Agriculture HSC Syllabus

Agriculture
Stage 6
Syllabus
Amended 2013
Original published version updated:

December 2009
October 2013
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Contents
The Higher School Certificate program of study.............................................................1
Rationale for Agriculture in the Stage 6 Curriculum........................................................2
Continuum of learning for Agriculture Stage 6 students..................................................4
Aim ..................................................................................................................................5
Objectives.........................................................................................................................5
Course structure................................................................................................................5
6.1
Preliminary course.................................................................................................5
6.2
HSC course............................................................................................................6
Objectives and outcomes..................................................................................................8

7.1
Table of objectives and outcomes.........................................................................8
7.2
Key competencies..................................................................................................9
Content: Agriculture Stage 6 Preliminary course...........................................................10

8.1
Overview.............................................................................................................10
8.2
Farm case study...................................................................................................12
8.3
Plant production..................................................................................................14
8.4
Animal production...............................................................................................16
Content: Agriculture Stage 6 HSC course......................................................................19

9.1
Plant/Animal production.....................................................................................19
9.2
Farm product study..............................................................................................25
9.3
Electives..............................................................................................................27
10
Course requirements.......................................................................................................34
11
Post-school opportunities................................................................................................35
11.1
12
Recognition of student achievement in Vocational Education

and Training (VET).............................................................................................35
Assessment and reporting..............................................................................................36
Agriculture Stage 6 Syllabus
The Higher School Certificate program of study
The purpose of the Higher School Certificate program of study is to:
provide a curriculum structure which encourages students to complete

secondary education
foster the intellectual, social and moral development of students, in particular

developing their:
knowledge, skills, understanding and attitudes in the fields of study they choose
capacity to manage their own learning
desire to continue learning in formal or informal settings after school
capacity to work together with others
respect for the cultural diversity of Australian society
provide a flexible structure within which students can prepare for:

further education and training
employment
full and active participation as citizens
provide formal assessment and certification of students achievements
provide a context within which schools also have the opportunity to foster
students physical and spiritual development.
Rationale for Agriculture in the Stage 6 Curriculum
Agriculture provides people with food, fibre, fuel, shelter and the possibility of diverse
lifestyles. Agriculture is a composite of rural and urban industries that are structured to produce
both raw and value-added materials from plants and animals to meet identified consumer needs.
Agriculture has a unique place in the history of human society. It underpins social structures and
provides for basic human needs. It is fundamental to human progress.
Agricultural industries make a significant contribution to Australias economy through
investment, employment of skilled workers, consumption of products from other sectors of the
economy and export. Agricultural products contribute significantly to Australias export income.
The total chain, from the farm and the research laboratory to the processing plant, retail outlet
and exporter, accounts for a major portion of the nations Gross Domestic Product. Australias
agricultural industries must undergo significant and continuous change to maintain and possibly
enhance this contribution to the Australian economy.
The Agriculture Stage 6 Syllabus provides students with opportunities to understand and
appreciate these essential aspects of agriculture.
Agricultures dynamic nature results from the increase in knowledge and the application of
technology to the production, processing and marketing of products in complex national and
international marketplaces. This complexity has political, social, ethical, economic and
environmental implications for Australia. The majority of consumers are isolated from the
production and processing of food and fibre. This course provides students with an
understanding of the relationships between production, processing and consumption to enable
them to participate in debate on the impact of each upon society and the environment.
The Agriculture Stage 6 Syllabus has been designed to allow students to develop knowledge and
understanding of the interaction between the components of agriculture and the scientific
principles that explain the processes that take place when inputs are transformed into outputs. It
caters for a diverse range of students and ability levels. It has the facility to challenge students
academically as well as providing them with a wide range of practical skills and an awareness of
technologies associated with agriculture.
Opportunities are also provided for students to develop awareness of the welfare, ethical and
legal issues relating to animal research.
The Agriculture Stage 6 Syllabus provides opportunities for multiple pathways to employment
and further education. Some students may well be stimulated to move into post-secondary
agricultural courses or to seek employment in rural and related industries.
The Agriculture Stage 6 Syllabus is designed to increase student understanding and capabilities
in a continuum from the farm level through to the international markets in which agricultural
commodities are traded. The relevance of the course is enhanced by the inclusion of the study of
a farm and agricultural product of particular interest to the student.
It is important that students realise that long-term benefits of agriculture can only accrue if
systems can be sustained environmentally, economically and socially. Sustainability is critical if
agriculture is to meet the food and fibre needs of society. An understanding of current land use
2

must involve a historical perspective that extends to before the arrival of Europeans in 1788.
Resolving issues of long-term profitability and sustainability is the challenge for agriculture and
is the basis of this course.
Continuum of learning for Agriculture Stage 6 students
Stage 4
Technology (Mandatory course)
Stages 45
Technology elective courses that
provide relevant experiences for
Stage 6 Agriculture:
Agriculture
Food
Technology
Design and
Stage 6
Agriculture
Preliminary
HSC
Stage 6
Vocational Education
and Training
Primary Industries
Workplace / University / TAFE / Other
Experience in designing and producing as a result of involvement in mandatory and

elective courses across the Technology area
Stages 13
Science and Technology
Aim
The Agriculture Stage 6 Syllabus is designed to develop students knowledge and understanding
about the production and marketing of both animal and plant products. Students should also
develop the associated skills and responsible attitudes that are necessary to manage and market
these products in a sustainable manner.
Objectives
Students will develop:

1 knowledge and understanding of the physical, chemical, biological, social, historical and
economic factors that interact in agricultural production systems
2 knowledge, understanding and skills required to manage agricultural production systems in a
socially and environmentally responsible manner
3 knowledge of, and skills in, decision-making and the evaluation of technology and
management techniques used in sustainable agricultural production and marketing
4 skills in effective research, experimentation and communication
5 knowledge and understanding of the impact of innovation, ethics and current issues on
Australian agricultural systems.
Course structure
The Agriculture Stage 6 Syllabus has a Preliminary and HSC course.

It is intended that students engage in and reflect upon practical experience relevant to all aspects
of the physical, chemical, biological, economic and social sciences embodied within Agriculture
Stage 6. Some of this experience will be in the laboratory, some in small plot work and some on
commercial farms or other components of the industry. In all cases, students should use these
practical experiences to develop design, practical, management, observation, recording,
interpretation and communication skills. Practical experiences may also be used to achieve
coverage of the content statements not specifically related to skills. The practical experiences
should occupy a minimum of 30 per cent of allocated course time.
6.1
Preliminary course
120 hours indicative time

The Preliminary course incorporates the study of the interactions between the components of
agricultural production, marketing and management, while giving consideration to the issues of
sustainability of the farming system. This is an on-farm, environment-orientated course.

Overview (15%)
Agricultural systems
Agricultural history
Social aspects surrounding agriculture
The farm case study (25%)
The farm as a unit of production

Farm management
Marketing
Farm technology
The agricultural workplace
Plant production (30%)
Plants and their commercial production

Animals, climate and resource interaction
Microbes, invertebrates and pests
Technology
Experimental design and research
Animal production (30%)
6.2
Animals and their commercial production

Plants, climate and resource interaction
Technology
HSC course
120 hours indicative time

The Higher School Certificate course builds upon the Preliminary course. It examines the
complexity and scientific principles of the components of agricultural production and places a
greater emphasis on farm management to maximise productivity and environmental
sustainability. The farm as a fundamental production unit provides a basis for analysing and
addressing social, environmental and economic issues as they relate to sustainability, from both
national and international perspectives. This is achieved through the farm product study.
Australian agriculture faces many challenges and significant and continuous change is needed to
address these challenges. New computer, satellite, robotic and biological technologies are being
integrated into management systems. As farmers need to respond to changing economic, social
and climatic conditions, the electives focus on innovations, issues and challenges facing
Australian agriculture.
Core (80%) (approximately 96 indicative hours)

Plant/Animal production (50%)
Soil, nutrients and water

Factors contributing to the degradation of soil and water
Sustainable resource management
Plant production systems
Constraints on plant production
Managing plant production
Animal nutrition
Animal growth and development
Animal reproduction and genetics
Animal pests and diseases
Animal ethics and welfare
Experimental analysis and research in plant/animal systems
Farm product study (30%)
The farm as a business

Decision-making processes and management strategies
Agricultural technology
Marketing of a specific farm product
Elective (20%) (approximately 24 indicative hours)

Choose ONE of the following electives to study.
Agri-food, Fibre and Fuel Technologies

Climate Challenge
Farming for the 21st Century
Objectives and outcomes
7.1
Table of objectives and outcomes
Objectives
Preliminary course outcomes
HSC course outcomes
Students will develop:
A student:
A student:
1.
knowledge and
understanding of the
physical, chemical,
biological, social,
historical and
economic factors that
interact in agricultural
production systems
P1.1 describes the complex,

dynamic and interactive
nature of agricultural
production systems
P1.2 describes the factors that
influence agricultural
systems
H1.1 explains the influence

of physical, biological,
social, historical and
economic factors on
sustainable agricultural
production
2.
knowledge,
understanding and
skills required to
manage agricultural
production systems in
a socially and
environmentally
responsible manner
P2.1 describes the biological

and physical resources
and applies the processes
that cause changes in
plant production systems
P2.2 describes the biological
and physical resources
and applies the processes
that cause changes in
animal production
systems
P2.3 describes the farm as a
basic unit of production
H2.1 describes the inputs,

processes and
interactions of plant
production systems
H2.2 describes the inputs,
processes and
interactions of animal
production systems
3.
knowledge of, and

skills in, decisionmaking and the
evaluation of
technology and
management
techniques used in
sustainable
agricultural
production and
marketing
P3.1 explains the role of

decision-making in the
management and
marketing of agricultural
products in response to
consumer and market
requirements
H3.1 assesses the general

business principles and
decision-making
processes involved in
sustainable farm
management and
marketing of farm
products
H3.2 critically assesses the
marketing of a plant
OR animal product
H3.3 critically examines the
technologies and
technological
innovations employed
in the production and
marketing of
agricultural products

Objectives
Preliminary course outcomes
HSC course outcomes
H3.4 evaluates the

management of the
processes in
agricultural systems
4.
skills in effective
research,
experimentation and
communication
P4.1 applies the principles and H4.1 justifies and applies

procedures of
appropriate
experimental design and
experimental
agricultural research
techniques,
technologies, research
methods and data
presentation and
analysis in relation to
agricultural problems
and situations
5.
knowledge and
understanding of the
impact of innovation,
ethics and current
issues on Australian
P5.1 investigates the role of

associated technologies
and technological
innovation in producing
and marketing
agricultural products
7.2
H5.1 evaluates the impact of

innovation, ethics and
current issues on
Australian agricultural
systems
Key competencies
Agriculture provides a powerful context within which to develop general competencies

considered essential for the acquisition of effective, higher-order thinking skills necessary for
further education, work and everyday life.
Key competencies are embedded in the Agriculture syllabus to enhance student learning. The
key competencies of collecting, analysing and organising information and communicating
ideas and information reflect core processes of agricultural inquiry and are explicit in the
objectives and outcomes of the syllabus. The other key competencies are developed through the
methodologies of the syllabus and through classroom pedagogy. Students work as individuals
and as members of groups to conduct agricultural activities and investigations, and through this,
the key competencies of planning and organising activities and working with others and in
teams are developed.
When students plan trials and analyse experimental data, they are developing the key
competency using mathematical ideas and techniques. During research investigations, students
will need to use appropriate information technologies and so develop the key competency of
using technology. Finally, the exploration of current issues and the evaluation of technology and
management techniques contributes towards the students development of the key competency
solving problems.
Content: Agriculture Stage 6 Preliminary course
8.1
Overview
This component is focused on the interactive nature of agricultural production. The factors that
influence agriculture and that are in turn influenced by agriculture are studied. The concepts
raised in the overview are integrated throughout the course.
Outcomes
A student:
P1.1 describes the complex, dynamic and interactive nature of agricultural production systems
P1.2 describes the factors that influence agricultural systems
P2.3 describes the farm as a basic unit of production.
Students learn about:
Agricultural systems
the interaction between subsystems on a

farm, resources, plants, animals, microbes
and management
the climate patterns and soil resources

that influence the distribution of agricultural
enterprises
the impact of physical, biological, social,

historical and economic factors on
Agricultural history
Aboriginal land practices prior to the

arrival of Europeans
Students learn to:
describe agriculture as a system which is

made up of inputs, outputs, boundaries,
subsystems, processes, interactions, feedback
and monitoring
simulate, construct or represent an

appropriate model showing inputs, outputs,
boundaries, subsystems, processes and
interactions between subsystems on a farm
identify the distribution of the main

agricultural regions in NSW and their
predominant agricultural enterprises
access information relevant to Australian

agriculture from a variety of sources such as
journals, newspapers, the internet and field
days
outline how physical, biological, social,

historical and economic factors have
impacted on agricultural systems, using
examples
describe how Indigenous Australians

managed the land prior to the arrival of
10
Students learn to:
Europeans
changes in the Australian environment

that have occurred since the arrival of
Europeans
Social aspects surrounding agriculture
the changing role of the family farm in

Australian agriculture
construct a timeline of significant

changes in land use practices since the arrival
of Europeans to Australia
describe how the traditional family farm

has changed
outline some impacts of agriculture on

their local community
11
8.2
Farm case study
This component involves the study of farm production systems by investigating and visiting a
selected farm or farms.
Outcomes
A student:
P1.1 describes the complex, dynamic and interactive nature of agricultural production systems
P1.2 describes the factors that influence agricultural systems
P2.3 describes the farm as a basic unit of production
P3.1 explains the role of decision-making in the management and marketing of agricultural
products in response to consumer and market requirements
P5.1 investigates the role of associated technologies and technological innovation in
producing and marketing agricultural products.
Students learn to:
The farm as a production unit
enterprises on a farm
observe, collect and record information

on the physical and biological resources of
the farm, including soil, climate, vegetation,
topography, water and infrastructure
construct a calendar of operations for an

enterprise production cycle
describe methods of agricultural recordkeeping
identify various measures of performance
including gross margins, yield, profitability
identify problems associated with
production on the farm
physical and biological resources of a

farm
Farm management
the role of the farm manager
decisions made by the farm manager
suggest some factors a farmer considers

when making farm management decisions
the impact of consumers on production
describe the effect of demand and the role

of consumer trends on farm production
identify management practices being used

to address environmental sustainability
report on planning for future farm

improvement
identify marketing strategies
current management practices, with

reference to sustainability
Marketing
ways products from the farm are
12

marketed
Farm technology
technology used in management and

production on the farm
Students learn to:
explain reasons for particular marketing

strategies for the farm
identify technologies used on the farm
gather data using appropriate instruments

to measure resources, including weather and
soils
explain ways in which technology is used

in farm management and production
The agricultural workplace
potential safety hazards in agricultural

workplaces
recognise and use safe work practices
identify potential safety hazards in

agricultural workplaces, assess the risk and
suggest strategies to reduce or eliminate the
risk, eg safe machinery
outline WHS legislative requirements that

impact on the farm
safe work practices employed in

agricultural workplaces
legislative requirements
13

8.3
Plant production
This component focuses on production and management of plants for commercial purposes.
Plants in agricultural systems cannot be studied without analysing their interactions with
resources (such as soils, climate, farm structures) and microbes/pests that exist in most farm
environments.
Students develop the concept of the dynamic and interactive nature of plant enterprises by
designing and developing models of plant enterprises where the interactions between their
components are highlighted. Learning about the components and interaction of plant enterprises
will be enhanced by developing practical skills in growing and monitoring plants or crops.
Outcomes
A student:
P2.1 describes the biological and physical resources and applies the processes that cause
changes in plant production systems
P3.1 explains the role of decision-making in management and marketing of agricultural
P4.1 applies the principles and procedures of experimental design and agricultural research
Students learn to:
Plants and their commercial production
basic morphology and function of leaves,

stems, roots, flowers, seeds and fruits
describe the functions of leaves, stems,

roots, flowers, seeds and fruits
distinguish between the external and

internal anatomy of monocotyledons and
dicotyledons
identify a range of regionally significant

plants
recognise the features of plant products

that are important to consumers
propagate plants by sexual and asexual

methods
grow and monitor a crop/pasture from

planting through to harvest
measure and describe the features of soil

including colour, texture, structure, pH,
organic matter, parent material and waterholding capacity
regionally significant plants

consumer and market requirements for
commercial plant products
propagation techniques
Animals, climate and resource interaction
effects of soil texture, structure, pH and

fertility on plant production
14

Students learn to:
identify macro and micro nutrients

important for plant growth
select fertiliser(s) appropriate to the soil

and the requirements of the crop/pasture
select appropriate tillage implements

and/or techniques to establish a crop or
pasture
outline various grazing practices
recognise sustainable management

practices including crop rotation, green
manuring, minimum tillage and mulching
collect and use meteorological data such

as temperature, rainfall and evaporation
outline one important disease and one

pest for a selected crop/pasture
outline the role of beneficial organisms in

evaluate methods that can be used to

control and prevent plant pests and diseases
research and describe a current

technology in plant production or marketing
recognise elements of experimental

design including control, randomisation,
replication and standardisation of conditions
conduct a simple plant trial using

appropriate methodology
calculate mean and standard deviation

using trial data
use a range of sources to gather

information about a specific agricultural
problem or situation in plant production
systems
inorganic and organic fertilisers
cultivation and grazing practices
management for sustainable production
effective rainfall and the concept of the

growing season
the nature and impact on plant production

systems of microbes, invertebrates and pests
Technology
use of technologies in producing and

marketing plant products
elements of experimental design
collection and simple analysis of data
recent research findings that contribute to

15
16

8.4
Animal production
This component is focused on the production and management of animals for commercial
purposes. Animals in agricultural systems cannot be studied without analysing their interactions
with plants, climate, resources and microbes/pests that exist in most farm environments.
Students study the concept of the dynamic and interactive nature of animal enterprises by
developing models of animal enterprises whereby the interactions between components are
highlighted. Learning about the components and interactions of animal enterprises will be
enhanced by developing practical skills in growing and monitoring animals.
All practical activities involving animals must comply with the Animal Research Act 1985
(NSW) and the Australian code of practice for the care and use of animals for scientific
purposes as described in the current edition of Animals in Schools: Animal Welfare Guidelines
for Teachers, produced on behalf of the Schools Animal Care and Ethics Committee by the
NSW Department of Education and Training. This advice applies to all schools of the NSW
Department of Education and Training, Catholic Education Commission and to those
participating schools of the Association of Independent Schools of NSW. The guidelines are
available at www.schools.nsw.edu.au/animalsinschools.
Outcomes
A student:
P2.2 describes the biological and physical resources and applies the processes that cause
changes in animal production systems
P3.1 explains the role of decision-making in management and marketing of agricultural
P4.1 applies the principles and procedures of experimental design and agricultural research
Students learn to:
Animals and their commercial production
regionally significant animals
identify a range of regionally significant

farm animals
identify the parts of monogastric and

ruminant digestive systems
describe the functions of the parts of

monogastric and ruminant digestive systems
outline the nutritional requirements of

animals including carbohydrates, protein, fat,
vitamins, minerals and water
identify the parts of mammalian and

avian reproductive systems
describe the functions of the parts of
basic anatomy and physiology of

monogastric and ruminant digestive systems
basic nutritional requirements
basic anatomy and physiology of

reproductive systems in mammals and poultry
17

Students learn to:

mammalian and avian reproductive systems
describe the factors affecting growth and

development
manage and monitor the growth and

development of a farm animal
select and perform appropriate safe

handling and management techniques for the
care and welfare of farm animals
monitor the physical aspects of the

environment of a selected farm animal
recognise the features of animal products

that are important to consumers
recognise sustainable management

practices including stocking rates, grazing
management, effluent management and native
vegetation protection
describe an important disease and pest for

a selected farm animal
evaluate methods that can be used to

control and prevent animal pests and diseases
outline the role of beneficial organisms in

animal production systems
research and describe a current

technology in animal production or marketing
elements of experimental design
recognise elements of experimental

design including control, randomisation,
replication and standardisation of conditions
conduct a simple animal trial using

appropriate methodology within animal
welfare guidelines
factors affecting growth and development
legal requirements, safe handling and

management techniques for the care and
welfare of animals
consumer and market requirements for a

commercial animal product
Plants, climate and resource interaction
management for sustainable production
the nature and impact on animal

production systems of microbes, invertebrates
and pests
Technology
the use of technologies in producing and

marketing animal products within animal
welfare guidelines
the collection and simple analysis of data
18
calculate mean and standard deviation

Students learn to:

using trial data
recent research findings that contribute to

animal production systems
19
use a range of sources to gather

information about a specific agricultural
problem or situation in animal production
systems
Content: Agriculture Stage 6 HSC course
9.1
Plant/Animal production
Animal production is dependent on plants, which in turn are dependent on the soil and water.
Farmers aim to manage the physical and biological processes in soils, plants and animals to
produce agricultural products in a sustainable manner. Students examine the ways in which
farmers manage and manipulate these processes and systems to maximise outputs.
All practical activities involving animals must comply with the Animal Research Act 1985
(NSW) and the Australian code of practice for the care and use of animals for scientific
purposes as described in the current edition of Animals in Schools: Animal Welfare Guidelines
for Teachers, produced on behalf of the Schools Animal Care and Ethics Committee by the
NSW Department of Education and Training. This advice applies to all schools of the NSW
Department of Education and Training, Catholic Education Commission and to those
participating schools of the Association of Independent Schools of NSW. The guidelines are
available at www.schools.nsw.edu.au/animalsinschools.
Outcomes
A student:
H1.1 explains the influence of the physical, biological, social, historical and economic factors
on sustainable agricultural production
H2.1 describes the inputs, processes and interactions of plant production systems
H2.2 describes the inputs, processes and interactions of animal production systems
H4.1 justifies and applies appropriate experimental techniques, technologies, research by
methods and data presentation and analysis in relation to agricultural problems and
situations.
Students learn to:
Soil, nutrients and water
chemical and physical characteristics of

soil
describe chemical characteristics of a soil

including soil pH, ion exchange capacity, soil
carbon and nutrient status
describe physical characteristics of a soil

including soil structure, texture, porosity and
bulk density
perform a first-hand investigation to

analyse and report on the physical and
chemical characteristics of a soil
illustrate the nitrogen cycle and the

carbon cycle
research using secondary sources the

importance of microbes and invertebrates in
decomposition and nutrient cycling
the role of soil nutrient cycles in

Australian agricultural systems including the
nitrogen cycle and the carbon cycle
the role of microbes and invertebrates in
the decomposition of organic matter
20

Students learn to:
investigate using secondary sources the

various sources of water and appropriate
management of water use on farms
describe the influence of legislation and

government regulations including licensing
on the availability and use of water for
agricultural purposes
Factors contributing to the degradation of soil

and water
the historical development of Australian

land use practices, from Aboriginal practices
to the present day
describe the impacts of historical land use

practices in the development of Australian
farming practices that have contributed to

soil degradation such as salination,
acidification, soil structure decline, loss of
soil organic matter and erosion and the effects
of these on soil and water

practices that have led to one important soil
degradation problem, the outcomes of these
practices on the land/water system and
current recommended procedures to alleviate
the problem
practices that have contributed to changes

in water quality and availability
describe farming/agricultural practices

that have affected water quality and quantity
including fertiliser usage, the effects of stock,
effluent management, chemicals, grassed
waterways, riparian zones, dam construction
and irrigation methods
describe techniques used to manage soil

fertility including conservation tillage
systems, maintenance of soil organic matter
(or carbon), crop rotations, organic fertilisers,
inorganic fertilisers and pasture ley phase
research using secondary sources

programs such as Catchment Management
and Landcare that involve community and
government groups working together to
conserve and protect soils, water, waterways
and water catchments
assess the factors involved in long-term

sustainability of agricultural systems
including Australian land classification/
capability and whole-farm planning
identify tensions between sustainability

and short-term profitability in farming
sources of water on a farm and water

management in a farm system
Sustainable resource management
sustainable techniques to maintain and/or

improve soil fertility including alternative
strategies to the application of inorganic
fertilisers
the role of individual farmers, the broader

community and government in reducing the
harmful environmental effects of agriculture
and in conserving water, protecting
waterways and managing water quality
21

beneficial relationships between microbes

and plants including the fixing of atmospheric
nitrogen in legumes
the role of plant hormones on plant

growth and development
pasture production systems
Constraints on plant production
constraints imposed by environmental

factors
outline the phases of growth of one

agricultural monocotyledon and dicotyledon
used in agriculture
describe the effect on plant growth of the

processes of respiration, photosynthesis, net
assimilation rate, water and nutrient uptake

determine the effect of light on plant growth
identify root nodules on a legume and

outline their significance in the management
of soil fertility
outline the effects of plant hormones

including auxins, gibberellins, cytokinins,
ethylene and abscisic acid
explain how plant hormones may be used

to manage plant production
identify native and introduced pasture

species and describe their role in pasture
production systems
explain the significance of a diverse

pasture mix
describe how light, temperature, available

moisture, oxygen/carbon dioxide ratios, wind
and biotic factors affect plant growth,
development and production
describe sources of competition in plant

communities
investigate how farmers manage plant

competition through plant density and weed
control strategies

determine the effects of planting density on
plant growth and/or yield
processes of respiration, photosynthesis,

net assimilation rate, water and nutrient
uptake on the effects of plant growth
systems
tension between sustainability and shortterm profitability in farming systems
Plant production systems
process of growth and development in

plants
Students learn to:
competition in plant communities
22

Students learn to:

complex interaction between the problem
organism, the host and the environment for
one plant disease
Managing plant production
managing the constraints on plant growth

and development to maximise production
explain how farmers can manage plant

production systems to overcome
environmental constraints
outline plant breeding systems and their

genetic basis including selective breeding,
hybridisation and genetic engineering
explain how plant breeding is used to

develop new plant varieties to improve
product quality, yield and environmental
adaptation
interpret an agricultural pesticide label

and relate it to safe practice and correct usage
define integrated pest management (IPM)
complex interaction involving problem

organisms (pathogenic microbe or
invertebrate), the host and the environment in
plant disease
the interaction of genotype, environment

and management
responsible and strategic use of chemicals

integrated pest management (IPM)
outline IPMs ability to reduce the

problems of pesticides and chemical
resistance in target organisms
research using secondary sources an

integrated pest management program for a
plant production system
evaluate an IPM program, naming the

target organism and the plant host
Animal nutrition
ruminant and monogastric digestion
compare the similarities and differences

in the physiology of ruminant and
monogastric digestion
beneficial relationships between microbes

and animals including the role of microbes in
animal digestion
describe the relationship between the

ruminant and rumen microbes
the fate of energy in animal nutrition
construct a diagram to illustrate the

energy losses associated with digestion and
metabolism in animals
design and explain a ration to meet the
23

Students learn to:

nutritional requirements of a selected animal
for a particular stage of production
use nutritional data to determine the

suitability of animal feeds in terms of energy
and protein requirements for particular
production stages for one monogastric and
one ruminant
Animal growth and development
changes in the proportion of muscle, fat

and bone during the life of an animal
compare the proportions of bone, muscle

and fat at various stages of development in an
animal and relate these to consumer needs
evaluate management techniques

available to farmers to manipulate growth and
development including use of hormone
growth promotants (HGPs), feed additives
and genetics
describe how hormones regulate

reproduction and behaviour in animals
including testosterone, oestrogen,
progesterone, prostaglandin, follicle
stimulating hormone and luteinising hormone
explain the interaction between hormones

in an animals oestrus cycle
identify the factors that limit fertility of

farm animals including genetics,
environment, pests and diseases, management
and nutrition
evaluate management techniques

available to farmers to manipulate
reproduction in farm animals including
artificial insemination, multiple ovulation,
flushing, embryo transfer and oestrus
synchronisation
discuss the use of breeding systems in

animal production systems including
crossbreeding and line breeding
outline the role of objective measurement

and heritability on the breeding programs of
farms, using at least one specific industry
program as an example
managing the nutritional requirements of

monogastrics and ruminants in terms of their
digestive physiology
management practices to optimise growth

and development
Animal reproduction and genetics
the role of hormones in the regulation of

animal reproduction and behaviour
factors that limit the fertility of farm

animals
reproductive techniques
breeding systems and their genetic basis

to improve quality and production of animals
24

Students learn to:
Animal pests and diseases
animal disease
investigate the complex interaction

between the problem organism, the host and
the environment for one animal disease
research using secondary sources an IPM

program for an animal production system
evaluate an IPM program, naming the

target organism and the animal host
illustrate how knowledge and

understanding of animals physical and
behavioural characteristics can assist in the
management of a particular animal species
discuss the factors that should be

considered when carrying out a particular
husbandry practice to reduce the negative
welfare impacts to the animal including use of
appropriate equipment, skill of the operator,
timing of the animal practice, management of
the animals after completion of practice
discuss one ethical issue relevant to an

animal production system such as mulesing,
live export, battery egg production, use of
farrowing crates
investigate animal welfare legislation for

a specific farm animal and discuss the
implications of the legislation for the relevant
production system
(www.schools.nsw.edu.au/animalsinschools)
design and conduct a simple plant or

animal trial using appropriate methodology
outline the role of a control,

randomisation, replication and standardisation
of conditions in a simple plant or animal trial
analyse and interpret agricultural data by

calculating a mean and a measure of
variability (standard deviation)
explain the need for a test of significance

to be performed before valid comparisons can
be made
integrated pest management (IPM)
Animal ethics and welfare
ethics, welfare and legal issues and

requirements
Experimental analysis and research in

plant/animal systems
experimental design
the collection and analysis of data
25

the role of research
Students learn to:
present data in an appropriate form
propose recommendations based on the

interpretation of the results of agricultural
experiments
outline the impact of research on

agricultural production systems
26

9.2
Farm product study
Farms are a part of a broader sector in which products are marketed and processed. Students
examine marketing and processing of a product in terms of its quality and quantity and
undertake a specific farm product study.
Outcomes
A student:
H3.1 assesses the general business principles and decision-making processes involved in
sustainable farm management and marketing of farm products
H3.2 critically assesses the marketing of a plant OR animal product
H3.3 critically examines the technologies and technological innovations employed in the
production and marketing of agricultural products
H3.4 evaluates the management of the processes in agricultural systems.
Students learn to:
The farm as a business
the place of the farm in the wider

agribusiness sector
outline the importance of farms in the

wider agribusiness sector of the Australian
economy
describe a wide variety of farm business

structures from the family farm to the
corporate enterprise
assess farm production systems based on

measurements of quality and quantity
outline the financial pressures that may

impact on farmers including the irregular
nature of income, high expenditure on inputs,
the dynamic nature of markets and interest
rates and risk management
use techniques to analyse the financial

situation of a farm enterprise including
calculating gross margin and return to capital
outline the importance of ongoing

research related to agricultural industries
describe recent technologies and their

impact on agricultural production and/or
marketing
Decision-making processes and management

strategies
factors of quality and quantity that

influence decision making
the impact of financial pressures on

farmers
Agricultural technology
the impact scientific research and

associated technology has had on agricultural
production and marketing
Marketing
27

Students learn to:
discuss strategies available to farmers to

market farm products including vertical
integration, contract selling, direct marketing,
cooperatives and marketing boards
determine the marketing chain for the

product
explain various marketing options for the

product
outline government influence on the

production and marketing of the product such
as legislation, regulations, codes of practice,
low cost loans, tax incentives
assess the quantity and quality of the

product
analyse market specifications for the

product
evaluate the management strategies used

to assess and meet market specifications
schedule the timing of operations in a

production cycle to meet market
specifications
analyse marketing information such as a

sales report for the product
construct a flow chart of steps involved in

processing the raw agricultural commodity
into its various forms
evaluate ways in which the product can

be value added
outline strategies for advertising and

promotion of the product
assess a current advertising or

promotional campaign for the product
describe factors affecting the supply of

and demand for the product
marketing strategies
Marketing a specific farm product
the marketing chain for a product
government influence on production and

marketing
quantity and quality criteria for a product
the importance of product specification in

the marketing of a product
problems that may occur in meeting

market specifications of a product and
methods used to meet requirements
processing raw agricultural commodities
the nature and potential for value adding

to a product
the role of advertising and promotion in

the marketing of a product
supply of and demand for a product
28

Students learn to:
29
interpret supply and demand information

for a product

9.3
Electives
Choose ONE of the following electives to study.

Elective 1 Agri-food, Fibre and Fuel Technologies
This elective examines the role of biotechnology in the production of food, fibre and fuel in
agricultural systems. It deals with the terminology and process of biotechnology at the gene
level with an examination of the problems and benefits of genetic engineering and gene
technology.
Issues including the following will be examined:
food safety and labelling
biosecurity
ethical issues surrounding the use of genetically modified organisms
environmental and social issues related to land use for food or biofuel
production.
This elective also explores the ways agriculture is able to improve productivity using
biotechnology and assist in the creation of an environmentally sustainable future for agricultural
production.
Outcomes
A student:
H3.4 evaluates the management of the processes in agricultural systems
situations
H5.1 evaluates the impact of innovation, ethics and current issues on Australian agricultural
systems.
Innovation, ethics and current issues
the term biotechnology, a term used to

cover the use of living things in industry,
technology, medicine or agriculture
ethical concerns and controversy

surrounding the use of biotechnology in
agricultural production
Students learn to:
define DNA, gene, genetically modified

organism (GMO), gene markers, genetic
engineering and protein synthesis
describe the implications of

biotechnology in the agri-foods, fibre and fuel
industries
outline the importance of food safety and

labelling of GMOs
discuss the issues relating to food

production using GMOs
examine regulations that surround
30

Students learn to:

development and use of GMOs and
biotechnology
current areas of development in

biotechnology
Managing processes in agricultural systems
the benefits and problems of

biotechnology and genetic engineering in
agricultural industries
a wide range of potential applications of

gene technology and biotechnology in
agriculture
evaluate biofuel production with respect

to world food demands and sustainable and
efficient use of carbon
describe current developments in

biotechnology including biofuels,
biopesticides, rumen modification, gene
markers, vaccine production, embryo and
sperm testing and embryo splitting
discuss a current biotechnology

development
analyse the conflict between increased

production and ethical concerns in
biotechnology innovation
investigate uses of biotechnology in

agriculture such as genetic modification of
crops to incorporate resistance to pests and
diseases, herbicide tolerance, slowing the
ripening of fruit or altering the timing and
duration of flower production
describe ways biofuel is produced from

grain, sugar, vegetable oils, algae and green
waste/straw
identify and describe industries or

activities that consume biofuel products
analyse a research study of the

development and/or implementation of ONE
agricultural biotechnology in terms of:
design of the study
methodology of the study
collection of data for the study
presentation of data
analysis of the data
conclusions and recommendations
biofuel production
Research methodology and presentation of

research
research into technological developments
explain the role of biosecurity
31

Students learn to:
32
explain the need for research in the

development of agricultural technologies

Elective 2 Climate Challenge
Australia has one of the more variable climates of the worlds major agricultural production
areas. This presents challenges and opportunities for agricultural production. Recent research
indicates that atmospheric changes could cause even more variation of climate in the future. This
elective examines the variability of climate and some possible causes, the way farmers can
manage their farms and adaptation strategies to mitigate risk and maximise profitability and
sustainability.
Outcomes
A student:
situations
systems.
Students learn to:
Australias variable climate
examine using secondary sources the

climates of the local area and of a contrasting
region in Australia
calculate mean and standard deviation of

rainfall and maximum and minimum
temperature over the past 30 years for the
local area and for a contrasting region in
Australia
analyse data to determine the frequency

of wet, normal and dry years, hot, normal and
cool years for the local area and for a
contrasting region in Australia
explain the implications of climate

variability for agricultural production
compare the variability of climate in

different geographical regions in Australia
extrapolate from climate variability data

to determine the effects of climate change on
production
investigate research evidence in relation

to long-term climate variation such as ice
cores and tree growth rings
33

Students learn to:
outline the effects sea surface temperature

and the Southern Oscillation Index (SOI)
have on climate in Australia
describe the processes causing the climate

events of La Nia and El Nio
analyse the variations in crop yields in

Australia with changes in SOI
identify carbon dioxide, methane and

nitrous oxides as the three main greenhouse
gases
explain how vegetation changes and land

clearing can affect local climate
identify the sources of greenhouse gas

emissions
explain the contribution of nitrogen

fertiliser and intensive ruminant production to
greenhouse gas production
recognise the effect of greenhouse gases

on atmospheric temperature and climate
change
describe methods used to store and trade

water resources
analyse issues related to water storage

and trading including river flows, aquifer
depletion and enterprise change
identify methods which can be used in

agricultural systems to reduce the
concentration of greenhouse gases in the
atmosphere
describe methods farmers can use to

reduce methane emissions from ruminant
livestock
outline methods used to sequester carbon

in agricultural soils
causes of climate variability
changes in climate that may be attributed

to human activity
managing resources
management techniques available to the
34
evaluate a range of management options

Students learn to:
farmer to minimise risk and maximise

opportunities from climate variability
available to the farmer to manage climate

variability in plant and/or animal production
such as:
Plant production
plant breeding
improved irrigation practices
timing of planting
soil moisture conservation
extended fallows
retaining residues
moisture monitoring
crop density
financial analysis such as gross margins
and/or
Animal production
grazing strategies
stocking rates
shelter or shade areas
fodder conservation
new varieties/breeds
enterprise changes
financial analysis such as gross margins

research
research into climate variability
analyse a research study of climate

variability or management strategies related
to climate variability in terms of:
design of the study
explain the need for research in climate

variability or management strategies for
climate variability
35

Elective 3 Farming for the 21st Century
While Australian agriculture is composed of many traditional agricultural industries, new or
alternative production methods are emerging as of a result of technological research and
development. The continued success of Australian agriculture in the global economy will rely on
continued innovation at all levels within the industry. The aim of this elective is to introduce
students to the range of developing technologies and for students to appreciate their impact on
agriculture. It is also an opportunity for students to gain a further understanding of a new
technology.
It is important that the technologies studied are recent technologies, that is, they have been
developed or implemented within approximately the past 10 years.
Outcomes
A student:
situations
systems.
Students learn to:
issues relating to research and

development
discuss issues related to the research and

development of technologies including
funding sources, patents, plant breeders
rights, animal welfare, legislation and
contracts
evaluate a range of new technological

developments that may assist agricultural
industries including:
satellite technologies, eg global imaging
and global positioning systems
computer technologies, eg
climate/weather forecasting, laser
technologies and computer record
keeping systems
biotechnologies, eg genetically modified
organisms
electronic identification systems, eg NLIS
robotics, eg milking, shearing and
machinery
evaluate methods that companies may use

to market new technological developments
developments in agricultural technologies
marketing of technology developments
36

Students learn to:
reasons for adopting technologies
explain the reasons for adopting

technologies in agriculture
For ONE recent technological

development:
explain the reasons for the development
of the technology
outline the historical development of the
technology
describe in detail the technological
development
evaluate the impact of the technological
development in terms of: economic,
environmental, social, legal and
managerial factors
analyse a research study of the

development and/or implementation of ONE
recent agricultural technology in terms of:
design of the study
explain the need for research in the

development of agricultural technologies
adopting a technological development

research
research into technological developments
the need for research
37
10
Course requirements
For the Preliminary course:
120 indicative hours are required to complete the course

practical experiences should occupy a minimum of 30% of course time.
For the HSC course:
the Preliminary course is a prerequisite

120 indicative hours are required to complete the course
practical experiences should occupy a minimum of 30% of course time.
38
11
Post-school opportunities
The study of Agriculture Stage 6 provides students with knowledge, understanding and skills
that form a valuable foundation for a range of courses at university and other tertiary
institutions.
In addition, the study of Agriculture Stage 6 assists students to prepare for employment and full
and active participation as citizens. In particular, there are opportunities for students to gain
recognition in vocational education and training. Teachers and students should be aware of these
opportunities.
11.1
Recognition of student achievement in Vocational Education and Training

(VET)
Wherever appropriate, the skills and knowledge acquired by students in their study of HSC
courses should be recognised by industry and training organisations. Recognition of student
achievement means that students who have satisfactorily completed HSC courses will not be
required to repeat their learning in courses in TAFE NSW or other Registered Training
Organisations (RTOs).
RTOs such as TAFE NSW provide industry training and issue qualifications within the
Australian Qualifications Framework.
The degree of recognition available to students in each subject is based on the similarity of
outcomes between HSC courses and industry training packages endorsed within the Australian
Qualifications Framework (AQF). Training packages are documents that link an industrys
competency standards to AQF qualifications. More information about industry training packages
can be found on the National Training Information Service (NTIS) website (www.ntis.gov.au).
Recognition by TAFE NSW
TAFE NSW conducts courses in a wide range of industry areas, as outlined each year in the
TAFE NSW Handbook. Under current arrangements, the recognition available to students of
Agriculture in relevant courses conducted by TAFE is described in the HSC/TAFE Credit
Transfer Guide. This guide is produced by the Board of Studies and TAFE NSW and is
distributed annually to all schools and colleges. Teachers should refer to this guide and be aware
of the recognition available to their students through the study of Agriculture Stage 6. This
information can be found on the TAFE NSW website (www.tafensw.edu.au/mchoice).
Recognition by other Registered Training Organisations
Students may also negotiate recognition into a training package qualification with another
Registered Training Organisation. Each student will need to provide the RTO with evidence of
satisfactory achievement in Agriculture Stage 6 so that the degree of recognition available can
be determined.
39
12
Assessment and reporting
Advice on appropriate assessment practice in relation to the Agriculture syllabus is contained in

Assessment and Reporting in Agriculture Stage 6. This document provides general advice on
assessment in Stage 6 as well as the specific requirements for the Preliminary and HSC courses.
The document contains:
suggested components and weightings for the internal assessment of the

Preliminary course
mandatory components and weightings for the internal assessment of the

HSC course
the HSC examination specifications, which describe the format of the external
HSC examination.
The document and other resources and advice related to assessment in Stage 6 Agriculture are
available on the Boards website at www.boardofstudies.nsw.edu.au/syllabus_hsc
40

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The Higher School Certificate program of study.............................................................1

Rationale for Agriculture in the Stage 6 Curriculum........................................................2

Continuum of learning for Agriculture Stage 6 students..................................................4

Objectives and outcomes..................................................................................................8

Table of objectives and outcomes.........................................................................8

Content: Agriculture Stage 6 Preliminary course...........................................................10

Farm case study...................................................................................................12

Content: Agriculture Stage 6 HSC course......................................................................19

Farm product study..............................................................................................25

Recognition of student achievement in Vocational Education

Assessment and reporting..............................................................................................36

Agriculture Stage 6 Syllabus

The Higher School Certificate program of study

The purpose of the Higher School Certificate program of study is to:

provide a curriculum structure which encourages students to complete

foster the intellectual, social and moral development of students, in particular

provide a flexible structure within which students can prepare for:

Agriculture Stage 6 Syllabus

Rationale for Agriculture in the Stage 6 Curriculum

Agriculture Stage 6 Syllabus

Agriculture Stage 6 Syllabus

Continuum of learning for Agriculture Stage 6 students

Workplace / University / TAFE / Other

Experience in designing and producing as a result of involvement in mandatory and

Agriculture Stage 6 Syllabus

Students will develop:

The Agriculture Stage 6 Syllabus has a Preliminary and HSC course.

120 hours indicative time

Agriculture Stage 6 Syllabus

The farm case study (25%)

The farm as a unit of production

Plant production (30%)

Plants and their commercial production

Animal production (30%)

Animals and their commercial production

120 hours indicative time

Agriculture Stage 6 Syllabus

Core (80%) (approximately 96 indicative hours)

Soil, nutrients and water

Farm product study (30%)

The farm as a business

Elective (20%) (approximately 24 indicative hours)

Agri-food, Fibre and Fuel Technologies

Agriculture Stage 6 Syllabus

Objectives and outcomes

Table of objectives and outcomes

Preliminary course outcomes

HSC course outcomes

Students will develop:

P1.1 describes the complex,

H1.1 explains the influence

P2.1 describes the biological

H2.1 describes the inputs,

knowledge of, and

P3.1 explains the role of