Students will use more than their imagination as they work through Making a Living Outcomes for grade 6. This course is all about preparing students for leaving school and joining their community. There are plenty of practical activities and stories and many opportunities to test what they have learned. What students learn in this course will fit them for further learning or for becoming independent earners in their village if they wish.

They will learn about resources and how to manage them and to make the place in which they live and work safe and pleasant. They will learn how to look after their health their time and their money and about sharing resources and information. They will also learn the basics of setting up a business project and how to accomplish this with the help of their friends in the community.

The teaching and learning focus is student centred. It aims to engage small class groups of two to five students. As students participate in activities related to an outcome they are guided through a semi-structured process. The process encourages them to think about what they know, explore and research new information, develop skills and processes through a project, check what they have learned and then answer a challenge using their new found knowledge.

This Teacher’s Resource is very simple to use. The headings follow exactly the headings in the student book for grade 10.

It has additional advice to offer if students are likely to have difficulty in understanding a particular topic. It also answers or comments on all the questions students are asked throughout the text and in the Activity sections of the book.

There is detailed information in this guide as to how the teacher may use Appendix 1 Writing about agriculture. The new Agriculture Lower Secondary Syllabus states that student achievement of course outcomes will be assessed mainly through student writing on the various project processes. Appendix 1 Writing about agriculture is therefore designed to help students learn more about how to write the aims of their project, the resources plan, the marketing plan and eventually the complete project report.

The authors envisage the information in this section can be used as a way of reducing the stress students often feel when faced with a writing task and not knowing where to start.

This book provides grade 10 students with the support necessary to achieve all of the agriculture syllabus outcomes detailed for this level. All agriculture students are required to cover the first two core units and two of the other four optional units or one optional unit from this book plus a school designed optional unit.

Core Unit, Agriculture in Papua New Guinea 2 identifies and investigates different types of agricultural industry and how management practices affect sustainability. It also explains transpiration and translocation in plants.  Core Unit, Agriculture Production Systems in Papua New Guinea 2 examines how different agriculture systems affect the environment and what is required in these systems to keep the system sustainable.

The optional units expect students to work in small groups and to undertake an agriculture project.

They are expected to keep records for all stages of their project and write a final project report.

Appendix 1 in this book Writing about agriculture demonstrates to students exactly how to write up their projects. It shows students how to write and the students decide what to write following examples of the kind of writing that is required.

This provides excellent practice in developing the skills students may need some day when applying to the bank for a loan to start a project.