Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.

We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.

The intent of the Standard

The purpose of this Achievement Standard is for ākonga to show their understanding of a management practice in primary production.

This Standard assesses the following items of Significant Learning:

• explore how life processes affect primary production
• explore how and why primary production management practices are done as they are.

To achieve this Standard, ākonga will select either an agricultural or horticultural primary production system that is relevant and engaging to them, then explore a life process that primary producers manage when raising or growing the animal or plant product. At Level 1, the focus is on local production systems such as a family or community garden, marae, small holding, or local farm, but production may include commercial systems. This will inform ākonga understanding of the best management practice to influence a life process.

Ākonga must also show understanding of a Māori concept in the context of the management of a life process in a primary production system. Examples include tūhononga, manaakitanga, and tiakitanga.

Demonstrating knowledge of tūhononga may be showing understanding that plants and animals are connected to the environment, which includes people and the land. Manaakitanga relates to reciprocity, respect, and care. The nurturing of plants and animals will in turn provide sustenance, health, and wellbeing for people. Tiakitanga is to care and protect people, the land, and the environs that enable intergenerational sustainability.

Ākonga will be able to develop practical skills and participate in hands-on experiences alongside this Assessment Activity, but will not be directly assessed on their practical expertise.

Making reliable judgements

By allowing ākonga to select locally based contexts, learning and assessment will be current, authentic and relevant.

Ākonga will be required to describe a life process then show understanding of a management practice that is used to manage this. For example, ākonga could look at the management practice of flushing for a lamb production system. Life processes include any animal or plant physiological process. At this level, this is likely to focus on movement, reproduction, sensitivity, digestion, excretion, respiration, growth and development, or photosynthesis.

Ākonga will use industry specific communication conventions in exploring the management of life processes. There are opportunities to engage in science literacy and numeracy throughout the teaching and learning programme, such as how fertilisers, irrigation, and drenching is carried out in accordance with industry best practice.

At higher levels of achievement, ākonga evaluate how the management practice influences the life process in terms of production quality or quantity. They may compare a strength and a weakness of a management practice, and consider how the life process is influenced by the management practice. Additionally, they could consider social, environmental, cultural, or economic factors.

As this subject is multidisciplinary, ākonga will be able to transfer knowledge, understanding, and skills to and from other subject areas.

Collecting evidence

Throughout the year, ākonga will have had the opportunity to engage with management practices of life processes in the teaching and learning programme.

Ākonga will be encouraged to utilise media when demonstrating how a management practice of a life process is carried out, such as annotated photographic evidence, diaries, and short videos. They may choose to quote directly from technical information such as industry instruction booklets, and manuals. They may also choose to use a diagram to show the interconnections, reciprocity, or ways in which management practices are used to influence the life process of an animal or plant and the wider environment.

Ākonga can directly draw from industry manuals, instructions, and relevant communications to support their work.

Possible contexts

Ākonga may be provided with an agricultural or horticultural production system, or could select this themselves (with teacher guidance).

Ākonga will be encouraged to select a context which is relevant to them to be able to engage authentically in the assessment of the standard.

Standard Exclusions

This Standard has one or more exclusions, or Standards that assess the same or similar learning. These Standards are excluded against one another to prevent assessing the same learning twice. You can only use credits gained from one of these standards towards your NCEA qualification.

Find out more about the NCEA Level 1 Exclusions List.

Literacy and Numeracy Requirements

This Achievement Standard has been approved for literacy in the transition period (2024-2027). 

Full information on the co-requisite during the transition period: Standards approved for NCEA Co-requisite during the transition period (2024-2027).