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Examinations and Assessment Guidelines: AAAT4

GETC-ABET Level 4 ~ @ NQF Level 1 1 | P a g e

General Education and Training Certificate

Adult Basic Education and Training

NQF Level 1

EXAMINATIONS AND ASSESSMENT GUIDELINES

APPLIED AGRICULTURE AND AGRICULTURAL TECHNOLOGY L4

CODE: AAAT4

Reviewed 2013


TABLE OF CONTENTS

1. Introduction 3

2. The GETC-ABET Level 4 Qualification 4

3. Unit Standards for AAAT4 Learning Area 7

4. LTSM in PALCs 18

5. Weighting of the Specific Outcomes and Assessment Criteria 18

6. Core Knowledge Areas 18

7. Taxonomies used in scaffolding questions 24

8. Site-Based Assessment (Formative) 24

8.1 Structure of SBA Tasks 25

8.2 Exemplar SBA Tasks 26

9. External Assessment (Summative) 46

9.1 Structure of a question paper 46

9.2 Exemplar question paper 47

10. Promoting the Principles of quality assessment practices 61

1. INTRODUCTIONGETC-ABET Level 4 ~ @ NQF Level 1 2 | P a g e


This document aims to be an Examinations and Assessment Guidelines in its orientation. It should be seen against the background of the review of the General Education and Training Certificate (GETC): Adult Basic Education and Training (ABET) qualification and the re-registration of some of its constituent Unit Standards. Against this background, it must be seen to replace any other guideline document that has preceded it. What it does not do, however, is signal a radical shift from formal national assessment processes that have been managed by the Department of Higher Education and Training (DHET). It attempts to consolidate such assessment practices. It formalises them into a useful reference document for mainly examiners and moderators of ABET assessment. At the same time it is a useful guide to educators, in order to prepare their learners for assessment.

The AAAT4 Examinations and Assessment Guidelines document is based on the GETC-ABET interim qualification with the SAQA ID number 71751. The guidelines should be viewed as developmental in nature aimed at enhancing the quality of the implementation of assessment for the interim qualification. The other users of this document shall be the Public Adult Learning Centres (PALCs) management teams, departmental officials, policy analysts, learning area coordinators or advisers and any interested stakeholder in adult education.Furthermore, the guidelines document is intended to assist the Learning Area Facilitator in preparing the learner for the examination as well as the site-based assessment. It should be treated as resource material that seeks to indicate the unit standards for the AAAT4 learning area and how to unpack them for assessment. It also indicates the possible content knowledge (as mentioned in the unit standards) to be assessed. It will provide clarity on how specific outcomes and assessment criteria are weighted. The possible teaching and learning support materials relevant to the learning area are also highlighted.

While our aim is not to be prescriptive on curriculum, it is our hope that this document will offer educators more guidance in their own teaching and assessment practice. The document creates a uniform framework for examinations and formative assessments, in order to avoid a variety of different approaches to examinations. It must be pointed out that while the guidelines are based on the Unit Standards, it should not be read without the accompanying unit standards, or replace the unit standards as a guideline to teaching.

The document also contains the GETC - ABET qualification which among others reflects on the rules of combination, core components and the academic learning areas. The structure of an examination question paper, the taxonomies used in scaffolding of questions, an exemplar question paper and marking memorandum together with exemplar site-based assessment tasks are outlined.

This examination guidelines document provides guidance on how to use available resources to achieve the specified unit standards of the learning area. The national Policy on the Conduct, Administration and Management of the GETC - ABET Level 4 examinations and assessment has a bearing on this document.

All users are encouraged to alert the Department of Higher Education and Training of any unrealistic suggestions that might hinder quality implementation of the assessment for the interim GETC – ABET Level 4 qualification. It must be noted that these guidelines are by no means exhaustive in its suggestions of possible assessment activities. Suggestions to improve the implementation of assessment in the AAAT4 learning area will be greatly appreciated.

2. THE GETC-ABET LEVEL 4 QUALIFICATION

The General Education and Training Certificate (GETC) in Adult Basic Education and Training (ABET) with ID No. 71751 will provide adult learners with fundamental basics of general education learning. It replaces SAQA qualification ID No. 24153. The table below provides a synoptic view of the qualification.



SAQA QUAL ID QUALIFICATION TITLE71751 General Education and Training Certificate: Adult Basic Education and

Training

ORIGINATOR REGISTERING PROVIDERTask Team - Adult Basic Education and Training

QUALITY ASSURING ETQA-

QUALIFICATION TYPE

FIELD SUBFIELD

National Certificate Field 05 - Education, Training and Development

Adult Learning

ABET BAND MINIMUM CREDITS NQF LEVEL QUAL CLASSABET Level 4 120 Level 1 Regular-Unit Standards

Based

REGISTRATION STATUS

SAQA DECISION NUMBER

REGISTRATION START DATE

REGISTRATION END DATE

Registered SAQA 1179/08 2008-11-26 2011-11-26

LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT2012-11-26 2015-11-26

The purpose of the Qualification is to equip learners with foundational learning by acquiring knowledge, skills and values in specified Learning Areas. In addition, it also allows learners to choose Elective Unit Standards which relate to occupational type learning relevant to their area of interest or specialisation. In particular, the purpose of the qualification aims to:

Give recognition to learners who achieve and meet the necessary requirements and competencies as specified in the Exit Level Outcomes and Associated Assessment Criteria.

Provide a solid foundation of general education learning which will help prepare learners and enable them to access Further Education and Training learning and qualifications, particularly occupational workplace-based or vocational qualifications.

Promote lifelong learning to enable learners to continue with further learning. Prepare learners to function better in society and the workplace.

Rationale:

Adult Basic Education is identified as a critical priority in South Africa and plays a vital role in equipping adult learners with the necessary knowledge, skills and values in order to be functional in society and as a person by contributing to the workforce, community and economy. This GETC: ABET qualification provides learners with foundational learning through the acquisition of knowledge and skills needed for social and economic development and the promotion of justice and equality. It also seeks to promote and instill learners with a culture of life-long learning needed for future learning. It also enables learners to acquire the necessary competencies in order to access further education and training, career development and employment opportunities.

The achievement of the GETC: ABET qualification allow learners the following learning pathways:

To choose a vocational route through completion of the National Certificate (Vocational) Qualifications at Levels 2, 3 and 4 which contain vocational specialisations.

To access academic learning at NQF Level 2 and above.



To access Occupational specific qualifications at NQF Level 2, which consist of knowledge, skills and

workplace experience and learning.

The qualification aims to equip learners to:

Develop and apply relevant skills, knowledge and attitudes in the chosen Learning Areas. Function better in and contribute to the world of work. Be sensitive and reflective of issues relating to diversity, inclusivity, cultural values, human

rights, gender, development and change. Develop an appreciation for lifelong learning. Function better as a citizen in South Africa and contribute to cultural, social, environmental

and economic development. Make informed judgments about critical ethical issues. Develop study skills to be able to access further learning.

It is assumed that learners have literacy and numeracy skills in order to cope with the complexity of learning in this qualification.

Recognition of Prior Learning:

The structure of this Qualification makes Recognition of Prior Learning (RPL) possible through the assessment of individual Unit Standards. The learner and assessor should jointly decide on methods to determine prior learning and competence in the knowledge, skills, and values implicit in the Qualification and the associated Unit Standards. RPL will be done by means of an integrated assessment which includes formal, informal and non-formal learning and work experience. This Recognition of Prior Learning may allow for accelerated access to further learning at this or higher Levels on the NQF; gaining of credits for Unit Standards in this Qualification; and obtaining this Qualification in whole or in part. All RPL is subject to quality assurance by the relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant ETQA.

It is recommended that learners have achieved the following in order to access this qualification: Communication at ABET Level 3 or equivalent and Mathematical Literacy at ABET Level 3 or equivalent.

The GETC-ABET qualification comprises the Fundamental, Core and Elective components in its rules of combination. Learners are expected to offer a minimum of 5 Learning Areas. The 2 fundamental Learning Areas and the 1 Core Learning Area are compulsory offerings. Learners may choose 2 or more Learning Areas from the Elective component.

Learners are expected to meet the following requirements to be awarded a GETC-ABET qualification:

RULES OF COMBINATION FOR THE GETC-ABET QUALIFICATION: 120 CREDITS

FUNDAMENTALS COMPONENT: COMPULSORY 39 CREDITS

1. One Official Language: 23 Credits2. Mathematical Literacy: 16 Credits OR3. Mathematics and Mathematical Sciences: 16 Credits NOT BOTH

CORE COMPONENT: COMPULSORY 32 CREDITS

1. Life Orientation: 32 Credits



ELECTIVES COMPONENT: OPTIONAL 51 CREDITS Academic Learning Areas:

1. Human and Social Sciences: 23 Credits1. Natural Sciences: 15 Credits2. Economic and Management Sciences: 21 Credits3. Arts and Culture: 17 Credits 4. Technology: 11 Credits5. One Additional Official Language (Excluding the language chosen as a Fundamental): 23

Credits

Vocational Learning Areas:

6. Applied Agriculture and Agricultural Technology: 20 Credits7. Ancillary Health Care: 45 Credits8. Small, Medium and Micro Enterprises: 17 Credits9. Travel and Tourism: 38 Credits10. Information Communication Technology: 23 Credits11. Early Childhood Development: 26 Credits12. Wholesale and Retail: 37 Credits

OPTION 1(5 Learning Areas)

OPTION 2(6 Learning Areas)

OPTION 3(7 or more Learning Areas)

TWO Fundamentals ONE Core and TWO Electives

TWO FundamentalsONE Core andTHREE Electives

TWO Fundamentals ONE Core and FOUR Electives

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.

UNIT STANDARD CCFO WORKING Work effectively with others as a member of a team, group, organisation and community.

UNIT STANDARD CCFO ORGANISING Organise and manage oneself and one`s activities responsibly and effectively.

UNIT STANDARD CCFO COLLECTING Collect, analyse, organise and critically evaluate information.

UNIT STANDARD CCFO COMMUNICATING Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation.

UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environments and health of others.

UNIT STANDARD CCFO DEMONSTRATING



Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

3. UNIT STANDARDS FOR AAAT4 LEARNING AREA

The AAAT4 Learning Area comprises the following unit standards:

SAQA US ID

US TITLE CREDITS

13354 Demonstrate an understanding of agriculture as a challenging and applied system

2

13355 Demonstrate an understanding of the physical and biological environment and its relationship to sustainable crop production

4

113356 Assess the influence of the environment on sustainable livestock production

4

13357 Demonstrate an understanding of agricultural production management practices in relation to the socio-economic environment

3

13358 Implement and maintain the principles, systems, practices and technology applicable to an agricultural venture

7

Total 20

SAQA US ID

US TITLE CREDITS


2

PURPOSE OF THE UNIT STANDARD

A learner credited with this competence will be capable of: discovering the nature of agriculture; differentiating between the various agricultural disciplines; and observing and analysing the geographical distribution and economic impact of agriculture.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Open


Examinations and Assessment Guidelines: AAAT4SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Investigate the nature of agriculture as an applied science and relate it to other sciences

ASSESSMENT CRITERION 1 The nature of agriculture as an applied science is described.

ASSESSMENT CRITERION 2 Agriculture is clearly defined.

ASSESSMENT CRITERION 3 The relationship between agriculture and the natural sciences is established.

ASSESSMENT CRITERION 4 The significance of the relationship between agriculture and other sciences is discussed.

SPECIFIC OUTCOME 2 Identify various agricultural disciplines and describe how they are linked

OUTCOME RANGE Examples of agricultural disciplines include crop science; soil science; agricultural economics; agricultural engineering; animal science; horticultural science; agricultural forestry and agricultural extension.

ASSESSMENT CRITERION 1 Various agricultural disciplines are identified.

ASSESSMENT CRITERION 2 Agricultural disciplines are described and listed.

ASSESSMENT CRITERION 3 Agricultural disciplines are compared and contrasted.

ASSESSMENT CRITERION 4 Relationships between the disciplines are discussed.

SPECIFIC OUTCOME 3 Analyse the geographical distribution of agriculture and its socio-economic impact.

ASSESSMENT CRITERION 1 The links between agricultural and other economic activities are explained.

ASSESSMENT CRITERION 2 Maps to show the type and distribution of agricultural production are labelled, interpreted, summarised and presented.

ASSESSMENT CRITERION 3 Information which summarises and demonstrates the significance of agriculture in society is collected and presented.

ASSESSMENT CRITERION 4 Information which demonstrates the significance of agriculture in the society is summarised and presented.

ASSESSMENT CRITERION 5 Link between society and agriculture is established and clarified.

ASSESSMENT CRITERION 6 Link between economy and agriculture is established and clarified.

SPECIFIC OUTCOME 4 Describe agricultural technology and its link to applied agriculture.

ASSESSMENT CRITERION 1 Agricultural technology as a field in agriculture is described.

ASSESSMENT CRITERION 2 The principles of appropriate agricultural technology are explained.

ASSESSMENT CRITERION 3 Applications of agricultural technology are given. ASSESSMENT CRITERION 4 The link between agricultural technology and applied agriculture is shown

SPECIFIC OUTCOME 5 Investigate the opportunities and challenges of agriculture in developing society.

ASSESSMENT CRITERION 1 The role of agriculture in food security is explained.

ASSESSMENT CRITERION 2 The significance of commercial agriculture for social development is explained.

ASSESSMENT CRITERION 3 The significance of commercial agriculture for economic empowerment is explained.

ASSESSMENT CRITERION 4 Study options in agriculture fare investigated.

ASSESSMENT CRITERION 5 Employment opportunities in agriculture are explained.



SAQA US ID US TITLE CREDITS13355 Demonstrate an understanding of the physical and biological

environment and its relationship to sustainable crop production 4


A candidate credited with this unit standard will be capable of: identifying and describing the nature of soil; soil as a factor in agricultural production; climatic factors influencing crop production and their practical implications; the importance of water as a factor in agricultural production; the influence of topography on agricultural production; biological organisms as a factor influencing crop production and assessing the effects of crop production practices on the sustainability of the environment.


Open


Examinations and Assessment Guidelines: AAAT4SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:

SPECIFIC OUTCOME 1 Identify and describe the nature of soil.

OUTCOME RANGE Physical properties of soil

ASSESSMENT CRITERION 1The principle that soil is a product of its environment is described.

ASSESSMENT CRITERION 2Soil components are identified.

ASSESSMENT CRITERION 3Soil texture is identified.

ASSESSMENT CRITERION 4Soil texture is described.

ASSESSMENT CRITERION 5Soil structure is identified

SPECIFIC OUTCOME 2Analyse soil as a factor in crop production

ASSESSMENT CRITERION 1Reasons why soil is a factor in crop production are provided.

ASSESSMENT CRITERION 2Factors affecting the role of soil in crop production are described

ASSESSMENT CRITERION 3The concept of soil productivity is explained

ASSESSMENT CRITERION 4Factors that improve soil productivity and crop production are investigated

ASSESSMENT CRITERION 5 Soil limitations in crop production are identified

ASSESSMENT

SPECIFIC OUTCOME 3 Identify and describe climatic factors influencing crop production and their practical implications

ASSESSMENT CRITERION 1 Climatic factors influencing crop production are identified.

ASSESSMENT CRITERION 2 Climatic factors influencing crop production are described.

ASSESSMENT CRITERION 3 The influence of climatic factors on crop production is explained. ASSESSMENT CRITERION 4 Crop production practices that can be adapted to climatic factors are investigated and reported

SPECIFIC OUTCOME 4 Identify and describe the importance of water as a factor in crop production.

ASSESSMENT CRITERION 1 Sources of water are identified.

ASSESSMENT CRITERION 2 The role of water in crop production is explained.

ASSESSMENT CRITERION 3 The principle of water as a finite resource in crop production is explained.

ASSESSMENT CRITERION 4 The optimal use of water resources in crop production is explained.

ASSESSMENT CRITERION 5 Conclusions regarding the significance of water in crop production are

SPECIFIC OUTCOME 5 Identify and describe the influence of topography on crop production. ASSESSMENT CRITERION 1 Topography is defined and explained.

ASSESSMENT CRITERION 2 Topography as a factor influencing crop production is explained. ASSESSMENT CRITERION 3 Topography as a factor influencing crop production practices is evaluated.

ASSESSMENT CRITERION 4 Practices for overcoming topographical limitations to crop production are investigated and reported

SPECIFIC OUTCOME 6 Identify, describe and explain the biological organisms as a factor influencing crop production.

ASSESSMENT CRITERION 1 The beneficial effects of micro-organisms on crop production are identified and described.

ASSESSMENT CRITERION 2 The harmful effects of micro-organisms in crop production are identified and described.

ASSESSMENT CRITERION 3 Control options of harmful micro-organisms in crop production are identified and described.

ASSESSMENT CRITERION 4 The beneficial effects of invertebrates in crop production are identified and described.

SPECIFIC OUTCOME 7 Assess the effects of crop production practices on the sustainability of the environment. ASSESSMENT CRITERION 1 The concept of sustainability is explained and defined.

ASSESSMENT CRITERION 2 Existing crop production practices are identified.

ASSESSMENT CRITERION 3 Crop production practices that enhance agricultural sustainability are identified and explained.

ASSESSMENT CRITERION 4 Crop production practices that have a negative impact on the sustainability of the environment are identified and explained.


Examinations and Assessment Guidelines: AAAT4CRITERION 6 Ways to overcome soil limitations in crop production are explained and justified.

drawn. ASSESSMENT CRITERION 5 The harmful effects of invertebrates on crop production are identified and described.

ASSESSMENT CRITERION 6 Control options for invertebrates in crop production are identified and described.

ASSESSMENT CRITERION 7 Weeds as a limiting factor in crop production is explained.

ASSESSMENT CRITERION 8 Control options for weeds in crop production are discussed. 1. The concept of sustainability is explained and defined.



SAQA US ID

US TITLE CREDITS

113356 Assess the influence of the environment on sustainable livestock production

4


A candidate credited with this general competence will be able to: Describe and analyse the different components of a typical business plan and design a business plan relevant to a selected business idea.



SPECIFIC OUTCOME 1 Identify and describe environmental factors influencing the veld.

ASSESSMENT CRITERION 1 Ecological factors that influence the veld are identified.

ASSESSMENT CRITERION 2 The significance of ecological factors that influence the veld are explained.

ASSESSMENT CRITERION 3 The three major vegetation types are identified.

ASSESSMENT CRITERION 4 The three major vegetation types are explained.

SPECIFIC OUTCOME 2 Assess and modify the influence of veld composition on livestock feeding preferences and habits.

ASSESSMENT CRITERION 1 The concept of veld composition is investigated. ASSESSMENT CRITERION 2 Veld composition as a factor in veld management is explained.

ASSESSMENT CRITERION 3 Palatable and non-palatable species of plants are distinguished.

ASSESSMENT CRITERION 4 Browsing and grazing habits are distinguished.

ASSESSMENT CRITERION 5 Livestock preferences and needs are distinguished.

SPECIFIC OUTCOME 3 Analyse and describe environmental factors that influence livestock selection.

ASSESSMENT CRITERION 1 The significance of environment as a factor influencing livestock selection is investigated and explained.

ASSESSMENT CRITERION 2 Livestock breeds and their requirements (characteristics) are analysed.

ASSESSMENT CRITERION 3 The regionalisation of the livestock industry as a factor influencing livestock selection, is investigated and analysed.

ASSESSMENT CRITERION 4 The management of existing environmental factors

SPECIFIC OUTCOME 4 Investigate supplementary feeding options for livestock production.

ASSESSMENT CRITERION 1 The different ways of supplementary feeding are identified.

ASSESSMENT CRITERION 2 Ways of supplementary feeding appropriate to the learners` context are distinguished. ASSESSMENT CRITERION 3 The different types of cultivated pastures are investigated.

ASSESSMENT CRITERION 4 Different grazing control practices on cultivated pastures are distinguished.

ASSESSMENT CRITERION 5 Licks as dietary supplements are identified.

SPECIFIC OUTCOME 5 Identify and describe beneficial and harmful organisms that influence livestock production. OUTCOME RANGE Emphasis on locally important parasites and diseases

ASSESSMENT CRITERION 1 Beneficial organisms are identified and described.

ASSESSMENT CRITERION 2 The effects of internal and external parasites in livestock production are identified and described. ASSESSMENT CRITERION 3 Noxious plants that hinder livestock production are identified and described.

ASSESSMENT CRITERION 4 Control options for internal and external parasites are discussed.

ASSESSMENT CRITERION 5 Major livestock diseases are identified and described.

ASSESSMENT

SPECIFIC OUTCOME 6 Conduct an investigation into the effects of agricultural management practices on the sustainability ASSESSMENT CRITERION 1 Principles of veld management are explained.

ASSESSMENT CRITERION 2 The concept of sustainability is explained.

ASSESSMENT CRITERION 3 Existing livestock production practices are identified.

ASSESSMENT CRITERION 4 Livestock production practices that enhance agricultural sustainability are identified and explained.

ASSESSMENT CRITERION 5 Livestock production practices that have a negative impact on the sustainability of the environment are identified and explained.


Examinations and Assessment Guidelines: AAAT4CRITERION 6 Control and treatment interventions and programmes for livestock disease are discussed.



SAQA US ID US TITLE CREDITS13357 Demonstrate an understanding of agricultural production management

practices in relation to the socio-economic environment 3


A candidate credited with this competence will be capable of: explaining and applying ethical business principles to an agricultural enterprise; explaining the influence of supply and demand on agricultural production; distinguishing between different land ownership and tenure systems; discussing the relationship between entrepreneurship and agricultural ventures; and explaining the role and importance of human resources in agricultural production.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING Open



SPECIFIC OUTCOME 1 Apply ethical business principles to an agricultural enterprise.

OUTCOME RANGE Case studies and/or in the learner`s context; the concept of gross margin, including basic (elementary) bookkeeping

ASSESSMENT CRITERION 1 The business principles related to an agricultural enterprise are identified and explained.

ASSESSMENT CRITERION 2 The concept of gross margin is explained.

ASSESSMENT CRITERION 3 Simple enterprise budgets are interpreted.

ASSESSMENT CRITERION 4 The significance of ethical business principles in an agricultural enterprise is explained. ASSESSMENT CRITERION 5 Ethical business principles are applied.

ASSESSMENT CRITERION 6 The application of business principles is evaluated.

SPECIFIC OUTCOME 2 Modify agricultural production practices to a changing business environment.

OUTCOME RANGE Local and national

ASSESSMENT CRITERION 1 The concept of supply and demand is defined and explained.

ASSESSMENT CRITERION RANGE By way of appropriate, real life, agricultural examples.

ASSESSMENT CRITERION 2 The impact of supply and demand in relation to agricultural production is analysed and explained.

SPECIFIC OUTCOME 3 Distinguish between different land ownership & tenure systems in relation to agricultural production

ASSESSMENT CRITERION 1 The concepts of land tenure systems and ownership are explained.

ASSESSMENT CRITERION 2 Applicable land tenure systems are identified and described.

ASSESSMENT CRITERION 3 Applicable land tenure systems are analysed, compared and contrasted.

ASSESSMENT CRITERION 4 Possible agricultural land management options for the different land tenure systems are suggested.

SPECIFIC OUTCOME 4 Investigate the relationship between entrepreneurship and agricultural ventures.

ASSESSMENT CRITERION 1 The concept of entrepreneurship is explained.

ASSESSMENT CRITERION 2 The link between entrepreneurship and an agricultural venture is investigated and discussed.

ASSESSMENT CRITERION 3 Entrepreneurial principles are applied.

SPECIFIC OUTCOME 5 Explain the role and importance of human resources in agricultural production.

OUTCOME RANGE Introduction of the principles of basic labour relations

ASSESSMENT CRITERION 1 . Categories/types of human resources relevant to agricultural production are identified.

ASSESSMENT CRITERION 2 The characteristics of the different categories of human resources in relation to agricultural production are identified and described.

ASSESSMENT CRITERION 3 The importance of the different categories of human resources in relation to agricultural production is evaluated and reported.

ASSESSMENT CRITERION 4 The roles of various human resources in agricultural production are defined.



SAQA US ID US TITLE CREDITS13358 Implement and maintain the principles,

systems, practices and technology applicable to an agricultural venture

7


A candidate credited with this competence will be capable of: selecting an appropriate agricultural venture; identifying and selecting agricultural systems appropriate to the selected venture; identifying, selecting, and implementing agricultural practices appropriate to the selected venture; identifying and select technology appropriate to the selected agricultural venture in the learners context.; implementing, operating and maintaining agricultural technology relevant to the selected; and evaluating the selected agricultural venture according to applicable criteria.


Agri/002; and/or Agri/003; Agri/004



SPECIFIC OUTCOME 1 Select an appropriate agricultural venture. ASSESSMENT CRITERION 1 Prevailing physical conditions are identified and explained.

ASSESSMENT CRITERION 2 Prevailing biological conditions are identified and explained.

ASSESSMENT CRITERION 3 Prevailing socio-economic factors are identified and explained.

ASSESSMENT CRITERION 4 An agricultural venture appropriate to prevailing conditions is selected.

ASSESSMENT CRITERION 5 The choice of agricultural venture is justified.

SPECIFICOUTCOME 2 Implement agricultural systems appropriate to the selected venture.

OUTCOME RANGE "Systems" relates to, for example, the degree of intensity and/or combination of agricultural ventures.

ASSESSMENT CRITERION 1 The appropriate agricultural system(s) are identified.

ASSESSMENT CRITERION 2 The appropriate agricultural systems are explained.

ASSESSMENT CRITERION 3 The most appropriate/suitable agricultural system is selected.

ASSESSMENT CRITERION 4 The choice of agricultural system is justified and reported.

SPECIFIC OUTCOME 3 Identify, select, and implement agricultural practices appropriate to the selected venture.

ASSESSMENT CRITERION 1 Appropriate agricultural practices are identified and explained.

ASSESSMENT CRITERION 2 Appropriate agricultural practices are compared.

ASSESSMENT CRITERION 3 Appropriate agricultural practices are selected.

ASSESSMENT CRITERION 4 Choices of agricultural practices are justified and reported.

ASSESSMENT CRITERION 5 Appropriate agricultural practices are implemented.

SPECIFIC OUTCOME 4 Apply technology appropriate to the selected agricultural venture in the learner’s context.

ASSESSMENT CRITERION 1 Examples of appropriate technology relevant to the agricultural venture are identified and investigated.

ASSESSMENT CRITERION 2 Appropriate agricultural technology relevant to the agricultural venture in the learners` context is selected.

ASSESSMENT CRITERION 3 The choice of appropriate technology is justified.

SPECIFIC OUTCOME 5 Operate and maintain agricultural technology relevant to the selected agricultural venture.

ASSESSMENT CRITERION 1 Conditions for successful operation of the selected technology are identified.

ASSESSMENT CRITERION 2 Factors for successful operation of agricultural technology are identified for the selected venture.

ASSESSMENT CRITERION 3 Appropriate agricultural technology is implemented in the selected venture.

ASSESSMENT CRITERION 4 Appropriate agricultural technology is operated in the selected venture.

ASSESSMENT CRITERION 5 Appropriate agricultural technology is maintained in the selected venture.

ASSESSMENT CRITERION 6 Operation of agricultural appropriate technology is sustained

SPECIFIC OUTCOME 6 Evaluate the selected agricultural venture according to applicable criteria.

OUTCOME RANGE Including gross margin analysis

ASSESSMENT CRITERION 1 Appropriateness of the agricultural venture is evaluated.

ASSESSMENT CRITERION 2 Appropriateness of the agricultural systems is evaluated.

ASSESSMENT CRITERION 3 Appropriateness of the agricultural practices is evaluated.

ASSESSMENT CRITERION 4 Appropriateness of the agricultural technology is evaluated.

ASSESSMENT CRITERION 5 Suggestions for improvement of the agricultural venture are proposed.



4. LTSM IN PALCs

The possible Learning and Teaching Support Materials to be used in the learning area are to be found in the catalogue provided by the AET Curriculum Directorate of the Department. However, the catalogue listed LTSM do not represent an exhaustive list, any other resources that respond positively to the prescribed learning area unit standards could be used.

5. WEIGHTING OF THE SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA

UNIT STANDARD CREDITS WEIGHTING%/MARKS


2 10

13355 Demonstrate an understanding of the physical and biological environment and its relationship to sustainable crop production

4 20

13356 Asses the influence of the environment on sustainable livestock production

4 20

13357 Demonstrate an understanding of agricultural production management practices in relation to the socio-economic environment

3 15

13358 Implement and maintain the principles , systems, practices and technology applicable to an agricultural venture

7 35

TOTAL 20 100



6. CORE KNOWLEDGE AREAS

Unit standard 1: US ID 13354: Demonstrate an understanding of agriculture as a challenging and applied system

Specific Outcome 1: Investigate the nature of agriculture as an applied science and relate it to other sciencesKnowledge Skills ValuesAC1 & 2: Nature of agriculture Describing agriculture as an applied science

Defining agricultureDemonstrating an understanding of agriculture and its relationship to other sciencesAC3 & 4: Relationship between agriculture and

natural science Establish & discuss the relationship between agriculture

& natural sciences

Specific Outcome 2: Identify various agricultural disciplines and describe how they are linkedKnowledge Skills ValuesAC1-4:Various agricultural disciplines Identify, list, label, describe, compare and discuss

agricultural disciplinesShowing insight of how various agricultural disciplines are linked

Specific Outcome 3: Analyse the geographical distribution of agriculture and its socio-economic impactKnowledge Skills ValuesAC1 & 2:The geographical distribution of agriculture and its socio-economic impact

Explain links between agriculture and other economic activities. Label, interpret, summarise and present the type and distribution of agricultural production

Demonstrate the impact of geographical distribution on socio-economic conditions

AC 3 - 6: The significance of agriculture in society Collect, summarise and present information on the significance of agriculture. Establish how agriculture link with society & economy

Specific Outcome 4: Describe agricultural technology and its link to applied agricultureKnowledge Skills ValuesAC1-4: Agricultural technology and its link to applied agriculture

Describe agricultural technology Explain principles of appropriate technology Give applications of agricultural technology by way of

examples (tools, technology, methods)

Care of implements (technology, tools) by way of cleaning and servicing them after use

Specific Outcome 5: Investigate the opportunities and challenges of agriculture in developing societyKnowledge Skills Values


Examinations and Assessment Guidelines: AAAT4AC1-5:Opportunities and challenges of agriculture in developing society

Explain the role of agriculture in food security. Explain the significance of commercial agriculture for economic and social empowerment.

Investigate study options (career opportunities) in agriculture.

Explain employment opportunities

Application of knowledge acquired in assisting subsistence farmers, commercial farmers and the society

Unit standard 2: US ID 13355: Demonstrate an understanding of the physical and biological environment and its relationship to sustainable crop production

Specific Outcome 1: Identify and describe the nature of the soilKnowledge Skills ValuesAC1-5: Physical and biological environment Describe soil as a product of the environment

Identify components of the soil. Identify and describe soil texture(sand, loam, clay)

and structure (single grain and crumb)

Care of soil (preventing soil erosion, leaching of nutrients, water runoff)Appreciation of soil as a natural resource

Specific Outcome 2: Analyse soil as a factor in crop productionKnowledge Skills ValuesAC1-4: Soil as a production factor Give reasons why soil is a factor in crop production.

Describe factors affecting soil as a production factor Explain soil productivity and limitations

(shortcomings)

Appreciation of soil as a production factor

Specific Outcome 3: identify and describe climatic factors influencing crop production and their practical implicationsKnowledge Skills ValuesAC1-4: Climatic factors influencing crop production

Identifying, explaining and describing climatic factors influencing crop production

Displaying understanding of the role of climatic factors (rainfall, temperature, wind)

Specific Outcome 4: Identify and describe the importance of water as a factor in crop productionKnowledge Skills ValuesAC1-4: Importance of water in crop production Identify sources, quality and quantity of water

Explain role of water in crop production Explain the principles, optimal use and significance of water

as a finite resource

Responsible use of water (conservation)Maintenance of water sourcesWater recycling


Examinations and Assessment Guidelines: AAAT4Specific Outcome 5: Identify and describe the influence of topography on crop productionKnowledge Skills ValuesAC1-4: Topography as a factor influencing crop production

Define and explain topography as a crop production factor Evaluate topography as a factor influencing crop

production practices Investigate and report practices for overcoming

topographical limitations (shortcomings)

Demonstrate understanding of topography as a factor influencing crop production (contour planting)

Specific Outcomes 6: Identify, describe and explain the biological organisms as a factor in crop productionKnowledge Skills ValuesAC1-7:The micro-organisms as a factor influencing crop production

Identify, describe and explain both the beneficial and harmful effects of micro-organisms

Indicate the control measures of both harmful micro-organisms and invertebrates

Explain the harmful effects of weeds and their control thereof

Have an insight into soil micro-biology as a factor influencing crop production

Specific Outcome 7: Assess the effects of crop production practices on the sustainability of the environmentKnowledge Skills ValuesAC1-4: Crop production practices on the sustainability of the environment

Define the concept sustainability Identify and explain both positive and negative impact of

existing crop production practices on the sustainability of the environment

Evidence of an understanding of the crop production practices is displayed

Unit standard 3: US ID 13356: Assess the influence of the environment on sustainable livestock production

Specific Outcome 1: Identify and describe environmental factors influencing the veldKnowledge Skills ValuesAC 1-4: Environmental factors influencing the veld

Identify and explain the ecological factors and their influence on the veld

List and explain the different types of veld) sweetveld,sourveld, mixed veld)

Show an insight into the environmental factors influencing the veld

Specific Outcomes 2: Assess and modify the influence of veld composition on livestock feeding practices and habitsKnowledge Skills ValuesAC1-5: Veld composition as a factor influencing livestock feeding preferences and habits

Explain and describe the composition of the veld List and explain different types of feeding habits of animals

(browsers., grazers)

Display an understanding of the influence of veld composition on livestock feeding preferences and habits


Examinations and Assessment Guidelines: AAAT4 Explain the concept selective grazing as one of the feeding

preferences and needs by animals

Specific outcome 3: Analyse and describe environmental factors that influence livestock selectionKnowledge Skills ValuesAC1-4: Environmental factors influencing livestock selection

Investigate and explain the importance of environment as a factor influencing livestock selection

Analyse and investigate livestock breeds and their needs (requirements)

Analyse livestock breeding areas (regions-national, provincial, local)

Discuss the management of the environmental factors

Demonstrate understanding of the influence of environment on livestock selection

Specific Outcome 4: Investigate supplementary feeding options for livestock productionKnowledge Skills ValuesAC1-5: Supplementary feeding options for livestock production

Identify different ways (methods) of supplementary feeding (green fodder, silage, roughage, concentrate)

Distinguish different types of cultivated pastures Distinguish different grazing control practices on cultivated

pastures Identify licks as dietary supplements (rumovite block)

Use of appropriate supplementary feeding methods for livestock production

Specific Outcome 5: Identify and describe beneficial and harmful organisms that influence livestock productionKnowledge Skills ValuesAC1-5: Beneficial and harmful organisms influencing livestock production

Identify and describe beneficial (useful) and harmful organisms (parasites)

Identify and describe effects of both internal and external parasites

Identify and describe noxious (poisonous) plants which affect livestock products ( skin/ hides, meat, milk )

Discuss the control of internal (e.g. dosing) and external (e.g. dipping, injection by tramisol) parasites

Identify and describe major livestock diseases

Ability to indicate effects of both beneficial and harmful organisms (internal & external parasites)

Specific Outcome 6: Conduct an investigation into the effects of agricultural management practices on the sustainability of environmentKnowledge Skills ValuesAC1-5: Effects of agricultural management Explain principles of veld management Demonstrate understanding of principles


Examinations and Assessment Guidelines: AAAT4practices on sustainability of livestock production

Explain the concept ‘sustainability’ Identify livestock production practices and indicate how they

enhance agricultural sustainability Identify and explain negative impact of livestock production

practices on sustainability of the environment

of veld management and how they impact on agricultural sustainability and environment

Unit standard 4: US ID 13357: Demonstrate an understanding of agricultural production management practices in relation to the socio-economic environment

Specific outcome 1: Apply ethical business principles to an agricultural enterprise Knowledge Skills ValuesAC 1-6: Ethical business principles to an agricultural enterprise (venture)

Use case studies to identify, explain and apply business principles related to an agricultural enterprise

Explain and interpret concepts such as gross margin and simple enterprise budget

Evaluate application of business principles

Uphold ethical business principles in agricultural

Specific Outcome 2: Modify agricultural production practices to a changing business environmentKnowledge Skills ValuesAC 1-2: Agricultural production practices in a changing business environment

Define and explain the concepts supply and demand Explain and analyse the impact of supply and demand in

agricultural production

Illustration using real life agricultural examples

Specific Outcome 3: Distinguish between different land ownership and tenure systems in relation to agricultural productionKnowledge Skills valuesAC 1-4 : Different land ownership and tenure systems in relation to agricultural production

Identify and explain the concepts land tenure systems and ownership

Identify, describe, analyse and compare applicable land tenure

Suggest possible agricultural management options for different land tenure systems

Display an insight into different land ownership and tenure systems for effective agricultural production

Specific Outcome 4: Investigate the relationship between entrepreneurship and agricultural venturesKnowledge Skills ValuesAC 1-3:The relationship between Explain the concept ‘ entrepreneurship’ Demonstrate an understanding of


Examinations and Assessment Guidelines: AAAT4entrepreneurship and agricultural ventures Discuss the link between entrepreneurship and agricultural

venture Use case studies to apply entrepreneurial principles

entrepreneurial principles applicable to agricultural ventures

Specific Outcome 5: Explain the role and importance of human resource in agricultural productionKnowledge Skills ValuesAC 1-4: The role and importance of human resource in agricultural production

Identify types (categories) of human resources (labourer) relevant to agricultural production

Identify and describe characteristics of different types (categories) of human resources

Define roles of different human resources in agricultural production

Identify principles of basic labour relations prescripts

Display sound knowledge of the role and importance of human resources in agricultural production

Unit standard 5: US ID 13358: Implement and maintain the principles, systems, practices and technology applicable to an agricultural venture

Specific Outcome 1: select an appropriate agricultural ventureKnowledge Skills valuesAC1-5: Appropriate agricultural venture Identify & explain prevailing physical and biological

conditions Identify & explain prevailing socio-economic factors Motivate the choice of an appropriate agricultural venture

Showing an understanding of relevant and appropriate agricultural venture

Specific Outcome 2: Implement agricultural systems appropriate to the selected ventureKnowledge Skills ValuesAC 1-4: Agricultural systems appropriate to the selected venture

Select and explain appropriate agricultural systems Select and motivate the most appropriate/suitable

agricultural system

Ability to select and motivate the most appropriate agricultural systems

Specific Outcome 3: Identify, select and implement agricultural practices appropriate to the selected ventureKnowledge Skills Values


Examinations and Assessment Guidelines: AAAT4AC 1-5: Agricultural practices appropriate to the selected venture

Identify, select ,explain and compare appropriate agricultural practices

Motivate the choice of agricultural practices Use scenarios showing implementation of appropriate

agricultural practices

Display an understanding of appropriate and relevant agricultural practices

Specific Outcome 4: Apply technology appropriate to the selected agricultural venture in the learners contextKnowledge Skills ValuesAC 1-3: Technology appropriate to the selected agricultural venture in the learners context

Give examples of appropriate technology relevant to the agricultural venture

Select appropriate technology relevant to the agricultural venture in the learners context

Motivate the choice of appropriate technology

Show an understanding of appropriate technology selected for agricultural venture

Specific Outcome 5: Operate and maintain agricultural technology relevant to the selected ventureKnowledge Skills ValuesAC 1-6: Agricultural technology relevant to the selected venture

Identify conditions for successful operation of the selected venture

Identify factors for successful operation of agricultural technology for the selected venture

Show how to implement appropriate agricultural technology in a selected venture

Show how to sustain operation of agricultural appropriate technology

Indicating the maintenance and operation of agricultural technology relevant to agricultural ventures

Specific outcome 6: Evaluate the selected agricultural venture according to applicable criteriaKnowledge Skills ValuesAC 1-5: Evaluating the selected agricultural venture according to applicable criteria

Use of scenarios to evaluate the appropriateness of agricultural venture, systems, practices and technology

Suggesting for improvement of the agricultural venture

Understanding of relevant criteria and suggestions for appropriateness of venture, systems, practices and technology



7. TAXONOMIES USED IN SCAFFOLDING QUESTIONS

There are numerous taxonomies used in scaffolding questions. However, the AAAT4 learning area assessment will be mainly focused on Bloom’s taxonomy and will include the following:

Knowledge Comprehension Application Analysis Synthesis Evaluation

8. SITE-BASED ASSESSMENT (FORMATIVE)

The ABET level 4 site-based assessment tasks are part of a developmental process aimed at increasing capacity in the ABET sector and enhancing the level of teaching and learning in the PALCs. The tasks are also aimed at quality assurance and standardisation of site-based assessment in all PALCs across the country.

In delivering the ABET level 4 curriculum, it is suggested that the assessment tasks should be integrated into planning for teaching and learning and implemented in conjunction with the assessment guidelines for ABET. Teaching, learning and assessment are intertwined and planning for assessment is an integral part of planning for teaching and learning. It is therefore strongly recommended that the assessment tasks should be conducted as part of the teaching and learning process. This means that the assessment tasks should be incorporated into an educator’s work schedule for the year. It is further recommended that educators use different teaching strategies and informal assessment to ensure that learners are adequately prepared for the formal assessment tasks.

The tasks were carefully designed to ensure that a variety of skills are assessed in each learning area and that the unit standards and assessment criteria are adequately covered. The performance-based tasks are to be completed or administered over a period of time whilst the pen-and–paper tasks should be administered under controlled conditions.

It is recommended that the tasks be used as part of the formal site based assessment programme at PALCs. All formal assessment must be recorded and ongoing feedback must be given to learners. Evidence of the formally recorded assessment tasks should be included in the educator’s portfolio while the learners’ evidence of learning must contain the recorded pieces of evidence for each assessment. Continuous moderation at site level, cluster level, district level and provincial level is strongly recommended.

The results of assessment should be used to support the learners’ development and make improvements to the learning and teaching process. It is important that learners who might experience barriers to learning and development are identified early, assessed, and provided with learning support. In such cases the assessment tasks should be adapted to accommodate these learning needs. We expect you to critically engage with the assessment tasks as we are aware that they do not reflect a “zero-defect” or a “one-answer-solution”.



9.1 STRUCTURE OF SBA TASKS

The SBA is made out of an educator’s guide and a learner’s tasks. The learner’s tasks for each learning area contain five assessment tasks focusing on the unit standards that should be covered in formative assessment. The educator’s guide contains the assessment instrument(s) (memorandum, rubric and/or checklist) for each of the assessment tasks. The tasks include a variety of appropriate assessment strategies and different forms of assessment of which one is a project as prescribed by Umalusi.

Additional is a learning area assessment plan which is aimed at assisting the educator with the spreading of the formal assessment tasks throughout the year.

Each SBA task is worth 50 marks and the five SBA tasks total 250 marks. All formal and informal assessment leading to formal moderation must be recorded accordingly. These marks should be converted to 50% which is the weighting of the site-based assessment. Moderation of these SBA tasks must be done according to the provincial management plan on the conduct, administration and management of the GETC-ABET Level 4 examinations and assessment.

Exemplar Learning Area Assessment Plan

LEARNING AREA: APPLIED AGRICULTURE AND AGRICULTURAL TECHNOLOGY

LEARNING AREA CODE: AAAT

Year: 2008

Assessment Tasks 1 2 3 4 5

Form(s) of assessment

TEST ASSIGNMENT PROJECT PRACTICAL DEMONSTRA

TION

INVESTIGATION

US IDs and SOs and ACs

US ID 13354 SO 1: AC1-3 SO 2: AC 2,3SO 3: AC 1,2

US ID 13355 SO 1-7

US ID 13356 SO 1-6

US ID 13357 S0 1, 2,3,5 USID13358

US ID 13356SO 1: AC 1-3SO 2: AC 1,2,4,5SO 3: AC 1-4SO 5: AC 1-6SO 6: AC 1,2,3

US ID 13357SO 1: AC 1,4,5

US ID 13355 SO 1: AC 3,4SO 2: AC 2,3,4SO 4: AC 2,4SO 6: AC 3,4SO 7: AC 2,3

US ID 13358 SO 3: AC 1,3SO 4: AC 2,3,5SO 5: AC3,4

US ID 13355 SO 1: AC 1,3,4,5SO 2 AC 1-6SO 3 AC 1,2,3SO 4 AC 1,2,3,4,5SO 7 AC 1,2,3,4

US ID 13354 SO 4 AC 2,3SO 5 AC 1,2

US ID 13355 SO 3 AC 1,2,3SO 6 AC 3,7SO 7 AC 2,3,4

Marks 50 50 50 50 50Tools of Assessment

MEMORANDUM

MEMORANDUM

RUBRIC MARKING GUIDELINECHECKLIST

MARKING GUIDELINE

Dates to be completed

AUGUST APRIL MAY MARCH MAY



9.2 EXEMPLAR SBA TASKS

INSTRUCTIONS AND INFORMATION

1. This test consists of TWO sections:

2. Section A: 20 marksSection B: 30 marks.

3. This task should be completed within an hour.

4. Answer ALL questions.

SECTION A

QUESTION 1

Various possible options are provided as answers to the following questions. Choose the correct answer and write only the correct letter (A – D) next to the corresponding question number (1.1 – 1.10) in the ANSWER BOOK.

1.1 An example of an agricultural venture is …..

ABCD

piggery.budgeting.motivation.grazing. (1)


GENERAL EDUCATION AND TRAINING CERTIFICATE

NQF LEVEL 1

ABET LEVEL 4 SITE-BASED ASSESSMENT

LEARNING AREA:APPLIED AGRICULTURE AND AGRICULTURAL TECHNOLOGY

CODE:AAAT4

TASK:TEST

TIME:1 HOUR

MARKS:50

This assessment task consists of 5 pages.


1.2 The science that helps us to understand weather and climate better is known as ….

ABCD

economics.geomorphology.meteorology.botany. (1)

1.3 A ... is a parasite found inside the body of an animal.

ABCD

TickTapewormBlowflyLouse (1)

1.4 A tertiary agricultural industry renders the following service:

ABCD

Producing crops.Harvesting crops.Irrigating the soil.Packaging produce. (1)

1.5 The type of soil that can be rolled into a sausage and bent into a ring is …

ABCD

silt.loam.sand.clay. (1)

[5]

QUESTION 2

Indicate whether the following statements are TRUE or FALSE. Choose the correct answer and write only ‘true’ or ‘false’ next to the corresponding question number (2.1 – 2.5) in the ANSWER BOOK.

2.1 Soil texture plays an important role in crop production. (1)

2.2 It is important to practice rotational grazing on a farm. (1)

2.3 Farm workers are not affected by labour legislation. (1)

2.4 Agriculture is about cultivating land and rearing domestic animals (livestock, small stock, piggery, poultry).

(1)

2.5 Technology is not important in milk production as a venture. (1)[5]

QUESTION 3

Complete the following sentences by filling in the missing word(s).Write only the word(s) next to the question number (3.1 – 3.5) in the ANSWER BOOK.

3.1 Water … with automatic valves is used to ensure a supply of cold and clean water all the time. (1)

3.2 … property is when the land has been passed from generation to generation. (1)

3.3 The loss of water from the soil in the form of vapour is known as … (1)



3.4 The method of ploughing along the slope is known as … ploughing. (1)

3.5 … is the physical feature of the landscape. (1)[5]

QUESTION 4

Choose a/an item/word/description from COLUMN B that matches a/an item/word/description in COLUMN A. Write only the correct letter (A – G) next to the corresponding question number (4.1 –4.5) in the ANSWER BOOK.

COLUMN A COLUMN B

4.1

4.2

4.3

4.4

4.5

A place where fruit trees are grown

When animals are allowed to walk around freely and choose plants they eat

Feed made up as a balanced ration

People who help the farmer in production

A system whereby a person owns land‘

A

B

C

D

E

F

G

Human resources

Skilled workers

Freehold

Selective grazing

Concentrates

Orchard

Market (5)

SECTION B

QUESTION 5

Read the case study below and answer the questions that follow.

Sibusiso is a small scale farmer who in the past five years was using things like hand hoes and ox- driven ploughs for his crop production venture. He wanted to use modern technology but did not have much information. He therefore went to seek advice from the local extension officer.

He was advised by the local extension officer that there is a wide variety of farming technologies. The extension officer also informed him that the technology to be used should be affordable. Sibusiso was also informed that technology will help to make better use of water, save time, make work easier and save energy. Sibusiso took the advice of the extension officer and bought affordable technology for his crop production. This led to improved production.

( Adapted from Applied Agriculture Book 3)

5.1 State FIVE ways in which the use of modern technology will help Sibusiso. (5)

5.2 List TWO traditional technologies used by Sibusiso. (2)

5.3 Name THREE modern technologies that Sibusiso may use for crop production. (3)

5.4 Mention FIVE ways in which to handle and keep technology correctly. (5)[15]



QUESTION 6

Study the table below on crop rotation and answer the questions that follow:

Plot First year Second year Third year

A Maize Sunflower Beans

B Fallow Beans Maize

C Beans Maize Fallow

D Sunflower Fallow Sunflower

6.1 Explain the term ‘crop rotation.’ (2)

6.2 Mention FOUR advantages of a crop rotation system. (4)

6.3 State the reason why sunflower cannot be planted on the same plot year after year. (2)

6.4 List TWO crops from the table that can be easily damaged by frost. (2)

6.5 What is the role of a fallow in a crop rotation system? (2)

6.6 Identify TWO ventures from the table.. (2)

6.7 List ONE produce made from the crop in plot D. (1)[15]

GRAND TOTAL: 50

TASK 2: ASSIGNMENT


1. This task consists of TWO activities.

2. This task must be completed within an hour.

In order for you to complete the task, you must have read about broiler and layer farming. You should also have information on market survey and feasibility study.

ACTIVITY 1: BROILERS AND LAYERS

Read the passage and answer the questions that follow.

Transporting broilers or old hens live, you need something to carry them. You could use a plastic crate or just a big cardboard box with holes cut on the sides so that the birds can breathe. It is important that you do not put too many chickens into a container. If you treat chickens badly, you may be fined by the Society for the Prevention of Cruelty to Animals (SPCA) inspectors.

Eggs are usually sold according to grade (different weight categories). If you do not have a proper egg grader, you could sell mixed sizes. It is helpful to have proper egg trays or egg boxes. This will mean less egg breakages. Some producers sell boiled eggs when there is a demand.

(Source: The South African Chicken Book )



1.1 Explain the terms ‘broiler chicken’ and ‘layer chicken’. (4)

1.2 State TWO ways from the passage through which you could transport broilers. (4)

1.3 At what age are broilers ready to be sold? (1)

1.4 Mention THREE different weight categories (grades) of eggs. (3)

1.5 According to the passage, what can be used to carry eggs? (1)

1.6 Name the organisation which will fine people who handle chickens badly. (1)

1.7 Mention TWO professionals/institutions that can give you advice on poultry farming.(2)

1.8 List TWO most common diseases in chicken. (2)

1.9 List SEVEN equipment/technologies you will need for your chicken farming business.(7)

1.10 State FOUR ways that could be used to improve village chicken farming. (4)[29]

ACTIVITY 2: FEASIBILITY STUDY AND MARKET SURVEY

2.1 It is important to do a feasibility study before you start a business. Mention SIX items that can be part of a feasibility study for poultry /chicken venture. (6)

2.2 Mention FIVE questions that you should ask yourself when you do market survey for poultry/chicken venture. (5)

2.3 Name FIVE places where you can sell boiled eggs. (5)

2.4 Name FIVE points that you should consider when you evaluate your poultry/chicken venture. (5)

[21]

GRAND TOTAL: 50

TASK 3: PROJECT


1. This project consists of THREE activities.

2. The project is a group task and should be done in groups of not more than four learners.

3. Each activity should be submitted on the due date.

4. The project should be completed within three weeks from the date it was issued.

The project is about the importance of drainage in plant growth. You are therefore expected to plant two bean seeds in two separate tins in order to observe how drainage affects plant growth. The planted seeds should be watered daily. Pour the same amount of water in each tin. You are further expected to write your findings as guided by the given questions.



ACTIVITY 1: COLLECT MATERIAL

For you to start with the project, you must collect the following materials: Two tins of the same size (you can use jam tins). Nail and hammer. Good planting soil. Two bean seeds. 250 ml container for watering. (10)

ACTIVITY 2: PREPARATION AND PLANTING THE SEEDS

Follow the steps below to prepare the material.

Take the two tins and label them clearly as S and T. Use the nail and hammer to make holes at the bottom of tin S. Do not make holes in tin T. Put equal amounts of good planting soil in both tins. Plant a bean seed in each tin. Water the tins with the same amount of water every day for three weeks. (15)

ACTIVITY 3: OBSERVE AND WRITE DOWN YOUR FINDINGS

After three weeks, the seeds should have germinated. Observe the two plants

Write your findings as guided by the following questions:

3.1 Describe the differences in the plants by looking at the following: appearance above soil. height of plant. colour. root growth. water drainage. (10)

3.2 Indicate the tin with the better growth. (1)

3.3 Indicate the tin with poor growth. (1)

3.4 Mention THREE possible reasons why plants in one tin have better growth. (3)

3.5 State TWO possible reasons why plants in the other tin have slower growth. (2)

3.6 List your conclusion based on the growth of the two plants in both tins. (4)

3.7 List steps that are to be taken to improve the growth of plants that shows slow growth. (5)

[25]

GRAND TOTAL: 50

TASK 4: INVESTIGATION


1. This task consists of THREE activities.

2. Follow the guidelines as given in each activity.


Examinations and Assessment Guidelines: AAAT43. This investigation is a group task and must be completed in two weeks from the date

it was issued.

4 You will be assessed on the effort of your visit, submission on time and the provision of relevant information.

In order for you to complete the task, you must visit either a local livestock owner, a local farmer, an agricultural school/college or a local feedlot.

ACTIVITY 1: Investigate feeding/grazing habits of farm animals.

1.1 In a group of not more than four learners, you must investigate the feeding/grazing habits of each of the farm animals listed below. Observe the animals as they feed/graze. Use the table below as a guide/example. Redraw the table below and record two observations for each animal.




FARM ANIMALOBSERVATIONS

Goats Sheep Cattle Poultry Pigs

(10)

ACTIVITY 2: Investigating farm animal diseases2.1 Ask the owner/farmer/livestock breeder to indicate which farm animals are mainly

affected by the diseases in the table below. Get information about the agents that cause these diseases and two symptoms of each disease. Redraw the table given below as an example and record as the owner/farmer/breeder is providing you with information.

Name of disease Farm animal affected

What causes the disease

Symptoms(Two for each disease)

RedwaterTuberculosisMastitisAnthraxFoot and mouthNewcastleFowlpoxBlue tongue (32)

ACTIVITY 3: Investigating the economic disadvantages of the diseases.

3.1 Ask the farmer/owner/breeder to indicate FOUR reasons why diseases in farm animals are economically important. (4)

3.2 You will be assessed on the effort of your visit, submission on time and the relevant information you supply.

TOTAL: 50

TASK 5: WORKSHEET


1. This worksheet consists of TWO activities.

2. This is an individual task and must be completed within an hour.

3. Answer the task on the provided worksheet.

A farm manager like any other entrepreneur has to draw up a budget as a plan of the future income and expenditure of the venture.

ACTIVITY 1: Drawing up a budget.

Make use of the worksheet provided to draw up a budget for a tomato venture. One table is for expected expenses and the other is for expected income.

1.1 Use the following steps for expected expenses.

List SEVEN expenditure items in a tomato venture.

List the amount (how much/how many) you will need for each expense item.

EXPECTED EXPENSESITEMS AMOUNT(How

much/how many)PRICE PER UNIT TOTAL PRICE

TOTAL EXPENSES

EXPECTED INCOME

ITEMS AMOUNT(How many much)

PRICE PER UNIT TOTAL PRICE

TOTAL INCOME

EXPECTED PROFIT

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