Learning objective 8-3: Sustainability
Indicators |
Elaborations |
Assessment
Students will gain knowledge, practical skills, and experience to:
- critically examine the impact of primary production management and processes on the environmental sustainability of primary production.
Indicators
- Carries out investigations into the impact of aspects of primary production (for example, runoff from dairy yards into waterways or soil loss due to reduced ground cover) on environmental sustainability.
- Evaluates the impact on the environment of processes (for example, use of drenches, set stocking, supplementary feed production and management [intensive sheep farming] or fertiliser application, weed control, cultivation and soil loss [asparagus growing]) used to produce a particular primary product.
- Makes recommendations on the environmental sustainability of production processes (for example, fertiliser rates for cropping; water use for dairying; pest control for grapes, tomatoes) for a specific primary product.
Possible context elaborations
- Wind erosion simulation: Using a hair dryer or wind machine, model the effect of wind on soil with varying levels of ground cover. What pasture cover will minimise soil loss on a Canterbury Plains farm exposed to nor’west winds?
- Field trip to an asparagus farm: Gather and process information on such production aspects as timing and quantity of fertiliser application, frequency and type of weed control, and cultivation techniques, and their impact on the environment.
- Possible environmentally sustainable control techniques for the
tomato/potato psyllid.
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Assessment for qualifications
Agricultural and horticultural science programmes integrate concepts and learning from achievement objectives in biology, science, economics, geography, and technology. For this reason, learning can be assessed using achievement standards from a range of subjects as well as those from agricultural and horticultural science. Teachers have considerable scope to select standards that will assess valued learning and engage their students.
Learning described by this objective could be assessed using one or more of these achievement standards:
- 91528 Agricultural and horticultural science 3.1 Carry out an investigation into an aspect of a New Zealand primary product or its production; Internal, 4 credits.
- 91529 Agricultural and horticultural science 3.2 Research and report on the links between production and marketability of a New Zealand primary product; Internal, 6 credits.
- 91530 Agricultural and horticultural science 3.3 Demonstrate understanding of how market forces affect supply of and demand for New Zealand primary products; External, 5 credits.
- 91602 Biology 3.2 Integrate biological knowledge to develop an informed response to a socio-scientific issue; Internal, 3 credits
- 91603 Biology 3.3 Demonstrate understanding of the responses of plants and animals to their external environment; External, 5 credits
- 91604 Biology 3.4 Demonstrate understanding of how an animal maintains a stable internal environment; Internal, 3 credits
- 91401 Economics 3.3 Demonstrate understanding of micro-economic concepts; Internal, 5 credits.
- 91403 Economics 3.5 Demonstrate understanding of macro-economic influences on the New Zealand economy; External, 6 credits.
At the time of publication, achievement standards were in development to align them with The New Zealand Curriculum. Please ensure that you are using the correct version of the standards by going to the
NZQA website.
The NZQA subject-specific resources pages are very helpful. From there, you can find all the achievement standards and links to assessment resources, both internal and external.
Learn more:
Aligned level 1 achievement standards were registered for use in 2011 and level 2 for use in 2012; level 3 will be registered for use in 2013.
Last updated August 10, 2021
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