11–12Agriculture 11–12 Syllabus (2026)

The Agriculture 11–12 Syllabus aligns with the Agriculture Life Skills 11–12 Syllabus to provide opportunities for integrated delivery.

Through collaborative curriculum planning, it may be decided that Life Skills outcomes and content are the most appropriate option for some students with intellectual disability.

The Agriculture 11–12 Syllabus is structured around the interrelationship of plants, animals, soils and water within an economic and social framework. The syllabus illustrates the role of practical investigations and fieldwork in the development of students’ knowledge, understanding and skills. Depth studies provide students with opportunities to deepen their understanding of course content through application of knowledge.

Figure 1 shows the organisation of Agriculture 11–12.

Image long description: The 3 focus areas for Year 11 are Agriculture in Australia, Plant production, and Animal production. The focus areas for Year 12 are Commercial food and fibre production, Opportunities and challenges for Australian agriculture, and Agricultural research. A box titled Depth studies stretches across both the Year 11 and the Year 12 focus areas. Surrounding all the focus areas is a line labelled ‘Practical investigations and fieldwork’.

NESA is committed to working in partnership with Aboriginal Communities and supporting teachers, schools and schooling sectors to improve educational outcomes for young people.

It is important to respect appropriate ways of interacting with Aboriginal Communities and Cultural material when teachers plan, program and implement learning experiences that focus on Aboriginal and Torres Strait Islander Priorities.

Indigenous Cultural and Intellectual Property (ICIP) protocols need to be followed. Aboriginal and Torres Strait Islander Peoples’ ICIP protocols include Cultural Knowledges, Cultural Expression and Cultural Property and documentation of Aboriginal and Torres Strait Islander Peoples’ identities and lived experiences. It is important to recognise the diversity and complexity of different Cultural groups in NSW, as protocols may differ between local Aboriginal Communities.

Teachers should work in partnership with Elders, parents, Community members, Cultural Knowledge Holders, or a local, regional or state Aboriginal Education Consultative Group. It is important to respect Elders and the roles of men and women. Local Aboriginal Peoples should be invited to share their Cultural Knowledges with students and staff when engaging with Aboriginal histories and Cultural Practices.