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- Title: Agribusiness Learning Matrix
- Description: Agribusiness Learning Matrix
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- Description: Agribusiness Learning Matrix
Agribusiness Learning Matrix
What is Agribusiness about?
Subject-specific terms can be found in the glossary.
Agribusiness is a multidisciplinary subject that incorporates elements of kaitiakitanga, business, science, technology, innovation, and sustainability. It covers eight primary sectors throughout their entire value chains, from raw inputs to the consumer, and disposal after use, as well as the systems and processes that support those businesses. Core to Agribusiness is an awareness of the fluidity of the primary sector and the multiple influences upon it and thus, the need to future-proof through innovation and change, and evolve without losing manaakitanga.
In this subject, ākonga will learn about the structure of agribusinesses, including ownership and finance. They will understand how primary production systems and processes influence and sustain local, national, and global economies and communities, and explore the social implications of the relationships between people and environments.
Subject-specific terms can be found in the glossary.
Agribusiness is a multidisciplinary subject that incorporates elements of kaitiakitanga, business, science, technology, innovation, and sustainability. It covers eight primary sectors throughout their entire value chains, from raw inputs to the consumer, and disposal after use, as well as the systems and processes that support those businesses. Core to Agribusiness is an awareness of the fluidity of the primary sector and the multiple influences upon it and thus, the need to future-proof through innovation and change, and evolve without losing manaakitanga.
In this subject, ākonga will learn about the structure of agribusinesses, including ownership and finance. They will understand how primary production systems and processes influence and sustain local, national, and global economies and communities, and explore the social implications of the relationships between people and environments.
Big Ideas and Significant Learning
This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Agribusiness Big Idea.
The Social Science Learning Area, including its whakatauākī, inform this subject’s Significant Learning – learning that is critical for students to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their Level 7 learning. The Learning Area's whakatauākī is:
Unuhia te rito o te harakeke kei whea te kōmako e kō?
Whakatairangitia – rere ki uta, rere ki tai;
Ui mai koe ki ahau he aha te mea nui o te ao,
Māku e kī atu he tangata, he tangata, he tangata!Remove the heart of the flax bush and where will the kōmako sing?
Proclaim it to the land, proclaim it to the sea;
Ask me, “What is the greatest thing in the world?”
I will reply, “It is people, people, people!”Nā, Meri Ngāroto, Te Aupōuri (1830s)
This whakatauākī is central to the study of Agribusiness. Through the whakatauākī, we see and understand how people and land are essential to agribusiness and must be preserved for an agribusiness to be viable and sustainable. For our subject, the harakeke is the people, and the heart of the harakeke is the wellbeing of people and the environment.
We must protect the centre of the harakeke as the heart of the whānau. If we remove the heart of the harakeke, it will not survive. This notion reflects how people are the mauri of all agribusinesses and how it is the stakeholders, both internal and external, who embody the pūtake of an agribusiness and drive its viability, sustainability, growth, and success. It is crucial for any agribusiness to develop an organisational culture that is built upon establishing ethical relationships and fostering wellbeing, as well as effective leadership and communication.
Furthermore, agribusinesses must also develop respectful and ethical relationships with the land and the natural resources it draws from for its operations, and act through kaitiakitanga to preserve these resources for future generations, including agribusiness people, communities, and whānau. This comes through informed decision-making and innovation that looks toward diverse worldviews and frameworks for inspiration to evolve the world of agribusiness toward models built upon manaakitanga and whanaungatanga. Thus, in agribusiness, acting with whakawhanaungatanga, kaitiakitanga, and aroha always in mind, we protect the heart of the harakeke.
The kōmako represents our ākonga. Regenerative, responsible, and revitalising agribusiness will allow ākonga to engage with and observe the world around them. Ākonga will be able to sing their song and live their lives from a place that is strong, secure, and supportive; one that has been nurtured by generations before them. Our ākonga will spread the seeds of the harakeke so the entire harakeke garden thrives.
The Social Sciences whakatauākī carries wisdom about creating a place and a space that is strong, that has future generations in mind, as well as the wellbeing of, and our connection to, the natural environment. We are the trustees for future generations and must carry that responsibility and those obligations in the centre of our being.
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 7 and indicative learning for Level 8. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.
There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context must relate to at least one Big Idea and may also link to other Big Ideas.
There are five Big Ideas in Agribusiness. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Agribusiness Big Idea.
The Social Science Learning Area, including its whakatauākī, inform this subject’s Significant Learning – learning that is critical for students to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their Level 7 learning. The Learning Area's whakatauākī is:
Unuhia te rito o te harakeke kei whea te kōmako e kō?
Whakatairangitia – rere ki uta, rere ki tai;
Ui mai koe ki ahau he aha te mea nui o te ao,
Māku e kī atu he tangata, he tangata, he tangata!Remove the heart of the flax bush and where will the kōmako sing?
Proclaim it to the land, proclaim it to the sea;
Ask me, “What is the greatest thing in the world?”
I will reply, “It is people, people, people!”Nā, Meri Ngāroto, Te Aupōuri (1830s)
This whakatauākī is central to the study of Agribusiness. Through the whakatauākī, we see and understand how people and land are essential to agribusiness and must be preserved for an agribusiness to be viable and sustainable. For our subject, the harakeke is the people, and the heart of the harakeke is the wellbeing of people and the environment.
We must protect the centre of the harakeke as the heart of the whānau. If we remove the heart of the harakeke, it will not survive. This notion reflects how people are the mauri of all agribusinesses and how it is the stakeholders, both internal and external, who embody the pūtake of an agribusiness and drive its viability, sustainability, growth, and success. It is crucial for any agribusiness to develop an organisational culture that is built upon establishing ethical relationships and fostering wellbeing, as well as effective leadership and communication.
Furthermore, agribusinesses must also develop respectful and ethical relationships with the land and the natural resources it draws from for its operations, and act through kaitiakitanga to preserve these resources for future generations, including agribusiness people, communities, and whānau. This comes through informed decision-making and innovation that looks toward diverse worldviews and frameworks for inspiration to evolve the world of agribusiness toward models built upon manaakitanga and whanaungatanga. Thus, in agribusiness, acting with whakawhanaungatanga, kaitiakitanga, and aroha always in mind, we protect the heart of the harakeke.
The kōmako represents our ākonga. Regenerative, responsible, and revitalising agribusiness will allow ākonga to engage with and observe the world around them. Ākonga will be able to sing their song and live their lives from a place that is strong, secure, and supportive; one that has been nurtured by generations before them. Our ākonga will spread the seeds of the harakeke so the entire harakeke garden thrives.
The Social Sciences whakatauākī carries wisdom about creating a place and a space that is strong, that has future generations in mind, as well as the wellbeing of, and our connection to, the natural environment. We are the trustees for future generations and must carry that responsibility and those obligations in the centre of our being.
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 7 and indicative learning for Level 8. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.
There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context must relate to at least one Big Idea and may also link to other Big Ideas.
There are five Big Ideas in Agribusiness. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
Big Idea Body:
People are at the heart of every agribusiness. The values, perspectives, and beliefs of individuals, communities, and agribusinesses shape their relationship with their environments. Perspectives shape our way of looking at the world and making sense of it; they are informed by our beliefs and values. Perspectives inform actions, responses, motivations, and experiences. People's ideas and what they hold important differ and inform how they make decisions both for themselves and how they interact in and with businesses.
Different groups have their own relationships with their environments. These include mana whenua, organisations, growers, producers, and consumers beyond the farm gate.
People's relationships with the environment may be informed by kaitiakitanga, whanaungatanga, wairuatanga, manaakitanga, and tikanga as well as the Pacific values of vā and alofa.
In Agribusiness, relationships between people and the environment are influenced by different perspectives
People are at the heart of every agribusiness. The values, perspectives, and beliefs of individuals, communities, and agribusinesses shape their relationship with their environments. Perspectives shape our way of looking at the world and making sense of it; they are informed by our beliefs and values. Perspectives inform actions, responses, motivations, and experiences. People's ideas and what they hold important differ and inform how they make decisions both for themselves and how they interact in and with businesses.
Different groups have their own relationships with their environments. These include mana whenua, organisations, growers, producers, and consumers beyond the farm gate.
People's relationships with the environment may be informed by kaitiakitanga, whanaungatanga, wairuatanga, manaakitanga, and tikanga as well as the Pacific values of vā and alofa.
Big Idea Body:
The study of Agribusiness focuses on the intersection of biological and economic systems; agribusinesses are reliant on biological systems to meet business, market, or consumer needs. Even where not involved in primary production, they are still dependent on the biological systems that underpin their products. Consideration of both biological and economic systems contribute to decision-making in agribusinesses.
Biological systems are made up of organisms and their environments, as well as the processes and interactions occurring between them. Agribusinesses utilise biological systems by capturing their outputs, or manipulating processes taking place within a biological system, to meet market or consumer needs. The use of biological systems also occurs outside of primary production contexts, such as in processing, storage, and packaging.
The implications of agribusinesses’ reliance on biological systems are broad and may relate to seasonality, sustainability, environmental impact, and emerging issues. The principle of kaitiakitanga can be used to frame an agribusiness’ approach to how they utilise a biological system or process.
Economic systems are networks of economic relationships between different entities. These entities are interdependent, meaning that economic decisions and actions can have impacts beyond the entities directly involved. In the context of Agribusiness, this may involve supply chains, the role of supporting industries, and economic approaches in te ao Māori and Pacific contexts.
Biological systems are fundamental to agribusinesses
The study of Agribusiness focuses on the intersection of biological and economic systems; agribusinesses are reliant on biological systems to meet business, market, or consumer needs. Even where not involved in primary production, they are still dependent on the biological systems that underpin their products. Consideration of both biological and economic systems contribute to decision-making in agribusinesses.
Biological systems are made up of organisms and their environments, as well as the processes and interactions occurring between them. Agribusinesses utilise biological systems by capturing their outputs, or manipulating processes taking place within a biological system, to meet market or consumer needs. The use of biological systems also occurs outside of primary production contexts, such as in processing, storage, and packaging.
The implications of agribusinesses’ reliance on biological systems are broad and may relate to seasonality, sustainability, environmental impact, and emerging issues. The principle of kaitiakitanga can be used to frame an agribusiness’ approach to how they utilise a biological system or process.
Economic systems are networks of economic relationships between different entities. These entities are interdependent, meaning that economic decisions and actions can have impacts beyond the entities directly involved. In the context of Agribusiness, this may involve supply chains, the role of supporting industries, and economic approaches in te ao Māori and Pacific contexts.
Big Idea Body:
The structure of an agribusiness and the variety of ways in which its success may be measured can be influenced by the reason it was created, the needs it meets, the business structure, management, and the way both financial and non-financial decisions are made.
Pūtake is the origin of the agribusiness and the reason for being. An agribusiness may exist for a number of reasons, and not all originate from the need to make money. The pūtake of the agribusiness may influence its ownership and governance structures, as well as its needs and goals. These will, in turn, contribute to decision-making within the agribusiness.
Tikanga is what guides the agribusiness. It is the values, the rules, and the priorities the agribusiness adheres to. Tikanga refers to the customary system of values and practices that have developed over time and are deeply embedded in the social context – this being the agribusiness itself.
Other important concepts to consider include:
Tauutuutu is a way of thinking and acting that encourages businesses and communities to make continual and growing investments, in terms of time and resources, into social and environmental relationships. This way of thinking and acting encourages returns from these investments to be shared equally, while at the same time encouraging and supporting individual innovation and entrepreneurship. An agribusiness being run in this manner will be known for its environmental leadership, social responsibility, innovation, and profitability.
Tūranga is the positioning or anchoring of an agribusiness. This will include both past and present positioning.
Pūtake and tikanga contribute to decision-making in agribusinesses
The structure of an agribusiness and the variety of ways in which its success may be measured can be influenced by the reason it was created, the needs it meets, the business structure, management, and the way both financial and non-financial decisions are made.
Pūtake is the origin of the agribusiness and the reason for being. An agribusiness may exist for a number of reasons, and not all originate from the need to make money. The pūtake of the agribusiness may influence its ownership and governance structures, as well as its needs and goals. These will, in turn, contribute to decision-making within the agribusiness.
Tikanga is what guides the agribusiness. It is the values, the rules, and the priorities the agribusiness adheres to. Tikanga refers to the customary system of values and practices that have developed over time and are deeply embedded in the social context – this being the agribusiness itself.
Other important concepts to consider include:
Tauutuutu is a way of thinking and acting that encourages businesses and communities to make continual and growing investments, in terms of time and resources, into social and environmental relationships. This way of thinking and acting encourages returns from these investments to be shared equally, while at the same time encouraging and supporting individual innovation and entrepreneurship. An agribusiness being run in this manner will be known for its environmental leadership, social responsibility, innovation, and profitability.
Tūranga is the positioning or anchoring of an agribusiness. This will include both past and present positioning.
Big Idea Body:
Influences in agribusinesses include biological systems, science, policy or political decisions, legislation, biosecurity, and technology. Societal changes such as climate change are also huge drivers of innovation. The way in which agriculture is done may be altered due to changing resources or political decisions, and also due to changes in the way consumers may view a product in terms of the way it has been produced and its environmental impact. This innovation can be shown externally through customer focused strategies such as branding and marketing as well as internally through sustainability and the sourcing of primary inputs. It is integral for agribusinesses to meet these current and future needs.
Innovation in agribusinesses is driven by multiple influences
Influences in agribusinesses include biological systems, science, policy or political decisions, legislation, biosecurity, and technology. Societal changes such as climate change are also huge drivers of innovation. The way in which agriculture is done may be altered due to changing resources or political decisions, and also due to changes in the way consumers may view a product in terms of the way it has been produced and its environmental impact. This innovation can be shown externally through customer focused strategies such as branding and marketing as well as internally through sustainability and the sourcing of primary inputs. It is integral for agribusinesses to meet these current and future needs.
Big Idea Body:
Future-proofing is critical to any agribusiness, as they depend on being sustainable. This is measured by multiple bottom lines. When future-proofing, agribusinesses take advantage of the influences surrounding them, or mitigate against them. Agribusinesses can grow value through innovation at any point in the value chain through diversification of products and services, unique selling points, and a competitive edge.
The future of agribusiness relies on thinkers who challenge boundaries and understand corporate social responsibility to maintain a future-focused business that consumers believe in.
It is important to remember that to future-proof does not mean to keep the status quo. Rather, it is seeking opportunities to allow the business to grow and change.
Agribusinesses grow value and future-proof to ensure viability
Future-proofing is critical to any agribusiness, as they depend on being sustainable. This is measured by multiple bottom lines. When future-proofing, agribusinesses take advantage of the influences surrounding them, or mitigate against them. Agribusinesses can grow value through innovation at any point in the value chain through diversification of products and services, unique selling points, and a competitive edge.
The future of agribusiness relies on thinkers who challenge boundaries and understand corporate social responsibility to maintain a future-focused business that consumers believe in.
It is important to remember that to future-proof does not mean to keep the status quo. Rather, it is seeking opportunities to allow the business to grow and change.
Key Competencies in Agribusiness
Agribusiness provides opportunities for developing Key Competencies from The New Zealand Curriculum, through the exploration of meaningful and relevant contexts. the Key Competencies are woven through, and embedded in, the Big Ideas and Significant Learning.
Thinking
Students of Agribusiness will:
- critically analyse decisions for agribusinesses
- use critical thinking to consider the implications of their actions on others
- develop their ability to innovate and identify opportunities for innovation.
Using language, symbols, and texts
Students of Agribusiness will:
- use pūrākau to make connections
- interpret diagrams, graphs, and tables
- embrace the multi-disciplinary nature of Agribusiness and use the skills of Mathematics, English, Science, Technology, and Business Studies.
Relating to others
Students of Agribusiness will:
- develop empathy and understand differing perspectives
- allow space for robust discussions and understand that there is not always one correct answer
- reflect on their own assumptions
- engage with people and businesses in the community.
Managing self
Students of Agribusiness will:
- develop a sense of personal responsibility
- take opportunities to critique sources of information for validity and reliability
- research, investigate, and enquire about real life sources.
Participating and contributing
Students of Agribusiness will:
- participate in group work and class discussions, being open to differing perspectives and ideas
- put themselves into the situation by understanding that all contexts are real-life and relevant
- be exposed to a variety of ways of doing agribusiness – differing scale, local contexts, and primary industries as well as Māori and Pacific agribusiness perspectives.
Key Competencies
This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Agribusiness provides opportunities for developing Key Competencies from The New Zealand Curriculum, through the exploration of meaningful and relevant contexts. the Key Competencies are woven through, and embedded in, the Big Ideas and Significant Learning.
Thinking
Students of Agribusiness will:
- critically analyse decisions for agribusinesses
- use critical thinking to consider the implications of their actions on others
- develop their ability to innovate and identify opportunities for innovation.
Using language, symbols, and texts
Students of Agribusiness will:
- use pūrākau to make connections
- interpret diagrams, graphs, and tables
- embrace the multi-disciplinary nature of Agribusiness and use the skills of Mathematics, English, Science, Technology, and Business Studies.
Relating to others
Students of Agribusiness will:
- develop empathy and understand differing perspectives
- allow space for robust discussions and understand that there is not always one correct answer
- reflect on their own assumptions
- engage with people and businesses in the community.
Managing self
Students of Agribusiness will:
- develop a sense of personal responsibility
- take opportunities to critique sources of information for validity and reliability
- research, investigate, and enquire about real life sources.
Participating and contributing
Students of Agribusiness will:
- participate in group work and class discussions, being open to differing perspectives and ideas
- put themselves into the situation by understanding that all contexts are real-life and relevant
- be exposed to a variety of ways of doing agribusiness – differing scale, local contexts, and primary industries as well as Māori and Pacific agribusiness perspectives.
Key Competencies
This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Connections
Agribusiness is a cross-curricular subject that connects learning across Science, Technology, Mathematics and Statistics, Social Sciences, Business Studies, Economics, and Geography to understand how producers choose to use technical knowledge and limited resources such as land, labour, capital, and management to produce primary and secondary products and distribute them for consumption.
Contexts for learning will be chosen by schools for their relevance and usefulness, and teaching will be focused on long-term, valued outcomes, particularly desired outcomes of many employers in the agribusiness sector.
Learning programmes in Agribusiness aim to build:
- an understanding of the scientific, economic, and technological principles used in Agribusiness that ensure economic, social, ethical, cultural, and environmentally sustainable primary production systems and secondary products and services linked to the primary sector
- the ability to apply economic, social, ethical, cultural, and environmental considerations to primary and secondary production systems to ensure marketable, environmentally sustainable value-added products and services.
The cross-curricular nature of Agribusiness ensures that conceptual understanding is gained, is more relevant, and can be better linked to other Learning Areas, ensuring the Agribusiness student is presented with a well-rounded learning programme.
Agribusiness is a cross-curricular subject that connects learning across Science, Technology, Mathematics and Statistics, Social Sciences, Business Studies, Economics, and Geography to understand how producers choose to use technical knowledge and limited resources such as land, labour, capital, and management to produce primary and secondary products and distribute them for consumption.
Contexts for learning will be chosen by schools for their relevance and usefulness, and teaching will be focused on long-term, valued outcomes, particularly desired outcomes of many employers in the agribusiness sector.
Learning programmes in Agribusiness aim to build:
- an understanding of the scientific, economic, and technological principles used in Agribusiness that ensure economic, social, ethical, cultural, and environmentally sustainable primary production systems and secondary products and services linked to the primary sector
- the ability to apply economic, social, ethical, cultural, and environmental considerations to primary and secondary production systems to ensure marketable, environmentally sustainable value-added products and services.
The cross-curricular nature of Agribusiness ensures that conceptual understanding is gained, is more relevant, and can be better linked to other Learning Areas, ensuring the Agribusiness student is presented with a well-rounded learning programme.
Learning Pathway
Agribusiness as a subject is relevant to all ākonga. If they do not go on to work directly in the field, they will use the products. Ākonga of agribusiness will develop the science, management, marketing, commerce, and technological skills across all primary sectors including aquaculture, horticulture, or the equine industry. They will grow their understanding of value and multiple worldviews to open them up to a wide range of future pathways.
For ākonga seeking work straight from school, the skills learned in Agribusiness lead to pathways such as:
- fields that work with food and drink, such as brewers and chefs
- management positions on farms, orchards, and boats
- nursery growers
- beekeepers
- farm assistants
- shearers.
Ākonga tending towards tertiary education can continue their study to have careers in:
- teaching, genetics, accounting in the primary sector
- scientists working in the primary sector
- science
- business
- politics and political science.
Science careers also include environmental science, agronomy, and veterinary services.
Business related fields are management, marketing, branding, logistics, and packaging. Careers in this area could include:
- commodity trader
- business development manager
- accountant
- rural banking manager
- property valuer
- CEO
- general manager.
Ākonga can build also careers in the sales field as representatives, technical field officers, or consultants.
Ākonga may also seek a career in policy or law-making in central government or in regional councils and international markets.
Agribusiness as a subject is relevant to all ākonga. If they do not go on to work directly in the field, they will use the products. Ākonga of agribusiness will develop the science, management, marketing, commerce, and technological skills across all primary sectors including aquaculture, horticulture, or the equine industry. They will grow their understanding of value and multiple worldviews to open them up to a wide range of future pathways.
For ākonga seeking work straight from school, the skills learned in Agribusiness lead to pathways such as:
- fields that work with food and drink, such as brewers and chefs
- management positions on farms, orchards, and boats
- nursery growers
- beekeepers
- farm assistants
- shearers.
Ākonga tending towards tertiary education can continue their study to have careers in:
- teaching, genetics, accounting in the primary sector
- scientists working in the primary sector
- science
- business
- politics and political science.
Science careers also include environmental science, agronomy, and veterinary services.
Business related fields are management, marketing, branding, logistics, and packaging. Careers in this area could include:
- commodity trader
- business development manager
- accountant
- rural banking manager
- property valuer
- CEO
- general manager.
Ākonga can build also careers in the sales field as representatives, technical field officers, or consultants.
Ākonga may also seek a career in policy or law-making in central government or in regional councils and international markets.
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Introduction to Sample Course Outlines
The Sample Course Outlines provide a clear overview of learning across one year and link to the Learning and Assessment Matrices. They are indicative only and do not mandate any particular context or approach. Course Outlines should be developed using the appropriate template.
The Sample Course Outlines provide a clear overview of learning across one year and link to the Learning and Assessment Matrices. They are indicative only and do not mandate any particular context or approach. Course Outlines should be developed using the appropriate template.
Assessment Matrix
This section provides guidelines for assessment against internally assessed Standards. Guidance is provided on:
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic
- any other relevant advice specific to an Achievement Standard.
NB: Information on additional generic guidance on assessment practice in schools is published on the NZQA website. It would be useful to read in conjunction with these Conditions of Assessment.
Requirements of Teachers:
- assist ākonga by either stipulating, or approving the selection of, a biological system
- assist ākonga by either stipulating, or approving the selection of, an agribusiness that uses a biological system
- determine when ākonga work on their assessment in and out of class
- monitor ākonga progress closely and familiarise themselves with the evolving work of ākonga
- ensure that the ākonga evidence is individually identifiable and represents the work of ākonga. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or teacher supervision
- ensure the authenticity of ākonga work according to NZQA’s Assessment (including Examination) Rules for Schools with Consent to Assess 2021
- not give ākonga any scaffolding, instruction, teaching, or other form of guidance during the assessment event.
Ensuring Authenticity of Evidence
Teachers must be familiar with additional generic guidance on assessment practice in schools or learning centres. The authenticity of students’ work must be ensured according to NZQA’s Assessment (including Examination) Rules for Schools with Consent to Assess 2021. This guidance must be read in conjunction with these Conditions of Assessment.
Evidence for applicable parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language.
This section provides guidelines for assessment against internally assessed Standards. Guidance is provided on:
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic
- any other relevant advice specific to an Achievement Standard.
NB: Information on additional generic guidance on assessment practice in schools is published on the NZQA website. It would be useful to read in conjunction with these Conditions of Assessment.
The school's Assessment Policy and Conditions of Assessment must be consistent with the Assessment Rules for Schools With Consent to Assess. These rules will be updated during the NCEA review. The above link includes guidance for managing internal moderation and the collection of evidence.
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints.
It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs, or film), or a portfolio of evidence.
It is also recommended that the collection of evidence for internally assessed Standards should not use the same method that is used for any external Standards in a programme/course, particularly if that method is using a time bound written examination. This could unfairly disadvantage students who do not perform well under these conditions.
A separate assessment event is not needed for each Standard. Often assessment can be integrated into one activity that collects evidence towards two or three different Standards from a programme of learning. Evidence can also be collected over time from a range of linked activities (for example, in a portfolio).
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This needs to be in line with school policy. For example, an investigation carried out over several sessions could include teacher observations or the use of milestones such as a meeting with the student, a journal, or photographic entries recording progress etc.
This section provides guidelines for assessment against internally assessed Standards. Guidance is provided on:
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic
- any other relevant advice specific to an Achievement Standard.
NB: Information on additional generic guidance on assessment practice in schools is published on the NZQA website. It would be useful to read in conjunction with these Conditions of Assessment.
Requirements of Teachers:
- assist ākonga by either stipulating, or approving the selection of, an agribusiness that uses innovation in their products
- determine when ākonga work on their assessment in and out of class
- monitor ākonga progress closely and familiarise themselves with the evolving work of ākonga
- ensure that the ākonga evidence is individually identifiable and represents the work of ākonga. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or teacher supervision
- ensure the authenticity of ākonga work according to NZQA’s Assessment (including Examination) Rules for Schools with Consent to Assess 2021
- not give ākonga any scaffolding, instruction, teaching, or other form of guidance during the assessment event.
Ākonga may work in groups where appropriate but proof of their active involvement in the group must be provided for assessment purposes.
Ensuring Authenticity of Evidence
Teachers must be familiar with additional generic guidance on assessment practice in schools or learning centres. The authenticity of students’ work must be ensured according to NZQA’s Assessment (including Examination) Rules for Schools with Consent to Assess 2021. This guidance must be read in conjunction with these Conditions of Assessment.
Evidence for applicable parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language.
This section provides guidelines for assessment against internally assessed Standards. Guidance is provided on:
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic
- any other relevant advice specific to an Achievement Standard.
NB: Information on additional generic guidance on assessment practice in schools is published on the NZQA website. It would be useful to read in conjunction with these Conditions of Assessment.
The school's Assessment Policy and Conditions of Assessment must be consistent with the Assessment Rules for Schools With Consent to Assess. These rules will be updated during the NCEA review. The above link includes guidance for managing internal moderation and the collection of evidence.
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Standard(s) that are free from unnecessary constraints.
It is recommended that the design of assessment reflects and reinforces the ways students have been learning. Collection of evidence for the internally assessed Standards could include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs, or film), or a portfolio of evidence.
It is also recommended that the collection of evidence for internally assessed Standards should not use the same method that is used for any external Standards in a programme/course, particularly if that method is using a time bound written examination. This could unfairly disadvantage students who do not perform well under these conditions.
A separate assessment event is not needed for each Standard. Often assessment can be integrated into one activity that collects evidence towards two or three different Standards from a programme of learning. Evidence can also be collected over time from a range of linked activities (for example, in a portfolio).
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This needs to be in line with school policy. For example, an investigation carried out over several sessions could include teacher observations or the use of milestones such as a meeting with the student, a journal, or photographic entries recording progress etc.