NQF Level:
1
US No:
13356
Facilitator Guide
Primary Agriculture
Assess the Influence
of the Environment
on Sustainable
Livestock
Production
Facilitator: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Company: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Commodity: . . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . . . . . .
The availability of this product is due to the financial support of the
National Department of Agriculture and the AgriSETA.
Assess the influence of the environment on sustainable livestock production
Primary Agriculture
NQF Level 1
2
Unit Standard No: 13356
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:
Assess the influence of the environment on sustainable livestock production
US No:
13356
NQF Level:
1
Credits:
4
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 this guide as well as 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
48970
1
120
National Certificate in Mixed Farming Systems
48971
1
120
National Certificate in Pant Production
48972
1
120
Mark
Please mark the learning program the learners are enrolled in:
Are you facilitating a:
Yes
No
Learnership?
Skills Program?
Short Course?
Please explain the above concepts to the learner.
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.
There are four guides, namely the Learner Guide, the Learner
Workbook, the 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
Assess the influence of the environment on sustainable livestock production
Primary Agriculture
NQF Level 1
Unit Standard No: 13356
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:
ƒ
ƒ
ƒ
ƒ
ƒ
ƒ
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.
Assess the influence of the environment on sustainable livestock production
Primary Agriculture
NQF Level 1
Unit Standard No: 13356
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
Assess the influence of the environment on sustainable livestock production
Primary Agriculture
NQF Level 1
Unit Standard No: 13356
5
What & How will you be Facilitating?
The Learning Experience … . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6
Environmental Influences & Sustainability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Learning Program Time Frames . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
7
Tips for level of learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Facilitator’s Checklist & Training Aids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Contextualisation of Content! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
9
Session 1: Environmental Factors Influencing the Veld . . . . . . . . . . . . . . . . . . . . . . 10
LG p6: Ecological factors that influence veld (soil, climate, topography); The
significance of these ecological factors; The three major vegetation types (sweet
veld, sour veld, mixed veld).
Session 2: Influence of Veld Composition on Livestock
Feeding Preferences & Habits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
LG p13: Concept of veld composition investigated; Veld composition as a factor in
veld management; Distinguish between palatable and un-palatable plants;
Difference between browsing and grazing habits; Distinguish livestock preferences
and needs in terms of grazing.
Session 3: Environmental Factors that Influence Livestock Selection . . . . . . . . . . . 12
LG p22: Investigate and explain the significance of environment as a factor
influencing livestock selection; Livestock breeds and their requirements
(characteristics); The rationalisation of the livestock industry in South Africa;
Management of existing environmental factors.
Session 4: Supplementary Feeding Options for Livestock Production . . . . . . . . . . . 13
LG p29: The different ways of supplementary feeding are identified (green fodder,
dry fodder, concentrates); The different types of cultivated pastures; Different
grazing control practices on cultivated pastures; Licks as dietary supplements.
Session 5: Beneficial & Harmful Organisms that Influence Livestock Production . . 14
LG p35: The effects of internal and external parasites in livestock production;
Noxious plants that hinder livestock production; Control options for internal and
external parasites; Major livestock diseases; Control and treatment interventions
and programs for livestock disease.
Session 6: Effects of Agricultural Management Practices on Sustainability . . . . . . 16
LG p52: Principles of veld management are explained; The concept of
sustainability; Existing livestock production practices; Livestock production practices
that enhance agricultural sustainability are identified and explained.
What will I do differently next time? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Excerpt: SAQA Unit Standard 13356
Version: 01
Version Date: July 2006
Assess the influence of the environment on sustainable livestock production
Primary Agriculture
NQF Level 1
Unit Standard No: 13356
6
The Learning Experience…
When learners have achieved this unit standard, they will be able to:
 identify and describe environmental factors influencing the veld;
 assess the influence of veld composition on livestock feeding
preferences and habits;
 analyse and describe environmental factors that influence livestock selection;
 identify and describe supplementary feeding for livestock production;
 identify and describe harmful and beneficial organisms that influence
livestock production; and
 identify and assess the effects of agricultural management
practices on the sustainability of the environment.
J Learning Assumed to be in Place
No prior learning assumed to be in place.
Environmental Influences & Sustainability
Livestock is the largest agricultural sector in South Africa, with a population of some 13.8million cattle and 28.8-million sheep. Stock breeders concentrate on the development of
breeds that are well adapted to diverse climatic and environmental conditions.
Sustainable agriculture is more a way of life than a law or regulation. Each step you take
benefits both you and your family, and helps preserve and protect the planet for future
generations.
Sustainable agriculture is a way of raising food that is healthy for consumers and animals,
does not harm the environment, is humane for workers and animals, provides a fair wage to
the farmer, and supports and enhances rural communities.
Sustainability is the ability to provide for the needs of the world's current
population without damaging the ability of future generations to provide for
themselves. When a process is sustainable, it can be carried out over and over without
negative environmental effects or impossibly high costs to anyone involved.
Version: 01
Version Date: July 2006
Assess the influence of the environment on sustainable livestock production
Primary Agriculture
NQF Level 1
7
Unit Standard No: 13356
Learning Program Time Frames
Total time
allocated (hours)
Theoretical
learning time
allocated (hours)
40 hours
Learner Orientation and
“Ice Breaker”
Purpose, Introduction
and Learner Directions
Practical learning time
allocated (hours)
Activities to be
completed
18.5 hours
13.5 hours in total
630 minutes activities
180 minutes site visit to
a livestock environment
(10.5 hours for
activities)
(3 hours site visit to
livestock environment)
12
0.66
(40 minutes)
0.33
(20 minutes)
0.33
(20 minutes)
N/a
0.50
(30 minutes)
0.25
(15 minutes)
0.25
(30 minutes)
N/a
4.83 hours
3 hours
110 minutes activities
(1.83 hours)
1-3
4.5 hours
3 hours
90 minutes activities
(1.5 hours)
4-5
5 hours
3 hours
120 minutes activities
(2 hours)
6-7
4 hours
3 hours
60 minutes activities
(1 hour)
8
5.33 hours
3 hours
140 minutes activities
(2.33 hours)
9-11
3.92 hours
2.92 hours
60 minutes activities
(1 hour)
12
8 hours
-
-
N/a
Complete Program
(including summative
assessment)
Session 1
Session 2
Session 3
Session 4
Session 5
Session 6
Preparation for
Assessment & revision
Tips for level of learning
Remember the following before you get started:
This unit standard is aimed at level 1 learners.
 A typical level 1 learner might be exposed to the world of work through this learning
program for the first 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 accordingly.
Version: 01
Version Date: July 2006
Assess the influence of the environment on sustainable livestock production
Primary Agriculture
NQF Level 1
Unit Standard No: 13356
8
Facilitator’s Checklist & Training Aids
Learner support strategies:
Learners are supplied with all resources and aids as required by the programme –
including:
ƒ Objects & devices such as equipment, protective clothing, safety gear, etc.
ƒ Learner Guides and Learner Workbook
ƒ 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
Safety gear as prescribed by unit standard and applicable legislation
Version: 01
Version Date: July 2006
No
Assess the influence of the environment on sustainable livestock production
Primary Agriculture
NQF Level 1
Unit Standard No: 13356
9
Documentation checklist:
Attendance Register
Course Evaluation
Learner Course Evaluation
Portfolios of evidence
Contextualisation of Content!
Go through this module and indicate what specific information / activities / examples
should be included in this module?
Contextualisation
ƒ Commodity
specific?
ƒ Operating
procedures of
the farm?
ƒ Agricultural
practices?
ƒ Agricultural
markets?
Version: 01
Version Date: July 2006
Assess the influence of the environment on sustainable livestock production
Primary Agriculture
Session
1
Learner
Guide:
NQF Level 1
Unit Standard No: 13356
10
Environmental Factors
Influencing the Veld
After completing this session, the learner will be able to:
SO 1: Identify and describe environmental factors influencing
the veld.
Page 6
Time
frame
Activities related to the
concept
Ecological Factors influencing veld
20
minutes
Activity 1.1 Question 1
Reasons for considering ecological factors & their
influence on veld
30
minutes
Activity 1.1 Question 2
60
are the main types of veld?
minutes
are the differences between these veld types?
kinds of animals prefer to eat which type of veld?
type/s of veldt are found in your area?
Activity 1.1 Question 3
Concept (SO 1)
What
What
What
What
Re: Activity 1.1 - Q 1: Allow learners to explore ecological factors that influence the
veldt. Encourage broad thinking and application. Explore how this will influence choice of
livestock and grazing habits.
Re: Activity 1.1 - Q 2: Lead a class discussion about the influence of ecological factors on
the veldt and encourage learner participation as to the need for assessing it.
Re: Activity 1.1 - Q 3: Allow time for learners to compile a list of their own. Emphasise
the need for “own words” and “own interpretation”. Learners have to conclude that
different veldt types are suitable to different animals.
Revision: Allow time for learners to ask questions and comment at the end of the session
Please allow learners to complete Activity 1.1 in their workbooks
Type of
activity
Resources
1.1 - Q 1:
Brainstorm
Stationary
Learner Workbook
As per workbook
Ecological Factors
influencing veldt
1.1 – Q 2:
Class
discussion
Stationary
Learner Workbook
As per workbook
Reasons for considering
ecological factors & their
influence on veldt
1.1 – Q 3:
Make a list
Stationary
Learner Workbook
As per workbook
Distinguish between
veldt types & animal
preferences in terms of
veldt composition
Version: 01
Instructions to give to the
learners
Version Date: July 2006
Conclusions
Assess the influence of the environment on sustainable livestock production
Primary Agriculture
Session
2
Learner
Guide:
Page 13
NQF Level 1
Unit Standard No: 13356
11
Influence of Veld Composition
on Livestock Feeding
After completing this session, the learner will be able to:
SO 2: Assess and modify the influence of veld composition on
livestock feeding preferences and habits.
Time
frame
Activities related to the
concept
60
minutes
Activity 2.1
30
For a type of domestic animal, identify what plants that
minutes
grow in your area are considered palatable” and “notpalatable” for this animal.
Which of the palatable plants will this animal eat first
and which will be its last choice?
Activity 2.2
Concept (SO 1)
What is veldt composition?
Why do we consider veldt composition in veldt
management?
What are pioneer species?
What are climax species?
What do pioneer and climax species have to do with
veldt management?
Re: Activity 2.1: Allow time for learners to compile a list of their own. Emphasise the
need for “own words” and “own interpretation”. Learner4s have to see the role of veldt
composition in veldt management and recognise the need for veldt management.
Re: Activity 2.2: Allow learners to explore these concepts on their own. Make it clear that
learners have to base their answers on a choice of animal that they have made.
Revision: Allow time for learners to ask questions and comment at the end of the session
Please allow learners to complete Activities 2.1 & 2.2 in their workbooks
Type of
activity
Resources
Instructions to give to the
learners
Conclusions
2.1:
Explain in
own words
Stationary
Learner Workbook
As per workbook
Veld composition
Veld management
2.2:
Discussion
with a
partner
Stationary
Learner Workbook
As per workbook
Grazing suitable to a
specific animal
Version: 01
Version Date: July 2006
Assess the influence of the environment on sustainable livestock production
Primary Agriculture
Session
3
Learner
Guide:
Page 22
NQF Level 1
Unit Standard No: 13356
12
Environmental Factors that
Influence Livestock Selection
After completing this session, the learner will be able to:
SO 3: Analyse and describe environmental factors that influence
livestock selection.
Concept (SO 1)
Time frame
Activities related
to the concept
What kinds of domestic animals are suited to your area?
90 minutes
Activity 3.1
30 minutes
Activity 3.2
Why are these animals suited to your area?
What breed of this animal will be suited or most
desirable?
Why would this breed of animal be chosen?
Would it be possible to farm with different animals to the
ones that are most suited to your area by including
special supplementary feeds?
How will these animals affect the environment?
If you had no choice but to farm with this animal, how
would you prevent that it damages the environment?
Re: Activity 3.1: Arrange with an SME to speak to the learners and encourage learners to
conclude their answers at this time by asking the SME specific questions.
Re: Activity 3.2: Allow time for learners to explore possibilities of farming with alternative
animals to those most suited to an area and conclude strategies to feed theses animals
supplementary feeds at specific times
Revision: Allow time for learners to ask questions and comment at the end of the session
Please allow learners to complete Activities 3.1 & 3.2 in their workbooks
Type of
activity
3.1:
Interview an
SME
Resources
Stationary
Learner Workbook
Access to an SME
3.2:
Stationary
Investigation Learner Workbook
Access to an SME
Access to literature
Version: 01
Instructions to give to
the learners
Conclusions
As per workbook
Animal selection of a
specific area
As per workbook
The role of
supplementary feeds in
livestock farming
Version Date: July 2006
Assess the influence of the environment on sustainable livestock production
Primary Agriculture
Session
4
Learner
Guide:
Page 29
NQF Level 1
Unit Standard No: 13356
13
Supplement Feeding Options
for Livestock Production
After completing this session, the learner will be able to:
SO 4: Investigate supplementary feeding options for livestock
production.
Concept (SO 1)
Choose an animal that you would like to farm with.
What supplementary feeds can you give this animal?
Time
frame
Activities related to the
concept
60
minutes
Activity 4.1
How and when will you give this animal these
supplementary feeds?
If you had to let this animal graze on pastures, what
would the pasture contain?
Re: Activity 4.1: Allow time for learners to explore possibilities of farming with alternative
animals to those most suited to an area and conclude strategies to feed these animals
supplementary feeds at specific times. Encourage that learners explore pastures as
alternative feeds and think about pasture management. Encourage learners to come up
with preventative strategies to prevent overgrazing and damage to pastures.
Revision: Allow time for learners to ask questions and comment at the end of the session
Please allow learners to complete Activity 4.1 in their workbooks
Type of
activity
4.1:
Research &
Discover
Resources
Stationary
Learner Workbook
Access to an SME
Access to literature
Instructions to give to
the learners
As per workbook
Conclusions
Pastures as
supplementary feeds to
animals
Pasture management
My Notes …
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Version: 01
Version Date: July 2006
Assess the influence of the environment on sustainable livestock production
Primary Agriculture
Session
5
Learner
Guide:
Page 35
NQF Level 1
Unit Standard No: 13356
14
Beneficial & Harmful Organisms
Influencing Livestock Production
After completing this session, the learner will be able to:
SO 5: Identify and describe beneficial and harmful organisms that
influence livestock production.
Time
frame
Activities related
to the concept
What benefit would cattle have from the following creatures
in their environment: The white Ibis (“Bosluisvoël”) and The
Secretary bird
20
minutes
Activity 5.1
Which organisms and creatures can harm pigs?
What do these organisms do to the pigs?
How would you control these organisms if you had to farm
with pigs?
60
minutes
Activity 5.2
As a group of small farmers, you notice that your chickens
are dying and ill. You have heard of bird flu and when you
read up about the disease, most of the symptoms are similar
to those of your chickens.
What are you supposed to do if you suspect that your
chickens have bird flu?
Who must you speak to about this?
60
minutes
Activity 5.3
Concept (SO 1)
Re: Activity 5.1: Present learners with examples of beneficial organisms and what
this means. Now allow learners to conclude what the benefit of these creatures
might be. Explore examples and influences of beneficial organisms not directly
influencing the livestock, but related to the veldt as well.
Re: Activity 5.2: All learners might not be familiar with pigs or understand the idea of
organisms that do harm. First allow learners to share experiences where they were harmed
by organisms such as “a spider bit me”, “a bee stung me”, “I got malaria”, and “I got tickbite fever”. Now allow discussions regarding how similar organisms might influence
livestock. This activity is interchangeable with other livestock and the question can be
rephrased to be relevant to any other type of livestock.
Re: Activity 5.3: Lead a group discussion and ask learners what they know about the
subject. Almost all learners would have heard about Newcastle Disease or Avian Flu or Mad
Cow disease… The concept that has to be brought across is that of alerting and reacting
immediately upon the outbreak of communicable diseases.
Revision: Allow time for learners to ask questions and comment at the end of the session
Version: 01
Version Date: July 2006
Assess the influence of the environment on sustainable livestock production
Primary Agriculture
NQF Level 1
Unit Standard No: 13356
15
Please allow learners to complete Activities 5.1 – 5.3 in their workbooks
Type of
activity
Resources
Instructions to give to
the learners
Conclusions
5.1:
Case Study
Stationary
Learner Workbook
As per workbook
How beneficial organisms
influence livestock
5.2:
Research
Stationary
Learner Workbook
Access to an SME
Access to literature
As per workbook
Harmful organisms are
identified and it is understood
how they do harm and how to
prevent or limit their influence
5.3:
Group
Discussion
Stationary
Learner Workbook
As per workbook
Reporting & Reacting to
Communicable diseases
My Notes …
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Version: 01
Version Date: July 2006
Assess the influence of the environment on sustainable livestock production
Primary Agriculture
Session
6
Learner
Guide:
Page 52
NQF Level 1
Unit Standard No: 13356
16
Effects of Agri-management
Practices on Sustainability
After completing this session, the learner will be able to:
SO 6: Conduct an investigation into the effects of agricultural
management practices on sustainability.
Concept (SO 1)
What would you do to make your business of farming
with goats “sustainable” for yourself, your business,
your community and your environment?
Time
frame
Activities related to the
concept
60
minutes
Activity 6.1
Re: Activity 6.1: Explore the concept of sustainability with the learners. The level one
learner should be very familiar with the concept of sustainability. Now put the scenario to
them that they own their own goat farm and have suggest methods to be a sustainable
business (economically), sustainably apply the land and animals that they have, and work
toward assisting their community and not harming their environment.
Please allow learners to complete Activity 6.1 in their workbooks
Type of
activity
6.1:
Group
Discussion
Resources
Stationary
Learner Workbook
Instructions to give to the
learners
As per workbook
Conclusions
Reporting & Reacting to
Communicable diseases
My Notes …
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Version: 01
Version Date: July 2006
Assess the influence of the environment on sustainable livestock production
Primary Agriculture
NQF Level 1
Unit Standard No: 13356
17
What will I do differently next time?
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.
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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
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Version: 01
Version Date: July 2006
Excerpt: SAQA Unit Standard: 13356 - NQF Level 1
Title: Assess the influence of the environment on sustainable livestock production
Field: Agriculture and Nature Conservation
US No: 13356
Sub-field:
Primary Agriculture
NQF Level: 1
Purpose of the Unit Standard:
A candidate credited with this competence will be capable to:
identifying and describing environmental factors influencing the
veld; assessing the influence of veld composition on livestock
feeding preferences and habits; analysing and describe
environmental factors that influence livestock selection;
identifying and describe supplementary feeding for livestock
production; identifying and describe harmful and beneficial
organisms that influence livestock production; and identifying
and assessing the effects of agricultural management practices
on the sustainability of the environment.
Specific Outcome (SO) 1:
Identify and describe environmental factors influencing the
veld.
Assessment Criterion (AC):
1. Ecological factors that influence the veld are identified.
Assessment Criterion Range:
Includes, among others, climate, soil and topography.
Assessment Criteria (AC):
2. The significance of ecological factors that influence the veld
are explained.
3. The three major vegetation types are identified.
Assessment Criterion Range:
Sweetveld, sourveld and mixed veld.
Assessment Criterion (AC):
4. The three major vegetation types are explained.
Specific Outcome (SO) 2:
Assess and modify the influence of veld composition on
livestock feeding preferences and habits.
Assessment Criterion (AC):
1. The concept of veld composition is investigated.
Assessment Criterion Range:
Including the concept of pioneer and climax species
Assessment Criteria (AC):
2. Veld composition as a factor in veld management is
explained.
3. Palatable and non-palatable species of plants are
distinguished.
4. Browsing and grazing habits are distinguished.
5. Livestock preferences and needs are distinguished.
Specific Outcome (SO) 3:
Analyse and describe environmental factors that influence
livestock selection.
Assessment Criteria (AC):
1. The significance of environment as a factor influencing
livestock selection is investigated and explained.
2. Livestock breeds and their requirements (characteristics) are
analysed.
3. The regionalisation of the livestock industry as a factor
influencing livestock selection, is investigated and analysed.
Assessment Criterion Range:
National, provincial and local.
Assessment Criterion (AC):
4. The management of existing environmental factors is
discussed.
Specific Outcome (SO) 4:
Investigate supplementary feeding options for livestock
production.
Assessment Criterion (AC):
1. The different ways of supplementary feeding are identified.
Credits: 4
Assessment Criterion Range:
Green/dry fodder and concentrates
Assessment Criteria (AC):
2. Ways of supplementary feeding appropriate to the learners`
context are distinguished.
3. The different types of cultivated pastures are investigated.
4. Different grazing control practices on cultivated pastures are
distinguished.
5. Licks as dietary supplements are identified.
Specific Outcome (SO) 5:
Identify and describe beneficial and harmful organisms that
influence livestock production.
Outcome Range: This includes all health and safety rules and
practices prescribed:
Assessment Criteria (AC):
1. Beneficial organisms are identified and described.
2. The effects of internal and external parasites in livestock
production are identified and described.
3. Noxious plants that hinder livestock production are identified
and described.
Assessment Criterion Range:
Poisonous plants and those which influence the quality of
livestock products
Assessment Criteria (AC):
4. Control options for internal and external parasites are
discussed.
5. Major livestock diseases are identified and described.
6. Control and treatment interventions and programmes for
livestock disease are discussed.
Assessment Criterion Range:
Including notifiable diseases
Specific Outcome (SO) 6:
Conduct an investigation into the effects of agricultural
management practices on the sustainability
Assessment Criteria (AC):
1. Principles of veld management are explained.
2. The concept of sustainability is explained.
3. Existing livestock production practices are identified.
4. Livestock production practices that enhance agricultural
sustainability are identified and explained.
5. Livestock production practices that have a negative impact
on the sustainability of the environment are identified and
explained.
Critical Cross-field Outcomes (CCFO):
Identifying: Identify and solve problems in which responses
display that responsible decisions using critical and creative
thinking have been made;
Working: Work effectively with others as a member of a team,
group organisation and community;
Organizing: Organise and manage oneself and one`s activities
responsibly and effectively;
Collecting: Collect, analyse, organise and critically evaluate
information;
Communicating: Communicate effectively using visual,
mathematical and/or language skills in the modes of oral
and/or written presentation;
Demonstrating: Demonstrate an understanding of the world
as a set of related systems by recognising that problemsolving contexts do not exist in isolation.