FACILITATOR GUIDE ACQUIRE AN INTRODUCTORY KNOWLEDGE OF THE SEED INDUSTRY. A Unit Standard for the Seed Industry

Transcription

1 FACILITATOR GUIDE ACQUIRE AN INTRODUCTORY KNOWLEDGE OF THE SEED INDUSTRY A Unit Standard for the Seed Industry Unit Standard NQF Level 2 Credits: 4 Compiled by: Lorraine Coetzee, Michael Zingel, Peter Froneman & Marionette van Deventer Facilitator Name:

2 Table of Contents SECTION 1: UNIT STANDARD SECTION 2: FACILITATOR NOTES Information and Training Methodology Assessment methodology Topic descriptions The importance of seed The biology of seed growth Seed quality Storage of seed Statutory framework applicable to the seed industry...11 SECTION 3: FACILITATION MAP...13 SECTION 4: FORMATIVE ASSESSMENT: WORKBOOK Topic 1: The importance of seed Topic 2: The biology of seed growth Topic 3: Seed quality Topic 4: Storage of seed Topic 5: The statutory framework applicable to the seed industry...27 SECTION 5: SUMMATIVE ASSESSMENT Principles of good assessment Learner Workbook Records: Formative Assessment Summative Knowledge Assessment Summative Practical Assessment Critical Cross Field Outcomes Assessment feedback record...34 SECTION 6: ALIGNMENT MATRIX...36 Facilitator Guide 2 US

3 Icons Icon Description Lecture by facilitator Practical Demonstrations and workbook assignments Learner activity Statutory Requirements Written Exercise Self assessment and reflection on learning Warning: Material may be too generic. Additional company specific exercises and examples should be added. Facilitator Guide 3 US

4 SECTION 1: UNIT STANDARD SOUTH AFRICAN QUALIFICATIONS AUTHORITY REGISTERED UNIT STANDARD: Acquire an introductory knowledge of the seed industry SAQA US ID UNIT STANDARD TITLE Acquire an introductory knowledge of the seed industry SGB NAME NSB REGISTERING PROVIDER SGB for Secondary Agriculture: Processing NSB 01-Agriculture and Nature Conservation FIELD Agriculture and Nature Conservation SUBFIELD Secondary Agriculture ABET BAND UNIT STANDARD TYPE NQF LEVEL CREDITS Undefined Regular Level 2 4 REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER Registered SAQA 0155/04 PURPOSE OF THE UNIT STANDARD A learner who has achieved this unit standard will be competent in: Understanding the complexities and unique nature of the various processes within the seed industry. LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING To enter a learning program for this unit standard or to be assessed against this unit standard, the learner is assumed to have: Literacy, numeracy and communication at NQF level 1. Introduction to the work place within the seed industry. UNIT STANDARD RANGE The learner is expected to perform the specific outcomes as reflected in this unit standard without direct supervision, but with access to work-site procedures, operating instructions and statutory requirements. Seed includes, but is not limited to that seed for confectionery and reproductive purposes. Legislation includes, but is not limited to Plant Improvement Act, Plant Breeders Rights, Seed Certification Scheme, Variety List and Journal, ISTA rules, Occupational Health and Safety. SANSOR is the South African Seed Organization. UNIT STANDARD OUTCOME HEADER N/A Specific Outcomes and Assessment Criteria: Facilitator Guide 4 US

5 SPECIFIC OUTCOME 1 Demonstrate an understanding of the role and importance of seed. OUTCOME NOTES Explaining the role of seed in the food chain. Explaining the broad plant families and crop species within the relevant organization. Understanding the application of different seeds. Explaining the concept of generations of seed. ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 Assessors will observe, confirm and evaluate evidence that will indicate that learners have demonstrated competence in each of the specific outcomes. In this unit standard the following specific criteria should be used: Consequences of not identifying and reporting unsafe working practices and potentially dangerous situations in the work are explained. Purposes of maintaining sound customer relations and service excellence are recalled and explained. Reasons for identifying and handling hazardous substances in the work place are explained. Consequences of not adhering to company norms, values and ethics are explained. SPECIFIC OUTCOME 2 Demonstrate an understanding of the complexities of living seed. OUTCOME NOTES Understanding seed as a living organism. Understanding the physiology and morphology of seed. ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 Assessors will observe, confirm and evaluate evidence that will indicate that learners have demonstrated competence in each of the specific outcomes. In this unit standard the following specific criteria should be used: Consequences of not identifying and reporting unsafe working practices and potentially dangerous situations in the work are explained. Purposes of maintaining sound customer relations and service excellence are recalled and explained. Reasons for identifying and handling hazardous substances in the work place are explained. Consequences of not adhering to company norms, values, ethics are explained. SPECIFIC OUTCOME 3 Demonstrate an understanding of the quality components of seed. OUTCOME NOTES Understanding the principles and importance of germination with regards to plant growth. Explaining the concept of physical and genetic purity of seed. ASSESSMENT CRITERIA Facilitator Guide 5 US

6 ASSESSMENT CRITERION 1 Assessors will observe, confirm and evaluate evidence that will indicate that learners have demonstrated competence in each of the specific outcomes. In this unit standard the following specific criteria should be used: Consequences of not identifying and reporting unsafe working practices and potentially dangerous situations in the work are explained. Purposes of maintaining sound customer relations and service excellence are recalled and explained. Reasons for identifying and handling hazardous substances in the work place are explained. Consequences of not adhering to company norms, values and ethics are explained. SPECIFIC OUTCOME 4 Demonstrate an understanding of the principles applied to seed storage. OUTCOME NOTES Explaining the principles and methods of storage. Recalling the need for and methods of pest control during storage of seed. ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 Assessors will observe, confirm and evaluate evidence that will indicate that learners have demonstrated competence in each of the specific outcomes. In this unit standard the following specific criteria should be used: Consequences of not identifying and reporting unsafe working practices and potentially dangerous situations in the work are explained. Purposes of maintaining sound customer relations and service excellence are recalled and explained. Reasons for identifying and handling hazardous substances in the work place are explained. Consequences of not adhering to company norms, values and ethics are explained. SPECIFIC OUTCOME 5 Demonstrate a basic awareness of legislation applicable to seed industry. OUTCOME NOTES Explaining the relevance of legislation applied to the processes of the seed industry. Explaining the role of SANSOR as a secretariat of the seed trade. Understanding the objectives and process of the seed certification scheme. ASSESSMENT CRITERIA ASSESSMENT CRITERION 1 Assessors will observe, confirm and evaluate evidence that will indicate that learners have demonstrated competence in each of the specific outcomes. In this unit standard the following specific criteria should be used: Consequences of not identifying and reporting unsafe working practices and potentially dangerous situations in the work are explained. Purposes of maintaining sound customer relations and service excellence are recalled and explained. Reasons for identifying and handling hazardous substances in the work place are Facilitator Guide 6 US

7 explained. Consequences of not adhering to company norms, values and ethics are explained. UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS An individual wishing to be assessed against this unit standard may apply to an assessor accredited by SETASA. Any training provider offering learning that will enable achievement of this unit standard must be registered and accredited by SETASA Moderation of assessment will be done by SETASA in its ETQA capacity at its discretion. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE Basic knowledge of processes within the seed industry. Basic knowledge on the principles of business ethics, lines of authority and channels of communication. Basic understanding of occupational health and safety principles. UNIT STANDARD DEVELOPMENTAL OUTCOME N/A UNIT STANDARD LINKAGES N/A Critical Cross-field Outcomes (CCFO): UNIT STANDARD CCFO WORKING Work effectively with others in the process of acquiring knowledge on the seed industry. UNIT STANDARD CCFO ORGANIZING Organize and manage one self by systematically studying and working through relevant learning material. UNIT STANDARD CCFO COMMUNICATING Communicate with others during the recalling and explanation of information required. UNIT STANDARD ASSESSOR CRITERIA N/A UNIT STANDARD NOTES Values An application of company ethics, values as well as general safety and customer care principles. An awareness of expectations and obligations of basic worker/management and industrial relationships. All qualifications and unit standards registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source. Facilitator Guide 7 US

8 SECTION 2: FACILITATOR NOTES 2.1 Information and Training Methodology This module is a very theoretical module with the aim to cultivate an appreciation for the fact that is a living organism. It includes a basic introduction to the biology of seed, and is enhanced with introductory discussions on seed quality, storage and the regulatory environment within the seed industry. It is assumed that all learners can read and write at NQF level 1 when they attempt the unit standard this module is based on. Please note that this is an assumption and should never be used to exclude learners. Learners who have difficulty to read and write at the expected level should be provided with additional assistance and should be allowed an opportunity to complete the module and the assignments even if done orally. The training methodology provides for: Facilitated session where basic concepts are explained to the learner, based on notes provided in the manual given to all learners. Examples to explain key concepts to the learners. Facilitators should prepare to provide additional examples; especially examples that are recent and relevant to the work site. Group exercises are designed to encourage learners to share their understanding and experience. Feedback session from the groups should be arranged and learners must be encouraged to make their own notes on the lessons they learned from the group session. Practical demonstration is a learning opportunity where learners observe a demonstration and are also provided with an opportunity to perform the activities individually. The practical demonstrations must be properly planned and all required resources and materials must be made available. It is always good facilitation practice to compile a control sheet of all the resources and materials as well as any arrangements that must be finalised before the demonstration. This is your responsibility. Learners must be encouraged to make their own notes on lessons learned during a practical demonstration. At the completion of a topic in the module, the learners are expected to complete specific exercises in their workbooks. Please note the following: Facilitator Guide 8 US

9 o Written exercises are included as assessment records of learner knowledge and understanding. The list of questions is provided as a general guideline. These questions may be changed or additional questions included should the facilitator/assessor deem this appropriate. The answers provided by the learners should be evaluated and assessed as sufficient (competent) or insufficient (not yet competent). This can be achieved by using a scoring system or it can be based on the exert knowledge of the facilitator/assessor. Feedback must be provided to the learner on the assessment result and an opportunity must be provided for the learner to address any areas where answers provided did not satisfy the facilitator/assessor. o Practical exercises are included as assessment records of the learners skills to perform specific activities required to a standard of competency. The practical assignments are a specific opportunity to introduce learners to work site specific learning. Use this opportunity to design the assignments in such a way that work site specific practice, procedures and work methodology is used. The practical assignments must be properly planned and all required resources and materials must be made available. It is always good facilitation practice to compile a control sheet of all the resources and materials as well as any arrangements that must be finalised before the demonstration. This is your responsibility. Score sheets should be used as checklists when learners are observed in practice or where a product produced by the learners is assessed. Products produced include written documents or specific objects. The different criteria that will be listed in the score sheet must be developed prior to the practical assignment and shared with the learner when preparing the learner for the practical assignment. The score sheets must be completed individually and included in the learner workbook as an assessment record. Feedback must be provided to the learner on the assessment result and an opportunity must be provided for the learner to address any areas where answers provided did not satisfy the facilitator/assessor. o The learners are provided with an opportunity to complete a self assessment exercise in their workbooks. The self assessment is an opportunity for the learner to reflect on the learning covered by the topic. This should inform the facilitator to areas of learning that creates problems for the learner. (There may possibly also be areas where a number of learners are struggling to achieve the objectives of learning.) The indications provided by the learners Facilitator Guide 9 US

10 should be analysed by the facilitator and opportunities must be designed to address any areas where learners feel lost. Please take note that all the documentation and other physical evidence included in the workbook must be dated and signed by the learner. 2.2 Assessment methodology 1. The first step in assessing the learner takes place during formative assessment. The learner gets a workbook to complete during the learning process which as a body of evidence for summative assessment purposes. 2. It is accepted that not all facilitators are actually registered assessors as well. The facilitators will evaluate the evidence provided by the learners in their workbooks and assist learners to address any areas where competency hasn t been proved sufficiently. 3. A fully qualified and registered assessor will assess the evidence presented by the learner in the workbook at the end of the learning process. This will constitute the summative assessment. 4. The evidence provided in the workbook will be assessed in terms of the following criteria. Is the evidence: Valid Authentic Current Sufficient This will be used to determine if the learner is competent and to identify any shortcomings in the evidence presented. 5. If the assessor has any doubts about the learner s competence in any areas, provision is made for the assessor to design additional assessments in terms of your own expert judgement. This applies for both knowledge and skills gaps. 6. This opportunity for additional assessment should also be used to assess the learner s competence within the context of specific organizational requirements. The formative assessment provides a very generalized assessment of competence but can never substitute the value added by additional exercised focused on specific application of knowledge and skills in the learner s workplace. You as a workplace assessor will know how the competencies gained during the learning process should Facilitator Guide 10 US

11 be applied in your specific organization, and you should use these expertise to ensure that the learner is able to function properly in your organization. 2.3 Topic descriptions The importance of seed The aim of this section is to cultivate an appreciation in the learners for the role that seed plays in our daily lives. We start off by discussing seed as a food source by showing them what big a role seed plays in everything we eat. After than we focus on the fact that seed is a living organism which has the potential of reproducing and multiplying itself The biology of seed growth The focus of this section is on the morphology and physiology of seed. Furthermore we focus specifically on the germination of seed and possible reasons why seed cannot germinate. We end off with a discussion on seed dormancy. It is very basic because the aim is not to provide exhaustive scientific information. The focus of the topic further explores the fact that seed is a living organism and should be treated as such to create an appreciation for this in the learners Seed quality As indicated in the heading, this section focuses on seed quality. We look at determinants of seed quality like the genetic, physical and biological characteristics of seed. Furthermore we also touch on the maintenance of seed quality as well as quality assurance Storage of seed In our section on seed storage we began with a discussion on the life expectancy of seed, which influences the way in which seed will be stored. We then looked at various factors that influence the storage life of seed temperature, humidity and water content. We also discussed a few examples of types of storage which can be used and ended off with a short discussion on pest control in seed storage Statutory framework applicable to the seed industry This section introduces the learners to various legislations and statutory bodies within the seed industry which regulates the industry. We don t discuss it in detail we only explain to Facilitator Guide 11 US

12 learners what the functions of these legislations/bodies are. We focus on Plant Breeders Rights, The Plant Improvement Act, Seed Certification (including Phytosanitary control), ISTA rules and the role of SANSOR. It is important to note that the content of sections like these can never be exhaustive. The learner is provided with general information applicable to the seed industry but this doesn t imply that all the needs of your specific organization has been met. The learning material is written with the aim to steer learners in the right direction not to provide them with endless theoretical facts which they have to memorize. At the end of the day, they need to be able to do the job; not recite a lot of facts hence the fact that it is outcomes based education. Therefore, we urge you to use your expertise and provide the learners with additional examples and exercises where needed. The manner of assessment also makes provision for you to add your own theoretical and practical exercises so please make use of this opportunity. Facilitator Guide 12 US

13 SECTION 3: FACILITATION MAP US: Acquire an introductory knowledge to the seed industry 2 Topic 1 The importance of seed Aligned to SO1 & SO2 US Ref Training Methodology Workbook Exercises Theoretical & Practical Assessment Methodology SO1, AC1, AC2, AC3 Facilitate a lecture on the global importance of seed as a food component. You can add examples which indicate where your organization fits into food provision. Use this group exercise to provide opportunity for the learners to share their understanding of the role that seed plays in each food group. Exercise 1 Evaluate answers provided Facilitate a lecture on the potential that lies in one seed for the purposes of multiplication and reproduction. Exercise 1 Evaluate answers provided SO2 AC1 Provide each of the learners with a dry seed, as well as a seed of the same kind that was soaked overnight. They need to be able to tear off the seed coat and look at the embryo inside. (It would be a good idea to use some kind of bean.) Use the group exercise to make sure that the learners understand the idea of the potential that lies in one seed. Provide them with more examples if they are struggling to grasp the concept. Facilitator Guide 13 US

14 Topic 2 The biology of seed growth Aligned to SO2, SO3 US Ref Training Methodology Workbook Exercises Theoretical & Practical Assessment Methodology SO2, AC1, AC2 Facilitate a lecture on the various parts of a seed, as well as seed types. If possible, use the seeds provided to the learners in the previous practical exercise for further demonstration. Exercise 2 Evaluate answers provided Facilitate a lecture on germination of seed by focusing on: The environmental factors which influences germination The process of germination Exercise 2 Evaluate answers provided SO3, AC1 Each learner should receive a few bean sprouts, so that they can observe what a seed looks like when it sprouts. How to make your own sprouts: Buy a bag of bean seeds at your local supermarket. Place them in a glass bottle, like a large jam bottle (it has to be glass so that light can come through.) Pour water into the bottle and then drain the water from the bottle (this is done to wet the seeds if you leave the water in the bottle the seeds will rot.) Cover the top of the bottle with a dampened cloth and fasten it over the opening with an elastic band. Place the bottle somewhere on a counter where it is exposed to sunshine and wait a few days for the beans to sprout. Ideally, perform this process in the class so that the learners can see how the bean seeds transform into sprouts over a few days. SO2, AC1, AC2 SO3, AC1 Facilitate a lecture on the possible causes for non-germination. Remember to focus on the fact that seed is a living organism and should be treated as such. Elaborate on seed dormancy by specifically looking at how it can be broken. Exercise 2 Evaluate answers provided Facilitator Guide 14 US

15 Topic 3 Seed quality Aligned to SO1, SO3 US Ref Training Methodology Workbook Exercises Theoretical & Practical Assessment Methodology SO1, AC4 SO3, AC1, AC2 Facilitate a lecture on the determinants of seed quality by looking at the genetic, physical and biological properties of seed. Use this opportunity to facilitate a discussion on the important subject of genetic modification. If possible, provide the learners with additional examples to broaden their understanding. Also discuss your organization s stand on the issue with the learners. Exercise 3 Evaluate answers provided Shortly discuss the concepts of maintaining seed quality and quality assurance with the learners. Exercise 3 Evaluate answers provided SO3, AC1 AC2 Take the learners on a tour through your organization s quality assurance facilities. You don t have to explain everything to them in detail just show them where it is done and walk them through the process. You can, for example, show them the paper work that needs to be done. Also have someone demonstrate some sort of quality test which can be done on seed. Try to make this exciting and thought provoking. Topic 4 Storage of seed Aligned to SO4 US Ref Training Methodology Workbook Exercises Theoretical & Practical Assessment Methodology SO4 AC1 Facilitate a lecture on the life expectancy of seed and how this influences seed storage. Exercise 4 Evaluate answers provided Facilitator Guide 15 US

16 SO4 AC1 Facilitate a lecture on the various factors discussed in the manual, which should be taken into consideration when seed is stored. Select appropriate sections from the notes provided. Add examples that are applicable to your workplace Exercise 4 Evaluate answers provided Take the learners on a tour through your organization s storage facilities. In one of the practical questions they will need to go on such a tour so it might be a good idea to combine this exercise with the one in the workbook. Facilitate a lecture on pest control during seed storage. If possible, you can ask someone who works with pest control in the organization to come and do a short presentation. Exercise 4 Evaluate answers provided SO4 AC2 Select appropriate sections from the notes provided. Add examples that are applicable to your workplace Take the learners on a tour where they can observe the methods which are used for pest control in your organization. Have someone explain the dangers and considerations in terms of each method with them. The learners will also need to do a practical question on pest control in your organization, so keep this in mind when you decide how to approach this exercise. Facilitator Guide 16 US

17 Topic 5 The statutory framework applicable to the seed industry Aligned to SO5 US Ref Training Methodology Workbook Exercises Theoretical & Practical Assessment Methodology Facilitate a lecture in which you explain to the learners what Plant Breeders Rights are. Exercise 5 Evaluate answers provided AC1 Use this opportunity to make sure that they have a thorough understanding of the purpose of Plant Breeders Rights. Evaluate answers provided AC1 Facilitate a lecture in with you discuss the objective of the Plant Improvement Act with the learners. Use examples to illustrate to them how your organization is influenced by this Act. Select appropriate sections from the notes provided. Add examples that are applicable to your workplace Exercise 5 Evaluate answers provided AC2 Facilitate a lecture on the role of SANSOR in the seed industry. The aim is to make them aware of how SANSOR influences your organization. Exercise 5 Evaluate answers provided Select appropriate sections from the notes provided. Add examples that are applicable to your workplace AC3 Facilitate a lecture on seed certification. Make sure they understand the concept of phytosanitary control, and how it applies to your organization. Exercise 5 Evaluate answers provided Use this opportunity to provide them with examples of how phytosanitary control influences your organization. Facilitator Guide 17 US

18 AC1 Facilitate a lecture on the role of ISTA in the seed industry. You needn t use everything in the handout and you can add whatever you feel is necessary. The aim is just to make them aware of how ISTA influences your organization. Select appropriate sections from the notes provided. Add examples that are applicable to your workplace Use this opportunity to provide them with examples of how ISTA rules have an influence on your organization. Exercise 5 Evaluate answers provided Facilitator Guide 18 US

19 SECTION 4: FORMATIVE ASSESSMENT: WORKBOOK 4.1 Topic 1: The importance of seed Exercise 1 The role of seed SO1, SO2 No Memorandum US Ref C NYC 1. Shortly explain how seed contributes to each of the five food groups in the human diet. SO1, AC1, AC2, AC3 Learners must illustrate that they understand the fact that seed is an integral role player in our global food sources. 2. When we talk about the potential of a seed, what are we referring to? SO1, AC1, AC2 SO2, AC1 Learners must understand that seed is a living organism with the potential to reproduce and multiply. 3. Look at the following statement: Seed is a living organism. Is this true, and if it is how would you say should seed be treated? SO2, AC1 Learners must illustrate that they know that seed should be treated with care. Competent Yes Not yet Facilitator Guide 19 US

20 Reflect on what you have learned Complete the self assessment table in your workbook. This is your opportunity to ask for additional clarification from the Facilitator. BE HONEST WITH YOURSELF THIS IS IN YOUR OWN INTEREST. How do you rate yourself on the following: Scale: 1 I am lost, 2 I am almost there, 3 I am there I understand that seed is a living organism I know how important seed is in terms of food production I know that seed is able to multiply itself I understand that the potential for growth and reproduction lies in every seed. Facilitator Guide 20 US

21 4.2 Topic 2: The biology of seed growth Exercise 2 Theoretical concepts of seed biology SO2, SO3 No Memorandum US Ref C NYC Name the three main parts of a seed. What will these parts become when the seed grows? Name two types of seed and illustrate how we will be able to distinguish between them by drawing the first leaves that will form when the seed grows. Write a paragraph in which you shortly discuss any environmental factors which will have an effect on germination. SO2 AC1, AC2 SO2 AC1,AC2 SO3 AC1 4. Shortly describe the process of germination. SO3 AC There are three possible reasons why seed will not germinate if the environmental circumstances are ideal. Name them and shortly explain what is meant by each of them. What is meant by seed coat dormancy and how can this type of dormancy be overcome? SO3 AC1 SO2 AC1, AC2 SO3 AC1 7. Except for seed coat dormancy, there are a number of other types of dormancy. Name two of them and shortly explain what they entail. SO2 AC1, AC2 SO3 AC1 Competent Yes Not yet Facilitator Guide 21 US

22 Reflect on what you have learned Complete the self assessment table in your workbook. This is your opportunity to ask for additional clarification from the Facilitator. BE HONEST WITH YOURSELF THIS IS IN YOUR OWN INTEREST. How do you rate yourself on the following: Scale: 1 I am lost, 2 I am almost there, 3 I am there I understand that seed is a living organism I can distinguish between the various parts of a seed I know what the difference is between monocot and dicot seeds I can distinguish between monocot and dicot seed on the basis of their leaves when they grow I know which environmental factors have an influence on seed germination I can distinguish between three reasons why seed will not germinate I understand the concept of seed dormancy I have a broad understanding of the various types of seed dormancies I know how these dormancies can be broken Facilitator Guide 22 US

23 1.2 Topic 3: Seed quality Exercise 3 The quality components of seed SO1, SO3 No Memorandum US Ref C NYC 1. Shortly explain why you think seed quality is important. SO3, AC1 The learner must illustrate a basic understanding of why people place an emphasis on seed quality When we have to determine the quality of seed, what are the 3 main areas which we need to look at? Describe the difference between open-pollinated varieties and hybrids. Shortly explain what is meant by the concept generations of seed When we look at the physical characteristics of seed, what is important for quality purposes? What is the difference between the genetic and physical purity in a seed lot? What is meant by genetically modified organisms? Do you think genetic modification should be done? Why/Why not? SO3, AC1 SO3, AC1, AC2 SO1, AC4 SO3, AC1, AC2 SO3, AC1, AC2 SO3, AC1, AC2 Learners should define the term and then give their personal opinion on the subject. 8. Shortly name all the characteristics of seed which needs to be taken into consideration in terms of the biological value of seed. SO3, AC1, AC2 Facilitator Guide 23 US

24 9. Write a paragraph in which you explain what is meant by seed vigour. SO3, AC1, AC2 10. What is the difference between seed viability and vigour? SO3, AC1, AC2 11. What do you know about quality assurance in your organization? How does it work? Who is responsible for it? SO3, AC1, AC2 The learners should basically write down what they observed when they went on a tour of the quality assurance facilities of your organization. There is no right or wrong answer the aim is just to get them thinking. Competent Yes Not yet Reflect on what you have learned Complete the self assessment table in your workbook. This is your opportunity to ask for additional clarification from the Facilitator. BE HONEST WITH YOURSELF THIS IS IN YOUR OWN INTEREST. How do you rate yourself on the following: Scale: 1 I am lost, 2 I am almost there, 3 I am there I know how the quality of seed is influenced by genetic factors I know what the difference is between open-pollinated varieties and hybrids I understand the concept of generations of seed I understand what is meant by genetic modification I understand how the moisture content of a seed can influence its quality I understand what the difference is between physical and genetic purity of a seed lot I know what the term viability of seed refers to. I understand the concept of seed vigour I know what the difference is between viability and vigour I have a basic idea of how quality assurance works in our organization Facilitator Guide 24 US

25 1.3 Topic 4: Storage of seed Exercise 4 The principles of seed storage SO4 No Memorandum US Ref C NYC On the basis of viability, seed can be divided into three groups. Shortly explain in your own words what the difference is between these three groups. When we store seed, there are three main factors which have an influence on seed viability. They are moisture content, humidity and temperature. In your own words, write a paragraph on each of them in which you explain how they influence seed viability. In the manual we discussed various methods of seed storage. After that you went on a tour of your organization s seed storage facilities. According to what you saw, please describe the various seed storage methods which are used in your organization. Company specific Your facilitator took you on a tour of the storage facilities in your organization in order to demonstrate how pest control is applied. As with the previous question, please describe the methods of pest control which are used in your organization, according to what you saw on the tour. Company specific SO4, AC1 SO4, AC1 SO4, AC1 SO4, AC2 Competent Yes Not yet Facilitator Guide 25 US

26 Reflect on what you have learned Complete the self assessment table in your workbook. This is your opportunity to ask for additional clarification from the Facilitator. BE HONEST WITH YOURSELF THIS IS IN YOUR OWN INTEREST. How do you rate yourself on the following: Scale: 1 I am lost, 2 I am almost there, 3 I am there I understand the role that temperature plays in seed storage I understand the role that humidity plays in seed storage I understand the role the moisture content plays in seed storage I know how seed is stored in my organization I understand why pest control is necessary I know how pest control is applied in my organization Facilitator Guide 26 US

27 1.4 Topic 5: The statutory framework applicable to the seed industry Exercise 5 Various legislations & regulatory bodies SO5 No Memorandum US Ref C NYC 1. Explain the concept of plant breeders rights in your own words by using an appropriate example. SO5, AC1 2. Shortly explain why the Plant Improvement Act needs to exist. SO5, AC1 3. Shortly explain what the functions of SANSOR are. SO5, AC2 4. Why is it necessary for seed to be certified? question in one short paragraph. Answer this SO5, AC3 5. Do you think phytosanitary control is important? Why or why not? Use an appropriate example to elaborate on your anwer. SO5, AC1 6. What is the role of phytosanitary control in your organization? SO5, AC1 Company specific Write a paragraph in which you discuss the purpose of the International Seed Testing Association. Shortly describe how ISTA rules have an influence on your organization. Company specific SO5, AC1 SO5, AC1 Competent Yes Not yet Facilitator Guide 27 US

28 Reflect on what you have learned Complete the self assessment table in your workbook. This is your opportunity to ask for additional clarification from the Facilitator. BE HONEST WITH YOURSELF THIS IS IN YOUR OWN INTEREST. How do you rate yourself on the following: Scale: 1 I am lost, 2 I am almost there, 3 I am there I understand what Plant Breeders Rights are I understand why the Plant Improvement Act exists I know why seed certification is necessary I understand what the role of SANSOR is in the seed industry I understand the concept of phytosanitary control I understand why this is important I know how our organization is influenced by phytosanitary control I understand what the role of ISTA is in the seed industry I know how our organization is influenced by ISTA rules Facilitator Guide 28 US

29 SECTION 5: SUMMATIVE ASSESSMENT 5.1 Principles of good assessment Principle Description Validity Authenticity Currency Sufficiency The extent to which an assessment task measures what it is intended to measure. To be valid, an assessment task should measure the knowledge, skills or dispositions that you intend it measure and not be influenced by other factors. Linked to a standard The Assessor is satisfied that the evidence is the real work of the Candidate being assessed The evidence is proof that the Candidate is able to meet the assessment criteria at the time the Assessor declares the Candidate competent Enough proof of competence that the Candidate has met all the Assessment criteria Fairness Transparency Openness Portability Recognition of prior learning Consistency The extent to which the assessment task remains free of bias or any other factor that is irrelevant to the outcome being measured. Biased assessment regarding age, gender, disability, social class, language was in line with open and transparent opportunities The Candidate must know exactly what to expect during the assessment process To enable learners to transfer credits of qualifications from one learning institution and /or employer to another To give credit, through assessment of learning already acquired in different ways The judgements that are made in the similar context each time a particular assessment is conducted will have the same outcome Facilitator Guide 29 US

30 Reliability Appropriateness Manageability Practicality The extent to which an assessment task will elicit consistent responses from students and not be influenced by extraneous factors such as misinterpretation or guessing The methods of assessment that has been used and the evidence collected is appropriate to the purpose of assessment as well as the special- and particular needs of the Candidate. All the criteria have been assessed. The assessment process has been conducted in a costeffective way The assessment relates to the Unit standard / qualification. 5.2 Learner Workbook Records: Formative Assessment Date Learner Name ID Exercise No Title Competent Yes Not yet Comments 1 The role of seed 2 3 Theoretical concepts of seed biology The quality components of seed 4 The principles of seed storage 5 Various legislations and regulatory bodies Criteria Valid Authentic Current Sufficient Yes Competent Not yet Comments Facilitator Guide 30 US

31 Comments 5.3 Summative Knowledge Assessment Additional summative assessment questions put to the candidate to confirm knowledge and reflective competence Knowledge and reflective questions Date Learner name ID Unit Standard: Acquire an introductory knowledge of the seed industry Questions Agreed Assessment Date: Proof of further evidence Date: C NYC C NYC Comments Facilitator Guide 31 US

32 5.4 Summative Practical Assessment Additional practical assignments completed by the learners to confirm practical competence during the summative assessment. Observation checklist Date Learner name ID Unit Standard: Acquire an introductory knowledge of the seed industry Assignment 1 Agreed Assessment Date: Proof of further evidence Date: C NYC C NYC Assignment 2 Agreed Assessment Date: Proof of further evidence Date: C NYC C NYC Comments Facilitator Guide 32 US

33 5.5 Critical Cross Field Outcomes Critical Outcome Not yet Competent Competent Comments / More evidence needed Work effectively with others Learner not able to work effectively with others when acquiring knowledge of the seed industry. Learner able to work effectively with others when acquiring knowledge of the seed industry. Organise and manage oneself Learners not yet able to organize and manage themselves by systematically studying and working through relevant learning material. Learner is able organize and manage themselves by systematically studying and working through relevant learning material. Communicate with others Learner does not communicate effectively during recalling and explaining information required. Learner communicates effectively during recalling and explaining information required. Assessment C NYC Facilitator Guide 33 US

34 5.6 Assessment feedback record Indicate with YES in the relevant section The learner has not sufficiently demonstrated competency in most of the areas and is not yet competent. The learner will have to be re-assessed in a full assessment. The learner has not sufficiently demonstrated competency in some of the required areas and will have to demonstrate competency by addressing these areas only. The learner has sufficiently demonstrated competency and is declared competent. Feedback record Motivation of assessment decision: To be completed if the learner is found not yet competent Actions to be completed By when Comments and or question by the learner Facilitator Guide 34 US

35 Declaration by learner I,.declare as follows: That I am satisfied that the feedback given to me by the Facilitator was relevant, sufficient and done in a constructive manner. I accept the assessment decisions and have no further questions relating to this particular assessment. That I am not satisfied with the assessment process or the assessment decision and wish to lodge an appeal. Signatures Learner Facilitator Assessor Moderator Date Date Date Date Facilitator Guide 35 US

36 SECTION 6: ALIGNMENT MATRIX Criteria Workbook Summative Assessment SO1 Exercise 1.1, 1.2, 3.4 Portfolio of evidence SO2 Exercise 1.3, 2.1, 2.2, 2.6, 2.7 Portfolio of evidence SO3 Exercise & Exercise 3 (excluding 3.4) Portfolio of evidence SO4 Exercise 4 Portfolio of evidence SO5 Exercise 5 Portfolio of evidence CCFO1 CCFO2 CCFO3 As evident during learning As evident during learning As evident during learning Facilitator Guide 36 US