Purpose
Achievement Criteria
Explanatory Note 1
Demonstrate understanding of factors that influence the purpose and location of primary production involves:
- describing the purpose and location of primary production
- describing factors that influence the purpose and location of primary production.
Explain factors that influence the purpose and location of primary production involves:
- explaining the purpose and location of production based on the influence of contributing factors.
Evaluate factors that influence the purpose and location of primary production involves:
- evaluating the purpose and location of production based on the influence of contributing factors.
Explanatory Note 2
Primary production is the production of an animal or plant product without further processing.
Examples include:
- fruit (apples, kiwifruit)
- dairy farming
- deer
- fine wool
- forestry
- arable crops
- mussels.
Explanatory Note 3
Purpose of primary production is a social, cultural, environmental, historical, or economic goal or reason for the establishment of a production system.
Explanatory Note 4
Location is the geographical area or region where the primary product is produced.
Explanatory Note 5
Factors are the conditions that can influence the purpose and location of primary production.
Examples of factors include:
- physical (soil, topography)
- climatic (temperature, precipitation, wind)
- market (availability of labour, access to processing plants).
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
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 contributing factors to discuss.
- helping students develop good practice that is not a requirement of the assessment 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, 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 primary 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 not:
- collaborate on their use of contributing factors with others even though any information regarding contributing factors 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.
Useful Pages
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 the purpose and the location of agricultural and horticultural production. They will need an understanding of why a production system exists. Some purposes could be: providing for future generations, making a profit, or providing food for a community.
This Standard assesses the following items of Significant Learning:
- explore the relevance of agricultural and horticultural production to people and location
- understand that mātauranga Māori can link people to place of production
- understand that place and purpose of production is influenced by interrelated environmental, social, cultural, and economic reasons.
Producers are connected to their land often through intergenerational links. Production will have therefore evolved with interdependencies of the people who live there.
Ākonga will explain how purpose and location affect the choice of type of production and evaluate the influences on the purpose and location. Reasons for purpose and location could include:
- whakapapa - historic land use and the origins of the whenua or moana
- cultural considerations, such as rāhui and tikanga
- sustainability for future generations
- social considerations
- environmental factors, including climate, such as temperature, sunlight hours, rainfall, and physical factors, such as soil and topography that vary across Aotearoa New Zealand and the Pacific
- economic considerations such as labour availability, market demand, technological efficiencies, and access to transport for market
- aesthetic, practical, and cultural considerations for amenity horticulture
- perceptions around land use.
Making reliable judgements
By allowing ākonga to select locally based contexts, learning and assessment will be current, authentic and relevant.
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 investigate why certain production occurs in certain places.
Possible contexts
Ākonga may be provided with an agricultural or horticultural production system, or could select this themselves (with teacher approval).
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, such as from their local area.
The intent of the Standard
The purpose of this Achievement Standard is for ākonga to show their understanding of the purpose and the location of agricultural and horticultural production. They will need an understanding of why a production system exists. Some purposes could be: providing for future generations, making a profit, or providing food for a community.
This Standard assesses the following items of Significant Learning:
- explore the relevance of agricultural and horticultural production to people and location
- understand that mātauranga Māori can link people to place of production
- understand that place and purpose of production is influenced by interrelated environmental, social, cultural, and economic reasons.
Producers are connected to their land often through intergenerational links. Production will have therefore evolved with interdependencies of the people who live there.
Ākonga will explain how purpose and location affect the choice of type of production and evaluate the influences on the purpose and location. Reasons for purpose and location could include:
- whakapapa - historic land use and the origins of the whenua or moana
- cultural considerations, such as rāhui and tikanga
- sustainability for future generations
- social considerations
- environmental factors, including climate, such as temperature, sunlight hours, rainfall, and physical factors, such as soil and topography that vary across Aotearoa New Zealand and the Pacific
- economic considerations such as labour availability, market demand, technological efficiencies, and access to transport for market
- aesthetic, practical, and cultural considerations for amenity horticulture
- perceptions around land use.
Making reliable judgements
By allowing ākonga to select locally based contexts, learning and assessment will be current, authentic and relevant.
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 investigate why certain production occurs in certain places.
Possible contexts
Ākonga may be provided with an agricultural or horticultural production system, or could select this themselves (with teacher approval).
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, such as from their local area.
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.
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.