NQF Level: 3 US No:

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1 NQF Level: 3 US No: Learner Guide Primary Agriculture Monitor plant manipulation My name: Company: Commodity: Date: The availability of this product is due to the financial support of the National Department of Agriculture and the AgriSETA. Terms and conditions apply.

2 2 Before we start Dear Learner - This Learner Guide contains all the information to acquire all the knowledge and skills leading to the unit standard: Title: Monitor plant manipulation US No: NQF Level: 3 Credits: 3 The full unit standard will be handed to you by your facilitator. Please read the unit standard at your own time. Whilst reading the unit standard, make a note of your questions and aspects that you do not understand, and discuss it with your facilitator. This unit standard is one of the building blocks in the qualifications listed below. Please mark the qualification you are currently doing: 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: Your facilitator should explain the above concepts to you. Are you enrolled in a: Y N Learnership? Skills Program? Short Course? This Learner Guide contains all the information, and more, as well as the activities that you will be expected to do during the course of your study. Please keep the activities that you have completed and include it in your Portfolio of Evidence. Your PoE will be required during your final assessment. What is assessment all about? You will be assessed during the course of your study. This is called formative assessment. You will also be assessed on completion of this unit standard. This is called summative assessment. Before your assessment, your assessor will discuss the unit standard with you. Assessment takes place at different intervals of the learning process and includes various activities. Some activities will be done before the commencement of the program whilst others will be done during programme delivery and other after completion of the program. The assessment experience should be user friendly, transparent and fair. Should you feel that you have been treated unfairly, you have the right to appeal. Please ask your facilitator about the appeals process and make your own notes.

3 3 Your activities must be handed in from time to time on request of the facilitator for the following purposes: The activities that follow are designed to help you gain the skills, knowledge and attitudes that you need in order to become competent in this learning module. It is important that you complete all the activities, as directed in the learner guide and at the time indicated by the facilitator. It is important that you ask questions and participate as much as possible in order to play an active roll in reaching competence. When you have completed all the activities hand this in to the assessor who will mark it and guide you in areas where additional learning might be required. You should not move on to the next step in the assessment process until this step is completed, marked and you have received feedback from the assessor. Sources of information to complete these activities should be identified by your facilitator. Please note that all completed activities, tasks and other items on which you were assessed must be kept in good order as it becomes part of your Portfolio of Evidence for final assessment. Enjoy this learning experience!

4 4 How to use this guide Throughout this guide, you will come across certain re-occurring boxes. These boxes each represent a certain aspect of the learning process, containing information, which would help you with the identification and understanding of these aspects. The following is a list of these boxes and what they represent: What does it mean? Each learning field is characterized by unique terms and definitions it is important to know and use these terms and definitions correctly. These terms and definitions are highlighted throughout the guide in this manner. You will be requested to complete activities, which could be group activities, or individual activities. Please remember to complete the activities, as the facilitator will assess it and these will become part of your portfolio of evidence. Activities, whether group or individual activities, will be described in this box. Examples of certain concepts or principles to help you contextualise them easier, will be shown in this box. The following box indicates a summary of concepts that we have covered, and offers you an opportunity to ask questions to your facilitator if you are still feeling unsure of the concepts listed. My Notes You can use this box to jot down questions you might have, words that you do not understand, instructions given by the facilitator or explanations given by the facilitator or any other remarks that will help you to understand the work better

5 5 What are we going to learn? What will I be able to do?... 6 Learning outcomes 6 What do I need to know? Session 1 Monitor and supervise the use of appropriate tools... 7 Session 2 Monitoring framework development as part of plant manipulation methods Session 3 Flower and fruit manipulation Session 4 Pruning principles as vegetative manipulation methods.. 19 Am I ready for my test? Checklist for Practical assessment Paperwork to be done Bibliography Terms and conditions.. 27 Acknowledgements SA Standard Unit 29

6 6 What will I be able to do? When you have achieved this unit standard, you will be able to: A learner achieving this standard will be able to execute and supervise the use of appropriate tools and other manipulation methods used for plant manipulation Learners will gain an understanding of sustainable agricultural practices as applied in the animal-, plant and mixed farming sub fields. This unit standard focuses on the application of manipulation methods in primary agriculture. They will be able to participate in, undertake and plan farming practices with knowledge of their environment. This unit standard will instil a culture of maintenance and care for both the environment as well as towards farming infrastructure and operations. Learning Outcomes At the end of this learning module, you must is able to demonstrate a basic knowledge and understanding of: The person is able to demonstrate a basic knowledge of: Correct tools and methods for vegetative manipulation. Monitor and supervise trellising principles and methods Identification and manipulation of vegetative and reproductive buds. Considering position and function of buds during pruning and chemical manipulation Identification and explaining of unwanted growth to be removed prior to pruning Explaining and selecting best time and methods for pruning specific crops Explaining and selecting best time and methods for flower and fruit manipulation Select the recommended chemicals for manipulating specific crops Record keeping Safety measures to be applied during manipulation Avoiding spreading of pests and diseases during pruning What do I need to know? It is expected of the learner attempting this unit standard to demonstrate competence against the unit standard: NQF 3: Demonstrate a basic understanding of the physiological functioning of the anatomical structures of the plant. NQF 2: Control pests and diseases ad weeds on crops effectively and responsibly. NQF 2 Plant manipulation

7 7 Session 1 Monitor and supervise the use of appropriate tools After completing this session, you should be able to: SO 1: Monitor and supervise the use of appropriate tools and / or equipment for plant training and manipulation. In this session we explore the following concepts: Monitor selecting of appropriate tools for manipulating a specific crop Identify incorrect methods used and explaining correct and safe methods Correct tools for specific tasks Correct methods for using equipment 1.1 Monitor selection of appropriate tools for training specific crops Selecting tools Depending of the specific crop and the method of manipulation to be done, different kinds of tools are available. It is important to use the correct tool for specific operations Tunnel production Crops produced in tunnels (under protection) are mostly herbaceous plants such as tomatoes, cucumbers and peppers that need to be guided and pruned. Ordinary pruning shears, pruning knives or small pruning scissors can be used for removing lateral shoots (sprouts) and worn-out leaves. Tree orchards and vineyards Young trees and vines are pruned during the preparation of a framework development. Ordinary pruning shears can be used in this case. Loppers and pruning saws will be necessary for cutting away larger branches in older trees and vines. For hedge pruning of tropical fruit trees like mangoes, avocados and litchis, special pruning machines with rotating blades are used (Figure 1.1 to 1.4). Pruning equipment can inflict serious wounds to workers if not properly handled. Supervisors need to make sure that workers are properly trained before using this equipment.

8 8 Spraying equipment for chemical manipulation When chemical manipulation is done, chemicals are usually sprayed onto the plants by using special spraying equipment that may vary from small hand-held sprayers, nap sack sprayers (with either manual or motorised pumps) to large machine sprayers mounted onto tractors or large, tractor-drawn machines. Whichever type of sprayer is used, the correct (prescribed) concentration (dose) of chemical must be used with or without a wetting agent. Before applying the chemical, the sprayer needs to be calibrated in order to apply the correct volume of a chemical per plant or surface area. Consult a specialist in this regard. 1.2 Correct tools for specific tasks A B C Figure 1.1 Equipment used for manipulating plants; A Pruning shears; B - Pruning hand-saws

9 9 C Mechanical saws Make sure that learners know the names and uses of all the tools illustrated in Figure 1.1. Learners must also be able to handle the mentioned tools correctly while considering safety measures. Pruning shears are used for cutting smaller branches or spent leaves as shown in Figure 1.2, while hand saws or mechanical saws are used for cutting thicker branches. 1.3 Correct methods for using equipment Make sure to select the correct tools for specific operations as shown in figures below. Handle tools correctly. Remember safety measures! Always wear safety gear. A A Figure 1.2:- Pruning small branches: (A) Make the cut above a bud as shown in upper sketch and not as in lower sketches. (B) How to hold the pruning shares when making a cut.

10 10 Fig 1.3 Cutting large branches, using a hand saw or a mechanical saw Left: = wrong method Right: = correct method Hedge pruning of orchard trees can be done by large machines with sets of rotating disk blades as shown in Figure 1.4. Fig. 1.4:- Hedge-pruning avocado trees. Please complete Activity 1: Investigate and Report At your place of work write a report on the kind of tools you would require for manipulating specific crops and how to handle the tools during specific operations

11 11 Concept (SO 1) Different kinds of tools for different kinds of operations. The reasons for manipulating plants, using the mentioned tools The relationship between manipulation and yield The ability to recognise a wrong kind of tool or technique used during manipulation I understand this concept Questions that I still would like to ask My Notes

12 12 Session 2 Monitoring framework development as part of plant manipulation methods After completing this session, you should be able to: SO 1: Monitor and supervise framework development in different crop species SO 2: Demonstrate and explain the principles of framework development. SO 3: Identify wrong methods of framework development systems and demonstrate correct methods In this session we explore the following concepts: Why some plants should be trellised or trained Training principles and methods for specific crops The relationship between position of vegetative and reproductive buds and training methods Hygiene and safety measures during plant training operations 2.1 Why should plants be trained Crop plants are domesticated plants grown for consumption or other uses and therefore producers strive for optimal production and quality. To attain this, optimal radiation is required. Plants also need strong and well-spaced branches for exposing the leaves and fruit to the sunlight and are therefore trained to allow optimal light penetration into the canopy. The quality of edible fruit is also improved when exposed to sufficient amounts of light. 2.2 Methods for trellising and framework development Most annual field crops do not need any training, although runner beans are planted along a trellis to support the vines. Crops, such as tomatoes and cucumbers that are grown under protection are supported by ropes suspended from the roof of the structure. One or two stems per plant are coiled around the support while all lateral shoots and spent leaves are removed.

13 13 Passion fruit, Kiwi fruit and table grape vines are trained and supported by strong trellis systems as shown in Figure 2.1. Fig 2.1:- Example of trellis system for passion fruit or berries. Most young trees in orchards are staked to support the lender stems. Plum, apple and other fruit trees in high-density plantings, are often trained along trellises for improving exposure to sunlight and supporting the branches bearing the heavy crop (Figure 2.2). Figure 2.2:- Trellised fruit tree trained to a palmetto espalier (palm shape in one plane).

14 14 Figure 2.3:- Diagram of slanted cap training system (black) with vine (green). 2.3 Framework development Framework development is mostly done on fruit trees, especially deciduous tree crops such as peaches, plums, apples and pears. (US give full details of framework development in apple trees.) The training systems discussed above also implies framework development on specific trellis or training systems. There are basically two types of framework systems in free-standing deciduous fruit trees: A central leader system with lateral branches spaced around one central main stem with longer and stronger laterals around the base and shorter, thinner laterals towards the top, creating a cone shape (Figure 2.3) A vase system that can be either an open vase or a closed vase. In the vase system the main stem is cut about 1m above ground level and three to five, evenly spaced, leading lateral branches of about equal strength are left to form the vase. Please complete Activity 2. Investigate and Report 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?

15 15 Concept (SO 1) Principles of training and manipulation Crops that need training I understand this concept Questions that I still would like to ask Application of training systems. Concept (SO 2) Monitoring development of training systems. Monitor procedures followed during training. Guide application of training. I understand this concept Questions that I still would like to ask Concept (SO 3) Guide the manipulation of buds. I understand this concept Questions that I still would like to ask Distinguish between vegetative and productive buds. My Notes

16 16 Session 3 Flower and fruit manipulation After completing this session, you should be able to: SO 1: Monitor techniques and procedures of flower and fruit manipulation In this session we explore the following concepts: Principles of flower manipulation. Methods applied in flower manipulation. Principles of fruit manipulation. Methods applied in fruit manipulation. 3.1 Flower manipulation Plants that do not flower can not produce fruit. Flowers are produced by buds and buds need to be induced (stimulated) to be switched from the vegetative mode to reproductive mode in order to produce flowers and this switch is referred to as flower induction. Flower induction In order to produce high quality fruit, the number of flowers and later the number of fruit per plant needs to be limited in order to balance the carbohydrates produced by the leaves and those transported to the developing fruit. The ratio of leaves-to-fruit is therefore of utmost importance. Plants will start flowering or can be manipulated to flower when: a) they have passed the juvenile stage as in most annuals or, b) when they are exposed to a critical temperature regimes as in many kinds of fruit trees, or c) when they are exposed to specific dark periods alternating with light periods as in long day plants (requiring long days and short nights to flower) or short day plants (requiring long nights and short days to flower). Certain chemicals applied to the plants can serve as substitutes for either a, b or c and is known as chemical manipulation. In the commercial production of pineapples, the plants are sprayed with Ethephon to induce even flowering in a plantation.

17 17 Breaking dormancy (See Department of Agriculture. Directorate: Food and Safety and Quality Assurance, 2007) Some fruit trees like apricots, peaches, pears and apples produce flower buds in late summer, but these buds then go into a dormant period and need a critical number of cold units (hours of night temperatures around 7 C) to break the dormancy. After mild winters with less than the required number of cold units, trees must be sprayed with a chemical like Dormex in order to break the dormancy. If this is not done the trees will suffer from late or uneven flowering and poor production. Chemical flower thinning: (See Department of Agriculture. Directorate: Food and Safety and Quality Assurance, 2007) Flower thinning is applied when there are too many flowers per plant. This can be accomplished by pruning the bearing units to reduce the umber (a natural colouringmatter). The flowers can be manually removed or the plants can be sprayed with specific chemicals. An important flower thinner used in the past, especially on apples, was DNOC, a compound containing Ethephon. It is a caustic compound that dessicates the stigmas and thus prevents pollination. The latest compounds are Pelargonic acid, MCPB-ethyl, NSK-905, paclobutrazol, the rest-breaking agent Dormex and fertilisers like ammonium thio-sulfate (ATS), urea and calcium nitrate. 3.2 Fruit thinning Chemical fruit thinning (See Department of Agriculture. Directorate: Food and Safety and Quality Assurance, 2007) Auxins like napthleen acetic acid (NAA) and its amide (NAAm) can be used for apple thinning. NAA is applied up to 20 ppm and NNAm up to 100 ppm. Cytokinins like benzyl amide (BA) used in tissue culture, is also effective if applied at 50 to 75 ppm. Manual fruit thinning Although this is very labour intensive, fruit thinning by hand is the most reliable method and must be applied during the early fruit development stage, about 40 days after pollination. For peaches an easy way to determine the number of fruit to be left on the tree, is to leave one fruit per 15 cm bearing shoot.

18 Fruit quality improvement Fruit quality can be improved by: Applying good crop management practices such as: irrigation, fertilisation, and pest and disease control. Training, pruning and thinning to allow light penetration. Thinning flowers where applicable. Thinning fruit where applicable. Applying chemicals to improve fruit size and colour. (See Department of Agriculture. Directorate: Food and Safety and Quality Assurance, 2007) In the above mentioned guide published by the Department of Agriculture, full details of the chemicals to be used as well as the dosages to be used and the time of application are supplied. Please complete Activity 3: Investigate and Report At your place of work determine the following and write a to-the-point report providing details: 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? Concept (SO 3) Identify and explain flower and fruit manipulation actions and principles. Select correct and appropriate chemicals for spraying. I understand this concept Questions that I still would like to ask Correct safety precautions and sanitary procedures are explained and demonstrated.

19 19 Session 4 Pruning principles as vegetative manipulation methods After completing this session, you should be able to: SO 4: Monitor and supervise pruning principles as vegetative manipulation methods In this session we explore the following concepts: What is pruning? Principles of pruning. Pruning methods. Safety measures during pruning. Hygiene (Prevent spreading of pests and diseases during pruning). 4.1 What is pruning? Pruning Pruning is the removal of dead, diseased or unwanted branches or shoots or parts thereof, from crop plants in order to train and shape plants, to stimulate growth, to rejuvenate the plant, to allow better light penetration into the canopy, or to reduce flowering units. 4.2 Removal of unwanted growth Unwanted growth may be any of the following: Dead, broken or diseased branches, shoots or leaves, depending on the crop. Branches and shoots that do not fit the selected framework model. Branches and shoots or leaves that limit light penetration by thinning out or cutting back. All framework branches are cut back during rejuvenating operations or during top-working (Grafting scions of new cultivar on to stumps of stag horned tree). Removal of unwanted suckers.

20 20 Hedge pruning is the removal of whole sections of the plant canopy (on top and sides) to reduce its size and shape and creating a hedge-effect along the row. The methods applied and the tools used for the above operations are dealt with in SO 1. Where vegetable crops (tomatoes, cucumbers and peppers) are planted in tunnels, the removal of suckers and spent leaves are done on almost a daily basis. Deciduous tree crops and berry crops on the other hand, pruning is mostly done in winter when the trees/shrubs/vines have lost their leaves and is referred to as winter pruning. This is when the framework of the plants are updated, unwanted branches and shoots are removed and bearing units are cut back or thinned in an attempt to regulate the crop load. Summer pruning is performed during the growing season (summer). Summer pruning includes the breaking out or cutting out of suckers or pinching strong growing shoots in order to open the canopy for better light penetration (if required) or to direct energy flow to the fruit. This operation may be performed more than once during the growing season. In evergreen tree crops like avocado and mango, the control of canopy size is important especially when trees are planted close to each other in the row (hedge row planting). When shading starts to limit growth and production, one option is to remove alternate trees or to apply canopy manipulation like hedge pruning (Figure 1.4). 4.3 Vegetative manipulation The whole of 4.2 (removal of unwanted growth) can be regarded as vegetative manipulation, since only vegetative parts (leaves and stems) are removed. Root pruning is very rarely done, but it can be applied to limit growth. Frame work development is also an important manipulation activity. Deciduous fruit trees are either trained according to the central leader system or the vase shape system. In the central leader system a single leader stem carries all the lateral branches with the lower laterals longer and more richly branched than the upper laterals, this forming a cone shape (Figure 4.3). In the open vase system the young tree is headed back to about one meter above the ground surface with three to four laterals left as main leaders or scaffold branches to form the vase (Figure 4.4)

21 21 Figure 4.3 The central leader system. If one of the laterals overgrows the central leader, the latter is cut back above the strong lateral to allow the lateral to take over as central leader Figure 4.4 Open vase system Left = side view, Right = view from top S = Scaffold branch or primary lateral; Sl = secondary lateral; tl = tertiary lateral S Tl Trunk Sl Trunk S

22 22 More specific manipulation techniques are: The removal or cutting back of bearing units like; removing spurs in apples; or cutting back or removing one year old bearing shoots of peaches in order to manipulate the crop load. Girdling or sincturing refers to making of circular incisions through the bark of branches. This is done to temporarily block the transportation of carbohydrates down the phloem, thus 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. An example of a girdled avocado branch is given in Figure 4.1 below. Figure 4.1:- A girdled avocado branch with an arrow pointing to one of the three girdles.

23 23 Please complete Activity 4: Investigate and Report 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. Concept (SO 4) Explain the removal of unwanted growth from your plants. Vegetative manipulation and pruning principles are explained. The correct technical, safety precautions and sanitary procedures are explained and demonstrated. I understand this concept Questions that I still would like to ask My Notes

24 24 Am I ready for my test? Check your plan carefully to make sure that you prepare in good time. You have to be found competent by a qualified assessor to be declared competent. Inform the assessor if you have any special needs or requirements before the agreed date for the test to be completed. You might, for example, require an interpreter to translate the questions to your mother tongue, or you might need to take this test orally. Use this worksheet to help you prepare for the test. These are examples of possible questions that might appear in the test. All the information you need was taught in the classroom and can be found in the learner guide that you received. 1. I am sure of this and understand it well 2. I am unsure of this and need to ask the Facilitator or Assessor to explain what it means Questions 1. I am sure 2. I am unsure 1. Explain why trees have to be trained 2. Describe and discuss the most commonly used tools for pruning trees. 3. Explain the different systems for training trees 4. Identify the chemicals used for thinning flowers in deciduous fruit trees 5. Identify the chemicals used for thinning fruit in deciduous fruit trees 6. Why is it important to thin out flowers and fruit in orchard trees and vines 7. Identify the major trellising and training systems applied in your area 8. Name the 5 most important weeds in your area 9. Discuss the importance and methods of manual fruit thinning. 10. Explain the reasons for applying sanitary and safety measures during training and pruning

25 25 Checklist for practical assessment Use the checklist below to help you prepare for the part of the practical assessment when you are observed on the attitudes and attributes that you need to have to be found competent for this learning module. Observations Can you identify problems and deficiencies correctly? Are you able to work well in a team? Do you work in an organised and systematic way while performing all tasks and tests? Are you able to collect the correct and appropriate information and / or samples as per the instructions and procedures that you were taught? Are you able to communicate your knowledge orally and in writing, in such a way that you show what knowledge you have gained? Can you base your tasks and answers on scientific knowledge that you have learnt? Are you able to show and perform the tasks required correctly? Are you able to link the knowledge, skills and attitudes that you have learnt in this module of learning to specific duties in your job or in the community where you live? Answer Yes or No Motivate your Answer (Give examples, reasons, etc.) The assessor will complete a checklist that gives details of the points that are checked and assessed by the assessor. The assessor will write commentary and feedback on that checklist. They will discuss all commentary and feedback with you. You will be asked to give your own feedback and to sign this document. It will be placed together with this completed guide in a file as part of you portfolio of evidence. The assessor will give you feedback on the test and guide you if there are areas in which you still need further development.

26 26 Paperwork to be done Please assist the assessor by filling in this form and then sign as instructed. Unit Standard Learner Information Form Program Date(s) Assessment Date(s) Surname First Name Learner ID / SETA Registration Number Job / Role Title Home Language Gender: Male: Female: Race: African: Coloured: Indian/Asian: White: Employment: Permanent: Non-permanent: Disabled Yes: No: Date of Birth ID Number Contact Telephone Numbers Address Postal Address Signature:

27 27 Bibliography Books: Books and Guides A guide to the use of plant growth, regulations, adjuvant and desiccants: Department of Agriculture, Directorate: Food Safety and Quality Assurance, Subdirectorate: Agricultural Production Inputs. Publications Farmers Weekly Magazine Landbou Weekblad Magazine Bulletins from Farming in South Africa World Wide Web: Department of Agriculture Web Site: Terms & Conditions This material was developed with public funding and for that reason this material is available at no charge from the AgriSETA website ( Users are free to produce and adapt this material to the maximum benefit of the learner. No user is allowed to sell this material whatsoever.

28 28 Acknowledgements Project Management: IMPETUS Consulting and Skills Development Donors: Citrus Academy Boland College Developer: Dr D Marais Authenticator: Prof P J Robbertse Technical Editing: Mr R H Meinhardt OBE Formatting: Ms B Enslin Design: Didacsa Design SA (Pty) Ltd Layout: Ms A du Plessis

29 All qualifications and unit standards registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. SOUTH AFRICAN QUALIFICATIONS AUTHORITY REGISTERED UNIT STANDARD: SAQA US ID Monitor plant manipulation UNIT STANDARD TITLE Monitor plant manipulation SGB NAME NSB PROVIDER NAME SGB Primary Agriculture FIELD Agriculture and Nature Conservation NSB 01-Agriculture and Nature Conservation SUBFIELD Primary Agriculture ABET BAND UNIT STANDARD TYPE NQF LEVEL CREDITS Undefined Regular Level 3 3 REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER Registered SAQA 0156/04 PURPOSE OF THE UNIT STANDARD A learner achieving this unit standard will be able to monitor and supervise the training (manipulation) of plants by applying a broad range of techniques. Learners achieving this unit standard will be able to apply their skills and capacity in a variety of production environments and be able to contribute towards to overall productivity of a production enterprise by maximizing growth and yield. Learners will gain specific knowledge and skills in plant manipulation procedures and will be able to operate in a plant production environment implementing sustainable and economically viable production principles. They will be capacitated to gain access to the mainstream agricultural sector, in plant production, impacting directly on the sustainability of the sub-sector. The improvement in production technology will also have a direct impact on the improvement of agricultural productivity of the sector. LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING It is assumed that a learner attempting this unit standard will show competence against the following unit standards or equivalent: NQF 2: Apply plant manipulation methods. NQF 2: Utilise and perform minor repairs and maintenance tasks on implements, equipment and infrastructure. NQF 3: Demonstrate a basic understanding of the physiological functioning of the anatomical structures of the plant. UNIT STANDARD RANGE Whilst range statements have been defined generically to include as wide a set of alternatives as possible, all range statements should be interpreted within the specific context of application. Range statements are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are only as a general guide to scope and

30 complexity of what is required. UNIT STANDARD OUTCOME HEADER N/A Specific Outcomes and Assessment Criteria: SPECIFIC OUTCOME 1 Monitor and supervise the use of appropriate tools and / or equipment for plant training and manipulation. OUTCOME RANGE Manipulation methods may include, but are not limited to, framework development, flower and fruit manipulation and pruning. Tools may include, but are not limited to, pruning shears, tie-back material, trellising and spraying equipment etc. ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 The correct tools to perform the specified and identified manipulation method on a specific crop are selected. ASSESSMENT CRITERION 2 Incorrect methods used by another worker are identified and the correct procedure explained. SPECIFIC OUTCOME 2 Monitor and supervise framework development principles as part of plant manipulation methods. OUTCOME RANGE Trellising methods include, but are not limited to Central leader system, Tattura system, two wire system, slanted cap, factory-cap, Façade system, etc. ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 Trellising principles for application of the trellising system and manipulation are explained. ASSESSMENT CRITERION 2 The development of the framework of the plant trellising system is monitored and guidance for correct procedures is given to the other worker. ASSESSMENT CRITERION 3 The manipulation of growing points and bearing units is supervised and guidance provided where incorrect methods are used. ASSESSMENT CRITERION 4 The shaping of the plant, to determine the position of bearing units, is supervised and guidance is given when incorrect methods are used. SPECIFIC OUTCOME 3 Monitor and supervise flower and fruit manipulation principles. OUTCOME RANGE Flower and fruit manipulation principles may include, but are not limited to, temperature, daylight length, bud dormancy breakers, thinning, shouldering, brushing, shorting, fruit enlargement, ripening, and chemical and physical quality improvement methods.

31 ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 The appropriate fruit and flower manipulation actions and principles are identified and explained. ASSESSMENT CRITERION 2 The correct and appropriate chemicals for spraying are selected. ASSESSMENT CRITERION 3 The correct safety precautions and sanitary procedures are demonstrated. SPECIFIC OUTCOME 4 Monitor and supervise pruning principles as vegetative plant manipulation methods appropriate to the crop. OUTCOME RANGE Pruning includes, but is not limited to summer and winter pruning, and canopy management, etc., as is appropriate for the identified crop. ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 The removal of unwanted growth from plant is explained. ASSESSMENT CRITERION 2 Vegetative manipulation and pruning principles are explained. ASSESSMENT CRITERION RANGE Vegetative manipulation may include but is not limited to, winter pruning, summer pruning, canopy management, and the trellising of shoots. ASSESSMENT CRITERION 3 Correct procedures undertaken by another worker are adjusted and maintained, as required. UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS The assessment of qualifying learners against this standard should meet the requirements of established assessment principles. It will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which the qualifying learners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment, formative and summative assessment, portfolios and observations etc. The assessment should ensure that all the specific outcomes; critical cross-field outcomes and essential embedded knowledge are assessed. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance. Essential embedded knowledge must be assessed in its own right, through oral or written evidence and cannot be assessed only by being observed. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a qualifying learner is able to explain the essential embedded knowledge but is unable to perform the specific

32 outcomes, they should not be assessed as competent. Similarly, if a qualifying learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, then they should not be assessed as competent. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge. Performance of specific outcomes must actively affirm target groups of qualifying learners, not unfairly discriminate against them. Qualifying learners should be able to justify their performance in terms of these values. Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA. Any institution offering learning that will enable achievement of this unit standard or assessing this unit standard must be accredited as a provider with the relevant ETQA. Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE The person is able to demonstrate a basic knowledge of: Tools for manipulation of plants. Trellising methods. Flower manipulation and fruit manipulation methods. Pruning methods. The principles of manipulation of a plant. Names and functions of tools and materials. Safe handling procedures of tools and material. Maintaining hygienic procedures of tools and material as to prevent spreading of diseases. Plant physiology and anatomy. Supervision of workers. UNIT STANDARD DEVELOPMENTAL OUTCOME N/A UNIT STANDARD LINKAGES N/A Critical Cross-field Outcomes (CCFO): UNIT STANDARD CCFO IDENTIFYING Problem Solving: Relates to all outcomes. UNIT STANDARD CCFO WORKING Teamwork: Relates to all outcomes. UNIT STANDARD CCFO ORGANIZING Self-Management: Relates to all outcomes. UNIT STANDARD CCFO COLLECTING Interpreting Information: Relates to all outcomes. UNIT STANDARD CCFO COMMUNICATING Communication: Relates to all outcomes.

33 UNIT STANDARD CCFO SCIENCE Use Science and Technology: Relates to all outcomes. UNIT STANDARD CCFO DEMONSTRATING The world as a set of related systems: Relates to all outcomes. UNIT STANDARD CCFO CONTRIBUTING Self-development: Relates to all outcomes. UNIT STANDARD ASSESSOR CRITERIA N/A UNIT STANDARD NOTES N/A All qualifications and unit standards registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.