NQF Level: 3 US No:

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1 NQF Level: 3 US No: Learner Guide Primary Agriculture Sustainable systems in practical farm activities 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: Incorporate basic concepts of sustainable farming systems into practical farm activities US No: NQF Level: 3 Credits: 7 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 What do I need to know? 6 Learning outcomes Session 1 Components of our environment Session 2 The nature of a system Session 3 Creating the right balance on a farm.. 15 Session 4 Sustainability of a farm.. 18 Session 5 Monitoring and Evaluating sustainability on a farm Am I ready for my test? Checklist for Practical assessment Paperwork to be done Terms and conditions.. 28 Acknowledgements... 28

6 6 What will I be able to do? When you have achieved this unit standard, you will be able to: Demonstrate an understanding of the importance of sustainability of farming activities, and Incorporate this understanding into existing farming activities. What do I need to know? It is expected of the learner attempting this unit standard to demonstrate competence against the unit standard: Recognise and identify the basic functions of the ecological environment or equivalent (NQF Level 2) or equivalent. Learning Outcomes At the end of this learning module, you must is able to demonstrate a basic knowledge and understanding of: Communication with farmers, service providers, researchers, non-government organizations, clients and/or market agents. Compiling simple reports and writing basic business letters. Identifying and recognising the ecological, social and economic environment - locally and regionally. Recognising the income sources and cost factors within local markets, with some view to the international market. A systems approach to agriculture, specifically how agriculture is an open system and the dynamics of role players within these systems including the ecosystem. The concept of sustainability and its applicability to agriculture and conservation. The importance of the relatedness between social, ecological and economic environment as well as the identification of risk factors at all levels. The legal, economic and biological environment within the context of present and potential risks. The role of sustainability in the development of business plans How to measure the productivity of farming systems by monitoring social, economic and ecological indicators to produce timely managerial information Using simple managerial information systems to make rational decisions at the local level.

7 7 Session 1 Components of our environment After completing this session, you should be able to: SO 1: Identify the basic components of sustainable farming systems SO 2: Demonstrate an understanding of a system and the nature of a system SO 3: Demonstrate an understanding of the balance of sustainability, productivity and conservation of resources. This unit will allow us to understand agriculture as a part of the world system and see it as an essential part of the sustainability of South Africa. A diversity of people occupying the earth and our actions and needs, will impact on our world. Sustainable development aims to reverse the destructive trends of human action on our environment. There is a growing consensus that sustainable development means achieving a quality of life that can be maintained for many generations because it is: Socially desirable: Fulfilling people s cultural, material, and spiritual needs in equitable ways. Economically viable: Paying for itself, with costs not exceeding income. Ecologically sustainable: Maintaining the long-term viability of supporting ecosystems. Sustainable development entails the integration of these three objectives where possible, and making choices and negotiating trade-offs between objectives where full integration is not possible. These negotiations will be greatly influenced by factors such as peace and security, prevailing economic interests, political systems, institutional arrangements, and cultural norms. For example, the role of women in shaping policies and actions may be more restricted in Islamic countries, and the ability of the public to participate in this process may be more limited under authoritarian systems. There is no blueprint for sustainable development. It needs to be defined to meet and respect the particular needs and circumstances of individual countries, societies, and cultures. Traditionally, societies have attempted to set social, economic, and environmental goals, but often in isolation from one another. Because of this nature conservation targets have been set without regard to the goals for economic growth or poverty reduction. The result has been the creation of short-lived green islands in a sea of non sustentation

8 8 Decision-makers are now becoming aware that environmental goals can only be achieved by integrating them into mainstream social and economic policy-making. Please complete Activity 1 below: Field trip and Group Activity: Environmental educational excursion Introduction: In this activity you will set important foundations for the rest of the qualification. This activity will be broken into steps. These steps will form a part of the formative assessment and allow for self assessment and peer assessment. This is a full day excursion to a farm, nature reserve, city centre and urban living area. You do not need to take any books or materials with you but just to enjoy the interactions, which will form the base for the classroom learning. On this trip you will look at the following: Patterns in the environment - the relationships between all the living and non living natural resources found in a nature reserve. Patterns on farms- the relationships between humans, resources and the activities that occur on a farm. Patterns in the city - the interaction of humans and the environment occurring in a developed urban area. Look at a sustainable natural area and view a farm system Explore the natural resources- land, water, air, plants and animals Look at the demand created by a city on natural resources. - Water, land, air, plants and animals. Understand urban living conditions and demands for a holistic life- is this type of living sustainable. Look at a farm in the wider context of the surrounding community and its relation to the city- is the farm affected by its neighbors See the short-term effect of the forces of nature on an exposed farm. - Rain, erosion, wind and sun. Look at aspect and adaptation in plants and animals - how have plants adapted to best suit their environment. Look at the land as being in a state of constant change - Seasonal and production.

9 9 Please complete Activity 2 below: Group Activity: Environmental Role Play Introduction: The facilitator will divide the larger group into small groups; each group represents a government task force that has to devise a plan to make the island s activities sustainable. 1. Describe how your government would come up with a holistic plan to develop the infrastructure so that it can cater for people and the ecological environment, taking into consideration that the agricultural sector needs to be developed to the point where it can supply the needs of the island and export to the mainland. This must be a sustainable plan. 2. Once you have had time to thrash out your plan and write it up on newsprint you will report back to the main group. The other learners will be encouraged to question you on your plan. This plan will form a part of your formative assessment and will allow you positive feed back for your summative assessment at the end. Below you will find information about your island country. General information Your country is a small island that is part of a group of other islands situated in the tropics. The mainland island which is not part of your country - is significantly larger than the other surrounding, smaller islands. The island receives high rainfall and there is not much difference between the length of summer and winter daylight hours. The island is rich in minerals but the ecology is environmentally sensitive. Degradation of the countryside is occurring due to population expansion without the infrastructure to support this growth. The island would be ideally suited for tourism if there was better infrastructure and the stability of the environment could be guaranteed. Political components Due to the high level of poverty and unemployment the country is politically unstable and the government is seen as selling the ordinary person out to get money from foreign investors. The government has been offered lucrative deals to allow outside logging companies to come in and remove the indigenous trees. They have offered to replant the trees with commercial forests that will be sustainable into the future.

10 10 The government needs this extra income to sustain the existing infrastructure and to maintain the health service, plus the new industry would create much needed work. Social components Population of the island people. Projected growth of population by the year Unemployment 45%. Poverty 70%. Literacy levels 50%. Biophysical components Carrying capacity for humans at present people Drinking water from the streams is very dangerous, as the run off from the mines and the commercial farms have poisoned almost all of the rivers The companies growing tobacco, coffee and other cash crops are owned by foreigners who are not overly concerned about putting back anything into the land, they use commercial fertilizers to produce the crops and it is starting to environmentally impact the life in the streams surrounding these commercial farms. The soils in which the remaining forests grow are rich in minerals. Economic components Export market. Minerals from mines 80% of GDP and 10% export crops Mines are owned by off-shore companies that want to buy more mining concessions These concessions are presently in the huge nature reserves that make up the interior of the island and also occupy the watersheds for the island The mines have promised to make the mined areas available for farms when they have finished processing the areas for minerals. The mines employ 35% of all people employed on the island They also fund most of the schools on the island and have promised to build more schools if they are given additional mining right s At present the mainland has offered to expand imports for crops grown on the island, but they would have to buy in a lot more commercial fertilizers to meet the demands for coffee, tea and tobacco production. There are lots of small subsistence farmers but they only produce enough to support their immediate families. The two main towns on the island have to import all their food stuffs from the mainland as the local growers are not able to produce for the towns. Make sure everyone in your group is able to understand the information provided about the island and its socio-economic environment. Discuss this within the group and use the categories below to help you structure your sustainability plan. a. Biophysical resources available- natural resources / plants and animals. b. Political situation. c. Social situation. d Economic situation.

11 11 Concept (SO1 AC 1,2,3,4 SO2, AC 1,3 SO3 AC 1,3) The components of the environment (bio-physical, political, social and economic). I understand this concept Questions that I still would like to ask Sustainability within the agricultural context. The interaction between hard (biophysical) and soft (human) systems within an agricultural context. The relationship between the biophysical, political, social and economic components of a system. The dynamic nature of a system. Resource limitations in the real world. The four perspectives in sustainable development (social, economic, political and biophysical).

12 12 Session 2 The nature of a system After completing this session, you should be able to: SO 2: Demonstrate an understanding of a system and the nature of a system SO 4: Define and describe a sustainable farming system In any system there are always interactions between the elements. If the interactions were limited to the farm, it would be quite simple to understand. But, as in any system, there are always external factors that affect the three key aspects of a farm system. The three key aspects of a farm are: Hard elements: These are the renewable and non-renewable resources such as plants, animals, water, air, soil and sun. Soft elements: Are all the different people that work and live on the farm. Profit: The ideal outcome is reached when the hard elements and the soft elements are able to achieve a profit without negatively impacting on each other. A triangle can be set up in which the balance between the three elements can be shown. The balance must be reached for the farm to be sustainable. It is not easy to manage a farm to get the three elements to stay in a complementary flux The combination of the financial statements will give a very clear picture of how the farming operation is performing financially and indicate where there are financial problems.

13 13 Please complete Activity 3 below: Group Activity: Discuss and explore the interrelationships between people on your farm. Introduction: 1. In your group, use your past experience to list all the different types of interrelationships that occur between people on your farm. 2. List the things that might be changing, and any other interactions that you can think of. How does the changing hard element affect the relationships of the soft elements? Record your group findings on a flip chart to present to the plenary group. The relationship between labour and management. The relationship between labour and labour. Management and outside influences. Labour and outside influences. Management and those families that stay on the farm. Labour and those families that stay on the farm. Outside stimuli such as TV, radio and newspapers. Outside communities with different ideas on farming and land management. Dreams and aspirations of labourers. Dreams and aspirations of management. Day to day worries of labour. Day to day worries of management. Schooling for management, labour and families. 3. From your own experience on a farm list the interrelationships that occur between the natural resources: soil, water, air, animals, climate and plants, considering the following: What happens when greater production is required? What happens when there is a shortage of water? What happens when the carrying capacity of the land is exceeded? What happens when the plants become diseased? What happens if the fields are left to stand unproductive? What happens to the natural resources if the people on the farm are not able to manage effectively? 4. Record your findings on newsprint to present to the plenary group.

14 14 Concept (SO 2, AC1, 2, 3 SO 4 AC 3) The component elements of a system and its inter-relationships. I understand this concept Questions that I still would like to ask The difference between hard and soft systems. The dynamic nature of a system. Interactions between system components.

15 15 Session 3 Creating the right balance on a farm After completing this session, you should be able to: SO 3: Demonstrate an understanding of the balance of sustainability, productivity and conservation of resources. SO 4: Define and describe a sustainable farming system. In the first two sessions we looked at all the different components of systems and realized the importance of creating a sustainable system that will take us into the future. Important fact: There is much pressure on farmers as business people to make a profit in the short term and not to invest in the long term sustainability of a farm. Most farms in South Africa fall short of the balance between: Social sustainability (participation and ownership) Economic sustainability (profit, productivity, marketability) Environmental sustainability (biodiversity, conservation, long-term productivity, animal welfare) Political sustainability In South Africa there are four elements that need to be balanced within the rules that are laid down by the government. These rules are called legislation and cover all the interactions between the various elements. This legislation governs the way a farmer can operate a farm. This legislation applies to the following: Agricultural activities. A farmer can not just produce whatever he or she wants to, for some crops, such as timber, there are special licenses that allocate the amount of farmland that can be put under timber. Therefore a farmer is forced to comply with this legislation when planning the farm. Environmental activities. There is legislation that governs the way a farmer treats the environment. For example a farmer is not allowed to just dam up a river or alter the flow of water on his or her land. The farmer would have to apply for permission to build a dam. A farmer has to take preventative measures against polluting the environment through the activities of a farm. For example, if a farmer produces creosote poles and the chemicals that are used for the treatment process wash into the water system the farmer will be liable for cleaning up the area and any fines imposed. The farmer also runs the risk of having the operation closed down.

16 16 Labour legislation. A farmer is now responsible for the correct management of human resources according to the labour legislation and the employment equity act that applies to all farm owners and workers. For example the health and safety act governs the safe working conditions and the training of operators so that they are responsible and educated about the activities that they carry out. Please complete Activity 4: Individual Activity: Resource Assessment Make an assessment of the resources on your farm by using the table below. Record whether each of the following ones are limited, poor, adequate or abundant. Add some of your own ideas as well. Make sure your mentor, or supervisor, signs the activity so that your answers are verified for assessment purposes. Arable land Water Capital Human resources Vegetation Infrastructure Other Limited Poor Adequate Abundant NAME SUPERVISOR / MENTOR SIGNATURE DATE Please complete Activity 5 below: Group Activity: Creating a holistic plan 1. In your groups discuss how you would plan to incorporate the four elements of social, economic, environmental, and political sustainability so that the farm will be developed holistically. Take into account the limited resources available. Discuss the advantages of this holistic approach compared to the standard profit-driven farm.

17 17 2. Once you have discussed this and written down your recommendations you will need to report back to the bigger group. This report back will form a part of your formative learning which will help you in the final summative assessment. What happens if the fields are left to stand unproductive? What happens to the natural resources if the people on the farm are not able to manage effectively? Concept (SO 3, AC1, 2, 3, 4 SO 4, AC 1, 3) Resource limitations in the real world. I understand this concept Questions that I still would like to ask The advantages and costs of long-term holistic planning and practice. The four perspectives in sustainable development (social, economic, political and biophysical). The legal implications regarding agricultural activities. Sustainable farming systems. The interactions between system components.

18 18 Session 4 Sustainability of a farm After completing this session, you should be able to: SO 4: Define and describe a sustainable farming system In this session we explore the following concepts: Tools that can be used to ensure the sustainability of a farm. The role and function of financial statements. The role and function of human resource policies. The role and function of environmental plans. The role, function and value of political awareness. 4.1 Financial Statements Gross margin statements Gross margin statements are financial documents that show all the income and direct expenses, e.g. seed, fertilizer, feed, etc, of a farming business. Income statements An income statement shows all the income that has been generated and all costs incurred by a business. Balance Sheet A balance sheet shows all the assets and liabilities of a business hence net worth Cash flow statement A cash flow statement shows the money that has been received and paid out by a business, usually on a monthly basis. The combination of the above financial statements will give a very clear picture of how the farming operation is performing financially and indicate where there are financial problems.

19 Human Resource Policy A human resource policy provides guidelines for the day-to-day operations of a business in terms its employees. It provides a framework for the recruitment, selection and contractual agreements with personnel as well as for disciplinary and grievance procedures. It would guide the development and implementation of a consultative forum, consisting of a workers forum / union that meet constantly with management to discuss present and future needs, and provides feedback on labour relations. Indicators to look for would be healthy labour relations, positive attitudes at the place of work and acceptance of the farm by the surrounding communities, and this would show that social issues are being dealt with constructively. It will also include the following: Skills development: Long term plan to train and develop the labour force as a valuable resource. A skills audit would give a realistic view of the farm s progress in achieving its skills development goals. Employment equity plan for the farm: detailing proposed participation, future profit sharing and partnerships. Social issues like HIV/AIDS, and education. 4.3 Environmental Plan This policy will outline the different usage areas on the farm and give the overall conservation plan detailing and measuring the following: Carrying capacity of fields as regards farmed animals. Carrying capacity of indigenous areas as regards wildlife. All plants that occur naturally on the farm. Current veld composition together with the long term ideal veld make up. Water flow onto and off the farm. Terrestrial (land) and aquatic (water) living organisms found on the farm. Expected biomass to be removed from farm and required inputs to replace the loss. Indicating what natural resources like thatching grass or reeds that can be harvested at a sustainable rate. Environmental indicators should include: Level of soil erosion. Diversity of life in water bodies. Diversity of field with a good balance of palatable grasses being constantly maintained. Health of animal stock. Pollution levels at acceptable rate in water bodies. Soil analysis indicating balanced healthy soils.

20 Political Sustainability This is the need to be up-to-date and in tune with government views on agriculture and the long term development in the country. Indicators would be newspapers, reports, and articles, as well as information supplied by the local farm groups. Know about the political decisions made in the country and be able to adapt and accommodate them in the long term plan for the farm. Be a part of an agricultural organization that can communicate at local and top government levels such as Agri SA or NAFU. These bodies would indicate to you how your farm is measuring up to the national standard in the country. Please complete Activity 6 below: Group Activity: Discuss and explore tools to ensure sustainability. Introduction: As a group you have seen the need to achieve an acceptable balance between the different elements of the farming environment. 1. Explain in your own words how you would check and ensure that the resources on a farm are sustainable into the future. You may use additional materials to help you present this to the main group. Make sure you keep a copy of your group s notes to place in your Portfolio of Evidence. Financial statements. Human Resource Policy. Environmental Plan. Political Sustainability.

21 21 Concept (SO 1, AC 1, 2 SO 2, AC1, 2, 3, SO 3, AC 1, 3) The components of the environment (bio-physical, political, social and economic). I understand this concept Questions that I still would like to ask The concept of sustainability within the agricultural context. Hard (biophysical) and soft (human) systems and the way they interact. The component elements of a system and its inter-relationships. The dynamic nature of a system. Resource limitations in the real world. The four perspectives in sustainable development (social, economic, political and biophysical).

22 22 Session 5 Monitor and Evaluate sustainability on a farm After completing this session, you should be able to: SO 5: Monitor and re-evaluate sustainability of a whole farming system. In the previous session we focused on the holistic balance between the elements in a system. Now we will look at the basic monitoring systems that will ensure that this balance is maintained. Crop monitoring system The first step is to establish what the nutrient requirements of a crop are before the crop is planted. This can be analyzed through a soil sample and the nutrients added before planting. It is also essential to have the quality of the water analyzed as a high salt content can inhibit the uptake of nutrients from the soil. Secondly, once the crop is established have the oldest leaves sent for analysis to find out if any essential nutrients are missing. This will also give you the opportunity to check for damage by pests and diseases. Monitoring of the crop as it grows is important and many hints as to the health of the crop can be investigated. For example, the plants are showing signs of wilting even though they are being well watered. Check the water quality as it may have deteriorated through contamination or a bacterial wilt might have affected the root zone. Once the plants start to fruit they must be monitored regularly as they are under stress putting their energy into fruit development. If the shape of the fruit becomes deformed in any way it can indicate lack of nutrients, chemical damage or damage by insect or disease. It is important to establish what is causing the distortion and take the appropriate action immediately. There are a number of basic similarities that can be applied across crop, animal and natural resource monitoring and they are the following: The need to establish what is the norm as regards requirements and standards. Establish a checklist of factors that need to be monitored on a regular basis This list needs to be handed in on a daily basis to the management. The need to conduct regular observations and tests to identify if everything is in order and to balance laboratory testing with general surveillance by staff and management.

23 23 Checking needs to be done on a daily basis as a lot can change in 24 hours. Please complete Activity 7: Group Activity: Basic monitoring system for animal production and natural resources. 1. Identify the checklists used on the farm where you are working that will provide indicators for sustainability. Explain what the role is of each of these checklists. 2. Choose two of the environmental sustainability indicators below and source the appropriate checklists and policy documents for the farm. Use the policy or checklist to compare that with reality and form an opinion on whether or not there is a problem. Where there is a problem you must give a suggestion on how the situation can be rectified, as well as decide if this is a seasonal issue or a problem that must be addressed immediately. The identified carrying capacity for a field where animals are grazed vs. the number of animals actually grazing in that field. The carrying capacity of an indigenous area on the farm vs. the most recent audit to establish the number of animals actually living in that area. A list of all the plants occurring on the farm compared with a list of invasive plant species. Water flow onto the farm vs water flow off the farm. Identified plant resources (e.g. thatching) compared with actual harvesting records. Soil erosion occurring on the farm vs. implementation of repairs. Water quality policy vs. most recent water quality test results. Concept (SO 5; AC 1-6) The link between budgets and strategic objectives in the planning process of a farm. Elementary monitoring systems for crop and animal production and natural resources. System is failure on a farm. Recognising component/s under stress. Corrective measures for components under stress. The progression of seasonal processes and the importance of timely interventions to support productivity. The recording of basic managerial information. I understand this concept Questions that I still would like to ask

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. Describe what would be meant by sustainability in the agricultural context? 2. Explain why it is so important to take political, social, economical and natural resources into account when planning for sustainability on a farm? 3. Explain the interaction between the people that are on the farm and the natural resources/ plants and animals? 4. Describe how the farm system is constantly changing? 5. Explain the advantages and costs of long term holistic planning and practice. 6. Describe the indicators of a sustainable farm under the following headings: Social indicators Economic indicators Natural resources Plants Animals Political indicators 7. Explain in your own words what the progression of seasonal processes and the timely interventions to support productivity.

25 25 Questions 1. I am sure 2. I am unsure 8. Describe how you would record the managerial information that is generated by an elementary monitoring system. 9. Explain the following concepts in your own words: Natural resources Political component of the environment Social component of the environment Economic component of the environment. My Notes

26 26 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.

27 27 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:

28 28 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. Acknowledgements Project Management: M H Chalken Consulting IMPETUS Consulting and Skills Development Donors: Boland College Authenticator: Ms D Naidoo Technical Editing: Ms S Spies Language Editing: Mr D Erasmus OBE Formatting: Ms P Prinsloo Design: Didacsa Design SA (Pty) Ltd Layout: Ms A. du Plessis

29 [Registered Qual & Unit Std Home page] [Search Qualifications] [Search Unit Standards] 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: Incorporate basic concepts of sustainable farming systems into practical farm activities SAQA US ID UNIT STANDARD TITLE Incorporate basic concepts of sustainable farming systems into practical farm activities SGB NAME SGB Primary Agriculture FIELD Field 01 - Agriculture and Nature Conservation REGISTERING PROVIDER SUBFIELD Primary Agriculture ABET BAND UNIT STANDARD TYPE NQF LEVEL CREDITS Undefined Regular Level 3 7 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 demonstrate an understanding of the importance of sustainability of farming activities. Furthermore, the learner will be able to incorporate this understanding into existing farming activities. 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: Recognise and identify the basic functions of the ecological environment or equivalent. UNIT STANDARD RANGE 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 complexity of what is required. UNIT STANDARD OUTCOME HEADER N/A Specific Outcomes and Assessment Criteria: SPECIFIC OUTCOME 1

30 30 Identify the basic components of sustainable farming systems. OUTCOME RANGE Basic components may be living or non-living, renewable and non-renewable resources. Sustainable farming systems include markets, people, animals, plants, soil micro- flora/ fauna and minerals. ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 The components of the environment (bio-physical, political, social and economic) are identified and explained. ASSESSMENT CRITERION 2 The concept of sustainability within the agricultural context is explained. ASSESSMENT CRITERION 3 Interactions between the various components of the environment and the agricultural context are defined and explained. ASSESSMENT CRITERION 4 Hard (biophysical) and soft (human) systems and the way they interact are defined and explained. SPECIFIC OUTCOME 2 Demonstrate an understanding of a system and the nature of a system. OUTCOME RANGE The nature of a system includes but is not limited to: Elements (components). Definitions of inter-relationships. Dynamics (Overview). Hard and soft systems (biophysical & human systems). ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 The component elements of a system and its inter-relationships is explained. ASSESSMENT CRITERION 2 Hard and soft systems are identified and the differences between the two types are distinguished. ASSESSMENT CRITERION 3 The dynamic nature of a system is explained. SPECIFIC OUTCOME 3 Demonstrate an understanding of the balance of sustainability, productivity and conservation of resources. OUTCOME RANGE Social sustainability (Participation and ownership).

31 31 Economic sustainability (profit, productivity, marketability). Environmental sustainability (biodiversity, conservation, long-term productivity, animal welfare). Political sustainability. Contexts of legal environment. ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 Resource limitations in the real world are explained. ASSESSMENT CRITERION 2 The advantages and costs of long-term holistic planning and practice is explained. ASSESSMENT CRITERION 3 The four perspectives in sustainable development (social, economic, political and biophysical) is explained. ASSESSMENT CRITERION 4 An overview of legal implications, of structures and agricultural activities is provided. SPECIFIC OUTCOME 4 Define and describe a sustainable farming system. OUTCOME RANGE In plant production, animal production, mixed farming systems, sustainable harvesting of natural resources, game etc. Describe a local farming system. Identify indicators. Measure indicators. Awareness of appropriate strategies.