PLANT PRODUCTION SYSTEMS
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
IMPORTANT INFORMATION
Syllabus review
Once a course syllabus has been accredited by the School Curriculum and Standards Authority, the implementation of that syllabus will be
monitored by the Course Advisory Committee. This committee can advise the Board of the Authority about any need for syllabus review.
Syllabus change deemed to be minor requires schools to be notified of the change at least six months before implementation. Major
syllabus change requires schools to be notified 18 months before implementation. Formal processes of syllabus review and requisite
reaccreditation will apply.
Other sources of information
The Western Australian Certificate of Education (WACE) Manual contains essential information on assessment, moderation and
examinations that need to be read in conjunction with this course.
The School Curriculum and Standards Authority website www.scsa.wa.edu.au and extranet provides support materials including sample
programs, course outlines, assessment outlines, assessment tasks with marking keys, past WACE examinations with marking keys, grade
descriptions with annotated student work samples and standards guides.
WACE providers
Throughout this document the term ‘school’ is intended to include both schools and other WACE providers.
Currency
This document may be subject to minor updates. Users who download and print copies of this document are responsible for checking for
updates. Advice about any changes made to the document is provided through the Authority communication processes.
Copyright
© School Curriculum and Standards Authority, 2007.
This document—apart from any third party copyright material contained in it—may be freely copied or communicated for non-commercial purposes by educational institutions, provided
that it is not changed in any way and that the School Curriculum and Standards Authority is acknowledged as the copyright owner.
Copying or communication for any other purpose can be done only within the terms of the Copyright Act or by permission of the School Curriculum and Standards Authority.
Copying or communication of any third party copyright material contained in this document can be done only within the terms of the Copyright Act or by permission of the copyright owners.
2008/16140[v17]
2
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
Rationale
Agriculture is the management of natural and other
resources to enable the sustainable production of
plant and animal products to meet fundamental
human needs.
Essentially, agriculture involves the application of
knowledge and skills from a number of sciences
including biology, soil science, environmental
science, physics and chemistry. Agriculture is the
foundation on which many cultural, social, and
political systems have grown and developed.
The importance of agriculture has never been
greater than in the twenty first century. The
production of food and fibre must meet the
challenges of feeding and clothing the world’s
rapidly growing population. At the same time
agricultural production must be carried out in an
ecologically and economically sustainable manner.
Within the constraints of ever-increasing competition
for natural resources, salinity, environmental
degradation, concerns over food safety and the
debate over biotechnology, Australia has become
one of the world’s leading exporters of ‘clean and
green’ produce. Furthermore Australia exports 80%
of its agricultural produce. In this context there will
continue to be a demand for people skilled in
combining scarce resources and for innovative
methods of production.
Agriculture goes beyond the farm gate. Secondary
processing and marketing of plant products have
generated associated industries employing large
numbers of people. Entrepreneurial skills combined
with innovative ideas have identified niche markets
enabling
enhancement
of
Australia’s
competitiveness overseas.
In the Plant Production Systems course, students
develop knowledge and skills related to the
sustainable use of natural resources, and the
development,
implementation,
management,
production, marketing and enterprise operations
across a range of plant industries.
Students explore, analyse and understand the ways
that people manage natural resources such as
plants, animals, climate, soil and water to meet
personal and community needs. They analyse and
evaluate food and fibre production systems,
sustainable practices, new technologies, consumerdriven economics, ethics, and product marketing.
In the Plant Production Systems course, the
following explanations are provided for the terms
below:
1. Systems can include plant production and
marketing systems, management systems,
value-adding systems, service and maintenance
systems, biotic systems and abiotic systems.
2. Natural systems comprise ecological and
physiological systems that exist without human
intervention.
3. Plant production systems are those that have
been managed, manipulated, adapted and
refined to meet human needs for food, fibre,
shelter and lifestyle.
4. Social systems are those that have evolved to
manage human interaction with each other and
the built and natural environments.
5. Sustainability can be considered as meeting the
needs of current and future generations through
integration of environmental protection, social
advancement
and
economic
prosperity.
Sustainability requires that economic, social and
environmental factors be integrated by
simultaneous application of these principles,
seeking mutually supportive benefits with
minimal trade-offs.
6. Examples of technologies include genetic
engineering, new plant production techniques,
specialised equipment and machinery, global
positioning systems, and information and
communication technology (ICT).
7. Examples of skills include handling plants,
harvesting plant products, applying plant health
remedies, testing and plant improvement
methods.
Course outcomes
The Plant Production Systems course is designed to
facilitate the achievement of four outcomes.
Outcome 1: Investigating plant production
Students use investigative processes to address
plant production challenges.
In achieving this outcome, students:
 investigate issues, needs and opportunities
related to plant production challenges;
 generate proposals to address plant production
challenges; and
 collect evidence from own or others’
investigations,
evaluate
solutions
and
processes, and communicate findings.
The course enables students to understand the
world of work as it relates to plant production in a
wide range of contexts, including self-employment. It
leads to career opportunities in primary industries
(including all areas of plant production and
marketing
and
post-secondary
courses
at
Universities and registered training organisations.
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
3
Outcome 2: Plant production principles
Students understand the principles and practices
underpinning efficient and sustainable plant
production systems.
In achieving this outcome, students understand:

the structure and function of a range of plants or
production systems;

the interdependence of the elements of natural
systems, and plant production systems; and

management strategies underpinning plant
production systems.
Outcome 3: Plant production practices
Students apply skills and technologies to achieve
efficient and sustainable Plant production and
marketing. In achieving this outcome, students:
 select and use safely technologies and skills for
plant production;
 apply skills to manage production in a
sustainable manner; and
 apply economic and management practices to
optimise viable plant production.
Outcome 4: Agriculture, society and environment
Students understand the relationships between
agriculture, society and the environment.
In achieving this outcome, students:
 understand the role of agriculture in shaping the
environment and its involvement in developing
Australian societies; and
 understand that economic and technological
trends and cultural beliefs and values impact on
plant production systems.
Course content
The course content is the focus of the learning
program.
The course content includes the following
underpinning knowledge, and application of this in a
selected plant enterprise:

knowledge and management of plant production
systems

systems ecology

plant structure and function

plant environment

plant health

breeding and improvement

economics, finance and markets

requirements for sustainable production

working scientifically

selection and production for purpose.
4
Course units
Each unit has been summarised outlining the unit
content to be taught and learnt. The cognitive
difficulty of the content increases with each stage.
The pitch of the content for each stage is notional
and there will be overlap between stages.
Stage P units provide opportunities for practical and
well supported learning to help students develop
skills required for them to be successful upon
leaving school or in the transition to Stage 1 units.
Stage 1 units provide bridging support and a
practical and applied focus to help students develop
skills required to be successful for Stage 2 units.
Stage 2 units provide opportunities for applied
learning but there is a more of a focus on academic
learning.
Stage 3 units provide opportunities to extend
knowledge and understandings in challenging
academic learning contexts.
Unit PAPPS
The focus for this unit is plant production science
in everyday life. Students engage in practical
activities in plant production contexts that are
relevant to them. They learn that by applying the
science process they can investigate the world of
plant production to grow and maintain plants to
maximise yields. For example, students could study
how to select, sow, germinate and protect plants
through to maturity. They might investigate how
plant production machinery or devices work and may
practise common maintenance checks for the use of
such devices. At all times the emphasis is on the
safe and responsible use of equipment and
chemicals as well as the development of positive
attitudes. Students learn that scientific knowledge
can be applied in everyday situations in the field,
greenhouse or garden to improve outcomes.
Unit PBPPS
In this unit, students build on the knowledge and
understandings gained in Unit PA. Students have
further opportunities to perform tasks and apply their
understandings and skills to a simulated workplace
environment.
Unit 1APPS
In this unit students learn about the basic structure
and function of plants, plant processes and the types
and features of plant enterprises. The teaching and
learning is based around one or more plant
enterprises. Students learn about the types of crops
and plant pests common to Western Australia, as
well as the safe, efficient and effective use of
equipment and resources used in plant production.
Students use basic economic concepts associated
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
with plant production to guide decision-making and
investigate aspects of plant production.
Unit 1BPPS
In this unit students learn about plant production
through the provision of an optimum growing
environment. Students follow a calendar of
operations and investigate available markets.
Students require access to production systems to
propose questions for investigation and to collect
and present experimental data. The teaching and
learning is based around one or more plant
enterprises. They examine natural resources and
cycles that occur in landscapes and the effect plant
production systems have on the environment and
communities. They interpret information concerning
chemical use and how to comply with industry codes
of practice.
Unit 1CPPS
The teaching and learning is based around one or
more plant enterprises not studied in Unit 1A.
In this unit students learn about the basic structure
and function of plants, plant processes and the types
and features of plant enterprises. Students learn
about the types of crops and plant pests common to
Western Australia, as well as the safe, efficient and
effective use of equipment and resources used in
plant production. Students use basic economic
concepts associated with plant production to guide
decision-making and investigate aspects of plant
production.
Unit 1DPPS
The teaching and learning is based around one or
more plant enterprises not studied in Unit 1B.
In this unit students learn about plant production
through the provision of an optimum growing
environment. Students follow a calendar of
operations and investigate available markets.
Students require access to production systems to
propose questions for investigation and to collect
and present experimental data. They examine
natural resources and cycles that occur in
landscapes and the effect plant production systems
have on the environment and communities. They
interpret information concerning chemical use and
how to comply with industry codes of practice.
Unit 2APPS
In this unit students learn about plant anatomy,
growth and development and how these contribute
to the production of a marketable product. They
learn about plant responses to different growing
conditions as well as the impact of pests, including
options to minimise negative effects and promote
sustainability. Students examine the properties of
different soil types and how these affect the plant’s
ability to access requirements for growth. Students
will be involved in an investigation and recognise
elements of valid experimental design. Students
learn about the nutrient cycles applicable to plant
production systems, the impacts of production on
the natural environment and mitigation strategies.
They learn about supply and demand forces in the
marketplace and how to address the legal
requirements of operating a plant production system.
Unit 2BPPS
In this unit students learn about the improvement of
the immediate plant environment to optimise growth
and development through all phases of plant growth.
This includes fertiliser application and soil
management techniques and planning for expected
changes in requirements. They generate possible
solutions to problems and recommend the best
course of action. They learn about monitoring and
managing pest populations and issues involved in
pesticide use including resistance. Students learn
about genetic principles and plant breeding
techniques and how interactions occur between
genotypes and environment. Students learn about
the role of quality assurance (QA) programs in plant
production systems and explore diversification as a
risk management strategy.
Unit 3APPS
In this unit students learn about the importance of
sustainable management practices and the balance
of short-term financial needs with long-term
maintenance and improvement of resources.
Students identify major markets and advantages of
Australian produce. They use results of plant tissue
and soil tests and their knowledge of the plant
environment to design effective plant nutrition
programs and predict changes in requirements
through the growing season. Students evaluate
experimental data and scientific method as well as
proposing adaptations to plant production systems
based on their own and external research.
Unit 3BPPS
In this unit students identify issues for Australia in
maintaining global competitiveness and examine
market protection strategies. Students investigate
the implications of climate change on plant
production systems and the breeding of new
cultivars. Students learn about manipulating plant
processes and managing pests to optimise
production in a sustainable manner. They consider
and propose solutions to address suboptimal
production. They critically analyse the advantages
and disadvantages of new technologies and
consider the moral, ethical and economic issues
associated with their adoption. They assess and
manage risks involved in plant production, and use
financial analysis to guide decision making. They
consider the importance of conservation and
restoration of natural and agricultural ecosystems.
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
5
Course pathways
The following pathways for the study of Plant
Production Systems will assist in meeting student
needs for their WACE certificate:
PA/B
Pathway 1
1 A/B
(No Examination)
1 A/B
Pathway 2
1 C/D
(No Examination)
1 A/B
Pathway 3
2 A/B
(Stage 2 Examination)
2 A/B
Pathway 4
3 A/B
Time and completion
requirements
The notional hours for each unit are 55 class
contact hours. Units can be delivered typically in a
semester or in a designated time period up to a
year depending on the needs of the students. Pairs
of units can also be delivered concurrently over a
one year period. Schools are encouraged to be
flexible in their timetabling in order to meet the
needs of all of their students.
Refer to the WACE Manual for more information
about unit and course completion.
(Stage 3 Examination)
Pathway 1
Typically for students who enter the course to focus
on the knowledge and skills required to be
successful upon leaving school, or in the transition
to Stage 1 units. Students who choose this pathway
will not be required to complete an external
examination. Post-school pathways may include
registered training organisations and the workplace.
Pathway 2
Typically for students who enter the course with
limited experience and undertake study of Plant
Production
Systems.
Post-school
pathways
generally include registered training organisations,
apprenticeships, traineeships and the workplace.
Students who choose this pathway will not be
required to complete an external examination.
Pathway 3
Typically for students who enter the course with
limited experience, knowledge and understanding of
Plant Production Systems but develop sufficiently to
access units 2A and 2B. Post-school pathways
generally include registered training organisations,
apprenticeships and traineeships, university and the
workplace. Students who choose this pathway will
complete the Stage 2 external examination.
Pathway 4
Typically for students with a comprehensive
knowledge and understanding of Plant Production
Systems and who aspire to further studies. The
post-school pathway is typically university, with
some students choosing to enter the workplace or
enrol in registered training organisations courses.
Students who choose this pathway will complete the
Stage 3 external examination.
6
Resources
Teacher support materials are available on the
School Curriculum and Standards Authority website
extranet and can be found at www.scsa.wa.edu.au
Vocational Education
and Training
information
Vocational Education and Training (VET) is
nationally recognised training that provides people
with occupational knowledge and skills and credit
towards, or attainment of, a vocational education
and training qualification under the Australian
Qualifications Framework (AQF).
When considering VET delivery in WACE courses it
is necessary to:
 refer to the WACE Manual, Section 5: Vocational
Education and Training, and
 contact
education
sector/systems
representatives for information on operational
issues concerning VET delivery options in
schools.
Australian Quality Training Framework (AQTF)
AQTF is the quality system that underpins the
national vocational education and training sector and
outlines the regulatory arrangements in states and
territories. It provides the basis for a nationally
consistent, high-quality VET system.
The AQTF Essential Conditions and Standards for
Registered Training Organisations outline a set of
auditable standards that must be met and
maintained for registration as a training provider in
Australia.
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
VET integrated delivery
VET integrated within a WACE course involves
students undertaking one or more VET units of
competency concurrently with a WACE course unit.
No unit equivalence is given for units of competency
attained in this way.
VET integrated can be delivered by schools
providing they meet AQTF requirements. Schools
need to become a Registered Training Organisation
(RTO) or work in a partnership arrangement with an
RTO to deliver training within the scope for which
they are registered. If a school operates in
partnership with an RTO, it will be the responsibility
of the RTO to assure the quality of the training
delivery and assessment.
The content in this course may align with content in
specific VET units of competency from a nationally
recognised training package. Achievement of units
of competency achieved in this manner may lead to
the completion of a full or partial AQF qualification.
Schools seeking to link delivery of this course with
units of competency must read the training package
rules for the relevant units of competency and
associated qualifications on the Training.gov.au
website: www.training.gov.au. This should be done
in consultation with the RTO they are in partnership
with for certification of the competencies in order to
establish suitability of units intended for integration
with this course.
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
7
Assessment
The WACE Manual contains essential information
on principles, policies and procedures for schoolbased assessment and WACE examinations that
needs to be read in conjunction with this document.
School-based assessment
The table below provides details of the assessment
types for this course and the weighting range for
each assessment type.
Teachers are required to use the assessment table
to develop their own assessment outline for each
unit (or pair of units) of the course.
This outline includes a range of assessment tasks
and indicates the weighting for each task and each
assessment type. It also indicates the content and
course outcomes each task covers.
If a pair of units is assessed using a combined
assessment outline, the assessment requirements
must still be met for each unit.
In developing an assessment outline and teaching
program the following guidelines should be taken
into account.

All assessment tasks should take into account
the teaching, learning and assessment
principles outlined in the WACE Manual.

There is flexibility for teachers to design
school-based assessment tasks to meet the
learning needs of students.

The assessment table outlines the forms of
student response required for this course.

Student work submitted to demonstrate
achievement should only be accepted if the
teacher can attest that, to the best of her/his
knowledge, all uncited work is the student’s
own.

Evidence collected for each unit must include
assessment tasks conducted under test
conditions together with other forms of
assessment tasks.
Assessment table
Weightings for types
Stage P
0%
50–75%
25–50%
8
Stages 1, 2, 3
Types of assessment
20–40%
Investigation
Students research, plan and conduct an investigation; process and interpret data; evaluate their plan,
procedures and findings; and communicate their conclusions.
The findings may be communicated in any appropriate form, including written, oral, graphical, multimedia
or various combinations of these.
Types of investigations may include: investigation of past, present or future plant production systems
projects exploring a range of primary and secondary sources.
Types of evidence may include: research drafts and reports, journal notes, data collection tables and
graphs, PowerPoint/video/audio presentation of findings, evaluation tools (self/peer) and observation
checklists.
Best suited to the collection of evidence of student achievement of course Outcomes 1, 2 and 4.
20–40%
Production
Extended production project in which students explore ideas and control the processes required to manage
the quality and quantity of production.
This may be one plant production task that is divided into parts with significant events for
defining/collecting evidence that enables outcomes to be assessed. Alternatively, it may be two or more
smaller tasks.
Skills include:
 managing a range of plant production processes, evaluating and modifying them as necessary
 applying processes, technologies and conventions in a range of contexts. This includes adherence to
OSH and ethical guidelines.
Types of evidence may include using a journal to document exploration, reflection, modification and critical
evaluation of ideas, reports, observation checklists/rubrics for practical activities, or evaluation tools
(self/peer).
Best suited to the collection of evidence of student achievement of course Outcomes 1, 2 and 3.
20–40%
Response
These tasks include supervised tests/examinations and assignment work in which students apply their
knowledge and skills to analyse, interpret, solve problems and respond to a series of stimuli or prompts
relevant to plant production systems.
Response is given to scenarios, tasks, own investigations; analysis and evaluation of media articles,
issues or research findings.
Types of evidence may include: tests, examinations, observation checklists/rubrics for practical activities,
journal research and notes, evaluation tools, (self/peer), reports and data collection tables.
Best suited to the collection of evidence of student achievement of course Outcomes 2, 3 and 4.
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
Grades
Standards Guides
Schools report student achievement in a completed
unit at Stage 1, 2 or 3 in terms of grades. The
following grades are used:
Standards for this course are exemplified in
Standards Guides. They include examination
questions, annotated candidate responses at the
‘excellent’ and ‘satisfactory’ achievement bands,
statistics for each question and comments from
examiners. The guides are published on the
Authority’s web site at www.scsa.wa.edu.au and are
accessed under Examination materials. An extranet
log-in is required to view the guides.
Grade
A
B
C
D
E
Interpretation
Excellent achievement
High achievement
Satisfactory achievement
Limited achievement
Inadequate achievement
Schools report student achievement in Preliminary
Stage units as either completed or not completed.
Each grade is based on the student’s overall
performance for the unit as judged by reference to a
set of pre-determined standards. These standards
are defined by grade descriptions and annotated
work samples.
The grade descriptions for this course are provided
in Appendix 1. They can also be accessed, together
with annotated work samples, through the Guide to
Grades link on the course page of the Authority
website at www.scsa.wa.edu.au
Refer to the WACE Manual for further information
regarding grades.
WACE Examinations
In 2013, students in their final year who are studying
at least one Stage 2 pair of units (e.g. 2A/2B) or at
least one Stage 3 pair of units (e.g. 3A/3B) are
required to sit an examination in this course, unless
they are exempt. For 2014 and 2015, examinations
for all Stage 2 pairs of units (e.g. 2A/2B) are
optional.
WACE examinations are not held for Stage 1 units
and/or Preliminary Stage units. Any student may
enrol to sit a Stage 2 or Stage 3 examination as a
private candidate.
Each examination assesses the specific content
described in the syllabus for the pair of units studied.
Details of the WACE examinations in this course are
prescribed in the WACE examination design briefs
(pages 31–33).
Refer to the WACE Manual for further information
regarding WACE examinations.
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
9
Breeding and improvement
 selection of best plants to propagate/produce.
UNIT PAPPS
Unit description
The unit description provides the focus for teaching
the specific unit content.
The focus for this unit is plant production science
in everyday life. Students engage in practical
activities in plant production contexts that are
relevant to them. They learn that by applying the
science process they can investigate the world of
plant production to grow and maintain plants to
maximise yields. For example, students could study
how to select, sow, germinate and protect plants
through to maturity. They might investigate how
plant production machinery or devices work and
may practise common maintenance checks for the
use of such devices. At all times the emphasis is on
the safe and responsible use of equipment and
chemicals as well as the development of positive
attitudes. Students learn that scientific knowledge
can be applied in everyday situations in the field,
greenhouse or garden to improve outcomes.
Unit content
This unit includes knowledge, understandings and
skills to the degree of complexity described below:
Knowledge and management of
plant production
Economics, finance and markets
 identifying work as paid or unpaid
 recording of work hours
 describing production for markets
 recognising the value of farm resources and the
importance of their maintenance to ensure
optimum returns.
Requirements for sustainable production
 features of a natural environment including
climate, natural organisms, soil types,
topography.
Select and produce for purpose
 identify types of plant production
 identify examples of plant production
 provide routine requirements for life
 identify hazards
 use farm skills relevant to enterprise.
VET integrated units of
competency
Units of competency may be integrated in
appropriate learning contexts if all AQTF
requirements are met. No unit equivalence is
awarded for units of competency achieved in this
way. Please refer to the VET section at the front of
this syllabus for further information.
Systems ecology
 food chains including producers, consumers,
decomposers.
Plant structure and function
 requirements
for
life
including
temperature, water, air, nutrition
 parts of the plant.
light,
Plant environment
 environmental factors that surround the plant
above and below ground
 soil preparation and planting
 application of given fertilisers (organic/
inorganic)
 application of water.
Plant health
 plant health
 pest damage and competition
 application of given pest management solution
specific to chosen enterprise.
10
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
Assessment
The two types of assessment in the table below are
consistent with the teaching and learning strategies
considered to be the most supportive of student
achievement of the outcomes in the Plant
Production Systems course. The table provides
details of the assessment types, examples of
different ways that these assessment types can be
applied and the weighting range for each
assessment type.
Weighting
Stage P
Type of assessment
Production
Production project in which students participate
in the processes required to manage the quality
and quantity of production.
This may be one plant production task, or it may
be two or more smaller tasks.
50–75%
Skills include:

carrying out routine duties for a range of
plant production processes under
supervision

applying processes, technologies and
conventions in a range of contexts with
increasing confidence. This includes
adherence to OSH and ethical guidelines.
Types of evidence may include using a journal to
document required information, reports,
observation checklists/rubrics for practical
activities, or evaluation tools (self/peer).
Best suited to the collection of evidence of
student achievement of course Outcomes 1, 2
and 3.
Response
These tasks include supervised tests and
assignment work in which students apply their
knowledge and skills to analyse, interpret, solve
problems and respond to a series of stimuli or
prompts relevant to plant production systems.
25–50%
Response is given to scenarios, tasks, own
investigations; analysis and evaluation of media
articles, issues or research findings.
Types of evidence may include: tests in written
or oral format, observation checklists/rubrics for
practical activities, journal research and notes,
evaluation tools (self/peer), reports and data
collection tables.
Best suited to the collection of evidence of
student achievement of course Outcomes 2, 3
and 4.
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
11
UNIT PBPPS
Unit description
The unit description provides the focus for teaching
the specific unit content.
In this unit, students build on the knowledge and
understandings gained in Unit PA. Students have
further opportunities to perform tasks associated
with
plant
production
and
apply
their
understandings and skills to a simulated workplace.
Unit content
This unit includes knowledge, understandings and
skills to the degree of complexity described below:
Requirements for sustainable production
 recognise plant species that are well suited to
the conditions of the site.
Select and produce for purpose
 identify resource requirements for chosen plant
production system
 assist with routine work related to plant
production enterprise
 identify limiting factors of plant growth and
report details to the supervisor
 plan for, and collect resources required for plant
production
 identify and report hazards
 use routine skills to a competent level relevant
to plant enterprise
 Occupational Safety and Health (OSH) and
plant welfare adherence to all activities.
Knowledge and management of
plant production
VET integrated units of
competency
Systems ecology
 identify specific organisms in surrounding
natural environment and their importance to the
area.
Units of competency may be integrated in
appropriate learning contexts if all AQTF
requirements are met. No unit equivalence is
awarded for units of competency achieved in this
way. Please refer to the VET section at the front of
this syllabus for further information.
Plant structure and function
 state the importance of parts of the plant to
growth and development.
Plant environment
 nutritional and water requirements are given on
a routine basis by following a given
management schedule
 observe and report on weather conditions
 describe the impact of environmental conditions
on selected plant enterprise.
Plant health
 major pests including insects, pathogens,
weeds
 apply a given pest management solution on a
routine basis by following a given management
schedule.
Breeding and improvement
 identify the best plants for propagation in
response to consumer demand.
Economics, finance and markets
 calculate expected pay based on hourly rate
and number of hours worked by the employee
 list farm protocols for purchasing requisites
 explain the allocation of available funds for
specific personal and/or business needs
 understand the value of the enterprise.
12
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
Assessment
The two types of assessment in the table below are
consistent with the teaching and learning strategies
considered to be the most supportive of student
achievement of the outcomes in the Plant
Production Systems course. The table provides
details of the assessment types, examples of
different ways that these assessment types can be
applied and the weighting range for each
assessment type.
Weighting
Stage P
Type of assessment
Production
Extended production project in which students
participate in the processes required to manage
the quality and quantity of production.
This may be one plant production task, or it may
be two or more smaller tasks.
50–75%
Skills include:

carrying out routine duties for a range of
plant production processes under
supervision

applying processes, technologies and
conventions in a range of contexts with
increasing confidence. This includes
adherence to OSH and ethical guidelines.
Types of evidence may include using a journal to
document required information, reports,
observation checklists/rubrics for practical
activities, or evaluation tools (self/peer).
Best suited to the collection of evidence of
student achievement of course Outcomes 1, 2
and 3.
Response
These tasks include supervised tests and
assignment work in which students apply their
knowledge and skills to analyse, interpret, solve
problems and respond to a series of stimuli or
prompts relevant to plant production systems.
25–50%
Response is given to scenarios, tasks, own
investigations; analysis and evaluation of media
articles, issues or research findings.
Types of evidence may include: tests in written
or oral format, observation checklists/rubrics for
practical activities, journal research and notes,
evaluation tools (self/peer), reports and data
collection tables.
Best suited to the collection of evidence of
student achievement of course Outcomes 2, 3
and 4.
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
13
UNIT 1APPS
Unit description
The unit description provides the focus for teaching
the specific unit content.
In this unit students learn about the basic structure
and function of plants, plant processes and the
types and features of plant enterprises. The
teaching and learning is based around one or more
plant enterprises. Students learn about the types of
crops and plant pests common to Western
Australia, as well as the safe, efficient and effective
use of equipment and resources used in plant
production. Students use basic economic concepts
associated with plant production to guide decisionmaking and investigate aspects of plant production.
Unit content
This unit includes knowledge, understandings and
skills to the degree of complexity described below.
The content should be based around one or more
plant enterprises.
Knowledge and management of
plant production systems
Systems ecology
 structure of natural, urban and agricultural
ecosystems.
Plant structure and function
 major agricultural and horticultural crops of
Western Australia
 life cycles of plants including annuals and
perennials
 reproductive and vegetative parts of plants
 photosynthesis process (inputs and outputs)
and its purpose.
Plant environment
 influences on the location of plant production,
including climate and growing season
 determinants of growing seasons of a region
 macro- and micro-nutrients required for growth
 indicators of soil health and fertility
 symptoms of water stress
 monitor the physical environment, including the
weather.
Breeding and improvement

natural selection and plant adaptation

selection of plant types for specific purposes.
Economics, finance and markets
 farming as a business
 land, labour and capital in profitable production
 recording production costs and incomes
 identification of inputs and outputs.
Requirements for sustainable production
 efficient use of resources without compromising
the environment
 renewable and non-renewable resources.
Working scientifically
Planning
 describe experimental method
 construct a simple hypothesis or question for
investigation
 identify variables in an investigation
 design a simple investigation.
Conducting
 use safe and ethical procedures
 participate in trials
 record data and make observations
carefully and accurately
 conduct repeat trials to improve reliability.
Processing
 present data in different ways including tables,
graphs and spreadsheets
 calculate averages from repeated trials or
replicates
 describe trends, patterns and relationships in
the results and begin to explain using scientific
understanding
 draw conclusions that are consistent with the
data and that address the hypothesis.
Evaluating
 identify problems and inaccuracies and make
suggestions for improvement.
Select and produce for purpose
 identify types and features of plant enterprises
 identify resources required for a given
enterprise
 select equipment and resources when working
with plants
 comply with Occupational Safety and Health
requirements (OSH).
Plant health
 identify pests and diseases and damage
caused by pests
 information provided on labels for safe and
effective use of registered products.
14
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
VET integrated units of
competency
Units of competency may be integrated in
appropriate learning contexts if all AQTF
requirements are met. No unit equivalence is
awarded for units of competency achieved in this
way. Please refer to the VET section at the front of
this syllabus for further information.
Assessment
The three types of assessment in the table below
are consistent with the teaching and learning
strategies considered to be the most supportive of
student achievement of the outcomes in the Plant
Production Systems course. The table provides
details of the assessment type, examples of
different ways that these assessment types can be
applied and the weighting range for each
assessment type.
Weighting
Stage 1
Type of assessment
Investigation
20–40%
Students research, plan and conduct an
investigation; process and interpret data; evaluate
their plan, procedures and findings; and
communicate their conclusions.
The findings may be communicated in any
appropriate form, including written, oral, graphical,
multimedia, or various combinations of these.
Types of investigations may include: investigation
of past, present or future plant production systems
projects exploring a range of primary and
secondary sources.
Types of evidence may include: research drafts
and reports, journal notes, data collection tables
and graphs, PowerPoint/video/audio presentation
of findings, evaluation tools (self/peer) and
observation checklists.
Best suited to the collection of evidence of
student achievement of course Outcomes 1, 2
and 4.
Production
20–40%
Extended production project in which students
explore ideas and control the processes required
to manage the quality and quantity of production.
This may be one plant production task that is
divided into parts with significant events for
defining/collecting evidence that enables outcomes
to be assessed. Alternatively, it may be two or
more smaller tasks.
Skills include:

managing a range of plant production
processes, evaluating and modifying them as
necessary

applying processes, technologies and
conventions in a range of contexts. This
includes adherence to OSH and ethical
guidelines.
Types of evidence may include using a journal to
document exploration, reflection, modification and
critical evaluation of ideas, reports, observation
checklists/rubrics for practical activities, or
evaluation tools (self/peer).
Best suited to the collection of evidence of student
achievement of course Outcomes 1, 2 and 3.
Response
20–40%
These tasks include supervised tests/examinations
and assignment work in which students apply their
knowledge and skills to analyse, interpret, solve
problems and respond to a series of stimuli or
prompts relevant to plant production systems.
Response is given to scenarios, tasks, own
investigations; analysis and evaluation of media
articles, issues or research findings.
Types of evidence may include: tests,
examinations, observation checklists/rubrics for
practical activities, journal research and notes,
evaluation tools, (self/peer), reports and data
collection tables.
Best suited to the collection of evidence of
student achievement of course Outcomes 2, 3
and 4.
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
15
UNIT 1BPPS
Unit description
The unit description provides the focus for teaching
the specific unit content.
In this unit students learn about plant production
through the provision of an optimum growing
environment. Students follow a calendar of
operations and investigate available markets.
Students require access to production systems to
propose questions for investigation and to collect
and present experimental data. The teaching and
learning is based around one or more plant
enterprises. They examine natural resources and
cycles that occur in landscapes and the effect plant
production systems have on the environment and
communities. They interpret information concerning
chemical use and how to comply with industry
codes of practice.
Unit content
This unit includes knowledge, understandings and
skills to the degree of complexity described below.
This content should be based around one or more
plant production enterprises.
Knowledge and management of
plant production systems
Systems ecology

natural resources used in agriculture including
soils, water and air

water cycles in landscapes.
Plant structure and function
 requirements for growth including nutrients,
water, light, heat and gases
 response of growth to temperature and
nutrients
 water use by evapotranspiration
 propagation by seeds and vegetative parts
including tubers, cuttings, buds and grafts.
Plant environment
 factors affecting soil fertility
 soil profiles and textures
 function of macro and micro nutrients in plants
 nutrient
deficiencies
including
nitrogen,
phosphorus and potassium.
Plant health

interpret agricultural chemical labels to
determine which product to select and use

apply codes of practice concerning chemical
use.
16
Breeding and improvement
 cultivars and their characteristics
 plant types, their origins and development into
current cultivars.
Economics, finance and markets

farming systems and enterprises

available markets

calculation of costs, returns and profits.
Requirements for sustainable production
 identify market requirements to be met for
selected products
 the role of quarantine in preventing pests,
diseases and weeds
 prevention of the spread of pests, diseases and
weeds to natural ecosystems.
Working scientifically
Planning
 describe experimental method
 construct a simple hypothesis or question for
investigation
 identify variables in an investigation
 design a simple investigation.
Conducting
 use safe and ethical procedures
 participate in trials
 record data and make observations
carefully and accurately
 conduct repeat trials to improve reliability.
Processing
 present data in different ways including tables,
graphs and spreadsheets
 calculate averages from repeated trials or
replicates
 describe trends, patterns and relationships in
the results and begin to explain using scientific
understanding
 draw conclusions that are consistent with the
data and that address the hypothesis.
Evaluating
 identify problems and inaccuracies and make
suggestions for improvement.
Select and produce for purpose
 identify and implement calendar of operations
for an enterprise production cycle
 identify quality criteria for selected plant
products
 monitor growth and development of plants
 monitor the impact of the weather on plant
enterprises
 select and use equipment for a given
enterprise.
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
VET integrated units of
competency
Units of competency may be integrated in
appropriate learning contexts if all AQTF
requirements are met. No unit equivalence is
awarded for units of competency achieved in this
way. Please refer to the VET section at the front of
this syllabus for further information.
Assessment
The three types of assessment in the table below
are consistent with the teaching and learning
strategies considered to be the most supportive of
student achievement of the outcomes in the Plant
Production Systems course. The table provides
details of the assessment type, examples of
different ways that these assessment types can be
applied and the weighting range for each
assessment type.
Weighting
Stage 1
Type of assessment
Investigation
20–40%
Students research, plan and conduct an
investigation; process and interpret data; evaluate
their plan, procedures and findings; and
communicate their conclusions.
The findings may be communicated in any
appropriate form, including written, oral, graphical,
multimedia, or various combinations of these.
Types of investigations may include: investigation
of past, present or future plant production systems
projects exploring a range of primary and
secondary sources.
Types of evidence may include: research drafts
and reports, journal notes, data collection tables
and graphs, PowerPoint/video/audio presentation
of findings, evaluation tools (self/peer) and
observation checklists.
Best suited to the collection of evidence of student
achievement of course Outcomes 1, 2 and 4.
Production
20–40%
Extended production project in which students
explore ideas and control the processes required
to manage the quality and quantity of production.
This may be one plant production task that is
divided into parts with significant events for
defining/collecting evidence that enables outcomes
to be assessed. Alternatively, it may be two or
more smaller tasks.
Skills include:

managing a range of plant production
processes, evaluating and modifying them as
necessary

applying processes, technologies and
conventions in a range of contexts. This
includes adherence to OSH and ethical
guidelines.
Types of evidence may include using a journal to
document exploration, reflection, modification and
critical evaluation of ideas, reports, observation
checklists/rubrics for practical activities, or
evaluation tools (self/peer).
Best suited to the collection of evidence of student
achievement of course Outcomes 1, 2 and 3.
Response
20–40%
These tasks include supervised tests/examinations
and assignment work in which students apply their
knowledge and skills to analyse, interpret, solve
problems and respond to a series of stimuli or
prompts relevant to plant production systems.
Response is given to scenarios, tasks, own
investigations; analysis and evaluation of media
articles, issues or research findings.
Types of evidence may include: tests,
examinations, observation checklists/rubrics for
practical activities, journal research and notes,
evaluation tools, (self/peer), reports and data
collection tables.
Best suited to the collection of evidence of student
achievement of course Outcomes 2, 3 and 4.
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
17
UNIT 1CPPS
Unit description
The unit description provides the focus for teaching
the specific unit content.
The teaching and learning in this unit is based
around one or more plant enterprises not studied in
Unit 1A.
In this unit students learn about the basic structure
and function of plants, plant processes and the
types and features of plant enterprises. Students
learn about the types of crops and plant pests
common to Western Australia, as well as the safe,
efficient and effective use of equipment and
resources used in plant production. Students use
basic economic concepts associated with plant
production to guide decision-making and investigate
aspects of plant production.
Unit content
This unit includes knowledge, understandings and
skills to the degree of complexity described below.
Knowledge and management of
plant production systems
Systems ecology
 structure of natural, urban and agricultural
ecosystems.
Plant structure and function
 major agricultural and horticultural crops of
Western Australia
 life cycles of plants including annuals and
perennials
 reproductive and vegetative parts of plants
 photosynthesis process (inputs and outputs)
and its purpose.
Plant environment
 influences on the location of plant production,
including climate and growing season
 determinants of growing seasons of a region
 macro- and micro-nutrients required for growth
 indicators of soil health and fertility
 symptoms of water stress
 monitor the physical environment, including the
weather.
Breeding and improvement

natural selection and plant adaptation

selection of plant types for specific purposes.
Economics, finance and markets
 farming as a business
 land, labour and capital in profitable production
 recording production costs and incomes
 identification inputs and outputs.
Requirements for sustainable production
 efficient use of resources without compromising
the environment.
 renewable and non-renewable resources.
Working scientifically
Planning
 describe experimental method
 construct a simple hypothesis or question for
investigation
 identify variables in an investigation
 design a simple investigation.
Conducting
 use safe and ethical procedures
 participate in trials
 record data and make observations
carefully and accurately
 conduct repeat trials to improve reliability.
Processing
 present data in different ways including tables,
graphs and spreadsheets
 calculate averages from repeated trials or
replicates
 describe trends, patterns and relationships in
the results and begin to explain using scientific
understanding
 draw conclusions that are consistent with the
data and that address the hypothesis.
Evaluating
 identify problems and inaccuracies and make
suggestions for improvement.
Select and produce for purpose
 identify types and features of plant enterprises
 identify resources required for a given
enterprise
 select equipment and resources when working
with plants
 comply with Occupational Safety and Health
requirements (OSH).
Plant health
 identify pests and diseases and damage
caused by pests
 identify information provided on labels for safe
and effective use of registered products.
18
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
VET integrated units of
competency
Units of competency may be integrated in
appropriate learning contexts if all AQTF
requirements are met. No unit equivalence is
awarded for units of competency achieved in this
way. Please refer to the VET section at the front of
this syllabus for further information.
Assessment
The three types of assessment in the table below
are consistent with the teaching and learning
strategies considered to be the most supportive of
student achievement of the outcomes in the Plant
Production Systems course. The table provides
details of the assessment type, examples of
different ways that these assessment types can be
applied and the weighting range for each
assessment type.
Weighting
Stage 1
Type of assessment
Investigation
20–40%
Students research, plan and conduct an
investigation; process and interpret data; evaluate
their plan, procedures and findings; and
communicate their conclusions.
The findings may be communicated in any
appropriate form, including written, oral, graphical,
multimedia, or various combinations of these.
Types of investigations may include: investigation
of past, present or future plant production systems
projects exploring a range of primary and
secondary sources.
Types of evidence may include: research drafts
and reports, journal notes, data collection tables
and graphs, PowerPoint/video/audio presentation
of findings, evaluation tools (self/peer) and
observation checklists.
Best suited to the collection of evidence of
student achievement of course Outcomes 1, 2
and 4.
Production
Extended production project in which students
explore ideas and control the processes
required to manage the quality and quantity of
production.
This may be one plant production task that is
divided into parts with significant events for
defining/collecting evidence that enables
outcomes to be assessed. Alternatively, it may
be two or more smaller tasks.
20–40%
Skills include:

managing a range of plant production
processes, evaluating and modifying them as
necessary

applying processes, technologies and
conventions in a range of contexts. This
includes adherence to OSH and ethical
guidelines.
Types of evidence may include using a journal
to document exploration, reflection, modification
and critical evaluation of ideas, reports,
observation checklists/rubrics for practical
activities, or evaluation tools (self/peer).
Best suited to the collection of evidence of
student achievement of course Outcomes 1, 2
and 3.
Response
20–40%
These tasks include supervised tests/examinations
and assignment work in which students apply their
knowledge and skills to analyse, interpret, solve
problems and respond to a series of stimuli or
prompts relevant to plant production systems.
Response is given to scenarios, tasks, own
investigations; analysis and evaluation of media
articles, issues or research findings.
Types of evidence may include: tests,
examinations, observation checklists/rubrics for
practical activities, journal research and notes,
evaluation tools, (self/peer), reports and data
collection tables.
Best suited to the collection of evidence of
student achievement of course Outcomes 2, 3
and 4.
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
19
UNIT 1DPPS
Unit description
The unit description provides the focus for teaching
the specific unit content.
The teaching and learning in this unit is based
around one or more plant enterprises not studied in
Unit 1B.
In this unit students learn about plant production
through the provision of an optimum growing
environment. Students follow a calendar of
operations and investigate available markets.
Students require access to production systems to
propose questions for investigation, and to collect
and present experimental data. They examine
natural resources and cycles that occur in
landscapes and the effect plant production systems
have on the environment and communities. They
interpret information concerning chemical use and
how to comply with industry codes of practice.
Unit content
This unit includes knowledge, understandings and
skills to the degree of complexity described below.
This content should be based around one or more
plant production enterprises.
Knowledge and management of
plant production systems
Systems ecology

natural resources used in agriculture including
soils, water and air

water cycles in landscapes.
Plant structure and function
 requirements for growth including nutrients,
water, light, heat and gases
 response of growth to temperature and
nutrients
 water use by evapotranspiration
 propagation by seeds and vegetative parts
including tubers, cuttings, buds and grafts.
Plant environment

factors affecting soil fertility

soil profiles and textures

function of macro and micro nutrients in plants

nutrient
deficiencies
including
nitrogen,
phosphorus and potassium.
Breeding and improvement

cultivars and their characteristics

plant type, their origins and development into
current cultivars.
Economics, finance and markets

farming systems and enterprises

available markets

calculation of costs, returns and profits.
Requirements for sustainable production

identify market requirements to be met for
selected products

the role of quarantine in preventing pests,
diseases and weeds

prevention of the spread of pests, diseases and
weeds to natural ecosystems.
Working scientifically
Planning

describe experimental method

construct a simple hypothesis or question for
investigation

identify variables in an investigation

design a simple investigation.
Conducting

use safe and ethical procedures

participate in trials
 record data and make observations
carefully and accurately
 conduct repeat trials to improve reliability.
Processing

present data in different ways including tables,
graphs and spreadsheets

calculate averages from repeated trials or
replicates

describe trends, patterns and relationships in
the results and begin to explain using scientific
understanding

draw conclusions that are consistent with the
data and that address the hypothesis.
Evaluating

identify problems and inaccuracies and make
suggestions for improvement.
Select and produce for purpose

identify and implement calendar of operations
for an enterprise production cycle

identify quality criteria for selected plant
products

monitor growth and development of plants

monitor the impact of the weather on plant
enterprises

select and use equipment for a given
enterprise.
Plant health

interpret agricultural chemical labels to
determine which product to select and use

apply codes of practice concerning chemical
use.
20
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
VET integrated units of
competency
Units of competency may be integrated in
appropriate learning contexts if all AQTF
requirements are met. No unit equivalence is
awarded for units of competency achieved in this
way. Please refer to the VET section at the front of
this syllabus for further information.
Assessment
The three types of assessment in the table below
are consistent with the teaching and learning
strategies considered to be the most supportive of
student achievement of the outcomes in the Plant
Production Systems course. The table provides
details of the assessment type, examples of
different ways that these assessment types can be
applied and the weighting range for each
assessment type.
Weighting
Stage 1
Type of assessment
Investigation
20–40%
Students research, plan and conduct an
investigation; process and interpret data; evaluate
their plan, procedures and findings; and
communicate their conclusions.
The findings may be communicated in any
appropriate form, including written, oral, graphical,
multimedia, or various combinations of these.
Types of investigations may include: investigation
of past, present or future plant production systems
projects exploring a range of primary and
secondary sources.
Types of evidence may include: research drafts
and reports, journal notes, data collection tables
and graphs, PowerPoint/video/audio presentation
of findings, evaluation tools (self/peer) and
observation checklists.
Best suited to the collection of evidence of student
achievement of course Outcomes 1, 2 and 4.
Production
20–40%
Extended production project in which students
explore ideas and control the processes required
to manage the quality and quantity of production.
This may be one plant production task that is
divided into parts with significant events for
defining/collecting evidence that enables outcomes
to be assessed. Alternatively, it may be two or
more smaller tasks.
Skills include:

managing a range of plant production
processes, evaluating and modifying them as
necessary

applying processes, technologies and
conventions in a range of contexts. This
includes adherence to OSH and ethical
guidelines.
Types of evidence may include using a journal to
document exploration, reflection, modification and
critical evaluation of ideas, reports, observation
checklists/rubrics for practical activities, or
evaluation tools (self/peer).
Best suited to the collection of evidence of student
achievement of course Outcomes 1, 2 and 3.
Response
20–40%
These tasks include supervised tests/examinations
and assignment work in which students apply their
knowledge and skills to analyse, interpret, solve
problems and respond to a series of stimuli or
prompts relevant to plant production systems.
Response is given to scenarios, tasks, own
investigations; analysis and evaluation of media
articles, issues or research findings.
Types of evidence may include: tests,
examinations, observation checklists/rubrics for
practical activities, journal research and notes,
evaluation tools, (self/peer), reports and data
collection tables.
Best suited to the collection of evidence of
student achievement of course Outcomes 2, 3
and 4.
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
21
UNIT 2APPS


Unit description
The unit description provides the focus for teaching
the specific unit content.
In this unit students learn about plant anatomy,
growth and development and how these contribute
to the production of a marketable product. They
learn about plant responses to different growing
conditions as well as the impact of pests, including
options to minimise negative effects and promote
sustainability. Students examine the properties of
different soil types and how these affect the plant’s
ability to access requirements for growth. Students
will be involved in an investigation and recognise
elements of valid experimental design. Students
learn about the nutrient cycles applicable to plant
production systems, the impacts of production on
the natural environment and mitigation strategies.
They learn about supply and demand forces in the
marketplace and how to address the legal
requirements of operating a plant production
system.
Unit content
This unit includes knowledge, understandings and
skills to the degree of complexity described below.
This is the examinable content of the course.
This content should be based around one or more
plant production enterprises.
Knowledge and management of
plant production systems
Systems ecology

impact of plant production systems on natural
resources including soils, water quality,
atmospheric and soil pollution, loss of
biodiversity and the functioning of natural
ecosystems

nutrient cycles, including nitrogen, carbon,
phosphorus.
Plant structure and function

structure and function of stems, roots, leaves,
flowers, fruit and seeds

response of plant growth to limiting factors
including temperature, water, gases and
nutrients.
Plant environment

the environment of the shoot including gaseous
exchange and light absorption

the environment of the root including water
absorption, macro- and micro-nutrients and
gases (carbon dioxide and oxygen)
22


methods to sustain and improve soil fertility
including organic and inorganic methods and
crop rotations
soil textures and the storage, availability and
fixing and holding properties of nutrients and
water
long term climate records with current weather
patterns
nutrient requirements throughout a growing
season.
Plant health

impact of pests and diseases on production

life cycles of external and internal pest
organisms

population dynamics and growth of pests and
diseases

biosecurity measures to reduce plant risk

pest and disease management options,
including integrated pest management (IPM)

factors influencing pest control programs.
Breeding and improvement

aims of breeding and selection including
productivity and market requirements

sources of variation and methods used for
selection

selection criteria including subjective and
objective characteristics.
Economics, finance and markets

marginal costs and marginal returns and the
application of the law of diminishing returns

meeting market specifications for plant products

domestic production and marketing of plant
products

preparation of simple budgets for an enterprise
and identification of items likely to impact on
profit

interpretation of supply and demand information
for a product.
Requirements for sustainable production

conserving biodiversity and functioning natural
ecosystems

restoration of degraded land

maintaining and improving the quality of soil
and water

stewardship of natural and farming resources
including technologies

complying with industry codes of practice.
Working scientifically
Planning

use elements of experimental design including
controls,
randomisation,
replication,
arrangements of treatments

interpret a situation, formulate a question or
hypothesis to plan and conduct an investigation
in which several variables are controlled

select
appropriate
equipment
for
the
investigation.
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
Conducting

work safely and responsibly

use preliminary trials to improve procedure or
measurement techniques to collect valid and
reliable data

minimise sources of error (large sample size,
replicates, repeat trials, random sampling).
Processing

calculate averages from repeated trials or
replicates

select appropriate methods to display results

analyse data (interpret tables, graphs and
statistics, identify trends, make comparisons,
consider validity of results)

draw conclusions which are consistent with the
data using scientific knowledge.
Evaluating

refer to possible bias and experimental error to
make general suggestions for improving the
techniques or the design of the investigation

write scientific reports.
Assessment
The three types of assessment in the table below
are consistent with the teaching and learning
strategies considered to be the most supportive of
student achievement of the outcomes in the Plant
Production Systems course. The table provides
details of the assessment type, examples of
different ways that these assessment types can be
applied and the weighting range for each
assessment type.
Weighting
Stage 2
Investigation
20–40%
Select and produce for purpose

assess resources used in enterprises, including
land and labour

identify economic yield and causes of variation
including climate, soils and management

monitor calendar of operations for production
cycles

manage
crops
to
maximise
growth,
development and productivity

identify legal requirements of plant production,
including plant variety rights (PVR) and
chemical use.
VET integrated units of
competency
Type of assessment
Students research, plan and conduct an
investigation; process and interpret data; evaluate
their plan, procedures and findings; and
communicate their conclusions.
The findings may be communicated in any
appropriate form including written, oral, graphical,
multimedia, or various combinations of these.
Types of investigations may include: investigation
of past, present or future plant production systems
projects exploring a range of primary and
secondary sources.
Types of evidence may include: research drafts
and reports, journal notes, data collection tables
and graphs, PowerPoint/video/audio presentation
of findings, evaluation tools (self/peer) and
observation checklists.
Best suited to the collection of evidence of
student achievement of course Outcomes 1, 2
and 4.
Production
Extended production project in which students
explore ideas and control the processes
required to manage the quality and quantity of
production.
This may be one plant production task that is
divided into parts with significant events for
defining/collecting evidence that enables
outcomes to be assessed. Alternatively, it may
be two or more smaller tasks.
20–40%
Units of competency may be integrated in
appropriate learning contexts if all AQTF
requirements are met. No unit equivalence is
awarded for units of competency achieved in this
way. Please refer to the VET section at the front of
this syllabus for further information.
Skills include:

managing a range of plant production
processes, evaluating and modifying them as
necessary

applying processes, technologies and
conventions in a range of contexts. This
includes adherence to OSH and ethical
guidelines.
Types of evidence may include using a journal
to document exploration, reflection, modification
and critical evaluation of ideas, reports,
observation checklists/rubrics for practical
activities, or evaluation tools (self/peer).
Best suited to the collection of evidence of
student achievement of course Outcomes 1, 2
and 3.
Response
20–40%
These tasks include supervised tests/examinations
and assignment work in which students apply their
knowledge and skills to analyse, interpret, solve
problems and respond to a series of stimuli or
prompts relevant to plant production systems.
Response is given to scenarios, tasks, own
investigations; analysis and evaluation of media
articles, issues or research findings.
Types of evidence may include: tests,
examinations, observation checklists/rubrics for
practical activities, journal research and notes,
evaluation tools (self/peer), reports and data
collection tables.
Best suited to the collection of evidence of
student achievement of course Outcomes 2, 3
and 4.
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
23
UNIT 2BPPS
Unit description
The unit description provides the focus for teaching
the specific unit content.
In this unit students learn about the improvement of
the immediate plant environment to optimise growth
and development through all phases of plant
growth. This includes fertiliser application and soil
management techniques and planning for expected
changes in requirements. They generate possible
solutions to problems and recommend the best
course of action. They learn about monitoring and
managing pest populations and issues involved in
pesticide use including resistance. Students learn
about genetic principles and plant breeding
techniques, and how interactions occur between
genotypes and environment. Students learn about
the role of quality assurance (QA) programs in plant
production systems, and explore diversification as a
risk management strategy.
Unit content
This unit includes knowledge, understandings and
skills to the degree of complexity described below.
This is the examinable content of the course.
This content should be based around one or more
plant production enterprises.
Knowledge and management of
plant production systems
Systems ecology

ecosystem support including clean water, plant
pollination,
nutrient
cycling
and
pest
management

effects of pesticides on the environment.
Plant structure and function

sexual reproduction by seeds through self- and
cross-pollination

asexual reproduction by vegetative means

phases of growth, growth curves, and plant
requirements at different stages.
Plant environment

soil pH and its influence on nutrient availability

correcting soil acidity and alkalinity

monitoring soil nutrients

maximising the effectiveness of fertilisers
through timing and placement

identifying risks of nutrient pollution

techniques to manage soil water, soil texture
and soil structure, including cultivation,
drainage, weed control and surface mulches

options for nutrient management including
rotations, artificial fertilisers and biological
methods
24

calculating rates of fertiliser application using
test results.
Plant health

strategies for the regulation of common pests
and diseases

witholding periods of pesticides

monitoring of pests in control programs.
Breeding and improvement

genetic
principles
including
genes,
chromosomes, dominant, recessive, genotype
and phenotype

interactions
between
genotype
and
environment (GxE)

breeding systems including inbreeding, line
breeding and cross breeding

steps in breeding new plant varieties.
Economics, finance and markets

applying the law of the minimum to plant
production

factors affecting supply and demand

options for marketing plant products

identifying quality assurance programs for
selected plant production systems, including
their purpose and major features

using budgets and actual figures for financial
control including gross margins.
Requirements for sustainable production

diversification as a risk management strategy

monitoring and reviewing sustainability of
current management practices

government legislation relating to water
conservation and land management

monitoring and recording biosecurity threats.
Working scientifically
Planning

use elements of experimental design including
controls,
randomisation,
replication,
arrangements of treatments

interpret a situation, formulate a question or
hypothesis to plan and conduct an investigation
in which several variables are controlled

select
appropriate
equipment
for
the
investigation.
Conducting

work safely and responsibly

use preliminary trials to improve procedure or
measurement techniques to collect valid and
reliable data

minimise sources of error (large sample size,
replicates, repeat trials, random sampling).
Processing

calculate averages from repeated trials or
replicates

select appropriate methods to display results

analyse data (interpret tables, graphs and
statistics, identify trends, make comparisons,
consider validity of results)
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015

draw conclusions which are consistent with the
data using scientific knowledge.
Evaluating

refer to possible bias and experimental error to
make general suggestions for improving the
techniques or the design of the investigation

write scientific reports.
Select and produce for purpose

select crops and cultivars to meet market
requirements

assess quality of product against market
specifications

identify variations in product quality and causes
including cultivar, weather, nutrition and postharvest conditions

Identify transport and storage requirements for
plant products.
VET integrated units of
competency
Assessment
The three types of assessment in the table below
are consistent with the teaching and learning
strategies considered to be the most supportive of
student achievement of the outcomes in the Plant
Production Systems course. The table provides
details of the assessment type, examples of
different ways that these assessment types can be
applied and the weighting range for each
assessment type.
Weighting
Stage 2
Type of assessment
Investigation
20–40%
Units of competency may be integrated in
appropriate learning contexts if all AQTF
requirements are met. No unit equivalence is
awarded for units of competency achieved in this
way. Please refer to the VET section at the front of
this syllabus for further information.
Students research, plan and conduct an
investigation; process and interpret data; evaluate
their plan, procedures and findings; and
communicate their conclusions.
The findings may be communicated in any
appropriate form including written, oral, graphical,
multimedia, or various combinations of these.
Types of investigations may include: investigation
of past, present or future plant production systems
projects exploring a range of primary and
secondary sources.
Types of evidence may include: research drafts
and reports, journal notes, data collection tables
and graphs, PowerPoint/video/audio presentation
of findings, evaluation tools (self/peer) and
observation checklists.
Best suited to the collection of evidence of student
achievement of course Outcomes 1, 2 and 4.
Production
20–40%
Extended production project in which students
explore ideas and control the processes required
to manage the quality and quantity of production.
This may be one plant production task that is
divided into parts with significant events for
defining/collecting evidence that enables outcomes
to be assessed. Alternatively, it may be two or
more smaller tasks.
Skills include:

managing a range of plant production
processes, evaluating and modifying them as
necessary

applying processes, technologies and
conventions in a range of contexts. This
includes adherence to OSH and ethical
guidelines.
Types of evidence may include using a journal to
document exploration, reflection, modification and
critical evaluation of ideas, reports, observation
checklists/rubrics for practical activities, or
evaluation tools (self/peer).
Best suited to the collection of evidence of student
achievement of course Outcomes 1, 2 and 3.
Response
20–40%
These tasks include supervised tests/examinations
and assignment work in which students apply their
knowledge and skills to analyse, interpret, solve
problems and respond to a series of stimuli or
prompts relevant to plant production systems.
Response is given to scenarios, tasks, own
investigations; analysis and evaluation of media
articles, issues or research findings.
Types of evidence may include: tests,
examinations, observation checklists/rubrics for
practical activities, journal research and notes,
evaluation tools (self/peer), reports and data
collection tables.
Best suited to the collection of evidence of
student achievement of course Outcomes 2, 3
and 4.
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
25
UNIT 3APPS
Unit description
The unit description provides the focus for teaching
the specific unit content.
In this unit students learn about the importance of
sustainable management practices and the balance
of short-term financial needs with long-term
maintenance and improvement of resources.
Students identify major markets and advantages of
Australian produce. They use results of plant tissue
and soil tests and their knowledge of the plant
environment to design effective plant nutrition
programs, and predict changes in requirements
through the growing season. Students evaluate
experimental data and scientific method, as well as
proposing adaptations to plant production systems
based on their own and external research.
Unit content
It is recommended that students studying Stage 3
have completed Stage 2 units.
This unit includes knowledge, understandings and
skills to the degree of complexity described below.
This is the examinable content of the course.
This content should be based around one or more
plant production enterprises.
Knowledge and management of
plant production systems
Systems ecology

interaction of natural, agricultural and urban
ecosystems including the energy flow and
recycling of matter

feedback loops in agricultural systems.
Plant structure and function

utilisation of the net products of photosynthesis

transpiration and its controls

absorption and translocation of nutrients

plant hormones and their role in plant
physiology.
Plant environment

determining the availability of water in growing
media and soil water management

symptoms of nutritional deficiencies, soil and
plant tissue tests, and production records used
in nutrition management

designing a plant nutrition program within an
enterprise

decision-making involved in fertiliser selection,
including soil and crop type, stage of growth,
cost availability and application method.
26
Plant health

thresholds and economic injury levels of pests

modes of action of pesticides

the development of pesticide resistance

avoiding and managing pesticide resistance

comparing the effectiveness of different pest
control methods.
Breeding and improvement

sources of genetic diversity, including seed
banks

breeding technologies including genetically
modified organisms (GMO) and tissue culture.
Economics, finance and markets

comparative advantage of Australian producers
in the international market

importance of the global economy to Australian
plant production, including major markets and
competitors

using budgets and gross margins (partial and
whole farm) to compare profitability across
enterprises

using market information to plan production and
marketing

using financial records to guide decisionmaking.
Requirements for sustainable production

intergenerational equity as ensuring that the
wellbeing of future generations (social,
economic and environmental factors) are not
compromised by the activities of the current
generation

duty of care in the workplace and to the
environment

planning for sustainability: balancing short-term
needs with long-term improvement of
resources.
Working scientifically
Planning

identify real-world problem to investigate
relevant to plant production

select and interpret relevant external research,
construct hypothesis, identify variables, design
experimental method to minimise sources of
error.
Conducting

make and record systematic observations and
measurements with accuracy and precision
using standardised techniques.
Processing

use graphical methods to present data

interpret data through analysis of the mean and
standard deviation

draw conclusions consistent with the data and
explain using scientific knowledge and
concepts.
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
Evaluating

identify inconsistencies in data, sources of
error, limitations in sampling and inadequacies
in control of variables in an investigation and
explain how these can be remedied

propose and communicate recommendations
based on results

research and write scientific reports.
Select and produce for purpose

implement quality assurance programs for
enterprise products

select and justify on farm practices to meet
quality assurance criteria

predict and manage changes in requirements
during the production cycle.
Assessment
The three types of assessment in the table below
are consistent with the teaching and learning
strategies considered to be the most supportive of
student achievement of the outcomes in the Plant
Production Systems course. The table provides
details of the assessment type, examples of
different ways that these assessment types can be
applied and the weighting range for each
assessment type.
Weighting
Stage 3
Investigation
VET integrated units of
competency
Units of competency may be integrated in
appropriate learning contexts if all AQTF
requirements are met. No unit equivalence is
awarded for units of competency achieved in this
way. Please refer to the VET section at the front of
this syllabus for further information.
Type of assessment
20–40%
Students research, plan and conduct an
investigation; process and interpret data; evaluate
their plan, procedures and findings; and
communicate their conclusions.
The findings may be communicated in any
appropriate form including written, oral, graphical,
multimedia, or various combinations of these.
Types of investigations may include: investigation
of past, present or future plant production systems
projects exploring a range of primary and
secondary sources.
Types of evidence may include: research drafts
and reports, journal notes, data collection tables
and graphs, PowerPoint/video/audio presentation
of findings, evaluation tools (self/peer) and
observation checklists.
Best suited to the collection of evidence of
student achievement of course Outcomes 1, 2
and 4.
Production
20–40%
Extended production project in which students
explore ideas and control the processes required
to manage the quality and quantity of production.
This may be one plant production task that is
divided into parts with significant events for
defining/collecting evidence that enables outcomes
to be assessed. Alternatively, it may be two or
more smaller tasks.
Skills include:

managing a range of plant production
processes, evaluating and modifying them as
necessary

applying processes, technologies and
conventions in a range of contexts. This
includes adherence to OSH and ethical
guidelines.
Types of evidence may include using a journal to
document exploration, reflection, modification and
critical evaluation of ideas, reports, observation
checklists/rubrics for practical activities, or
evaluation tools (self/peer).
Best suited to the collection of evidence of student
achievement of course Outcomes 1, 2 and 3.
Response
20–40%
These tasks include supervised tests/examinations
and assignment work in which students apply their
knowledge and skills to analyse, interpret, solve
problems and respond to a series of stimuli or
prompts relevant to plant production systems.
Response is given to scenarios, tasks, own
investigations; analysis and evaluation of media
articles, issues or research findings.
Types of evidence may include: tests,
examinations, observation checklists/rubrics for
practical activities, journal research and notes,
evaluation tools (self/peer), reports and data
collection tables.
Best suited to the collection of evidence of
student achievement of course Outcomes 2, 3
and 4.
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
27
UNIT 3BPPS
Unit description
The unit description provides the focus for teaching
the specific unit content.
In this unit students identify issues for Australia in
maintaining global competitiveness and examine
market protection strategies. Students investigate
the implications of climate change on plant
production systems and the breeding of new
cultivars. Students learn about manipulating plant
processes and managing pests to optimise
production in a sustainable manner. They consider
and propose solutions to address suboptimal
production. They critically analyse the advantages
and disadvantages of new technologies and
consider the moral, ethical and economic issues
associated with their adoption. They assess and
manage risks involved in plant production and use
financial analysis to guide decision making. They
consider the importance of conservation and
restoration of natural and agricultural ecosystems
Unit content
It is recommended that students studying Stage 3
have completed Stage 2 units.
This unit includes knowledge, understandings and
skills to the degree of complexity described below.
This is the examinable content of the course.
This content should be based around one or more
plant production enterprises.
Knowledge and management of
plant production systems
Systems ecology

conservation of biodiversity and natural
ecosystems

climate change and possible impacts on
production systems.
Plant health

management programs for pests and diseases
including IPM over several years and across
enterprises

strategies for pest and disease outbreak on a
local, national and international level.
Breeding and improvement

developing cultivars for specific environments
and markets

impact of breeding technologies including
ethical issues.
Economics, finance and markets

maintaining Australian global competitiveness

protection strategies for Australian markets,
including quarantine

financial analysis of management decisions

assessment and management of physical and
financial risk including probabilities and
consequences and avoidance and mitigation

altering production systems in response to
consumer trends.
Requirements for sustainable production

monitoring progress towards short and longterm goals

maximising
production
through
new
technologies

managing the conflicting demands of social,
environmental and economic factors, also
known as the ‘triple bottom line’

implications of climate change on production.
Working scientifically
Planning

identify real-world problem to investigate
relevant to plant production

select and interpret relevant external research,
construct hypothesis, identify variables, design
experimental method to minimise sources of
error.
Conducting

make and record systematic observations and
measurements with accuracy and precision
using standardised techniques.
Plant structure and function

manipulating plant processes by managing
plant growing conditions

the use of plant hormones in manipulating end
products

use of synthetic hormones in plant weed
control.
Processing

use graphical methods to present data

interpret data through analysis of the mean and
standard deviation

draw conclusions consistent with the data and
explain using scientific knowledge and
concepts.
Plant environment

designing a plant nutrition program across
enterprises

management of plant nutrition and soil water
throughout the growing season

nutrient application to reduce environmental
impacts.
Evaluating

identify inconsistencies in data, sources of
error, limitations in sampling and inadequacies
in control of variables in an investigation and
explain how these can be remedied

propose and communicate recommendations
based on results

research and write scientific reports.
28
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
Select and produce for purpose

propose adaptations to production systems to
improve efficiency or to meet changed
circumstances

evaluate new technologies to provide optimal
production.
VET integrated units of
competency
Units of competency may be integrated in
appropriate learning contexts if all AQTF
requirements are met. No unit equivalence is
awarded for units of competency achieved in this
way. Please refer to the VET section at the front of
this syllabus for further information.
Assessment
The three types of assessment in the table below
are consistent with the teaching and learning
strategies considered to be the most supportive of
student achievement of the outcomes in the Plant
Production Systems course. The table provides
details of the assessment type, examples of
different ways that these assessment types can be
applied and the weighting range for each
assessment type.
Weighting
Stage 3
Type of assessment
Investigation
20–40%
Students research, plan and conduct an
investigation; process and interpret data; evaluate
their plan, procedures and findings; and
communicate their conclusions.
The findings may be communicated in any
appropriate form including written, oral, graphical,
multimedia, or various combinations of these.
Types of investigations may include: investigation
of past, present or future plant production systems
projects exploring a range of primary and
secondary sources.
Types of evidence may include: research drafts
and reports, journal notes, data collection tables
and graphs, PowerPoint/video/audio presentation
of findings, evaluation tools (self/peer) and
observation checklists.
Best suited to the collection of evidence of
student achievement of course Outcomes 1, 2
and 4.
Production
Extended production project in which students
explore ideas and control the processes
required to manage the quality and quantity of
production.
This may be one plant production task that is
divided into parts with significant events for
defining/collecting evidence that enables
outcomes to be assessed. Alternatively, it may
be two or more smaller tasks.
20–40%
Skills include:

managing a range of plant production
processes, evaluating and modifying them as
necessary

applying processes, technologies and
conventions in a range of contexts. This
includes adherence to OSH and ethical
guidelines.
Types of evidence may include using a journal
to document exploration, reflection, modification
and critical evaluation of ideas, reports,
observation checklists/rubrics for practical
activities, or evaluation tools (self/peer).
Best suited to the collection of evidence of
student achievement of course Outcomes 1, 2
and 3.
Response
20–40%
These tasks include supervised tests/examinations
and assignment work in which students apply their
knowledge and skills to analyse, interpret, solve
problems and respond to a series of stimuli or
prompts relevant to plant production systems.
Response is given to scenarios, tasks, own
investigations; analysis and evaluation of media
articles, issues or research findings.
Types of evidence may include: tests,
examinations, observation checklists/rubrics for
practical activities, journal research and notes,
evaluation tools (self/peer), reports and data
collection tables.
Best suited to the collection of evidence of
student achievement of course Outcomes 2, 3
and 4.
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
29
30
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
Examination details
Stage 2 and Stage 3
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
31
Plant Production Systems
Examination design brief
Stage 2
Time allowed
Reading time before commencing work:
Working time for paper:
ten minutes
three hours
Permissible items
Standard items:
pens (blue/black preferred), pencils (including coloured), sharpener, correction fluid/tape,
eraser, ruler, highlighters
Special items:
non-programmable calculators approved for use in the WACE examinations
Section
Supporting information
Section One
Multiple-choice
Stimulus material could include text, diagrams, tables and graphs.
20% of the examination
20 questions
Suggested working time: 30 minutes
Section Two
Short answer
Stimulus material could include text, diagrams, graphs, tables, photographs
and scenarios.
55% of the examination
5–10 questions
Suggested working time: 100 minutes
The question focuses on the practical application of knowledge, skills and
understandings directly related to a production enterprise studied by the
candidate.
Section Three
Production practices
15% of the examination
The question is in parts or is scaffolded.
One question
Suggested working time: 30 minutes
Stimulus material could be used.
Section Four
Extended answer
Questions are in parts or are scaffolded.
10% of the examination
One question from a choice of two
Suggested working time: 20 minutes
32
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
Plant Production Systems
Examination design brief
Stage 3
Time allowed
Reading time before commencing work:
Working time for paper:
ten minutes
three hours
Permissible items
Standard items:
pens (blue/black preferred), pencils (including coloured), sharpener, correction fluid/tape,
eraser, ruler, highlighters
Special items:
non-programmable calculators approved for use in the WACE examinations
Section
Supporting information
Section One
Multiple-choice
Stimulus material could include text, diagrams, tables and graphs.
15% of the examination
15 questions
Suggested working time: 20 minutes
Section Two
Short answer
Stimulus material could include text, diagrams, graphs, tables, photographs
and scenarios.
50% of the examination
5–10 questions
Suggested working time: 90 minutes
The question focuses on the practical application of knowledge, skills and
understandings directly related to a sustainable production enterprise
studied by the candidate.
Section Three
Production practices
15% of the examination
One question
Suggested working time: 30 minutes
Section Four
Extended answer
The candidate is required to demonstrate a depth of knowledge by
interpreting and integrating information.
20% of the examination
Stimulus material could be used.
Two questions from a choice of three
Suggested working time: 40 minutes
Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
33
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Plant Production Systems: Reaccredited August 2012 (updated October 2013)
For teaching and examination in Year 12 2015
Appendix 1: Grade descriptions
Plant Production Systems: Reaccredited August 2011 (updated October 2013)—Appendix 1
For teaching and examination in Year 12 2015
Grade descriptions
Plant Production Systems
Stage 1
A
Knowledge and understanding
Produces appropriately detailed and well-organised responses about production systems and processes,
with accurate application to selected enterprises.
Describes interrelationships between natural systems, production systems and society.
Conducts directed scientific investigations.
Collects, presents and interprets data and includes relevant/accurate information.
Uses correct technical language consistently, and demonstrates logical and independent thinking skills.
Enterprise management skills
Demonstrates well-developed links between a broad range of theoretical concepts and practical skills.
Selects and uses appropriate resources and equipment to perform selected tasks in a confident, safe and
effective manner.
Applies simple economic tools to operate a production system.
Displays initiative when making decisions about production practices.
B
Knowledge and understanding
Produces competent responses about production systems and processes, with mostly accurate
application to selected enterprises.
Describes key interrelationships between natural systems, production systems and society.
Conducts directed scientific investigations competently, with minimal assistance.
Collects and presents relevant data and includes mostly accurate information.
Uses appropriate technical language.
Displays predominantly independent thinking skills.
Enterprise management skills
Makes connections between a range of theoretical concepts and practical skills.
Uses equipment and resources to perform selected tasks safely and effectively.
Applies simple economic tools to operate a production system.
Makes decisions concerning production practices based on own and suggested strategies.
C
Knowledge and understanding
Produces responses addressing key aspects of production systems and processes, showing varied
accuracy in application to selected enterprises.
Recognises elements of production systems, natural systems and society; however, draws few links
between them.
Conducts key aspects of scientific investigations, with assistance.
Presents data using simple techniques; includes general information with limited expansion of ideas.
Displays intermittent use of technical language.
Shows the emergence of independent thinking skills.
Enterprise management skills
Makes connections between certain theoretic concepts and practical skills, but with limited attention to
detail.
With guidance, uses equipment and resources to perform selected tasks safely.
Uses simple economic tools to operate a production system.
Makes decisions concerning production practices; however, often relies on collaborative feedback.
D
Knowledge and understanding
Describes simple concepts about production systems and processes, with minimal and/or inaccurate
application to selected enterprises.
Recognises a few elements of production systems, natural systems and society.
Conducts simple aspects of scientific investigations, with assistance.
Uses technical language inconsistently and/or inaccurately.
Draws broad conclusions, with little evidence of independent thinking skills.
Enterprise management skills
Displays a limited connection between theory and practical skills.
Applies very few safety procedures.
Identifies simple economic tools to operate a production system.
Displays limited decision-making skills regarding production practices.
E
Does not meet the requirements for a D grade.
Plant Production Systems: Reaccredited August 2011 (updated October 2013)—Appendix 1
For teaching and examination in Year 12 2015
Grade descriptions
Plant Production Systems
Stage 2
A
Knowledge and understanding
Applies extensive concepts about production systems and processes to enterprises, offering clear and
accurate explanations and frequently using technical language.
Uses appropriate research methods to independently investigate agricultural production issues.
Comprehensively explains relationships between the social, economic and environmental issues arising
from production systems.
Uses industry-specific and technical language frequently and accurately.
Enterprise management skills
Selects and uses appropriate resources and equipment to confidently perform a range of tasks in a
consistently safe and efficient manner.
Completes all aspects of tasks systematically, paying attention to detail.
Consistently applies the economic principles and tools that are required to evaluate viability and
sustainability.
Applies theoretical concepts consistently when using a selected production system.
B
Knowledge and understanding
Applies concepts about production systems and processes to selected enterprises, offering mostly accurate
explanations and regularly using technical language.
Uses research methods to investigate agricultural production issues.
Describes relationships between social, economic and environmental issues relevant to selected
enterprises.
Uses industry-specific and technical language frequently.
Enterprise management skills
Completes all aspects of tasks safely and effectively, using appropriate resources and equipment.
Uses the economic principles and tools that are required to assess viability and to address sustainability.
Applies theoretical concepts when using most aspects of a selected production system.
C
Knowledge and understanding
Describes key aspects of production systems, processes and the links to selected enterprises, providing
partially accurate statements.
Conducts directed scientific investigations with moderate effectiveness.
Identifies elements of sustainable production.
Identifies key social, economic and environmental issues relevant to a selected enterprise.
Generally uses industry-specific and technical language.
Enterprise management skills
Uses appropriate resources and equipment to perform a range of directed tasks, inconsistently meeting
safety and industry standards.
Identifies the economic principles and tools that are required to assess viability but uses them only
occasionally and/or with errors.
Applies theoretical concepts when using several aspects of a selected production system.
D
Knowledge and understanding
Describes elements of production systems and processes, but with limited linking to selected enterprises.
Provides brief, inaccurate and/or largely incomplete responses.
Participates in directed scientific investigations with limited effectiveness and/or incomplete results.
Identifies sustainable practices but without elaboration.
Uses minimal industry-specific and technical language.
Enterprise management skills
Uses resources and equipment to carry out tasks, mostly collaboratively and with extensive reinforcement.
Displays limited application of safety and industry standards.
Poor linking exists between theoretical concepts and practical application.
E
Does not meet the requirements for a D grade.
Plant Production Systems: Reaccredited August 2011 (updated October 2013)—Appendix 1
For teaching and examination in Year 12 2015
Grade descriptions
Plant Production Systems
Stage 3
A
Knowledge and understanding
Comprehensively explains the production, management and marketing principles of production systems.
Examines and evaluates the impact of innovation and ethics on production systems.
Analyses the effects of social, economic and environmental issues on production.
Performs valid scientific investigations. Systematically analyses and evaluates data to develop logical
conclusions.
Enterprise management skills
Selects and uses appropriate resources and equipment to plan and consistently manage a broad range of
tasks in an efficient, confident and safe manner, adhering to industry standards.
Applies a wide range of macro-economic principles and tools to plan and manage for optimal production.
Applies sustainable production practices to a wide range of operations.
Completes all tasks systematically and concisely, and validates work with significant evidence.
B
Knowledge and understanding
Provides details of the production, management and marketing principles of selected production systems.
Describes the impact of innovation and ethics on production systems.
Describes the effects of social, economic and environmental issues on production.
Performs scientific investigations competently. Interprets data logically and makes recommendations
based on results.
Enterprise management skills
Selects and uses resources and equipment to manage a range of tasks safely and effectively, meeting
industry standards.
Uses a range of macro-economic principles and tools to plan and manage for optimal production.
Applies sustainable production practices in a selected enterprise.
Completes all task aspects thoroughly, using evidence to validate work.
C
Knowledge and understanding
Makes statements about aspects of the production, management and marketing principles of selected
production systems.
Identifies several social, economic and environmental issues relevant to a selected production system.
Conducts directed scientific investigations, draws broad generalisations from the data collected and
suggests basic or illogical methods for improvement.
Enterprise management skills
Uses resources and equipment to perform tasks in an inconsistent manner where safety and
effectiveness are not always maintained.
Uses elements of macro-economic principles and tools to optimise production.
Considers sustainable production practices in a selected production system.
Completes essential task requirements, using basic evidence to support work.
D
Knowledge and understanding
Provides limited descriptions of aspects of production, management and marketing principles in a
selected production system, with little synthesis of relevant concepts.
Makes little reference to social, economic and environmental issues relevant to a selected production
system.
Uses technical language inaccurately or inconsistently.
Displays few independent thinking skills.
Enterprise management skills
Selects inappropriate equipment and resources for tasks, with infrequent adherence to industry and safety
standards.
Displays ineffective and inconsistent application of theoretical concepts.
Completes a few task requirements.
E
Does not meet the requirements for a D grade.
Plant Production Systems: Reaccredited August 2011 (updated October 2013)—Appendix 1
For teaching and examination in Year 12 2015