarketing agriculturalproducts

• investigate agriculturallogos/branding and thecriteria that they represent


• soil texture and structure• the effect of soil

conditioners, eg lime,gypsum and compost

• the role of fertilisers in aplant production enterprise

• irrigation systems

• assess soil texture andstructure

• evaluate the effect of soilconditioners

• evaluate the plant responseand environmental impactsof applying differentfertilisers

• compare a range ofirrigation systems


• different methods ofinternal parasite control

• animal behaviours thatinfluence animalmanagement decisions

• research, compare andevaluate two alternativeprograms for the control ofan internal parasite

• identify animal behaviourpatterns such as peckingorder, bullying, stress,maternalistic behaviour andcourtship


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OutcomesA student:



• alternative methods ofplant/animal production

• construct a no-dig garden• investigate hydroponics and

agroforestry• investigate aquaculture

5.4.2 evaluates managementin terms of profitability,technology,sustainability, socialissues and ethics

• different types of soil/landand river degradationincluding:− gully erosion− rill erosion− sheet erosion− salinity− acidity

• environmentalmanagement strategiessuch as riverbankstabilisation schemes

• identify the different formsof soil/land and riverdegradation including:− gully erosion− rill erosion− sheet erosion− salinity− acidity


• animal husbandrytechniques used tominimise livestock injury

• evaluate techniques such asde-horning, de-beaking,castration, mulesing, taildocking


• planning and conductingfirst-hand investigations inagricultural situations

• assess the validity andreliability of data gatheredfrom a first-handinvestigation or informationgathered from secondarysources


• the variation that exists inprices in agriculturalproducts due to seasonalvariations

• use appropriate informationand communicationtechnologies to analyseprices of plant and animalproducts over a set period


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OutcomesA student:



• specialist agriculturalchemicals used on theschool farm

• construct an inventory ofagricultural chemicals usedon the school farm

• compare labels and materialsafety data sheets

• evaluate safety steps whenusing chemicals, tools andagricultural machinery


• alternative methods of pestcontrol

• investigate non-chemicalalternatives to plant andanimal pest control

Life SkillsFor some students with special education needs, particularly those students with anintellectual disability, it may be determined that the above content is not appropriate. Forthese students, Life Skills outcomes and content can provide the basis for the development ofa relevant and meaningful program — see section 8.


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8 Life Skills Outcomes and Content

The Board of Studies recognises that a small percentage of students with special educationneeds may best fulfil the mandatory curriculum requirements for Agricultural Technology byundertaking Life Skills outcomes and content. (Requirements for access to Life Skillsoutcomes and content are detailed in section 1.2.)

Life Skills outcomes will be selected on the basis that they meet the particular needs, goalsand priorities of each student. Students are not required to complete all outcomes. Outcomesmay be demonstrated independently or with support.

In order to provide a relevant and meaningful program of study that reflects the needs,interests and abilities of each student, schools may integrate Agricultural Technology LifeSkills outcomes and content across a variety of school and community contexts.

8.1 Outcomes

Objectives Outcomes

Students will develop: A student:1 knowledge and understanding of

agriculture as a dynamic andinteractive system that uses plantsand animals to produce food, fibreand other derivatives

LS.1

LS.2

experiences a range of plant and animalproduction enterprises

investigates some environmental factors thataffect plant and animal production

2 knowledge and understanding ofthe local and global interaction ofagriculture with Australia’seconomy, culture and society

LS.3

LS.4

identifies animals and plants commonly used inAustralian agricultural production

explores how agricultural production contributesto our daily lives

3 knowledge of and skills in theeffective and responsibleproduction and marketing ofagricultural products

LS.5

LS.6

participates in the production process of anagricultural enterprise

participates in marketing an agricultural product

4 an understanding of sustainable andethical practices that supportproductive and profitableagriculture

LS.7

LS.8

LS.9

identifies some environmental effects ofagricultural production

implements recycling strategies in anagricultural enterprise

ensures the safe treatment and care of animalswhile engaging in an agricultural enterprise

5 skills in problem-solving includinginvestigating, collecting, analysing,interpreting and communicatinginformation in agricultural contexts

LS.10 uses information and communicationtechnologies to collect, organise and presentinformation related to an agricultural enterprise


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Objectives OutcomesStudents will develop: A student:6 knowledge and skills in

implementing cooperative and safework practices in agriculturalcontexts

LS.11

LS.12

LS.13

LS.14

identifies safe and unsafe conditions in anagricultural setting

selects appropriate equipment, materials andtools to meet the requirements of an agriculturalenterprise

demonstrates safe practices in the use ofequipment, materials and tools

maintains and cares for equipment, materialsand tools


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8.2 Content

The content forms the basis for learning opportunities. Content will be selected on the basisthat it meets the needs, goals and priorities of each student. Students are not required tocomplete all of the content to demonstrate achievement of an outcome.

The examples provided are suggestions only.

Outcome LS.1 A student experiences a range of plant and animal production enterprises.

Students learn about: Students learn to:• growing a range of suitable crop

plants using a variety ofproduction systems, eg in agarden plot, in pots in pottingmix, in nutrient solutionhydroponically, in a glasshouse,in the field

• plant and animal productionsystems in the local area

• availability of fruit andvegetables in the local area

• technologies used in an animalproduction system

• housing requirements of a rangeof farm animals

• nutritional requirements of arange of farm animals

• disease management of a range offarm animals

• harvesting a range of animalproducts

• breeding procedures used in arange of animal productionsystems

• participate in a group project to grow a range of suitablecrop plants from seed, eg lettuce, tomatoes, capsicum,barley, maize, herbs

• explore the range, varieties and sources of fruit andvegetables available in the local area, eg vegetables thatare seasonal, vegetables that grow under or above theground, vegetables or fruit that are grown best in specificareas of Australia

• participate in the use of technologies for an animal and/ora plant production system, eg applying the appropriatefertiliser in the correct amounts at the right time of theyear, watering the fertiliser into the soil, spraying withappropriate pesticide mixed in the correct ratio to theaffected parts of a plant, mixing nutrient solutions in thecorrect ratio for a hydroponic system, artificiallyincubating eggs at the right temperature and humidity,setting up an automatic irrigation system that will meet theneeds of a particular crop, using farm equipmentappropriately and safely, mixing worming mixture in thecorrect ratio and following manufacturer’s instructions

• investigate different production systems for a particularfarm animal, eg poultry that are kept for eggs — in cages,in barns or free range, beef cattle in the field or inintensive systems

• explore the housing requirements of a range of farmanimals and young stock, eg brooders for newly hatchedchickens and barns for adult birds, sheds with heat lampsand safety regions for piglets and yard access for olderpigs

• investigate the feeding requirements of young and adultstock of a range of farm animals

• investigate the vaccination and drenching programs thatare employed for a range of farm animals


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Outcome LS.1 A student experiences a range of plant and animal production enterprises.

Students learn about: Students learn to:• methods of collecting eggs in

caged housing, methods ofmilking cows, methods ofshearing sheep

• explore a range of management techniques used to breedstock, eg rooster to hen ratios, incubation and brooding ofchickens, ram to ewe ratios and timing of mating and birth

• participate in a group project to raise a farm animal as partof a school animal-production enterprise

• participate in a group project to construct a compostheap/bin in order to recycle discarded animal and plantmaterials

• participate in a group case study of an animal productionsystem in their local area, eg poultry for eggs/meat, sheepfor meat/fibre, cattle for milk/meat

• participate in a case study of a commercial plantenterprise, eg hydroponic lettuce and strawberries,glasshouse tomatoes, field-grown tomatoes andcucumbers, hydroponic salad herbs

Outcome LS.2 A student investigates some environmental factors that affect plant and animalproduction.

Students learn about: Students learn to:• environmental factors that affect

plant production• identify significant environmental factors that affect plant

production, eg temperature, sunlight, climate, soil type,drainage, rainfall, wind, soil, water, mineral status of thesoil, pests

• measure and record some environmental factors using ameasuring device, eg soil/air temperature using athermometer, humidity in a glasshouse using a wet/drythermometer, rainfall using a rain gauge, a conductivityprobe to measure nutrient status of the water in ahydroponics system

• measure climatic factors over a period of time and recorddata, eg soil temperature in different production systems,water temperature in a hydroponics system

• participate in an investigation to show the effects ofenvironmental factors on plants, eg germinate seedlings intwo pots and place one in a dark cupboard and the other infull sunlight

• participate in an investigation to show that temperature hasan effect on the germination of seeds, eg germinate radishseeds in an incubator, in a classroom and in a refrigerator


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Outcome LS.2 A student investigates some environmental factors that affect plant and animalproduction.

Students learn about: Students learn to:• environmental factors that

affect animal production• participate in an investigation to show that minerals are

necessary for plant growth, eg grow seedlings inperlite/vermiculite medium with and without nutrientsolution or fertiliser and record growth rates over a period oftime

• participate in an investigation of the living things whichaffect plant production, eg bacteria, fungi, plant viruses

• identify significant environmental factors that affect animalproduction, eg climate, temperature, shade, humidity, shelter,ventilation, water, wind, rainfall, soil type, parasites,microbes, predators

• measure and record some environmental factors in an animalproduction system, eg air temperature in a chicken/pig shedin summer or winter, air temperature in an incubator/brooder

• identify changing environmental requirements of farmanimals, eg increased need for space and food, change in dietassociated with weaning or pregnancy, cessation of artificialheating for chickens as adult feathers grow

• identify factors that may cause farm animals stress, egpecking order in hens, aggressive behaviour in male pigs,higher summer temperatures, lack of shade for cattle,availability and quality of drinking water

Outcome LS.3 A student identifies animals and plants commonly used in Australian agriculturalproduction.

Students learn about: Students learn about:• a range of farm animals and

plants kept for agriculturalpurposes

• use ICT resources to identify some of the established ruralindustries, eg chicken meat, eggs, cereal, rice, honeybees,fodder crops, pasture seeds, mushrooms

• use ICT resources to identify some of the emerging newindustries, eg Asian foods, deer, tea-tree oil, essential oils andplant extracts, emus, alpacas

• present information containing graphics on commonagricultural plants and animals


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Outcome LS.4 A student explores how agricultural production contributes to our daily lives.

Students learn about: Students learn about:

• agricultural products and theiruses

• identify the different types of products that are derivedfrom animals or plants, eg food, natural fibres, foodcolourings and flavourings, fragrances, cosmetics,leather, timber, essential oils, flowers

• record the range of foods eaten over a period of a few days,eg food derived from animals, food derived from plants

• discriminate between processed and unprocessedfoodstuffs

• investigate the source of unprocessed foodstuffs, eg milkis produced by cows, rice is produced by the rice plant,chicken meat is produced by meat birds

• investigate the source of some processed foods, eg wheatis the source of flour to make bread, milk is the sourcefor cheese and yoghurt

• analyse the contents of a meal and identify the animal orplant sources of each food item, eg a ham sandwichcontains bread (from wheat), margarine (from canolaplant), ham (from pig), lettuce (from the lettuce plant),salt (from sea water) and pepper (from the pepper plant)

• explore the use of animal and plant fibres in producingclothing, eg cotton, wool, mohair

• participate in an investigation of a new animal or plantproduct, eg tea-tree oil, alpaca fibre, emu meat/feathers


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Outcome LS.5 A student participates in the production process of an agricultural enterprise.Outcome LS.6 A student participates in marketing an agricultural product.

Students learn about: Students learn to:animal production• the reasons for animal

production• establishing supply and demand

requirements

• different production systemsavailable

• husbandry requirements foridentified animal species

• conditions for enhancing growthand production

• techniques to prevent and controldisease and parasites

• appropriate processes forharvesting animal products

• techniques for reviewing projectprocesses in relation to yield andquality

• marketing strategies appropriateto the product

• identify the purpose of the particular animal productionenterprise, eg egg production for the school canteen

• determine the animal species to be used, eg select hens onthe basis of egg production performance such as Isabrowns, Hisex, Australian crossbreeds

• calculate the required number of animals to fulfil demand,eg determine number of hens required to meet identifieddemand for eggs, purchase day-old chickens or point-of-laypullets that have been vaccinated against common poultrydiseases

• determine the production system to be utilised in the lightof available resources, eg free range, barn or cage, andensuring appropriate temperature, ventilation, space, lightlevels, security, litter, perches and nesting boxrequirements are met

• meet appropriate husbandry requirements for identifiedanimal species, eg provide appropriate space for thenumber of hens purchased according to the requirements ofthe Animal Research Act 1985 (NSW), catch and handlehens appropriately, maintain hygienic conditions inhousing area and in relation to food and water dispensers

• implement strategies to enhance growth and production, egensure that a constant supply of food and water is availableto meet nutritional needs

• implement techniques to prevent and control disease andparasites, eg treat hens appropriately for parasites andworms

• carry out appropriate processes to harvest animal products,eg collect, carry, date and store eggs appropriately

• review project in terms of yield and quality

• market product in the context of the project design, egmarket eggs in the context of the purpose of the project


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Outcome LS.5 A student participates in the production process of an agricultural enterprise.Outcome LS.6 A student participates in marketing an agricultural product.

Students learn about: Students learn to:plant production• reasons for plant production

systems

• different plant productionsystems

• select plants in context of project

• establishing supply and demandrequirements

• requirements for seedgermination

• conditions for effective growthand production

• processes for transplanting plants

• harvesting methods for particularplant species

• techniques used to controlripening and preservation post-harvesting

• techniques for reviewing projectprocesses in relation to yield andquality

• marketing strategies to meetsupply, demand and consumerpreferences

• identify the purpose of the particular plant productionenterprise, eg vegetable production for use in the schoolcanteen, weekly barbecues

• select the location and production system to be used, egchoose external or internal location for the project to meetproduction demands

• prepare growth media for preferred production systemutilising appropriate tools and equipment, eg preparemedia safely (pots, hydroponics, soil), use gloves andmasks where appropriate, wash hands, select and useappropriate tools and equipment

• select appropriate plant species and strain/varieties for theproduction system, eg determine the type and strain ofvegetables to be grown

• calculate requirements to meet the demand, eg determinethe number of plants required to meet identified demandand consumer preferences, consider issues of on-goingsupply, taking account of seasonal factors

• plant seeds or seedlings using appropriate techniques, egpurchase and germinate seeds or purchase and plantvegetable seedlings taking account of space and lightrequirements

• maintain vegetable plants, eg feed, water, fertilise, weedand control for pests

• select and construct appropriate supporting structures ifneeded by the selected plants, eg stakes for tomatoes

• transplant seedlings when necessary using appropriatetechniques

• harvest crop using appropriate techniques, eg select ripevegetables and carefully remove them from the plant/soil

• use strategies to control ripening processes and preservecrop post-harvest, eg slow ripening process throughrefrigeration, undertake post-harvest preservation —refrigerate vegetables to maintain freshness

• review project in terms of yield and quality

• market product in the context of the purpose of the project


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Outcome LS.7 A student identifies some environmental effects of agricultural production.

Students learn about: Students learn to:• the effect of school animal and

plant production systems on theenvironment

• identify some effects of the school animal productionenterprise, eg noise from a rooster crowing or hen cluckingafter laying, smell of used floor litter in poultry/pig/cowshed, increased numbers of flies and insects, run-off fromsheep or cattle yards into local creeks and dams, visualpollution caused by animal facilities, loss of habitat ofnative animals

• identify some of the effects of the school plant productionenterprise, eg taking up space in the school property, smellwhen fertilisers are applied, possible risk to people andnative animals when pesticides are sprayed on crops

Outcome LS.8 A student implements recycling strategies in an agricultural enterprise.

Students learn about: Students learn to:• recycling waste products from

animal and plant productionenterprises

• recycle waste products from animal and plant productionenterprises

Outcome LS.9 A student ensures the safe treatment and care of animals while engaging in anagricultural enterprise.

Students learn about: Students learn to:• appropriate procedures for

handling, transporting anddrenching farm animals

• meeting farm animal nutritionalneeds

• meeting farm animals’immunisation and drenchingneeds

• meeting farm animals’behavioural needs

• indicators of stress in animals

• handle and transport farm animals for a variety of reasons

• routinely check and fill feed and water dispensers

• drench/worm a farm animal

• monitor environmental factors to ensure that all farmanimals’ needs are being met, eg shade, space for exercise,appropriate food for age, safety from aggressivebehaviours of dominant individuals/males, protection fromenvironmental extremes, protection from predators

• ensure that animal housing allows farm animals to engagein natural behaviours, eg perches, nesting boxes and dustbaths for poultry, litter/bedding for pigs


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Outcome LS.10 A student uses information and communication technologies to collect, organise andpresent information related to an agricultural enterprise.

Students learn about: Students learn to:• using measuring devices to

collect data

• organising and presenting datacollected

• measure an aspect of a plant or animal production systemin relation to yield or growth:− size of egg produced by a particular strain of hen− size and yield of a particular variety of tomato− comparative growth of bean plants in response to

different fertilisers• develop a spreadsheet to enter collected data• use spreadsheet to calculate totals• use spreadsheet to create column charts to present data, eg

increase in size and number of eggs• print and display information for an identified purpose

Outcome LS.11 A student identifies safe and unsafe conditions in an agricultural setting.


• factors that influence the safety ofconditions in:− animal facilities− plant facilities

• identify factors that influence the safety of conditions inanimal facilities, eg the impact of wet or slippery floors,the state of repair of housing material or equipment, theoperation of electrical equipment, the nature andbehaviour of animals, use of personal protectiveequipment, the storage of hazardous materials

• identify factors that influence the safety of conditions inplant facilities, eg the impact of wet or slipperyconditions, the nature of housing, equipment, machineryand tools, the storage and use of chemicals

Outcome LS.12 A student selects appropriate equipment, materials and tools to meet the requirementsof an agricultural enterprise.


• the nature and purpose of a rangeof tools, equipment and materials:− hand tools — shovel, rake,

saw, pliers− power tools — electric drill,

angle grinder− machinery — tractors and

implements, water pumps,milking equipment

− appliances — incubators,brooders, candlers

− computer equipment —computer, printer, scanner

− materials — timber, metal, plastic and concrete

• select tools and equipment in relation to an agriculturalproject, eg use a hand saw, electric drill, hammer and nailsto construct nesting boxes or perches for a chicken shed

• select materials in relation to an agricultural project, egselect timber or metal to construct a frame support for ahydroponic system, select shovels, hammers, stakes andsleepers to construct a herb garden bed


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Outcome LS.13 A student demonstrates safe practices in the use of equipment, materials and tools.

Students learn about: Students learn to:• the application of Occupational

Health and Safety practices inrelation to:− handling and using a variety

of materials safely− handling and using hand tools,

power tools and appliancessafely

− handling and using machinesand computer equipmentsafely

• identify properties of materials, equipment and tools thatmake them dangerous, eg flammability, toxicity,sharpness, weight, temperature

• recognise and respond to safety labelling, eg internationalsymbols, safety signage, colour coding

• carry and transfer materials, tools and equipment safely,eg carrying objects of varying weights and lengths,carrying and transferring gardening tools and equipmentsafely, carrying drenching equipment, fertilisers andpesticides safely

• use a mask and gloves when handling prepared pottingmixes, fertilisers, pesticides and herbicides

• use materials, tools and equipment safely in the context ofprojects, eg constructing a brooder: handle heat lamp withcare, select bedding material such as wood shavings,locate heat lamp at a safe distance from bedding materialto reduce risk of fire, keep cords for brooder lamp clear,keep electrical appliances such as candlers clear of water

Outcome LS.14 A student maintains and cares for equipment, materials and tools.

Students learn about: Students learn to:• maintenance routines for care of

equipment, materials and tools• undertake regular maintenance, eg check electrical cords

and plugs for faults, animal housing for safety andsecurity, food and water dispensers for cleanliness andeffectiveness, irrigation pipes for leakages and blockages

• store materials, tools and equipment appropriately, egagricultural chemicals or fertilisers in a secure location,garden tools in a secure location

• regularly clean materials, tools and equipment after use,eg brooders, incubators, milking equipment, garden tools,spraying equipment, drenching equipment

• keep workplace environments clear and clean, eg floors,benches, tool sheds, animal enclosures, garden areas


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9 Continuum of Learning in Agricultural Technology K–10

9.1 Stage Statements

Stage statements illustrate the continuum of learning in the Agricultural TechnologyYears 7–10 Syllabus and are summaries of the knowledge, understanding, skills, values andattitudes that have been developed by students as a consequence of achieving the outcomesfor the relevant stage of learning.

Early Stage 1 – Science and Technology

Students who have achieved Early Stage 1 show a growing awareness of, and interest in, thenatural and made environments. They demonstrate confidence in proposing ideas for designsthey develop through play and modelling. They demonstrate curiosity about artefacts, events,phenomena, places and living things around them.

Early Stage 1 students use play to explore ideas, manipulate materials and trial solutions.They develop and begin to refine their understanding of environments, materials, equipmentand other resources through trial and error. They ask questions, suggest ideas, propose theirown explanations and are able to report verbally and graphically on their actions andobservations.

Students in this stage use their senses to observe features of their immediate environment andto explore the properties of a range of common materials. They identify and group living andnon-living things according to some common characteristics.

Students explore and identify the needs of people and other living things. They recognise theuse of some forms of energy and their ideas about it are beginning to develop as theyexperience energy in different contexts.

Students generate their own ideas, using make-believe, and express these verbally, pictoriallyand through modelling. They are unlikely to perceive the steps in a designing and makingprocess as they often work in situations where these aspects occur at the same time. Theyidentify what they like or dislike about their designs or explorations.

Students in Early Stage 1 recognise that information can come from a variety of sources,including other people and from different media, for example, books and videos. Theydemonstrate an awareness of a range of uses for computer-based technology as well asshowing an emerging confidence in their ability to explore and use computer-basedtechnologies, with assistance, to create text, images and play games.

Students show growing awareness of the appropriate use and maintenance of a range ofclassroom equipment. They give reasons for safe working practices and organisationalprocedures related to the use of equipment, resources and materials. Students develop ideasthrough the use and manipulation of concrete materials as a means of progressing towardsabstract thought.


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Stage 1 – Science and Technology

Students who have achieved Stage 1 are developing an awareness of the wider world and areapplying their scientific and technological understanding to new and different situations.They are starting to develop the social skills required to investigate, design and makeproducts and services.

Students are starting to appreciate the interdependence of living things and theirenvironments. They recognise that people create products, services and environments to meettheir own needs. They build on their existing understanding of some of the forms of energy.

Students are able to interpret information and make predictions based on their ownobservations. They are better able to accept that the result of a test may be different fromwhat was originally expected.

Students are able to recognise the purpose of an investigation and seek further information asa result of their own curiosity. They begin to see that an investigation is a series of orderlysteps. They use their senses to identify similarities and differences. Students show curiosityabout natural and made environments and seek explanations that allow them to interpret theirobservations.

Using plans, drawings and models, Stage 1 students begin to generate and select ideas to bestmeet design task objectives, and give simple explanations of why they have chosen a certainidea. Students in this stage can draw plans for a design and can explain some of the featuresand materials to be used. They can write labels and simple explanations when creatingimages.

Students recognise and discuss with others some of the strengths and limitations of what theyhave done and identify some changes that could be made to improve plans or models, forexample in appearance. They make comparisons about what they like and dislike aboutfamiliar products, systems or environments.

Students effectively manipulate materials that are available in the classroom environment,and show a growing awareness of the different properties of such materials and how theyaffect the way in which the materials are used. They recognise that some materials occurnaturally, while others are made.

Students have a developing awareness of a range of media and information products. Theyare able to use computer technology to start and open files or applications, save and shutdown. They are able to use computer-based technologies where appropriate for a given task.

They are able to identify the different forms of technology in their immediate environmentsand explain how they help us. They safely use, maintain and store equipment such as scissors,magnifying glasses, computers and disks.


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Students who have achieved Stage 2 are able to initiate their own investigations as a result ofsomething that has aroused their curiosity. They ask perceptive questions and respond todesign tasks in innovative ways. They identify ways of improving their own scientific andtechnological activities by considering issues such as how well something works, itsappearance and how it might affect the environment.

Students develop the capacity to ask questions to clarify understanding. They predictoutcomes by proposing explanations and testing to see if their predicted outcomes eventuate.As students develop skills in predicting, testing, recording results and drawing conclusions,they begin to form understanding about ‘fair testing’ that takes into account the need forconsistent conditions combined with one variable, in order to ensure accurate results.

Students who have achieved Stage 2 are able to explore ideas for investigations and theirdesign proposals in order to identify where decisions still need to be made, and to suggestpossible courses of action. Students may suggest modifications to improve their initialproposals, including the selection of different solutions to arrive at a suitable outcome.

Students are able to explore the properties, capabilities and working characteristics of bothnatural and manufactured materials and components. They recognise that materials are variedand have different properties that affect their use. They can select, maintain and safely useclassroom tools and equipment, hardware and software, and justify their selection forparticular tasks.

Students give consideration to issues such as function and aesthetics when designing andevaluating products, services and environments. They can identify some limitations whencarrying out a design task. Students develop plans that show some consideration of the typesand quantities of materials required and an awareness of the need for accuracy in a plan forproduction purposes.

Students recognise the function of some hardware and software and are able to select and usethese to meet the requirements of a task. They can discuss the possibilities and limitations ofusing a range of technology including computer-based technology.

Students are developing a capacity to understand relationships in the natural world. They canidentify and describe some aspects of the structure and function of living things and some ofthe ways living things interact. They can also identify and describe some of the interactionsof the Earth with other parts of the solar system. Students in this stage devise systems thatinform or utilise their understanding of some forms of energy.

Students also demonstrate a greater understanding of and control over a design process. Theyrecognise the importance of evaluation throughout a design cycle.


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Students who have achieved Stage 3 are able to undertake investigations independently inorder to satisfy their own curiosity. They demonstrate a willingness to initiate their owninvestigations; this might include designing appropriate fair tests to evaluate a range ofpossible explanations for the results of their investigations.

Students select and use appropriate language, structures and media and demonstrate skills incritically examining and communicating scientific and technological ideas and issues.Students can relate their scientific and technological understanding to new tasks or differentsituations.

Students research and investigate to identify phenomena and processes that have influencedEarth over time. They build on their existing understanding of forms of energy.

Students are aware of the skills and processes involved in designing and making,investigating and using technology. They manage the design process including aspects oftime management, design constraints and needs of the target audience. At this stage, they canmake decisions involving some conflicting interests or issues, for example ethical, aesthetic,environmental and cultural.

Students use two- and three-dimensional drawings and models to develop and modify theirdesign ideas and to communicate details to others. They recognise and use some conventionsand symbols related to developing plans and diagrams, such as measurements and some useof scale. They can observe the form and detail of objects carefully in order to produceaccurate drawings from different views and they reflect on their drawings, sketches orcomputer models.

Students are aware of a range of issues related to scientific and technological achievements.They are capable of acquiring information from a variety of sources and are able toexperiment with new techniques and skills as technologies change. Students identifyemerging trends by using data, diagrams and a range of tools and equipment to assist withobservations.

Students recognise that computer-based technologies have a wide range of applications insociety and can identify and describe some of the effects of such technologies on individualsand communities. Students who have achieved Stage 3 can confidently and competently use arange of computer-based hardware and applications. Students at this stage can identifyalternative uses and can be creative in adapting available software to the requirements of atask.

Students reflect on the methods used and positive and negative results of technological andscientific activity both throughout their own projects and in personal, local and globalcontexts.


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Stage 4 – Technology (Mandatory)

Students at Stage 4 are able to independently initiate design projects and investigations thatreflect an understanding of needs and opportunities. They demonstrate the ability to researchand extract information from a variety of sources and a willingness to use experiments andtests to enhance the development of a design project. They describe factors that influencedesign.

Students select and use a broad range of media and method and appropriate language andstructures to accurately communicate design ideas to a diverse audience. This may includerecounting the process of designing, producing and evaluating used when developing designprojects. Students are aware of the skills and processes involved in designing and are able togenerate and communicate design ideas and solutions. They develop knowledge andunderstanding of a range of design processes, roles of designers and associated workopportunities. They can identify what makes good design and are able to creatively developquality design projects.

Students responsibly, safely, confidently and accurately apply a range of contemporary andappropriate tools, materials and techniques and understand the implications and applicationsof these in the wider community. Students demonstrate competence when using a range ofICTs and have the ability to select and use them appropriately in developing design projects.

Students recognise the importance of safety, quality and management in the design andproduction of design projects. They learn to manage their own time by sequencing processesof designing, producing and evaluating to plan ahead. They work collaboratively and learn towork safely with others in technological environments.

Throughout the design process students reflect on and evaluate their design projects. Theyconsider the impact of innovation and emerging technology on society and the environmentand identify and explain ethical, social, sustainability and environmental considerationsrelated to design projects.

Stage 4 – Agricultural Technology

The knowledge, skills and attitudes developed in the Science and Technology K–6 Syllabusare enhanced and expanded through the study of plant and animal production enterprises inan agricultural setting.

Students demonstrate an understanding of some Australian agricultural enterprises and theimpact of technology on the ongoing development of Australian agriculture. Students areaware of a range of technologies and their role in Australian agricultural production. They areaware that the viability of an agricultural enterprise is dependent on the application andimplementation of sustainable agricultural practices.

Students demonstrate safe work practices and apply appropriate OHS guidelines whenengaged in practical activities. They are able to utilise appropriate technologies in conductingsimple agricultural experiments and the recording and communication of information andideas. Students are aware of the issues and processes that guide ethical considerations inagricultural production.


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Stage 5 – Agricultural Technology

The knowledge, skills and attitudes that are developed in the Technology (Mandatory)Years 7–8 course are further enhanced through the study of agricultural enterprises andimplementation of associated practical activities.

Students at Stage 5 demonstrate a detailed understanding of the diverse and dynamic natureof Australian agriculture. Students are able to analyse the management of agriculturalenterprises and the marketing of a range of products. They use a variety of techniques andassociated technologies in the demonstration of workplace practices associated withagricultural enterprises and are aware of the impact of current and emerging technologies onlocal and global environments. Students make considered decisions and responsiblejudgements on the use of sustainable and ethical management practices.

Students work safely and independently and apply appropriate OHS practices wheneverengaged in practical activities. They perform agricultural experiments and investigationsbased on sound experimental method, collect and draw valid and reliable conclusions.Students demonstrate an appreciation of the value of working cooperatively with others on acommon task.

Students are able to identify hazards and apply risk management strategies when usingchemicals, tools and agricultural machinery, when handling animals and performing animaland plant husbandry procedures.


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10 Assessment

10.1 Standards

The Board of Studies K–10 Curriculum Framework is a standards-referenced framework thatdescribes, through syllabuses and other documents, the expected learning outcomes forstudents.

Standards in the framework consist of two interrelated elements:• outcomes and content in syllabuses showing what is to be learnt• descriptions of levels of achievement of that learning.

Exemplar tasks and student work samples help to elaborate standards.

Syllabus outcomes in Agricultural Technology contribute to a developmental sequence inwhich students are challenged to acquire new knowledge, understanding and skills.

The standards are typically written for two years of schooling and set high, but realistic,expectations of the quality of learning to be achieved by the end of Years 2, 4, 6, 8, 10and 12.

Using standards to improve learningTeachers will be able to use standards in Agricultural Technology as a reference point forplanning teaching and learning programs, and for assessing and reporting student progress.Standards in Agricultural Technology will help teachers and students to set targets, monitorachievement and, as a result, make changes to programs and strategies to support andimprove each student’s progress.

10.2 Assessment for Learning

Assessment for learning in Agricultural Technology is designed to enhance teaching andimprove learning. It is assessment that gives students opportunities to produce the work thatleads to development of their knowledge, understanding and skills. Assessment for learninginvolves teachers in deciding how and when to assess student achievement, as they plan thework students will do, using a range of appropriate assessment strategies including self-assessment and peer assessment.

Teachers of Agricultural Technology will provide students with opportunities in the contextof everyday classroom activities, as well as planned assessment events, to demonstrate theirlearning.

In summary, assessment for learning:• is an essential and integrated part of teaching and learning• reflects a belief that all students can improve• involves setting learning goals with students• helps students know and recognise the standards they are aiming for• involves students in self-assessment and peer assessment• provides feedback that helps students understand the next steps in learning and plan how

to achieve them• involves teachers, students and parents in reflecting on assessment data.


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Quality assessment practices

The following Assessment for Learning Principles provide the criteria for judging the qualityof assessment materials and practices.

Assessment for learning:• emphasises the interactions between learning and manageable assessment strategies

that promote learningIn practice, this means:– teachers reflect on the purposes of assessment and on their assessment strategies– assessment activities allow for demonstration of learning outcomes– assessment is embedded in learning activities and informs the planning of future

learning activities– teachers use assessment to identify what a student can already do.

• clearly expresses for the student and teacher the goals of the learning activityIn practice, this means:– students understand the learning goals and the criteria that will be applied to judge the

quality of their achievement– students receive feedback that helps them make further progress.

• reflects a view of learning in which assessment helps students learn better, ratherthan just achieve a better markIn practice, this means:– teachers use tasks that assess, and therefore encourage, deeper learning– feedback is given in a way that motivates the learner and helps students to understand

that mistakes are a part of learning and can lead to improvement– assessment is an integral component of the teaching-learning process rather than being

a separate activity.

• provides ways for students to use feedback from assessmentIn practice, this means:– feedback is directed to the achievement of standards and away from comparisons with

peers– feedback is clear and constructive about strengths and weaknesses– feedback is individualised and linked to opportunities for improvement.

• helps students take responsibility for their own learningIn practice, this means:– assessment includes strategies for self-assessment and peer assessment emphasising

the next steps needed for further learning.

• is inclusive of all learnersIn practice, this means:– assessment against standards provides opportunities for all learners to achieve their

best– assessment activities are free of bias.


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10.3 Reporting

Reporting is the process of providing feedback to students, parents and other teachers aboutstudents’ progress.

Teachers can use evidence gathered from assessment to extend the process of assessment forlearning into their assessment of learning. In a standards-referenced framework this involvesteachers in making professional judgements about student achievement at key points in thelearning cycle. These may be at the end of a year or stage, when schools may wish to reportdifferentially on the levels of knowledge, understanding and skills demonstrated by students.

Descriptions of levels of achievement for Stage 4 and Stage 5 in Agricultural Technologyhave been developed to provide schools with a useful tool to report consistent informationabout student achievement to students and parents, and to the next teacher to help to plan thenext steps in the learning process. These describe observable and measurable features ofstudent achievement at the end of a stage, within the indicative hours of study. Descriptionsof levels of achievement provide a common language for reporting.

At Stage 5 there are six levels of achievement. Level 6 describes a very high level ofachievement in relation to course objectives and outcomes. Level 2 describes satisfactoryachievement, while the level 1 description will help identify students who are progressingtowards the outcomes for the stage.

At the end of Year 10, teachers of Agricultural Technology Years 7–10 will make an on-balance judgement, based on the available assessment evidence, to match each student’sachievement to a level description. This level will be reported on the student’s SchoolCertificate Record of Achievement.

At Stage 4 there are four levels of achievement. Level 4 describes a very high level ofachievement; levels 2 and 3 describe satisfactory and high achievement that should provide asolid foundation for the next stage of learning. The level 1 description will help identifystudents who are progressing towards the outcomes for the stage.

For students undertaking Life Skills outcomes and content in Years 7–10, the content listedfor each identified Life Skills outcome forms the basis of the learning opportunities for thesestudents. It also provides examples of activities on which teachers can base judgements toreport student progress in relation to individual learning goals.


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10.4 Choosing Assessment Strategies

Planning for assessment is integral to programming for teaching and learning. In a standards-referenced framework, teachers assess student performance on tasks in relation to syllabusoutcomes and make on-balance judgements about student achievement. Assessment relies onthe professional judgement of the teacher and is based on reliable data acquired in a fair andchallenging environment, from multiple performances in a variety of contexts. Assessment isfundamental for furthering student learning.

In planning programs, teachers, individually and collaboratively, review the syllabus andstandards materials. They use these materials to describe for themselves what students shouldknow and be able to do at a particular stage, and they consider the kinds of evidence theirstudents could produce to show they have learnt what they needed to learn.

Students are provided with a description of the learning expected to be accomplished,opportunities to discuss the criteria on which judgements will be based, time to learn, andwhere possible, examples of what that learning looks like.

Assessment is used to determine the students’ initial knowledge, understanding and skills, tomonitor student progress and to collect information to report student achievement. Theassessment cycle is continuous; students receive and give themselves feedback on what theyhave learnt, and what needs to be done to continue their learning. Students gain informationabout their learning through feedback from teachers and from self-assessment and peerassessment. The challenge and complexity of assessment tasks increase to enable students todevelop evaluative independence as they assess their own knowledge, understanding andskills, and determine ways to improve their learning.

Teachers of Agricultural Technology should employ a range of assessment strategies toensure that information is being gathered regarding the knowledge and understanding that arebeing acquired, and the skills that are being developed. Strategies should be appropriate to theoutcomes being addressed, be manageable in number and be supportive of the learningprocess. Teachers could work collaboratively in planning appropriate assessment strategies.Working collaboratively leads teachers to develop a shared understanding of the syllabusstandards and also supports teachers in making consistent and comparable judgements ofstudent achievement in relation to these standards.

In planning for assessment in Agricultural Technology it is important for teachers toconsider:• the requirements of the syllabus• the accessibility of the proposed activity in terms of language requirements• the appropriateness of the challenge presented to individual students• resource availability• how the task will be administered• the way in which feedback will be provided.

In planning for assessment, teachers of Agricultural Technology need to consider how resultswill be recorded, with a view to ensuring that there is sufficient and appropriate informationcollected for making an on-balance holistic judgement of the standard achieved by thestudent at the end of the stage. The evidence collected should enable teachers of AgriculturalTechnology to make consistent judgements to meet the various reporting requirements thatthe system, school and community may have.


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Agricultural Technology particularly lends itself to the following assessment techniques:

Practical workPractical work is central to the study of Agricultural Technology. This emphasis should bereflected in the strategies that are chosen to assess student achievement. Practical assessmentactivities might include participating in the running of a student enterprise, making andapplying management decisions within a specific agricultural context and developingsolutions to agricultural problems.

When practical work is used for assessment purposes, students could be assessed on theirability to:– select and apply appropriate strategies and skills– manage resources.

Fieldwork activitiesFieldwork activities provide opportunities for students to work with others collaborativelyand apply the skills and knowledge they have acquired. Assessment activities might includeinvestigating agricultural operations and workplace issues, the preparation of farm studyreports and reflecting on the environmental impact of a range of agricultural practices.

When fieldwork activities are used for assessment purposes, students could be assessed ontheir ability to:– select and apply appropriate strategies and skills– make links between new ideas and familiar concepts.

Experimental workExperimental work provides students with opportunities to examine the relationships betweenthe various aspects of agricultural production. Assessment activities might include the virtualdissection of a plant or animal, the monitoring of the effects of salinity on the productivity ofa soil and an investigation into the effectiveness of a range of pest control methods.

When experimental work is used for assessment purposes students could be assessed on theirability to:– apply appropriate experimental techniques– present information in a logical manner– interpret data and draw logical conclusions.

Inquiry-based research assignments and projectsInquiry-based research provides students with opportunities to investigate a range of issuesthat impact on modern agriculture and to develop the key competencies of collecting,analysing and organising information, solving problems and communicating ideas andinformation while addressing cross-curriculum ICT skills. Assessment activities mightinclude research assignments and farm case studies that focus on both process and product.


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When inquiry-based research is used for assessment purposes students could be assessed ontheir ability to:– apply basic research techniques– select and interpret relevant information– present information in a logical manner– acknowledge references appropriately.

Written and practical testsWritten and/or practical tests can be used to determine if students have the necessary skills,can use correct techniques and can recall, interpret, comprehend and apply knowledge at alevel that is appropriate for them to move on to the next step in the learning process. Testscan provide information prior to commencing a unit of work, or along the way, aboutstudents’ understanding of concepts and allow the teacher to plan further learning activities.It is important that feedback is provided on test performance in order to enhance studentlearning.

Peer assessmentAgricultural Technology encourages the active involvement of students in the learningprocess. Opportunities exist for individual and collaborative work. Activities involving peerassessment might include evaluating the contribution of individuals to a group task andreflecting on a peer presentation.

Self-assessmentIn Agricultural Technology students are encouraged to acquire basic skills to become self-directed learners. Opportunities exist for students to reflect on their progress towards theachievement of the syllabus outcomes. This reflection provides the basis for improving theirlearning. Developing self-assessment skills is an ongoing process, becoming increasinglymore sophisticated and self-initiated as a student progresses.

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