FG - AgriSETA

NQF Level:

2

US No:

116064

F a c i i l l i i t t a t t o r G u i i d e

P r i i m a r y A g r i i c u l l t u r e i i d

R e e e n

E n c t t i i c v o f f i i y g f f u n c t t i i o o r r l l n o t o t i i n h s g i i e e m c e a a b l n l t n a o n s o f f t t t s h d i i e c

Facilitator: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Company: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Commodity: . . . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . . . . . .

The availability of this product is due to the financial support of the National

Department of Agriculture and the AgriSETA.

Recognise and identify the basic functions of the ecological environment

Primary Agriculture NQF Level 2 Unit Standard No: 116064

B e f f o r r e y o u g e t t s t t a r r t t e d …

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:

2

Title: Recognise and identify the basic functions of the Ecological Environment

US No: 116064 NQF Level: 2 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

National Certificate in Animal Production

National Certificate in Mixed Farming Systems

National Certificate in Pant Production

Please mark the learning program the learners are enrolled in:

Please explain the above concepts to the Learner.

ID Number NQF Level Credits Mark

48976

48977

48975

2

2

2

120

120

120

Are you facilitating a:

Learnership?

Skills Program?

Short Course?

Y N

There are three guides, namely the Learner Guide, 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 complimentary to each other.

M a k e t t h i i s a n e n j j o y a b l l e l l e a r r n i i n g e x p e r r i i e n c e !

!

Version: 01 Version Date: July 2006



C o n t t e x t t o f f A p p l l i i c a t t i i o n …

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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 suitable to be applied within a variety of commodities. It is therefore inclusive of all agricultural commodities and crops 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 crops, 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 supplementary to the learning material:

• Examples relevant to the commodity,

• Including commodity specific requirements,

• Including operating procedures of the farm,

• Including agricultural practice specific requirements,

• Agricultural markets, and

• Guiding learners to record these specifics in the learning guide,

The contextualisation of the learning material is a very important step in preparing for and facilitating the learning experience and enough time and effort should be put into this exercise.

According to the qualifications mentioned on page 2, this module could be contextualised to fit the following groups of commodities:

Plant Production

• Organic production,

• Hydroponic production,

• Permaculture production,

• Agronomy,

• Horticulture, Natural resources harvesting.

Animal Production

• Small stock production,

• Large stock production,

• Dairy production,

• Pig production,

• Poultry production,

• Game,

• Aqua / mari culture,

• Commercial insects

• Animal fibres harvesting,

• Bee keeping.

• Natural resources harvesting

• Organic production,

• Permaculture production,

• Eco/Agri Tourism,

• Agro Chemicals,

• Horse Breeding, etc.




H o w t t o u s e t t h i i s g u i i d e …

4

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 …

M y N o t t e s …

You can use this box for your own notes/comments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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W h a t t & H o w w i i l l l l y o u b e F a c i i l l i i t t a t t i i n g ?

5

The Learning Experience .....................................................................................…..

6

Tips for Level of Learning ....................................................................................…..

7

Learning Program Time Frames ..............................................................................

7

Facilitator’s Checklist & Training Aids ..............................................................……..

8

Contextualisation of the Content!

...............................................................…………..

9

Session 1

Recognise and identify the basic functions of the Ecological environment .................................................………..........................

10

Session 2

Patterns and natural resources in the environment .................… 13

Session 3

Sustainable farming practices ......................................................

16

Session 4

Recognise environmental degradation indicators .......................

18

What will I do differently next time? ...................................………..........................

20




T h e L e a r r n i i n g E x p e r r i i e n c e …

On completion of this unit standard, learners will be able to:-

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Demonstrate an understanding of the basic functions of the environment by recognising patterns and processes,

Know local resources and basic sustainable agricultural processes using environmental indicators,

Understand the environmental context of sustainable agricultural production.

Learners will specifically be able to:

Recognise patterns and processes of the environment and how they relate to the sustainable utilisation of agricultural land.

Demonstrate an understanding of natural resources and recognise their limitations within the agricultural environment

Demonstrate an understanding of sustainable agricultural principles

Recognise environmental degradation indicators.

Learners will also gain a basic knowledge and understanding of:

Patterns and processes of the Basic natural resources (water, soil, veld, environment.

Resource availability and limitations. energy, heat) their limitations and sustainable uses.

Basic sustainable agricultural principles.

Use of basic waste as a resource i.e.

Environmental indicators. types for erosion control, trench gardening.

Basic soil types and their features i.e. clay, sand, loam and its distribution.

Basic alternative energies i.e. wind, sun, gravity and some of their uses.

Basic weather patterns i.e. summer, winter, basic clouds and energy/ carbon/ hydrological/ oxygen cycles.

Basic biological pest control methods, identification and protection of predator insects, and where to access biological

Basic water cycle and water management. control agents.

Basic veld types i.e. savanna, fynbos,

Basic preparation and application of forest, Karoo and links to weather natural fertilisers. patterns.

Basic soil conservation and crop rotation

Basic ecosystems, their distribution and methods. links to the rest of the environment i.e. wetlands, grasslands, mountains.

Basic environmental indicators such as soil erosion, basic signs of land

Needs for wildlife corridors, their functions degradation. and possible areas for corridors.

Invasive species.

Learners will also have a basic knowledge and understanding of:

It is assumed that a learner attempting this Unit

Standard has achieved competency against the following Unit Standard:

Demonstrate an understanding of the basic concepts of sustainable farming systems (NQF1) (SAQA ID

116157)

Remember to do a diagnostic assessment of the learner’s prior learning and ensure that they are starting at the correct level.




T i i p s f f o r r l l e v e l l o f f l l e a r r n i i n g

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Remember the following before you get started:

Typically, a learning programme leading to the award of a qualification or unit standards at this level should develop learners who demonstrate an ability to:-

• Work and learn in a disciplined manner in a well-structured and supervised environment.

• Manage their time effectively.

• Develop sound working relationships and an ability to work effectively as part of a group.

• Express an opinion on given information clearly in spoken and written form.

• Collect, organise and report information clearly and accurately.

• Use their knowledge to select and apply known solutions to well-defined routine problems.

• Use a variety of common tools and instruments; apply literacy and numeracy skills to a range of different but familiar contexts.

• Understand the environment within which he/she operates in a wider context.

• Gain knowledge of one or more areas or fields of study, in addition to the fundamental areas of study.

L e a r r n i i n g P r r o g r r a m T i i m e F r r a m e s

Total time allocated

(hours)

Theoretical learning time allocated (hours)

Practical learning time allocated

(hours)

Complete Program

(including summative assessment)

Learner Orientation and “Ice Breaker”

Purpose, Introduction and Learner

Directions

Session 1

40

45 minutes

45 minutes

11 hours

20 minutes

20 minutes

24 hours

25 minutes

25 minutes

Session 2

15 hours

9 hours

4 hours, 30 min 10 hours, 30 min

2 hours, 30 min 6 hours, 30 min

Session 3 5 hours 1 hours, 30 min 3 hours, 30 min

Session 4

Preparation for

Assessment & revision

Assessment (per learner)

3 hours, 45 minutes 1 hours, 30 min 2 hours, 15 min

5 hours

45 minutes

-

20 minutes

-

25 minutes


Activities to be completed

1-7

N/A

N/A

1-3

4-5

6

7

N/A

N/A



F a c i i l l i i t t a t t o r r ’ ’ s C h e c k l l i i s t t & T r r a i i n i i n g A i i d s

8

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 Learner Workbook

• 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

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.

Documentation checklist:

Attendance Register

Course Evaluation

Learner Course Evaluation

Portfolios of evidence

Yes No




Equipment check:

Learner guides x 1 per learner

Assessment guides x 1 per learner

Writing materials & stationary (facilitator & learner)

White board & pens

Flip chart paper

Data projector & screen

Laptop & programme disk

Sample Hand-outs and examples of laws and other relevant documents

Safety gear as prescribed by the unit standard and applicable legislation

C o n t t e x t t u a l l i i s a t t i i o n o f f C o n t t e n t t !

!

Go through this module and indicate what specific information / activities / examples should be included in this module.

Contextualisation

•

What specific information / activities / examples should I include in this module?

Commodity specific?

•

•

•

Operating procedures of the farm?

Agricultural practices?

Agricultural markets?

9




S e s s i i o n

Learner

Guide:

Page 7

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E a c e s c o l l i i o c o g g f f i i n u c i i s n a l l e c t t e i i a o n n v d i i r r i i o d n e n t t h e n m e i i f f y o n s o f f t t h e n t t t t h e

After completing this session, the learner should be able to:

SO 1: Recognise patterns and processes of the environment and how they relate to the sustainable use of agricultural land.

Concept

Rainfall patterns and distribution are explained.

Time frame Activities related to the concept

1 1 0

The broad distribution of fauna and flora in South Africa in both the past and present is described.

15 hours Activities 1 – 3

The relationship between climate, soil and indigenous vegetation is explained.

Methods of generating alternative energy are understood.

Please allow learners to complete Activity 1.

Type of activity Resources

Environmental interaction walk Note books.

Instructions to give to the learners

This environmental walk is guided by the following points but the main aim is to free the learners up and get them to start thinking and enjoying the incredibly diverse world that we live in. This will allow them to start seeing the mechanics behind the systems that they deal with on a daily basis.

• You would need to use an operating farm that is close to a natural area so that the two areas can be compared.

• Patterns in the environment.

• Patterns on farms.

• Look at a sustainable natural area and view a farm system.

• Explore the natural resources.

• See how the environment and how the forces of nature break down parent material to build new soils.

• See the short-term effect of the same forces on an exposed farm.

• Look at aspect and adaptation in plants and animals.

Conclusions

This exercise is an introduction that concentrates on the learner group and what they want to explore within the given points above. It will hopefully spark an interest in the workings of the environment.




1 1 1 1

Allow learners to complete Activity 2 in the Learner Guide


Exploring the interactions in a greater environment

15 large containers, each with a picture indicating a component of the pyramid.


• In this step the facilitator must guide the groups to build their pyramids out of the drums.

• All the abiotic factors like sun, water, soil, wind and air should be at the bottom of the pyramid and then the plants form the next layer and then the herbivores form the following layer, and the carnivores are placed on top of the herbivores. Finally the single human drum is placed on top of the pyramid.

• As the group places each drum the facilitator must ask them about that particular drum.

• For instance if it is the sun, then the group needs to know why is the sun important and how is it connected to humans, plants and animals.

• They need to know why the sun is placed at the base of the pyramid and not in the middle.

• Once the groups have finished building their pyramids the facilitator must ask them to decide which one of the base drums can be removed.

• It is a good idea to allow all of the groups to be ready with their decision and then to call the groups together to observe one of the groups removing their drum.

• Hopefully the pyramid should collapse, if it does not ask them to remove another drum, this should result in the whole pile falling down.

• Once the pyramid has collapsed the facilitator asks the group to come and watch the next group, until all of the groups have had a chance to collapse their pyramid.

• The facilitator now asks the group to go back to the small groups and brainstorm the questions found in the Learner Guide.

The facilitator must prepare questions to explore these following points:

• Which drum in the pyramid had the furthest to fall?

• Do you think it is possible for humans to survive if any of the base drums are removed?

• What human activities could destroy the base drums?

• Whose responsibility is it to ensure that none of the drums that support us are destroyed?

• In the first point, for example, humans have the most to lose if they destroy their own support system. Ask further questions to find out if the learners think this is correct and whether or not it could ever happen that our environment collapses.

• What would happen if we run out of water or soil?

• What are we busy doing that is destroying the elements represented by the base drums?

• Are the plants and animals essential for us to survive?

Conclusions

Guide the learners to see the interactions in food chains, specifically trophic levels, and how humans are an inherent part of this process.

It is important that learners understand that the environment, and Man’s future in it, is part of their responsibility.




1 1 2



Exploring the interactions, i.e. food chains, in a contained environment

If at all possible, this activity should take place around a body of water such as a pond so that the learners can observe and explore the biodiversity of life in a natural body of water.

If this is not possible then the facilitator must create a simulated environment using illustrations and any other media that can recreate a food web showing the interdependence of species


In this linking process you must build vertically and laterally:

• VERTICALAlgae- eaten by tadpole- water boatman eats tadpole-water boatman eaten by fish- fish eaten by mongoose- dog eats mongoose- dog dies- flies, and decomposers turn dog into nutrients which wash back into pond.

• LATERAL- algae is one of many plants in the pond- list the plants- water lilies, reeds and sedges- there are many insects that live in a pond- dragon fly larvae – frogs and other types of predators- cats, snakes eels, birds- outside the pond there are many animals, birds and insects that rely on the pond for water and the pond forms a vital point in a ecosystem around the pond.

• In this exercise the facilitator must ask for any creature and from that creature build links to other life forms and essential natural resources that the creature will need to survive.

• Now finally the facilitator starts to make the connection that we as farmers and humans are involved in a very complex web of life.

• The facilitator probes to stimulate thought along the lines that if we spray the ponds to kill mosquitoes what other insects are we killing and how will this affect the greater web of life and would it impact on our lives.

Conclusions

The learners should start to see the world as a set of interwoven and interdependent systems that are affected by human actions.

M y N o t t e s …

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S e s s i i o n

Learner

Guide:

Page 14 r r

P e e a n s t v t t t o i i

Concept

Natural resources and their uses are identified and explained. r r e u o r r r r n n c s e m s a e i i n n n t t d e


SO 2: Demonstrate an understanding of natural resources and recognize their limitations within the agricultural environment.

Time frame t t n h a e t t u r r a l l

Activities related to the concept

Different waste resources are identified and explained.

Different energy resources and alternative energy resources are identified and different uses and applications are explained.

9 hours Activity 4 – 5



Group activity exploring rainfall, soil, and plants in an area to help them understand patterns and natural resources in the environment

The first activity learners were able to see how all forms of life are linked to solar energy and how one trophic level feeds another. In the second activity learners discovered the intricate links between organisms in a food chain. These two activities also show how all living organisms need certain basic resources in order to survive.

This next activity shows what effect it has on plants and animals when these resources are made available in varying quantities.

It is important for the facilitator to have a thorough understanding of the following concepts:

• Diversity

• Adaptations

• Meteorology

• Ecosystems

• Soil formation

• Soil types




1 1 4


In two activities it was illustrated that plants, animals and humans need water, air, soil, sun and wind in order to survive.

The facilitator must to explain to the learners how water, soil and wind are formed.

Using the diagram to explain precipitation the facilitator shows learners how the wind blows over the ocean and onto land. Evaporated seawater is carried by wind until it reaches an obstacle such as a mountain range where the moisture-laden air is forced upwards, where the temperature is lower and water will condense more readily. This leads to the formation of clouds and, once the water droplets are large enough, to precipitation (rainfall, snow, hail). Rain falls predominantly on the coastal sides of mountains.

In the western cape this is very relevant because there is a shortage of water and the mountain fulfil a significant role in creating drier and wetter areas.

The facilitator explains the creation of wind in a global context and its relationship to people in the western cape. It would be useful to use an illustration to show trade winds and other dominant wind patterns.

The facilitator should then give a brief explanation of how soils are formed in relation to rainfall, wind and temperature patterns.

At this point it would be a good idea to take the learners outside of the classroom and to an area of indigenous vegetation.

If possible, use the local soil as an example for a basic soil study, but if not, the facilitator should bring some soil samples to the training room.

Provide the learners with soil samples and ask them to examine the samples and answer the questions provided:

• Is it soft?

• Is it gritty?

• If you add a bit of water to it, can you squeeze it to make a sausage?

• If you roll it in your hands does it form a ball or fall apart?

• Is the soil very sandy?

• Describe the colour?

• What does it smell like?

Ask the learners to look around them and to make observations:

• How many different types of plants they can see?

• Chose one plant and look at the leaves and feel the texture of the plant?

The facilitator must explain the plants occurring in the observation area, such as why there are so many different types of plants in such a small area; despite poor soil there is a high diversity of plant species; and/or the adaptations of these specific plants to their environment

(leaves/flowering).

Once the group is back in the classroom the facilitator can give the learners the task of completing Activity 4 in the Learner Guide in small groups:

• Name all the different natural resources available in the area?

• Describe how the resource would be used?

• Which resources would be limited for the running of a farm?

• In the activity with the pond we saw that the fish excreted waste into the pond and the plants and insects used this as good food, what waste products from your farm can be used productively by some one else or another part of the farm?

Once the groups have completed the activity they can give feedback to the plenary. This can be done by asking one group to answer one question rather than all groups answering all the questions. Issues not raised can be filled in by other groups.




1 1 5

Additional discussion points to consolidate learning can include:

Here are some questions that might be useful:

• Are the farms using the natural resources in such a way that they are sustainable?

• Those resources that are scarce, is there a plan to deal with it in the future and what would they as a group suggest stopping that resource from running out.

• Does the farm have a responsibility to share its resources with the poorer communities?

Conclusions

The facilitator should help the learners to understand that the types of plants that occur naturally in an area are adapted to the soil and climate and other environmental conditions of that area.

The learner should understand that the indigenous vegetation is an indicator that can be used to determine the types of plants that can be farmed in an area and that the characteristics of the farmed species should resemble the characteristics of the indigenous species (e.g. hardy, drought tolerant, etc.).



Group activity exploring renewable

(sustainable) energy resources

For this step the facilitator needs to have researched the following points concerning renewable energy including but not restricted to:

• Solar energy

• Hydro energy

• Wind energy

• Geothermal energy


In this step there is a very basic example of renewable energy that used a waste product and created heat and converted the waste product in to a valuable resource to be applied as kraal manure.

Now there are many different and innovative ways of using renewable energy and the group can look at the explanations and then come up with ways they could use it on their farms.

Conclusions

In all of the previous steps the concept that the world exists as a set of interrelated systems has come up. The student will now be starting to understand that what ever they do on their farm will have an effect on the surrounding communities and what ever those communities are up to will affect them on their farm.




S e s s i i o n

3

S S u s t t a i i n p r r a c t t i i c n a b e s b l l e f f a r r m i i n g

Learner

Guide:

Page 24


SO 3: Demonstrate an understanding of sustainable agricultural principles.

Concept

Basic preparation and application of natural fertilisers are described.

Basic methods of natural pest control are described.

Basic soil conservation methods are described.

Basic crop rotation methods are described.

Time frame

5 hours


Activity 6

1 1 6

Please allow learners to complete Activity 6 in their learner guides

Type of activity

An investigation of recycling and sustainable practices in a farming environment

Resources

The facilitator needs to have be familiar with the sustainable practices applied in the context where learning takes place and if necessary, adapt the questions below to make the best use of the learning environment. Examples of the following should be in place for the learners to observe and, if possible, local experts available to explain these in situ.

• Biological and/or organic pest control

• Natural fertilisers (using plants, compost and/or liquid nutrients)

• Soil conservation (ploughing methods/water harvesting)

• Crop rotation

If these are not available, the facilitator will have to use photographs and demonstrations.




1 1 7


After giving an overview on sustainability and the use of outputs to provide inputs for other activities, tell the learners to talk around the farm and answer a list of questions. They will record their findings to present to the plenary. The exercise that the students take part in focuses on their ability to understand that to produce a sustainable crop you have to take a holistic approach that encompasses all of the elements investigated; biological pest control, natural fertilisers, soil conservation, crop rotation.

Conclusions

In all of the previous steps the concept that the world exists as a set of interrelated systems has come up. The student will now be starting to understand that what ever they do on their farm will have an effect on the surrounding communities and what ever those communities are up to will affect them on their farm.

M y N o t t e s …

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S e s s i i o n



4

R R d e e g c r r o a g d n a i i t t s i i e o n e i n i n v i i d r r i i o c n a t t m o e r r s n s t t a l l

1 1 8

Learner

Guide:

Page 32


SO 4: Recognise environmental degradation indicators.

Concept

Soil erosion is recognised.

Basic signs of land degradation are recognised.

Invasive species are identified.

Basic pollution symptoms are recognized.

Time frame

3 hours,

45 minutes


Activity 7



Recognise environmental degradation indicators

The learners use the checklist in the Learner

Guide. The facilitator may have to adapt the checklist according to the context where learning takes place and amend the model answers of the Assessment Guide accordingly. Learners must provide solutions on how to deal with the issues listed


Possible symptoms will be discussed by the facilitator and activity will enhance the understanding the pollution symptoms.

For example if there is brown foam in the river near to the farm this means that some type of pollutants are being washed from the farm and into the river, if there are also dead fish and algal growth this could mean that chemicals with nitrogen rich waste is being washed into the river.

The student would have to follow the entry stream back and along the way check for life in the stream. If the stream goes all the way back to the barns or sheds, there would then need to be an inspection from the responsible person to find out what was washed into the river.




1 1 9

From the previous steps the students will have enough knowledge to be able to work out a solution on their own.

The most important part of this step is for the students to start working through association and be able to connect and work out logically what are the results of not being environmentally aware when operating a farm.

This work will be done in small groups and then reported back to the big group.

If the students are unable to work out what the required action is, leave them till the report back session and then use this time to explore the possible actions that should be taken.

Conclusions

In the previous step the students looked at working a piece of land in a sustainable manner.

They now need to be able to identify environmental indicators that highlight the fact that something is not working properly.

M y N o t t e s …

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W h a t t w i i l l l l I I d o d i i f f f f e r r e n t t l l y n e x t t t t i i m e ?

2 0

Take some time to reflect on your own activities as facilitator of this Unit Standard.

Then write down five of the most important lessons you have learnt and include a motivation:

What will I do differently next time?

Motivate how or why

(Give examples, reasons, etc.)

1.

2.

3.

4.

5.

Difficulties I had with the Unit Standard

As facilitator, you have hands-on experience in the application of the unit standard and you might experience difficulties with it that the developers did not anticipate.

The unit standard will be revised at the end of the registration period and your comments below can contribute to the revision process. It is important to notify

AgriSETA ETQA manager or the SGB chairperson of your comments.

Please take some time to reflect on your experience and list a few of the difficulties you had to address.

Recommended Changes to Address the

Difficulty

6.

7.

8.

9.

10.


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