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- Practical exam (16%)
Students examine a range of damage cause by plant pathogens, invertebrate pests and herbicides which they saw in the related practical sessions. Students are assessed on their ability to assess the problem, identify the information required to make an informed judgement about the cause of the problem and possible remedial action, and to communicate that information.

-Integrated Pest Management critique (28%)
Students will work in groups to produce an initial pitch video (6%), have the opportunity to submit a draft of an individual design essay draft for feedback before its submission worth 22%.
Small groups of students prepare and submit a short initial pitch video to explain the problem that they will be solving by designing an IPM program which they will later present in the individual essay. Students will be assessed, as a group, with regards to the quality and reasoning of their pitch and their ability to communicate their ideas. Students will then submit a draft of their IPM design essay where the main sections will appear as bullet points. They will then receive feedback and advice to inform the preparation of their IPM design essay. For the essay, students will design an Integrated Pest Management (IPM) program and describe it in a 3,500-word essay (range 3,300-3,800, excluding references). The students choose a particular crop and location and describe particular challenges and problems associated with it. They then describe their solution, i.e. the different steps required to establish and implement their IPM program in order to manage, in a sustainable and economical manner, the complex of pests threatening the crop. They then compare their program to an existing IPM program (in another location or crop) and contrast the two approaches, discussing the strengths and limitations of both programs and suggesting improvements.

- Sampling practical report (6%)
Small group of students analyse and interpret an extensive class data set that is collected during a field excursion. Students are assessed on the precision and accuracy of their work and the quality and depth of answers to questions about the exercise.

- Pesticide resistance management practical report (5%)
Students prepare a four-page report on the results of a computer simulation. Students are assessed on their ability to analyse and communicate the results of the simulation and the quality and depth of their answers to questions about the results of the simulation.

-2 x In-practical group reports (6%)
Biological control of insects (3%)
Small groups of students prepare a brief written report (~2 pages) on observations made in the field and of live specimens that they view in the laboratory. Students are assessed on the quality and depth of answers to questions about their observations.
Postharvest pest management (3%)
Students work in groups to discover the elements of a chosen supply chain, determine the key pest control points and then apply their knowledge to develop a method that will maintain or improve the end product. This is then presented to the class as an informal hand-drawn poster/diagram. They choose a crop and product of interest to them (horticultural, agricultural or viticultural) the week before the practical to allow them time to identify resources (textbooks, websites journal articles) in preparation. Students will be assessed, as a group, with regards to the quality, reasoning and depth of the analysis and solutions presented, and their ability to communicate their poster and ideas to the class.



-Online practical/workshop quizzes (6%)
Pesticide chemistry and application (3%)
Students answer an online quiz on the results of four short experiments. Students are assessed on their analysis and interpretation of experimental data, and quality and depth of answers to questions about their observations.
Soil-borne disease diagnosis (3%)
Students are presented with results of analyses of previously-collected soil samples by the SARDI Molecular Diagnostics Centre and are asked a series of multiple choice questions and short answer questions to interpret these results and make recommendations as to how to use this information in the management of soil-borne diseases.


-Online quizzes (0%)
Pre-practical quizzes: for some practical sessions students will complete a pre-class online quiz. It tests student preparation and is based on the instructions and short videos on that particular topic. By completing the quiz, students can be confident that they are well-prepared for the practical session. Students may be excluded from a practical session if they do not successfully complete the practical quiz. However, there is no mark for these quizzes.
Revision quizzes: each week students will have the option of attempting online revision quizzes which will test their knowledge and understanding about the topics covered during the lectures. There are no marks for these quizzes.

-Theory Exam (33%)
The final theory exam will examine all components of the course. It will consist of multiple choice, short answer and long answer questions.