Guidance

National technical outcomes: agriculture, environment and animal care

Updated 22 October 2026

Applies to England

T Level foundation year: national technical outcomes includes a glossary of key terminology, background information and guidance for all national technical outcomes (NTOs).

Learning outcomes

Learning outcomes describe what students will be able to do after a period of learning.

Each learning outcome can be delivered independently or in combination.

The purpose of this subject content is to enable students to apply their knowledge, understanding and skills to achieve the following learning outcomes:

• learning outcome 1 (LO1): apply knowledge and understanding of scientific concepts and principles to agriculture, environmental and animal care contexts
• learning outcome 2 (LO2): develop enterprising ideas for business development opportunities in agriculture, environmental and animal care businesses
• learning outcome 3A (LO3A): maintain the health and welfare of animals
• learning outcome 3B (LO3B): support the sustainable development of plants

Learners are typically required to achieve either LO3A or LO3B, depending on the route or specialism being studied.

Introductory rationale

Preparing students for progression to level 3

These NTOs are designed to support progression to either the:

• agriculture, land management and production T Level (introduced from September 2023)
• animal care and management T Level (introduced from September 2024)

They also provide a foundation for progression to other relevant level 3 destinations.

The outcomes introduce theories, concepts and principles that are relevant to the core of both T Levels within the route. The scientific content has been selected as relevant to both animals and plants and to support a route-based approach to learning – one of the key principles of the T Level foundation year. The outcomes also allow for technical skills development with a choice of working with plants or animals. There are also opportunities to work with engineered tools and equipment.

The 3 outcomes provide opportunities for students to learn about different occupations within the route. For example, when learning about business development opportunities, students can learn about equine yard management or farm management, leading to an opportunity to learn about:

• associated occupations at local and national levels
• their roles and responsibilities
• entry and progression pathways to those occupations

This supports students to make informed choices about:

• their next step
• which T Level is most appropriate for their career aspirations

Developing learning and employability skills

In addition to developing technical knowledge and skills, the NTOs support the development of study and transferable employability skills that prepare learners for progression to level 3 programmes within the agriculture, environmental and animal care route.

Learners develop and apply skills in:

• analysing information
• interpreting evidence
• solving problems
• communicating technical ideas

Through investigative tasks and project-based learning, students develop the ability to:

• plan and organise their work
• manage time
• work independently
• respond constructively to feedback
• reflect on their learning to improve future performance

These capabilities reflect the analytical, collaborative and project-based working practices common in the sector roles and mirror the expectations of T Level study, where learners are required to:

• undertake research
• apply knowledge to unfamiliar situations
• manage extended technical tasks and projects

Setting the level to meet individual student needs

Students at level 2 will be expected to apply their learning in contexts that are relatively straightforward, routine and familiar. For example, when learning about business development opportunities, students should focus on small businesses with one type of product or service.

When studying the practical outcomes (LO3A and LO3B), they should be working with animals and plants they are familiar with, such as those studied during LO1.

Providers may want to introduce stretch and challenge for students by introducing contexts that are more complex and unfamiliar. This could include businesses dealing with an international focus, or animals and plants with specific care needs.

Delivering the outcomes holistically

Outcomes can be delivered independently, with each focussed on different situations and contexts. This allows students to explore different contexts and situations from across the route.

Outcomes can also be delivered in combination through a route-based project. For example, having proposed a new development opportunity for a business (LO2), drawing on scientific knowledge (LO1), students then apply skills to support animals or plants within the new business context (LO3A and LO3B).

Learning outcome 1

Apply knowledge and understanding of scientific concepts and principles to agriculture, environmental and animal care contexts.

This outcome focuses on underpinning scientific knowledge that is fundamental to a range of agriculture, environmental and animal care contexts.

It is structured into topic areas, with each relating to a scientific concept. Students should be supported to develop knowledge and understanding of the concepts and apply them within the agriculture, environmental and animal care sectors. This reflects the requirement to apply knowledge and understanding in T Levels.

The outcome focusses on knowledge only to ensure students can grasp fundamental scientific concepts and their application across a range of different contexts, particularly those in LO3A and LO3B. For example, students could learn how the scientific concepts are applied to precision farming or to developing horses for competition for LO2.

Applying understanding to different contexts can potentially also provide opportunities to stretch learning to more route-based content, such as engineering.

While some of this knowledge is covered at key stages 3 and 4, students may have misconceptions and gaps in their knowledge related to these topics, which may hinder them when they progress to T Levels. In addition, students may not have applied that knowledge to agriculture, environmental and animal care contexts. As such, this outcome shows the relevance of prior learning to the chosen progression route.

The focus on knowledge and understanding enables providers to prepare students for T Level style exam assessments. It supports the development of core knowledge, skills and behaviours from the framework for delivery, particularly skills for successful study, supporting progression to level 3 study.

The outcome provides opportunities for students to develop and apply maths techniques, particularly related to statistics, where scientific evidence can be analysed and interpreted.

In addition to developing technical knowledge, this outcome also supports the development of study and transferable employability skills that prepare learners for progression to level 3 programmes within the agriculture, environmental and animal care route.

Learners strengthen their ability to:

• analyse scientific information
• interpret evidence
• apply scientific reasoning to practical contexts

Through investigative activities and the analysis of scientific data, learners also strengthen their ability to:

• organise their work
• manage time
• interpret data
• communicate scientific ideas clearly

These capabilities reflect the analytical and evidence-based working practices common in agriculture, environmental and animal care roles and mirror the expectations of T Level study, where learners are required to:

• apply scientific knowledge to unfamiliar situations
• interpret scientific evidence to support decision-making

Knowledge and understanding

The study of animal science should relate to mammals.

The study of plant science should relate to flowering and non-flowering plants, including trees.

To achieve this, students should be able to apply the following knowledge and understanding.

Classification and adaptations

Classification includes:

• classification systems (including how organisms can be classified into groups by the features they share)
• the binominal systems of naming genus and species
• main features used to place organisms into animal and plant kingdoms
• applications of classification systems in agriculture
• environmental and animal care contexts

Adaptations includes:

• how organisms are adapted to live in their natural environment
• features that enable organisms to survive in those environments

Animal and plant anatomy and physiology

This includes:

• organ systems: reproductive system in animals and plants, respiratory system in plants and animals and physical structures and functions
• disorders: in reproductive and respiratory systems, causes, symptoms and effects on health and welfare

Animal and plant health

This includes:

• pathogens: routes of transmission, physical defences and chemical defences
• parasites and pests: routes of transmission, control, prevention and impact on health

Animal and plant nutrition

This includes:

• nutrients: types and sources
• nutrition: factors impacting on the quality of nutrition, including situation, purpose, soil type (for plants) and animal environment (for animals)
• metabolism: process and nutritional impact

Biosecurity

This includes:

• risk factors in different types of plant and animal environments
• measures to prevent and control biosecurity risks

Materials

This includes:

• types of materials and their properties
• applications in different agriculture, environmental and animal care contexts

Maths

This includes:

• the visual representation of data, including techniques and formats
• data analysis, such as techniques used to identify patterns and variances, trends, correlation and extrapolation
• standard units of measurement: quantities, weights, lengths, volumes and conversion between units
• number and the number system: techniques for the application of the 4 operations (addition, multiplication, subtraction and division), working with whole numbers, percentages, fractions and decimals

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative examples.

Contexts

This includes the types of:

• animals: birds, aquatics, invertebrates and herptiles
• plants and trees

Animal and plant anatomy and physiology

This includes:

• the range of organ systems
• animal and plant health
• the range of pathogens, parasites and pests that affect animals and plants

Engineering

This includes:

• electrical principles: units of electrical measurement and typical electrical calculations (for example, Ohm’s law)
• physics of engineering system

Illustrative examples of areas where learners may develop greater depth of knowledge and understanding for stretch and challenge

Examples include:

• how classification systems reflect evolutionary relationships
• similarities and differences between anatomy and physiology of different animal species
• similarities and differences between anatomy and physiology of different plant species
• impact of evolution and adaptation on anatomy and physiology
• pathological implications of diseases to plants and animals
• treatments for diseases and disorders in plants and animals
• the relationship between plant hormones and plant growth and development
• how soil characteristics affect suitability for different types of plants in different types of environments for different purposes
• selective breeding and gene technology
• how properties of materials affect their suitability and use
• how to use a scatter diagram to recognise a correlation between two variables
• how to construct and interpret histograms

Additional level 3 preparation

Additional preparation includes:

• advanced scientific investigation approaches: interpretation of complex datasets and relationships between biological variables
• evaluation of scientific evidence: reliability, bias and limitations of scientific data in agriculture and environmental contexts
• application of scientific knowledge to environmental and agricultural decision-making
• interpretation of biological and environmental data to support evidence-based conclusion
• structured scientific reporting and communication of findings in professional contexts

Mapping of opportunities to support students’ development numeracy

GCSE: number and Functional skills: using numbers and the number systems

This includes:

• techniques for the application of the 4 operations (addition, multiplication, subtraction and division)
• working with whole numbers, percentages, fractions and decimals

GCSE: algebra, GCSE: statistics and Functional skills: handling information and data

This includes:

• the visual representation of data
• data analysis

Functional skills: measures, shape and space

This includes:

• the standard units of measurement

Learning outcome 2

Develop enterprising ideas for business development opportunities in agriculture, environmental and animal care businesses.

This outcome focuses on business development. It provides a purposeful context for the introduction of fundamental knowledge relating to sustainability, ethics, supply chain and finance. These are core elements of both T Levels in the agriculture, environmental and animal care route that have been identified by providers as potentially challenging for students to grasp.

An understanding of business concepts is relevant to any occupation and its importance goes beyond preparation for the T Level. It contributes to understanding the priorities and activities of future employers.

The outcome enables students to look ahead to the development of business and occupations within the route, with a focus on the use of technologies, such as for precision farming or radio-frequency identification (RFID) tags for animals.

This content has been brought together in this outcome to indicate to students the inter-relationship of concepts and their contribution to business success.

Through this outcome, students will develop transferable skills related to investigation and planning. There are also opportunities to develop creativity in their thinking as they consider different options for different businesses.

The outcome provides opportunities to develop written and oral communication skills when presenting their proposals. Through their investigations, students will read written information presented in different formats to develop their overall literacy skills and ability to analyse information and data.

Students will develop digital skills through this outcome by:

• carrying out online research
• producing written proposals and materials to support an oral presentation.

Students should be presented with business-related information that they use to identify enterprising opportunities for business development. They will develop their ideas and present to others orally and in writing. This could be to their peers, T Level students or employers. There are opportunities for students to work in groups, but this is not a requirement.

In addition to technical knowledge of business concepts, this outcome supports the development of study and transferable employability skills that prepare learners for progression to level 3 programmes within the agriculture, environmental and animal care route.

Learners develop and apply skills in:

• researching and analysing business information
• evaluating evidence and generating enterprising ideas for business development

Through investigation, planning and the presentation of proposals, learners develop organisational, communication and decision-making skills, including the ability to justify ideas using evidence and respond constructively to feedback.

These capabilities reflect the collaborative, analytical and problem-solving approaches used in agriculture and land-based industries and align with the expectations of T Level study, where learners:

• analyse complex information
• develop proposals
• communicate solutions in professional contexts

Knowledge and understanding

Learners are expected to apply the following knowledge and understanding.

Business

This includes:

• business organisations: types of ownership, common structures, aims and values, products and services provided, and interrelationships and contribution to business success
• enterprise: key principles, concept of risk and reward, types of risks and rewards and how enterprise is used to develop business growth and change
• business competitiveness: strategies and techniques used by businesses to improve competitiveness
• finance: key financial terms, concepts of revenue, expenditure, profit and budgeting, sources and how they contribute to business success

Sustainability

This includes:

• sustainable development: national and international development goals, purpose of targets, associated actions, benefits of sustainability actions to organisations, societies and environments
• the concept of climate change and scientific views on causes and impacts
• technological developments applied in agriculture, environmental and animal care contexts and their contribution to sustainability and business success
• waste management: principles, techniques (refuse, reduce, reuse, repurpose and recycle), procedures and impact on environment
• supply chain management: key principles, concept of sustainable procurement, benefits and limitations

People

This includes:

• the characteristics of ethical behaviour

Project management

This includes:

• project management lifecycle: terminology, key stages and requirements at each stage
• project planning: project scope, client expectations, resources availability and timeframe
• project planning and monitoring: tools and techniques

Information and data

This includes sources of financial and non-financial data and information used to measure business success, including:

• purpose
• typical content
• typical format
• terminology

Investigation

This includes:

• validity of information and data: accuracy, reliability, currency and bias
• referencing of sources: techniques used to reference sources directly, paraphrasing and different types of sources

Communication

This includes:

• principles of effective communication: 2-way process, methods, styles, conventions of different types of written communication and suitability for different purposes and audiences
• principles of reading:
  • reading for comprehension
  • identifying salient points
  • synthesising information from different sources
• spelling, punctuation and grammar (SPaG): punctuation markers, grammatical conventions and spelling of key technical and non-technical terminology
• vocabulary: technical and non-technical and used to achieve particular effects and for different purposes
• listening techniques: active and deep
• non-verbal communication: meaning of different types of body language, types and value of images and support materials as visual aids and impact of non-verbal communication to support comprehension of key messages
• oral communication: pitch, tone and intonation and their impact on how a message is received
• engaging with an audience: techniques for establishing rapport, in conversation, in discussion, obtaining and clarifying information and presenting proposals

Digital

This includes:

• the features, functions and applications of software for creating written documents, project management and presenting information
• management of digital information and data: classification and organisation, naming conventions, storage systems, protection methods and accessibility
• online or internet searches: techniques used to carry out and refine searches
• search engine optimisation (SEO) and its implication for search results

Required skills

In working to achieve the learning outcome, students must be able to demonstrate the following skills.

Planning

Learners should be able to:

• identify discrete steps required to achieve an outcome
• estimate time and resources needed to achieve an outcome
• prioritise activities required to achieve an outcome
• sequence activities required to achieve an outcome

Analysing

Learners should be able to:

• identify common features in information
• organise common features into types
• discern patterns in information
• deconstruct information

Investigating

Learners should be able to:

• develop search criteria to support an investigation
• identify sources of information to support an investigation
• reference sources of information
• interrogate information for validity

Decision-making

Learners should be able to:

• identify the likely impact of decisions
• assess evidence and advice to support decision-making
• justify how a decision would lead to achieving an outcome
• substantiate proposals with evidence

Creativity

Learners should demonstrate lateral thinking to consider opportunities from different perspectives and be able to:

• make novel connections between ideas
• recognise ideas, possibilities or alternatives
• form ideas iteratively

Communicating

Learners should be able to:

• synthesise information from different sources
• engage an audience
• summarise information
• apply technical language in relevant contexts
• apply active listening techniques to audience interaction
• apply oral communication techniques to clearly articulate a message
• create documents appropriate to audience and purpose
• engage in discussion, listening to and responding to questions and feedback
• apply an inclusive approach to engaging with others
• apply communication techniques to secure audience understanding

Digital

Learners should be able to:

• organise digital information
• store digital information securely
• apply software functions:
  • to present information and images
  • to produce written texts
  • for project management

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative examples.

Business

This includes:

• types of business organisations:
  • types of business objectives and values associated with different types of business
  • different agriculture, environmental and animal care businesses
  • different business sizes and techniques used to measure success
• enterprise principles: risk-taking, innovation and resilience
• types of risk: financial and reputational
• types of costs incurred by businesses and measures used to reduce costs and implications of their use to profitability, reputation and quality
• range of opportunities available to support business development across the agriculture, environmental and animal care route

Sustainability

This includes:

• sustainable development goals for businesses and the types of sustainable development used to meet development goals
• the impact of climate change on habitats, flora, fauna and water levels

Illustrative examples of areas where learners may develop greater depth of knowledge and understanding for stretch and challenge

Examples include:

• policies and practices used to manage the impact of climate change on environments at a national and international level
• the relationship between carbon, water and biodiversity and their impact on climate change and how agriculture, environmental and animal care organisations contribute to positive impacts
• supply chain: types of procurement and their suitability for different situations
• finance, including implications of cost cutting to employees and the supply chain, and cash flow forecasts and how they are calculated and presented
• the relationship between ethics, business objectives and values and stakeholder relationships
• information and data, including the range of functions and features of different types of software, and the use of advanced software features to present information and data
• knowledge of team working principles and associated skills
• how to construct and interpret histograms
• business analysis techniques, including interpretation of financial and operational data to inform business development decisions

Additional level 3 preparation

Additional preparation includes:

• evaluation of sustainability strategies and their impact on agricultural and environmental businesses
• structured business planning approaches and professional presentation of development proposals
• assessment of risks and opportunities associated with business innovation and growth
• application of project management principles to business development initiatives

The following work-related behaviours can be demonstrated through engagement with this learning outcome:

• enterprising
• responsive
• self-aware
• self-confidence

Mapping of opportunities to support learners’ development of English and digital skills

English skills

GCSE: critical reading and comprehension and Functional skills: reading

Learners should be able to:

• synthesise information from different sources
• summarise information

GCSE: writing and Functional skills: writing

Learners should be able to apply:

• technical language in relevant contexts
• written communication techniques to produce formal reports following standard conventions

GCSE: spoken language and Functional skills: speaking, listening and communicating

Learners should be able to:

• engage an audience
• apply technical language in relevant contexts
• apply active listening techniques to audience interaction
• apply oral communication techniques to clearly articulate a message
• engage in discussion, listening to and responding to questions and feedback

Digital skills

Functional skills: using devices and handling information

Learners should be able to:

• organise digital information
• store digital information securely

Functional skills: creating and editing

Learners should be able to:

• apply software functions to present information and images
• apply software functions to produce written texts
• apply software functions for project management
• use digital technology effectively (GDC)
• organise digital information
• store digital information securely
• apply software functions to present information and images
• apply software functions to produce written texts
• apply software functions for project management

Learning outcome 3A

Maintain the health and welfare of animals^{[footnote 1]}.

This outcome focuses on the technical skills that can be applied when working within the animal care sector. The technical skills are relevant to many occupations in the sector, such as working in zoos, equine yards and veterinary surgeons’ practices. The skills are also relevant to the 2 occupational specialisms in the T Level in animal care and management.  

Skills related to maintaining the health and welfare of animals are fundamental – the ability to work closely with the animal without harm to the individual or the animal is critical. It is therefore important to include such an outcome to support students to identify whether they have the appropriate attributes needed to work closely with animals.  

The development of technical skills is underpinned with technical knowledge that supports the student to meet the outcome, making appropriate decisions regarding their choice of actions.

In addition to technical skills associated with handling animals, the outcome also develops transferable skills in self-management where students take responsibility for their own tasks.

It is envisaged that students will communicate with others to determine animals’ needs and provide information on animals’ health and welfare. They will develop oral communication skills for engaging in discussions and conversations.

In meeting animals’ needs, students will be required to determine resource needs such as nutritional and accommodation requirements, which will support the development of associated numeracy skills.  

It is envisaged that students will develop their technical skills in supported environments, working with mammals and learning as much from the observation of others as their own practice. This acknowledges the need to minimise contact with animals that may cause harm.

In addition to developing technical skills in animal care, this outcome supports the development of study and transferable employability skills that prepare learners for progression to level 3 programmes within the agriculture, environmental and animal care route.

Learners develop skills in observing, interpreting and recording information about animal health and behaviour, while communicating effectively with others involved in animal care.

Through practical activities and reflective practice, students strengthen their ability to:

• organise tasks
• manage time
• respond to feedback
• work responsibly in environments where safety and welfare are critical

These capabilities reflect the professional standards, attention to detail and responsible working practices required in animal care occupations and mirror the expectations of T Level study, where learners apply technical knowledge and judgement in practical animal management contexts.

Knowledge and understanding

To achieve this outcome, learners should be able to apply the following knowledge and understanding.

Animal health and welfare

This includes:

• animal welfare frameworks: needs, domains and best practice in ensuring they are implemented
• animal handling: techniques for safe and welfare-orientated animal handling capture and restraint
• animal stress: techniques to protect an animal from stress, personal behaviour and how these are applied
• knowledge of physical and behavioural signs of good and poor animal health and welfare
• techniques used for monitoring and maintaining the health and welfare of animals and how they are applied

Biosecurity

This includes:

• risk factors in different types of plant and animal environments
• measures to prevent and control biosecurity risks

Tools and equipment

This includes:

• the characteristics, purpose, safety, security, storage, maintenance, applications and operation of tools and equipment used to maintain the health and welfare of animals

Materials

This includes the factors affecting choice of materials:

• sustainability
• cost
• availability
• durability
• form
• suitability for purpose

Information and data

This includes the:

• types of data and information (including social media) created, retrieved and recorded when maintaining the health and welfare of animals
• factors to consider when using information and data, such as:
  • confidentiality
  • privacy
  • intellectual property
  • security

Communication

This includes:

• listening techniques: active and deep
• engaging with an audience: techniques for establishing rapport, in conversation and in obtaining and clarifying information
• principles for reading:
  • reading for comprehension
  • identifying salient points
  • summarising key points

Maths

This includes:

• standard units of measurement: length, area, volume, time, temperature, weight, capacity and conversion between units
• numbers and the number system: techniques for application of the 4 operations (addition, multiplication, subtraction and division), working with whole numbers, decimals and percentages
• algebra: standard mathematical formulae, techniques used to rearrange formulae to change the subject and algebraic notation
• measurement: principles, standards, terminology, accuracy and errors
• geometry: principles, properties of geometric points, lines and angles

Required skills

In working to achieve the learning outcome, students must be able to demonstrate the following skills.

Animal health and welfare (technical)

Learners should be able to:

• prepare environments where animal care activities are to take place
• apply biosecurity measures when maintaining the health and welfare of animals – for example, ensuring cleanliness of self when moving from one location to another
• move animals
• monitor animals’ health and wellbeing
• assess animals’ mobility
• prepare animal accommodation for use
• prepare animal feed
• provide animal feed and water to animals
• maintain tools, equipment or machinery

Health and safety

Learners should be able to:

• assess a situation for potential adverse effects
• assess an area for potential health and safety risks
• establish a safe working area
• apply personal protective equipment (PPE) appropriately following agreed procedures
• apply manual handling techniques when lifting and moving live animals and heavy objects
• apply cleaning techniques to an environment

Use of tools and equipment

Learners should be able to:

• inspect tools and equipment for potential defects and safety issues
• prepare tools and equipment for effective use
• apply techniques to use tools effectively to meet requirements of the task and situation
• apply techniques to effectively use equipment to meet requirements of the task and situation

Physical dexterity

Learners should be able to:

• apply precise and controlled movements with appropriate application of force and fine motor skills

Self-managing

Learners should be able to:

• monitor own performance against objectives
• reflect on feedback on own performance
• manage own time in achieving objectives

Self-reflecting

Learners should be able to:

• identify success criteria
• consider process and evidence
• show situational awareness
• make judgements

Communicating

Learners should be able to:

• actively listen
• use oral communication methods to obtain and clarify information and data on animals
• compare information, ideas and opinions in different texts
• summarise information and ideas

Recording

Learners should be able to:

• capture information and data
• transcribe information from one source to another

Numeracy

Learners should be able to:

• estimate resources required to complete activities
• apply the 4 operations to calculate the amounts and volumes of materials required

Measuring

Learners should be able to:

• measure lines and areas of environments and materials

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative examples.

Contexts

This includes the types of animals:

• birds
• aquatics
• invertebrates
• herptiles

Animal welfare

This includes knowledge of:

• the different types of animal environments
• the natural behaviour of animals, such as eating habits and social groupings
• how different types of foods are safely and hygienically stored and prepared for different environments
• how to maintain the health and welfare of horses through riding
• technologies used to monitor and maintain animal health and welfare
• principles of customer service and their application in different animal care environments

Tools, equipment and materials

This includes knowledge of:

• the different types of tools, equipment and materials

People

This includes knowledge of:

• the roles and responsibilities of different occupations involved in maintaining the health and welfare of animals in different types of environments

Illustrative examples of areas where learners may develop greater depth of knowledge and understanding for stretch and challenge

Examples include:

• how classification systems reflect evolutionary relationships
• similarities and differences between anatomy and physiology of different animal species
• similarities and differences between anatomy and physiology of different plant species
• impact of evolution and adaptation on anatomy and physiology
• pathological implications of diseases to plants and animals
• treatments for diseases and disorders in plants and animals
• the relationship between plant hormones and plant growth and development
• how soil characteristics affect suitability for different types of plants in different types of environments for different purposes
• selective breeding and gene technology
• how properties of materials affect their suitability and use
• how to use a scatter diagram to recognise a correlation between two variables
• how to construct and interpret histograms

Additional level 3 preparation

Additional preparation includes:

• evaluation of animal health and welfare indicators in different management environments
• assessment of environmental and husbandry factors affecting animal wellbeing
• application of animal welfare frameworks to decision-making in animal care contexts
• interpretation of animal health information and records to support management decisions
• professional recording and reporting of animal health and welfare information

Work-related behaviours that may be demonstrated through engagement with this learning outcome include:

• attention to detail
• reliable
• self-controlled

Mapping of opportunities to support students’ development of English and numeracy

English skills

GCSE: critical reading and interpretation and Functional skills: reading

Learners should be able to:

• compare information, ideas and opinions in different texts
• summarise information and ideas

GCSE: writing and Functional skills: writing

Learners should be able to:

• capture information and data
• transcribe information from one source to another

GCSE: spoken language and Functional skills: speaking, listening and communicating

Learners should be able to:

• actively listen
• use oral communication methods to obtain and clarify information and data on animals

Numeracy skills

GCSE: number and Functional skills: using numbers and the number systems

Learners should be able to:

• estimate resources required to complete activities
• calculate the amounts and volumes of materials required

GCSE: geometry and measures and Functional skills: measures, shape and space

Learners should be able to:

• measure lines and areas of environments and materials

Learning outcome 3B

Support the sustainable development of plants.

This outcome focuses on the technical skills that can be applied when working within the agriculture, environment and land production sector. The technical skills are those that are relevant to many occupations in the sector, such as working in farms, plant nurseries, woodlands and florists. The skills are also relevant to many of the occupational specialisms in the T Level in agriculture, environment and land production.

Skills related to supporting the development of plants are fundamental to any occupation that involves growing plants of any type in different types of locations. It is therefore important to include such an outcome to support students to identify whether they have the appropriate attributes needed to work closely with different types of plants, whether large trees or delicate flowering shrubs.

The development of technical skills is underpinned with technical knowledge that supports the student to meet the outcome, making appropriate decisions regarding their choice of actions.

In addition to technical skills associated with working with plants, the outcome also supports the development of transferable skills in self-management, where students take responsibility for their own tasks.

It is envisaged that students will communicate with others to determine actions required to support plant development and provide information on their development. They will develop oral communication skills for engaging in discussions and conversations.

In supporting plant development, students will be required to determine resource needs such as resource requirements, which will support the development of associated numeracy skills.

It is envisaged that students will develop their technical skills in supported environments to support health and safety.

In addition to developing technical skills in plant production and land-based environments, this outcome supports the development of study and transferable employability skills that prepare learners for progression to level 3 programmes within the agriculture, environmental and animal care route.

Learners develop skills in observing and interpreting information related to plant growth and environmental conditions, while communicating effectively with others involved in plant production activities.

Through practical tasks and reflective practice, learners strengthen their ability to:

• organise work
• manage resources
• evaluate outcomes
• respond constructively to feedback

These capabilities:

• reflect the analytical, responsible and environmentally aware working practices common in agriculture and horticulture roles
• mirror the expectations of T Level study, where learners apply technical knowledge to complex land-based environments and sustainability challenges

Knowledge and understanding

For the content of this outcome, supporting plant development should be considered in the context of:

• crop production
• tree and woodland management
• horticultural environments

To achieve this, learners should be able to apply the following knowledge and understanding.

Plant establishment and maintenance

This includes:

• planting and sowing: pre-establishment and post-establishment processes, techniques for and considerations
• soils and growing media: types, characteristics, properties and suitability for plant growth in different environments
• cultivated areas: considerations for maintaining cultivated areas, including plant health, unwanted vegetation, pests and environmental impacts
• soil cultivation: including primary, secondary, reduced, characteristics and techniques
• plant health: techniques for maintenance

Biosecurity

This includes:

• risk factors in different types of plant environments
• measures to prevent and control biosecurity risks

Health and safety

This includes:

• typical health and safety hazards when applying technical skills to supporting the development of plants
• likelihood and severity of health and safety risks associated with typical hazards
• controls used to minimise health and safety risks
• risk assessment: purpose, use and content
• organisational health and safety policies and their role in meeting legal requirements
• cleaning procedures used to maintain safe and hygienic environments, including:
  • ‘clean as you go’
  • pre-cleaning
  • sanitising
  • disinfecting
  • rinsing
  • drying
  • handwashing
• techniques used to support health and safe working practices, including manual handling

Tools and equipment

This includes:

• the characteristics, purpose, safety, security, storage, maintenance, applications and operation of tools and equipment used to support plant development in their environment

Materials

This includes the factors affecting choice of materials:

• sustainability
• cost
• availability
• durability
• form
• suitability for purpose

Sustainability

This includes:

• waste management: principles, techniques (refuse, reduce, reuse, repurpose, recycle) and procedures
• sustainable materials: characteristics, purpose, applications and impact on plant development

Information and data

This includes:

• sources of information required to undertake plant growth and development activities: purpose, typical content, typical format and terminology
• types of recording documents: purpose, typical content and typical purpose
• factors to consider when using information and data: confidentiality, privacy, intellectual property and security

Communication

This includes:

• listening techniques: active and deep
• engaging with an audience: techniques for establishing rapport, in conversation and in obtaining and clarifying information
• principles of reading:
  • reading for comprehension
  • identifying salient points
  • summarising key points

Maths

This includes:

• standard units of measurement: length, area, volume, time, temperature, weight and capacity
• numbers and the number system: techniques for application of the 4 operations (addition, multiplication, subtraction and division), working with whole numbers, decimals and percentages
• algebra: standard mathematical formulae, techniques used to rearrange formulae to change the subject and algebraic notation
• measurement: principles, standards, terminology, accuracy and errors
• geometry: principles, properties of geometric points, lines and angles and Pythagoras’ theorem

Required skills

In working to achieve the learning outcome, students must be able to demonstrate the following skills.

Plant development (technical)

Learners should be able to:

• prepare environments for activities, including protection for the environment
• apply biosecurity measures when supporting plant development in their environments
• cultivate soil
• establish plants – for example, sow, drill and plant
• apply plant protection
• trim plants
• cut back plants
• prune plants
• remove unwanted vegetation

Health and safety

Learners should be able to:

• assess a situation for potential adverse effects
• assess an area for potential health and safety risks
• establish a safe working area
• apply PPE appropriately following agreed procedures
• apply manual handling techniques when lifting and moving heavy objects
• apply cleaning techniques to an environment

Use of tools and equipment

Learners should be able to:

• inspect tools and equipment for potential defects and safety issues
• prepare tools and equipment for effective use
• apply techniques to use tools and equipment effectively to meet requirements of the task and situation

Sustainability

Learners should be able to:

• dispose of waste sustainably
• minimise waste

Self-managing

Learners should be able to:

• monitor own performance against objectives
• reflect on feedback on own performance
• manage own time in achieving objectives

Physical dexterity

Learners should be able to:

• apply precise and controlled movements with appropriate application of force and fine motor skills

Self-reflecting

Learners should be able to:

• identify success criteria
• consider process and evidence
• show situational awareness
• make judgements

Communicating

Learners should be able to:

• actively listen
• use oral communication methods to obtain and clarify information and data on plants
• record plant information and data
• compare information, ideas and opinions in different texts
• summarise information and ideas
• interpret maps and garden design plans

Recording

Learners should be able to:

• capture information and data
• transcribe information from one source to another

Numeracy skills

Learners should be able to:

• estimate resources required to complete activities
• calculate the amounts and volumes of materials required
• measure lines and areas of environments and materials

Supplementary information to support teaching and learning

Learners may develop breadth through the following illustrative examples.

Contexts

This includes:

• the different types of plants in different types of environments

Plant establishment and maintenance

This includes:

• the uses and benefits of plants to the economy, society and the environment
• calculations and measurements: for different materials and different environments
• consideration of indoor (container based) systems as well as outdoor (field, open ground) systems for plant development

Tools and equipment

This includes knowledge of the different types of tools, equipment and materials.

Information and data

This includes the:

• sources of information required to undertake plant growth and development activities, including:
  • maps
  • site plans
  • schedules
  • product
  • equipment specifications
  • maintenance plans
• types of recording documents: stock records and site plans

Floristry

This includes the:

• characteristics of the elements and principles of design and their applications
• assembly of floral materials to a design brief

Land-based engineering

This includes knowledge of the operating principles of equipment and machinery used in agriculture, environmental and land production environments, mechanical and electronic principles.

Illustrative examples of areas where learners may develop greater depth of knowledge and understanding for stretch and challenge

Examples include:

• analysis of a range of factors that can impact on successful establishment and maintenance of different types of plant development environments
• relationship between land use, change of land use, plant development and society
• the physical characteristics of indoor and outdoor environments (sites) where plants are grown and the implications of site characteristics and how they can be manipulated to support plant growth and development
• propagation principles and techniques
• introduction of advanced technical skills related to specific occupations
• application of plant biology knowledge to decision-making
• hierarchy of risk controls
• application of knowledge to business decision-making
• hierarchy of risk controls
• application of knowledge to business decision-making
• analysis of environmental and biological factors influencing plant development

Additional level 3 preparation

Additional preparation includes:

• evaluation of sustainable land management practices and their impact on plant production systems
• application of plant biology knowledge to decision-making in crop and horticultural systems
• interpretation of plant growth data and environmental indicators to support management decisions
• structured planning approaches for plant establishment and maintenance activities

Work-related behaviours that may be demonstrated through engagement with this learning outcome include:

• attention to detail
• reliable
• self-controlled

Mapping of opportunities to support students’ development of English and numeracy skills

English skills

GCSE: critical reading and comprehension and Functional skills: reading

Learners should be able to:

• compare information, ideas and opinions in different texts
• summarise information and ideas

GCSE: writing and Functional skills: writing

Learners should be able to:

• capture information and data
• transcribe information from one source to another

GCSE: spoken language and Functional skills: speaking, listening and communicating

Learners should be able to:

• actively listen
• use oral communication methods to obtain and clarify information and data on animals

Numeracy skills

GCSE: number and Functional skills: using numbers and the number system

Learners should be able to:

• estimate resources required to complete activities
• calculate the amounts and volumes of materials required

GCSE: geometry and measures and Functional skills: measures, shape and space

Learners should be able to:

• measure lines and areas of environments and materials

1. Animals refers to mammals, including farm animals, horses and small domestic animals. ↩