Library & Resources
- Annual Reports
- Strategic Plans
- Annual Operating Plans
- Fit for the Intended Journey Guide
- Pork Industry Snapshot
- Economic Analysis of African swine fever incursion into Australia
- Industry Survey Results
- Submissions to Government
- Biosecurity Update
- Pigs to Pork Newsletter
- Guidelines for Fostering
- Pigs N’ Mud Newsletter
- Best practice gilt management for fertility and longevity
- Fact Sheets
- Three Year Performance Reviews
- Media releases
- Education Toolkit
- Support for producers
- Research Reports
- Next on the Menu
- APL news and updates
- Industry news
The APL Education Resources are supported by separate rubrics that are designed to evaluate specifically what the unit has asked of the students. Each unit contains a ‘Student Task’.
For example in Foundation – Year 2 students are asked to:
‘Work in small groups to find out more about how pigs are raised and grown to produce food. The task is to research, record and collect information about pigs and what pigs need to grow on a farm. Students are to think creatively. They might, write and draw, record and video, or design and make a model of a pig farm accompanied by a text about how pigs are grown, raised and cared for on farms’.
In Year 3 – Year 6 students are asked to:
‘Work in pairs to research, record and collect information about the pig farms; their use of technologies and science knowledge and their farm management practices that manage resources sustainably.
Students are to think creatively. They might draw a design demonstrating the sustainable principles that are at work on the pig farm; re-enact the processes and practices in a role play, podcast or video; communicate the practices using an interview format.
Students are to bring their information together and present it so that the main processes involved can be communicated to an audience at the school, within the local community or via social media outlets like YouTube’.
In Year 7 – Year 8 students are asked to:
‘Work in pairs to research, record and collect information about the pig farms; their farm family’s use of technologies and science knowledge to house pigs and produce pork, manage the farm; and their farm management practices.
Individually or in pairs, students choose a topic and define their investigation as a type of innovative/ workable/ environmentally appropriate and socially acceptable technology, creation or action that could be considered in changing times on pig farms. Students are to research a topic of their choice and engage in a scientific investigation that is related to their topic.
Students are to think creatively. They might draw a design demonstrating the principles that are at work on the pig farm; re-enact the processes and practices in a role play, podcast or video; communicate the practices using an interview format.
Students share their investigation or technology design with other classes’.
The rubrics designed and available on this page are well suited for self-assessment and peer assessment, as it is the summation of the student task. Using the rubrics with your students will give them the opportunity to understand evaluation and make the connection between their task and the expected outcome.
Each rubric provides:
- A common language for discussing student achievement in relation to the tasks undertaken, and
- A means of engaging with, and communicating student achievement, to the student and his/her parents or caregivers.
The rubric columns: Levels
Each of the rubrics is divided into four levels.
Level 1: Unacceptable
Level 2: Acceptable
Level 3: Very Good
Level 4: Excellent
The rubric rows: Aspects of the task
Each of the rubrics is divided into rows, with each row representing critical aspects of the student task.