NQF Level: 1 US No:

Transcription

1 NQF Level: 1 US No: Assessment Guide Primary Agriculture Apply Basic Agricultural Enterprise Selection Principles Assessor: Workplace / Company: Class Group: 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 This 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. 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, names Policies and Procedures for Assessment, 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: Please Note: This Unit Standard Assessment Guide must be read in conjunction with the generic Assessor Guide as prescribed and published by the AgriSETA. US No: NQF Level: 1 Credits: 2 This unit standard is one of the building blocks in the qualifications 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 Mixed Farming Systems National Certificate in Pant Production Please tick the learning program for which the learners are enrolled in: Are you assessing a: Yes No 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 familiarised yourself with the content of the qualification.

3 3 1.1 Work in groups and answer the questions: SO 1 AC 1-5 Learner Workbook: Page 3 Facilitator Guide: Page Discuss the ideal soil types for the crop you produce. Explain why this soil type is ideal. Crop Specific - but make Reference to suitability of textural class; effective soil depth; water infiltration rates and water holding capacity. 2. Discuss why the soil potential in areas such as the Western Cape is higher than the soil potential in the Kalahari Desert. a. Western Cape soils are richer in organic content and minerals, have a higher water holding capacity, and consist of soil types other than sand. b. Desert sands are leached, poor and sandy with low water holding capacity Assessor Notes

4 4 1.2 Work in pairs and make notes about the following: SO 1 AC 1-5 Learner Workbook: Page 4 Facilitator Guide: Page Work in pairs and make notes about the following: Water sources for my farm: Site specific, but reference must be made to: River, dam, fountain, well, canal, mountain catchments, soil water. Type of farm we operate as related to water resources: Site specific, but reference must be made to: Specify arable/pastoral/dry-land/irrigated/etc. My Notes

5 5 1.3 Read the following article to supplement your knowledge, make notes on what you discovered: SO 1 AC 1-5 Learner Workbook: Page 5 Facilitator Guide: Page Read the following article to supplement your knowledge, make notes of what you discovered: 1. Topographical differences between areas in South Africa. 2. Climatic differences between areas in South Africa. 3. Vegetation/Biome differences between areas in South Africa. My Notes

6 6 1.4 Walk around on your farm and make notes regarding the following: SO 1 AC 1-5 Learner Workbook: Page 8 Facilitator Guide: Page Walk around on your farm and make notes regarding the following: No Model Answers supplied due to geographical differences. General description of the topography of my area: General description of the climate of my area: Average Annual rainfall on my farm Elevation and slope direction on my farm: Prevailing wind direction on my farm: The crop that we produce on my farm: Why the climate, geographical influences, topography, etc. is particularly suited for the type of crop we produce What other types of crops this area would be suitable for:

7 7 2.1 Discuss with a partner SO 2 AC 1-4 Learner Workbook: Page 9 Facilitator Guide: Page If you had to decide on an area where you would like to start a commercial farm, tick ( ) off the things that you would consider necessary in order to run it as an agri-business: No Model Answers supplied due to geographical differences. Pipes from the nearest water storage dam to the farm Tarred roads on the farm A nice house for myself to live in Irrigation canals from the river to my farm Access roads for delivery of stock and distribution of my crops Telephone access to my farm (landlines or cellular) A nice view to see whilst my workers are working on the farm 2. Once you have chosen to purchase a specific farm, make a list of the structures that you think necessary to erect in order to make your business efficient. Motivate the use of each structure: No Model Answers supplied due to geographical differences. Structures I would erect Why

8 8 2.2 SO 2 AC 1-4 Brainstorm as a group what you think the role and importance of infrastructure is in terms of commercial agriculture Learner Workbook: Page 10 Facilitator Guide: Page 12 HINT! Walk around on the farm and identify the infrastructure present. Imagine now that these are not available. Describe the potential effects the lack of the infrastructure will have on your business. a. Without infrastructure, commercial farming would fail. b. Without proper infrastructure farming wouldn t be profitable. c. Infrastructure faults make farming & cultivation more difficult. My Notes

9 9 3.1 Discuss as a group and record your findings SO 3 AC 1-4 Learner Workbook: Page 11 Facilitator Guide: Page 13 Answer the following questions for your area: 1. Match the commodity with the type of farming you think best suitable for high volume, low cost production, by linking them with a line. Cattle Corn Chickens Grapes Peaches Tomatoes Strawberries Sheep Grain Turkey Dry land; Feedlot Dry land; Irrigated Battery; Dry land Dry land; Irrigated Irrigated Irrigated; Hydroponic Irrigated; Hydroponic Dry land; Feedlot Dry land; Irrigated Battery; Dry land Battery Poultry Farming Feedlot farming Dry land farming Hydroponic farming Irrigated farming 2. Match the commodity with the level of farming you think best suitable for high volume, low cost production, by linking them with a line. Cattle Corn Chickens Grapes Peaches Tomatoes Strawberries Sheep Grain Intensive Extensive Extensive if not battery Intensive Intensive Intensive Intensive Extensive Extensive Extensive Farming Intensive Farming

10 10 Turkey Extensive 3. You have decided to farm with fruit. Choose the most appropriate description of the methods that you would apply & write next to it Fruit. (Model Answer-dependant on fruit) Methods & Descriptions to choose from: Extensive farming Intensive farming Dry land farming Irrigated faming Hydroponics Feedlot farming Battery poultry farming Commercial farming Subsistence farming 4. What is extensive farming? Farming systems with low inset for relative returns 5. What is intensive farming? High inset farming system with high returns 6. What does one farm on an Arable farm? Crops 7. What does one farm on a Pastoral farm? Animals 8. What does a mixed farmer farm with? Different crops or different animals or both crops and animals

11 11 9. What is the difference between subsistence & commercial farming? Subsistence for own gain and swapping. 10. When is dry land farming considered? When water is scarce/water restrictions are in place. When sufficient rainfall/soil water is available to sustain farming. 11. What is irrigated farming? Artificially giving water to plants. 12. What is hydroponic farming? Growing crops in an artificial environment where soil/water is manipulated and light conditions are controlled. 13. What is feedlot farming? Farming with animals in camps where their diet is controlled. 14. What is battery poultry farming? Farming with chickens in a building environment with diet control, light manipulation and usually in cages. My Notes...

12 Discuss as a group and record your findings SO 3 AC 1-4 Learner Workbook: Page 14 Facilitator Guide: Page Make a list of all the crop types and livestock types that you know of Model Answer not supplied due to varied answers. Crops Livestock My Notes

13 Research and find out SO 4 AC 1-4 Learner Workbook: Page 15 Facilitator Guide: Page 14 Compare the production cycles for two of your favourite agricultural products: Take down notes after discussing inputs from various members of the group: Model Answer not supplied due to variations between crops Info What type of crop is it? In what month does one plant? What kinds of manipulations / chemical actions are done during the growth cycle? How long does it normally take before fruit / the crop forms? At what strategic points will workers have to perform actions on the crop? What types of actions and what will the consequences of those actions be? How will we know when the crop is ready for harvest? Which month/s of the year do we normally harvest this type of crop? What needs to happen to the crop after it has been harvested, but before it can be sold to the market? What is the time duration from planting until harvesting? What other factors do you know of that should be considered during this cycle? Product 1 (fresh produce e.g. fruit) Crop 2 (meat product)

14 Brainstorm and discover SO 5/6 1-4 Learner Workbook: Page 16 Facilitator Guide: Page 15 Discuss some bad post harvest handling practices that you have observed, experienced or heard about 1. Now brainstorm as a group what the consequences for the quality of the crop could / would have been, and what the resulting consequence in terms of profits would be: Brainstorming: To reflect learner s own experience and for the learner s specific crop. My Notes

15 15 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: 1 Learner Name: My Notes

16 16 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: Assessor report to ETQA Learner results and attendance certification issued Date: Assessor s Signature: Date: Moderator s Signature: Date: