Teacher guidance
This Internal Assessment Activity meets all of the requirements of the Achievement Standard. It may be used unchanged, or can be adapted by the teacher. If adaptations are made, teachers need to ensure that all achievement levels can be met in the activity and are reflected in the Assessment Schedule. Assessor judgements need to align with the Achievement Standard.
This Internal Assessment Activity meets all of the requirements of the Achievement Standard. It may be used unchanged, or can be adapted by the teacher. If adaptations are made, teachers need to ensure that all achievement levels can be met in the activity and are reflected in the Assessment Schedule. Assessor judgements need to align with the Achievement Standard.
This Assessment Activity would be the culmination of six to eight weeks teaching and learning. The Assessment Activity could also occur within an extended topic.
Practical investigations and recording of observations are not assessed, rather they are used in the Assessment Activity. The time spent in collection and recording of observations is not included in the recommended timeframe.
It is important that ākonga are given the opportunity to choose the format to present their understandings for this assessment. The forms listed are recommended but not exclusive.
This task is focused on the purpose and location of growing taro, but could be adapted to use with any root crop, such as kūmara, taewa or potato.
The following resource could be useful for teachers when designing a teaching and learning programme:
To engage ākonga in this Assessment Activity, you could:
- look into pathways in horticulture
- explore how to cook taro
- taste different varieties of taro
- look at how taro is grown in the Pacific Islands, and explore how climate change has resulted in seasonal and environmental challenges - how has traditional knowledge been added to with new methods to safeguard food security?
Photo or video evidence of taro farming may contribute to ākonga descriptions of its purpose and location.
This Assessment Activity would be the culmination of six to eight weeks teaching and learning. The Assessment Activity could also occur within an extended topic.
Practical investigations and recording of observations are not assessed, rather they are used in the Assessment Activity. The time spent in collection and recording of observations is not included in the recommended timeframe.
It is important that ākonga are given the opportunity to choose the format to present their understandings for this assessment. The forms listed are recommended but not exclusive.
This task is focused on the purpose and location of growing taro, but could be adapted to use with any root crop, such as kūmara, taewa or potato.
The following resource could be useful for teachers when designing a teaching and learning programme:
To engage ākonga in this Assessment Activity, you could:
- look into pathways in horticulture
- explore how to cook taro
- taste different varieties of taro
- look at how taro is grown in the Pacific Islands, and explore how climate change has resulted in seasonal and environmental challenges - how has traditional knowledge been added to with new methods to safeguard food security?
Photo or video evidence of taro farming may contribute to ākonga descriptions of its purpose and location.
Assessment schedule
[ File Resource ]
- Title: AH 1.2b Assessment Schedule
- Description: Agricultural & Horticultural Science 1.2b Assessment Schedule
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2025-01/AH%201.2b%20Assessment%20Schedule.docx?VersionId=lXBdjc7FUMT_UV6_c_CVpvyhbddn5aRE
- File Extension: docx
- File Size: 54KB
- AH 1.2b Assessment Schedule.docx
- Description: Agricultural & Horticultural Science 1.2b Assessment Schedule
