Agricultural Systems

Animal production is dependent on plants, which in turn are dependent on the soil and water. Farmers aim to manage the physical and biological processes in soils, plants and animals to produce agricultural products in a sustainable manner. Learners examine the ways in which farmers manage and manipulate these processes and systems to maximise outputs.

Farms are a part of a broader sector in which products are marketed and processed. Learners examine marketing and processing of a product in terms of its quality and quantity and undertake a specific farm product study.

Learners explore the use of agricultural technologies and their purpose in optimising food and fibre production. Learners design and develop an engineering solution to an agricultural problem or situation.

Agricultural Systems Level 3 introduces learners to farming systems and operations through an integrated Science, Technologies, Engineering and Mathematics (STEM) inquiry.

STEM education integrates concepts that are usually delivered as separate courses in different classes and emphasises the application of knowledge to real-life situations. STEM learning is typically based around finding a solution to a real-world problem and tends to emphasise project based learning.

In this course learners explore the various systems and sub-systems that support agricultural production and maximise productivity. They learn the theory of food and fibre production, and associated agricultural industries, through a focus on ecosystems, plant and animal productions systems, business and financial management systems and agricultural technologies systems. Learner understanding is demonstrated by researching a case study and by developing an engineering solution to an agricultural problem or situation.

Agriculture offers Tasmanians opportunities in a wide range of careers spanning aspects of science, business, tourism, design and engineering. Agricultural careers are many and varied in the government and private sectors on a state, national and international level. Agricultural Systems Level 3 enables learners to develop the skills and knowledge that can be transferred into a range of post-secondary options including: employment; self-employment; and further education or training.

On successful completion of this course, learners will be able to:

SCIENCE

• explain the influence of the physical, biological, technological and economic factors on sustainable agricultural production

• describe the inputs, processes and interactions of plant and animal production systems.

TECHNOLOGY

• examine the technologies and technological innovations employed in the production and marketing of agricultural product

• apply systems thinking strategies and processes

• analyse the management of processes in agricultural systems.

ENGINEERING

• explain the impact of innovation, ethics and current issues on Australian agricultural systems

• apply appropriate engineering principles to agricultural problems and situations.

MATHEMATICS

• assess the general business principles and decision-making processes involved in sustainable farm management and marketing of farm products

• interpret data including financial information, inputs and outputs, rates of change, area, volume and capacity.

CORE SKILLS FOR WORK

• Make decisions
  • assess the factors that influence the marketing of a plant OR animal product.

The delivery of this course requires access to an agricultural holding (e.g. a school farm, orchard, aquaculture operation or commercial garden). This study may involve the handling of potentially hazardous substances and/or the use of potentially hazardous equipment and/or the handling of potentially hazardous plants and animals. It is the responsibility of the course provider to ensure that duty of care is exercised in relation to the health and safety of all learners undertaking the study.

Where animals are included in projects or educational activities compliance with the appropriate codes of practice for animal health and welfare, available from the Tasmanian Department of Primary Industries, Parks, Water and the Environment is required. These may be accessed via the ‘Animal Health’ and ‘Animal Welfare’ page within the ‘Animal Biosecurity’ section of the ‘Biosecurity’ area of the Department of Primary Industries, Parks, Water and the Environment website.

Course providers must also comply with codes of practice applicable to Plant Biosecurity.

This course has a complexity level of 3.

At Level 3, the learner is expected to acquire a combination of theoretical and/or technical and factual knowledge and skills and use judgement when varying procedures to deal with unusual or unexpected aspects that may arise. Some skills in organising self and others are expected. Level 3 is a standard suitable to prepare learners for further study at tertiary level. VET competencies at this level are often those characteristic of an AQF Certificate III.

This course has a size value of 15.

• The recommended delivery time for each Unit is indicated in brackets. Unit 1 must be delivered first. Units 2-4 can be delivered in any order. Units 5 and 6 are learner-directed activities and can be studied at any time throughout the course after Unit 1.

• A glossary of terms used in the Standards and throughout the course document is provided at Appendix 1.

Agricultural Systems Level 3 is divided into six (6) compulsory units of study:

Unit 1: Introduction to Systems Thinking (10 hours)

Unit 2: Ecosystems (20 hours)

Unit 3: Plant Production Systems (25 hours)

Unit 4: Animal Production Systems (25 hours)

Unit 5: Agricultural Technologies (40 hours)

Unit 6: Agribusiness Case Study (30 hours).

UNIT 1: INTRODUCTION TO SYSTEMS THINKING (10 HOURS)

This Unit introduces learners to the concepts and processes that support systems thinking. This will assist learners in appraising agri-foods operations and in finding solutions to identified agricultural problems or situations.

Definition of systems
Systems as an organised group of related objects or components that form a whole.

Definition of systems thinking
Systems thinking as a holistic approach to the identification and solving of problems where:

• the focal points are treated as components of a system and their interactions

• interrelationships are analysed individually to see how they influence the functioning of an entire system.

Types of systems thinking
Different approaches to support inquiry or research within a given field such as:

• scientific thinking

• design thinking

• computational thinking

• systems thinking in business.

Systems thinking concepts 
Principles that support the systems thinking approach such as:

• interdependence

• holism

• inputs and outputs

• closed and open systems

• entropy

• regulation

• hierarchy

• differentiation

• soft and hard systems.

Habits of a systems thinker
Techniques to help understand the ‘big picture’ and support effective analysis of system structures and outputs such as:

• observing how elements within systems change over time, generating patterns and trends

• identifying the circular nature of complex cause and effect relationships

• surfacing and testing assumptions

• identifying unintended consequences.

Thinking tools and processes
Strategies and processes to understand complex situations, enhance problem solving and project planning skills and support effective decision making such as:

• Political, Economic, Social and Technological (PEST) analysis

• Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis

• Drill Down

• cause and effect diagram

• systems diagrams

• risk analysis and risk management

• cost/benefit analysis

• the planning cycle

• Gantt charts.

UNIT 2: ECOSYSTEMS (20 HOURS)

Soil, nutrients and water

• chemical and physical characteristics of soil/water

• the role of nutrient cycles in Australian agricultural systems including the nitrogen cycle and the carbon cycle

• the role of microbes and invertebrates in the decomposition of organic matter

• sources of water on a farm and water management in a farm system (e.g. marine/recirculating systems for fin/shellfish).

Factors contributing to the degradation of soil and water

• the historical development of Australian land and water use practices, from Aboriginal practices to the present day

• farming practices that have contributed to soil degradation such as salination, acidification, soil structure decline, loss of soil organic matter and erosion and the effects of these on soil and water

• practices that have contributed to changes in water quality and availability

• government policies and resource management.

Sustainable resource management

• sustainable techniques to maintain and/or improve farming environments

• the role of individual farmers, the broader community and government in reducing the harmful environmental effects of agriculture and in conserving water, protecting waterways and managing water quality

• pest and weed management

• tension between sustainability and short-term profitability in farming systems.

Australia’s variable climate

• causes of climate variability

• changes in climate that may be attributed to human activity

• managing resources

• management techniques available to the farmer to minimise risk and maximise opportunities from climate variability

• flexibility in land management

• appropriateness of climate for certain plant and animal breeds.

UNIT 3: PLANT PRODUCTION SYSTEMS (25 HOURS)

Plant production systems

• process of growth and development in plants

• processes of respiration, photosynthesis, net assimilation rate, water and nutrient uptake on the effects of plant growth

• beneficial relationships between microbes and plants including the fixing of atmospheric nitrogen in legumes

• the role of plant hormones on plant growth and development

• pasture production systems.

Constraints on plant production

• constraints imposed by environmental factors

• competition in plant communities

• complex interaction involving problem organisms (pathogenic microbe or invertebrate), the host and the environment in plant disease.

Managing plant production

• managing the constraints on plant growth and development to maximise production

• the interaction of genotype, environment and management

• responsible and strategic use of chemicals

• Integrated Pest Management (IPM).

UNIT 4: ANIMAL PRODUCTION SYSTEMS (25 HOURS)

Animal nutrition

• digestive systems (e.g. ruminant, monogastric, bivalve)

• beneficial relationships between microbes and animals including the role of microbes in animal digestion

• the fate of energy in animal nutrition

• managing the nutritional requirements of animals in terms of their digestive physiology

• relationship between animal feed practices and impact on the environment.

Animal growth and development

• changes in the proportion of muscle, fat and bone during the life of an animal

• management practices to optimise growth and development.

Animal reproduction and genetics

• the role of hormones in the regulation of animal reproduction and behaviour

• factors that limit the fertility of farmed animals

• reproductive techniques

• breeding systems and their genetic basis to improve quality and production of animals.

Animal pests and diseases

• animal disease

• Integrated Pest Management (IPM).

Animal ethics and welfare

• ethics, welfare, and legal issues and requirements.

UNIT 5: AGRICULTURAL TECHNOLOGIES (40 HOURS)

Agricultural technologies
The impact scientific research and associated technology has had on agricultural production and marketing:

• the role of biosecurity

• current areas of development in biotechnology

• ethical considerations in the use of biotechnology in agricultural production

• issues relating to research and development

• developments in agricultural technologies:
  • computer technologies (e.g. climate/weather forecasting, laser technologies and computer record keeping systems)
  • biotechnologies (e.g. genetically modified organisms)
  • electronic identification systems (e.g. National Livestock Identification System (NLIS))
  • robotics (e.g. milking, shearing and animal management)
  • marine farm based or land based recirculating aquaculture systems

• Precision Agriculture technology:
  • satellite technologies (e.g. global positioning systems, global and regional imaging)
  • farm equipment technologies (e.g. vehicle and implement guidance, variable rate application, yield measurement)
  • drone technology (e.g. stock and crop monitoring)
  • computer mapping and data modelling systems (e.g. input/yield mapping, site-specific management)

• marketing of technology developments

• reasons for adopting technologies

• moral and ethical considerations with adopting new technologies.

Engineering systems
An overview of engineering systems and their potential application to agri-foods industries such as:

• Biomedical Engineering (e.g. veterinarian)

• Structural Engineering

• building systems

• Transport Engineering

• Mechanical Engineering

• Aeronautical Engineering (e.g. drones)

• Telecommunications Engineering

• mechatronics and robotics

• sensing systems

• renewable energy systems

• Software Engineering

• Aquaculture Engineering technologies.

Engineering Design Cycle
An introduction to the engineering design process and skills and techniques that support the resolution of design ideas such as:

• the Engineering Design Process (EDP)

• standard drawing practices to communicate ideas graphically

• use of mathematical, scientific and graphical methods, and computer simulation and other digital tools, to analyse and solve problems

• properties and selection of materials and processes for engineering solutions

• communication of decisions based on engineering principles

• evaluation and modification of engineering/design solutions.

UNIT 6: AGRIBUSINESS CASE STUDY (30 HOURS)

The farm as a business

• the place of the farm in the wider agri-business sector.

Decision-making processes and management strategies

• factors of quality and quantity that influence decision-making

• the impact of financial pressures on farmers.

Business design

• components of a business plan for a small agricultural and/or horticultural business project, including production, marketing and financial strategies

• strategies for production to meet requirements of local, national and international markets with consideration of market specifications

• tools and strategies for monitoring the cost of production

• business analysis for value adding opportunities in the supply chain

• routine and regular activities that need to be performed to operate the business

• factors influencing the productivity and sustainability of the business, including risk analysis

• strategies for managing a production system to appropriate quality standards for the small business

• health and safety issues associated with the small business

• methods of reporting on the progress of a small business against its business plan, including written and photographic evidence of production.

Marketing

• agricultural commodities, markets and supply

• marketing strategies/targets

• competition analysis

• the marketing chain for a product

• government and other influences on production and marketing

• quantity and quality criteria for a product

• the importance of product specification in the marketing of a product

• problems that may occur in meeting market specifications of a product and methods used to meet requirements

• processing raw agricultural commodities

• the nature and potential for value adding to a product

• the role of advertising and promotion in the marketing of a product

• supply of and demand for a product

• evidence of market research

• customer analysis

• marketing and corporate social responsibility

• public and private advocacy for the agricultural sector.

UNIT 1: INTRODUCTION TO SYSTEMS THINKING

Learners keep a journal of systems thinking strategies and processes. They test thinking strategies and generate and use visual organisers such as flowcharts, systems diagrams, mind maps and charts.

UNIT 2: ECOSYSTEMS

Research Study
Learners research ecosystems including soil, nutrients, water and climate variability. They:

• analyse a research study of management strategies related to soil, nutrients, water and/or climate variability in terms of:
  • design of the study
  • methodology of the study
  • collection of data for the study
  • presentation of data
  • analysis of the data
  • conclusions and recommendations
  • explain the need for research in climate variability or management strategies for climate variability.

Written report (1200 words).

UNITS 3 AND 4: PLANT AND ANIMAL PRODUCTION SYSTEMS

Plant OR Animal Trial
Learners design and conduct a simple plant or animal trial using appropriate methodology. They:

• outline the role of a control, randomisation, replication and standardisation of conditions in a simple plant or animal trial

• analyse and interpret agricultural data by calculating a mean and a measure of variability (standard deviation)

• explain the need for a test of significance to be performed before valid comparisons can be made

• present data in an appropriate form

• propose recommendations based on the interpretation of the results of agricultural experiments

• outline the impact of research on agricultural production systems.

Written report (1200 words).

UNIT 5: AGRICULTURAL TECHNOLOGIES

Research into Technological Developments
Learners assess the likely impact of a selected innovation on the sustainability of a specific agricultural and/or horticultural business. They:

• describe and critique current technologies and management practices used in a specific agricultural and/or horticultural operation

• analyse the drivers that influence the adoption of new or emerging technologies

• undertake research to analyse new or emerging technologies

• compare current with new and emerging technologies and management practices, and assess their impacts on the sustainability of an agricultural and/or a horticultural business

• select and justify appropriate new or emerging technologies for a specific agricultural and/or horticultural business and evaluate their likely social, economic and environmental impacts.

Evidence for the Unit 5 work requirement will take the form of a practical presentation such as: an annotated visual display; website presentation; multimedia presentation; an oral report.

Engineering solution
Learners develop an engineering solution to an agricultural problem or situation using existing or emerging technologies. They:

• generate a design solution

• use technology skills, processes and systems

• apply management and planning skills to an engineering challenge

• implement risk assessment and mitigation strategies

• evaluate and justify engineering solutions

• suggest modifications and improvements to the engineered solution.

Project folio
The project folio will outline and explain the engineering design and development and must reflect:

• a design brief (problem/challenge, background, requirements and limitations)

• research (analysis/comparison, survey, feedback)

• concept sketches, notes, annotations

• tools, materials, techniques and experiments/prototype/testing

• production stages

• evaluation of outcomes (of requirements from initial design brief).

UNIT 6: AGRIBUSINESS CASE STUDY

Case Study
Learners use a case study approach to analyse an agricultural and/or a horticultural system from ‘producer to consumer’. Learners investigate the factors that influence the enterprise conducted at that location. They collect and evaluate the following data to determine which factors have influenced the business:

• the inputs into the production

• production processes and timelines

• risks involved with the production process

• environmental considerations such as waste minimisation strategies, climatic influences

• outputs – both intended and unintended

• factors that influenced the operation of the small business project

• budgeting – planned and actual

• marketing of products

• success of the business and aspects for future improvement.

Written report (2000 - 3000 words).

Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate end-point of study. Although assessment – as part of the learning program – is continuous, much of it is formative, and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect end-point achievement.

The standard of achievement each learner attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.

A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating.

A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.

Providers offering this course must participate in quality assurance processes specified by TASC to ensure provider validity and comparability of standards across all awards. To learn more, see TASC's quality assurance processes and assessment information.

Internal assessment of all criteria will be made by the provider. Providers will report the learner’s rating for each criterion to TASC.

TASC will supervise the external assessment of designated criteria which will be indicated by an asterisk (*). The ratings obtained from the external assessments will be used in addition to internal ratings from the provider to determine the final award.

The following processes will be facilitated by TASC to ensure there is:

• a match between the standards of achievement specified in the course and the skills and knowledge demonstrated by learners

• community confidence in the integrity and meaning of the qualification.

Process – TASC gives course providers feedback about any systemic differences in the relationship of their internal and external assessments and, where appropriate, seeks further evidence through audit and requires corrective action in future.

The external assessment for this course will comprise:

• a folio assessing criteria 2, 5, 6, 8 and 9. The folio will include the Agri-foods Case Study and the Engineering Solution project folio.

For further information see the current external assessment specifications and guidelines for this course available in the Supporting Documents below.

The assessment for Agricultural Systems Level 3 will be based on the degree to which the learner can:

• 1. use systems thinking strategies and processes
• 2. analyse physical and biological systems that support sustainable agricultural production*
• 3. analyse inputs, processes and interactions of plant production systems
• 4. analyse inputs, processes and interactions of animal production systems
• 5. assess general business principles and decision-making processes involved in sustainable farm management and marketing of farm products*
• 6. examine technologies and technological innovations employed in the production and marketing of agricultural products*
• 7. interpret data including financial information, inputs and outputs, rates of change, area, volume and capacity
• 8. apply appropriate engineering principles to agricultural problems and situations*
• 9. explain the impact of innovation, ethics and current issues on Australian agricultural systems*

* = denotes criteria that are both internally and externally assessed

Agricultural Systems Level 3 (with the award of):

EXCEPTIONAL ACHIEVEMENT

HIGH ACHIEVEMENT

COMMENDABLE ACHIEVEMENT

SATISFACTORY ACHIEVEMENT

PRELIMINARY ACHIEVEMENT

The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from 14 ratings (9 from the internal assessment, 5 from the external assessment).

The minimum requirements for an award in Agricultural Systems Level 3 are as follows:

EXCEPTIONAL ACHIEVEMENT (EA)
11 ‘A’ ratings, 3 ‘B’ ratings (4 ‘A’ ratings, 1 ‘B’ rating from external assessment)

HIGH ACHIEVEMENT (HA)
5 ‘A’ ratings, 5 ‘B’ ratings, 4 ‘C’ ratings (2 ‘A’ ratings, 2 ‘B’ ratings, 1 ‘C’ rating from external assessment)

COMMENDABLE ACHIEVEMENT (CA)
7 ‘B’ ratings, 6 ‘C’ ratings (2 ‘B’ ratings, 2 ‘C’ ratings from external assessment)

SATISFACTORY ACHIEVEMENT (SA)
12 ‘C’ ratings (4 ‘C’ ratings from external assessment)

PRELIMINARY ACHIEVEMENT (PA)
7 ‘C’ ratings.

A learner who otherwise achieves the ratings for a CA (Commendable Achievement) or SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.

The Department of Education’s Curriculum Services will develop and regularly revise the curriculum. This evaluation will be informed by the experience of the course’s implementation, delivery and assessment.

In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course.

Requests for amendments to an accredited course will be forwarded by Curriculum Services to the Office of TASC for formal consideration.

Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners, possible consequences for delivery and assessment of the course, and alignment with Australian Curriculum materials.

A course is formally analysed prior to the expiry of its accreditation as part of the process to develop specifications to guide the development of any replacement course.

The accreditation period for this course has been renewed from 1 January 2022 until 31 December 2026.

During the accreditation period required amendments can be considered via established processes.

Should outcomes of the Years 9-12 Review process find this course unsuitable for inclusion in the Tasmanian senior secondary curriculum, its accreditation may be cancelled. Any such cancellation would not occur during an academic year.

Version 1 – Accredited on 21 November 2016 for use from 1 January 2017.

Version 1.a – Minor amendment to Criterion 9 standards. 5 April 2017.

Version 1.1 – Renewal of accreditation on 13 August 2017 for use in 2018.

Version 1.1.a - Change to Agribusiness Case Study scope from 2000 words to 2000-3000 words, and additions to Glossary. 22 December 2017.

Accreditation renewed on 22 November 2018 for the period 1 January 2019 until 31 December 2021.

Version 2 - Amendment 14 December 2018. Removal of 'and return to capital' from second standard element of Criterion 5.

Version 2.a - Renewal of Accreditation on 14 July 2021 for the period 31 December 2021 until 31 December 2026, without amendments.

GLOSSARY

SYSTEMS THINKING

Agricultural activity is dependent on an understanding of systems. Students learn about systems from a scientific and technological perspective.

Systems thinking in science

Science frequently involves thinking, modelling and analysing in terms of systems in order to understand, explain and predict events and phenomena. Learners explore, describe and analyse increasingly complex systems.

They learn to identify and describe relationships between components within systems, and that components within living and non-living systems are interdependent. Learners recognise that within systems, interactions between components can involve forces and changes acting in opposing directions and that for a system to be in a steady state, these factors need to be in a state of balance or equilibrium. They are increasingly aware that systems can exist as components within larger systems, and that one important part of thinking about systems is identifying boundaries, inputs and outputs.

Systems thinking in technologies and business

A system is an organised group of related objects or components that form a whole. Systems thinking is a holistic approach to the identification and solving of problems where the focal points are treated as components of a system, and their interactions and interrelationships are analysed individually to see how they influence the functioning of the entire system.

In a Technologies approach, the success of designed solutions includes the generation of ideas and decisions made throughout the design processes. It requires learners to understand systems and work with complexity, uncertainty and risk. Learners recognise the connectedness of and interactions between people, places and events in local and wider world contexts and consider the impact their designs and actions have in a connected world.

Participating in and shaping the future of information and digital systems is an integral part of learning in Digital Technologies. Understanding the complexity of systems and the interdependence of components is necessary to create timely solutions to technical, economic and social problems. Implementation of digital solutions often has consequences for the people who use and engage with the system, and may introduce unintended costs or benefits that impact the present or future society.

Likewise, systems thinking is used in business, economics and geographical studies to understand the interactions and dynamics of complex systems and analyse their effects of inputs and outputs.

Computational thinking

Computational thinking is a problem-solving method that is applied to create solutions that can be implemented using digital technologies. It involves integrating strategies, such as organising data logically, breaking down problems into parts, interpreting patterns, and models and designing and implementing algorithms.

This type of thinking is used during different phases of a design process when computation is needed to quantify data and solve problems. Examples include when calculating costs, testing materials and components, comparing performance or modelling trends.

LINE OF SIGHT – Agricultural Systems Level 3