Agriculture
Lower Secondary
Syllabus





























Papua New Guinea
Department of Education





Issued free to schools by the Department of Education
Published in 2006 by the Department of Education, Papua New Guinea
© Copyright 2006 Department of Education, Papua New Guinea
All rights reserved. No part of this publication may be reproduced, stored in a
retrieval system or transmitted by any form or by any means electronic,
mechanical, photocopying, recording or otherwise without the prior written
permission of the publisher.
ISBN xxxx-xxx-xx-x














Acknowledgements

The Lower Secondary Agriculture Syllabus was written, edited and formatted
by the Curriculum Development Division of the Department of Education. The
development of the syllabus was coordinated by Mordecai Baine.
Teachers, inspectors, tertiary educators, community members,
representatives from non-government organisations and the Agriculture
Subject Advisory Committee have developed this syllabus through meetings,
workshops and consultations.
This document was developed with the support of the Australian Government
through the Curriculum Reform Implementation Project.


ii





Content
Secretary’s message iv
Introduction
1
Rationale
3
Curriculum principles
4
Aims of Agriculture 12
Content overview 13
Grade 9 units 20
Grade 10 units 50
Assessment, examinations and certification 75



iii




Secretary’s message
This Lower Secondary Agriculture Syllabus is to be used by agriculture
teachers to teach Lower Secondary students (Grades 9 and 10) throughout
Papua New Guinea. It builds upon concepts, skills and attitudes from Upper
Primary and links to concepts, skills and attitudes in the Upper Secondary. It
provides a sound foundation for further learning.

Agriculture has always been extremely important to Papua New Guinea as
we were among the first gardeners in the world. The Lower Secondary
Agriculture Syllabus contributes directly to Papua New Guinea as it
emphasises sustainability, agricultural enterprise and the use of agricultural
technologies. It also contributes to the well being of Papua New Guinea
people as skills in Agriculture encourage prosperity through self reliance. It
links to the National Education Plan as it will enable students to achieve their
individual potential to lead productive lives as members of the local, national
and international community.
.
The students will manage resources, promote better living and participate
actively in community development through the use of agricultural knowledge
and skills. They will understand the importance of sustainable land and
management practices and the importance of using new agricultural
technologies wisely. They will practice agricultural enterprise through
undertaking practical projects. This subject depends on the initiatives,
dedication and commitment from teachers, students and the community. Its
success will be the evidence of the knowledge and skills students develop
through undertaking practical projects in the schools and the local
communities.

I commend and approve this syllabus as the official curriculum for Agriculture
to be used in all schools with Grades 9 and 10 students throughout Papua
New Guinea.






DR. JOSEPH PAGELIO
Secretary for Education





iv

Lower Secondary Syllabus


Introduction
The National Curriculum Statement states that Papua New Guinea has
outcomes based education. All Lower Secondary Syllabuses use an
outcomes based approach. The Agriculture Syllabus has been designed
using learning outcomes which identify the knowledge, skills, attitudes
and values that all students achieve or demonstrate by the end of Grade
10. It selects the essential knowledge and skills from syllabuses
teachers have used in the past, and incorporates this with developments
in agricultural learning and technology to ensure that the syllabus
provides relevant skills and knowledge for students. Agriculture is part of
the national curriculum learning area Culture and Community and builds
on the knowledge and skills students have learnt from Making a Living.

Upper
Lower
Lower Secondary
Primary
Secondary
Agriculture Units
Making a
Agriculture
Living -
Strands
Strands


Core
• Managing
• Sustainabilit
• Agriculture in Papua New
resources
y
Guinea 1, 2
• Better living
• Agricultural
• Agriculture Production
• Community
technology
Systems in Papua New
development
• Agricultural
Guinea 1, 2
enterprise.
Options
• Practical projects –growing

crops, raising livestock,
enterprise projects

Assessment is an important component of teaching for learning and
should be integrated into these activities. Continuous assessment
provides feedback to the student and the teacher on students' progress
towards achievement of the learning outcomes. It helps students
improve their standards of achievement by knowing what they need to
do well and where they need to improve. In Agriculture, teachers will
gather evidence from students’ projects during the course of the term
and use those continuous assessments to improve their teaching and
students learning. Agriculture provides opportunities for students to
assess their own learning (self-assessment) and the learning of others
(peer assessment) through their projects. Teachers record evidence of
students’ learning throughout the project and use this to make
judgments about their achievements of the learning outcomes.
The Agriculture Syllabus has been designed to be relevant by providing
topics that include knowledge, skills and values that are useful for all
students. The syllabus is flexible as option units are provided to allow
students to study areas of interest. Option units place emphasis on

1

Agriculture


practical skills development. Academic units are taught alongside the
practical ones to ensure students have the
knowledge needed to undertake the practical components. School
developed units can be written to suit local community needs and
resources and can be taught as part of the syllabus.
Agriculture has a strong link with the learning outcomes of the Upper
Primary Syllabus, Making a Living. The skills, values, attitudes and
knowledge acquired in Making a Living are related to the students’
immediate surroundings. The knowledge and skills students acquire
from agriculture in Grade 9 will become more complex as they progress
to Grade 10.
Students will use the practical skills of agriculture to engage in different
projects of their choice with assistance from their teachers. Agriculture
provides knowledge that will be simple, practical and appropriate for
Papua New Guinea communities. Practical activities will be based on
knowledge acquired. This subject is relevant and useful for students
leaving formal schooling after Grade 10, as well as those who will
pursue further studies in higher institutions.
The Agriculture Syllabus has three strands relevant to the needs of the
community. They are: sustainability, agricultural technology and
agricultural enterprise. The strands will be blended and woven
throughout the units of the syllabus.
2

Lower Secondary Syllabus


Rationale
Historical evidence shows that early inhabitants of Papua New Guinea
were among the first people to practice gardening. It is this proud
cultural heritage over thousands of years, which is our source of
strength. Today about 85 percent of the rural population depend on
either agriculture or marine sources for their food production and income
generation. Much of the urban and semi-urban population
also depend on agricultural products. This highlights the importance of
safe nutritious food and food security for life sustenance in Papua New
Guinea.
Through the study of Agriculture students develop appropriate
knowledge and skills which enable them to contribute positively to their
own lifestyle and to the local, social, cultural, economic and
environmental future of the whole society. The study of the subject
includes traditional and modern agriculture and horticulture as well as
emerging enterprises. The dynamic nature of agriculture results from the
increasing knowledge and application of current and emerging
technologies to the production, processing and marketing of products.
An understanding of the relationships between production, processing
and consumption enables students to understand the impact of
agricultural practices on society and the environment.

The syllabus develops students’ ability to research, plan, organise and
conduct projects, solve problems, collect and organise information and
communicate information. It develops the knowledge and skills required
in producing plant and animal products. It gives students the opportunity
to undertake practical projects with an emphasis on enterprise,
marketing and sustainability. The syllabus provides opportunity for
students to make responsible decisions about the appropriate use of
agricultural technologies.
At Lower Secondary, simple scientific and management concepts and
practices will be integrated and built on from upper primary in order to
support learning of practical management skills required by all to sustain
their livelihood. Agriculture will encourage the integration of nationally
accredited competency-based vocational education and training. This
subject should therefore provide a basis for formal and informal
employment opportunities in agriculture and its related industries and
opportunities to a range of post-secondary studies and business
enterprises.




3

Agriculture


Curriculum principles
The national curriculum principles should influence what students learn
and how teachers teach agriculture. These principles are related to Our
Way of Life, Integral Human Development and Teaching and Learning.
Our way of life
Cultural relevance
Cultural relevance focuses on the richness and diversity of Papua New
Guinean cultures and languages. These cultures and languages are
examined within their own unique contexts and within historical,
contemporary and future realities. Our traditional life is based on a
holistic perspective that integrates the past, present and future. Papua
New Guineans are the original inhabitants of Papua New Guinea and
live in sophisticated, organized and self-sufficient societies. Our customs
and traditions constitute a cultural mosaic: rich and diverse, including
different cultural groups. Our customs and traditions are unique.
Agriculture therefore enables students to:

• demonstrate an understanding and appreciation of the values,
customs and traditions of Papua New Guinea
• demonstrate recognition of the importance of the relationship
between Papua New Guinea and the world around it.

The Agriculture Syllabus embraces traditional concepts and integrates
those that are appropriate into activities that are productive and
sustainable. In the teaching of Agriculture, teachers should take a
balance approach where traditionally valued crops and animals are
grown and raised along with introduced ones using appropriate
technology.
Maintenance of vernacular language
The Department of Education’s Language Policy in all Schools states
that at the secondary level, lessons will be conducted in English, but
teachers can use opportunities to further develop the students oral and
written vernacular (or lingua franca) skills, for example when a concept
is better explained using the vernacular or lingua franca. Students must
be encouraged to learn and use English, but secondary schools should
not discourage free communication in vernacular languages that the
students speak in and out of the school grounds.


4

Lower Secondary Syllabus


Cultural diversity
Papua New Guinea is fortunate to have so many languages and
cultures. The diversity of our cultures is the source of our knowledge,
skills, attitudes and Melanesian values. As a multicultural society, we
must protect, promote and respect our many cultures and languages.
There are many people from our own ethnic groups and from other
countries with their own cultures, living and working together in Papua
New Guinea. We must ensure that we promote and share our cultures
and in this way; multiculturalism will be maintained and enjoyed while
learning experiences will be enriched.

The wealth of cultural diversity in Papua New Guinea is clearly illustrated
in the values placed upon certain crops and animals grown and raised in
different communities throughout the country. In Agriculture teachers
and students will conscientiously conserve our cultural diversity and as a
result maintain our uniqueness while increasing food production to
benefit the population.
Ethics, morals and values
Papua New Guinea is striving to create a society in line with democratic,
liberal traditions. The citizens of Papua New Guinea should recognise
appropriate social relationships based on sound human and religious
ethics, morals and values. These are required for interaction with
families, villages and wantoks and people from other provinces and
nations. The process of socialisation requires a belief in the ethics,
morals and values of the Melanesian extended family. It also requires
dialogue with and respect for others, and a willingness to conserve and
promote those aspects of our traditions which are consistent with
integral human development. An awareness of the interdependence of
individuals, societies and nations in the modern world is necessary. It
requires involvement with family, church, school, community and the
world beyond.

This syllabus places emphasis on ethics, morals and values in
agriculture, social skills and character building to develop positive social
contacts with the community.

In the teaching and learning of Agriculture, the reform emphasises the
value placed on agriculture in our society. There are also work ethics
agriculture students will be acquainted with, such as punctuality,
consideration for others, co-operation and physical work out in the open
fields.




5

Agriculture


Integral human development
Facilitating integral human development
The Agriculture Syllabus is underpinned by integral human development
which is described in the National Curriculum Statement as:
integral in the sense that all aspects of a person are important
human in the sense that social relationships are basic
development in the sense that every individual has the potential to
grow in knowledge, wisdom, understanding, skills and goodness.
Agriculture enables students to develop their potential so that each
individual can solve his or her own problems, contribute to the common
good of society and maintain, promote and improve earning and living
opportunities.
Papua New Guinea is a rapidly changing society and faces many
challenges. To face these effectively, an individual must strive to
become an integrated person and to work with others to create a better
community. Agriculture is an important component of this.
Nation building and national unity
Papua New Guinea is a young nation. There is still a great deal of
nation building to be done. The AgricultureSyllabus enables students to
understand how Papua New Guinea societies work and how they can be
a useful part of these societies. Students should learn that they have a
place in Papua New Guinea and that Papua New Guinea has a place in
the world as a whole. They will become more able to help Papua New
Guinea develop a national identity as one nation if they learn to:
• work together with tolerance
• respect one another, their traditional ways and resolve problems
peacefully
• respect and act in the spirit of the National Constitution
• recognise their capabilities and develop their own talents
• participate in the development of the national community
• protect and safeguard the national wealth and resources and
consider how they will contribute to national revenues.
Agriculture promotes national identity by encouraging pride in production
of home-grown produce. Students investigate opportunities for farming
traditional and indigenous crops and animals and participate in activities
within the community that will help build Papua New Guinea as one
nation.

6

Lower Secondary Syllabus


Sustainability
The natural environment of Papua New Guinea is as diverse as its
cultures. It is often a violent natural and physical environment, and
threatened by issues such as rapid population expansion and misuse of
resources such as over logging, abuses associated with mining, over
fishing, dynamiting reefs and dumping toxic wastes. Our diverse cultures
are also threatened by over exploitation and commercialisation of sacred
cultural practices. Unfortunately, some of our cultural traditions, which
promoted sustainability, are not being handed down from generation to
generation. Agriculture will guide students to further appreciate, respect
and value their natural environment, cultures, customs and traditions. It
will give them the skills and knowledge to identify problems and issues
and to take action to sustain these aspects of life in Papua New Guinea.
In Agriculture, we are looking at maintaining and improving land and
water resources so that they can be used by the many generations to
come.
Catering for diversity
Gender
All Lower SecondarySyllabuses are designed to cater for the educational
needs and interests of both girls and boys. The Department of Education
Gender Equity in Education Policy (2003) recommends that no student
in the education system of Papua New Guinea will be disadvantaged on
the basis of gender. The policy aims to prepare students for a satisfying
life beyond school where:
• equal, non-violent relationships exist between females and males
• rights to personal respect and safety are reflected in everyday life
• positive cultural values and individual differences are acknowledged
and respected.
To implement the policy, teachers have the responsibility to use and
promote gender equity practices in their classrooms and with the wider
community. This means teachers:
• use teaching and learning strategies that meet the needs and rights
of all female and male students
• use gender inclusive language, content, methodology and
assessment
• respect positive cultural values and challenge unfair cultural
practices
• respect the contributions of men and women to society
• promote positive attitudes and behaviours of social responsibility,
empathy and sensitivity.

7

Agriculture


There is a need for sensitivity to local cultural practices and values, with
respect to traditional roles for males and females. In Agriculture,
students will be given equal opportunities to participate in all practical
learning and assessment activities regardless of gender.
In gender sensitive classrooms:
• there is a safe, challenging learning environment which is socially
and culturally supportive
• boys and girls have the right to equal power
• students take turns in being the leader and reporter
• students share and participate in activities involving different
students
• students show respect for other students and their contributions
• teachers encourage students to challenge stereo-typed gender
roles.
Students with special needs
Many students have special needs. This includes students who are
gifted and those who are disadvantaged. Gifted students should be
given opportunities to extend their learning. Students with physical or
intellectual impairments and emotional or learning difficulties need
special support in the classroom. Teachers have a responsibility to
ensure that the learning needs of these students are met. All students
are individuals and all have the right to quality education in order to
reach their full potential.
Agriculture caters for the needs of all students. Teachers may need to
adapt learning experiences to cater for students with special needs.
This syllabus promotes the principles of equity through providing a
diverse range of learning experiences and fair assessment practices.
Teaching and learning
Agriculture is a practical subject and teaching and learning must reflect
this. Learning will be done through projects; students will learn by doing.
Student-centred learning
The Agriculture Syllabus uses a student-centred approach as a vehicle
to guide and facilitate students’ learning. A student-centred approach
provides students with the opportunity to practice and develop critical
and creative thinking, problem solving, decision-making as well as range
of practical skills and knowledge.

8

Lower Secondary Syllabus


A student-centred approach means that teaching and learning
approaches need to be flexible to cater for the individual differences and
learning should be relevant and meaningful to the experiences and
needs of the students. A student-centred approach allows teachers to be
more flexible in determining the most effective ways to help all students
achieve the learning outcomes.
Students learn in different ways. The national curriculum will encourage
teachers to use different ways of teaching to give all students a chance
to learn. Students work as individuals and in groups. They are
encouraged to think critically about what they are learning and to take
responsibility for their learning. They teach each other and learn from
each other. They know that learning has a serious purpose. They enjoy
using a wide range of resources and undertaking practical activities.
Students also learn how to communicate well with others, how to work
things out for themselves and how to get the information they need.
They need to learn to think in ways that make sense, using their
experiences, their knowledge, their intelligence and their imagination.
As well as learning skills and knowledge, students develop appropriate
attitudes and an understanding of important issues. They have pride in
themselves, their own cultures and communities, as well as respect for
other people and their cultures in their communities.
Inclusive curriculum
All students are individuals and all have the right to quality education in
order to reach their full potential. An inclusive curriculum uses content,
language and teaching methods that take account of all students. The
Agriculture Syllabus values the experiences and knowledge of all
students, regardless of gender, ability, geographic location, religious and
cultural background, or socio-economic status.
Teachers must ensure that the learning and assessment activities are
inclusive of all students when interpreting and implementing the
Agriculture Syllabus learning outcomes.
The following statements identify important requirements of an inclusive
curriculum.
• All students have fair access to resources such as time spent with
teacher, space in the classroom, books and equipment, outside
space.
• All students have equal opportunity to participate fully in teaching,
learning and assessment activities.
• The curriculum includes and addresses the needs and interests of
all students; girls as well as boys, gifted students, students with
disabilities and students from different cultural and religious
backgrounds.

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Agriculture


• The experiences and knowledge of all students are valued by
teachers and are reflected in classroom practice.
• Teaching and learning methods cater for different learning styles by
allowing students opportunities to learn in different ways.
• Teachers use a variety of assessment methods that give students
opportunities to demonstrate achievement of learning outcomes.
Teachers have a responsibility to ensure that the curriculum they teach,
and the classroom practices they use, give all students the opportunity
to reach their full potential.
Relevance
The Lower Secondary Syllabuses should be relevant to the social,
spiritual and resource development needs of a community. This can be
achieved by integrating teaching and learning situations that reflect the
knowledge, skills, attitudes and spiritual values needed for integral
human development. A relevant Lower Secondary curriculum will
prepare students for productive community living, integrate academic
and practical education, and will provide ways to paid and unpaid
employment.
Most people in Papua New Guinea work in the informal economy.
Students who leave at the end of Grade 10 may need to find work in the
informal economy. These students, however, will not only need to be
skilled to work in the informal economy, but they will also need to be
prepared to work in the formal economy and undertake formal education
if there are opportunities. All students will need applied and academic
skills and knowledge and will need to know how to adapt new
technologies and knowledge appropriately to their environment.
The Agriculture Syllabus will enable teachers to support students’
learning by encouraging teaching in real-life contexts. This means
relating the skills and knowledge of subjects to real-life situations.
People from the community could be involved in activities to help teach
skills and traditional and contemporary knowledge where appropriate.
A key focus of this Agriculture Syllabus is to provide all students with
real-life and relevant learning experiences. There is a clear emphasis on
the development of practical skills and knowledge that will ensure
students are able to achieve and maintain a sustainable way of life
beyond their school years. Learning in Agriculture should provide
students with opportunities to make connections with their communities
and draw from their cultural, linguistic and everyday knowledge, skills
and attitudes and apply these to what is being learnt in their classrooms.
It is essential that students are aware of and value community and local
knowledge and realise that learning takes place inside and outside the
school.
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Lower Secondary Syllabus


Language development across the curriculum
Language development across the curriculum should be encouraged
because all subject areas provide meaningful contexts for real purpose
learning. Agriculture has different language requirements such as
vocabulary and language features which must be explicitly taught in
relevant contexts across the curriculum.
Lifelong learning
Agriculture is an important part of a student’s education but learning
continues throughout life. The experiences that students gain in
Agriculture are critical in encouraging them to continue learning.
Students know many things when they come to school. They will learn
many things outside of school and continue to learn after they leave
school. The curriculum should build on what students already know.
Important learning in Agriculture will continue throughout life for most
students.
Integration
Relevant and meaningful teaching and learning of Agriculture can be
provided by integrating knowledge and skills into, or from a range of
subjects such as Business Studies, Science, and Design and
Technology so that practical activities or projects mimic real life
situations.
The Agriculture Syllabus will provide students with opportunities to be
involved in decision making about their learning, such as selection of
projects and areas of interests. Students will have the opportunity to
actively participate in a range of learning contexts, both school based
and community based.
Safety
The Department of Education requires all teachers to have a duty of
care. All students have a duty to act responsibly and safely at all times.
Teachers and students must follow safety instructions and procedures at
all times. The school must observe all safety requirements as instructed
by the Secretary for Education.
Agriculture teachers and students must be particularly safety conscious
when using tools and equipment. All tools and equipment should be well
maintained and stored safely. Protective clothing must be worn when
necessary and appropriate safety gear such as goggles, masks and
gloves used at all times when needed.

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Agriculture


Aims of Agriculture
To achieve the aims of Agriculture knowledge must be learnt, skills
mastered and appropriate attitudes and values developed.
The aims of Agriculture are that students will:
• acquire knowledge of agricultural systems
• gain knowledge and understanding of agricultural enterprises and
the practices and skills required in producing plant and animal
products.
• gain an understanding of factors which affect agricultural production
• gain knowledge to plan and evaluate agricultural enterprises
• develop an understanding of agricultural issues and their
importance
• acquire knowledge of methods of sustaining the land’s resources
and an understanding of the importance of sustainability
• recognise the significance of the contribution agriculture can make
in the changing society of Papua New Guinea and the world.
• acquire a level of scientific understanding to allow them to recognise
and solve problems in any environment
• live as productive citizens, caring and contributing responsibly to
sustainability.
Students will develop skills through studying Agriculture
such as:

• operational skills such as planting, pruning, harvesting, raising
agricultural animals and fishing skills
• communication
skills
• problem solving skills
• marketing
skills
• critical thinking ability, and skills to make decisions based upon
supported and reliable evidence
• an ability to analyse scientific findings in relation to agriculture and
use these findings to increase agricultural production.
Studying Agriculture will help students build positive
attitudes and values such as:

• appreciating spiritual values
• accepting responsibilities
• making
decisions
• building self-confidence and self respect,
• good work ethics.
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Lower Secondary Syllabus


Content overview
Broad learning outcomes
The broad learning outcomes for Agriculture are statements that identify
the knowledge, skills, attitudes and values all students should achieve
and demonstrate at the end of Grade 10.
Students can:

1. develop and apply agricultural knowledge and skills to increase food
production in sustainable ways
2. apply a range of tools, skills and techniques to agricultural
enterprises
3. demonstrate knowledge of a range of plants and animals in relation
to their usefulness in agriculture
4. demonstrate an understanding of agricultural systems and processes
in Papua New Guinea
5. investigate, design and undertake agricultural projects that are
ecologically suitable using appropriate codes and practices
6. reflect on and evaluate the project.
Strands
In the Agriculture Syllabus three strands are used from which the units
are developed. They describe the dimensions of the subject and define
ways of approaching learning in Agriculture. They incorporate cross-
curriculum learning and skills, which are all interwoven. The strands for
Agriculture are sustainability, agricultural technology and agricultural
enterprise.
Sustainability
The Agriculture Syllabus focuses on social and environmental
sustainability. Papua New Guinea possesses an immerse diversity of
natural environments and cultures. It is essential that students develop
an appreciation of this diversity and a sense of the importance of the
need to protect and conserve this for use by current and future
generations.
Agricultural technology
Agricultural technology refers to how the knowledge and skills of
agriculture are used with appropriate technology to grow crops and raise
animals.Papua New Guinea has natural resources that are not yet fully
tapped by the community members because there is lack of competently
skilled personnel. Although traditional technologies are appreciated,

13

Agriculture


there are limitations. The Lower Secondary Agriculture Syllabus can
help students identify the major agricultural and food resource needs for
Papua New Guinea people. It can provide them information and skills
about agricultural technologies and use these to change their world
around them. This is because students can adapt and apply appropriate
new technologies in a sustainable way in order to meet their social and
economical needs.
Agricultural enterprise
Agricultural enterprise is one of the major industries government relies
on for economic development because it encourages cash flow to the
rural population. The cash economy is sustained through this important
entrepreneurial activity.
Agriculture enterprise is important in both the formal and informal
economies as appropriate skills and initiative promote a culture of
enterprise which improves the livelihood of the people. Small agricultural
projects or enterprises at the school level result in products which can be
marketed. Students are aware of the importance of enterprise
throughout the Agriculture Syllabus.

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Lower Secondary Syllabus


Units
The content of this syllabus is organised into units. Each unit has
specific learning outcomes which link with the broad learning outcomes
of the subject, topics, and indications of what must be studied in each
topic, assessment tasks and assessment criteria.
Some units have an academic focus and some have a practical/skills
based focus. There are four core units and ten option units in
Agriculture. All students must complete the four core units in sequence
from Grade 9 to 10. Students must study a minimum of four option units.
Each grade has two core units, which must be taught in sequence. Core
Unit 9.1 must come before Core Unit 9.2 and Core Unit 10.1 comes
before Core Unit 10.2. There are a number of option units which
students can choose from. Certain of the option units relate more closely
to one or other of the core units. Offering the core unit and a related
option unit concurrently and over two terms, allows more time for
students to observe the growth cycles of the plants or animals being
studied.
Using this model a Grade 9 program might look as follows:
Term 1 and 2
Term 3 and 4
Core unit 9.1 and choice of
Core unit 9.2 and choice of
option units 9.3; 9.4; 9.6; or
option units 9.5; 9.7; 9.8 or 9.9
9.9.
Similarly the grade 10 program might also be as follows:
Term 1 and 2
Term 3 and 4
Core unit 10.1 and choice of
Core unit 10.2 and choice of
option units10.3; 10.4; or 10.7.
option units 10.5; 10.6 or 10.7


A diagram representing integration of the core and option units

















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Agriculture


Option units 9.9 and10.7 give schools a chance to write their own school
developed units depending on their needs and resources, instead of the
option units that have been provided.
In the first few weeks of terms one and three, emphasis is on the core
units and the theory needed before the option unit is introduced. For
example four or even five of the lessons per week would concentrate on
giving the students enough background information for them to be able
to see the link between the core and the option units.
Given the heavy emphasis on practical (applied) learning in agriculture it
would be helpful if schools could program at least one double period per
week in this subject.
Personal safety must be considered a priority when students are using
tools, machinery, garden equipment, plants, animals and chemicals in
their learning activities. Environmental hazards as a result of chemical
application will be emphasised in all appropriate units.
Agriculture is to be timetabled for five periods per week in Grades 9 and
10.
School developed units
If particular topics or contexts are not available within the syllabus the
school can develop units to meet local requirements. Units are
developed within the nationally accredited curriculum framework and use
the broad learning outcomes of the subject. Once accredited by the
Secondary Board of Studies (SBOS), school developed units can be
studied in place of an option unit. In Agriculture, school developed units
must relate to a core unit.

















16

Lower Secondary Syllabus


Unit learning outcomes mapped to broad learning outcomes
BLOs

1 Develop and apply agricultural
2 Apply a range of tools, skills and
3 Demonstrate knowledge of a range

knowledge and skills to increase food
techniques to agricultural enterprises
of plants and animals in relation to

production in sustainable ways

their usefulness in agriculture
Core
9.1.2. investigate and analyse soil


Unit 9.1
properties and present findings about the

essential nutrient elements
Core


9.2.2 explain and identify important
Units


anatomical structures and physiological
9.2
processes of animals responsible for
reproduction, growth and development
Option

9.3.1/9.4.1 use a range of tools, skills

9.3/4

and techniques to produce the chosen
crop
.

9.5.1. use a range of tools, skills and

Option
techniques to produce worms
9.5
Option

9.61. use a range of tools, skills and

9.6
techniques to raise the chosen livestock
Option

9.7.2. use a range of tools, skills and

9.7
techniques to undertake the fish farming
or aquatic plants project
Option

9.8.1 . use a range of tools, skills and

9.8
techniques to construct simple
agricultural machinery or equipment (or a
model)
9.8.2. operate and maintain simple
agricultural machinery or
equipment
Option

9.9.1. use a range of tools, skills and

9.9
techniques to undertake the project
Core
10.1.3 conduct experiments to determine

10.1.1recognise the economic value of
10.1
soil types for growing specific crops
crops and animals to plan and
implement activities which generate and
sustain an income.

Core



10.2
Option
10.3.1 identify, analyse and describe the

10.3.1 identify, analyse and describe
10.3
impact of the chosen pest or disease for
the impact of the chosen pest or
the local and/or national economy
disease for the local and/or national

economy

Option

10.4.1 use a range of tools, skills and
10.4.1 identify, analyse and describe the
10.4

techniques to farm wildlife
importance of the chosen wildlife
species for the local and/or national
economy

Option

10.5.1 use a range of tools, skills and
10.5.1 identify, analyse and describe
10.5
techniques to produce flowers and
the importance of the chosen flower and
ornamentals
landscaping for the local and/or national
economy

Option

10.6.1 use a range of tools, skills and

10.6
techniques to grow the chosen crop
Option

10.7.1 use a range of skills and

10.7
techniques to undertake the project




17

Agriculture


4 Demonstrate an understanding of
5 Investigate, design and undertake
6 Reflect on and evaluate the project
agricultural systems and processes
agricultural projects that are ecologically
in Papua New Guinea
suitable using appropriate codes and
practices

9.1.1describe various farming systems


of Papua New Guinea and illustrate
the roles of agriculture in the local
economy
9.1.3.investigate and analyse the
structure and functions of agricultural
plant processes
9.2.1 explain effects of agricultural

9.2.1 explain effects of agricultural activities
activities on the ecological and
on the ecological and economical
economical environments
environments
9.2.3 identify appropriate agricultural

technology

9.3.2/9.4.2 investigate, design and
9.3.3/9.4.3. reflect and comment on the
undertake a crop or agro-forestry project
progress of their crop or agro-forestry
that is ecologically suitable using
project.
appropriate codes and practices.


9.5.2. investigate, design and undertake a
9.5.3 reflect and comment on the success
worm project that is ecologically suitable
of the worm project.
using appropriate codes and practices.


9.6.2. investigate, design and undertake a
9.6.3 .reflect and comment on the success
livestock project that is ecological suitable
of the livestock project
using appropriate codes and practices

9.7.2.investigate, design and undertake an
9.7.4 .reflect and comment on the success
aquatic fauna or flora project that is
of the aquatic fauna or flora project
ecologically suitable using appropriate
codes and practices


9.8.3. reflect and comment on the success
of their construction of agricultural
machinery, equipment or model

9.9.2 investigate, design and undertake a
9.9.3 .reflect and comment on the success
project that is ecologically suitable using
of the project
appropriate codes and practices
10.1.2 describe impacts of economic and

10.1.3 conduct experiments &communicate
ecological systems in Papua New
information in order to determine soil types
Guinea and globally
for growing specific crops
10.2.1 demonstrate an understanding of


agricultural systems
10.2.2 explain the concept of interrelated
systems
10.2.3 analyse a system in depth.

10.3.2 plan and conduct pest or disease
10.3.3. evaluate the pest or disease
control measures on selected crops or
management project
animals

10.4.2.investigate, design and undertake a
10.4.3.evaluate the success of the wildlife
wildlife project that is ecologically suitable
farming project
using appropriate codes and practices

10.5.2. investigate, design and undertake
10.5.3. evaluate the success of the project.
flower and ornamental production


10.6.2. investigate, design and undertake a
10.6.3. evaluate the success of the project.
project to grow a selected crop that is
ecologically suitable using appropriate
codes and practices

10.7.2 investigate, design and implement a
10.7.3 evaluate the success of the project.
project that is ecologically suitable using
appropriate codes and practices
18

Lower Secondary Syllabus


Unit sequence and structure

Grade 9 units
Grade 10 units
9.1 Agriculture in Papua New Guinea 1
10.1 Agriculture in Papua New Guinea 11

PNG farming systems and role of agriculture

Types of agriculture industries and their
in the national economy
effects on environment

Study of soil

Benefits of agriculture industries to local

Agriculture plant production
community

Effects of world economy on PNG
agriculture

Soil management and conservation

Agricultural plant science
9.2 Agricultural Production Systems in Papua New
10.2 Agricultural Production Systems in Papua New
Guinea 1
Guinea 11

Economic and ecological environments

Agriculture bio systems

Study of animal growth, development and

Interdependence of systems relevant to
reproduction
agriculture

Livestock enterprise

Sustainability

Research on a single system
Option 9.3. Horticulture and Agriculture Project
Option 10.3. Pests and Diseases Project

Research

Student project- pest or disease

Project planning
management

Project implementation

Principles of planning

Evaluate the project

Principles of record keeping
Option 9.4. Agricultural Forestry Project
Option 10.4. Wildlife Farming Project

Economic forest trees

Research topic

Agricultural forestry establishment

Principles of planning

Agricultural forestry nurseries

Principles of record keeping

Planting agricultural forest trees

Stages of nursery development for insects

Harvesting and marketing
Option 9.5. Worm Farming Project
Option 10. 5 Floriculture Project

Research

Research topic

Project planning

Principles of planning

Project implementation

Principles of record keeping

Evaluate the project

Stages of nursery development

Harvesting and marketing
Option 9.6. Livestock Project
Option 10.6. Agronomy Project

Research

Research topic

Project planning

Principles of planning

Project implementation

Principles of record keeping

Evaluate the project

Stages of crop development

Harvesting and marketing
Option 9.7. Aquaculture Project
Option 10.7. School Developed Unit

Research

Project planning

Project implementation

Evaluate the project
Option 9.8. Farm Technology Project


Research

Project planning

Project implementation

Operation and maintenance

Evaluate the project
Option 9.9. School Developed Unit



19

Agriculture


Grade 9 units
9.1 Agriculture in Papua New Guinea 1


50 periods
This unit looks at Papua New Guinea agriculture and its role in the
economy in terms of food and fibre production. It also looks at ways to
grow food for healthy living and sustainable use of natural resources for
economic growth. Students will study basic concepts of soil and its
importance to plant growth. Students analyse, interpret and discuss the
effects of agricultural development on the environment. The three
strands are emphasised in this unit: sustainability, agricultural enterprise
and agricultural technology. This unit has an academic focus. Students’
achievement of the learning outcomes will be through assessment of
simple experiments, a written response and a test.


Learning outcomes

Students can:

9.1.1. describe various farming systems of Papua New Guinea and
illustrate the roles of agriculture in the local economy
9.1.2. investigate and analyse soil properties and present findings
about the essential nutrient elements
9.1.3. investigate and analyse the structure and functions of
agricultural plant processes.


Content

Students acquire knowledge and skills through the teaching and learning
of this content.
Papua New Guinea farming systems and the role of
agriculture in the local economy

• brief history of farming systems in Papua New Guinea
• types of farming systems in Papua New Guinea
• government policies on food security in Papua New Guinea
• steps involve in food security programs
• effects of HIV/AIDS on sustainable food production
• roles integrated, agro-forestry and livestock systems play in Papua
New Guinea economy
• impact of technology on the farming systems of Papua New Guinea
20

Lower Secondary Syllabus


• positive and negative effects of science and technology on the
farming systems in Papua New Guinea.
Study of soils
• brief introduction to soil science
• discuss the importance of soil to agriculture
• collect soil samples using proper sampling techniques to determine
soil texture
• conduct simple soil tests to determine fertile and non-fertile garden
soils.
• present the results of findings using appropriate presentation
techniques
• soil management practices in gardens
Agriculture plant production
• observe, draw and label agricultural plants and their functions
• explain factors affecting plant growth
• carry out simple experiments on seed dormancy and germination
under different conditions
• design and carry out simple experiment to demonstrate
photosynthesis



21

Agriculture


Assessment
Assessment Task One
Collect work done during the unit and compile it in a folio providing
evidence of the following learning:
• collecting local soil samples and investigating their properties using
sight and touch
• analysing fertile and non-fertile local garden soil using sight and
touch
• carrying out simple experiments on seed dormancy and germination
under different conditions
• observing, drawing and labelling reproductive parts of agricultural
plants
• designing and carrying out simple experiments to demonstrate
photosynthesis and respiration principles.
The folio might include:
• rough notes or sketches
• checklists
• progressive
records
• work samples with comments written by the teacher
• labelled drawings and diagrams
• reports of simple experiments.
Assessment criteria
Assessment task one will be assessed on the extent to which students
can demonstrate their:
• understanding of soil properties including fertility
• understanding of the knowledge and skills in conducting simple
experiments
• ability to label diagrams and make correct observations

• ability to show correct techniques of simple experimentation.
60 marks
22

Lower Secondary Syllabus


Assessment Task Two
Tests
• describe various farming systems in Papua New Guinea
• explain the importance of essential nutrient elements when taken in
by the plants
• explain the structure and functions of agricultural plant processes.
Assessment criteria
Assessment task two will be assessed on the extent to which students
can:
• demonstrate knowledge and understanding of various farming
systems in Papua New Guinea
• demonstrate knowledge and understanding of plant nutrition in the
growth of plants
• demonstrate knowledge and understanding of the structure and
functions of agricultural plant processes.



40 marks

Total: 100 marks


23

Agriculture


9.2 Agricultural production systems in Papua New Guinea 1
50 periods
This unit focuses on Papua New Guinea agriculture in relation to the
local, provincial and national economic and ecological environments.
The students illustrate the vital processes in animal reproduction, growth
and development in order to increase food production through the
application of three strands: sustainability, agricultural enterprise and
agricultural technology. The relationship between husbandry practices
and the application of agricultural technology in achieving sustainable
production are emphasised. The unit has an academic focus. Students’
achievement of the learning outcomes will be assessed through an
assignment and a test.

Learning outcomes

Students can:

9.2.1 explain effects of agricultural activities on the ecological and
economic environments
9.2.2 explain and identify important anatomical structures and
physiological processes of animals responsible for reproduction,
growth and development
9.2.3 identify appropriate agricultural technology


Content

Students acquire knowledge and skills through the teaching and
learning of this content.
Economic and ecological environments
• effects of Papua New Guinea agriculture activities on:
- local ecological environment
- provincial ecological environment
- national ecological environment.

• benefits on the:
- local
economy
- provincial
economy
- national
economy.



24

Lower Secondary Syllabus


Study of animal growth, development and reproduction
• stages of growth for a range of animals:
- fertilization
- development
- maturity.
Livestock enterprise
• planning, production, management and evaluation of an animal
enterprise:
- physical
planning
- financial
planning.
• production
stages:
- construction of appropriate shelter, how and what
- management aspects of enterprise
- procedures involved in obtaining animal products
- packaging of products
- marketing of animal products.
• evaluation processes.



25

Agriculture


Assessment
Assessment Task One
Assignment Investigate operations of sustainable agricultural animal
enterprises using:

• planning
• production
• marketing
• evaluation.
Assessment criteria
Assessment task one will be assessed on the extent to which students
can:
• demonstrate understanding of proper planning stages for a livestock
enterprise
• identify specific animal products to be obtained and estimate
quantities of production
• explain correct evaluation procedures based on estimated costs and
profits and describe likely problems.


40 marks
Assessment Task Two
Test
Describe how different types of agriculture industries link to global
economic and ecological environments.
Explain anatomical structures and physiological processes of selected
animals in relation to reproduction, growth and development.

Assessment criteria
Assessment task two will be assessed on the extent to which students
can:
• describe and analyse ecological and economic environments using
examples
• use illustrative descriptions to show anatomical structures and
physiological processes of a selected animal.



Total 60 marks

Total: 100 marks

26

Lower Secondary Syllabus


Option 9.3 Horticulture project


50 periods
Option 9.4 Agro-forestry project



50 periods

These units look at factors involved in developing and producing crops
or agriculture forestry products. If studying horticultural crops, such as
vegetables, or fruit, or nuts, or flowers and ornamentals, or spices,
students research and plan a project. Students are made aware of
problems associated with producing a crop and different physical,
cultural and natural methods of managing and controlling these
problems. As part of this unit, students will select and grow a
horticultural crop.
If studying agriculture forestry students will cover such aspects as
economic forest trees, agriculture forestry, establishing a seed tree
nursery, land preparation for tree planting, harvesting techniques,
product packaging, marketing and selling of the products and evaluating
the project. Students are made aware of problems associated with
agriculture forestry. As part of this unit, students will select and look after
a forest tree such as neem trees, eucalyptus, balsa wood, rosewood,
kwila, pencil cedar, yare tree, and giant lucerne. Some students will
plant a tree crop and those enrolled later can harvest the products.
The strands sustainability, agricultural technology and agricultural
enterprise are covered in this unit.
Students’ achievement of the learning outcomes will be assessed
through the production of a horticultural crop or agricultural forestry
product and a folio which will include evidence of all stages of the
project.

Learning outcomes

Students can:

9.3.1/9.4.1. use a range of tools, skills and techniques to produce the
chosen crop
9.3.2/9.4.2. investigate, design and undertake a crop or agro-forestry
project that is ecologically suitable using appropriate codes
and practices
9.3.4/9.4.4. reflect and comment on the success of the crop or agro-
forestry project.



27

Agriculture


Content
Students acquire knowledge and skills through the teaching and learning
of this content.
Student project - Produce a crop or agro-forestry product
Research
• research various crops or agricultural forestry products and choose
one to grow
• identify the conditions and production techniques relating to the
chosen crop or agro-forestry product:
- use more than one source of information
- compare
options
- make a choice and give reasons for the choice
- sustainability.
Project planning
Investigation:
- physical issues - soils, climate
- financial issues - cost of production, profitability
- marketing issues- supply, demand, transport, wholesale, retail.
• plan the project and set goals
Record keeping
• identify appropriate forms of record keeping
• demonstrate the skills of continuous record keeping such as:
- daily
entries
- logging of growth
- recording of weather conditions
- visual records (such as photos, video clips)
- regular sampling of the stages of growth of the crops.
• give evidence of reflective practice in record keeping.
Project implementation
Establishment of nursery if appropriate and techniques required:

• select nursery site
• nursery
structures
• nursery
equipment
• nursery soils- soil mixtures and composts
• soil
preparation
• seed
sowing
28

Lower Secondary Syllabus


• conduct proper nursery management practices including:
- water
management
- nutrients
- diseases and pests
- record
keeping.
• hardening and transplanting seedlings

Direct planting

• select and mark site
• prepare site by weeding and preparing soil
• direct seed sowing, or transplant of seedlings
• manage:
- water

- nutrients
- diseases and pests
- record
keeping.

Harvesting and marketing techniques:

• maturity indices and harvesting
• washing and packaging (crops)
• seasoning and packaging (agro-forestry)
• marketing.
Evaluate the project
• Were the goals met?
• Can the crop be sold?
• Has the crop been grown and sold at a profit?
• What did I learn?




29

Agriculture


Assessment
Assessment Task
Project
Grow a crop or agro-forestry product and produce a folio showing all the
steps undertaken in the project.
The folio might include:

• rough notes or sketches
• checklists
• plans of layout of planting
• progressive records of the crop or agro- forestry product
• work samples with comments written by the teacher
• labelled drawings and diagrams
• brief
reports.
Assessment criteria
Assessment task will be assessed on the extent to which students can:

• research using a range of sources when making selection of crops
or agricultural-forestry product
• choose an appropriate crop or agricultural forestry product to grow
• safely use a range of agricultural tools, skills and techniques
• apply knowledge and understanding of agricultural processes and
systems to grow the crop or agro forestry product
• produce a crop or agro-forestry product appropriate to the available
resources
• make suggestions for future improvements if appropriate
• communicate ideas and information in a variety of ways.


Total: 100 marks




30

Lower Secondary Syllabus


Option 9.5 Worm farming project



50 periods
This unit looks at factors involved in growing different kinds of worms
such as silk worms, earth worms, bait worms and others. The unit covers
site selection for growing the worms, selection of worm species, field
management of the worms, harvesting, packaging, marketing and selling
of the products and evaluation of the project. Students are made aware
of problems associated with producing worms and different physical,
cultural and natural methods of managing and controlling these
problems. As part of this unit, students will select worms available in the
local area and grow and manage them successfully.
All key concepts of sustainability, agricultural technology and agricultural
enterprise will be covered in this unit.
Students’ achievement of the learning outcomes will be assessed
through the production of worms or worm products and a folio which will
include evidence of all stages of the project.


Learning outcomes

Students can:

9.5.1. use a range of tools, skills and techniques to produce worms
9.5.2. investigate, design and undertake a worm project that is
ecologically suitable using appropriate codes and practices
9.5.3 reflect and comment on the success of the worm project.


Content

Students acquire knowledge and skills through the teaching and
learning of this content.
Student project – Produce worms
Research
• research on various economical worms and choose a type to
produce
• identify the conditions and production techniques relating to the
chosen worm:
- use more than one source of information
- compare
options
- make a choice and reasons for the choice
- consider
sustainability.

31

Agriculture


Project planning
Investigation:
- physical issues- medium of growth and climate
- financial issues- cost of production and profitability
- marketing issues- supply, demand, transport, wholesale and retail
• plan the project and set goals.

Record keeping

• identify appropriate forms of record keeping in worm production
• demonstrate the skills of continuous record keeping such as:
- daily
entry
- logging of growth
- visual records (photos, sketches and diagrams)
- regular sampling of the stages of growth of the worms.
• give evidence of reflective practice in record keeping.
Project implementation
Establishment of worm farm:

• select
site
• determine equipment needed
• construct housing for the worms.
Practical activities of worm production:
• establish production site
• prepare
medium
• grow the worms
• manage worm production
• conduct proper management practices of the worm production site.

Harvesting and marketing techniques:
• maturity indices and harvesting
• washing and packaging of the worm products
• marketing.
Evaluate the project
• How successful was the worm project?
• Can the worm products be sold?
• Has the worm products been sold at a profit?
• What did I learn?
32

Lower Secondary Syllabus


Assessment
Assessment Task
Project
Students must use the defined process to produce worms and develop a
folio showing all the steps undertaken in the project.
The folio might include:
• rough notes or sketches
• checklists
• plans of layout of worm production site
• progressive records of the worm project.
• work samples with comments written by the teacher
• labelled sketches and diagrams or photos
• reports.
Assessment criteria
The assessment task will be assessed on the extent to which students
can:
• research using a range of sources when making selection of worm
product
• choose an appropriate worm to produce
• safely use a range of agricultural tools, skills and techniques to
produce worms
• apply knowledge and understanding of agricultural processes and
systems to grow worms
• produce worms or worm products appropriate to the available
resources
• make suggestions for future improvements if applicable
• communicate ideas and information in a variety of ways.



Total: 100 marks


33

Agriculture


Option 9.6 Livestock project
50 periods
In this unit each student selects and looks after an animal as a project.
In the process of raising the animal, they learn about housing, fencing,
breeding, feeding, product packaging, marketing and selling of the
products. Livestock such as poultry, pigs, rabbits, sheep, cattle or
goats
could be chosen. Students are made aware of issues of planning
a project such as:

• physical- size of livestock and shelter needs
• financial issues- cost of feed, value of meat or other products.
• marketing –supply, demand and transport
• problems associated with livestock production including diseases
and suitability to climate.
These issues enable students to identify different physical, cultural and
natural methods of managing and controlling these problems.
All key concepts of sustainability, agricultural technology and agricultural
enterprise will be covered in this unit.
Student’s achievement of the learning outcomes will be assessed
through the production of livestock or livestock products and a folio
which will include evidence of all stages of the project.


Learning outcomes

Students can:

9.6.1. use a range of tools, skills and techniques to raise the chosen
livestock
9.6.2 investigate, design and implement a livestock project that is
ecologically suitable using appropriate codes and practices
9.6.3. reflect and comment on the success of the livestock project.


Content

Students acquire knowledge and skills through the teaching and learning
of this content.
Student project – Raise the selected livestock
Research
• research on various livestock and choose one to raise
34

Lower Secondary Syllabus


• identify the conditions and production techniques relating to the
chosen livestock
• consider:
- what livestock to be raised
- purpose of raising the livestock
• compare options when:
- selecting the livestock
- timeframes
- identify if product can be produced within the timeframe
• make a choice which livestock to raise and give reasons for the
choice
• sustainability. Indicate how the project will be sustained.
Project planning
Plan the stages of the project with emphasis on:
• physical
planning
- what resources are needed and when?
- type of equipment, materials for housing, animal feed and
sanitation
- how will the project be monitored?
• financial planning to meet the above requirements
- how will the budget be kept?
• set goals and timelines
Record keeping
• identify appropriate forms of record keeping
• demonstrate the skills of continuous record keeping such as:
- daily
entry
- logging of growth
- recording of weather conditions
- visual records (photos, video clips, )
- regular sampling of the stages of growth of the animals
• give evidence of reflective practice in record keeping.
Project implementation
Establishment of housing and/or fencing and techniques required:
• select housing/fencing site
• design
housing/fencing
structure
• identify equipment needed
• identify materials needed to raise the young
• identify feed processing techniques and schedules
• general management practices.


35

Agriculture


Practical activities related to the selected animal
• establish animal housing or fencing
• prepare brooder, roosting sites, an animal stable
• process feed for the selected livestock
• raise the selected animal
• management of the animal’s needs including:
- water
- nutrition
- disease and pest control
- record
keeping.
• harvest the products.
Evaluate the project
• Were the goals met?
• Has the value of the livestock or product of livestock increased?
• Could the livestock or livestock product be marketed?
• What did I learn?
36

Lower Secondary Syllabus


Assessment
Assessment Task
Project
Students must use the defined process to raise the livestock and
produce a folio showing all the steps undertaken in the project.
The folio might include:
• rough notes or sketches
• checklists
• plans of layout of livestock production site
• progressive records of the livestock project
• work samples with comments written by the teacher
• labelled sketches and diagrams or photos
• brief
reports.
Assessment criteria
The assessment task will be assessed on the extent to which students
can:
• undertake research using a range of sources when making selection
of livestock or livestock products
• safely use a range of agricultural tools, skills and techniques
• apply knowledge and understanding of agricultural processes and
systems to raise the livestock


• raise the livestock or livestock products appropriate to the available
resources
• make suggestions for future improvements if applicable
• communicate ideas and information in a variety of ways.

Total: 100 marks



37

Agriculture


Option 9.7 Aquaculture project


50 periods
This unit is a project on aquatic floras and faunas. Each student selects
and looks after an aquatic flora or fauna. There are a number of projects
to choose from such as inland fish farming, marine fish farming,
estuarine/brackish water fish farming or aquatic edible herbs and weeds.
Students construct ponds and tanks and stock them with fish or aquatic
plants and calculate costs of materials and feed. They carry out cultural
management practices, product packaging, marketing and selling of the
products and evaluation of the project. Students are made aware of
problems associated with looking after fish and aquatic plants or herbs
and are able to identify different physical, cultural and natural methods of
managing and controlling these problems. All three strands of
sustainability, agricultural technology and agricultural enterprise are
covered in this unit.
Students’ achievement of the learning outcomes will be assessed
through the production of agricultural aquatic fauna or flora and a folio
which will include evidence of all stages of the project.


Learning outcomes

Students can:

9.7.1. use a range of tools, skills and techniques to undertake the fish
or aquatic plants farming project
9.7.2. investigate, design and implement an aquatic fauna or flora
project that is ecologically suitable using appropriate codes and
practices
9.7.3. reflect and comment on the success of their chosen aquatic
fauna or flora project.


Content

Students acquire knowledge and skills through the teaching and learning
of this content.
Student project – Aquatic fauna or flora (such as fish or
edible aquatic plants or weeds)

Research
• research various aquatic fauna and floras and choose one to look
after
38

Lower Secondary Syllabus


• identify the conditions and production techniques relating to the
chosen aquatic fauna and flora
• consider
- what aquatic fauna and floras to look after
- purpose of looking after the chosen aquatic fauna and floras
- timeframes
required
• compare
options:
- selecting the aquatic fauna and flora
- establish
timeframe
- identify products that will grow in the timeframe
• make a choice and give reasons for the choice
• sustainability. Can the project be sustained?
Project planning
Plan the stages of the project with emphasis on:

• physical
planning
- resources needed and when
- type of equipment, materials for the pond or cage and sanitation
- how the project will be monitored
• financial planning to meet the above requirements:
- how the budget will be kept
- principles and skills of identifying supply and demand
• setting goals and timelines.
Record keeping
• identify various forms of record keeping
• demonstrate the skills of continuous record keeping such as:
- daily
entry
- logging of growth
- recording
of conditions
- visual records (photos, video clips, )
- regular sampling of the stages of growth of aquatic fauna and flora
• give evidence of reflective practice in record keeping.
Project implementation
Establishment of pond or cage construction and techniques required:

• select pond or fish cage construction site
• identify pond or fish cage structures
• identify equipment needed
• identify material needed for young aquatic fauna and flora
• identify feeding schedules
• product
packaging

39

Agriculture


• general management practices.

Practical activities related to the selected aquatic fauna and flora:

• establish a pond or cage
• select correct aquatic fauna and aquatic flora species suitable for the
local area
• raise a selected aquatic fauna or flora
• manage the project including water quality
- nutritional
level
- diseases and pests
- record
keeping.
• harvest the products.
Evaluate the project
• Were the goals met?
• Has the value of the aquatic fauna and flora increased?
• Can the aquatic fauna and flora be marketed?
• What did I learn?
40

Lower Secondary Syllabus


Assessment
Assessment Task
Project
Students must use the defined process to look after aquatic fauna and
floras and produce a folio showing all the steps undertaken in the
project.
The folio might include:
• rough notes or sketches
• checklists
• plans of the ponds or tanks
• progressive records of the project
• work samples with comments written by the teacher
• labelled sketches and diagrams or photos
• brief
reports.
Assessment criteria
The assessment task will be assessed on the extent to which students
can:
• research using a range of sources when making selection of aquatic
fauna and flora
• choose an appropriate aquatic fauna and flora to produce
• safely use a range of tools, skills and techniques
• apply knowledge and understanding of agricultural processes and
systems to grow aquatic fauna and flora products
• produce aquatic fauna and flora products appropriate to the available
resources
• make suggestions for future improvements if applicable
• communicate ideas and information in a variety of ways.








Total: 100 marks




41

Agriculture


Option 9.8 Farm technology project


50
In this unit, students construct different types of simple farm machinery
and equipment. The unit requires students to select, use and evaluate a
range of skills and materials to construct simple farm equipment used in
agricultural enterprises. Some equipment will be used to process food in
order to add value to the product. The unit enables students to apply
knowledge and skills acquired in Design and Technology and Business
Studies units to promote effective agricultural production.

All key concepts of sustainability, agricultural technology and agricultural
enterprise are covered in this unit.

Students’ achievement of the learning outcomes will be assessed
through the production of simple farm equipment (or a model) and a folio
which will include evidence of all stages of the project.


Learning outcomes

Students can:

9.8.1. use a range of tools, skills and techniques to construct simple
agricultural machinery or equipment ( or a model)
9.8.2. operate and maintain simple agricultural machinery or
equipment
9.8.3. reflect and comment on the success of their construction of
agricultural machinery, equipment (or model).


Content

Students acquire knowledge and skills through the teaching and
learning of this content.
Student project – Constructing appropriate farm equipment
Research
• research various farm machinery or equipment and choose one to
construct. Those used for food processing can be included.
• identify mechanical and operational features of the chosen farm
machinery or equipment:
- use more than one source of information
- compare
options
- make a choice and give reasons for the choice.
• sustainability. Indicate how the project will be sustained.
42

Lower Secondary Syllabus


Project planning
Planning to construct an appropriate piece of farm machinery or
equipment should include:

• physical
planning
- what resources needed and when
- how will the project be monitored?
• financial planning to meet the above requirements
- how will the budget be kept?
- principles and skills of identifying supply and demand of the
chosen farm machinery or equipment.
• setting goals and timelines.
Record keeping:
• identify appropriate forms of record keeping for constructing farm
machinery or equipment:
- demonstrate the skills of continuous record keeping
- visual records (sketches, diagrams or photos).
• give evidence of reflective practice in record keeping.
Project implementation
Techniques for construction of appropriate farm equipment:
• select the equipment to be constructed
• make a design of the appropriate farm equipment (construction of
pulleys, making wheel barrows, brick construction, dam construction)
• list the equipment needed for the construction
• collect the materials needed for equipment construction
• identify stages of construction
• use the constructed equipment, for example to process food in order
to add value
• be aware of general safety practices (safety in the use of the
equipment, personal safety and environmental safety).
Students make appropriate farm equipment or machinery (or a model)
selected.
Marketing
• packaging
if
appropriate
• marketing
if
appropriate.



43

Agriculture


Operation and maintenance
• ensure machinery is maintained at all times
• be aware of licensing requirements for operation of machinery.
Evaluate the project
• Were the goals met?
• Has the equipment any value?
• Can the equipment be marketed?
• What did I learn?

44

Lower Secondary Syllabus


Assessment
Assessment Task - Project
Students must use the defined process to construct agricultural
machinery or equipment and produce a folio showing all the steps
undertaken in the project. The folio might include:
• rough notes or sketches
• checklists
• plans

• progressive records of the project
• work samples with comments written by the teacher
• labelled sketches and diagrams or photos
• brief
reports.
In the folio students will provide evidence of:
• research using more than one information source to justify why the
particular agricultural machinery or equipment was selected
• effective planning
• identifying the principles relevant to the farm machinery or
equipment chosen
• following logical processes to construct the machinery or equipment
• researching and identifying a market
• awareness of the value of the product
• reflecting on what they learnt from the project.
Assessment criteria
The assessment task will be assessed on the extent to which students
can:
• research using a range of sources when making selection of
agricultural machinery and equipment
• choose appropriate agricultural machinery or equipment and plan its
construction
• safely use a range of agricultural tools, skills and techniques to
produce simple agricultural machinery or equipment
• apply knowledge and understanding of processes and systems to
make agricultural equipment
• construct simple farm equipment or machinery suitable to available
resources
• make suggestions for future improvements if applicable.
Total: 100 marks

45

Agriculture


Option 9.9 School developed unit


50
periods
School developed Agriculture units are based on student interest and
resources available in the local area. Schools develop a unit relevant to
their community and students, using the project approach, for example:
Palm Oil Project, Coffee Production, Piggeries Project, Poultry
Production, Rice Project. The school developed unit encourages
students to select, use and evaluate a range of agricultural skills and
equipment to be used in the agricultural enterprise.

All key concepts of sustainability, agricultural technology and agricultural
enterprise must be covered in the school developed unit.

Students’ achievement of the learning outcomes will be assessed
through assessment of the process and product and a folio which will
include evidence of all stages of the project.


Learning outcomes

Students can:

9.9.1. use a range of tools, skills and techniques to undertake the
project
9.9.2. investigate, design and undertake a project that is ecologically
suitable using appropriate codes and practices
9.9.3. reflect and comment on the success of their project.


Content

Students acquire knowledge and skills through the teaching and learning
of this content.
Student project –
• research agricultural activities relevant to the local area and choose
one
• identify the conditions and production techniques relating to the
chosen activity
• consider:
- what agriculture activity to undertake
- purpose of undertaking the chosen activity
- timeframes required
- options
and compare
• selecting the agriculture activity/enterprise:
- establish
timeframe
- identify products that will grow and can be raised in the timeframe
46

Lower Secondary Syllabus


• make a choice and give reasons for the choice
• sustainability. Can the project be sustained?
Project planning
Plan the stages of the project with emphasis on:

• physical
planning
- resources needed and when
- type of equipment, materials required
- how the project will be monitored.
• financial planning to meet the above requirements
- how the budget will be kept
- principles and skills of identifying supply and demand
• setting goals and timelines.

Record Keeping

• identify appropriate forms of record keeping
• demonstrate the skills of continuous record keeping such as:
- daily
entry
- logging of growth
- recording
of conditions
- visual records (photos, video clips, )
- regular sampling of the stages of growth.
• give evidence of reflective practice in record keeping.
Project implementation
Establishment of project and techniques required to undertake the
project:

• site for project
• identify structures required such as a fence, pen, cage
• identify equipment needed
• identify material needed
• identify feeding schedules
• product
packaging
• general management practices.

Practical activities related to the selected project:

• establishment of any required structure
• select and acquire correct species suitable for the local area
• raise or grow the selected crop or animal
• manage the project including
- water quality or availability

47

Agriculture


- nutritional
level
- diseases and pests
- record
keeping
• harvest the products.
Evaluate the project
• Were the goals met?
• Has the value of the product increased?
• Can the product be marketed?
• What did I learn?
48

Lower Secondary Syllabus


Assessment
Assessment Task
Project
Students must use the defined process to complete the chosen project
and produce a folio showing all the steps undertaken in the project.
The folio might include:
• rough notes or sketches
• checklists
• plans

• progressive records of the project
• work samples with comments written by the teacher
• labelled sketches and diagrams or photos
• brief
reports.
Assessment criteria
The assessment task will be assessed on the extent to which students
can:
• research using a range of sources when making selection of
agricultural product
• choose an appropriate product to produce
• safely use a range of tools, skills and techniques
• apply knowledge and understanding of agricultural processes and
systems
• produce products appropriate to the available resources
• make suggestions for future improvements if applicable
• communicate ideas and information in a variety of ways.








Total: 100 marks




49

Agriculture


Grade 10 units
10.1 Agriculture in Papua New Guinea 2


50 periods
This unit focuses on the major agricultural industries of Papua New
Guinea as systems. Students will identify types of agricultural industries
and discuss how these industries affect the natural environment. The
unit requires students to suggest ways to encourage sustainable
agriculture practices in the local and global economy.
Students will demonstrate their understanding of economic and
ecological systems, soil use and conservation, crop and animal
husbandry practices and the use of technological innovations.
Students will learn how different factors in the whole agriculture system
are interrelated and suggest ways to grow crops and raise animals for
cash using agricultural technological skills in a sustainable enterprise.
The three strands sustainability, agricultural enterprise and agricultural
technology are covered in this unit.
Students’ achievement of the learning outcomes will be through an
advanced investigation and a written assignment.


Learning outcomes

Students can:

10.1.1 recognise the economic value of crops and animals which
generate and sustain an income
10.1.2 describe impacts of economic and ecological systems in Papua
New Guinea and globally
10.1.3 conduct experiments to determine soil types for growing specific
crops.


Content

Students acquire knowledge and skills through the teaching and learning
of this content.
Types of agro-industries and their effects on the environment,
societies and communities

• describe types of agricultural industries in Papua New Guinea such
as:
- Ramu
Sugar
- Kurumul
Tea
50

Lower Secondary Syllabus


- West New Britain Oil Palm Estate
- Higaturu Oil Palm Estate
• discuss effects of agriculture industries on:
- ecosystems
- wastes and disposal systems
- recycling of waste products.
Benefits of agro-industries to local economy
• identify contributions of agricultural industries to the local community
in terms of:
- food
security
- poverty alleviation
- enhance nutritional status
- income generation opportunities.
Effects of world economy on Papua New Guinea agriculture
• discuss effects of world economy on Papua New Guinea agriculture
- market
prices
- stabilization
funds
Soil management and conservation
• conduct experiments to determine soil types for specific crops
• understand principles of soil conservation in agriculture such as:
- avoid working on the soil when wet
- use lots of organic matter with moderate use of chemical fertilizers
- use fallow method
- grow green manure crops and apply them back into the soil.
Agricultural plant science
• basic anatomy of agricultural plants
• basic physiology of agricultural plants.

51

Agriculture


Assessment
Assessment Task One Advanced investigation
Collect local soil samples and investigate their properties using a
scientific approach:
• mechanical
analysis
• calculate the organic matter content
• determine pH of the soil.

Conduct some advanced botany experiments on selected agro-industry
crops.
Assessment criteria
Assessment task one will be assessed on the extent to which students
can:
• demonstrate comprehensive knowledge and understanding of soil
properties
• determine the fertility of soil
• demonstrate knowledge and skills in conducting, making
recommendations and conclusive statements using simple
experiment techniques.
60 marks
Assessment Task Two - Written assignment
• Select a specific agro-industry and state its economic benefits to
Papua New Guinea and show how it can be sustained.
• Discuss the negative effects a selected agro-industry has on the
environment and communities.
• Discuss effects of the world economy on Papua New Guinea
agriculture and give examples of how these effects can be managed
to reduce their impact.
Assessment criteria
Assessment task two will be assessed on the extent to which students
can:
• identify ways agricultural industries can contribute towards
sustainability
• explain the effects of agricultural industries on the environment and
communities and illustrate with recent examples
• analyse the effects of the world economy on Papua New Guinea
agriculture and provide suggestions for managing these effects.
40 marks










Total: 100 marks
52

Lower Secondary Syllabus


10.2 Agriculture production systems in Papua New Guinea 2


50
periods
This is a core unit and must be done in term three and four, Grade 10. It
is an extension of the work done in Grade 9 core unit 2. It focuses on the
big picture of agriculture in Papua New Guinea and shows how
agriculture is composed of a series of interrelated and interdependent
systems. The unit includes a study of various elements associated with
agriculture: plants, animals, soils, insects, diseases, production, and
environmental and economic systems.
From a big picture view, students will select a single system, discuss it in
detail and show how it interrelates with the larger picture. Students’
achievement of the learning outcomes will be through an assignment
and a test.


Learning outcomes

Students can:

10.2.1. demonstrate an understanding of agricultural systems
10.2.2. explain the concept of interrelated systems
10.2.3. analyse a system in depth.


Content

Students acquire knowledge and skills through the teaching and learning
of this content.
Systems - Agriculture bio systems
What is a system?
The following systems will be covered:

• plant
cultivation
• animals
husbandry
• soil
management
• control of pests and diseases
• bio environmental systems.
Inter-dependence of systems relevant to agriculture
• environment and economy

53

Agriculture


• climate, soil, plants and animals
• pests, diseases and production
• profitability
and
markets
• appropriate technology and levels of production.
Sustainability
Factors to be considered in relation to sustainability:
• concept of environmental balance
• natural remedies versus artificial
• appropriate versus inappropriate technologies, plantings, and animal
industries eg. Microbial pesticides, tissue culture, artificial
insemination, genetic modification
• ethics eg. logging practices and use of chemicals.
Research on a single system
Select and analyse a single system and its place in the total system:

• principles of systems
• skills of research
• skills of analysis.

54

Lower Secondary Syllabus


Assessment
Assessment Task One
Assignment: - Analyse a system in depth
• Select a crop and discuss its interdependence with other physical
and biological factors.
• Select an animal and discuss its interrelatedness with physical and
biological factors.
• Analyse several systems and discuss their sustainability.
• Communicate information clearly and succinctly.
Assessment criteria
Assessment task one will be assessed on the extent to which students
can:

• use a variety of resources comprehensively to discuss a crop and its
interdependence with other physical and biological factors
• demonstrate knowledge of the principles of the agricultural animal
selected and discuss its interrelatedness with physical and biological
factors

• analyse several systems and discuss their sustainability

• communicate information clearly and succinctly.





40
marks
Assessment Task Two - Tests
• show evidence of understanding of systems
• relate the single system to the big picture of agriculture
• identify the underlying principles of the systems.
Assessment criteria
Assessment task two will be assessed on the extent to which students
can:
• demonstrate an understanding of a range of agricultural systems
• apply a single system as an example relating to the big picture of
agriculture
• demonstrate an understanding of the principles of agricultural
systems
• logically analyse a system
• communicate information clearly and succinctly.



60
marks




Total: 100 marks

55

Agriculture


Option 10.3 Pests and diseases project

50 periods
This unit looks at common pests and diseases that attack crops and
livestock. The unit covers the need to research and plan a project with
consideration for such aspects as causal organisms, reasons for
controlling pests and diseases, classifications according to damage
done, descriptions of damages caused by pests and diseases, feeding
methods of pests and diseases, life cycles of pests and diseases,
appropriate controlling methods of pests and diseases and some
preventive measures. Students are made aware of problems associated
with different physical, cultural and natural methods of managing and
controlling pests and diseases. As part of this unit, each student will
select a pest or disease organism, study it in detail and carry out control
measures on the selected crops or animals.
Students’ achievement of the learning outcomes will be assessed
through a folio which will include evidence of all stages of the project.


Learning outcomes

Students can:

10.3.1. identify, analyse and describe the impact of the chosen pest or
disease for the local and/or national economy
10.3.2. plan and conduct pest or disease control measures on
selected crops or animals
10.3.3. evaluate the pest or disease management project.


Content

Students acquire knowledge and skills through the teaching and learning
of this content.
Student project – Pest or disease management
• research various pests and diseases which harm animals or crops
and choose one for detailed study
• identify methods used to reduce growth and reproduction of the
chosen pest or disease:
- use more than one source of information
- compare
options
- make a choice and reasons for the choice
- consider sustainability of a chosen method.
• identify methods of controlling pests and diseases.

56

Lower Secondary Syllabus


Principles of planning
Investigate the stages of planning a project on controlling a chosen pest
or disease with emphasis on:

• physical issues- control site and climate
• financial issues- costs of management
• availability of resources
• time-lines. Can the project be completed in the available time-frame?
Principles of record keeping
• identify appropriate forms of record keeping
• demonstrate the skills of continuous record keeping such as:
- daily entry of pest management activities
- logging of reduction of pests or diseases
- recording of conditions of pest or disease growth
- visual records (photos, sketches, diagrams and graphs)
- regular sampling of the stages of reductions of pests and
diseases.
• give evidence of reflective practice in record keeping.
Project implementation
Techniques of selected pest or disease management. Select and apply
pest or disease management strategies.
Evaluate the project
• Were the goals met?
• Has the pest of disease been eradicated?
• What did I learn?


57

Agriculture


Assessment
Assessment Task - Project
Students must use the defined process to control a chosen pest or
disease and produce a folio showing all the steps undertaken in the
project. In the folio students will provide evidence of:

• undertaking research using more than one information source
• making a selection from the options considered and give reasons for
the selection of pest or disease
• showing evidence of pest or disease management techniques used
• following logical processes in developing their pest or disease
management project
• reflecting on what they learnt from the project
• communicating clearly and succinctly with their peers.

The folio might include:

• rough notes or sketches
• checklists
• plans
• progressive records of the project
• work samples with comments written by the teacher
• labelled sketches and diagrams or photos
• reports.
Assessment criteria
The assessment task will be assessed on the extent to which students
can:

• research using a range of sources when making selection of a pest
or disease
• choose an appropriate pest or disease in order to minimize its
spread
• safely use a range of agricultural tools, skills and techniques
• apply knowledge and understanding of agricultural processes and
systems
• show evidence of control of pest or disease
• review the processes and make suggestions for future improvements
if applicable
• demonstrate the ability to identify and solve problems
• communicate ideas and information in a variety of ways.








Total: 100 marks
58

Lower Secondary Syllabus


Option 10.4 Wildlife farming project


50
periods
This unit looks at factors involved in developing and farming or
harnessing economic wildlife species including honeybees, butterflies,
tarantula spiders, crocodiles and others for generating income. The unit
covers the need to research and plan a project with consideration for
such aspects as species selection, box construction, field management,
harvesting procedures, packaging, marketing and selling of the products
and evaluation of the project. Students should be made aware of
problems associated with farming a wildlife species and different
physical, cultural and natural methods of managing and controlling these
problems. As part of this unit, students will select and farm an economic
wildlife species. All three strands are covered.
Students’ achievement of the learning outcomes will be assessed
through a folio which will include evidence of all stages of the project


Learning outcomes

Students can:

10.4.1. use a range of tools, skills and techniques
10.4.2 investigate, design and undertake a wildlife project that is
ecologically suitable using appropriate codes and practices
10.4.3. evaluate the success of the wildlife farming project.


Content

Students acquire knowledge and skills through the teaching and learning
of this content.
Student project - Wildlife farming
Research topic
Research various wildlife species and choose one to farm. Identify the
conditions and production techniques relating to the chosen wildlife
species:

• use more than one source of information
• compare
options
• make a choice and reasons for the choice of an wildlife species
• consider
sustainability.


59

Agriculture


Principles of planning
Plan the stages of a wildlife farming project with emphasis on:

• physical issues- physical location, climate conducive for wildlife
farming.
• financial issues- costs of production and profitability
• marketing issues- supply, demand, transport, wholesale and retail.
Principles of record keeping
• identify appropriate forms of record keeping for wildlife farming
• demonstrate the skills of continuous record keeping such as:
- daily entry of the wildlife farming activities
- regular logging of the stages of wildlife species growth
- recording of conditions that affect the growth of wildlife species
- visual records of insect farm (photos, sketches, diagrams or video
clips).
• give evidence of reflective practice in record keeping.
Stages of project development for wildlife
Establishment of sites:

• select wildlife farming site
• identify caging structures
• identify equipment needed for successful wildlife farming.

Selection of economic wildlife species.

Wildlife farming including butterflies, honeybees, tarantula spiders and
crocodiles:

• make the shelter boxes to house the wildlife selected
• get rid of the organisms that are harmful to the selected wildlife
species
• identify and establish plants or other live organisms for wildlife to
feed on
• farm the wildlife species
• conduct proper wildlife management practices.

Production techniques:

• place the boxes or make the shelter appropriately in designated sites
• place the wildlife in the boxes or shelter provided
• manage
- water
sources
60

Lower Secondary Syllabus


- food sources for the wildlife
- diseases and pests that might harm the wildlife.
Harvesting and marketing
Harvesting and marketing techniques:

• maturity indices and harvesting
• packaging and marketing.



61

Agriculture


Assessment
Assessment Task - Project
Students must use the defined process to farm chosen wildlife species
and produce a folio showing all the steps undertaken in the project
In the folio students will provide evidence of:

• researching using more than one information source
• making a selection from the options considered and give reasons for
that selection of wildlife species
• showing evidence of pest or disease management techniques used
in the wildlife farming
• following logical processes in developing their wildlife species
management project
• reflecting on what they learnt from the project.

The folio might include:

• rough notes or sketches
• checklists
• plans

• progressive records of the wildlife project.
• work samples with comments written by the teacher
• labelled sketches and diagrams or photos or video clips
• reports.
Assessment criteria
The assessment task will be assessed on the extent to which students
can:

• research using a range of sources when making selection of wildlife
species
• choose an appropriate wildlife species for maximum cash benefit
• safely use a range of agricultural tools, skills and techniques
• apply knowledge and understanding of agricultural processes and
systems
• show evidence of complete control of pest or disease in the wildlife
farm project
• review the processes make suggestions for future improvements if
applicable
• demonstrate the ability to identify and solve problems
• communicate ideas and information in a variety of ways.

Total: 100 marks
62

Lower Secondary Syllabus


Option 10.5 Floriculture project
50 periods
This unit looks at developing and producing flowers and ornamentals.
Basic principles of flower growing as well as the cultural practices
involved in production are given emphasis. The unit covers the need to
research, plan and undertake a project with consideration for such
aspects as soil quality, nursery techniques, field crop management,
packaging, marketing and selling of the products, and evaluation of the
project. Students should be made aware of problems associated with
producing flowers and different physical, cultural and natural methods of
managing and controlling these problems. As part of this unit, students
select and grow flowers. All three strands are covered.
Students’ achievement of the learning outcomes will be assessed
through a folio which will include evidence of all stages of the project.


Learning outcomes

Students can:

10.5.1. use a range of tools, skills and techniques to produce flowers
and ornamentals
10.5.2. investigate, design and implement flower production
10.5.3. evaluate the success of the project.


Content

Students acquire knowledge and skills through the teaching and learning
of this content.
Student project – Produce flowers and ornamentals
Research topic
Research various flowers and ornamentals and choose appropriate
ones. Identify the conditions and production techniques relating to the
chosen flowers or ornamentals.
• use more than one source of information
• compare
options
• make a choice and reasons for the choice
• consider
sustainability.
Principles of planning
Plan the project with emphasis on:

63

Agriculture


• physical issues- soils, climate
• financial issues- costs of production, profitability
• marketing issues- supply, demand, transport, wholesale, retail.
Principles of record keeping
• identify appropriate forms of record keeping
• demonstrate the skills of continuous record keeping such as:
- daily entry of the project activities
- logging of growth plants
- recording of conditions of soil and weather affecting this project
- visual records ( sketches, diagrams, plans, photos or video clips)
- regular sampling of the stages of growth of flowers and
ornamentals.
• give evidence of reflective practice in record keeping.
Stages of nursery development
Establishment of nursery or greenhouse:
• select
site
• identify appropriate structures
• identify nursery equipment
• nursery soils- soil mixtures and composts
• soil
preparation.

Nursery activities:

• establish nursery
• prepare soil and sterilise soil
• sow seeds and or raise cuttings
• hardening and transplanting seedlings
• conduct proper nursery management practices.

Production and implementation techniques:

• soil
preparation
• transplanting
• management
including:
- water
- nutrients
- diseases and pests.


64

Lower Secondary Syllabus


Harvesting and marketing
Harvesting and marketing techniques:

• maturity indices and harvesting
• washing and packaging
• marketing skills and techniques.

65

Agriculture


Assessment
Assessment Task – Project
Students must use the defined process to grow flowers and ornamentals
and produce a folio showing all the steps undertaken in the project
In the folio students will provide evidence of:
• undertaking research using more than one information source to
justify why the particular flowers were selected
• making a selection from the options considered and give reasons for
the selection of flowers
• evidence of management techniques used in the flowers project
• following logical processes in developing their flowers project
• reflecting on what has been learnt from the project.
The folio might include:
• rough notes or sketches
• checklists
• plans

• progressive records of the project.
• work samples with comments written by the teacher
• labelled sketches and diagrams or photos or video clips
• reports.
Assessment criteria
The assessment task will be assessed on the extent to which students
can:

• research using a range of sources when making selection of flowers
or ornamentals
• choose appropriate flowering plants and ornamentals to maximum
cash benefit
• safely use a range of agricultural tools, skills and techniques
• apply knowledge and understanding of agricultural processes and
systems
• demonstrate the ability to identify and solve problems
• review the processes and make suggestions for future improvements
if applicable
• communicate ideas and information in a variety of ways.





Total: 100 marks
66

Lower Secondary Syllabus


Option 10.6 Agronomy Project


50
periods
This unit looks at factors involved in developing and producing
traditional staples, vegetables, field crops, spices and perennial
export crops
. Basic practical principles and skills of planning,
establishing and producing and marketing as well as the cultural
management practices and the economic aspects involved in the
production are emphasised. The unit looks at the main crops in each of
the above categories which are widely grown in Papua New Guinea.
Emphasis on cultural management is covered in relation to land
preparation, nursery techniques, field planting, staking, weeding, pest
and disease control, harvesting, processing, packaging and selling of
these crops. Students should be made aware of important field
management problems and the physical, cultural and natural control
methods to address these problems. The unit covers the need to
research, plan and evaluate the outputs and outcomes of the agronomy
project. As part of this unit, each student selects and grows a crop. All
three strands are covered.

Students’ achievement of the learning outcomes will be assessed
through a folio which will include evidence of all stages of the project.


Learning outcomes

Students can:

10.6.1. use a range of tools, skills and techniques to grow the chosen
crop
10.6.2. investigate, design and implement a project to grow a selected
crop
10.6.3. evaluate the success of the project.


Content

Students acquire knowledge and skills through the teaching and learning
of this content.
Student project – Produce an agronomy crop
Research topic
Research various crops and choose one to grow. Identify the conditions
required and production techniques relating to the chosen crop:

• use more than one source of information

67

Agriculture


• compare
options
• make a choice and reasons for the choice
• consider
sustainability.
Principles of planning
Plan the project with emphasis on:
• physical issues- soils and climate.
• financial issues- costs of production and profitability
• marketing issues- supply, demand, transport, wholesale and retail.
Principles of record keeping
• identify appropriate forms of record keeping
• demonstrate the skills of continuous record keeping such as:
- daily entry of the activities on the crops
- logging of growth of crops
- recording of conditions such soil, water, pests, diseases, weeds,
- visual records (photos, video clips)
- regular sampling of the stages of growth of a selected crop.
• give evidence of reflective practice in record keeping.
Stages of crop development
Establishment of nursery if appropriate and techniques required:

• select nursery site
• nursery
structures
• identify nursery equipment
• nursery soils- soil mixtures and composts
• soil
preparation
• seed
sowing
• conduct proper nursery management practices including:
- water
management
- nutrients
- diseases and pests
- record
keeping.
• hardening and transplanting seedlings.

Direct planting

• select and mark site
• prepare site by weeding and preparing soil
• direct seed sowing, or transplant of seedlings
• manage:
- water

68

Lower Secondary Syllabus


- nutrients
- diseases and pests
- record
keeping.
Harvesting and marketing
Harvesting and marketing techniques:

• maturity indices and harvesting
• washing and packaging
• marketing.


69

Agriculture


Assessment
Assessment Task
Project
Students must use the defined agronomic process to grow crops and
produce a folio showing all the steps undertaken in the project.
In the folio students will provide evidence of:
• researching using more than one information source to justify why
the particular agronomy crops were chosen
• effective planning of the layout of the field and crop planting sites
• identifying the principles relevant to the growing of the agronomy
crops chosen
• identifying and managing the agronomic practices and techniques
for the chosen crops
• following logical processes in developing their agronomy project
• researching and identifying a market
• reflect on what they learnt from the project.

The folio might include:

• rough notes or sketches
• checklists
• plans

• progressive records
• work samples with comments written by the teacher
• labelled sketches and diagrams or photos or video clips
• brief
reports.
Assessment criteria
The assessment task one will be assessed on the extent to which
students can:
• research using a range of sources when making selection of crops
• choose an appropriate agronomy crop to maximum cash benefit
• safely use a range of agricultural tools, skills and techniques
• apply knowledge and understanding of agricultural processes and
systems
• review the processes and make suggestions for future
improvements
• demonstrate the ability to identify and solve problems
• communicate ideas and information in a variety of ways.
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Lower Secondary Syllabus


Total: 100 marks
Option 10.7 School developed unit


50
periods
School developed agriculture units are based on student interest and
resources available in the local area. Schools develop a unit relevant to
their community and students using the project approach, for example:
Palm Oil Project 2, Coffee Production 2, Piggeries Project 2, Poultry
Production 2, and Rice Project 2. The school developed unit
encourages students to select, use and evaluate a range of agricultural
skills and equipment to be used in the agricultural enterprise.

All key concepts of sustainability, agricultural technology and agricultural
enterprise must be covered in the school developed unit.

Students’ achievement of the learning outcomes will be assessed
through assessment of the process and product and a folio which will
include evidence of all stages of the project.


Learning outcomes

Students can:

10.7.1. use a range of tools, skills and techniques to undertake the
project
10.7.2. investigate, design and implement a project that is ecologically
suitable using appropriate codes and practices
10.7.3. evaluate the success of their project.


Content

Students acquire knowledge and skills through the teaching and learning
of this content.
Student project
• research agricultural activities relevant to the local area and choose
one
• identify the conditions and production techniques relating to the
chosen activity
• consider:
- what agriculture activity to undertake
- purpose of undertaking the chosen activity
- timeframes required
- compare
options
• selecting the agriculture activity/enterprise:

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Agriculture


- establish
timeframe
- identify products that will grow in the timeframe
• make a choice and give reasons for the choice
• sustainability. Can the project be sustained?
Project planning
Plan the stages of the project with emphasis on:

• physical
planning
- resources needed and when
- type of equipment, materials
- how the project will be monitored.
• financial planning to meet the above requirements
- how the budget will be kept
- principles and skills of identifying supply and demand.
• setting goals and timelines.

Record keeping
• identify various forms of record keeping
• demonstrate the skills of continuous record keeping such as:
- daily
entry
- logging of growth
- recording
of conditions
- visual records (photos, video clips, )
- regular sampling of the stages of growth.
• give evidence of reflective practice in record keeping.
Project implementation
Establishment of project and techniques required to undertake the
project:

• identify site for project
• structures required such as a fence, pen, cage
• identify equipment needed
• identify material needed
• identify feeding schedules
• product
packaging
• general management practices.

Practical activities related to the selected project:

• establishment of any required structure
• select and acquire correct species suitable for the local area
• raise or grow the selected crop or animal
• manage the project including:
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Lower Secondary Syllabus


- water quality or availability
- nutritional
level
- diseases and pests
- record
keeping.
• harvest the products.
Evaluate the project
• Were the goals met?
• Has the value of the product increased?
• Can the product be marketed
• What did I learn?

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Agriculture


Assessment
Assessment Task
Project
Students must use the defined process to complete the chosen project
and produce a folio showing all the steps undertaken in the project.
The folio might include:
• rough notes or sketches
• checklists
• plans

• progressive records of the project
• work samples with comments written by the teacher
• labelled sketches and diagrams or photos
• brief
reports.
Assessment criteria
The assessment task will be assessed on the extent to which students
can:

• research using a range of sources when making selection of
agricultural product
• choose an appropriate product to produce
• safely use a range of tools, skills and techniques
• apply knowledge and understanding of agricultural processes and
systems
• demonstrate the ability to identify and solve problems
• produce products appropriate to the available resources
• review the processes and make suggestions for future improvements
if applicable
• communicate ideas and information in a variety of ways.








Total: 100 marks

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Lower Secondary Syllabus


Assessment, examinations and certification
Assessment and reporting practices described here are detailed further
in the National Assessment and Reporting Policy for Papua New Guinea
(2003) and in other support materials produced by the Department of
Education.
Assessment
The main purpose of assessment is to improve student learning.
Assessment needs to be for learning as well as of learning. It is used to
evaluate and improve teaching and learning, report achievement and
provide feedback to students on their progress.
Assessment measures students’ achievement of learning outcomes as
described in the syllabus. It is the ongoing process of identifying,
gathering and interpreting information about students’ achievement of
the learning outcomes.
For teaching and learning to be outcomes-based, teachers need to plan
their teaching and assess learner performance in relation to outcomes
using criteria derived from those outcomes.
Assessing in an outcomes-based way involves focusing less on whether
a learner has "passed" or "failed" and more on what outcomes a learner
has achieved and in which areas further support is required.
Assessment in Agriculture
A student’s achievement in Agriculture at the end of Grade 10 will be
assessed against the broad learning outcomes. Assessment of student
progress towards achieving these broad outcomes is cumulative
throughout Grade 9 and 10 using specific outcomes for each unit. The
matrix on page 18 and 19 of the syllabus shows how the unit outcomes
are linked to the broad learning outcomes.
During the course of each unit students must complete the tasks
specified for the unit. Teachers will expand each task and provide clear
guidelines to students as to how the task will be completed and how the
criteria will be applied.
The assessment tasks and criteria in each unit ensure that there is a
common focus for internal assessment in the subject across schools
while allowing for flexibility in the design of tasks. A variety of tasks are
specified to give students the opportunity to demonstrate all the broad

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learning outcomes in different ways and to improve the validity and
reliability of the assessment.
It is important that teachers plan the teaching and learning sequence so
that there is a balanced spread of assessment during the unit. Some
tasks, such as investigations or case studies can be designed so that
they are completed over a period of time rather than at the end of the
unit. Other tasks can be done once the relevant section of the unit has
been covered.
Assessment for the School Certificate
A student’s overall achievement in Agriculture will be both internally and
externally assessed. The mark awarded to each student for the School
Certificate will be a combination of the internal assessment mark
provided by the school and the examination mark.
Internal assessment
Internal assessment provides a measure of a student’s achievement
based on a wider range of syllabus content and outcomes than may be
covered by the external examination alone.

For Agriculture, the internal assessment marks will provide a
summation of each student’s achievements in Grades 9 and 10. The
assessment tasks used to determine the internal assessment mark must
comply with the types of tasks and assessment criteria specified in each
of the units.

All schools must meet the requirements for internal assessment as
specified in the Grade 10 Assessment, Examination and Certification
Handbook.
External examination
The external examination provides a measure of student achievement of
those aspects of the broad learning outcomes that can be reliably
measured in an examination setting. Questions for the external
examination in Agriculture will be developed using the outcomes,
knowledge and skills in the core units.
Recording
All schools must meet the requirements for maintaining and submitting
student records as specified in the Grade 10 Assessment, Examination
and Certification Handbook. students' learning progress and
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Lower Secondary Syllabus


achievement of the outcomes. Reporting of students' achievements must
be fair and accurate.
Certification
Candidates will be awarded a School Certificate only if they meet all
requirements for internal and external assessment. Eligibility rules for
the award of the School certificate are specified in Grade 10
Assessment, Examination and Certification Handbook.


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