Apply layout principles for cconnservvaation and ...€¦ · Apply layout principles for conservation and infrastructures 3 Primary Agriculture NQF Level 2 Unit Standard No: 116127

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LLeeaarrnneerr GGuuiiddee PPrriimmaarryy AAggrriiccuullttuurree

AAppppllyy llaayyoouutt pprriinncciipplleess ffoorr

ccoonnsseerrvvaattiioonn aanndd iinnffrraassttrruuccttuurree

My name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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

NQF Level: 2 US No: 116127

The availability of this product is due to the financial support of the National Department of Agriculture and the AgriSETA. Terms and conditions apply.

Apply layout principles for conservation and infrastructures 22

Primary Agriculture NQF Level 2 Unit Standard No: 116127

Version: 01 Version Date: July 2006

BBeeffoorree wwee ssttaarrtt…… Dear Learner - This Learner Guide contains all the information to acquire all the knowledge and skills leading to the unit standard:

Title: Apply layout principles for conservation and infrastructures

US No: 116127 NQF Level: 2 Credits: 5

The full unit standard will be handed to you by your facilitator. Please read the unit standard at your own time. Whilst reading the unit standard, make a note of your questions and aspects that you do not understand, and discuss it with your facilitator.

This unit standard is one of the building blocks in the qualifications listed below. Please mark the qualification you are currently doing:

Title ID Number NQF Level Credits Mark

National Certificate in Animal Production 48976 2 120

National Certificate in Mixed Farming Systems 48977 2 120

National Certificate in Plant Production 48975 2 120

This Learner Guide contains all the information, and more, as well as the activities that you will be expected to do during the course of your study. Please keep the activities that you have completed and include it in your Portfolio of Evidence. Your PoE will be required during your final assessment.

This Learner Guide contains all the information, and more, as well as the activities that you will be expected to do during the course of your study. Please keep the activities that you have completed and include it in your Portfolio of Evidence. Your PoE will be required during your final assessment.

WWhhaatt iiss aasssseessssmmeenntt aallll aabboouutt?? You will be assessed during the course of your study. This is called formative assessment. You will also be assessed on completion of this unit standard. This is called summative assessment. Before your assessment, your assessor will discuss the unit standard with you.

Assessment takes place at different intervals of the learning process and includes various activities. Some activities will be done before the commencement of the

Are you enrolled in a: Y N

Learnership?

Skills Program?

Short Course?

Please mark the learning program you are enrolled in:

Your facilitator should explain the above concepts to you.




program whilst others will be done during programme delivery and other after completion of the program.

The assessment experience should be user friendly, transparent and fair. Should you feel that you have been treated unfairly, you have the right to appeal. Please ask your facilitator about the appeals process and make your own notes.

HHooww ttoo uussee tthhee aaccttiivviittyy sshheeeettss…… Your activities must be handed in from time to time on request of the facilitator for the following purposes:

The activities that follow are designed to help you gain the skills, knowledge and attitudes that you need in order to become competent in this learning module.

It is important that you complete all the activities and worksheets, as directed in the learner guide and at the time indicated by the facilitator.

It is important that you ask questions and participate as much as possible in order to play an active roll in reaching competence.

When you have completed all the activities and worksheets, hand this workbook in to the assessor who will mark it and guide you in areas where additional learning might be required.

You should not move on to the next step in the assessment process until this step is completed, marked and you have received feedback from the assessor.

Sources of information to complete these activities should be identified by your facilitator.

Please note that all completed activities, tasks and other items on which you were assessed must be kept in good order as it becomes part of your Portfolio of Evidence for final assessment.

EEnnjjooyy tthhiiss lleeaarrnniinngg eexxppeerriieennccee!!




HHooww ttoo uussee tthhiiss gguuiiddee …… Throughout this guide, you will come across certain re-occurring “boxes”. These boxes each represent a certain aspect of the learning process, containing information, which would help you with the identification and understanding of these aspects. The following is a list of these boxes and what they represent:

MMyy NNootteess …… You can use this box to jot down questions you might have, words that you do not understand,

instructions given by the facilitator or explanations given by the facilitator or any other remarks that

will help you to understand the work better.

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What does it mean? Each learning field is characterized by unique terms and definitions – it is important to know and use these terms and definitions correctly. These terms and definitions are highlighted throughout the guide in this manner.

You will be requested to complete activities, which could be group activities, or individual activities. Please remember to complete the activities, as the facilitator will assess it and these will become part of your portfolio of evidence. Activities, whether group or individual activities, will be described in this box.

Examples of certain concepts or principles to help you contextualize them easier, will be shown in this box.

The following box indicates a summary of concepts that we have covered, and offers you an opportunity to ask questions to your facilitator if you are still feeling unsure of the concepts listed.




WWhhaatt aarree wwee ggooiinngg ttoo lleeaarrnn??

What will I be able to do? ........................................................……………………… 6

Learning outcomes ……………………………………………………………………………… 6

What do I need to know? .................................................…..…...…………………… 6

Session 1 Factors affecting Farm layout..........………………………………..…….. 7

Session 2 Constructing and placing infrastructure for sustainable land-use . 20

Session 3 Fault Reporting and Repairing........………...…………………………….. 23

Am I ready for my test? ................................................................... 26

Checklist for Practical assessment................................................... 27

Paperwork to be done...................................................................... 28

Terms and conditions ………………………..………………………………. 29

Acknowledgements.......................................................................... 30

SAQA Unit Standards




WWhhaatt wwiillll II bbee aabbllee ttoo ddoo?? When you have achieved this unit standard, you will be able to:

Plan, lay out and maintain conservation and structures and prevention measures in an agricultural environment,

Report faults, and Where appropriate, repair faults under supervision.

LLeeaarrnniinngg OOuuttccoommeess At the end of this learning module, you must is able to demonstrate a basic knowledge and understanding of:

Working safely with a range of hand-held tools. Basic sustainable agriculture principles. Environmental indicators. Basic soil types and their features i.e. clay, sand, loam and its distribution. Basic weather patterns i.e. summer, winter, basic clouds and energy/ carbon/

hydrological/ oxygen cycles. Basic water cycle and water management. Basic veld types i.e. savanna, fynbos, forest, karoo and links to weather

patterns. Basic ecosystems, their distribution and links to the rest of the environment

i.e. wetlands, grasslands, mountains. Use of hand-held tools. Basic natural resources (water, soil, veld, energy, heat), their limitations and

sustainable uses. Use of basic waste as a resource i.e. types for erosion control, trench

gardening. Basic alternative energies i.e. wind, sun, gravity and some of their uses. Basic soil conservation and crop rotation methods. Basic environmental indicators such as soil erosion, basic signs of land

degradation. Following instructions and reporting on conditions.

WWhhaatt ddoo II nneeeedd ttoo kknnooww?? It is expected of the learner attempting this unit standard to demonstrate competence against the unit standard:

NQF 1: Demonstrate an understanding of the basic concepts of sustainable farming systems.

NQF 1: Apply elementary farm layout and infrastructure.




SSeessssiioonn 11

FFaaccttoorrss aaffffeeccttiinngg FFaarrmm llaayyoouutt

After completing this session, you should be able to: SO 1: Recognize veld and soil types, animal and human behaviour and demarcate appropriate areas for sustainable resource use in the layout of the farm. SO 2: Construct the infrastructure and relate the physical and chemical characteristics of soil, landscape and local climate and land capability and demarcate areas for sustainable use. SO 3: Understand the design of farm layout according to agricultural, water catchments and environmental conservation areas.

11..11 IInnttrroodduuccttiioonn The layout of infrastructure on a farm is determined by:

The natural resources available on the farm

• Climate (rainfall, temperature, daylight hours, wind) • Soil (determines the growing capacity and vegetation type) • Indigenous vegetation (specifically for grazing purposes) • Landscape and topography • Decisions will be influenced by already existing resources.

What will the farm’s main income source be – the forms of production (crops, animals, etc?)

Once we know what we are going to do we have to decide and find out:

What is needed in order to achieve the forms of production (services, inputs, storage, irrigation)

Getting the produce or products off the site and also bringing in what is needed to achieve production (access/transport),

Using the outputs of the farming activities appropriately (waste water).

Ensure that farming activities are not negatively impacted by, nor have a negative impact on anyone or anything outside of the farm’s borders (buffer zones, windbreaks, firebreaks).




11..22 TThhee nnaattuurraall rreessoouurrcceess aavvaaiillaabbllee oonn tthhee ffaarrmm

CClliimmaattee

Climate Climate is the summary of weather conditions experienced in an area over a long period of time. Weather is the climatic conditions experienced at a particular time, such as over a day or week. The data includes precipitation (rainfall, hail, and snow), temperatures, wind, daylight hours and humidity. For example, climate statistics may indicate that the average winter daytime temperature for an area is 12ºC but today the temperature is 22ºC and yesterday it may have been 2ºC.

The layout and activities of a farm will be influenced by regional climatic conditions and micro climatic conditions found in the area. In South Africa, summer rainfall areas include the Northern, South and Western Cape, the East coast and the Highveld.

The South African west coast and interior experiences dry conditions due to the mainly cold Benguela ocean current running South/North in the Atlantic Ocean.

The South and South Eastern coastlines experience increasingly wetter conditions towards the North East due to the warm Agulhus Ocean current. Long and high mountain ranges running parallel with the coastline result in inland rain shadows and drier conditions.

Rainfall

It is important to know when it rains and how much it rains in the area. This would tell you how much water is available through the area’s water cycle. It is also important to know what the flood cycles are. Farms are normally (where possible) situated along rivers due to the need for water and fertile arable land found along the banks and flood plains.

Surveyors can indicate the levels to which rivers have risen in the past. Statistics compiled by using data collected over many years have shown that there is a flood pattern. The data will also show how high the rivers have risen and how often.

It is advisable for farmers to take notice of flood warnings determined by these indicators. Structures should be built above the 50-year year flood lines.




Temperature

It is important to consider the average winter and summer temperatures as it can affect the germination requirements of seeds as well as (especially in cold areas) the impact on livestock.

Daylight hours

Certain species of crops require a certain number of daylight hours before germinating.

Wind

If the area experience severe winds, one will have to make decisions regarding windbreaks.

SSooiill

Soil determines the growing capacity and vegetation type.

Soil characteristics

Soil and parent rock has a major influence on veldt management. Different soil types determine the yield and palatability of grazing in the long run. Important soil characteristics (to remember) are described below.

• Colour: determined by iron content, parent rock and organic matter (e.g. red means good drainage and aeration while grey in the lower layers indicates a high water table).

• Texture: Indicates the ratio of clay, sand and silt in the soil. The clay content indicates the water and nutrient holding capacity.

• Sand contains between 0 – 10 % clay, Loamy sand contains 10 – 20 % clay, Clay loam contains 20 – 55% clay and Clay contains > 55 % clay.

• Structure: Is determined by the soils’ ability to form larger structural units. A soil with no structure would simply crumble after compaction. Soil with strong structure has a hampering impact on the penetration ability of plant roots when searching for water and nutrients.

Soil conservation

Soil conservation is approached contextually as the strategies that apply in small-scale intensive systems differ from those applied in broad scale systems.

General land usage practices that contribute to soil conservation include:

• Soil erosion caused by wind and water can be prevented by using contours, bunds, and/or swales, or by

• Using sustainable strategies to enrich the soil, such as compost, crop rotation, double digging, liquid nutrients, green manure, mulching and/or ridging.




IInnddiiggeennoouuss vveeggeettaattiioonn ((ssppeecciiffiiccaallllyy ffoorr ggrraazziinngg ppuurrppoosseess))

Vegetation types

South African Veldt types can be broken up into about seventy different groups based on their production potential and ecological capacity.

In other words, a veldt type is a vegetation unit with the same ranching potential throughout its range. These seventy veldt types can be reduced to thirteen, based on habitat preferences and game distribution. These are:

• Fynbos, • Desert and succulent Karoo, • Arid Karoo, • Great Karoo, • Forest with grassland • Valley bush veldt (subtropical thicket), • Low veldt, • Sweet bush veldt, • Northern Province sour veldt and sourish mixed Bush veldt, • Kalahari, • Short and mixed grass veldt, • Mountain grass veldt, and • Tall grass veldt.

However, veldt types can, from a grazing point of view, be broken down into three groups namely sweet, sour and mixed.

Sweet veldt types

• Found in the lower laying, frost-free parts of the country. • Are palatable throughout the year. • Has a high nutritional value. • Keeps animals in good condition and reproductive state. • Are associated with lower rainfall areas (250mm – 500mm per annum).

Sour veldt types

• Carries grazing vegetation that loses its palatability and nutritional value at maturity, therefore only valuable during the growing season.

• Are associated with high rainfall areas (625mm and above).

Mixed veldt types

• Found in the transitional zones between sweet and sour. • The pH of the soil is lower than in the sweet veldt soil types resulting in lower

calcium and phosphate quality in the soil.




Carrying capacity

To determine a farm’s carrying capacity you must take in consideration the soil type (sand, loam or clay) as well as the veldt type (sweet sour or mixed).

LLaannddssccaappee aanndd ttooppooggrraapphhyy

The layout of a farm will be determined by its topography (the direction of slopes). In general, north-facing slopes in the southern hemisphere receive full sun throughout the year. South-facing slopes, depending on their steepness, may never receive direct sunlight. This would have an impact on heat and light available to crops, and thus growth potential.

Slopes are also important when considering harvest surface run-off.

Water harvesting

Surface run-off should be slowed down to allow water to sink into the ground as soon and as much as possible. This can be done using the practice of contour ploughing, and/or the establishment of contour bunds and/or swales.

Swale Swale is a long, narrow ditch dug on a contour. The excavated soil is placed on the down-slope side of the ditch to create a mound. The swale has an overflow on each end. The ditch creates a place where surface run-off can collect and sink into the ground. The soil mound is covered with either mulch or plant material and sometimes trees are planted along the bottom of swale, thus applying alley- or avenue-cropping practices. Instead of digging a swale, a contour bund can be built using stones to achieve the same effect.

11..33 WWhhaatt iiss ggooiinngg ttoo bbee ffaarrmmeedd wwiitthh?? WWhhaatt ffoorrmm ooff pprroodduuccttiioonn ((ccrrooppss,, aanniimmaallss,, eettcc..)) wwiillll bbee eessttaabblliisshheedd oonn tthhee

ffaarrmm??

This is the decision you can make once you have gathered all the relevant information. Once you have decided, the next step is to find out what your specific production system needs in terms of services, inputs and storage.




11..44 WWhhaatt iiss nneeeeddeedd iinn oorrddeerr ttoo aacchhiieevvee tthhee ffoorrmm ooff pprroodduuccttiioonn??

SSeerrvviicceess,, iinnppuuttss,, ssttoorraaggee

The layout of infrastructure will also be determined by the services required for the day-to-day functions of the farm, such as water and electricity supply. Once the day-to-day functions of the farm have been identified the inputs/outputs of these functions must be identified. For example, water pipes to and from basic structures (water reservoirs), and electricity and water supplies for packing and milking sheds. The design of infrastructure layout should take into account the distance between the source of the supply and point of use, bearing in mind that the distance affects the installation and maintenance costs.

IIrrrriiggaattiioonn

Access to water is crucial to every farm’s success. To minimize installation costs the use of a gravity system should be exploited to the maximum (pumping water can be very expensive).

11..55 GGeettttiinngg tthhee pprroodduuccee oorr pprroodduuccttss ooffff tthhee ssiittee aanndd aallssoo bbrriinnggiinngg iinn wwhhaatt iiss nneeeeddeedd ttoo aacchhiieevvee pprroodduuccttiioonn

AAcccceessss aanndd ttrraannssppoorrtt

The farm and structures on the farm must be planned according to existing road networks. We need to consider national roads, and also existing farm roads as well as their condition. As a rule, roads should cover the shortest distance possible, especially to main roads and access to the market place. Easy access to packing sheds and collection / delivery points is also important.

Appropriate river crossing structures should be installed where required. These structures should be constructed in such a way that it minimizes environmental impact and taking the 50-year flood levels into account. Road contouring and water furrows may have to be constructed where steep gradients could create fast running water and eventually soil erosion.




11..66 UUssiinngg tthhee oouuttppuuttss ooff tthhee ffaarrmmiinngg aaccttiivviittiieess aapppprroopprriiaatteellyy

WWaassttee wwaatteerr

Another important consideration to bear in mind is run-off waste water, especially where it may be carrying high levels of nitrogen such as in the case of chicken, pig and dairy farming. This nutrient rich water should not be allowed to find its way back into the natural water course as this will lead to eutrophication. Waste water can be used in a number of ways to enrich the soil, such as using it to irrigate and fertilize fodder crops.

11..77 EEnnssuurree tthhaatt tthhee ffaarrmmiinngg aaccttiivviittiieess aarree nnoott nneeggaattiivveellyy iimmppaacctteedd

Buffer zones should be established between farming and conservation areas in order to minimize the impact of farming processes on the conserved land.

Windbreaks, when needed, must be introduced to reduce the amount of stress that wind can place on livestock and crops, as well as to prevent wind erosion.

Firebreaks, compelled by legislation, must be introduced to overcome the threat of fires.

EEccoossyysstteemmss

An understanding of the ecosystem concept is vital to the lay out of a farm to ensure its sustainability. An ecosystem consists of living and non-living components that interact with, and influence, each other. A disturbance in one part of the ecosystem can have a knock-on effect through the rest of the system, which can be detrimental to the system as a whole.

Eutrophication Eutrophication is a process that takes place when a body of water becomes enriched with nutrients such as nitrogen. The algae in the water grow faster than usual, using up the oxygen supply in the water. Once the oxygen supply has been depleted the algae dies and sinks to the bottom of the pond, river or dam where it undergoes anaerobic decomposition (decomposing without oxygen).




Ecosystems functions on a macro and micro scale. An example of a macro ecosystem would be a wetland or desert, both functioning in very different ways.

An ecosystem functioning on a micro scale would be the activity happening around a single rock, providing shelter for some animals, which in turn, provide food to other animals.

Each farm has a unique set of biotic (plants and animals) and abiotic (soil and climate) features that influence the functioning of ecosystems. If we understand the ecosystem at farm level, the lay out of structures will consider these activities.

Please complete Activity 1 at the end of this session.

MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Concept SO 1, SO 2, SO 3

I understand this concept

Questions that I still would like to ask

The major physical characteristics are observed and pointed out.

Suitability for infrastructure or maintenance is assessed.

The problems that could be caused by various enterprises or activities are evaluated.

The area where structures should be placed to optimise management are identified and pointed out.

Structures are constructed in identified areas under supervision.

The potential of the natural resources to be sustainable is evaluated.

Potential is estimated and sites with high potential for erosion, decay or damage are identified.

Areas for infrastructure construction are surveyed and information is used to decide on placement of structures.




Part 1: Investigating the farm IInnttrroodduuccttiioonn::

Part 1 of your activity takes place on a farm where you will explore the local ecology and other factors influencing farm layout. This activity will take a whole day.

Remember to bring: stationery, water, and good walking shoes, sunscreen, hat and insect repellent.

PPaarrtt 11

In small groups (two or three) you will be assigned to a specific area of the farm where you must use the lists provided (feel free to add to these) to record your findings. In Part 2 of the activity you will report back to the main group.

The data to be collected includes:

The main plant types found on your site. All animals found on your site, including insects, birds, reptiles and

mammals. All other organisms that you think have an influence on the ecology of the

farm. Wind direction. Location of the boundaries. Location of any buildings, roads or infrastructure, and briefly assess their

condition. Location of features such as rivers and dams, and briefly assess their

condition. Location of prominent trees and natural features, such as mountains,

plains and natural sections. Demarcation of areas you believe to be ‘natural’ or ‘farmed on’. Look at a farm in the greater context of the surrounding community and

its relation to the city - is the farm affected by its neighbours? Are the neighbours affected by this farm?

Concider the aspect of adaptation of plants and animals- how did the plants adapt to best suit their environment.

Look at the landscape as being in a state of constant change. - Seasonal and production wise.

Group Activity: What is on the farm? Putting things in the right place 11

SSOO 11,,22 && 33

My Name:

. . . . . . . . . . . . . . . . . . My

Workplace: . . . . . . . . . . . . . . . . . . My ID Number:

. . . . . . . . . . . . . . . . . . . . .

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Part 2: Putting our information together Your group’s report back must include:

A summary of your findings. A list of the living organisms of which you found evidence (plants, animals,

insects, reptiles). The most common organisms (e.g. mostly reptiles, mostly birds or so on). The location of ‘natural’ and ‘farmed on’ areas. Your opinion of the state of the farm in terms of its biological diversity.




Part 3: Coming up with a better idea Your task now is to design the layout of a farm. This is a group activity that builds on your last activity in a way that allows you to apply your learning.

Your group will be provided with a large map of a farm. This map contains hills, rivers and valleys. The facilitator has placed buildings, houses, sheds, reservoirs, crops and animals on this map. In your group you need to use the map of the farm to lay out the infrastructure of the farm in a way that you think is best suited to ensure environmental sustainability.

Once you have decided where to put your infrastructure you will present your plan to the rest of the group and motivate your reasoning. In your presentation you must explain:

A summary of your findings,




Describe the new layout

Reasons for the new layout

Facilitator comments: Assessment:




SSeessssiioonn 22

CCoonnssttrruuccttiinngg aanndd ppllaacciinngg iinnffrraassttrruuccttuurree ffoorr ssuussttaaiinnaabbllee llaanndd--uussee

After completing this session, you should be able to: SO 4: Design and construct basic infrastructure using simple tools and equipment at appropriate spacing with supervision.

PPrraaccttiiccaall aaccttiivviittyy oonnllyy..


MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Concept (SO 4) I understand

this concept Questions that I still would

like to ask

The site is assessed to decide on appropriateness for structures and natural resource conservation layout.

The principle layout and systems that are appropriate for the local area are explained.

System is designed using drawings; three-dimensional models in sand or other representations, showing how water can be used more effectively and degradation can be reduced by soil and water conservation.




Having spent some time assessing farms with regards to their layout and activities, you will now need to form groups (of 5 learners) where you will undertake to design and construct a simple infrastructure that can expedite the activities taking place on the farm. In your group, choose one of the options offered on the list below.

Hen House 15m pole and wire fence with gate

This activity will require that you wear appropriate working clothes, a hat and safety gear, as the use of basic tools is essential. You will also need pens and paper to make notes of the procedure that follows.

Both structures require tools such as hammers, saws and a measuring tape.

The group will be expected to produce:

A simple drawing describing the design of the chosen infrastructure. A list of materials, including their quantities, required. either a hen house occupied by 4 chickens; Or, a 15m diameter pole and wire fenced kraal with a gate.

All individuals within groups must keep a record of the design and material list as well as a photograph of your structure for your portfolio of evidence.

Practical Activity: Group Activity 22

SSOO 44 AACC 11--33 My Name:

. . . . . . . . . . . . . . . . . . My Workplace: . . . . . . . . . . . . . . . . . . My ID Number:

. . . . . . . . . . . . . . . . . . .








SSeessssiioonn 33

FFaauulltt RReeppoorrttiinngg aanndd RReeppaaiirriinngg

After completing this session, you should be able to: SO 5: Maintain, report faults and where appropriate repair them under instruction.

All the different kinds of infrastructure found on a farm require routine maintenance to ensure that the farming activities that they service can continue without stoppages. For example, a drip irrigation system is designed to supply water to each individual vine in a vineyard. If one of the drippers becomes blocked, the result is that the vine will become stressed and potentially die. Therefore, one of the routine maintenance checks on a drip irrigation system would be to check that all the drippers are in working condition.


MMyy NNootteess …… . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Concept (SO 5) I understand

this concept Questions that I still would

like to ask

Faults are identified.

Maintenance tasks relevant to the farm layout and use for enterprise are demonstrated.

Basic reparation tasks, where necessary, are demonstrated.




In order to complete the exercise you will need pens and at least one blank A 4 size summary table on which to record the information. You will require the appropriate tools necessary to fix recorded infrastructure problems.

For this task, you are to go into the field and conduct a condition survey of a farm’s infrastructure. Along with the facilitator, you are to conduct an assessment of the condition and state of repair of the farm’s infrastructure such as fences, contours, culverts, extraction roads, sheds, taps, vehicles etc.

Your task is to assess any farm’s infrastructure documenting the condition of each component using the table format provided below. Any faulty component, (e.g. blocked culvert, damage to roads, leaking/burst pipes, hole in the roof etc.), must be recorded. Depending on the complexity of the problem you will then be required to fix the problem under the supervision of your facilitator. You should present an overall infrastructure condition report back to the class, outlining your summary of the well-being or otherwise of the farm’s infrastructure.

Your table could look something like the following:

Your scoring system will allow you to judge the seriousness of the problem with the infrastructure. A score of 10 would mean in perfect order, whilst a score of 1 would mean completely unusable. A score of 5 would mean ‘just’ working adequately.

Item Location Condition Score (1– 10)

Comment

Extraction

road

East side of main road poor 1 Needs repairs immediately – due to

harvest.

Irrigation

Pipe

West side of tool shed poor 1 Needs urgent attention-impact on

irrigation pressure

Tractor Equipment shed OK 6 Needs wash

Chicken

coop

Back garden Very poor 1 Broken frame, wire damaged, door

fallen off

Fence-line Eastern boundary of

main property

Average 6 Needs repair @42 m and 45 m from

eastern boundary corner

Complete the Practical exercise: Assessing and conducting 33

SSOO 55 AACC 11--33 My Name:

. . . . . . . . . . . . . . . . . . My Workplace: . . . . . . . . . . . . . . . . . . My ID Number:

. . . . . . . . . . . . . . . . . . .




You will observe your facilitator repair the following items on the farm

A leaky tap A broken pipe or blocked dripper in an irrigation system, a broken fence line A car tyre

On completion you will conduct a similar activity under the supervision of the facilitator. It is important that you ask questions during the demonstration to make sure that you understand how to conduct these maintenance activities.





AAmm II rreeaaddyy ffoorr mmyy tteesstt?? Check your plan carefully to make sure that you prepare in good time. You have to be found competent by a qualified assessor to be declared

competent. Inform the assessor if you have any special needs or requirements before

the agreed date for the test to be completed. You might, for example, require an interpreter to translate the questions to your mother tongue, or you might need to take this test orally.

Use this worksheet to help you prepare for the test. These are examples of possible questions that might appear in the test. All the information you need was taught in the classroom and can be found in the learner guide that you received.

1. I am sure of this and understand it well 2. I am unsure of this and need to ask the Facilitator or Assessor to explain what it means

Questions 1. I am sure 2. I am unsure

1. Identify and map the major physical veld and soil types on the farm where practical learning are taking place.

2. Identify management problems and infrastructural issues that face the farm where practical learning are taking place.

3. Identify potential land and natural resource usage on the farm.

4. Redesign the farm to fulfill sustainable development criteria of management.

5. Present a fault finding report on a mission conducted around the farm, commenting on infrastructure and grading condition.

6. Observe and participate in basic infrastructure repairs – a leaky tap, a flat tyre and a broken fence.




CChheecckklliisstt ffoorr pprraaccttiiccaall aasssseessssmmeenntt …… Use the checklist below to help you prepare for the part of the practical assessment when you are observed on the attitudes and attributes that you need to have to be found competent for this learning module.

Observations Answer Yes or No

Motivate your Answer (Give examples, reasons, etc.)

Can you identify problems and deficiencies correctly?

Are you able to work well in a team?

Do you work in an organized and systematic way while performing all tasks and tests?

Are you able to collect the correct and appropriate information and / or samples as per the instructions and procedures that you were taught?

Are you able to communicate your knowledge orally and in writing, in such a way that you show what knowledge you have gained?

Can you base your tasks and answers on scientific knowledge that you have learnt?

Are you able to show and perform the tasks required correctly?

Are you able to link the knowledge, skills and attitudes that you have learnt in this module of learning to specific duties in your job or in the community where you live?

The assessor will complete a checklist that gives details of the points that are checked and assessed by the assessor.

The assessor will write commentary and feedback on that checklist. They will discuss all commentary and feedback with you.

You will be asked to give your own feedback and to sign this document. It will be placed together with this completed guide in a file as part

of you portfolio of evidence. The assessor will give you feedback on the test and guide you if there are

areas in which you still need further development.




PPaappeerrwwoorrkk ttoo bbee ddoonnee …… Please assist the assessor by filling in this form and then sign as instructed.

Learner Information Form

Unit Standard 116127

Program Date(s)

Assessment Date(s)

Surname

First Name

Learner ID / SETA Registration Number

Job / Role Title

Home Language

Gender: Male: Female:

Race: African: Coloured: Indian/Asian: White:

Employment: Permanent: Non-permanent:

Disabled Yes: No:

Date of Birth

ID Number

Contact Telephone Numbers

Email Address

Postal Address

Signature:




TTeerrmmss && CCoonnddiittiioonnss This material was developed with public funding and for that reason this material is available at no charge from the AgriSETA website (www.agriseta.co.za).

Users are free to produce and adapt this material to the maximum benefit of the learner.

No user is allowed to sell this material whatsoever.




AAcckknnoowwlleeddggeemmeennttss

PPrroojjeecctt MMaannaaggeemmeenntt::

M H Chalken Consulting

IMPETUS Consulting and Skills Development

DDoonnoorrss::

Weskus College

AAuutthheennttiiccaattoorr::

Ms D Naidoo

TTeecchhnniiccaall EEddiittiinngg::

Mr R H Meinhardt

Ms S Spies

LLaanngguuaaggee EEddiittiinngg::

Mr D Erasmus

OOBBEE FFoorrmmaattttiinngg::

Ms P Prinsloo

DDeessiiggnn::

Didacsa Design SA (Pty) Ltd

LLaayyoouutt::

Ms A. du Plessis

Ms N Matloa

All qualifications and unit standards registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD:

Apply layout principles for conservation and infrastructure

SAQA US ID UNIT STANDARD TITLE

116127 Apply layout principles for conservation and infrastructure

SGB NAME REGISTERING PROVIDER

SGB Primary Agriculture

FIELD SUBFIELD

Field 01 - Agriculture and Nature Conservation Primary Agriculture

ABET BAND UNIT STANDARD TYPE NQF LEVEL CREDITS

Undefined Regular Level 2 5

REGISTRATION STATUS

REGISTRATION START DATE

REGISTRATION END DATE

SAQA DECISION NUMBER

Registered 2004-10-13 2007-10-13 SAQA 0156/04

PURPOSE OF THE UNIT STANDARD

A learner achieving this unit standard will be able to plan, lay out and maintain conservation and structures and prevention measures in an agricultural environment, report faults, and where appropriate, repair them under supervision.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that a learner attempting this unit standard will demonstrate competence against the unit standards or equivalent: • NQF 1: Apply elementary farm layout and infrastructure. • NQF 1: Demonstrate an understanding of the basic concepts of sustainable farming systems.

UNIT STANDARD RANGE

Whilst range statements have been defined generically to include as wide a set of alternatives as possible, all range statements should be interpreted within the specific context of application. Range statements are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are only as a general guide to scope and complexity of what is required.

UNIT STANDARD OUTCOME HEADER

N/A

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Recognize veld and soil types, animal and human behaviour and demarcate appropriate areas for

sustainable resource use in the layout of the farm.

OUTCOME RANGE

All resources on the farm, suitable for main farming enterprises.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The major physical characteristics are observed and pointed out.


Suitability for infrastructure or maintenance is assessed.


The problems that could be caused by various enterprises or activities are evaluated.

SPECIFIC OUTCOME 2

Construct the infrastructure and relate the physical and chemical characteristics of soil, landscape and local climate and land capability and demarcate areas for sustainable use.

OUTCOME RANGE

Number, spacing and size structures should be identified, evaluated and surveyed.

ASSESSMENT CRITERIA


The area where structures should be placed to optimize management are identified and pointed out.


Structures are constructed in identified areas under supervision.

SPECIFIC OUTCOME 3

Understand the design of farm layout according to agricultural, water catchments and environmental conservation areas.

OUTCOME RANGE

Evaluate a range of relevant resources, characteristics and climate in relation to potential land use and effect of (to be) erected structures.

ASSESSMENT CRITERIA


The potential of the natural resources to be sustainable is evaluated.


Potential is estimated and sites with high potential for erosion, decay or damage are identified.


Areas for infrastructure construction are surveyed and information is used to decide on placement of structures.

SPECIFIC OUTCOME 4

Design and construct basic infrastructure using simple tools and equipment at appropriate spacing with supervision. Construct structures at appropriate spacing with supervision.

OUTCOME RANGE

Collection of structures as appropriate for the natural environment and selected enterprise.

ASSESSMENT CRITERIA


The site is assessed to decide on appropriateness for structures and natural resource conservation layout.


The principle layout and systems that are appropriate for the local area are explained.


A system is designed using drawings; three-dimensional models in sand or other representations, showing how water can be used more effectively and degradation can be reduced by soil and water conservation.

SPECIFIC OUTCOME 5

Maintain, report faults, and where appropriate repair them under instruction.

OUTCOME RANGE

A variety of maintenance tasks relevant to the farm layout and enterprise.

ASSESSMENT CRITERIA


Faults are identified.


Maintenance tasks relevant to the farm layout and use for enterprise are demonstrated.


Basic reparation tasks, where necessary, are demonstrated.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

The assessment of qualifying learners against this standard should meet the requirements of established assessment principles. It will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which the qualifying learners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment, formative and summative assessment, portfolios and observations etc. The assessment should ensure that all the specific outcomes; critical cross-field outcomes and essential embedded knowledge are assessed. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance. Essential embedded knowledge must be assessed in its own right, through oral or written evidence and cannot be assessed only by being observed. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a qualifying learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a qualifying learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, then they should not be assessed as competent.

Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge. Performance of specific outcomes must actively affirm target groups of qualifying learners, not unfairly discriminate against them. Qualifying learners should be able to justify their performance in terms of these values. • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA. • Any institution offering learning that will enable achievement of this unit standard or assessing this unit standard must be accredited as a provider with the relevant ETQA. • Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The person is able to demonstrate a basic knowledge of: • Working safely with a range of hand-held tools. Intermediate Knowledge The person is able to demonstrate a basic knowledge of: • Basic sustainable agricultural principles. • Environmental indicators. • Basic soil types and their features i.e. clay, sand, loam and its distribution. • Basic weather patterns i.e. summer, winter, basic clouds and energy/ carbon/ hydrological/ oxygen cycles. • Basic water cycle and water management. • Basic veld types i.e. savanna, fynbos, forest, karoo and links to weather patterns. • Basic ecosystems, their distribution and links to the rest of the environment i.e. wetlands, grasslands, mountains. • Use of hand-held tools. • Basic natural resources (water, soil, veld, energy, heat), their limitations and sustainable uses. • Use of basic waste as a resource i.e. types for erosion control, trench gardening. • Basic alternative energies i.e. wind, sun, gravity and some of their uses. • Basic soil conservation and crop rotation methods. • Basic environmental indicators such as soil erosion, basic signs of land degradation. • Following instructions and reporting on conditions.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem Solving: relates to specific outcomes: • Recognize veld and soil types, animal and human behaviour and demarcate appropriate areas for sustainable resource use in the layout of the farm. • Construct the infrastructure and relate the physical and chemical characteristics of soil, landscape and local climate and land capability, and demarcate areas for sustainable use. • Understand the design of farm layout according to agricultural, water catchments and environmental conservation areas.

• Design and construct basic infrastructure using simple tools and equipment.

UNIT STANDARD CCFO WORKING

Teamwork: relates to specific outcomes: • Recognize veld and soil types, animal and human behaviour and demarcate appropriate areas for sustainable resource use in the layout of the farm. • Construct the infrastructure and relate the physical and chemical characteristics of soil, landscape and local climate and land capability, and demarcate areas for sustainable use. • Understand the design of farm layout according to agricultural, water catchments and environmental conservation areas. • Design and construct basic infrastructure using simple tools and equipment.

UNIT STANDARD CCFO ORGANIZING

Self-management: relates to specific outcomes: • Recognize veld and soil types, animal and human behaviour and demarcate appropriate areas for sustainable resource use in the layout of the farm. • Construct the infrastructure and relate the physical and chemical characteristics of soil, landscape and local climate and land capability, and demarcate areas for sustainable use. • Understand the design of farm layout according to agricultural, water catchments and environmental conservation areas. • Design and construct basic infrastructure using simple tools and equipment.

UNIT STANDARD CCFO COLLECTING

Interpreting Information: relates to specific outcomes: • Recognize veld and soil types, animal and human behaviour and demarcate appropriate areas for sustainable resource use in the layout of the farm. • Construct the infrastructure and relate the physical and chemical characteristics of soil, landscape and local climate and land capability, and demarcate areas for sustainable use. • Understand the design of farm layout according to agricultural, water catchment and environmental conservation areas. • Design and construct basic infrastructure using simple tools and equipment.

UNIT STANDARD CCFO COMMUNICATING

Communication: relates to specific outcomes: • Recognize veld and soil types, animal and human behaviour and demarcate appropriate areas for sustainable resource use in the layout of the farm. • Construct the infrastructure and relate the physical and chemical characteristics of soil, landscape and local climate and land capability, and demarcate areas for sustainable use. • Understand the design of farm layout according to agricultural, water catchment and environmental conservation areas. • Design and construct basic infrastructure using simple tools and equipment.

UNIT STANDARD CCFO SCIENCE

Use Science and Technology: relates to specific outcomes: • Recognize veld and soil types, animal and human behaviour and demarcate appropriate areas for sustainable resource use in the layout of the farm. • Construct the infrastructure and relate the physical and chemical characteristics of soil, landscape and local climate and land capability, and demarcate areas for sustainable use. • Understand the design of farm layout according to agricultural, water catchment and environmental conservation areas. • Design and construct basic infrastructure using simple tools and equipment.

UNIT STANDARD CCFO DEMONSTRATING

The world as a set of related systems: relates to specific outcomes: • Recognize veld and soil types, animal and human behaviour and demarcate appropriate areas for sustainable resource use in the layout of the farm. • Construct the infrastructure and relate the physical and chemical characteristics of soil, landscape and local climate and land capability, and demarcate areas for sustainable use. • Understand the design of farm layout according to agricultural, water catchment and environmental

conservation areas. • Design and construct basic infrastructure using simple tools and equipment.

UNIT STANDARD CCFO CONTRIBUTING

Self-development: relates to specific outcomes: • Recognize veld and soil types, animal and human behaviour and demarcate appropriate areas for sustainable resource use in the layout of the farm. • Construct the infrastructure and relate the physical and chemical characteristics of soil, landscape and local climate and land capability, and demarcate areas for sustainable use. • Understand the design of farm layout according to agricultural, water catchment and environmental conservation areas. • Design and construct basic infrastructure using simple tools and equipment.

UNIT STANDARD ASSESSOR CRITERIA

N/A

UNIT STANDARD NOTES

N/A

All qualifications and unit standards registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

Documents

Apply layout principles for cconnservvaation and ...€¦ · Apply layout principles for conservation and infrastructures 3 Primary Agriculture NQF Level 2 Unit Standard No: 116127