Agricultural Enterprise Level 2 introduces learners to farming systems and operations through an integrated Science, Technologies, Engineering and Mathematics (STEM) inquiry
STEM education integrates concepts that are usually delivered as separate subjects in different classes and emphasises the application of knowledge to real-life situations. STEM learning is typically based around finding a solution to a real-world problem and tends to emphasise project based learning. Students learn the theory of food and fibre production, and associated agricultural industries, through a focus on Managed and Natural Systems, Animal Production and Plant Production. Learner understanding is demonstrated by engaging in an agricultural enterprise. Agriculture is a vital part of Tasmania’s economy – nearly one third of the land area is committed to agriculture. Tasmania grows nearly 10 per cent of Australia’s vegetable exports and 60 per cent of Australia’s apple exports. Tasmania is world competitive in milk production and a diverse range of products including cheeses, milk and butter are exported. Tasmania is also a leading producer of fresh vegetables for niche international markets. The state has a reputation for premium meats and smallgoods, fruit and viticulture. Tasmania has rich and varied marine resources and a sophisticated aquaculture industry. Premium products include rock lobster, farmed Atlantic salmon, trout and Pacific oysters, wild and farmed abalone and scallops. A range of specialty field crops has been successfully commercialised in Tasmania with pyrethrum, opium poppies and essential oils and buckwheat examples of successful new export crops. Agriculture offers Tasmanians opportunities in a wide range of careers spanning aspects of science, business, tourism, design and engineering. Agricultural careers are many and varied in the government and private sectors on a state, national and international level. Agricultural Enterprise Level 2 provides learners with an introduction to agricultural and develops enterprise skills and knowledge which position them to undertake entry level positions or to undertake further study in this field.
Agricultural Enterprise Level 2 introduces learners to farming systems and operations through an integrated Science, Technologies, Engineering and Mathematics (STEM) inquiry. STEM education integrates concepts that are usually delivered as separate subjects in different classes and emphasises the application of knowledge to real-life situations. STEM learning is typically based around finding a solution to a real-world problem and tends to emphasise project based learning. Students learn the theory of food and fibre production, and associated agricultural industries, through a focus on Managed and Natural Systems, Animal Production and Plant Production. Learner understanding is demonstrated by engaging in an agricultural enterprise.
Agriculture is a vital part of Tasmania’s economy – nearly one third of the land area is committed to agriculture. Tasmania grows nearly 10 per cent of Australia’s vegetable exports and 60 per cent of Australia’s apple exports. Tasmania is world competitive in milk production and a diverse range of products including cheeses, milk and butter are exported. Tasmania is also a leading producer of fresh vegetables for niche international markets. The state has a reputation for premium meats and smallgoods, fruit and viticulture.
Tasmania has rich and varied marine resources and a sophisticated aquaculture industry. Premium products include rock lobster, farmed Atlantic salmon, trout and Pacific oysters, wild and farmed abalone and scallops. A range of specialty field crops has been successfully commercialised in Tasmania with pyrethrum, opium poppies and essential oils and buckwheat examples of successful new export crops.
Agriculture offers Tasmanians opportunities in a wide range of careers spanning aspects of science, business, tourism, design and engineering. Agricultural careers are many and varied in the government and private sectors on a state, national and international level. Agricultural Enterprise Level 2 provides learners with an introduction to agricultural and develops enterprise skills and knowledge which position them to undertake entry level positions or to undertake further study in this field.
On successful completion of this course, learners will be able to:
SCIENCE
TECHNOLOGY
ENGINEERING
MATHEMATICS
The delivery of this course requires access to an agricultural holding (e.g. a school farm, orchard, aquaculture operation or commercial garden). This study may involve the handling of potentially hazardous substances and/or the use of potentially hazardous equipment and/or the handling of potentially hazardous plants and animals. It is the responsibility of the course provider to ensure that duty of care is exercised in relation to the health and safety of all learners undertaking the study.
Where animals are included in projects or educational activities compliance with the appropriate codes of practice for animal health and welfare, available from the Tasmanian Department of Primary Industries, Parks, Water and the Environment is required. These may be accessed via the ‘Animal Health’ and ‘Animal Welfare’ page within the ‘Animal Biosecurity’ section of the ‘Biosecurity’ area of the Department of Primary Industries, Parks, Water and the Environment website.
Course providers must also comply with codes of practice applicable to Plant Biosecurity.
This course has a complexity level of 2.
At Level 2, the learner is expected to carry out tasks and activities that involve a range of knowledge and skills, including some basic theoretical and/or technical knowledge and skills. Limited judgement is required, such as making an appropriate selection from a range of given rules, guidelines or procedures. VET competencies at this level are often those characteristic of an AQF Certificate II.
This course has a size value of 15.
Agricultural Enterprise Level 2 is divided into three (3) compulsory Units of study:
Unit 1: Managed and Natural Systems (30 hours)
Unit 2: Plant and/or Animal Production (60 hours)
Unit 3: Agricultural Enterprise (60 hours).
UNIT 1: MANAGED AND NATURAL SYSTEMS (30 HOURS)
In this Unit of study learners examine the dynamic factors that influence the interactive nature of food and fibre (agricultural) production systems.
Natural Systems
Basic Anatomy and Morphology
Farm Management
Engineering Principles and Systems in Farm Operations
Applications of Engineering Principles and Systems Used in Food and Fibre Production
Data Analysis
UNIT 2: PLANT AND/OR ANIMAL PRODUCTION (60 HOURS)
In this Unit of study learners describe the biological and physical resources applied to plant and/or animal production.
Learners must study two of the three sub-units with the option of studying the following combinations:
| Plant Production Systems and Animal Production Systems |
Plant Production Systems and Production Systems - Extension |
Animal Production Systems and Production Systems – Extension |
SUB UNITS
Plant Production Systems (30 Hours)
Management and Genetics in Plant Production
Plants, climate and resource interaction
Management for sustainable production including:
Microbes, invertebrates and pests
Animal Production Systems (30 hours)
Management and Genetics in Animal Production
Animals, climate and resource interaction
Management for sustainable production including:
Microbes, invertebrates and pests
Production Systems – Extension (30 hours)
Focus on extending animals or plants.
Alternative practices and systems:
UNIT 3: AGRICULTURAL ENTERPRISE (60 HOURS)
This Unit of study area focuses on the enterprise system involved in farms as a production system and the role of management in economic, social and environmental sustainability. The role of marketing within the context of an agribusiness is introduced.
The farm as a production unit
Farm management
Marketing and agribusiness
UNIT 1: MANAGED AND NATURAL SYSTEMS
Learners undertake experimental design and research that incorporates:
Written Report: 750 words.
UNIT 2: PLANT AND/OR ANIMAL PRODUCTION
Learners complete two out of the three work requirements. One work requirement per sub-unit as detailed in the course content.
Practical Experience
Learners apply their practical skills to a plant or animal production system. They use safe and cooperative work practices as they perform practical tasks. Learners investigate factors that support optimal farming practices. Learners undertake some of the procedures individually and other aspects involve collaboration.
Learners submit an individual report about the plant/animal production system they have engaged with which includes information and data gathered and alternative methods of production. They document and appraise the procedures undertaken to achieve optimal production.
Individual Report: 750 words.
Field Trip
Learners undertake a field trip to an agribusiness to explore:
Learners develop a relevant question for investigation related to maximising animal or plant production. They select and use a range of sources (primary and/or secondary) to collect information and explain the different views held on the issue/topic. Learners appraise sources of information by reflecting on their bias, credibility, accuracy and suitability. Learners work individually.
Field trip report: 750 words.
Industry Engagement
Learners identify an industry expert to interview. They prepare a set of interview questions that focus on an aspect of plant or animal production. They use the findings from the interview and other research to prepare a presentation which demonstrates knowledge, understanding and application of processes in the relevant industry using appropriate terminology and conventions.
Industry Engagement report: 750 words.
UNIT 3: AGRICULTURAL ENTERPRISE
Learners will provide evidence of learning through a Small Farm Enterprise i.e.
* manage in this context means learners may make decisions related to the processes and inputs within the enterprise to improve outcomes.
Learners work individually or in a group to plan and conduct a small business project involving the monitoring and care of living plants or animals, using available resources. Learners develop a detailed business and operational plan for the small business project. As part of the planning and implementation of the business, learners consider the viability of a business opportunity and the requirements for the production of plants and/or animals. Learners consider the financial aspects and use tools, equipment and production skills. They record production data and assess the progress of the business.
In this area of study, learners’ small business projects may be solely agricultural or horticultural or may be a mixture of both. Suitable small business projects may include, but are not limited to:
The enterprise requires learners to provide a written report which includes:
Agricultural Enterprise Report: 1500 words.
Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate end-point of study. Although assessment – as part of the learning program – is continuous, much of it is formative, and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect end-point achievement.
The standard of achievement each learner attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.
A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating.
A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.
Providers offering this course must participate in quality assurance processes specified by TASC to ensure provider validity and comparability of standards across all awards. To learn more, see TASC's quality assurance processes and assessment information.
Internal assessment of all criteria will be made by the provider. Providers will report the learner’s rating for each criterion to TASC.
The following processes will be facilitated by TASC to ensure there is:
Process – TASC will verify that the provider’s course delivery and assessment standards meet the course requirements and community expectations for fairness, integrity and validity of qualifications that TASC issues. This will involve checking:
This process may also include interviews with past and present learners. It will be scheduled by TASC using a risk-based approach.
The assessment for Agricultural Enterprise Level 2 will be based on the degree to which the learner can:
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| collects, records and explains information about physical and biological resources of the farm (e.g. soil, climate, vegetation, topography, water and infrastructure) | describes, collects and records information about physical and biological resources of the farm (e.g. soil, climate, vegetation, topography, water and infrastructure) | identifies features of physical and biological resources of the farm (e.g. soil, climate, vegetation, topography, water and infrastructure) |
| explains effect of demand and role of consumer trends on farm production | describes effect of demand and role of consumer trends on farm production | identifies effect of demand and role of consumer trends on farm production |
| explains management practices being used to address environmental sustainability | describes management practices being used to address environmental sustainability | identifies management practices being used to address environmental sustainability |
| explains distribution of the main agricultural regions in Tasmania and their predominant agricultural enterprises | describes distribution of the main agricultural regions in Tasmania and their predominant agricultural enterprises | identifies distribution of the main agricultural regions in Tasmania and their predominant agricultural enterprises |
| explains effects of elements such as precipitation, evaporation, temperature, humidity, frost and wind on food and fibre production. | describes effects of elements such as precipitation, evaporation, temperature, humidity, frost and wind on food and fibre production. | identifies effects of elements such as precipitation, evaporation, temperature, humidity, frost and wind on food and fibre production. |
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| explains the external and internal anatomy of plants and/or animals | describes the external and internal anatomy of plants and/or animals | identifies the external and internal anatomy of plants and/or animals |
| explains sustainable management practices for food and fibre production | describes sustainable management practices for food and fibre production | identifies sustainable management practices for food and fibre production |
| explains factors which affect growth and development of plants and/or animals | describes factors which affect growth and development of plants and/or animals | identifies factors which affect growth and development of plants and/or animals |
| assesses and selects nutrients appropriate to the growth requirements of a given plant or animal | describes nutrients appropriate to the growth requirements of a given plant or animal | identifies nutrients appropriate to the growth requirements of a given plant or animal |
| explains methods that can be used to control and prevent plant or animal pests and diseases | describes a range of likely diseases and pests for a selected plant or animal | identifies a limited range of likely diseases and one pest for a selected plant or animal |
| identifies and describes roles of beneficial organisms in food and fibre production systems | identifies roles of beneficial organisms in food and fibre production systems | outlines roles of beneficial organisms in food and fibre production systems |
| explains, selects and performs appropriate safe handling for plants and/or animals in accordance with relevant codes of practice | describes appropriate safe handling and management techniques for plants and/or animals | identifies appropriate safe handling and management techniques for plants and/or animals, as directed |
| explains features of plant and/or animal products that are important to consumers. | describes features of plant and/or animal products that are important to consumers. | identifies features of plant and/or animal products that are important to consumers. |
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| constructs, monitors and adjusts a calendar of operations for an enterprise production cycle | constructs and monitors a calendar of operations for an enterprise production cycle | constructs a calendar of operations for an enterprise production cycle |
| explains various measures of performance including gross margins, yield, profitability | describes various measures of performance including gross margins, yield, profitability | identifies various measures of performance including gross margins, yield, profitability |
| explains and utilises methods of agricultural record-keeping | describes and utilises methods of agricultural record-keeping | identifies methods of agricultural record-keeping |
| explains problems associated with production on the farm | describes problems associated with production on the farm | identifies problems associated with production on the farm |
| explains farm improvement strategies | describes farm improvement strategies | identifies farm improvement strategies |
| reports and reviews planning for future farm improvement | reports on planning for future farm improvement | identifies planning for future farm improvement |
| explains reasons for particular marketing strategies for the farm. | describes marketing strategies. | identifies marketing strategies. |
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| explains, plans and implements safe work practices | describes and uses safe work practices | identifies safe work practices and uses them as directed |
| explains potential safety hazards in agricultural workplaces, assesses the risk and suggests strategies to reduce or eliminate the risk (e.g. safe machinery) | describes potential safety hazards in agricultural workplaces, assesses the risk and suggests strategies to reduce or eliminate the risk (e.g. safe machinery) | identifies potential safety hazards in agricultural workplaces, assesses the risk and suggests strategies to reduce or eliminate the risk (e.g. safe machinery) |
| explains WHS legislative requirements that impact on the farm | describes WHS legislative requirements that impact on the farm | identifies WHS legislative requirements that impact on the farm |
| explains technologies used on the farm for management and production | describes technologies used on the farm for management and production | identifies technologies used on the farm for management and production |
| uses a variety of technologies in agricultural operations | uses a limited range of technologies in agricultural operations | uses technologies in agricultural operations |
| explains ways in which technology is used in farm management and production. | describes ways in which technology is used in farm management and production. | identifies ways in which technology is used in farm management and production. |
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| collects, interprets and represents data with some basic analysis | collects and interprets data with some basic analysis | collects and organises data |
| explains key features of experimental design | describes key features of experimental design | identifies key features of experimental design |
| uses a broad range of sources to gather information about a specific agricultural problem or situation in animal/plant production systems | uses a range of sources to gather information about a specific agricultural problem or situation in animal/plant production systems | uses a limited range of sources to gather information about a specific agricultural problem or situation in animal/plant production systems |
| completes mathematical operations in non-routine situations including calculation of ratios and percentages, measurement of weight, volume, growth, data collection | completes mathematical operations in routine situations including calculation of ratios and percentages, measurement of weight, volume, growth, data collection | undertakes mathematical operations for routine calculations of ratios and percentages, measurement of weight, volume, growth, data collection |
| makes observations gathers, analyses and records data using appropriate instruments to measure resources, including weather and soils. | makes observations, gathers and explains data using appropriate instruments to measure resources, including weather and soils. | gathers data using appropriate instruments to measure resources, including weather and soils. |
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| compares and contrasts movement of energy and materials through managed and natural systems | describes movement of energy and materials through managed and natural systems | outlines movement of energy and materials through managed and natural systems |
| describes components of agricultural systems within systems as a whole | identifies components of agricultural systems within systems as a whole | outlines components of agricultural systems and identifies systems as a whole |
| simulates, constructs or represents an appropriate model showing inputs, outputs, boundaries, subsystems, processes and interactions between subsystems on a farm | identifies and describes an appropriate model showing inputs, outputs, boundaries, subsystems, processes and interactions between subsystems on a farm | outlines an appropriate model showing inputs, outputs, boundaries, subsystems, processes and interactions between subsystems on a farm |
| describes how engineering principles are used in farm tools, equipment, machinery and infrastructure and identifies appropriate implementation of these principles | describes how engineering principles are used in farm tools, equipment, machinery and infrastructure | outlines how engineering principles are used in farm tools, equipment, machinery and infrastructure |
| identifies and describes sources of energy in engineered systems in agricultural contexts | identifies sources of energy in engineered systems in agricultural contexts | outlines sources of energy in engineered systems in agricultural contexts |
| manages energy, pressure and forces accurately when using agricultural equipment. | manages energy, pressure and forces appropriately when using agricultural equipment. | manages energy, pressure and forces safely when using agricultural equipment. |
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| uses language, tone and non-verbal behaviours which are appropriate in a wide range of contexts | uses language, tone and non-verbal behaviours that are appropriate in a range of contexts | uses language, tone and non-verbal behaviours that are appropriate in a limited range of contexts |
| responds and accurately conveys information, seeking clarification when necessary | responds and conveys information, seeking clarification when necessary | responds and conveys information in a limited range of contexts |
| uses communication devices* to appropriately communicate, adhering to established protocols and safety procedures | uses communication devices* to communicate, adhering to established protocols and safety procedures | uses communication devices* in accordance with established protocols and safety procedures, as directed |
| produces a well-structured written case study and enterprise report, using appropriate terminology and formats | produces a well-structured written case study and enterprise report, using appropriate terminology and formats | produces a well-structured written case study and enterprise report, using a limited range of relevant terminology and formats |
| assigns, describes and correctly identifies roles and responsibilities in relation to other members of the team | describes and correctly identifies roles and responsibilities in relation to other members of the team | correctly identifies roles and responsibilities in relation to other members of the team |
| performs roles in teams that align with defined responsibilities and uses appropriate links with other teams when required. | performs roles in teams that align with defined responsibilities and links with other teams, as required. | performs roles in teams as directed. |
* Communication devices include mobile phones, tablets, social media and other digital technologies.
Agricultural Enterprise Level 2 (with the award of):
EXCEPTIONAL ACHIEVEMENT
HIGH ACHIEVEMENT
COMMENDABLE ACHIEVEMENT
SATISFACTORY ACHIEVEMENT
PRELIMINARY ACHIEVEMENT
The final award will be determined by the Office Tasmanian Assessment, Standards and Certification from 7 ratings.
The minimum requirements for an award in Agricultural Enterprise Level 2 are as follows:
EXCEPTIONAL ACHIEVEMENT (EA)
6 ‘A’ ratings, 1 ‘B’ rating
HIGH ACHIVEMENT (HA)
3 ‘A’ ratings, 3 ‘B’ ratings, 1 ‘C’ rating
COMMENDABLE ACHIEVEMENT (CA)
4 ‘B’ ratings, 2 ‘C’ ratings
SATISFACTORY ACHIEVEMENT (SA)
6 ‘C’ ratings
PRELIMINARY ACHIVEMENT (PA)
4 ‘C’ ratings
A learner who otherwise achieves the ratings for a SA (Satisfactory Achievement) or CA (Commendable Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.
The Department of Education’s Curriculum Services will develop and regularly revise the curriculum. This evaluation will be informed by the experience of the course’s implementation, delivery and assessment.
In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course.
Requests for amendments to an accredited course will be forwarded by Curriculum Services to the Office of TASC for formal consideration.
Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners, possible consequences for delivery and assessment of the course, and alignment with Australian Curriculum materials.
A course is formally analysed prior to the expiry of its accreditation as part of the process to develop specifications to guide the development of any replacement course.
The accreditation period for this course has been renewed from 1 January 2022 until 31 December 2026.
During the accreditation period required amendments can be considered via established processes.
Should outcomes of the Years 9-12 Review process find this course unsuitable for inclusion in the Tasmanian senior secondary curriculum, its accreditation may be cancelled. Any such cancellation would not occur during an academic year.
Version 1 – Accredited on 21 November 2016 for use from 1 January 2017.
Version 1.1 – Renewal of accreditation on 13 August 2017 for use in 2018.
Accreditation renewed on 22 November 2018 for the period 1 January 2019 until 31 December 2021.
Version 1.2 - Renewal of Accreditation on 14 July 2021 for the period 31 December 2021 until 31 December 2026, without amendments.
GLOSSARY
| Term | Explanation |
| Administrative controls | Processes and procedures that contribute to a safe and efficient working environment, often implemented as part of a risk-management process. Examples include codes of behaviour, job descriptions, workplace guidelines, responsibilities and expectations, inductions, training, documentation, ongoing monitoring and review. |
| Agribusiness | agriculture conducted on strictly commercial principles; the group of industries dealing with agricultural produce and services required in farming |
| Agricultural holding | is a single unit, in both technical and economic terms, operating under a single management, which undertakes agricultural activities |
| Agriculture | the science or practice of farming, including cultivation of the soil for the growing of crops and the rearing of animals to provide food, wool, and other products. |
| Anatomy | the branch of science concerned with the bodily structure of humans, animals, and other living organisms |
| Animal production | the technology applied to the keeping of animals for profit, including feeding, breeding, housing and marketing |
| Animal welfare | the physical and psychological welfare of animals |
| Apply | use or employ knowledge and skills in a particular situation |
| Aquaculture | the cultivation of aquatic animals and plants, especially fish, shellfish, and seaweed, in natural or controlled marine or freshwater environments; underwater agriculture |
| Assess | make a judgement about, to rate, weigh up, to form an opinion |
| Atmospheric | relating to the atmosphere of the earth |
| Avian | relating to birds |
| Term | Explanation |
| Basic | essential or elementary |
| Beneficial organism | any organism that benefits the growing process |
| Biodynamics | a method of organic farming that incorporates certain astrological and spiritual principles and practices |
| Biofuel | a fuel derived immediately from living matter |
| Biology | the study of living organisms, divided into many specialised fields that cover their morphology, physiology, anatomy, behaviour, origin, and distribution |
| Biosecurity | procedures or measures designed to protect the population against harmful biological or biochemical substances |
| Broad acre | land suitable for farms practicing large-scale crop operations |
| Business plan | a written document that describes in detail how a new business is going to achieve its goals |
| Term | Explanation |
| Calendar | a chart or series of pages showing the days, weeks, and months of a particular year, or giving particular seasonal information |
| Carbohydrate | any of a large group of organic compounds occurring in foods and living tissues and including sugars, starch, and cellulose |
| Case study | a process or record of research into the development of a particular person, group, or situation over a period of time |
| Clear | easy to understand, fully intelligible, without ambiguity; explicit |
| Climate | the weather conditions prevailing in an area in general or over a long period |
| Coherent | orderly, logical and internally consistent relation of parts |
| Communicate | convey information about, clearly reveal or make known |
| Compare | estimate, measure or note how things are similar or dissimilar |
| Consider | formed after careful thought |
| Consumer trends | habits or behaviours currently prevalent among consumers of goods or services |
| Crop | a cultivated plant that is grown on a large scale commercially, especially a cereal, fruit, or vegetable |
| Crop rotation | the successive planting of different crops on the same land to improve soil fertility and help control insects and diseases |
| Cultivation | to prepare and work on (land) in order to raise a crop |
| Term | Explanation |
| Data | facts and statistics collected together for reference or analysis |
| Describe | recount, comment on, and provide an account of characteristics or features |
| Detailed | meticulous, specific, precise |
| Develop | construct, elaborate or expand on an opinion or idea |
| Dicotyledon | a flowering plant with an embryo that bears two cotyledons (seed leaves) |
| Discuss | talk or write about a topic, taking into account different issues and ideas |
| Dynamic | (of a process or system) characterised by constant change, activity, or progress |
| Term | Explanation |
| Ecosystem | a biological community of interacting organisms and their physical environment |
| Effective | producing a deep or vivid impression; striking |
| Effluent | waste or other liquid waste that is discharged |
| Electrical | concerned with, operating by, or producing electricity |
| Energy | power derived from the utilisation of physical or chemical resources, especially to provide light and heat or to work machines |
| Engineering | the branch of science and technology concerned with the design, building, and use of engines, machines, and structures |
| Enterprise | a project undertaken or to be undertaken; a company organised for commercial purposes |
| Ethical | right and wrong in conduct; being in accordance with the rules or standards for right conduct or practice, especially the standards of a profession |
| Evaluate | appraise, measure, examine and judge the merit, significance or value of something |
| Evaporation | the process of a liquid changing into a gas; evaporation is a fundamental part of the water cycle and is constantly occurring throughout nature |
| Experimental design | planning and implementing a study in a way that is most likely to achieve the intended goal |
| Explain | provide additional information that demonstrates understanding and reasoning; present a meaning with clarity, precision, completeness, and with due regard to the order of statements in the explanation |
| Term | Explanation |
| Farming system | a decision making unit comprising the farm household, cropping and livestock system that transform land, capital and labour into useful products that can be consumed or sold |
| Fertiliser | a chemical or natural substance added to soil or land to increase its fertility |
| Fertility | the quality of being fertile; productiveness; the ability to conceive offspring or young |
| Food and fibre production | a process of producing food or fibre as natural materials for the design and development of a range of products |
| Term | Explanation |
| Grazing | a method of feeding in which a herbivore feeds on plants such as grasses |
| Grazing management | the manipulation of livestock grazing to accomplish a desired result; where and when to move grazing animals |
| Green manure | a fertiliser consisting of growing plants that are ploughed back into the soil |
| Gross margin | the difference between revenue and cost of goods sold divided by revenue, expressed as a percentage |
| Growth | the process of increasing in size |
| Term | Explanation |
| Holistically | emphasising the importance of the whole and the interdependence of its parts; concerned with wholes rather than analysis or separation into parts |
| Horticulture | the cultivation of a garden, orchard, or nursery |
| Humidity | the amount of water vapour in the atmosphere or in a gas |
| Hydraulic | denoting or relating to a liquid moving in a confined space under pressure |
| Hydroponics | the process of growing plants in sand, gravel, or liquid, with added nutrients but without soil |
| Term | Explanation |
| Identify | name, list and establish or indicate who or what something is |
| Infrastructure | the basic physical and organisational structures and facilities needed for the operation of a society or enterprise |
| Innovation | a new method, idea or product |
| Inorganic | not consisting of, or deriving from, living matter |
| Input | what is put in, taken in, or operated on by any process or system |
| Interactive | (of two people or things) influencing each other |
| Interest | money paid regularly at a particular rate for the use of money lent, or for delaying the repayment of a debt |
| Interpret | explain the meaning of information oractions |
| Invertebrate | an animal lacking a backbone |
| Irrigation | the method in which water is supplied to plants at regular intervals for agriculture |
| Term | Explanation |
| Language | the method of human communication, either spoken or written, consisting of the use of words in a structured and conventional ways |
| Livestock | farm animals regarded as an asset |
| Term | Explanation |
| Macronutrient | a chemical element of which relatively large quantities are essential to the growth and health of a plant |
| Mammal | a warm-blooded vertebrate animal of a class that is distinguished by the possession of hair or fur, females that secrete milk for the nourishment of the young, and (typically) the birth of live young |
| Managed system | documented and tested step-by-step method aimed at smooth functioning of an enterprise or business |
| Marketing | the action or business of promoting and selling products or services, including market research and advertising |
| Mechanical | operated by a machine or machinery |
| Microbe | a microorganism, examples include bacteria, yeasts, viruses, protozoans and some algae |
| Micronutrient | a chemical element or substance required in trace amounts for the normal growth and development of living organisms |
| Mineral | an inorganic element, such as calcium, iron, potassium, sodium, or zinc, that is essential to the nutrition of humans, animals, and plants |
| Monocotyledon | a flowering plant with an embryo that bears a single cotyledon (seed leaf) |
| Monogastric | monogastric animals have a stomach that has a single compartment |
| Morphology | the study of the form and structure of animals and plant |
| Mulch | a covering, as of straw, compost, or plastic sheeting, spread on the ground around plants to prevent excessive evaporation or erosion, enrich the soil and inhibit weed growth |
| Term | Explanation |
| Natural system | A natural system is one that exists in nature, independent of any human involvement. The natural system consists of all the physical and biological materials and their intertwined processes. Agriculture is an example of an artificial (man-made) system that is introduced into an existing natural system. |
| Niche | a small area of trade within the economy, often involving specialised products; the role and position a species has in its environment; how it meets its needs for food and shelter, how it survives, and how it reproduces |
| Non-verbal (communication) | behaviours such as facial expressions, eyes, touching, and tone of voice, as well as less obvious messages such as dress, posture and spatial distance between two or more people |
| Nursery | a place where young plants and trees are grown for sale or for planting elsewhere |
| Nutrient | a substance that provides nourishment essential for the maintenance of life and for growth |
| Nutrition | nourishment or energy that is obtained from food consumed or the process of consuming the proper amount of nourishment and energy |
| Term | Explanation |
| Obvious | easily seen or recognised, predictable |
| Operational plan | a detailed plan used to provide a clear picture of how a team, section or department will contribute to the achievement of the organisation's goals |
| Organic | relating to, or derived from, living matter |
| Organise | systematically order and arrange |
| Outline | give the main features or aspects of |
| Output | the amount of something produced by a person, machine, or industry |
| Term | Explanation |
| Parent material | the underlying geological material (generally bedrock or a superficial or drift deposit) in which soil horizons form |
| Percentage | a portion of a whole expressed as a number between 0 and 100 rather than as a fraction |
| Permaculture | the development of agricultural ecosystems intended to be sustainable and self-sufficient |
| Pest | a destructive insect or other animal that attacks crops, food or livestock |
| Pest management | prevention of pests or their damage through a combination of techniques such as biological control, habitat manipulation, modification of cultural practices, and use of resistant varieties |
| pH | a number between 0 and 14 that indicates if a chemical is neutral, an acid or a base |
| Physiology | the branch of biology that deals with the normal functions of living organisms and their parts |
| Plant production | the multiplication and/or propagation of more plants by either sexual (seed) or asexual propagation methods (cuttings) |
| Pneumatic | containing or operated by air or gas under pressure |
| Poultry | domestic fowl, such as chickens, turkeys, ducks, and geese |
| Precipitation | rain, snow, sleet, or hail that falls to or condenses on the ground |
| Problem | a question proposed for solution |
| Process | a series of actions or steps taken in order to achieve a particular end; a system of rules or principles for conducting activities |
| Production cycle | the period during which the objects of labour (raw products and materials) remain in the production process, from the beginning of manufacturing through the output of a finished product |
| Production rate | the number of goods that can be produced during a given period of time; the amount of time it takes to produce one unit of a good |
| Production system | a manufacturing subsystem that includes all functions required to design, produce, distribute, and service a manufactured product |
| Profitability | the ability of a business to earn a profit; what is left of the revenue a business generates after it pays all expenses |
| Project | In the Technologies learning area, a project is a set of activities undertaken by learners to address specified content, involving understanding the nature of a problem, situation or need; creating, designing and producing a solution to the project task; and documenting the process. Project work has a benefit, purpose and use; a user or audience who can provide feedback on the success of the solution; limitations to work within; and a real-world technologies context influenced by social, ethical and environmental issues. |
| Project management | in the Technologies learning area, project management means the responsibility for planning, organising, controlling resources, monitoring timelines and activities and completing a project to achieve a goal that meets identified criteria for judging success |
| Propagation | the reproduction or spreading of organisms/ideas |
| Protein | a nutrient found in food (as meat, milk, eggs, and beans) that is made up of many amino acids joined together |
| Protocol | a system of rules that explain the correct conduct and procedures to be followed in formal situations |
| Term | Explanation |
| Range | a number of different things of the same general type; breadth |
| Ratio | the relative sizes of two or more values |
| Relevant | applicable and pertinent |
| Reproductive system | the organs and glands in the body that aid in the production of new individuals |
| Revegetation | the process of replanting and rebuilding the soil of disturbed land |
| Risk analysis | the review of the risks associated with a particular event or action |
| Ruminant | a type of animal that has a stomach with four distinct compartments, the largest being the rumen, for example a cow, sheep, or deer |
| Term | Explanation |
| Safe work practices | methods outlining how to perform a task with minimum risk to people, equipment, materials, environment, and processes |
| Select | choose in preference to another or others |
| Simple | easy to understand and deal with; involving few elements, components or steps; obvious data or outcomes; may concern a single or basic aspect; limited or no relationships |
| Smallgoods | small meat products such as sausage or bacon |
| Soil texture | the look and feel of a soil; the relative proportions of sand, silt, or clay in a soil |
| Statement | a sentence or assertion |
| Stocking rate | the number of animals on a given amount of land over a certain period of time |
| Subsystem | a self-contained system within a larger system |
| Sustainable | able to be maintained at a certain rate or level |
| System | a set of things working together as parts of a mechanism or an interconnecting network; a complex whole |
| Systematic | methodical, organised and logical |
| Systems thinking | a holistic approach to the identification and solving of problems where parts and components of a system, their interactions and interrelationships are analysed individually to see how they influence the functioning of the whole system. This approach enables learners to understand systems and work with complexity, uncertainty and risk. |
| Term | Explanation |
| Temperature | a measure of warmth or coldness |
| Tillage | the practice of working land by ploughing, sowing, and raising crops |
| Topography | the arrangement of the natural and artificial physical features of an area |
| Term | Explanation |
| Vegetation | plants considered collectively, especially those found in a particular area or habitat |
| Veterinary (technology) | the study of procedures used in the medical care of animals |
| Viability | the ability to survive; in a business sense, that ability to survive is ultimately linked to financial performance and position |
| Vitamin | any of a group of organic compounds which are essential for normal growth and nutrition and are required in small quantities in the diet because they cannot be synthesised by the body |
| Viticulture | the cultivation of grapevines |
| Volume | the amount of space that a substance or object occupies, or that is enclosed within a container |
| Term | Explanation |
| Wages | a fixed regular payment earned for work or services, typically paid on a daily or weekly basis |
| Waste management | the collection, transportation, disposal or recycling and monitoring of waste |
| Weight | a measurement that indicates how heavy a person or object is |
| Workplace health and safety | the safety, health and welfare of people engaged in work or employment |
| Term | Explanation |
| Yield | an amount produced of an agricultural or industrial product |
LINE OF SIGHT – Agricultural Enterprise Level 2
| Learning Outcomes | Criteria | Criteria and Elements | Content/Work Requirements |
| Which criteria? | Which elements of which criteria? |
Which (top level) content areas? Which work requirements? |
|
|
C1 C2 |
C1 - E1, E4, E5, E6 C2 - E3, E4, E5, E6, E7 |
Unit 1 to 3 WR 1, 2, 3 |
|
C1 C2 |
C1 - E1, E3, E4, E5 C2 - E1 to E8 |
Unit 1 to 2 WR 1, 2, 3 |
|
C1 C2 C3 C4 C5 C6 |
C1 - E1 to E6 C2 - E1 to E8 C3 - E1 to E7 C4 - E1 to E6 C5 - E1 to E5 C6 - E1 to E6 |
Unit 1 to 3 WR 1, 2, 3 |
|
C4 C5 C6 |
C4 - E1 to E6 C5 - E1 to E5 C6 - E1, E4, E5, E6 |
Unit 1 WR 3 |
|
C4 C6 |
C4 - E1 to E6 C6 - E1 to E6 |
Unit 1 WR 3 |
|
C1 C3 |
C1 - E1 to E6 C3 - E1 to E7 |
Unit 1 to 3 WR 3 |
|
C1 C5 |
C1 - E2, E3 C5- E1 to E5 |
Unit 1, Unit 3 WR 1, 2, 3 |
|
C1 C3 C5 |
C3 - E1 to E7 C5 - E4, E5 |
Unit 3 WR 3 |
|
C2 C4 |
C2 - E5, E7 C4 - E1, E2, E3 |
Unit 1, Unit 3 WR 1, 2, 3 |
|
C7 | C7 - E1 to E6 |
Unit 3 WR 3 |
|
C4 C7 |
C4 - E1 to E6 C7 - E1, E2, E3, E5 |
Unit 1 WR3 |