Agricultural and Horticultural Studies
Prerequisites
Nil.
Course Description
Agricultural and Horticultural Studies is designed to give greater understanding of the operations and practices of agricultural and horticultural systems. The focus is on human interaction with the earth and its organisms. The goal of this interaction is to develop an economically and ecologically sustainable system.
Throughout the study, students apply their acquired knowledge in managing an agricultural or horticultural enterprise.
Unit 1: Semester 1 – Agricultural and Horticultural operations
In this unit students study local agricultural and horticultural operations and the factors that influence these enterprises. Students explore elements that constitute agricultural and horticultural systems; basic animal and plant biology, including identification, classification, structure and growth. They examine the environmental, economic, social and historical factors that influence the development of local agricultural and horticultural systems.
On completion of this unit students should be able to: describe and explain the make-up of agricultural and horticultural systems; identify the range of factors that influence the maintenance and distribution of these systems in this region of Victoria. They will then apply and justify the use of production skills involved in establishing a small agricultural/horticultural enterprise.
ASSESSMENT
1. Coursework (70%)
2. Examination (30%)
Unit 2: Semester 2 – Production
This unit focuses on the analysis of production systems in terms of physical, biological, social and economic factors, sustainability and time. Students examine nutrition, reproduction and genetics in plants and animals. They consider the role of agribusiness and horticultural business in adding value to produce. This unit involves investigating the factors that influence the process of production.
On completion of this unit students should be able to: explain the nutritive and reproductive processes of plants and animals within an agricultural and horticultural production system; discuss the role of these systems in adding value to agricultural and horticultural produce. They will then evaluate and report on the management of a small agricultural enterprise their group established in Unit.
ASSESSMENT
1. Coursework (70%)
2. Examination (30%)
Unit 3: Semester 1 – Technology
Technology in this study refers to the equipment and processes that can be used to maintain and enhance the efficiency and effectiveness of agricultural and horticultural systems. To achieve sustainable agricultural and horticultural systems, operators need to be aware of technology and its role in planning. This unit focuses on the impact of technology on agricultural/horticultural systems, including new methods of obtaining and processing information to improve efficiency in record-keeping and decision-making; production; marketing; and long-term planning. The development of new and improved technology associated with sustainable production, management and marketing will be investigated, and the impact of this production on the environment will be assessed.
Unit 4: Semester 2 – Management
This unit focuses on the management of agricultural/horticultural systems within the context of ecological sustainability.
On completion of this unit students should be able to: compare a natural ecosystem with a managed ecosystem; apply appropriate production skills to the enterprise; evaluate the outcomes of a business plan; analyse financial performance. Students report on the conduct of an enterprise including factors influencing its productivity and sustainability and students give recommendations for improvement.
ASSESSMENT
1. Coursework – Unit 3 (33%)
2. Coursework – Unit 4 (33%)
3. Examination (34%)
Product Design and Technology
Nil.
Course Description
In VCE Product Design and Technologies, students take on the role of a designer-maker. They work to research, generate, design and produce innovative products across a range of design specialisations. These include, but are not limited to:
· Resistant materials (wood, metal, plastics)
· Textiles (fibres, yarns and fabrics)
Students develop solutions to design problems using the Double Diamond design approach, incorporating collaborative practice, critical and creative thinking, and an understanding of ethical and sustainable design principles. They create both graphical and physical product concepts and prototype, produce and evaluate their work through a structured process.
Unit 1: Design Practices
This unit explores the work of designers and the processes they use to conduct research, generate ideas and communicate design proposals. Students develop and propose graphical product concepts and prototype their ideas using both manual and digital technologies. Collaboration and teamwork are emphasised as students develop safe skills in materials, tools and processes.
Outcome 1: Students apply design thinking strategies and work collaboratively to research and propose graphical product concepts.
Outcome 2: Students trial, test, and use materials, tools and processes to produce a product and reflect on the design process.
ASSESSMENT:
- Design Folio / Record of Evidence (30%)
- Production Task (30%)
- Coursework Tasks (20%)
- Examination (20%)
Unit 2: Positive Impacts for End Users
This unit focuses on designing inclusive products that address needs related to belonging, access, usability, and equity. Students conduct research, profile end users, and explore cultural influences including Aboriginal and Torres Strait Islander perspectives. They develop a product in response to the needs or opportunities of an identified end user.
Outcome 1: Students investigate and critique products based on how well they support positive impacts for end users.
Outcome 2: Students design and make an inclusive product addressing the needs of an identified end user.
Outcome 3: Students research and discuss how culture influences product design.
ASSESSMENT:
- Design Folio / Record of Evidence (30%)
- Production Task (30%)
- Coursework Tasks (20%)
- Examination (20%)
Unit 3: Ethical Product Design and Development
This unit focuses on the analysis and development of a product concept that addresses an ethical design consideration. Students research industry practices, sustainability frameworks and market needs, and apply the Double Diamond design process to generate and justify a final proof of concept. The unit includes prototyping, planning for production and applying ethical and sustainable design thinking.
Outcome 1: Students critique ethical product design and innovation within industrial settings.
Outcome 2: Students formulate a design brief, conduct research and propose graphical product concepts.
Outcome 3: Students justify a final proof of concept and plan to make their product safely.
ASSESSMENT:
- Coursework – Unit 3 (10%)
- School Assessed Task (50%)
Unit 4: Production and Evaluation of Ethical Designs
In this unit, students implement their scheduled production plan to safely produce the product designed in Unit 3. They monitor and document progress, reflect on decisions made, and evaluate their product based on feedback and success criteria. Students engage with speculative design thinking to explore how innovation and emerging technologies impact future product design.
Outcome 1: Students safely implement a production plan to make a product.
Outcome 2: Students evaluate products and explore innovation, sustainability and entrepreneurial thinking.
ASSESSMENT:
- Coursework – Unit 4 (10%)
- School Assessed Task (continued from Unit 3) (50%)
- Examination (30%)
VCE/VET Furnishing Certificate II in Furniture
Prerequisite:
Year 11: Nil
Year 12: students must have completed Units 1 & 2 – VCE Product Design and Technology
Overview:
This qualification provides students with a broad range of skills and knowledge to pursue a career or further training in a range of furnishing industries. It includes units such as developing a career plan for the furnishing industry, making timber joints, basic design, hand and power tools, furniture assembly and a furniture making project.
Certificate II in Furniture Making Pathways, including:
- Develop a career plan for the furnishing industry
- Participate in environmentally sustainable work practices
- Demonstrate care and apply safe practices at work
- Select and apply hardware
- Join furnishing materials
- Use timber furnishing construction techniques
- Produce simple scale drawings by hand.
- Work in a team
- Improve practical manufacturing skills.
- Assemble furnishing products (units 3 & 4)
- Undertake a basic furniture making project (units 3 & 4)
- Make measurements and calculations (units 3 & 4)
- Use Furniture making sector hand and power tools (units 3 & 4)
What skills will you develop?
- Practical woodworking skills
- Material preparation
- Joinery
- Sustainable practices
- How to plan projects
- How to work safely and accurately
Possible future pathways:
- Furniture maker
- Cabinet maker
- Kitchen installer
- Bathroom installer
- Flooring installer
- Furniture finisher
Woodwork Projects:
- Pizza / bread board
- Storage unit with panelled inserts
- Bedside table with panelled inserts
- Hallway Table
- Cabinet making project
- Free Choice model (Year 12)
