Assessment Guide

Primary Agriculture

FARMING SYSTEMS

NQF Level: 1 US No: 116157

Assessor: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Workplace / Company: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Class Group: . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . . . . . . . .

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 Demonstrate an understanding of the basic concepts of

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sustainable farming systems

NQF Level 1 Unit Standard No: 116157

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Before we start…
his assessment guide contains all necessary activities
and instructions that will enable the assessor and Please Note:
learner to gather evidence of the learner’s competence This Unit Standard
as required by the unit standard. This guide was 116157 Assessment
designed to be used by a trained and accredited assessor Guide must be read
whom is registered to assess this specific unit standard in conjunction with
as per the requirements of the AgriSETA ETQA. the generic Assessor
Prior to the delivery of the program the facilitator and Guide as prescribed
assessor must familiarise themselves with content of this and published by the
guide, as well as the content of the relevant Learner AgriSETA.
Workbook.
The assessor, facilitator and learner must plan the assessment process together, in
order to offer the learner the maximum support, and the opportunity to reflect
competence.
The policies and procedures that are required during the application of this
assessment are available on the website of the AgriSETA, names Policies and
Procedures for Assessment, and should be strictly adhered to. The assessor must
familiarise him/herself with this document before proceeding.
This guide provides step-by-step instructions for the assessment process of:
Title: Demonstrate an understanding of the basic concepts of sustainable farming systems
US No: 116157 NQF Level: 1 Credits: 4

This unit standard is one of the building blocks in the qualifications listed below.
Please mark the qualification you are currently assessing, because that will be
determined by the context of application:
Title ID Number NQF Level Credits Mark
National Certificate in Animal Production 48970 1 120
National Certificate in Mixed Farming Systems 48971 1 120
National Certificate in Pant Production 48972 1 120

Please mark the learning program the learners are enrolled in:
Are you assessing a: Yes No Note to Assessor:
Learnership? If you are assessing
Skills Program?
this module as part of
a full qualification or
Short Course? learnership, please
ensure that you have
familiarised yourself
with the content of the
qualification.

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Instructions to Learner:
Brainstorming; Group working; Researching; Making notes:
Explaining

SO 1 AC 1 - 4

Learner Workbook: Page 3

Observe the animals at your disposal.

1. Write down the observed behaviour and explain what it means.

Model Answer(s):
Learners must demonstrate abilities as indicated in the relevant assessment criteria.
Answers may vary. Also consult Learning Guide.

2. In your writing, explain how the animals behave before, during and after feeding.

Model Answer(s):
Learners must demonstrate abilities as indicated in the relevant assessment criteria.
Answers may vary. Also consult Learning Guide.

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Instructions to Learner:
Understanding; Visualising

SO 1 AC 1 - 4

Learner Workbook: Page 4

Let’s do an exercise that will help us to complete our understanding of

what different types of environmental patterns look like.
1. Close your eyes and think of the area in which you live…
6 Think and see the types of soils that you might get in this are
6 Think and see the way the climate is in this area
6 Think about water and see in your minds’ eye where those water sources might
come from
6 Think about the types of animals that you might encounter in this area
6 Think about how the land is formed in this area (i.e. mountains, rivers and dams)
6 Think about the types of people, buildings and activities that happen in this area
Do you see a picture?! Now make a note in your head of that type of
picture.
2. Now close your eyes again and think about a desert like the Karoo, the Kalahari,
the Namib or the Sahara.
6 Think and see the types of soils that you might get in this area
6 Think and see the way the climate is in this area
6 Think about water and see in your minds’ eye where those water sources might
come from
6 Think about the types of animals that you might encounter in this area
6 Think about how the land is formed in this area (i.e. mountains, rivers and dams)
6 Think about the types of people, buildings and activities that happen in this area
Do you see a picture?! Now make a note in your head of that type of
picture.
5. Are the two types of pictures different or the same?
What you have just visualised are what we call – “Environmental
Patterns”

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1.3
Instructions to Learner:
Group discussion; Summarising; Describing; Discovering;
Writing

SO 1 AC 1 - 4

Learner Workbook: Page 5

1. Hold a group discussion and summarise the knowledge that you have gained
from the exercise.

2. Will you be able to describe the current environmental pattern in your own area
now?

3. Write some notes for yourself on what you have just discovered:

4. Take a moment to think about how the environmental pattern in your area might
have been 300 years ago… Was it the same, as it is now? Write notes for
yourself on how it was and what has changed…

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1.4
Instructions to Learner:
Answering questions; Recognising; Picking; Pasting

SO 1 AC 1 - 4

Learner Workbook: Page 6

Look around the area in which you live. Answer the questions.
1. Can you recognise some of the local indigenous veld types that exist in this area?
Pick some grasses and leaves, which you think, might be from indigenous plants
or local veld types and paste them below…

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Instructions to Learner:
Writing; Describing; Researching

SO 1 AC 1 - 4

Learner Workbook: Page 7

1. Walk around on your farm and make notes regarding the following:

General description of the

topography of my area:

General description of the

climate of my area:

Average Annual rainfall on

my farm:

Elevation and slope

direction on my farm:

Prevailing wind direction on

my farm:

The crop that we produce

on my farm:

Why the climate,

geographical influences,
topography, etc. is
particularly suited for the
type of crop we produce
What other types of crops
this area would be suitable
for:

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1.6
Instructions to Learner:
Reading; Answering; Recording

SO 1 AC 1 - 4

Learner Workbook: Page 8

Take this quiz and read the detailed explanation in your Learner Guide
afterwards:
1. Do you think we can just allow as many domestic animals as we like to graze on
our piece of land?

2. Think about cattle or sheep and how much grazing they might consume…
Do you think it is a good idea to have over a hundred cattle of sheep on a
hectare of land?

3. What would happen if we did this?

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4. Tick ( ➹ ) the correct answer(s):

a. Overgrazing is most likely to occur
6 during the growing season
6 during the dormant season
6 whenever large numbers of animals are present
b. Overgrazing is something that
6 can happen to a pasture or range
6 can happen to a plant
6 only domestic livestock will do
c. The most important factor in preventing overgrazing is
6 controlling the number of animals in a pasture
6 controlling the time during which animals are grazing
6 having a big enough pasture to support the animals in it
6 not exceeding the carrying capacity of the land
6 not letting animals into the pasture until the grass is 4 inches tall
6 leaving half of the forage
5. Are overgrazed plants and overrested plants likely to be found in the
same pasture?

True➹ False

6. Do you think that all types of veld has the same level of “carrying capacity”?
(Record your answer…)

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sustainable farming systems

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Instructions to Learner:
Group discussing; Recording; Describing; Explaining

SO 1 AC 1 - 4

Learner Workbook: Page 10

Discuss as a group and record your findings:

1. Describe the “weather” and “climate” in the area where you live, in your own
words.

2. What is the difference between “weather” and “climate”?

3. Do you think “weather and “climate”, plays a role in the practices of farming in
your area? Explain your answer.

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sustainable farming systems

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1.8
Instructions to Learner:
Answering questions; Recording

SO 1 AC 1 - 4

Learner Workbook: Page 11

Learners must look at their respective weather patterns by answering the

following questions:
1. Record how much rain fell every day for 5 days running.

2. Record the direction of the wind and its strength for 5 days running.

What learners have recorded above would be considered the “weather”

of their area!
1. Record the average temperature for a year.

Average Temperature for the year

Ave Temperature January
Ave Temperature February
Ave Temperature March
Ave Temperature April
Ave Temperature May
Ave Temperature June
Ave Temperature July
Ave Temperature August
Ave Temperature September
Ave Temperature October
Ave Temperature November
Ave Temperature December

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Add up & divide by 12 to get average

2. Record how much rain fell on average every month for the last 12 months.

Average Rainfall for the year

Ave Rainfall January
Ave Rainfall February
Ave Rainfall March
Ave Rainfall April
Ave Rainfall May
Ave Rainfall June
Ave Rainfall July
Ave Rainfall August
Ave Rainfall September
Ave Rainfall October
Ave Rainfall November
Ave Rainfall December
Add up & divide by 12 to get average

3. Record the direction of the wind and its strength for 12 months running.

Month Direction Strength

January
February
March
April
May
June
July
August
September
October
November
December
Average

What they have recorded above would be considered the “climate”

of their area!

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Instructions to Learner:
Answering questions

SO 1 AC 1 - 4

Learner Workbook: Page 14

Find out about Biodiversity by answering the following questions:

1. Have you ever heard of “Biodiversity”? Ask people in your group what they think
this may mean…

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Instructions to Learner:
Researching; Discussing

Learner Workbook: Page 15

Let’s look at Biodiversity and farming.

1. Why do you think that “Biodiversity” might be important when you are farming?
Ask people in your group what they think about biodiversity and farming…

2. Discuss in your group what has happened to the environmental patterns in your
area over the past 300 years. Do you think it might have been different if the
farmers knew about and considered biodiversity in the past 300 years?

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Instructions to Learner:

Answering questions

SO 2 AC 1 - 5

Learner Workbook: Page 16

Let’s decide what kinds of “outputs” we produce.

Learners must demonstrate abilities as indicated in the relevant assessment criteria.

The crop that we

produce on my
farm:

Why the climate,

geographical
influences,
topography, etc. is
particularly suited
for the type of crop
we produce

What other types

of crops this area
would be suitable
for:

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Instructions to Learner:

Answering questions

SO 2 AC 1 - 5

Learner Workbook: Page 17

Let’s talk about the ”market” that we will be selling our produce to.
1. As a group – think about who will buy the kind of crop you are producing on
your farm.

We are growing…

The type of people

who buy it in South
Africa…

2. Do you think that you could also sell this product to people in other countries?

3. What are their requirements in terms of this type of product?

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Instructions to Learner:

Group working; Writing; Discussing

SO 2 AC 1 - 5

Learner Workbook: Page 18

As a group – go round and round and each state a type of crop or service
that you could get money for if you sold it to other people.
These products or services are called your “Sources of income”.
1. Make keynotes for yourself to remember what was discussed…

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Instructions to Learner:
Group working; Writing; Performing; Discussing

SO 2 AC 1 - 5

Learner Workbook: Page 19

As a group – write a short play and perform it for the rest of the class to
show how the people in your community would behave, what they would
like to achieve and how they earn their income.
1. Make keynotes for yourself to remember what was discussed…

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sustainable farming systems

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3.1
Instructions to Learner:

Researching; Writing; Explaining

SO 3 AC 1 - 3

Learner Workbook: Page 20

1. Do the following individual research task.

a. Do you know what the word “sustainable” means? Look up the meaning in a
dictionary and write it here…

b. Now explain in your own words what you think this means:

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Version: 01 Version Date: SEPTMEBER 2024

 Demonstrate an understanding of the basic concepts of

Primary Agriculture
sustainable farming systems

NQF Level 1 Unit Standard No: 116157

20

Instructions to Learner:
Group discussion; Writing

SO 3 AC 1 - 3

Learner Workbook: Page 21

Let’s have a group discussion under leadership of your facilitator to

understand this concept.
1. Make keynotes for yourself to remember what was discussed…

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Version: 01 Version Date: SEPTMEBER 2024

 Demonstrate an understanding of the basic concepts of

Primary Agriculture
sustainable farming systems

NQF Level 1 Unit Standard No: 116157

21

Instructions to Learner:
Group discussion

SO 3 AC 1 - 3

Learner Workbook: Page 22

Let’s have a group discussion under leadership of your facilitator to

understand this concept…
1. Write some keynotes as to how you view you local community.

2. What would you say the main problem in your community is?

3. Social or Economic (If you are unsure what social and economic problems in
communities might be, please ask you facilitator to explain it to you!)

Version: 01 Version Date: SEPTMEBER 2024

 Demonstrate an understanding of the basic concepts of

Primary Agriculture
sustainable farming systems

NQF Level 1 Unit Standard No: 116157

22

Instructions to Learner:

Making a checklist

SO 3 AC 1 - 3

Learner Workbook: Page 23

The sustainable community indicator checklist consists of the following

14 questions: (Learners must demonstrate abilities as indicated in the relevant
assessment criteria. Answers may vary. Also consult Learning Guide.)

No. Question Yes No

1. Does the indicator address the carrying capacity of the natural resources -- renewable and
non-renewable, local and non-local -- that the community relies on?
2. Does the indicator address the carrying capacity of the ecosystem services upon which the
community relies, whether local, global, or from distant sources?
3. Does the indicator address the carrying capacity of aesthetic qualities -- the beauty and life-
affirming qualities of nature -- that are important to the community?
4. Does the indicator address the carrying capacity of the community's human capital -- the
skills, abilities, health and education of people in the community?
5. Does the indicator address the carrying capacity of a community's social capital -- the
connections between people in a community: the relationships of friends, families,
neighbourhoods, social groups, businesses, governments and their ability to cooperate,
work together and interact in positive, meaningful ways?
6. Does the indicator address the carrying capacity of a community's built capital -- the human-
made materials (buildings, parks, playgrounds, infrastructure, and information) that are
needed for quality of life and the community's ability to maintain and enhance those
materials with existing resources?
7. Does the indicator provide a long-term view of the community?
8. Does the indicator address the issue of economic, social or biological diversity in the
community?
9. Does the question address the issue of equity or fairness -- either between current
community residents (intra-generational equity) or between current and future residents
(inter-generational equity)?
10. Is the indicator understandable to and useable by its intended audience?
11. Does the indicator measure a link between economy and environment?
12. Does the indicator measure a link between environment and society?
13. Does the indicator measure a link between society and economy?
14. Does the indicator measure sustainability that is at the expense of another community or at
the expense of global sustainability?

Version: 01 Version Date: SEPTMEBER 2024

 Demonstrate an understanding of the basic concepts of

Primary Agriculture
sustainable farming systems

NQF Level 1 Unit Standard No: 116157

23

Assessment Feedback Form

Comments / Remarks

Feedback to learner on assessment:

Feedback from learner to assessor:

Learner’s Signature: Date:

Assessor’s Signature: Date:

Version: 01 Version Date: SEPTMEBER 2024

 Demonstrate an understanding of the basic concepts of

Primary Agriculture
sustainable farming systems

NQF Level 1 Unit Standard No: 116157

24

Attribute Evaluation
efore the knowledge test is undertaken, the learner must be reminded of what is
expected from him / her in terms of summative and reflexive competence. Read
and explain to the learner, the Preparation for Your Final Assessment section in
the learner workbook. Learners and assessor should sign off this section to
acknowledge that this step was completed.
Please set up a knowledge test from the questions given as a guideline to
learners and supply each learner with a test sheet.
Supply each report with the following heading:

Unit Standard: 116157 NQF Level: 1

Learner Name:

Questions Model Answer

1. In which area will I start the farm?

Model answers not supplied
2. What are the local veld types in this area? due to varied answers given
by learners. Refer to
3. What plants or animals will work well with these veld types? Learning Guide for
guidelines.
4. What plants or animals will destroy these veld types?

5. What are the weather patterns of this area?

6. How will these weather patterns affect the crop that I want
to grow?

7. What is the climate like in this area?

8. How will this climate affect the crop that I want to grow?

9. What can I do to protect the biodiversity of the area where I

want to farm?

10. What inputs are available for my farm?

11. What outputs can I expect from my farm?

12. To which market will I sell my crop?

Version: 01 Version Date: SEPTMEBER 2024

 Demonstrate an understanding of the basic concepts of

Primary Agriculture
sustainable farming systems

NQF Level 1 Unit Standard No: 116157

25

13. How will I get my crop to this market?

14. What is going to give income on my farm?

15. What will the local community expect or gain from my farm?

16. How can I ensure that my farm is sustainable economically?

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Version: 01 Version Date: SEPTMEBER 2024

 Demonstrate an understanding of the basic concepts of

Primary Agriculture
sustainable farming systems

NQF Level 1 Unit Standard No: 116157

26

Assessment Feedback Form

Comments / Remarks

Feedback to learner on assessment and / or overall recommendations and action plan for
competence:

Feedback from learner to assessor:

Assessment Judgement
You have been found: Actions to follow:

¦ Competent ¦ Assessor report to ETQA

¦ Not yet competent ¦ Learner results and attendance

in this unit standard certification issued

Learner’s Signature: Date:

Assessor’s Signature: Date:

Moderator’s Signature: Date:

Version: 01 Version Date: SEPTMEBER 2024