NQF Level: 3 US No:

Transcription

1 NQF Level: 3 US No: Assessment Guide Primary Agriculture Monitor plant manipulation Assessor: Workplace / Company: Commodity: Date: The availability of this product is due to the financial support of the National Department of Agriculture and the AgriSETA.

2 2 Before we start T his assessment guide contains all necessary activities and instructions that will enable the assessor and learner to gather evidence of the learner s competence as required by the unit standard. This guide was designed to be used by a trained and accredited assessor whom is registered to assess this specific unit standard as per the requirements of the AgriSETA ETQA. Prior to the delivery of the program the facilitator and assessor must familiarise themselves with content of this guide, as well as the content of the relevant Learner Workbook. Please Note: This Unit Standard Assessment Guide must be read in conjunction with the generic Assessor Guide as prescribed and published by the AgriSETA. The assessor, facilitator and learner must plan the assessment process together, in order to offer the learner the maximum support, and the opportunity to reflect competence. The policies and procedures that are required during the application of this assessment are available on the website of the AgriSETA and should be strictly adhered to. The assessor must familiarise him/herself with this document before proceeding. This guide provides step-by-step instructions for the assessment process of: Title: Monitor plant manipulation US No: NQF Level: 3 Credits: 3 This unit standard is one of the building blocks in the qualification listed below. Please mark the qualification you are currently assessing, because that will be determined by the context of application: Title ID Number NQF Level Credits Mark National Certificate in Animal Production National Certificate in Plant Production Please mark the learning program you are enrolled in: Are you enrolled in a: Y N Learnership? Skills Program? Short Course? Note to Assessor: If you are assessing this module as part of a full qualification or learnership, please ensure that you have familiarized yourself with the content of the qualification.

3 3 1 SO 1 Instructions to learner: Investigate and Report Learner Guide: Page 10 Facilitator Guide: Page 11 At your place of work write a report on the kind of tools you would require for manipulating specific crops and how to handle these tools during specific operations. Model Answer(s): Be able to correctly identify applicable tools and chemicals used in the manipulating of crops. Example pruning shears and saws. Correctly link the specific tool/chemical for use in a specific crop. Example pruning shears in orchards. Be able to describe and if possible, illustrate or explain to another person how to correctly use the tool/chemical. Report must be clearly written and easy to understand. 2 SO 1, 2 &3 Instructions to learner: Investigate and Report Learner Guide: Page 14 Facilitator Guide: Page 13 At your place of work, determine the following and write a short report, providing details such as: What vegetable and fruit crops are grown regularly? Which of the above crops need training and if so, what type of training? Describe how you would monitor the erection of such training structures Describe how you would monitor the framework development in a fruit orchard Model Answer(s): Correctly link training and training methods to crops grown in the area. Example indeterminate tomato plants can be trellised, but pumpkins are not. Clearly explain the steps followed to ensure that training structures are correctly erected and that the framework in a fruit orchard is developing according to schedule. Also explain what could be done if the structure or framework is not correct adaptation of protocol. Identify training systems/frameworks like a double split cordon on a double wire system for passion fruit or a slanted cap system for grapevines.

4 4 3 SO 3 Instructions to learner: Investigate and Report Learner Guide: Page 18 Facilitator Guide: Page 15 At your place of work determine the following and write a to-the-point report providing details on: Which major crops are grown in your area? Describe the methods you would apply to train the plants and why? Describe whether it would be necessary to manipulate the plants and for what reason? If required, at what stage of development or time would you do thinning of flowers and/or thinning of fruit? Which method of flower or fruit thinning would you apply to the specific crop? Model Answer(s): Flower manipulation induce flowering (e.g. even flowering in pineapple plantation.) Breaking dormancy of buds in apricot, pear and apple trees. Flower thinning out in apples Fruit thinning out in peaches Improving fruit quality colour in apples My Notes

5 5 4 SO 4 Instructions to learner: Investigate and Report Learner Guide: Page 23 Facilitator Guide: Page 17 At your place of work, determine the following and write a concise report providing details: Which are the major crops grown in your place of work? Name and describe possible vegetative manipulation methods that could be applied to the specific crops in your place of work Describe when and why your crops are pruned or why not Describe procedures you followed to monitor and adjust wrong procedures followed by other workers. Model Answer(s): Pruning is often done to remove unwanted growth like diseased stems, unwanted suckers and branches or leaves interfering with light penetration and thus photosynthesis. More specific manipulation techniques are: Removal or cutting back of bearing units, removing spurs in apples or cutting back or removing one year old bearing shoots in peaches in order to manipulate crop load. Girdling refers to the making of circular incisions through the bark of branches. This is done to temporarily block the transportation of carbohydrates down the phloem, causing an accumulation of carbohydrates above the girdle. The accumulated starch in the branch may then contribute towards better flower production and fruit set and may also limit fruit drop. Trellising and training of vines and branches can also be regarded as vegetative manipulation. This is done to obtain better exposure of leaves and fruit to sunlight and to gain better access into the canopy for spraying chemicals. My Notes

6 6 Summative Test and Attitude & Attribute Evaluation B efore the knowledge test is undertaken, the learner must be reminded of what is expected from him / her in terms of summative and reflexive competence. Read and explain to the learner, the Preparation for Your Final Assessment section in the learner workbook. Learners and assessor should sign off this section to acknowledge that this step was completed. Please set up a knowledge test from the questions given as a guideline to learners and supply each learner with a test sheet. Supply each report with the following heading: Unit Standard: NQF Level: 3 Learner Name: Questions Model Answers 1. Name four crops that need manipulation and explain in each case why manipulation is needed. 2. Name and describe the use of four tools you would need for pruning. Cucumbers and tomatoes: Train plants along support system to prevent them for topping over, for better exposure to light etc. Removing lateral shoots to control growth and crop load. Deciduous fruit trees: To develop suitable framework Removing unwanted growth Controlling crop load Improving fruit quality. Pruning shears for removing small shoots, leaves and buds Loppers for removing thicker branches Hand pruning saw or hand-held mechanical saw for removing very thick branches Large mechanical saw with rotating blade for hedge pruning

7 7 3. Choose a crop that is grown in your area that needs trellising and explain why and how it is done. Grapes need trellising to support the vines and fruit. Systems like slanted cap system or double slanted cap can be used. 4. Choose a crop in your area in which the position of the flower buds needs to be considered during pruning and explain why. 5. Choose four of the crops mentioned below and explain when would be the best time for applying a) pruning and b) flower and fruit manipulation Cucumbers flower buds are borne in axils of each flower and should not be removed except when controlling fruit load. Deciduous fruit flower buds borne on one year old shoots (peaches) or spurs (apples and pears) and can be pruned away, reducing the crop. Tropical/subtropical fruit flowers borne terminally (avocado. and mango) and can be removed if pruning wrong time of the year Deciduous fruit trees and grapes winter pruning and light summer pruning Mango, avocado, litchi Late summer after harvesting Cucumber, tomato, pepper continuously to control growth and crop yield 6. Name three chemicals used for chemical manipulation and explain the reasons for using them. 7. Write notes on the possibility of spreading diseases and pests during crop manipulation. Dormex for breaking bud dormancy in some deciduous fruits Gibberrelic acid for retarding flowering or thinning out fruit Ethylene fruit ripening and thing out fruit Making physical contact with crop plants like when pruning, grafting spraying chemicals etc. can also cause the transmitting of diseases or pest organisms from contaminated plants to uncontaminated plants. Refer to examples

8 8 Assessment Feedback Form Comments / Remarks Feedback to learner on assessment and / or overall recommendations and action plan for competence: Feedback from learner to assessor: Assessment Judgement You have been found: Competent Not yet competent in this unit standard Learner s Signature: Actions to follow: Date: Assessor report to ETQA Learner results and attendance certification issued Assessor s Signature: Date: Moderator s Signature: Date: