11–12Agriculture 11–12 Syllabus (2026)

The Agriculture 11–12 Syllabus provides students with the opportunity to develop an understanding of agricultural systems that produce food, fibre and other materials for society’s benefit. Students investigate the interactions between plants, animals, microbes, soil, water and climate with on-farm decisions and off-farm consequences for food and fibre production and marketing. Students generate and analyse data, developing their knowledge and understanding of agricultural systems that link biological, economic and social components.

Through the study of Agriculture 11–12, students:

• develop knowledge and understanding of the interactions between plants, animals, microbes, soils, water and climate, and how these influence agricultural production
• apply their knowledge of agriculture to address real-world problems and explore the impact of agriculture on society and the environment
• explore how Aboriginal and Torres Strait Islander Peoples’ Knowledges and Practices contribute to sustainable agricultural production and environmental stewardship
• develop critical thinking, ethical decision-making and problem-solving skills.

The Year 11 Agriculture course comprises a study of:

• 120 indicative hours across 3 focus areas, including 10 hours of depth studies
• ONE fieldwork exercise
• at least ONE commercial agricultural plant and ONE commercial agricultural animal.

Students are required to study all components of the course.

The Year 12 Agriculture course comprises a study of:

• 120 indicative hours across 3 focus areas, including 10 hours of depth studies
• at least ONE commercial agricultural plant and ONE commercial agricultural animal.

Students are required to study all components of the course.

Each focus area in the Agriculture 11–12 Syllabus includes content points that contain practical investigations. Practical investigations may be conducted individually or collaboratively.

Practical investigations include:

• experiments to generate primary data
• computer simulations
• modelling, processing and analysing primary data
• the use of appropriate digital technologies.

Some students with disability may require adjustments to engage in practical investigations.

Depth studies are targeted investigations in which students deepen their understanding of course content through the application of knowledge. They provide opportunities for students to pursue their interests and deepen their understanding of one or more focus areas.

• 10 hours of depth studies as part of the course requirements for both Year 11 and Year 12
• at least ONE depth study must be completed in both Year 11 and Year 12
• depth studies may be completed individually or collaboratively.

Some students with disability may require adjustments in order to engage with the depth studies.

Fieldwork provides students with the opportunity to develop and apply syllabus outcomes and content outside the classroom. Fieldwork can be undertaken within the school grounds, around local neighbouring areas or at more distant locations.

• The completion of a minimum of one fieldwork exercise in Year 11 forms part of the indicative hours of the course.
• Fieldwork must be integrated with one or more of the following focus areas: Agriculture in Australia, Plant production, Animal production.
• Fieldwork may be integrated with the Year 11 depth study.

It is important that fieldwork is accessible to all students. Some students with disability may require adjustments in order to engage in fieldwork.

When conducting fieldwork, there are ethical issues to consider, such as the effect on environments, implications for plants and animals, or intellectual property where fieldwork involves Aboriginal and/or Torres Strait Islander Peoples.

Teachers and students should follow NESA’s Aboriginal and Torres Strait Islander principles and protocols. Teachers should consult their local Aboriginal Community for direction and guidance.

If fieldwork involves Aboriginal sites or Aboriginal and/or Torres Strait Islander Peoples, Indigenous Cultural and Intellectual Property (ICIP) and Indigenous Data Sovereignty (IDSov) protocols must be followed. 

Students should be familiar with a range of Cultural protocols for working with Aboriginal Communities and ensure appropriate consultation with local Communities. For more information, refer to NESA’s Working with Aboriginal Communities: A Guide to Community Consultation and Protocols (2008) document.

It is the responsibility of the school to perform appropriate risk assessments and ensure duty of care is maintained for the health and safety of students undertaking offsite fieldwork activities.

Schools are required to ensure they follow safety and risk management in delivering the Agriculture 11–12 Syllabus.