NQF Level: US No: Facilitator:... Company:... Commodity:... Date:...

Transcription

1 NQF Level: 1 US No: Facilitator Guide Primary Agriculture Propagate Plants Facilitator: Company: Commodity: Date: The availability of this product is due to the financial support of the National Department of Agriculture and the AgriSETA.

2 2 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: Propagate plants US No: 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 Mark National Certificate in Mixed Farming Systems National Certificate in Pant Production Please mark the learning program the learners are enrolled in: Are you facilitating a: Yes No Note to Facilitator: If you are presenting Learnership? Skills Program? Short Course? this module as part of a full qualification or learnership, please ensure that you have Please explain the above concepts to the learner. There are four guides, namely the Learner Guide, the Learner familiarised yourself with the content of the qualification., 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!

3 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 Animal Production Organic production, Hydroponic production, Perma-culture production, Agronomy, Horticulture, Natural resources harvesting. Small stock production, Large stock production, Dairy production, Pig production, Poultry production, Game, Aqua / mari culture, Commercial insects Animal fibres harvesting, Bee keeping, Natural resources harvesting, Organic production, Perma-culture production, Eco/Agri Tourism, Agro Chemicals, Horse Breeding, Etc.

4 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

5 5 What & How will you be Facilitating? The Learning Experience What is Plant Propagation? Learning Program Time Frames Tips for level of learning Facilitator s Checklist & Training Aids Contextualisation of Content Session 1: Identifying the Propagation Environment Learner Guide p9: Factors affecting the propagation environment; Hygiene procedures in the propagation environment; Identifying possible problems in the propagation environment. Session 2: Propagation Material and Propagation Media Learner Guide p13: A Brief Description of Plant Propagation; Sexual Propagation; Environmental Factors which Affect Germination Requirements for Germination; Asexual Propagation (Vegetative Propagation). Session 3: Carry out Routine Propagation Procedures Learner Guide p19: Sexual propagation by means of seed; Special treatments for dormant seeds; Asexual propagation (vegetative propagation); Equipment to be used for vegetative propagation; Methods of vegetative propagation (stem cuttings); Demonstration of grafting and budding. What will I do differently next time? Excerpt: SAQA Unit Standard

6 6 The Learning Experience When learners have achieved this unit standard, they should be able to - Assist with the propagating of plants. Gain specific knowledge and skills in plant propagation and should be able to operate in a plant production environment implementing sustainable and economically viable production principles. Be capacitated to gain access to the mainstream agricultural sector, in plant production, impacting directly on the sustainability of the sub-sector. The improvement in production technology will also have a direct impact on the improvement of agricultural productivity of the sector. Learning Assumed to be in Place It is assumed that a learner attempting this unit standard will show competence against the following unit standards or equivalent: NQF 1: Select, use and care for hand tools and basic equipment and infrastructure (US ). NQF 1: Demonstrate a basic understanding of the structure and function of a plant in relation to its environment (US ). NQF 1: Demonstrate an understanding of the basic concept of sustainable farming systems (US ). What is Plant Propagation? It is making more plants from one plant. In agriculture we have to have many of the same kind of plant to establish a marketable crop. There are many ways to propagate plants, but they fall under one of two categories, namely 1) asexual (vegetative) plant propagation and 2) sexual plant propagation. List plants that can be propagated according to these methods. These need to be paid over to the South African Revenue Service (SARS) on a regular basis. You also need to build your skills in managing staff. If you start learning early, and get some professional support and training, you are more likely to feel in control and confident when you start to experience staff problems or expand your workforce further.

7 7 Learning Program Time Frames Total time allocated (hours) Theoretical learning time allocated (hours) Practical learning time allocated (hours) Activities to be completed Complete Program (including summative assessment) Learner Orientation and Ice Breaker Purpose, Introduction and Learner Directions minutes 30 minutes N/a minutes 30 minutes - Session Session Session Preparation for & revision 3 30 minutes 2.5 N/a 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. My Notes

8 8 Facilitator s Checklist & Training Aids 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 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 No 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 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

9 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 Commodity specific? Operating procedures of the farm? Agricultural practices? Agricultural markets?

10 10 Session 1 Learner Guide: Page 9 Identifying the Propagation Environment After completing this session, the learner should be able to: SO 1: Identify the propagation environment within a specific agricultural production context. Concept (SO 1) Time frame Activities related to the concept Introduction to Propagation. Factors affecting the propagation environment. Identifying possible problems in the propagation environment. Hygiene procedures in the propagation environment. 11 hours Activities Please allow learners to complete Activities in their s. Type of activity Resources Instructions to give to the learners Conclusions 1.1: Group search and discover and class Plant material Camera instructions. Revision of basic botany definitions. 1.2 (1): Group work in Identification, exploration, research and Plant material Camera instructions. Revision of basic botany definitions. 1.2 (2) Group work in Identification, exploration, research and Plant material Camera instructions. Revision of basic botany definitions. 1.2 (3) Group work in Identification, exploration, research and instructions. Revision of basic botany definitions.

11 11 Type of activity Resources Instructions to give to the learners Conclusions 1.3 (1): Group Exploration and 10 maize seeds 2-litre Plastic cool drink bottles Soil instructions Identify the propagation environment. Note the importance of space in the propagation environment and how it affects successful crop production. 1.3 (2): Group Exploration and 10 lettuce or tomato seedlings instructions Identify the propagation environment. Note the importance of temperature in the propagation environment and how it affects successful crop production. 1.3 (3): Group Exploration and 10 crop seedlings 2 containers filled with soil instructions Identify the propagation environment. Note the importance of light in the propagation environment and how it affects successful crop production. 1.3 (4): Group Exploration and 10 crop seedlings 2x5-litre containers filled with soil instructions Identify the propagation environment. Note the importance of water in the propagation environment and how it affects successful crop production. 1.3 (5): Group Exploration and 2 crop seedlings 2x2-litre containers filled with soil instructions Identify the propagation environment. Note the importance of air in the propagation environment and how it affects successful crop production. 1.3 (6): Group Exploration and 2 crop seedlings 2x2-litre containers filled with soil LAN fertilizer instructions Identify the propagation environment. Note the importance of nutrients in the propagation environment and how it affects successful crop production.

12 12 Type of activity Resources Instructions to give to the learners Conclusions 1.3 (7): Group Exploration and Environment with flowers instructions Identify the propagation environment. Note how different species flower at different times during the season. The crops are also harvest ready at different times. 1.3 (8): Group Exploration and Petri dishes filled with agar instructions Identify the importance of hygiene in crop propagation. My Notes

13 13 Session 2 Propagation Material and Propagation Media Learner Guide: Page 13 After completing this session, the learner should be able to: SO 2: Prepare propagation material and propagation media, according to specific instructions. Concept (SO 2) Propagation material includes but is not limited to sexual reproductive material such as seeds etc, and asexual reproductive material such as cuttings, bulbs, rhizomes, corms, tubers etc. as relevant to the context of application. Types of propagation media: Compost Peat moss Germination chambers Preparing propagation material as per instructions. The preparation of the propagation media as prescribed for the specific plant or crop is demonstrated. The necessary precautions needed or safety requirements when using the equipment necessary for propagation. Other types of propagation procedures such as: Scarification Temperature trays Seed preparation. How to handle propagation material correctly. The maintenance of the propagation material Fertilization Temperature control Environment Time frame 30 minutes each total 1 hour 3 hours N/a N/a N/a N/a N/a N/a Activities related to the concept Activity 2.1

14 14 Please allow learners to complete Activity 2.1 in their s Type of activity Resources Instructions to give to the learners Conclusions 2.1 (1): Explore and Find out Environment with plants Camera Go outside. Then follow instructions as per. Bring samples back and take photos or paste examples into s. Basic botany terminology. Not all stems are the same. Depending on species it can be hard wood, soft wood or herbaceous. 2.1 (2): Discuss in your group A cutting Seed Follow instructions as per. Sexual vs A-sexual propagation Reasons for asexual propagation 2.1 (3): Discuss in your group A cutting Seed Follow instructions as per. Sexual vs A-sexual propagation Male vs female parts Reasons for sexual propagation. Basics on pollination 2.1 (4): Research and find out 3x saucers 20 bean seeds paper towels Follow instructions as per. Germination environment. Factors affecting germination. 2.1 (5): Research and find out A 2-litre plastic cool drink bottle Seed Soil Follow instructions as per. Sowing and germination environment. Seed germination and the resulting seedling. My Notes

15 15 Session 3 Carry out Routine Propagation Procedures Learner Guide: Page 19 After completing this session, the learner should be able to: SO 3 : Carry out routine propagation procedures within the specific agricultural propagation / production context under supervision. Concept (SO 2) Other types of propagation procedures such as: Scarification Temperature trays Seed preparation. How to handle propagation material correctly. The maintenance of the propagation material ing Weeding Fertilization Temperature control Pest and disease control Hygiene requirements of propagation material Sterilizing of equipment The necessary safety precautions when working with specific tools, equipment and chemicals during propagation. Time frame 1 hour Activities related to the concept Activity 3.1 My Notes

16 16 Please allow learners to complete Activity 3.1 in their s Type of activity Resources Instructions to give to the learners Conclusions 3.1 (1) Practical Plastic colddrink bottle Propagation media Seeds (beans, maize, carrot and tomato) Health, Safety & hygiene equipment as per propagation requirements Go outside plant seeds. Then follow instructions as per learner Types of Propagation material. Propagation material includes but is not limited to sexual reproductive material such as seeds etc, and asexual reproductive material such as cuttings, bulbs, rhizomes, corms, tubers etc. as relevant to the context of application. Types of propagation media:, Compost, Peat moss, Germination ovens, Preparing propagation material as per instructions. The preparation of the propagation media as prescribed for the specific plant or crop is demonstrated. The necessary precautions needed or safety requirements when using the equipment necessary for propagation. How to handle propagation material correctly. The maintenance of the propagation material:, watering, weeding, fertilization, temperature control, pest and disease control. Hygiene requirements of propagation material:, sterilizing of equipment, environment, pest and disease control. The necessary safety precautions when working with specific tools, equipment and chemicals during propagation. 3.1 (2) Practical Plant material of previous practical Fertilizer Pesticides Fungicides Go outside and take care of the seedlings from the previous practical. Then follow instructions as per learner The maintenance of the propagation material:, watering, weeding, fertilization, temperature control, pest and disease control. Hygiene requirements of propagation material:

17 17, sterilizing of equipment, environment, pest and disease control The necessary safety precautions when working with specific tools, equipment and chemicals during propagation. 3.1 (3) Practical Tomato plants Rose bush Fig tree All equipment for use in making of stem cuttings (See learner guide) Camera Go outside and make stem cuttings from the material provided. Then follow instructions as per learner Basic tools and principals in taking of cuttings from different types of stems (Activity 2.1 (1)) 3.1 (4) Practical Plant material All equipment for use in making of leaf and root cuttings. (See learner guide) Camera Go outside and make leaf and root cuttings from the material provided. Then follow instructions as per learner Basic tools and principals in taking of cuttings from leaves and roots. Why different types of cutting (stem, leaf and root) are used for the different crops (5) Practical Plant material All equipment for use in grafting. (See learner guide) Camera Go outside and make graftings from the material provided. Then follow instructions as per learner Basic tools and principals in making of graftings. Adhering to hygiene when making grafts Special attention needed for successful grafting. Crops in which grafting is usually made use of (6) Practical Plant material All equipment for use in layering. (See learner guide) Camera Go outside and make ground and air layers from the material provided. Then follow instructions as per learner Basic tools and principals in making of layers. Adhering to hygiene when performing layering. Special attention needed for successful layering. Crops in which layering is usually made use of. 3.1 (7) Practical Potato tubers Paper bags Camera Put tubers in paper bags. Then follow instructions as per learner Identify modified plant material as propagation material. Basic needs of these modified plant material to give rise to the next crop (temp, light, storing conditions etc.)

18 18 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.) 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

19 Excerpt: SAQA Unit Standard: NQF Level 1 Title: Propagate plants Field: Agriculture and Nature Conservation Sub-field: Primary Agriculture US No: NQF Level: 1 Credits: 4 Purpose of the Unit Standard: A learner achieving this unit standard will be able to assist with the propagating of plants. Learners will gain specific knowledge and skills in plant propagation and will be able to operate in a plant production environment implementing sustainable and economically viable production principles. They will be capacitated to gain access to the mainstream agricultural sector, in plant production, impacting directly on the sustainability of the sub-sector. The improvement in production technology will also have a direct impact on the improvement of agricultural productivity of the sector. Learning Assumed to be in Place and Recognition of Prior Learning It is assumed that a learner attempting this unit standard will show competence against the following unit standards or equivalent: NQF 1: Select, use and care for hand tools and basic equipment and infrastructure (US ). NQF 1: Demonstrate a basic understanding of the structure and function of a plant in relation to its environment (US ). NQF 1: Demonstrate an understanding of the basic concept of sustainable farming systems (US ). Unit Standard Range: Whilst range statements have been defined generically to include as wide a set of alternatives as possible, all range statements should be interpreted within the specific context of application. Range statements are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are only as a general guide to scope and complexity of what is required. Specific Outcome (SO) 1: Identify the propagation environment within a specific agricultural production context. Outcome Range: The propagation environment includes but is not limited to open field and protective structures (plastic, glass, polycarbonate, fibreglass, shade cloth, etc.) as relevant to the context of application. Criteria (AC): 1. A basic / elementary comprehension of the components of the propagation environment is demonstrated. 2. The ability to identify possible problems in the propagation environment is demonstrated (e.g. air conditioners or irrigation systems not working etc.). 3. An elementary comprehension of hygiene procedures in the propagation environment is demonstrated. Specific Outcome (SO) 2: Prepare propagation material and propagation media according to specific instructions. Outcome Range: Propagation material includes but is not limited to sexual reproductive material such as seeds etc, and asexual reproductive material such as cuttings, bulbs, rhizomes, corms, tubers etc. as relevant to the context of application. Propagation media includes but is not limited to growing media such as compost, peat moss, germination ovens etc. as relevant to the context of application. The propagation environment refers to, but is not limited to plastic, glass, polycarbonate, fibreglass shade cloth, open fields etc. as relevant to the context of application. Criteria (AC): 1. The ability to adequately prepare propagation material as per instructions given based on the specific plant or crop is demonstrated. 2. The preparation of the propagation media as prescribed for the specific plant or crop is demonstrated. 3. The use of the propagation environment to be used per crop as advised is explained. 4. The necessary precautions needed or safety requirements necessary as prescribed for the specific crop or plant or equipment being used is described. Specific Outcome (SO) 3: Carry out routine propagation procedures within the specific agricultural propagation context under supervision. Outcome Range: The propagation procedures include but are not limited to cuttings, scarification, temperature trays, seed preparation etc. as relevant to the context of application. Agricultural propagation context includes but is not limited to open fields, glasshouses, shade houses aquatic environments etc. as relevant to the context of application. Criteria (AC): 1. The proper use of the equipment for the specific activity as trained is demonstrated. 2. The specific propagation procedure for the specific plant type is demonstrated. 3. The ability to appropriately handle the propagation material is demonstrated. 4. The ability to appropriately manage the propagated material is demonstrated. Specific Outcome (SO) 4: Carry out routine post propagation procedures within the specific production context under supervision. Outcome Range: The maintenance of the propagation material may include but is not limited to watering, weeding, fertilization, temperature control, pest and disease control etc. Hygiene requirements include but are not limited to sterilizing of equipment, environment, pest and disease control etc. Criteria (AC): 1. The maintenance of the propagation material is demonstrated. 2. The maintaining of the necessary hygiene requirements is demonstrated. 3. The ability to take the necessary safety precautions when working with specific tools, equipment and chemicals etc is demonstrated. Essential Embedded Knowledge: The person is able to demonstrate a basic knowledge of: Human Resource policy, principles and procedures. Labour Laws; Contractual agreements; Job descriptions; Personnel evaluation; Performance agreements. Occupational Health and Safety, and environmental regulations; Personal hygiene. Filing and retrieving of documents/personnel information; Security of filing system; Confidentiality of personnel information; Identification of all stakeholders involved. Non-compliance consequences to stakeholders. Benefits to stakeholders; Role of labour unions. Critical Cross-field Outcomes (CCFO): The following relates to all specific outcomes: Identifying: Problem Solving Working: Teamwork Organizing: Self-management Collecting: Interpreting Information Communicating: Communication Science: Use Science and Technology Demonstrating: The world as a set of related systems Contributing: Self-development