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Understand this Curriculum connection

Food and fibre

Introduction

Food and fibres are the human-produced or harvested resources used to sustain life. They are produced in managed environments such as farms and plantations or harvested from wild populations. Challenges for world food and fibre production include an increasing world population, an uncertain climate and competition for resources such as land and water. Students should have an opportunity to engage in these challenges by understanding the processes of food and fibre production and by investigating innovative and sustainable ways of supplying agriculturally produced raw materials.

 

Through the Food and fibre connection, students have the opportunity to gain knowledge and understanding about the production of the food they eat, fibres they use and the environment they live in. This would ideally address key processes of production, marketing, consumption, sustainable use of resources and waste recycling; that is, the complete farmer to consumer supply chain (paddock to plate, field to fabric, forest to building).

 

The Australian Curriculum addresses learning about food and fibre production in 2 ways:

  • in content descriptions as in F–6 HASS, Geography 7–10, Design and Technologies, Digital Technologies and Science, noting that there is a stronger inclusion in Design and Technologies than in the other learning areas
  • where it is identified in content elaborations in other learning areas, such as Mathematics.

 

The Curriculum connection: Food and fibre provides a framework for all young Australians to understand and value primary industries both across learning areas and specifically within Design and Technologies as a technologies context in core learning across Foundation to Year 8 and as additional learning opportunities offered by states and territories in Years 9–10 electives.

Structure

Australian Curriculum content can be viewed using multiple pathways:

  • year levels
  • learning areas
  • general capabilities
  • cross-curriculum priorities.

 

This Curriculum connection identifies 5 key aspects for learning. These key aspects are used to highlight food and fibre learning across the curriculum.

 

 The 5 interrelated key aspects of food and fibre learning are:

  • sustaining life
  • valuing resources
  • designing solutions and meeting challenges
  • economy
  • people.
Key aspects

These key aspects of learning have been developed in consultation with Primary Industries Education Foundation Australia and are specific to the Curriculum connection.

 

The 5 interrelated key aspects of food and fibre learning are:

Food and fibre production is essential to life. It sustains individuals and communities, and is observable in managed environments where traditional and/or contemporary methods are employed to support current and future needs. Knowledge and skills associated with caring for and responding to the natural environment and living things and understanding the relationships and interactions between them play a crucial role in food and fibre production and sustaining life. The climate, including rainfall, drought and temperature, affects food and fibre production.

The physical, financial, social and environmental resources required to produce food and fibre are considered, valued and protected to ensure sustainable ecosystems and production into the future. The management of land and cycles, including soil health and water services in Australia, is a key part of meeting challenges involved in food and fibre production. Valuing resources includes considering sustainability solutions such as finding innovative uses for surplus and reducing waste.

Science and technologies knowledge and innovation supports and improves practices to address and meet the future needs of sustainable food and fibre production. Contemporary technologies knowledge supports Australian food and fibre producers to meet challenges. These include responding to a harsh climate, providing improved animal welfare and management, and more efficient and cost-saving practices. Designing solutions and meeting challenges involves the use of a range of equipment. This may include emerging technologies and context-specific digital tools, and the acquisition, visualisation and interpretation of data. Students design and produce food and fibre solutions, using processes and production skills and design thinking to address challenges.

The value of primary industries to the Australian economy and Australia’s development is significant. Farming, forestry and fishing are some of the key primary industries that sustain the country. Food and fibre production is one of the largest industries in Australia, which is a major exporter of wheat, wool, beef and wine. The diversity of Australian produce includes livestock, grains, pulses, oilseeds, fibres such as such as wool and cotton, and timber. The management, production and manufacture of many products in a variety of managed environments are all central to Australia’s economy. Contemporary food and fibre production relies on data to inform decisions, understand trends, reduce waste and maximise profit.

Aboriginal Peoples have occupied the Australian continent for more than 60,000 years. Torres Strait Islander Peoples of the Torres Strait have occupied the region for over 4,000 years. First Nations Australians’ ways of life reflect unique ways of being, knowing, thinking and doing, of which the production of food and fibre is an important part. Continuing to learn from cultural knowledge holders is especially important in our contemporary world. Currently 80% of the world´s biodiversity is protected by indigenous peoples.

 

There is a diversity of people involved in food and fibre production, whose lives are tied to the land and waters of our continent and who have responsibility as stewards of natural resources. A wide range of traditional and contemporary careers are associated with the production of food and fibre in Australia; for example, agronomist, agri-scientist, farmer, shearer, livestock researcher, livestock breeder, horticulturalist, textile producer, viticulturalist, chemist, primary industries lawyer, grains trader, processing plant manager, teacher. Collaboration and systems thinking is demonstrated by people who are involved in food and fibre production.

Teacher resources

Several organisations provide a range of evidence-based programs and tools to support the delivery of the Australian Curriculum and develop a comprehensive whole-school approach to food and fibre.

 

These resources have been categorised below for your convenience.

PIEFA Food & Fibre Education | Agriculture Education Australia

https://www.piefa.edu.au/

 

Primezone | Australian Agriculture Food Fibre Lesson Plans

https://primezone.edu.au/

 

Landline agricultural television program – ABC iView

https://iview.abc.net.au/show/landline

 

WHO sustainable development goals

https://www.who.int/europe/about-us/our-work/sustainable-development-goals

 

Food and Agriculture Organization of the United Nations

https://www.fao.org/home/en

 

ABC Education related searches Landline, fibre, textiles, farming

https://www.abc.net.au/education

 

ABC Education Future Farmers: Australian Agriculture Years F–10

https://www.abc.net.au/education/digibooks/future-farmers-australian-agriculture/101729002

 

ABC Education – Agriculture

https://www.abc.net.au/education/topic-agriculture/102208260

 

ABC Education – Technologies

https://www.abc.net.au/education/subjects-and-topics/technologies

 

ABC Education – Geography

https://www.abc.net.au/education/subjects-and-topics/geography#all-years

 

ABC Education – Sustainability

https://www.abc.net.au/education/topic-sustainability/13651194

 

ABC Education – Water

https://www.abc.net.au/education/topic-water/102209826

 

ABC Education – Plants

https://www.abc.net.au/education/topic-plants/102236186

 

ABC Education – Bush Tucker

https://www.abc.net.au/education/topic-bush-tucker/102235844

 

ABC Education – Food and Nutrition

https://www.abc.net.au/education/topic-food-and-nutrition/102209044

 

Virtual Reality in Agriculture – FarmVR Virtual Reality Farming Experiences

https://farmvr.com/

 

Junior Landcare – Educator Hub | Resources

https://juniorlandcare.org.au/educator-hub/

 

CSIRO – Agriculture

https://www.csiro.au/en/work-with-us/industries/agriculture

 

CSIRO – Farming systems

https://www.csiro.au/en/research/plants/crops/Farming-systems

 

CSIRO – Soil

https://www.csiro.au/en/research/natural-environment/land/soil

 

STELR Career Profile: Dr Jaci Brown, Senior Research Scientist https://stelr.org.au/career_profiles/jaci-brown/

 

Agriculture and Food Division of CSIRO

https://www.csiro.au/en/about/people/business-units/Agriculture-and-Food

 

Pleasurable food education | Kitchen Garden Foundation

https://www.kitchengardenfoundation.org.au/

 

Australian Government Department of Agriculture, Fisheries and Forestry (DAFF)

https://www.agriculture.gov.au/

 

Australia's official weather forecasts & weather radar - Bureau of Meteorology

https://bom.gov.au

 

Australian Bureau of Statistics

https://www.abs.gov.au/

 

The Crawford Fund

https://www.crawfordfund.org/

 

Australia state of the environment 2021

https://soe.dcceew.gov.au/

 

Australia state of the environment 2021 Indigenous Introduction

https://soe.dcceew.gov.au/indigenous/introduction

Junior Landcare | Environmental Education for Children

https://juniorlandcare.org.au/

 

Sustainable Gardening Australia

https://www.sgaonline.org.au/

Australian Capital Territory

 

ACT Government Gardening | Health

https://www.health.act.gov.au/about-our-health-system/healthy-living/fresh-tastes/gardening

 

New South Wales

 

NSW Department of Primary Industries

https://www.dpi.nsw.gov.au/

 

NSW Department of primary industries - School resources

https://www.dpi.nsw.gov.au/education-and-training/school-resources

 

Royal Agricultural Society of NSW - Education

https://www.rasnsw.com.au/education/

 

Careers in Primary Industries | NSWDPI Schools 2023

https://www.nswdpi-schools-program.com/careers-in-primary-industries

 

Northern Territory

 

NT Government Department of Industry, Tourism and Trade - Primary industry

https://industry.nt.gov.au/industries/primary-industry

 

Queensland

 

Qld Government Agriculture and primary industries

https://www.qld.gov.au/environment/agriculture

 

Qld Government Sustainable farming practices

https://www.qld.gov.au/environment/agriculture/sustainable-farming

 

Qld Government Invasive plant (weed) and animal education

https://www.qld.gov.au/environment/plants-animals/plants/plants-weeds/weed-pests-education

 

Qld Department of Agriculture and fisheries - Hermitage Schools Plant Science Competition

https://www.daf.qld.gov.au/news-media/campaigns/schools-competition

 

Qld Department of Agriculture and Fisheries, Agribusiness Gateway to Industry Schools Project

https://www.daf.qld.gov.au/business-priorities/agriculture/initiatives/agribusiness-gateway-schools-program

 

South Australia

 

SA Government Department of Primary Industries and Regions

https://www.pir.sa.gov.au/

 

SA Government Department of Primary Industries and Regions - Primary industries – PIRSA

https://www.pir.sa.gov.au/primary_industry

 

Tasmania

 

Tasmanian Agricultural education network

https://taen.org.au/

 

Victoria

 

Agriculture Victoria

https://agriculture.vic.gov.au/home

 

Agriculture Victoria – Get into AgSTEM | Education | Support and resources

https://agriculture.vic.gov.au/support-and-resources/education/get-into-agstem

 

Agriculture Victoria – eLearning | Support and resources

https://agriculture.vic.gov.au/support-and-resources/elearning

 

Vic State Government – Department of Energy, Environment and Climate Action

https://www.deeca.vic.gov.au/

 

Western Australia

 

WA Government Department of Primary Industries and Regional Development

https://www.wa.gov.au/organisation/department-of-primary-industries-and-regional-development

 

WA Government Department of Primary Industries and regional development - Teaching resources | Agriculture and Food

https://www.agric.wa.gov.au/climate-land-water/teaching-resources

 

Department of Education WA Primary Industry resources (PRIMED Technologies, PRIMED  Science and PRIMED HASS)

https://myresources.education.wa.edu.au/topics/primary-industries

Considerations
Safety, ethics and biosecurity considerations

 

Identifying and managing risk when working outdoors must address the minimum standards of planning, personal protective equipment and qualifications or experience of teachers and leaders. It covers all necessary aspects of health, safety and injury prevention and, in any food and fibre context, the use of equipment.

 

Food and fibre education experiences may involve potentially hazardous activities. It is important to ensure that duty of care is exercised and that requirements of the Work Health and Safety Act 2011, the Australian Code for the care and use of animals for scientific purposes 2013, the Australian Animal Welfare Standards and Guidelines, the National Livestock Identification System, the Biosecurity Act 2015 and various other acts are met, in addition to relevant state or territory guidelines, in order to protect Australia’s animal, plant and human health status.

 

Consult with your state/territory education authority regarding relevant local laws and policies.

Curriculum links
An overview of food and fibre learning in the Australian Curriculum learning areas

 

Design and Technologies

 

The Design and Technologies prescribed technologies contexts may be a school-selected context in Foundation and provide a sequence of learning from Year 1 to Year 8 and optionally for Years 9–10, or lead to more specialised Technologies subjects in Years 9 and 10. They reflect national priorities including workforce needs, food security, sustainable food and fibre production, and health and wellbeing priorities.

 

Food and fibre production is one of the 4 prescribed technologies contexts. Students will progressively develop knowledge and understanding about the managed environments and systems that produce food and fibre through creating designed solutions. The Knowledge and understanding and Processes and production strands are integrated to enhance learning.

 

Where appropriate, teachers may address aspects of the Food and fibre production content descriptions for a band when planning units of work focused on the technologies context Materials and technologies specialisations; for example, textiles or timber, to explore where natural fibres come from and how they are produced.

Students learn about Digital Technologies from Foundation Year level. From Years 1 and 2 to Year 8, they explore how digital systems are used in society, such as in primary industries and related careers. Through the Knowledge and understanding strand, they learn about the information system components of data and digital systems (hardware, software and networks) and through the Processes and production skills strand, they learn the skills needed to create digital solutions. Students may elect more specialised Digital Technologies subjects in Years 9 and 10.

 

The Australian Curriculum: Digital Technologies provides opportunities for students to generate and design digital solutions related to the prescribed technologies context Food and fibre production in Design and Technologies. These include smart watering systems, robotic devices used in food and fibre production, and digital sensors used to acquire data and monitor livestock, plantations, crops and gardens more effectively and sustainably.

The Australian Curriculum: HASS F–6 aims to develop students’ understanding of place, space and interconnections. In the Australian Curriculum: Geography 7–10, these concepts are further developed through the concepts of place, space, environment, interconnection, sustainability, scale and change as integral to the development of geographical understanding on a range of scales, from local to global, and in a range of locations. These concepts can be applied across Geography and relate strongly to food and fibre through geographical knowledge and understanding, and inquiry and skills.

 

Geographical skills are the methods that geographers use in their investigations of geographical phenomena and challenges. These skills involve the use of primary research, including fieldwork, and secondary research materials. Key skills include asking questions, using geographical methods, recording and representing data and information, using geospatial technologies and digital technologies, interpreting and analysing data and information, evaluating and decision-making, proposing strategies or responses, and communicating conclusions.

The Australian Curriculum: Science has 3 interrelated strands: Science understanding, Science as a human endeavour and Science inquiry skills. Together, the 3 strands of the Science curriculum provide students with understanding, knowledge and skills through which they can develop a scientific view of the world. Students are challenged to explore science, its concepts, nature and uses through clearly described inquiry processes.

 

The Curriculum connection: Food and fibre is reflected in Science through the biological sciences, chemical sciences, and earth and space sciences. It provides a meaningful way of addressing science as a human endeavour and for applying science inquiry skills.

An overview of food and fibre learning and the general capabilities

 

The Curriculum connection: Food and fibre provides opportunities to address aspects of a range of general capabilities; in particular, Critical and Creative Thinking, Digital Literacy, Numeracy, and Personal and Social capability.

 

In the Australian Curriculum, the general capabilities encompass the knowledge, skills and behaviours that will help students to live and work successfully in a diverse and changing world. The following information provides an overview of how food and fibre learning can be approached through the general capabilities.

Food and fibre connections support students to think critically and creatively about possible, probable and preferred futures. Students may have opportunities to think creatively about appropriate courses of action and develop plans for personal and collective action. They may consider how information, materials, systems, tools and equipment impact on our lives and how these might be better managed to support current and future generations. They may have opportunities to develop enterprising behaviours and capabilities to imagine possibilities, consider alternatives, test hypotheses, and seek and create innovative solutions; and to think creatively about the impact of issues on their own lives and the lives of others.

Food and fibre connections provide opportunities for students to strengthen key digital literacy skills by becoming familiar with and using a range of digital tools in context when investigating and analysing information, and communicating and collaborating online. For example, they may describe production processes through multimodal presentations, acquire and visualise data such as rainfall and crop yields, or create marketing plans for agriculture enterprises.

Food and fibre connections provide opportunities for students to interpret and use mathematical knowledge and skills in a range of real-life situations. Students may use calculations, estimation and measurement to acquire and interpret data related to food and fibre production. Students use a range of tools, resources and techniques to interpret and draw conclusions when managing projects.

Food and fibre connections give students opportunities to enhance their personal and social capability by providing a collaborative workspace to engage in project management and development. Students may develop social and employability skills through working cooperatively in teams; sharing materials, resources and processes; making group decisions; resolving conflict and showing leadership. They may consider impacts of decisions on people, communities and environments, and develop social responsibility through understanding of, empathy with and respect for others. Working side-by-side with other students in the outdoors, for example a kitchen garden, provides opportunities for students to develop respect for each other and the environment, and builds understanding of the role food production plays in promoting health, safety and wellbeing.

An overview of food and fibre learning and the cross-curriculum priorities

Food and fibre connections provide the opportunity for students to identify the interconnectedness between food and fibre production technologies and People, Culture and Country/Place. Students may explore, understand and analyse how Aboriginal and Torres Strait Islander Peoples engage in sustaining environments through or by creating appropriate and sustainable solutions. They may have opportunities to learn that Aboriginal and Torres Strait Islander Peoples have longstanding knowledge traditions related to food and fibre production, and that this knowledge about the world has been gained by observing, predicting, testing and making generalisations related to the use of food, natural materials, sustainability of the environment, and health and wellbeing.

Food and fibre connections give students the opportunity to explore traditional, contemporary and emerging food and fibre production, not only in Australia but also in the countries of the Asia region. Students may investigate the contributions that Australia has made and is making to create food and fibre products that meet a range of needs in the Asia region; for example, the development of wheat particularly suited for the production of udon noodles. They may also examine the contributions that peoples of the Asia region have made and continue to make to advances in food and fibre science and production. Students may explore Australia’s rich and ongoing engagement with the peoples and countries of Asia to create appropriate and sustainable products and services that meet personal, community, national, regional and global needs.

Food and fibre connections provide the opportunity to address aspects of the Sustainability cross-curriculum priority. Students may develop the knowledge, skills, values and world views necessary to contribute to more sustainable patterns of living. For example, students may develop an understanding of ecological and human systems, appreciate their interdependence and consider sustainable futures. They could explore relationships including cycles and cause and effect. Students could develop observation and analysis skills to examine these relationships in the world around them. Students may understand the importance of using science to predict possible effects of human and other activity, and to develop management plans or alternative technologies that minimise these effects. They may design and take action that recognises projected future economic, social and environmental impacts. When students identify and critique food and fibre production problems, needs or opportunities, they may generate ideas and concepts, and create solutions, considering sustainability by anticipating and balancing economic, environmental and social impacts.

 

Food and fibre connections give students opportunities to integrate their study of biophysical processes with investigations of the attitudinal, demographic, social, economic and political influences on human use and management of the environment. Students explore contemporary issues of sustainability and develop action plans and possible solutions to local, national and global issues that have personal, social, economic and environmental perspectives.

Food and fibre learning for students at different band levels

Students bring to school a wide range of experiences, abilities, needs and interests. They have a natural curiosity about their world and nature in particular. Students may learn about the diversity of people involved in food and fibre production; for example farmers, scientists, truck drivers and shearers.

 

Students in Foundation may explore designing and making a solution related to food or fibre as a school selected context.

 

Supporting documentation

Mapped content description by key aspects

In Years 1 and 2, students explore how plants and animals are grown for food, clothing and shelter, and how they meet personal and social needs within local settings. Students develop an understanding of how food and fibre are produced (planting, growing, harvesting and processing from paddock to plate, field to fabric, forest to building). They may investigate how resources are used and conserved in food and fibre production processes, including explaining the importance of water in the environment.

 

By the end of Year 2, students will have had the opportunity to create designed solutions at least once in Design and Technologies for the Food and fibre production; Food specialisations technologies context. Students identify safety issues and learn to follow simple safety rules when producing designed solutions, such as when growing plants and working in a kitchen garden to produce food for healthy eating.

 

Supporting documentation

Mapped content description by key aspects

Through the primary years, students draw on their increasing experience of family, school and the wider community to develop their understanding of the world, including investigating food and fibre production and becoming aware of the importance of primary industries in Australia.

 

In Years 3 and 4, students become aware of the role of those working in design and technologies occupations, such as those working in primary industries, and what rural life may be like.

 

Through learning about food and fibre, students may explore their creative, innovative and imaginative ideas. They may create designed products, services or environments, including planning and creating food and fibre production solutions. They do this through planning and awareness of the characteristics and properties of materials and the use of tools and equipment. Students learn to reflect on their actions to refine their working and develop their decision-making skills.

 

By the end of Year 4, students will have had the opportunity to create designed solutions at least once in Design and Technologies for the Food and fibre production; Food specialisations technologies context. Students identify safety issues and learn to follow simple safety rules when producing designed solutions, such as when creating a composting system for a school.

 

Supporting documentation

Mapped content description by key aspects

In Years 5 and 6, students develop their ability to pose questions and solve problems, make informed decisions and act responsibly. The curriculum continues to draw on students’ growing experience of community and the wider world to develop their understanding of the world, its systems, and students’ relationships to other people, places and systems, past and present.

 

Through the food and fibre connection, students may critically examine technologies that are used regularly in the home and in local, national, regional or global communities, with consideration of society, ethics, and social and environmental sustainability factors. They may consider why and for whom technologies were developed, including those involved in the production of food and fibre.

 

By the end of Year 6, students will have had the opportunity to create designed solutions at least once in Design and Technologies for the Food and fibre production; Food specialisations technologies context. Students select and use suitable materials, components, tools, equipment and techniques to safely make designed solutions, such as when investigating how to manage water when growing food.

 

Supporting documentation

Mapped content description by key aspects

In Years 7 and 8, students further investigate design and technologies professions and the contributions that each makes to society locally, regionally and globally through creativity, innovation and enterprise, such as the role of plant breeders, agronomists and horticulturists.

 

Students consider the ways characteristics and properties of technologies can be combined to design and produce sustainable designed solutions to problems for individuals and the community, considering society and ethics, and economic, environmental and social sustainability factors. They use creativity, innovation and enterprise skills with increasing independence and collaboration to create managed environments to produce food and fibre.

 

Through food and fibre connections, they may use a range of technologies including a variety of graphical representation techniques to communicate, generate and clarify ideas through sketching, modelling and technical drawing; for example, drawing and annotating concept sketches and producing aerial views of designed environments.

 

With greater autonomy, students identify the sequences and steps involved in design tasks. They develop plans to manage design tasks, including safe and responsible use of materials and tools, and apply management plans to successfully complete design tasks. Students respond to feedback from others and evaluate design processes used and designed solutions for preferred futures. They evaluate the advantages and disadvantages of design ideas and technologies.

 

By the end of Year 8, students will have had the opportunity to create designed solutions at least once in Design and Technologies for the Food and fibre production technologies context. Students establish safety procedures that minimise risk and manage a project with safety and efficiency in mind when making designed solutions, including when designing sustainable managed environments.

 

Supporting documentation

Mapped content description by key aspects

In Years 9 and 10, students further develop their ability to explore social and environmental issues, widening from local to national, regional and global contexts. Students explore patterns and systems to move to the complex ideas of form and function, equilibrium and interdependence in the physical and natural world.

 

They are engaged in investigative methods that promote the making and systematic testing of simple hypotheses about phenomena, issues and challenges. As they reflect on their own and others’ actions, values and attitudes, students develop and apply ethical thinking skills to real and proposed decisions and actions.

 

In Years 9 and 10, students may elect to study a subject related to food and fibre, either by selecting a local course or by designing and producing designed solutions in Design and Technologies for the Food and fibre production technologies context. Students identify and establish safety procedures that minimise risk, and manage projects with safety and efficiency in mind, maintaining safety standards and management procedures to ensure success.

 

Supporting documentation

Mapped content description by key aspects

View Curriculum connections