11–12Agriculture Life Skills 11–12 Syllabus (2026)

Agriculture Life Skills 11–12 provides opportunities for students to develop knowledge, understanding and skills related to the production and management of plants and animals. Through engaging with practical investigations in agriculture, students are provided with opportunities to develop skills that can be applied to a range of everyday contexts.

Through the study of Agriculture Life Skills 11–12, students:

• learn about factors that support the growth of agricultural plants and animals
• learn about processes, technologies and practices used in agricultural production
• learn about sustainable and ethical practices in agriculture
• develop knowledge and skills for the safe and responsible use of materials, tools and equipment
• develop skills in collecting, interpreting and communicating data and information
• develop knowledge and skills to support personal safety, community participation and decision-making.

The following focus areas can be studied throughout Year 11 (120 hours) and Year 12 (120 hours).

• Agriculture in Australia
• Plant production
• Animal production
• Commercial food and fibre production
• Opportunities and challenges for Australian agriculture
• Agricultural research

For Agriculture Life Skills 11–12:

• Students are required to demonstrate achievement of one or more Agriculture Life Skills 11–12 outcomes.
• Outcomes and content should be selected to meet the particular needs of individual students.
• The focus areas provide possible frameworks for addressing the Agriculture Life Skills 11–12 outcomes and content and are suggestions only. Teachers have the flexibility to select, group and sequence outcomes and content to meet the needs, strengths, goals, interests and prior learning of their students.
• Knowledge and skills can be developed through the study of commercial agricultural plants and animals, as appropriate to the school context and needs of students.
• Where appropriate, students should have the opportunity to engage in practical investigations and fieldwork. Some students with disability may require adjustments in order to engage in investigations and fieldwork.
• Depth studies may be undertaken if appropriate to the needs, interests and abilities of students, and may be completed individually or collaboratively.
• Examples provided in the content are suggestions only. Teachers may use the examples provided or use other examples to meet the particular needs of individual students.

Each focus area in the Agriculture Life Skills 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. 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. 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 Loading  in delivering the Agriculture Life Skills 11–12 Syllabus.