enterprise sselection and planning - agriseta€¦ · enterprise sselection and planning nqf level:...

AAsssseessssmmeenntt GGuuiiddee PPrriimmaarryy AAggrriiccuullttuurree

EEnntteerrpprriissee sseelleeccttiioonnaanndd ppllaannnniinngg

NQF Level: 2 US No: 116081

The availability of this product is due to the financial support of the National Department of Agriculture and the AgriSETA.

Assessor: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Workplace / Company: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Commodity: . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . . . . . . . . .

Identify and Recognize Factors Influencing Agricultural Enterprise Selection

Primary Agriculture NQF Level 2 Unit Standard No: 116081 22

Version: 01 Version Date: July 2006

BBeeffoorree wwee ssttaarrtt…… his assessment guide contains all necessary activities and instructions that will enable the assessor and

learner to gather evidence of the learner’s competence as required by the unit standard. This guide was designed to be used by a trained and accredited assessor whom is registered to assess this specific unit standard as per the requirements of the AgriSETA ETQA.

Prior to the delivery of the program the facilitator and assessor must familiarise themselves with content of this guide, as well as the content of the relevant Learner Workbook.

The assessor, facilitator and learner must plan the assessment process together, in order to offer the learner the maximum support, and the opportunity to reflect competence.

The policies and procedures that are required during the application of this assessment are available on the website of the AgriSETA and should be strictly adhered to. The assessor must familiarise him/herself with this document before proceeding.

This guide provides step-by-step instructions for the assessment process of:

This unit standard is one of the building blocks in the qualification listed below. Please mark the qualification you are currently assessing, because that will be determined by the context of application:

Title ID Number NQF Level Credits Mark

National Certificate in Animal Production 48976 2 120

National Certificate in Mixed Farming Systems 48977 2 120

National Certificate in Plant Production 48975 2 120

Please mark the learning program you are enrolled in:

Are you enrolled in a: Y N

Learnership?

Skills Program?

Short Course?

TT

Title: Identify and Recognize Factors Influencing Agricultural Enterprise Selection

US No: 116081 NQF Level: 2 Credits: 2

PPlleeaassee NNoottee::

This Unit Standard 116081 Assessment Guide must be read in conjunction with the generic Assessor Guide as prescribed and published by the AgriSETA.

NNoottee ttoo AAsssseessssoorr::

If you are assessing this module as part of a full qualification or learnership, please ensure that you have familiarized yourself with the content of the qualification.




1. Give a summary of the natural resources that are available on the farm where you are working?

Model Answer(s): Natural resources in the farming environment include:

• Soil • Water • Climate • Indigenous vegetation • Landscape and topography

2. Which minerals that plants use are found in air and water?

Model Answer(s):

Carbon, hydrogen and oxygen

3. Which minerals that plants use are found in soil?

Model Answer(s): Iron, sodium, calcium, phosphorous, potassium, copper, sulphur, magnesium, manganese, zinc, boron, chloride, and molybdenum

4. What are the characteristics of soil that determine the depth of the effective root zone of a crop?

Model Answer(s): • Texture • Structure • Layering or stratification • Chemical and mineral composition • Parent rock material • Depth • Slope

• Drainage risk as result of topographic position

5. Give a definition of soil erosion in your own words?

Model Answer(s): Soil erosion occurs when soil is removed through the action of wind and water at a greater rate than it is formed, and is often the result of farming practices that expose open soil to the elements, because it does not take into consideration that the soil can be washed or blown away.

Instructions to learner:

You must consider the enterprise with which you are working to

answer the following questions:11 SSOO 11 AACC 11--66

Learner Guide: Page 21 Facilitator Guide: Page 11




6. What substance can be in irrigated water that can cause problems?

Model Answer(s):

Soluble salt content

7. What are the three main sources of water on a farm?

Model Answer(s): Rivers, dams and boreholes

8. What impact does the National Water Act (1988) have on a farmer’s irrigation plans?

Model Answer(s):

According to the National Water Act (1998), the fair distribution of water is of extreme importance, and water measuring is applied to verify the extraction of water against an allocation. Most water sources are managed by Water Users Associations, which has to see to it that only the quantity of water allocated to each specific farm is pumped by or delivered to the farm for irrigation purposes. It is the farmer’s prerogative to utilise the allocated amount to the best of his ability through choice of irrigation system and good management.

9. What is the difference between climate and microclimate?

Model Answer(s): Microclimate refers to the climate of a small area. It may differ from the surrounding climate as a result of aspect, tree cover (or the absence of tree cover), or exposure to winds. Climate is the average weather, usually taken over a 30 year period, for a particular region and time period. Climate is not the same as weather, but is the average pattern of weather for a particular region. Climatic elements include precipitation, temperature, humidity, sunshine, wind velocity, phenomena such as fog, frost, and hail-storms, and other measures of the weather.

10. What are climatic factors limiting farm enterprises?

Model Answer(s): • High spring/summer temperatures • Low relative humidity • Water stress during critical growth periods due to poor availability • Hail • Wind, which causes damage to produce




11. What are the climatic risks that a farmer should plan for and explain each of these (four)?

Model Answer(s): • Wind • Rainfall • Heat • Frost and cold • Hail

Wind • Extremely windy conditions can affect growth, plant development and yield.

Windy conditions hamper applications of liquids, such as spraying and irrigation. It also evaporates soil moisture rapidly, in particular in uncovered soils.

• In the establishment of any production unit, prevailing winds and the possible effects thereof on plant development and subsequent income has to be considered carefully.

Rainfall • Sufficient rain to ensure enough water for irrigation purposes is one of the main

requirements for successful plant production. The effect of too much or too little rain can, depending on the intensity, vary from negligible to catastrophic.

• Prolonged dry periods, which occur in most parts of the South Africa, can have a severe effect on yield and product size, and subsequently profitability.

• Prolonged rainy spells in the summer rainfall areas during the spring and summer hampers spray programs and can result in heavy pest or disease infestations. Late summer or autumn rains can also have a negative effect on the quality of harvests, which in turn will influence how much can be marketed in specific ways (e.g. exports), with subsequent reduction in income.

• Rain during the harvest season, can affect the quality of harvests and increases the potential for post-harvest decay.

Heat • Extreme heat can have an impact on flowering events, which will have a direct

effect on the crop yield. For example, in citrus production, during the November drop period, severe heat can cause a moisture deficit in the tree which also leads to an excessive drop of fruit lets.

Cold and Frost • Not all plants are impacted upon by frost in the same way; it is important to

know firstly what the frost occurrence is in an area in order to select plants that can withstand local conditions.

Hail • Hail damage is a real threat in the northern production areas. Hail causes

extensive damage to corpses. • It is prudent to examine the incidence of hail in any of the northern areas

before developing a new production unit. The information on the incidence in the various areas is available from the crop insurance companies, who can also provide information on costs of insurance against hail damage.




12. What vegetation type (biome) is found in your area? Describe it.

Model Answer(s): There is no model answer for this question; the facilitator/assessor must access local information.

13. In your own words, explain the importance of understanding topography.

Model Answer(s): In terms of environmental quality, agriculture, and hydrology, understanding the topography of an area enhances the understanding of watershed boundaries, drainage characteristics, water movement and water quality.

Understanding topography also aids in soil conservation, especially in agriculture. Contour ploughing, which is the practice of ploughing along the topographic lines, is an established practice of enabling sustainable agriculture on sloping land.

MMyy NNootteess ……

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You will be provided with a map of the farm marked with numbers. The numbers correspond to specific parts of the farm’s infrastructure. In your group you must identify what the infrastructure is, what its purpose is, why it is in that place, what condition it is in, whether or not it is in the right place to achieve what it should achieve, and if not, suggest better position.

Model Answer(s): There are no model answers for this activity; the facilitator/assessor must draw up the model answers based on the context where learning takes place.

Identify three items in each of the four categories of stock in your Learner Guide (Plant material, Agro-chemicals, Maintenance items, and Fuel) that are kept or used on your farm. Using the policies and procedures of the farm, answer the following questions about each of the items.

1. How does this item contribute to the success of farming activities?

2. What are the characteristics of these items? (Fluid, solid, gas; animal/plant)

3. What do these stock items ‘need’ from people on the farm in order to remain fully functional. Consider it specifically in terms of storage, handling, repair, maintenance and control.

Model Answer(s): There are no model answers for this activity; the facilitator/assessor must draw up the model answers based on the context where learning takes place.


Investigate the farm infrastructure 22 SSOO 22 AACC 11--44

Learner Guide: Page 31 Facilitator Guide: Page 12


You will complete this activity in pairs. 33 SSOO 33 AACC 11--44 Learner Guide: Page 41 Facilitator Guide: Page 14




Below is a table that can be used to identify and list the various production cycles of an enterprise. In small groups, you must identify, list and analyse the production cycles that are relevant for your farming enterprise. In the ‘stage of production’ columns, identify the key stage, and create shaded areas to show when these processes take place. You will have to access some of this information from other staff members on the farm.

Model Answer(s): There is no model answer for this activity; the facilitator/assessor must draw it up based on the context where the learners are working.

PLANT PRODUCTION CYCLES

Production Processes

Month Stage of production

Stage of production

Fert

ilisa

tion

Pest

and

D

isea

se C

ontr

ol

Irrig

atio

n

Prun

ing/

or

othe

r pr

oces

s

Har

vest

ing

Pack

ing

January

February

March

April

May

June

July

August

September

October

November

December


Group work. 44 SSOO 44 AACC 11--44 Learner Guide: Page 48 Facilitator Guide: Page 15




In small groups, identify the main crop or animal to be harvested on your farm. Go through a step-by-step process to explain the harvest practices for this commodity, ensuring that the issues in the Learner Guide are covered. Record your answer in the space provided below. Once you have done so, your group must prepare a 10 minute presentation for the rest of the group where it is your task to inform them of the correct practices, in other words, as if you were in a training environment.

Model Answer(s): The model answer for this activity depends on the context where the learners are working. However, the assessor must ensure that the following steps appear in the learners’ answers: • Harvesting Systems; what is needed for the harvest to take place. • Pre-Harvest Actions; any preparations that must be done before harvesting

takes place. • Harvesting / Picking Process; what happens during the harvesting process. • Transport to Accumulation Point or Pack house; any special precautions or

planning to do with collection and transport of produce.


Group Work. 55 SSOO 55 AACC11--44 Learner Guide: Page 56 Facilitator Guide: Page 17

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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You will complete this activity in pairs. Identify three items in each of the four categories of stock in your Learner Guide (Plant material, Agro-chemicals, Maintenance items, and Fuel) that are kept or used on your farm. Using the policies and procedures of the farm, answer the following questions about each of the items.

There are no specific model answers for this activity; the facilitator/assessor must draw up the model answers based on the context where learning takes place. However, the assessor should ensure that the key elements outlined are included in the learners’ answers.

1. Explain your understanding of the basic requirements for successful post-harvesting

practices on your farm.

Model Answer(s): • That produce can be identified to its source and the documentation trail is

coherent. • That there is some form of control over the produce that is decayed; what

happens to it, which it goes to, to whom is it reported. • Methods of receiving produce; documentation and process. • If produce has to be washed, that it is done. • That produce is examined and graded • That produce sorted and packed correctly • That the packaging system is efficient and correct • That the produce is prepared for storage in the right way, in the right place.

2. Explain the post harvest practices for the main commodity of your farm.

Model Answer(s):

There is no model answer for this question; the facilitator/assessor must draw it up based on the context where the learners are working.


Group work. 66 SSOO 66 AACC 11--44 Learner Guide: Page 64 Facilitator Guide: Page 18




3. Explain your understanding of good health and hygiene principles as they apply in the

context of the farm where you are working.

Model Answer(s): The Occupational Health and Safety Act of 1993 provides for the health and safety of persons at work and when using plant and machinery. It also provides for the protection of persons other than those at work against hazards to health and safety arising out of activities of persons at work. The place of work must adhere to these regulations by. • Providing and maintaining systems of work, plant and machinery that are safe and

without risk to health; • Taking steps to eliminate or mitigate any hazard or potential hazard to the safety

or health of employees; • Making arrangements for ensuring the safety and absence of risks to health in the

production and harvesting process; • Identifying the hazards to the health or safety of persons attached to any work

which is performed, and devising and applying any necessary precautionary measures;

• Providing such information, instruction, training and supervision as may be necessary to ensure the health and safety of his employees;

• Not permitting any employee to do any work unless the precautionary measures which may be prescribed , have been taken;

• Enforcing such measures as may be necessary in the interest of health and safety;• Ensuring that the work is performed under the general supervision of a person

trained to understand the hazards associated with it and who has the authority to ensure that the precautionary measures taken by the employer are enforced.

• In terms of hygiene: • Only healthy people must be involved in the harvesting process; • Workers must have access to clean toilets and hand washing facilities in the

vicinity of their work area; • Basic verbal and written instructions in hygiene must be given before handling

produce, including personal cleanliness including hand washing, wearing of jewellery, fingernail-length and cleaning, and personal behaviour;

• Wearing and care of protective clothing; • All subcontractors and visitors must be aware of the relevant demands on

personal hygiene; • A trained person in First Aid must be available whenever on-farm activities are

carried out; • The accident and emergency procedures must be clearly understood by all workers.

4. What quality standards apply for the product that you harvest?

Model Answer(s): These will be determined by the context where the learner is working.




SSuummmmaattiivvee TTeesstt aanndd AAttttiittuuddee && AAttttrriibbuuttee EEvvaalluuaattiioonn

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:

Questions Model Answers

1. Explain your understanding of the basic requirements for successful post-harvesting practices on your farm.

• That produce can be identified to its source and the documentation trail is coherent.

• That there is some form of control over the produce that is decayed; what happens to it, which it goes to, to whom is it reported.

• Methods of receiving produce; documentation and process.

• If produce has to be washed, that it is done. • That produce is examined and graded • That produce sorted and packed correctly • That the packaging system is efficient and

correct • That the produce is prepared for storage in the

right way, in the right place.

2. Explain the post harvest practices for the main commodity of your farm.

There is no model answer for this question; the facilitator/assessor must draw it up based on the context where the learners are working.

BB

Unit Standard: 116081 NQF Level: 2

Learner Name:




3. Explain your understanding of good health and hygiene principles as they apply in the context of the farm where you are working.

The Occupational Health and Safety Act of 1993 provides for the health and safety of persons at work and when using plant and machinery. It also provides for the protection of persons other than those at work against hazards to health and safety arising out of activities of persons at work. The place of work must adhere to these regulations by.• Providing and maintaining systems of work,

plant and machinery that are safe and without risk to health;

• Taking steps to eliminate or mitigate any hazard or potential hazard to the safety or health of employees;

• Making arrangements for ensuring the safety and absence of risks to health in the production and harvesting process;

• Identifying the hazards to the health or safety of persons attached to any work which is performed, and devising and applying any necessary precautionary measures;

• Providing such information, instruction, training and supervision as may be necessary to ensure the health and safety of his employees;

• Not permitting any employee to do any work unless the precautionary measures which may be prescribed , have been taken;

• Enforcing such measures as may be necessary in the interest of health and safety;

• Ensuring that the work is performed under the general supervision of a person trained to understand the hazards associated with it and who has the authority to ensure that the precautionary measures taken by the employer are enforced.

• In terms of hygiene: • Only healthy people must be involved in the

harvesting process; • Workers must have access to clean toilets and

hand washing facilities in the vicinity of their work area;

• Basic verbal and written instructions in hygiene must be given before handling produce, including personal cleanliness including hand washing, wearing of jewellery, fingernail-length and cleaning, and personal behaviour;

• Wearing and care of protective clothing; • All subcontractors and visitors must be aware of

the relevant demands on personal hygiene; • A trained person in First Aid must be available

whenever on-farm activities are carried out; • The accident and emergency procedures must

be clearly understood by all workers.




4. What are the climatic risks that a farmer should plan for and explain each of these (four)?

Wind • Extremely windy conditions can affect growth,

plant development and yield. Windy conditions hamper applications of liquids, such as spraying and irrigation. It also evaporates soil moisture rapidly, in particular in uncovered soils.

• In the establishment of any production unit, prevailing winds and the possible effects thereof on plant development and subsequent income has to be considered carefully.

Rainfall • Sufficient rain to ensure enough water for

irrigation purposes is one of the main requirements for successful plant production. The effect of too much or too little rain can, depending on the intensity, vary from negligible to catastrophic.

• Prolonged dry periods, which occur in most parts of the South Africa, can have a severe effect on yield and product size, and subsequently profitability.

• Prolonged rainy spells in the summer rainfall areas during the spring and summer hampers spray programs and can result in heavy pest or disease infestations. Late summer or autumn rains can also have a negative effect on the quality of harvests, which in turn will influence how much can be marketed in specific ways (e.g. exports), with reduction in income.

• Rain during the harvest season, can affect the quality of harvests and increases the potential for post-harvest decay.

Heat • Extreme heat can have an impact on flowering

events, which will have a direct effect on the crop yield. For example, in citrus production, during the November drop period, severe heat can cause a moisture deficit in the tree which also leads to an excessive drop of fruit lets.

Cold and Frost • Not all plants are impacted upon by frost in the

same way; it is important to know firstly what the frost occurrence is in an area in order to select plants that can withstand local conditions.

Hail • Hail damage is a real threat in the northern

production areas. Hail causes extensive damage to corpses.

• It is prudent to examine the incidence of hail in any of the northern areas before developing a new production unit. The information on the incidence in the various areas is available from the crop insurance companies, who can also provide information on costs of insurance against hail damage.




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

Actions to follow:

Assessor report to ETQA

Learner results and attendance certification issued

Learner’s Signature:

Date:

Assessor’s Signature:

Date:

Moderator’s Signature:

Date:

enterprise sselection and planning - agriseta€¦ · enterprise sselection and planning nqf level:...

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