NQF Level:
2
US No: 116121
Facilitator Guide
Primary Agriculture
Co n s e rva ti o n
Facilitator: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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.
Apply sustainable farming practices to conserve the ecological environment
Primary Agriculture
NQF Level 2
2
Unit Standard No: 116121
Before you get started…
Dear Facilitator,
This Facilitator Guide (together with the relevant Learner Guide) is aimed at
facilitators who will be assisting learners wishing to complete the following unit
standard:
Title:
US No:
Apply sustainable farming practices to conserve the ecological environment
116121
NQF Level:
2
Credits:
5
This guide contains all necessary facilitation instructions to ensure that learners will
attain the expected competencies required by the above-mentioned unit standard.
This guide is designed to be used during the presentation of a learning session
based on this unit standard. The full unit standard is attached at the end of the
relevant Learner Guide. Learners are advised to read the unit standard at their time.
Please discuss the unit standard with the learners to ensure that they understand
what is expected from them to achieve the outcomes of the unit standard.
This unit standard is one of the building blocks in the qualifications listed below.
Please mark the qualification you are currently facilitating, because that will be
determined by the context of application:
Title
ID Number
NQF Level
Credits
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
Mark
Please mark the learning program the learners are enrolled in:
Are you enrolled in a:
Y
Note to Facilitator:
If you are presenting
this module as part of
a full qualification or
learnership, please
ensure that you have
familiarised yourself
with the content of the
qualification.
N
Learnership?
Skills Program?
Short Course?
Please explain the above concepts to the learner.
There are three guides, namely the Learner Guide (with activities),
Assessor Guide and the Facilitator Guide.
These guides have been developed to address specific aspects of the learning
experience. You therefore need to use these guides complementally to one another.
Make this an enjoyable learning experience!
Version: 01
Version Date: July 2006
Apply sustainable farming practices to conserve the ecological environment
Primary Agriculture
NQF Level 2
Unit Standard No: 116121
3
Context of Application …
Primary Agriculture is a diverse sector and a wide range of commodities is being
produced for both national and international market. Each commodity has its own
production requirements and practices. You will be facilitating the learning process
within a specific context where a specific agricultural commodity is being produced.
The learning material has been written in a generic manner, as it is aimed to be
available on national level and should be relevant to be applied within a variety of
commodities. It is therefore inclusive of all agricultural commodities and crop in this
field. Therefore, the examples that are being used in the materials may not always
be applicable to your specific community, commodity, environment or region.
This presents you, the facilitator, with the challenge to contextualise the learning
material. It is imperative that you, the Facilitator and Assessor interpret and present
activities, case studies and projects related to the material in such a way that
learners can easily identify and apply their knowledge within their own context. This
will require from you to add examples of crop, which are applicable to the
community or farm. Learners must be guided with examples from their own
communities, commodities, environment or regions. This should be done by
complementing the learning material with:
Examples relevant to the commodity,
Including commodity specific requirements,
Including operating procedures of the farm,
Including agricultural practice specific requirements,
Agricultural markets,
Guiding learners to write these specifics down in the learning guide, etc.
The contextualisation of the learning material is a very important step in
preparing for and facilitating the learning experience and enough time and
effort should be put into this exercise.
According to the qualifications mentioned on page 2, this module could be
contextualised to fit the following groups of commodities:
Plant Production
•
•
•
•
•
•
Organic production,
Hydroponic production,
Perma-culture production,
Agronomy,
Horticulture,
Natural resources harvesting.
Version: 01
Animal Production
•
•
•
•
•
•
•
•
•
•
Small stock production,
Large stock production,
Dairy production,
Pig production,
Poultry production,
Game,
Aqua / mari culture,
Commercial insects
Animal fibres harvesting,
Bee keeping,
Version Date: July 2006
•
•
•
•
•
•
•
Natural resources harvesting,
Organic production,
Perma-culture production,
Eco/Agri Tourism,
Agro Chemicals,
Horse Breeding,
Etc.
Apply sustainable farming practices to conserve the ecological environment
Primary Agriculture
NQF Level 2
Unit Standard No: 116121
4
How to use this guide …
Throughout the guide information is given specifically aimed at you, the facilitator,
to assist in the actual presentation of the learning material and/or facilitation of the
learning process. Although this guide contains all the information required for
attaining competency in this unit standard, references to additional resources, both
printed and electronic, are provided for additional reference by the facilitator and
further study by the learner.
Please note that the purpose of this information is merely to guide you, the
facilitator, and is provided as a suggestion of possibilities. It remains the
responsibility of every facilitator to re-assess the learner/s in each learning situation
throughout the learning process in order to stay in touch with their specific learning
needs. This should be the determining factor in the choice of the learning approach
to follow.
Use the different boxes listed below for identification purposes:
Instructions regarding
activities, whether group or
individual activities will be
described in this box.
Facilitators’ Tip …
My Notes …
You can use this box for your own notes/comments.
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Version: 01
Version Date: July 2006
Apply sustainable farming practices to conserve the ecological environment
Primary Agriculture
NQF Level 2
Unit Standard No: 116121
5
What & How will you be Facilitating?
The Learning Experience........................................................…......................
6
Learning Program Time Frames.......................................................................
7
Tips for level of learning ..............................................................................…
8
Facilitator’s Checklist & Training Aids .........................................................…
9
Contextualisation of Content! ......................................................................…
10
Session 1:
11
An understanding of Natural Resources............………….……..
Learner Guide page 8
Session 2:
Harmful and useful Fauna and Flora...........………………..........
14
Learner Guide page 27
Session 3:
Alien plant species and Noxious weeds.........……………….......
16
Learner Guide page 34
Session 4:
Recognize eroded areas.........…………………………………........
18
Learner Guide page 45
Session 5:
Prevent the spread of field fires...…………….…………..............
20
Learner Guide page 54
What will I do differently next time?………………………………
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Version Date: July 2006
22
Apply sustainable farming practices to conserve the ecological environment
Primary Agriculture
NQF Level 2
Unit Standard No: 116121
6
The Learning Experience…
On completion of this module, the learners will be able to:
Explain the importance of maintaining and increasing natural resources.
Incorporate this understanding into existing farming activities by applying
basic practices to conserve the environment, including natural resources.
Competent learners will be familiar with the most important agricultural
regulations and aspects of conservation as to provide the environment for the
application of quality practices and thus strengthen agricultural practices in
general.
Gain an understanding of sustainable agricultural practices as applied in the
animal-, plant and mixed farming sub-fields.
Learners will also gain basic knowledge of:
Patterns and processes of the environment.
Resource availability and limitations.
Basic sustainable agricultural principles.
Environmental indicators.
Basic soil types and its features i.e. clay, sand, loam and its distribution.
Basic weather patterns i.e. summer, winter, basic clouds and energy/ carbon/
hydrological/ oxygen cycles.
Basic water cycle and water management.
Basic veld types i.e. savannah, fynbos, forest, Karoo and links to weather
patterns.
Basic ecosystems, their distribution and links to the rest of the environment
i.e. vlei, grasslands, mountains.
Needs for wild life corridors, their functions and possible areas for corridors.
Basic natural resources (water, soil, veld, energy, heat), their limitations and
sustainable uses.
Utilisation of basic waste as a resource i.e. types for erosion control, trench
gardening.
Basic alternative energies i.e. wind, sun, gravity and some of their uses.
Basic biological pest control methods, identification and protection of
predator insects, and where to access biological control agents.
Basic preparation and application of natural fertilisers.
Basic soil conservation and crop rotation methods.
Basic environmental indicators such as soil erosion, basic signs of land
degradation.
Invasive species.
Version: 01
Version Date: July 2006
Apply sustainable farming practices to conserve the ecological environment
Primary Agriculture
NQF Level 2
7
Unit Standard No: 116121
Pollution and pollution systems i.e. industry pollutants (ozone), farm
pollutants i.e. dairies, etc.
Working safely with a range of hand-held tools.
Learning Assumed to be in Place:
It is assumed that the learner has successfully completed the unit standards listed
below:
1 (ABET 4); Literacy and Numeracy and NQF Level 1; 116169; Understand
how sustainable farming systems conserve natural resources
L ear n in g P r o g r am T ime F r ames
Total time
allocated
(hours)
Theoretical learning
time allocated (hours)
Practical learning time
allocated (hours)
Activities
to be
completed
Complete
Program
(including
summative
assessment)
40 hours
26 hours
15 minutes
13 hours
45 minutes
6
Learner
Orientation and
“Ice Breaker”
30 minutes
15 minutes
15 minutes
n/a
Purpose,
Introduction and
Learner
Directions
30 minutes
15 minutes
15 minutes
n/a
Introduction to
Production of
the site specific
crop
30 minutes
15 minutes
15 minutes
n/a
Session 1
9 hours
4.5 hours
4.5 hours
1-3
Session 2
5 hours
5 hours
-
-
Session 3
5 hours
3.5 hours
1.5 hours
4
Session 4
5 hours
3.5 hours
1.5 hours
5
Session 5
11 hours
30 minutes
8 hours
3 hours
30 minutes
6
Preparation for
Assessment &
revision
2.hours
45 minutes
45 minutes
2 hours
n/a
Version: 01
Version Date: July 2006
Apply sustainable farming practices to conserve the ecological environment
Primary Agriculture
NQF Level 2
Unit Standard No: 116121
8
T ip s f o r lev el o f lear n in g
Remember the following before you get started:
• Typically, a learning programme leading to the award of a qualification or
unit standards at level 2 should develop learners who demonstrate an ability
to: -
• Work and learn in a disciplined manner in a well-structured and supervised environment.
• Manage their time effectively.
• Develop sound working relationships and an ability to work effectively as part of a
group.
• Express an opinion on given information clearly in spoken and written form.
• Collect, organize and report information clearly and accurately.
• Use their knowledge to select and apply known solutions to well-defined routine
problems.
• Use a variety of common tools and instruments; apply literacy and numeracy skills to a
range of different but familiar contexts.
• Understand the environment within which he/she operates in a wider context.
• Gain knowledge of one or more areas or fields of study, in addition to the fundamental
areas of study.
T ip s f o r t h e F ac ilit at o r
• This unit standard is aimed at level 2 learners.
• A typical level 2 learner might be exposed to the working world for only a short time.
• Explain concepts and define words in a simple, clear and concise method throughout the
learning program to help the learner where possible.
• Take special care to facilitate for ALL learners. Allow them opportunities to share
experiences, prior knowledge, translate into their mother tongue for each other and enjoy
the learning process.
• The examples given in this resource guide might be for a different geographical area or
commodity to what the learner is exposed to. Please adapt your examples according to
the learning context.
• The Facilitator’s checklist has been designed to assist you in delivering the best possible
facilitation to the learners.
• Please use it and supply whatever resources you might have in short supply at your venue
of learning.
• It is important to ensure that the learners who are undertaking this learning program has
already completed the correct prior learning modules, to ensure that they are not unfairly
disadvantaged by the learning process, and can be supported accordingly.
• Do not forget to complete the Diagnostic Assessment (Step 3 in the Assessment Guide).
• While the Introduction to Citrus Production does not form part of the unit standard as
such, it is essential for the learner’s orientation to the learning context. Please take time
to ensure that the learners have a thorough understanding of this section.
• The Citrus Plant Phenology is a difficult concept for most level 2 learners and should be
handled with care and extra attention.
Version: 01
Version Date: July 2006
Apply sustainable farming practices to conserve the ecological environment
Primary Agriculture
NQF Level 2
Unit Standard No: 116121
9
F ac ilit at o r ’ s C h ec klist & T r ain in g A id s
Learner support strategies:
Learners are supplied with all resources and aids as required by the programme –
including:
Objects & devices such as equipment, protective clothing, safety gear,
etc.
Learner Guides and Learner Workbook
Visual aids, etc.
Use this checklist below during your preparation to ensure that you have all the
equipment, documents and training aids for a successful session.
Preparation:
Yes
Qualification Knowledge – I have familiarised myself with the
content of the applicable qualification
Unit Standard Knowledge – I have familiarised myself with the
content of all aspects of the applicable unit standard
Content Knowledge – I have sufficient knowledge of the content
to enable me to facilitate with ease
Application knowledge – I understand the programme matrix &
have prepared for programme delivery accordingly
Contextualisation – I have included information which is specific
to the commodity and practices related to the commodity
Ability to respond to learners background & experience –
I have studied the learner demographics, age group, experience &
circumstances & prepared for programme delivery accordingly
Enthusiasm & Commitment – I am passionate about my subject
& have prepared my programme delivery to create a motivating
environment with real commitment to success
Enterprise knowledge – I know & understand the values, ethics,
vision & mission of the workplace & have prepared my programme
delivery, reporting & administrative tasks accordingly.
Equipment check:
Learner guides x 1 per learner
Assessment guides x 1 per learner
Writing materials & stationary (facilitator & learner)
White board & pens
Flip chart paper
Proxima projector & screen
Laptop & programme disk
Sample Hand-outs and examples of laws and other relevant
documents
Version: 01
Version Date: July 2006
No
Apply sustainable farming practices to conserve the ecological environment
Primary Agriculture
NQF Level 2
Unit Standard No: 116121
10
Safety gear as prescribed by unit standard and applicable legislation
Documentation checklist:
Attendance Register
Course Evaluation
Learner Course Evaluation
Portfolios of evidence
C o n t ex t u alizat io n o f C o n t en t !
Go through this module and indicate what specific information / activities / examples
should be included in this module?
Contextualisation
Commodity
specific?
Operating
procedures of
the farm?
Agricultural
practices?
Agricultural
markets?
Version: 01
Version Date: July 2006
Apply sustainable farming practices to conserve the ecological environment
Primary Agriculture
Session
Learner
Guide:
Page 8
1
NQF Level 2
Unit Standard No: 116121
11
A n u n d er st an d in g o f Nat u r al
R eso u r c es
After completing this session, the learner should be able to:
SO 1: Demonstrate an understanding of natural resources and
recognize how sound management contributes towards sustainable
farming systems.
Concept (SO 1)
Time frame
Activities related to the concept
9 hours
Activity 1-3
Local natural resources and their uses
are identified and explained.
Different waste resources are identified
and their uses explained.
Different energy resources and
alternative energy resources
(renewable) are identified and different
uses and applications are explained.
T ip s f o r t h e F ac ilit at o r
• Have a general discussion on natural resources, and ensure that learners are familiar with
the concept. Encourage learners to identify different examples of natural resources.
• Accompany the learners on a scouting expedition and identify the natural resources in the
surroundings. Call attention to how these resources are being utilised to support human
activities and encourage thinking around how these activities would be affected if the
resources were not maintained.
• Activity 1 – Group Discussion: Explain the concept of brainstorming and allow time for
groups to break away and complete the activity. Allow time for groups to report back and
comment on each other’s conclusions. Timeframe: 1h 30min
• To understand ‘Waste and Pollution’, learners have to understand what ecosystems are.
It is highly recommended that groups are assigned a self-study task to identify and
understand an ecosystem, and to identify and discuss the impact of waste and pollution
on this specific ecosystem.
• Spend time scouting an agricultural environment for sources of waste and pollution and
identify their impact on the environment and health. Encourage learners to come up with
remedies to these problems as they encounter them.
• All learners may not be familiar with the concepts of acid rain or global warming. If
possible, conduct mini-experiments in which these concepts are illustrated. For example,
blow air through a straw into a bowl of water to show how carbon dioxide, the expelled
gas from the lungs, dissolves in the water and acidifies it. Place soil in a cut plastic cold
drink bottle hothouse and show how the heat is trapped in the system to illustrate global
warming.
Version: 01
Version Date: July 2006
Apply sustainable farming practices to conserve the ecological environment
Primary Agriculture
NQF Level 2
Unit Standard No: 116121
12
T ip s f o r t h e F ac ilit at o r
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Pose the questions (at ‘Reusing Waste’) to the learners:
Which household wastes can we reuse or recycle and how?
Why should we reuse and recycle waste?
Are there also wastes on farms that can be reused or recycled?
Activity 2 – Group Discussion: Allow time for groups to break away and brainstorm
their ideas. Then present groups with examples of reusable or recyclable wastes and ask
groups how they would recycle it.
‘Energy’ may be difficult concepts for learners at this level. Demonstrate what is meant
by working energy and latent energy. Pick up a pen and explain to learners that the
working energy that you used to pick up the pen has now been transferred to the pen as
latent energy, which it will use to fall when you drop it.
Some learners may have been exposed to alternative energy sources. Where possible,
show images or play video footage of such energy sources. Ensure that the reasons for
the use of alternative energy sources are understood and that the benefits can be
recalled.
Learners will identify with the sun’s heat, but might not have thought of it as an energy
source. Bring an example of a solar-powered calculator to class and point out its solar
cells. Discuss how it harnesses solar energy, and discuss other solar technologies on this
basis.
Encourage learners to think of other ways of using the heat and light from the sun as an
energy source, such as through heating water by pumping it through a length of black
poli-pipe, which is a method used by many people to heat water in swimming pools.
Show how wind energy can be used by making a mini-windmill with paper and a straw.
Show how the wind blows the mill, which might power a motor to do work such as
pumping water from a subsoil reservoir.
Obtain photographs of a hydro-electric scheme, such as the Cahora Bassa scheme, and
take it to class to show to the learners. Encourage learners to think of examples of where
water is used as an energy source.
Spend sufficient time in explaining this concept and ensure that learners understand the
origins of carbon sinkholes.
Summary: This is an opportunity to check the progress that learners have made.
Allow time for the learners to read through the summary and to gauge their own
progress. Make sure that each and every learner gets and opportunity to ask questions.
Activity 3 – Group Debate: Divide the class into 2 groups and assign each group with
the task as follows: Group A – Traditional energy sources work very well and there is no
reason to change how, where, when and how much energy we use on our farms.
Group B – Alternative energy sources are the way of the future, and if we do not modify
our behaviour and start changing the way in which we are currently using our energy
sources on farms, then we will definitely run out sooner, rather than later.
Explain the method of holding a debate. Allow sufficient time for preparation.
Version: 01
Version Date: July 2006
Apply sustainable farming practices to conserve the ecological environment
Primary Agriculture
NQF Level 2
Unit Standard No: 116121
13
Please allow learners to complete Activity 1-3 in their Learner Guides
Type of activity
1. Brainstorm as a group, discuss as a
group.
Resources
Discussion.
Instructions to give to the learners
As per instructions in the Learner guide.
Type of activity
2. Discuss in groups and brainstorm.
Resources
Discussion.
Instructions to give to the learners
As per instructions in the Learner guide.
Type of activity
3. Debate
Resources
Concussions
Instructions to give to the learners
As per instructions in the Learner guide.
My Notes …
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Version: 01
Version Date: July 2006
Apply sustainable farming practices to conserve the ecological environment
Primary Agriculture
Session
Learner
Guide:
Page 27
2
NQF Level 2
Unit Standard No: 116121
14
H a r mf u l a n d u s e f u l Fa u n a
a n d Fl or a
After completing this session, the learner should be able to:
SO 4: Recognize harmful and useful fauna and flora and their purpose
and/or effect on the farm.
Concept (SO 4)
Time frame
Activities related to the concept
5 hours
No Activity
Useful and harmful animals, microorganisms, insects, plants and alien
species.
Their purpose/effect on the activities of
the farm is explained.
Create a healthy environment and to
attract useful animals/plants and reduce
or repel harmful animals/plants.
Food Chains.
T ip s f o r t h e F ac ilit at o r
• Scout with the learners and find examples of fauna and flora in their immediate area.
Revise the role of fauna and flora in ecosystems.
• Refer back to the research on ecosystems that the learners did in the first session, and
encourage them to add their own findings.
• Ensure that learners understand the term beneficial and encourage them to find or name
examples of beneficial organisms in their agricultural environment. Be alert to learners
who might not know the differences between fungi, viruses and bacteria or know that
these organisms play a role in agriculture.
• Most learners will know of beneficial and pest insects. Send learners out on a 20 minute
scouting exercise in which they have to identify pest insects as well as beneficial insects.
Allow tem to report back on what they identified and discuss why they classified the
insects as beneficial or pests.
• Send learners on a 15 minute scouting exercise to identify examples of beneficial and
non-beneficial flora. Allow them to discuss the reasons for classifying it as beneficial or
non-beneficial.
• Lead a class discussion and build the discussion around the questions below. Encourage
learners to actively participate, give input, share personal experience and ask questions:
• Why would we want to attract beneficial fauna and flora?
• How can we encourage indigenous fauna and flora to become established?
• How can we attract beneficial organisms?
Version: 01
Version Date: July 2006
Apply sustainable farming practices to conserve the ecological environment
Primary Agriculture
NQF Level 2
Unit Standard No: 116121
15
T ip s f o r t h e F ac ilit at o r
• Divide the class into five groups. Give them the following tasks to research and report
back on:
• You have to eradicate a very heavy infestation of Port Jackson near the dam on the farm.
Why do you have to remove the Port Jacksons? How will you remove the Port Jacksons?
• You have to prevent the soil from drying out in one of the orchards because it is sandy
and the soil gets very hot. Why do you have to retain moisture in the soil? How will you
retain moisture in the soil?
•
• You have to attract predatory organisms to the orchards. Why would one want to attract
predatory organisms to orchards? How will you attract these organisms?
• You have to prevent erosion on the dam wall. How would you know that the area is
prone to erosion? How will you prevent the erosion from occurring?
• You have to control weeds in the orchards. Why should you control weeds? How will you
control weeds?
• Summary: This is an opportunity to check the progress that learners have made.
• Allow time for the learners to read through the summary and to gauge their own
progress. Make sure that each and every learner gets and opportunity to ask questions.
My Notes …
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Version: 01
Version Date: July 2006
Apply sustainable farming practices to conserve the ecological environment
Primary Agriculture
Session
Learner
Guide:
3
NQF Level 2
Unit Standard No: 116121
16
Al i e n pl a n t s pe c i e s a n d
N ox i ou s w e e d s
After completing this session, the learner should be able to:
SO 2: Eradicate alien plant species and noxious weeds
Page 34
Concept (SO 2)
Time frame
Activities related to the concept
5 hours
Activity 4
Alien plant species are correctly
identified.
Methods of clearing are correctly
applied (first clear least invaded areas,
follow up and maintain; then expand
into intensively infested areas).
Cleared plant material is sorted and
disposed of or re-used as mulch,
compost, etc. as appropriate.
T ip s f o r t h e F ac ilit at o r
• Make sure that the learners understand the term biodiversity. Discuss the biodiversity of
South Africa and discuss the reasons for protecting it and the benefits it holds in terms of
for instance tourism.
• Explain alien plants as invasive species and identify as many examples of alien plants as
possible. Show examples or identification charts of invasive plants in the immediate
environment.
• Before explanation of this sections starts, give learners a self-study assignment to do
research and speak to their superiors on the farms about clearing invasive species.
• Summary: This is an opportunity to check the progress that learners have made.
• Allow time for the learners to read through the summary and to gauge their own
progress. Make sure that each and every learner gets and opportunity to ask questions.
• Activity 4 – Practical Projects: Allow time for learners to complete this activity
individually and as a practical task on the farms. Encourage learners to seek advice from
their superiors and co-workers and to complete this activity in their own words and
according to their own interpretation.
Version: 01
Version Date: July 2006
Apply sustainable farming practices to conserve the ecological environment
Primary Agriculture
NQF Level 2
Unit Standard No: 116121
17
Please allow learners to complete Activity 4 in their Learner Guides
Type of activity
Resources
4. Group work, Individual exercises and
Teamwork exercises.
Picture Catalogue, Examples, Invasive
Species, Learner guide.
Instructions to give to the learners
As per instructions in the Learner guides.
My Notes …
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Version: 01
Version Date: July 2006
Apply sustainable farming practices to conserve the ecological environment
Primary Agriculture
Session
Learner
Guide:
Page 45
4
NQF Level 2
Unit Standard No: 116121
18
R e c ogn i z e e r od e d a r e a s
After completing this session, the learner should be able to:
SO 5: Recognize eroded areas and potential soil erosion and carry out
minor control measures
Concept (SO 5)
Time frame
Activities related to the concept
5 hours
Activity 5
Gullies and areas where water runs
regularly are recognised .
Appropriate erosion control measures
are suggested.
Mulch is used to cover soil for water
and soil conservation.
The ability to carry out repairs
according to required specifications is
demonstrated.
T ip s f o r t h e F ac ilit at o r
• Lead a general class discussion about the impact of agriculture on the environment.
Encourage participation from learners.
• Most learners would have encountered soil erosion of some sort by this time. Make sure
the sources of erosion are understood and that techniques to prevent the erosion are
suggested. Show the effects of erosion by performing mini-experiments:
• Show water erosion by building a small heap of sand over a heap of stones and then
flushing water from a hose over it.
• Show wind erosion by placing a hand full of salt or powder in front of a fan.
• Summary: This is an opportunity to check the progress that learners have made.
• Allow time for the learners to read through the summary and to gauge their own
progress. Make sure that each and every learner gets and opportunity to ask questions.
• Activity 5 – Practical Project: Allow learners to spend time on the farm to complete
the activity. Encourage the learners to use this opportunity to do self-evaluation and to
complete the activity as much as possible on their own.
Version: 01
Version Date: July 2006
Apply sustainable farming practices to conserve the ecological environment
Primary Agriculture
NQF Level 2
Unit Standard No: 116121
19
Please allow learners to complete Activity 5 in their Learner Guides
Type of activity
5. Practical Project; Find an example;
Describe
Resources
Farm or living area; Eroded area, Potentially
eroded area; Learner guide.
Instructions to give to the learners
As per instructions in the Learner guide.
My Notes …
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Version: 01
Version Date: July 2006
Apply sustainable farming practices to conserve the ecological environment
Primary Agriculture
Session
Learner
Guide:
Page 53
5
NQF Level 2
Unit Standard No: 116121
20
Pr e v e n t t h e s pr e a d of f i e l d
fi res
After completing this session, the learner should be able to:
SO 3: Prevent the spread of field fires by making firebreaks and/or
fireguards on the farm
Concept (SO 3)
Time frame
Activities related to the concept
8 hours
Activity 6
Available material or plants are used as
and where appropriate.
Vegetation that might spread fire is
cleared.
Stones are packed to form a proper
barrier.
T ip s f o r t h e F ac ilit at o r
• Hold a class discussion about the devastation that fire causes in agriculture and to natural
fauna and flora. Allow learners the opportunity to share their personal experiences and to
ask questions.
• Discuss as many methods of preparing firebreaks as possible. Emphasise the need to
clear vegetation and to keep any flammable materials away from firebreaks.
• Alert the learners to the dangers of burning and to the responsible methods in which
firebreaks can be burnt. Ensure that learners are aware of reporting fires and are able to
contact their local fire department.
• Many learners would have been exposed to grading by hand, where vegetation is
removed and compacted soil or placing stones forms paths. Alert the learners to the use
of machinery in this task.
• Summary: This is an opportunity to check the progress that learners have made.
• Allow time for the learners to read through the summary and to gauge their own
progress. Make sure that each and every learner gets and opportunity to ask questions.
• Alert learners to the need for them to arrange for and participate in the making of a
firebreak on a farm, and to base their answers in Activity 6 on this experience. It is
recommended that learners spend about 15 hours in the making or constructing of
firebreaks.
• Activity 6 – Practical Project: Alert learners to the need for answering this activity
based on their practical work in constructing a firebreak. Timeframe: 3h
Version: 01
Version Date: July 2006
Apply sustainable farming practices to conserve the ecological environment
Primary Agriculture
NQF Level 2
Unit Standard No: 116121
21
Please allow learners to complete Activity 6 in their Learner Guides
Type of activity
Practical Project
Resources
Learner Guide
Instructions to give to the learners
Join a team on your farm or in your area whom is constructing a fire guard or cutting a
firebreak.
You have to work with this team for at least two full working days. The supervisor or team
leader must sign off the activities that you have performed.
Once you have completed write a detailed paragraph in your own words, explaining what
you did. And why it is important to construct this kind of fire guard or firebreak
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Version: 01
Version Date: July 2006
Apply sustainable farming practices to conserve the ecological environment
Primary Agriculture
NQF Level 2
Unit Standard No: 116121
22
Wh at will I d o d if f er en t ly n ex t t ime?
Take some time to reflect on your own activities as facilitator of this Unit Standard.
Then write down five of the most important lessons you have learnt and include a
motivation:
What will I do differently next time?
Motivate how or why
(Give examples, reasons, etc.)
1.
2.
3.
4.
5.
As facilitator, you have hands on experience in the application of the unit standard
and you might experience difficulties with the unit standard that the developers did
not anticipate. Also, the unit standard will be revised at the end of the registration
period. Your comments below can be an important contribution in the revision
process and should be brought to the attention of either the AgriSETA ETQA
manager or the SGB chairperson.
Please take some time to reflect on your experience and list a few of the difficulties
you had to address.
Difficulties I had with the Unit Standard
Recommended Changes to Address the
Difficulty
6.
7.
8.
9.
10.
Version: 01
Version Date: July 2006