Purpose
Achievement Criteria
Explanatory Note 1
Demonstrate understanding of how a life process is managed in a primary production system involves:
- describing a life process that is managed in a primary production system
- describing a relevant management practice that influences the life process, using supporting evidence.
Explain how a life process is managed in a primary production system involves:
- explaining how the life process is influenced by the management practice.
Evaluate how a life process is managed in a primary production system involves:
- evaluating how the life process is influenced by the management practice to improve production.
Explanatory Note 2
As part of the evidence provided, students must show understanding of a Māori concept in the context of how a life process is managed in a primary production system.
Examples of a Māori concept include:
- tūhononga
- manaakitanga
- tiakitanga.
Explanatory Note 3
A life process is any of the basic physiological functions of the plant or animal.
Examples of a life process include:
- photosynthesis
- nutrition
- response to disease.
Explanatory Note 4
A primary production system is a sum of all components, including the growing environment and management practices, that work together in the production of a primary product.
Examples of a primary production system include:
- an orchard
- an aquaculture farm
- a family or community garden
- a dairy farm.
Explanatory Note 5
A management practice is an action that is part of production.
Examples of a management practice include:
- fertiliser application
- irrigation
- drenching.
Shared Explanatory Note
Refer to the NCEA glossary for Māori, Pacific, and further subject-specific terms and concepts.
This achievement standard is derived from the Science Learning Area at Level 6 of The New Zealand Curriculum: Learning Media, Ministry of Education, 2007.
Conditions of Assessment
Assessors should ensure student evidence at any achievement level includes an appropriate Māori concept in the context of understanding of a life process and how it is managed in a primary production system. The evidence that shows understanding of the Māori concept is necessary to pass the Standard but is not differentiated at the achieved, merit, and excellence grades.
Assessor involvement during the assessment event is limited to:
- providing general feedback. They can suggest sections of student work that would benefit from further development, or skills a student may need to revisit across the work. Student work that has received sustained or detailed feedback is not suitable for submission towards this Standard.
- providing advice when students select supporting evidence.
- helping students develop good practice that is not a requirement of the Assessment Activity, such as referencing and attribution of third-party content, and presentation of work.
Students should not be limited to a method or decision about how to present their work — this decision can be made in consultation with the assessor.
At the start of the assessment event, assessors need to provide students with resources and information for use in the Assessment Activity, or the student may find their own resources as part of the learning programme (or a combination of both approaches may be used). Students may be provided with an agricultural or horticultural production system, or could select this themselves (with assessor approval).
Assessment that involves a practical component must follow relevant safety protocols. Refer to: Safety and Science/Pūtaiao: Guidance for Aotearoa New Zealand Schools and Kura / Files / Media — Science Online (tki.org.nz)
Students may also directly draw from industry manuals, instructions, and relevant communications to describe management practices — they are not expected to provide their own detailed step-by-step instructions of a management practice.
Students may not:
- collaborate on their use of supporting evidence even though evidence may be collected as a group
- practise the exact task prior to the Assessment Activity
- receive feedback or feedforward on the exact task prior to the Assessment Activity.
Evidence for all parts of this assessment can be in te reo Māori, English, or New Zealand Sign Language.
Unpacking the Standard
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.
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.
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 exclusion(s). Standards that recognise the same or similar learning outcomes as other Achievement or Unit Standards need to be excluded to prevent ‘double dipping’. Where two or more Standards assess the same learning outcome, those Standards are specified in the Exclusions List. You can only use credits gained from one of these Standards towards your NCEA qualification.
Click here for the exclusions list for the new NCEA Level 1 pilot Standards.
Standard Exclusions
This Standard has exclusion(s). Standards that recognise the same or similar learning outcomes as other Achievement or Unit Standards need to be excluded to prevent ‘double dipping’. Where two or more Standards assess the same learning outcome, those Standards are specified in the Exclusions List. You can only use credits gained from one of these Standards towards your NCEA qualification.
Click here for the exclusions list for the new NCEA Level 1 pilot Standards.
Literacy and Numeracy Requirements
This Achievement Standard has been approved for literacy in 2024 and 2025.
Full information on the co-requisite for 2024 and 2025: Standards approved for NCEA co-requisite for 2024 and 2025.
Literacy and Numeracy Requirements
This Achievement Standard has been approved for literacy in 2024 and 2025.
Full information on the co-requisite for 2024 and 2025: Standards approved for NCEA co-requisite for 2024 and 2025.