19 Tex. Admin. Code § 127.56 - Viticulture (One Credit), Adopted 2024
(a)
Implementation. The provisions of this section shall be implemented by school
districts beginning with the 2025-2026 school year.
(b) General requirements. This course is
recommended for students in Grades 10-12. Prerequisites: at least one credit in
a course from the Agriculture, Food, and Natural Resources Career Cluster.
Recommended prerequisite: Principles of Agriculture, Food and Natural
Resources. Students shall be awarded one credit for successful completion of
this course.
(c) Introduction.
(1) Career and technical education
instruction provides content aligned with challenging academic standards and
relevant technical knowledge and skills for students to further their education
and succeed in current or emerging professions.
(2) The Agriculture, Food, and Natural
Resources Career Cluster focuses on the production, processing, marketing,
distribution, financing, and development of agricultural commodities and
resources, including food, fiber, wood products, natural resources,
horticulture, and other plant and animal products/resources.
(3) Viticulture is a course designed to
provide students with the academic and technical knowledge and skills that are
required to pursue a career related to vineyard operations, grape cultivation,
and related industries that contribute to the Texas economy. Students in
Viticulture develop an understanding of grape production techniques and
practices while emphasizing environmental science related to production
decisions. To prepare for success, students need opportunities to learn,
reinforce, experience, apply, and transfer their knowledge and skills in a
variety of settings.
(4) Students
are encouraged to participate in extended learning experiences such as career
and technical student organizations and other leadership or extracurricular
organizations.
(5) Statements that
contain the word "including" reference content that must be mastered, while
those containing the phrase "such as" are intended as possible illustrative
examples.
(d) Knowledge
and skills.
(1) The student demonstrates
professional standards/employability skills as required by business and
industry. The student is expected to:
(A)
identify career and entrepreneurship opportunities for a chosen occupation in
the field of viticulture and develop a plan for obtaining the education,
training, and certifications required;
(B) model professionalism by continuously
exhibiting appropriate work habits, solving problems, taking initiative,
communicating effectively, listening actively, and thinking
critically;
(C) model appropriate
personal and occupational safety and health practices and explain the
importance of established safety and health protocols for the
workplace;
(D) analyze and
interpret the rights and responsibilities, including ethical conduct and legal
responsibilities, of employers and employees; and
(E) describe and demonstrate characteristics
of good citizenship in the agricultural workplace, including promoting
stewardship, community leadership, civic engagement, and agricultural awareness
and literacy.
(2) The
student develops a supervised agricultural experience program. The student is
expected to:
(A) plan, propose, conduct,
document, and evaluate a supervised agricultural experience program as an
experiential learning activity; and
(B) use appropriate record-keeping skills in
a supervised agricultural experience program.
(3) The student develops leadership skills
through participation in an agricultural youth organization. The student is
expected to:
(A) participate in youth
agricultural leadership opportunities;
(B) review and participate in a local program
of activities; and
(C) create or
update documentation of relevant agricultural experience such as community
service, professional, or classroom experiences.
(4) The student understands the history and
progression of the viticulture industry. The student is expected to:
(A) trace how relevant historical
advancements in viticulture relate to current industry practices;
(B) research and identify emerging technology
in the viticulture industry; and
(C) identify current trends in the
viticulture industry.
(5)
The student explains the production cycle and basic physiology of grapevines.
The student is expected to:
(A) describe
asexual propagation techniques used in the production of domesticated
grapes;
(B) identify the major
vegetative and reproductive structures of grapevines;
(C) explain the role of rootstock in
grapevine production;
(D) describe
the annual vegetative growth and reproductive cycle of grapevines;
(E) explain how environmental conditions
influence grapevine vegetative and reproductive growth; and
(F) describe the use of training systems in
vineyard production.
(6)
The student analyzes vineyard design and development. The student is expected
to:
(A) identify the site characteristics
required for successful vineyard production;
(B) evaluate the soil and climatic
characteristics of a potential vineyard site to determine if it is suitable for
vineyard production;
(C) identify
and research successful vineyards in other parts of the world with soil and
climatic characteristics similar to local conditions; and
(D) develop a vineyard design and
installation plan.
(7)
The student evaluates technology and practices used for vineyard frost
protection. The student is expected to:
(A)
describe the environmental conditions that lead to plant cold injury;
(B) identify frost damage in grapevines and
effective frost damage mitigation techniques;
(C) differentiate advection and radiation
frost events;
(D) evaluate the
effectiveness of passive frost protection techniques employed in
vineyards;
(E) evaluate the
effectiveness of active frost protection techniques employed in vineyards;
and
(F) analyze the cost
effectiveness of frost protection systems.
(8) The student demonstrates vineyard
management techniques. The student is expected to:
(A) identify and demonstrate safe and
appropriate usage of vineyard tools;
(B) describe and demonstrate dormant pruning
of grapevines to minimize crop loss due to frost;
(C) describe grapevine-training techniques
such as spur and cane pruning; and
(D) explain the use of technology in modern
vineyard production systems such as drones, robotics, and smart
irrigation.
(9) The
student develops an integrated pest management plan for vineyards. The student
is expected to:
(A) identify common insect
pests and diseases found in vineyards;
(B) identify common animal pests that are
problematic in vineyards;
(C)
evaluate the components of integrated pest management used in
vineyards;
(D) explain cultural
practices for vineyard pest control; and
(E) describe the safe and effective use of
pesticides in vineyards, ensuring compliance with federal and state
regulations.
(10) The
student examines soil properties and soil fertility as they relate to vineyard
production systems. The student is expected to:
(A) explain the concepts of soil type, soil
texture, and basic soil chemistry;
(B) identify the essential nutrients required
by grapevines;
(C) describe the
relationship between soil properties and fertility;
(D) calculate the fertilizer needs of
grapevines;
(E) develop and present
a vineyard fertilization plan; and
(F) identify the practices of organic
vineyards related to soil properties and fertility.
(11) The student evaluates water requirements
of vineyards and associated climatic factors. The student is expected to:
(A) evaluate grapevine water
requirements;
(B) compare grape
varieties that thrive in local soil and weather conditions;
(C) analyze the influence of soil properties
and climate on vineyard water usage;
(D) describe irrigation strategies used in
vineyards;
(E) identify the water
resources required for vineyards;
(F) describe methods used to determine soil
moisture; and
(G) calculate the
irrigation needs of vineyards based on soil and
climate.
Notes
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