SayPro Online Course SAQA 11516648972

Description

Fundamental Competencies:

1.
Oral reports are made or data is entered on pre-printed forms or screens.
Instructions (including challenging, inappropriate or incorrect instructions) are received, evaluated, clarified and acted on.
Workplace language, e.g. special purpose gestures and terminology to describe conditions, events, problems and actions is used.
Meetings (describe conditions, state own opinions) are participated in.
Information is collected from a variety of sources by recognising / reading / and/or using sensory cues.
Information (collected from instruments, gauges, outputs, incidents, operations) is organised, summarised and responded to.
Conditions or states are determined by measuring (i.e. temperature, size, mass, colour).

2.
Numbers are used to count and measure.
A calculator is used to add, subtract, divide or multiply.
Simple fractions and decimals are read and written.
Simple rations / percentages are applied as part of an instruction.
Proper use is made of number sequence, i.e. batch numbers.
Shapes are recognised.
Money is calculated in Rands and cents (related to pay, deductions, price, etc.)
Business related application are applied.
Underpinning natural science principles are applied.

3.
Different elementary data collection methods are applied whilst agricultural data is collected.
Collected agricultural data is recorded correctly and accurately.
Data collection equipment is used and maintained.
Appropriate health, safety and hygiene standards are maintained throughout the data collection process.

4.
Basic environmental patterns and processes such as soils, climate, water sources, topography, ecosystems pertaining to local conditions only are recognized.
An elementary comprehension of farming systems and design such as internal and external inputs; local, regional and export markets; diverse income sources; needs and aspirations of people is demonstrated.
Measurable indicators of sustainability such as social, economic and ecological are identified and described.

Agri-business:

5.
Agricultural inputs are received.
Storage information on inputs is sourced.
Stock levels are maintained.
Accurate records are kept.
Safety regulations are observed.

6.
The concept of production is explained.
The basic functions within the production process are explained.
The transformation/conversion process is explained.

7.
The marketing concept is explained.
The principles of supply and demand are explained.
The components and importance of marketing mix are explained.

8.
Capital investment is explained.
Flow of money is explained.
Flow of cost is explained.
The concept of profit and loss is explained.
The basic components of basic financial record keeping system are explained.

9.
Explain HR management rules and procedures applicable to the immediate work environment.
Adhere to relevant LR legislation.
Identify the different types and purposes of contracts and agreements.
Describe and apply health and safety rules and practices applicable to the workplace.

10.
The natural resources required for the selection of an agricultural enterprise are identified, recognized and described.
The infrastructural requirements for the selection of the relevant enterprise are determined and described.
All livestock or crops on the farm are identified.
The relation between the natural resources, infrastructure, the choice of stock or crop and production cycle is explained.

Agricultural Practices:

11.
Good personal hygiene practices are applied.
Preventative measures against food contamination are applied.
Warning signs regarding product safety (where applicable) are adhered to.

12.
Water is sampled correctly and quality observed.
Water quality is recorded and reported on.
Minor maintenance tasks are performed on water quality technical systems.

13.
The impact of farming operations and practices on the environment is explained.
Environmentally friendly methods of disposal and/or re-use of farm and domestically generated waste and pollutants are applied.
Biodiversity is maintained and increased.
Invasive alien plant species and noxious weeds are cleared.
On farm fire breaks and/or fire guards are established.

14.
Veld, planted pasture and arable land are recognized.
Soil physical characteristics are related to land capability.
A swale (level contour bund), using a simple water level is constructed.
Swales and soil erosion prevention structures are maintained.

15.
Tools and equipment that had been selected from a range of tools, are appropriate to the agricultural task.
Problems related to the use of tools and equipment are recognized and appropriate action is taken.
Routine maintenance tasks are performed in a safe manner.
Agricultural equipment is cleaned and stored correctly.

Plant Production:

16.
The different parts of a plant are located, identified and described.
The role of the parts of the plant is described.
The relation between the plant and environment is explained.

17.
Identify and apply nutrients correctly by using the appropriate application techniques.
Basic symptoms of nutritional deficiencies are identified.
Soil properties are explained.

18.
The propagation environment and the components thereof are identified and the role/effect on propagation is described.
Propagation material and media are prepared according to the propagation environment.
Routine propagation methods are applied.
Routine post propagation methods are applied.
Safety and hygiene measures are applied.

19.
Tools, appropriate to the harvesting method and crop, are selected and the correct usage is demonstrated.
Crop is sampled for maturity indexing.
Harvesting procedures are applied.
Health, hygiene and safety measures are adhered to and applied.

20.
Soil or growth medium is prepared and irrigated according to the plant/crop requirements.
Planting material is handled correctly for the successful establishment.
The effects of the environment on the specific crop are explained.
Correct placing, spacing and depth of the plant material is determined.

21.
Insects and other classes of animals are distinguished.
The basic anatomy of an insect is described.
Crop damaging appendages are located and the damages to plants are explained.
The life cycle of an insect is explained.
Distinguish between harmful and useful insects and pests.

22.
Frameworks are developed according to the requirements of the crop.
Pruning, training and other manipulation techniques are applied.

NOTE: Assessment should be specific to the area of operation (i.e. Either horticulture or agronomy including but not limited to arable and/or dry land production).

Animal Production:

23.
Environmental factors influencing the veld are identified and described.
Environmental factors that influence livestock selection are analysed and described.
Supplementary feeding options for livestock production are identified and described.
Beneficial and harmful organisms that influence livestock production are identified and described. [Range: emphasis on locally important parasites and diseases]
The effects of agricultural management practices on the sustainability of the environment identified and assessed.

Integrated Assessment:

Integrated assessment at the level of the qualification provides an opportunity for learners to show that they are able to integrate concepts, ideas and actions across unit standards to achieve competence that is relevant and coherent in relation to the purpose of the qualification.

Integrated assessment must judge the quality of the observable performance, but also the quality of the thinking that lies behind it. Assessment tools must encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance. Some assessment practices will be of a more practical nature while others will be of a more theoretical nature. The ratio between action and interpretation is not fixed, but varies according to the type and level of qualification.

A broad range of task-orientated and theoretical assessment tools may be used, with the distinction between practical knowledge and disciplinary knowledge maintained so that each takes its rightful place.

Generic nature of the unit standards and the context of assessment:

Because of the diverse nature of the primary agricultural sector, a generic approach to developing the unit standards has been adopted. This resulted in generic unit standards which should be contextualised within a specific area of operation, a specific agricultural commodity or specific agricultural system. Assessment therefore, should not be divorced from the context of application. All assessment tools, such as guides as well as the interpretation of unit standards and specifically range statements, should be contextualised within a specific agricultural commodity and/or system.