8973 LG AdP 311006 - AgriSeta - Home Page- · PDF fileUse language and communication in occupational learning programmes 3 Primary Agriculture NQF Level 3 Unit Standard No: 8973 Version:

LLeeaarrnneerr GGuuiiddee PPrriimmaarryy AAggrriiccuullttuurree

CCoommmmuunniiccaattiioonnss

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

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NQF Level: 3 US No: 8973

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

Use language and communication in occupational learning programmes

22 Primary Agriculture NQF Level 3 Unit Standard No: 8973

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: Use language and communication in occupational learning programmes

US No: 8973 NQF Level: 3 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 49048 3 120

National Certificate in Plant Production 49052 3 120

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.

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 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.

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.




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, 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 hand this 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 contextualise 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

Session 1 Learning resources..........................……………………………….. 7

Session 2 Learning strategies...........................………………………………. 14

Session 3 Learning materials...........................……………………………….. 28

Session 4 Basic research: Analyse and present findings………………….. 35

Session 5 Functioning in a team……………………………………………….. 40

Session 6 How learning is affected…………………………………………….. 45

Am I ready for my test? ........................................................... 53

Checklist for Practical assessment.......................................... 57

Paperwork to be done.............................................................. 58

Terms and conditions………………………………………………….. 59

Acknowledgements .................................................................. 60

SAQA Unit Standards




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

access and use suitable learning resources

use learning strategies

manage occupational learning materials

conduct basic research and analyse and present findings

function in a team

reflect on how characteristics of the workplace and occupational context affect learning

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

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SSeessssiioonn 11

LLeeaarrnniinngg rreessoouurrcceess

After completing this session, you should be able to: SO 1: Know how to access and use suitable learning resources

11..11 OOvveerrvviieeww The focus in this section is on learning resources, and this section will look in particular at what these are and how to select them as effectively as possible to help learning.

11..22 DDeeffiinniittiioonn ooff lleeaarrnniinngg rreessoouurrcceess First, we should understand what we mean by ‘learning’. Learning happens when we acquire any new knowledge, skill, attitude or value that changes how we think or do things, or even feel about a subject. When we have learned something, we have better skills in doing something, we have more knowledge about it, we have a different attitude towards it, and perhaps our values have changed in some way.

A learning resource contains information for learning. When we use any resource to get information, it becomes a learning resource.

Now check that you understand the definition of learning resources by answering the questions below.

Learning Task 1. Name 4 aspects of a learner that can change when learning takes place. 2. What must a learning resource provide for a reader? (give one key word). 3. Choose the best description of a learning resource:

a) A book that explains something b) A book that helps you learn new information c) Any resource that contains information d) Any resource that contains new information

Answer (read the previous paragraph through carefully – this is quite easy)




11..33 EExxaammpplleess ooff lleeaarrnniinngg rreessoouurrcceess The learning resource that you will probably be most familiar with is the textbook that you had at school. This contained information on a particular subject that you were required to learn. We will look at a wide range of learning resources, but let us first look at where we can go to find large numbers of learning resources.

The best place to look for resources is a resource centre. This is usually a library in which you will find a variety of learning resources, mainly books, but libraries are increasingly including computer-based or electronic resources.

Resource centres or libraries have specialised sections. There is a lending section with shelves of books separated into fiction books – sorted by author’s surname (A to Z), and non-fiction books – sorted by subject, using a numbering system (the Dewey decimal classification), then by author’s surname.

There is also a Periodicals section where magazines and journals are classified and stored for use. The Reference section keeps books for readers to use at the library. Many libraries now have an information technology section, where electronic resources are available.

We will now consider some of the resources you will find there.

In the Reference section the following may be found: dictionaries, encyclopaedias and other reference works. The dictionary is a source of information about words and their meanings. Dictionaries can also be cross-language (English-Afrikaans or English-IsiXhosa). A Thesaurus is a dictionary-like reference book that lists words and their synonyms, and is a useful tool for writing. Encyclopaedias have information about a large number of topics (listed A-Z). They usually extend over a number of volumes.

The Periodicals section stores journals and magazines. A magazine is a periodical that is published for information and entertainment. It has short articles on a variety of topics, but with a target readership as its focus (e.g. teenage girls, car enthusiasts, bodybuilders). A journal is also a periodical with articles, but these are published for a specialised academic readership.

Each of these resources is an example of a learning resource because it can be used to find information to assist learning. Even a newspaper or a magazine can become a learning resource if it is intentionally being used as a means of finding information i.e. if it is being used for research.

All of the examples mentioned above are referred to as print resources, or sometimes literature because they are literally printed on paper.




Over the last twenty years or so, however, the development of the microchip and its use in electronics and computers has led to massive changes in the kinds of resources we can use for learning. This technology lets us store and access information on a scale that has never been possible before.

Information can be stored electronically and retrieved for use in a number of ways.

Learning Task 1. How many kinds of electronic information or communication systems can you think

of? 2. How many of these are designed for storing information, i.e. would be possible

learning resources?

Possible Answers: (if you are unsure, read the following passage before answering the questions)

Let’s make sure we know what each of these resources is, and the basics of how it works.

What is the internet? It is a network of electronic communication. Anyone can have access to it as long as they have a computer (with a modem) that is linked to a service provider. Through this technology, an internet user can get access to countless websites, with all the information that these websites contain. There is more information on the internet than in any other storage system in the world. For this reason, it is potentially a very important learning resource. But it has limitations, as we shall see.

Note that email is a system of electronic communication. Although information can be transmitted using email (e.g. as attachments) this is not basically an information storage system.

Floppy discs, CD’s and DVD’s are all discs that contain electronic data. The main difference between them is how much data they can store. The floppy disc can store the least. In fact, it is used mainly to transfer documents from one computer to another, but it cannot hold much information compared with the other types of disc. It is therefore a transfer system rather than a storage system, and so it is not much use as a learning resource. Cd’s and dvd’s, however, have a much higher capacity, and so you will find amounts of information stored on them that truly make them a learning resource.

So far, we have looked at two kinds of learning resources: print resources or literature and electronic resources such as the internet. But if we say that a learning resource includes any source where we can find information that we can use for learning, then there is one source of information we have not yet considered. In a way this is the simplest and oldest resource of all – other people. We all know people who know more than we do. In fact, if you think about it, everyone knows more about something (even if it is their own life history) than anyone else. For this reason, the value of finding out




information from other people should never be forgotten.

Learning Task Think of three people that you know. You may think of a family member, a teacher, a friend, a classmate, etc. Try to think of people of different ages and not all of the same gender. For each person, ask yourself what this person can do that you can’t do, or what experience they may have had that you have not, i.e. think about the kind of new information that they could give you. Possible Answers: how to make a cake; what life was like growing up fifty years ago; how to fix a car; what it’s like being a ten-year-old girl (or boy) at this time in South Africa; what it was like voting for the first time; what life is like with a disability; experiences as a worker, etc.

Would each of your three people be able to give you information from which you could learn? If they can give you such information, these people could be learning resources for you.

11..44 HHooww lleeaarrnniinngg rreessoouurrcceess aarree sseelleecctteedd aanndd aacckknnoowwlleeddggeedd

We have looked at what a learning resource is, what kinds there are and where you might find them.

We will now look at using learning resources in the most effective way. This means finding the best resources for your purpose, making the best use of those resources and, lastly, knowing how to acknowledge the resources you have used.

To decide which is the best kind of resource to use for a particular task, we need to look more closely at the kinds of resources we have discussed, and ask ourselves some critical questions about how they are suitable for different tasks.

We have said that there are differences between using printed material (e.g. books or magazines), electronic sources (e.g. the internet or DVD’s) and people as learning resources. Each kind has its advantages, and will suit certain needs. On the other hand, a learning resource that suits one need may not suit another. Here are some characteristics of each kind of learning resource:

Resource Advantages Limitation Print: Book Magazine

Reliable because publisher is accountable for its quality Specialised information, accessible through contents page and index Reliability can be checked through publisher Articles give information in a reader-

Information may become out-of-date Up-to-date at first but individual copies soon out-of-date




friendly way Adverts can be informative

Electronic Internet DVD

Massive amount of information, mostly free Information on a wide range of topics Search-engines can trawl for information Websites contain links for easy cross-reference New information constantly being added to, so is up-to-date Can contain much information Has various formats: print, pictures, sound, films

No controls over publishing on internet, therefore information may be unreliable Slow, so can be expensive to use (phone time) Amount of material available can make finding precise information difficult Can be expensive to buy

People

Interactive: you can ask questions and get explanations

You must judge reliability

You can probably think of many more points, but notice that one thing that keeps coming up is reliability. When you are using learning resources, a key factor is how accurate the information is. The internet, in particular, can give you a lot of information but you have to use your judgement as regards the reliability of that information. An important factor is to use credible websites i.e. websites that are recommended, established and reliable.

Another factor in choosing a learning resource is its suitability to the task. The following exercise asks you to make decisions about the main kind of resource you would use for a particular task.

Please complete Activity 1:Selecting appropriate learning resources (Individual) Resources: Pen & paper In column A there are some tasks and in column B there are different kinds of learning resources. Think about each task, and think about each resource. Decide which resource would be most suitable for each task. Column A Column B You are studying irrigation and need to find a film that shows the different systems in action You want to know how farmers in your area consult with each other about marketing their produce You need guidance on how to approach a written assignment You want to find the meaning of a word You are learning about a new plant propagation process and want to get some information about it and the company that is developing it You want to find out what recent products are being advertised for the South African market You have an assignment on the structure and functions of the cells of a leaf.

Magazine Reference book Dictionary Internet Dvd Teacher Local person with suitable experience




Note that this Activity has been given to get you thinking about the strengths and limitations of different resources. In practice, it is most important that when you are doing research, you make use of a variety of resources.

AAcckknnoowwlleeddggiinngg rreessoouurrcceess

A critical point to bear in mind when doing research is that whenever you use that information in writing up or presenting your research you must acknowledge the source of that information. This is extremely important for two reasons. One is that whoever reads your writing may want to follow up on a point. The other, more serious reason is that using information without stating where it came from is seen in the same way as taking something from another person without their permission. In the academic world this is termed plagiarism, and it is seen as theft. For that reason, when you are using any print resource, always keep a record of the resource as you make your notes, because you will have to acknowledge any resource you use (in your Bibliography). Printouts from the internet automatically have the source printed at the top, but you must not forget to acknowledge it in your own presentation.

What information do you need in order to acknowledge a resource?

For a book, you need the title (underlined), author/s, publisher, date and place of publication. The title, author and publisher are found on the title page of the book, and the place and date of publication are on the next page. For example:

Acknowledgement of this book would therefore be written:

Farmer, E: Feeding a Nation, Miller Publications, London, 2003.

To acknowledge an article in a journal, give the title of the article, the name of the journal (underlined), its year, the volume and number, and the page numbers

E.g. SABIE Report, South African Bee Journal 2003 Volume 75 No. 3, p. 87

When you use an internet site, you write out the website address, for example:

The SA Agricultural Research Council: www.arc.agric.za

The Food and Agricultural Organisation of the United Nations www.fao.org

If you use the webpage from a site, include that in the reference

E.g. The business page of the SABC: www.Sabcnews.co.za/economy/business

All rights reserved Miller Publishers Cape Town © 2003 ISBN 07064 1695 3

FEEDING A

NATION

EE.. FFAARRMMEERR

MILLER




Please complete Activity 2:Investigating your local library Resources: Pen & paper Go into your local library and look for the following: (if necessary ask the librarian for help) 1. Magazine section – find 3 magazines that are relevant to your course. 2. Bookshelves – find the section on as many of the following subjects as you can:

Agriculture and related technology Farm management Plants: Injuries, diseases, pests Field and plantation crops Horticulture Animal husbandry and domestic animals.

Write down the Dewey classification number for the subject/s you have found. 1. Select any book, and write down its reference details: title, author or authors,

publisher, place of publication and date of publication. (Hint: for title, author, publisher – look at title page. Turn this page over to find the place and date of publication).

2. Write a sentence to say why you selected this book (whether for its language medium / appearance / title / subject / pictures etc.)

3. Select 2 other books and write down their reference details as above. 4. What system does this library use if anyone wants to find a book - electronic or card

retrieval system? 5. Is the internet available here? 6. Are there any video or electronic resources? If not, is the library planning to get any?

Concept (SO 1) I understand

this concept Questions that I still would

like to ask

Know how to access and use suitable learning resources

Relevant learning resources are identified.

Learning resources are used effectively through appropriate selection of information and acknowledgement of sources.

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

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SSeessssiioonn 22

LLeeaarrnniinngg ssttrraatteeggiieess

After completing this session, you should be able to: SO 2: Know how to use learning strategies

22..11 OOvveerrvviieeww In Section 1 we looked at learning resources, what they are, where to find them and how to select them. In Section 2 we will be looking at how we can use such resources for learning. We will look in some detail at the strategies that we can use to help us learn more effectively. We will consider the strategies of summarising, questioning, reading actively, listening actively and learning by communicating with others. We will work in groups and individually, learning to select and apply a number of techniques. Finally we will examine how effectively we are able to apply these strategies and techniques in practice.

22..22 SSuummmmaarriizziinngg iinnffoorrmmaattiioonn ffoorr lleeaarrnniinngg ppuurrppoosseess

Summarising is one of the most important skills that we can use for learning. It makes us read the text with understanding, and therefore helps us to learn what we are reading. We will therefore look closely at some techniques for summarising information presented in a written text.

Consider the following description of how a plant grows:

THE GROWTH OF A SEED A flowering plant starts life as a seed. The seed itself contains everything needed for the growth of a future plant. Protected inside is the embryo of the future plant: a tiny plumule which already shows the form of tiny leaves, and a radicle which holds the future root in its potent cells. Surrounding this delicate structure is a ready-made food supply, the endosperm that contains a precise balance of nutrients – carbohydrates, oils, minerals and vitamins – to suit the needs of the particular species of plant. Finally, wrapping the whole seed is a testa, a custom-made coat that helps to shield the seed from chemical, bacterial or mechanical injury. The seed stays like this, alive but unchanging, waiting to grow. Depending on the type of plant, it can lie dormant for years. But growth or germination will be triggered at some point. Usually, it is a change in season that sparks growth. Most plants are caught in an annual cycle, and the arrival of rain, or warmth, or longer daylight hours, or a combination of these factors, will trigger the growing process.




But for some plants the seed waits for a different trigger. Some proteas of the Western Cape will germinate only after fire. Coconuts stay dormant as they float across the sea but as soon as they land on a beach they germinate. Once germination has started, each structure in the seed plays its part. The first sign of change is the emergence of the radicle; it bursts through the testa and lengthens until it has clearly formed a small root, capable of drawing in water for the plant. The plumule begins to grow, and soon small leaves are evident as they grow upwards on a tiny stem. Of course this growth does not come from nowhere: it relies on the food supply or endosperm. This may be contained in the cotyledon. If there is one of these the seed is a monocotyledonous plant such as the grasses, onion or lilies. Two cotyledons tell us that it is a dicotyledonous plant, like the bean or the sunflower. The cotyledons act as early leaves, providing food to help the growing plant to become established.

A summary is based on the main ideas in a passage. Remember for a summary you need to

look for main ideas identify the key sentence in each paragraph – this should ‘cover’ or include all

other points not confuse main ideas with examples cut out detailed descriptions or extensions.

To look for the main ideas, take the following steps:

Look at the title: this will give you the theme of the passage, in this case ‘The Growth of the Seed’. This alerts you to 2 aspects: seeds and growth.

Then, considering the way writing is structured, we usually find a main idea in each paragraph. How many paragraphs do we have here? We will therefore base our summary on three main ideas. Because the passages follow on from each other, these ideas must also link to each other.

Starting with the first paragraph, let us identify the key sentence. What aspect of ‘the growth of the seed’ is being described? The paragraph is describing the parts of a seed, but what is the common idea that links these descriptions? We can answer this question by looking more closely at the description of each part. First it would be helpful to underline the words that name each part, e.g. embryo, plumule, radicle, endosperm, nutrients, carbohydrates, oils, minerals, vitamins, testa. Which of these are key words? Which are less critical? Rereading the paragraph, we may decide that the words nutrients, carbohydrates, oils, minerals, vitamins, are not critical because they are extending the idea of (giving more detail about) the endosperm. So we are left with the keywords . embryo, plumule, radicle, endosperm, testa. Each of these items has its own description, i.e.

Protected inside is the embryo of the future plant:

a tiny plumule which already shows the form of tiny leaves,

a radicle which holds the future root in its potent cells.

a ready-made food supply, the endosperm




a testa, a custom-made coat

So each has its own description, but back to our question: what is the common thing that is being said about all of them? Is there a key sentence i.e. one that covers all of these points? If we take such an overview, we will see that the second sentence, The seed itself contains everything needed for the growth of a future plant, contains the binding idea. Everything said about each part of the seed adds to that key point.

With that as the key sentence, and our list of key words, we can start a point-form summary as you learned to do in Unit 8970, or you can plan your summary using a mind-map (as below).

Now look at the second paragraph. What aspect of ‘the growth of the seed’ is being described here? Which sentence ‘covers’ the meaning of the other sentences i.e. what is our key sentence?

Note that the paragraph describes the start of germination, i.e. the ‘triggers’ that start the growth process. But none of these examples can be the key sentence, as a number of different examples of these triggers are given – introduced by the words usually, most, some. In this case, we cannot say there is one trigger that works for all plants. The statement that applies to all others is But growth will be triggered at some point. That is the one sentence that covers all the others. Once you have made that key generalisation, you can give the 3 different kinds of trigger that it covers – seasonal factors (of which 3 examples – rain, warmth, daylight – are given), fire, beach.

Now try the third paragraph for yourself, looking first for the main idea, then the key sentence, then the key details. Write down your own answers before looking at the ones that have been given.

Main Idea Key Sentence Key Words

Possible Answers Each part grows Once germination has

started, each structure in the seed plays its part.

Radicle, root; plumule, leaves; endosperm, food; cotyledons, leaves

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

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The mind-map that follows shows one way of recording the key points for your summary, or you may want to simply list the key points. The important thing is that your points must make sense to you.

If you are going to turn your point-form summary back into sentences, use your own words. Of course the key words will stay the same if they are special terminology (as many of the words in this passage are). But if you use these words in your own sentences, you will really be helping yourself to learn.

22..33 SSeelleeccttiinngg aanndd aappppllyyiinngg ssppeecciiffiicc tteecchhnniiqquueess aapppprroopprriiaatteellyy

This is a summary of some of the techniques that we use for effective learning. You have used some of these techniques in Unit 8970 so this will give you some revision. You should make sure that you understand each term so that when you are asked to use the technique, or when an opportunity comes up, you can use it effectively.

BBrraaiinnssttoorrmmiinngg

Brainstorming is a process that encourages creative thinking; where a group of people gets together just to make suggestions in response to a topic. Suggestions are recorded (usually by writing them down) and the only ‘rules’ are firstly that there are no ‘no’ ideas, and secondly that there is no discussion about any suggestion. All ideas are therefore recorded. Brainstorming encourages ‘right-brain thinking’ i.e. the

GROWTH OF

A SEED

SEED HAS WHAT’S NEEDED

Embryo - plumule - radicle Endosperm Testa

WHAT IS NEEDED FOR

GERMINATION

Seasonal - rain - warmth - light

Fire Land

EACH PART GROWS

Radicle - Root Plumule – Leaves

Endosperm – Food Cotyledons - leaves




creative sides of our brains are encouraged to think freely, by associating one idea with another and not censoring ourselves or each other.

GGrroouupp aannaallyyssiiss

Group analysis takes place after a brainstorming session, when the group goes back to the brainstorm suggestions that have been recorded and starts analysing these ideas. Now we return to left-brain thinking, where we discuss ideas more critically, then choose the most suitable ideas and sort them into a logical plan to suit the task.

AA mmiinndd--mmaapp

A mind-map is a scheme or plan which takes selected information in point-form and arranges it on a page, in a way that shows how the points are related to each other. You have used mind maps a number of times, including in the previous section of this unit. It is a technique that suits the way some people think (so-called visual learners), and for them it can be a great help in learning or planning. If you like working with mind maps, you are probably a visual learner.

NNoottee ttaakkiinngg

Note taking is a technique that can be used in any situation in which we are getting information by reading, listening or watching. It uses skills very similar to summarising, because to take notes, we need to be selecting key points all the time. We cannot write down everything we are reading or listening to or seeing. Taking good notes means concentrating and understanding enough to take in the information and make decisions about what is important and what is not worth writing down. If it is a formal lecture, it is likely that you can take more orderly notes (in point form), as the topic is being given to you in an organised way. If you are making notes out in the field, it is often best to write down just the key words, in case you miss something while you are busy writing.

MMeemmoorriissiinngg

Memorising is not the same as learning. To memorise something (to ‘learn it by heart’) may not necessarily involve understanding it. There are times, however, that we need to be able to memorise something. One way of helping our brains to do this is to use a mnemonic (said “nemonic”). This is a word or sentence which spells out the letters (or the first letters in the names) that we are trying to remember. For example, anyone who has learned music may know that the progression of notes up the scale is EGBDF. But it is more likely that they will know the sentence “Every Good Boy Deserves Fudge”, which is much easier to remember than the letters. Another example is the ‘name’ Roy G. Biv, which

does not make sense unless you know that it spells the colours of the rainbow in their correct order.

Let us take notes here __________________________




KKeeyy wwoorrddss

Key words are the most important words in a particular context. They carry the main ideas. As we saw in the previous activity, identifying key words in a passage is an important step towards summarising the passage, and in the process helps us to understand the meaning of the passage.

UUnnddeerrlliinniinngg

Underlining is a technique that can help us to focus on a passage, but it is not as effective in helping us to learn as some other techniques, for example key words or summarising. But it can be a way of starting to understand a text. Remember, though, that we should only use underlining when we are working with our own notes or photocopied material. Never mark a library book, by underlining or in any other way. It is public property and other people will need to use it after you.

SSkkiimmmmiinngg

Skimming is the technique of running our eyes over a text very quickly in order to get the general idea of the content. In doing so, our eyes pick up occasional words, so that we get some idea of what the text is about. Skimming gives us an idea of the scope of the content but not much idea of the detail. It is more useful for selecting a text than as a learning strategy, because it is a quick way of checking to see if the text is going to be useful to our needs.

SSccaannnniinngg

Scanning is another reading technique, also reading very quickly but this time looking for something specific, and so allowing the eye to pass quickly over the page, looking for a particular item. For example, when we look up a name in a telephone directory, we ‘tell’ our eyes to look for a particular name and we automatically ignore all the other names. For example, try looking at this page but look only for the bold print. Do you notice how your eyes take no notice of the other print? Now try taking the first letter of your name, and scan a few pages to spot that letter (as a capital letter). Are you able to spot that letter among all the others?

PPeeeerr aasssseessssmmeenntt

Peer assessment is assessment from a classmate. This can be an effective learning strategy because it can be very helpful to have another person of equal standing to reflect back to us what we have done. Peer assessment should help us to re-view our work i.e. see it again from a new perspective. For this to happen, the peer who is assessing the work should be sympathetic but honest. The peer assessment should be done using clear criteria that have been agreed upon beforehand.

SSeellff aasssseessssmmeenntt




Self assessment is a demanding task, as it requires the same honesty as peer assessment, but applied to oneself. Self-assessment must also be done using

clear criteria. To be able to assess our own work, we should be able to be objective about it, i.e. to look at the work without any self-interest in mind. However hard we have worked on it, we need to learn to be honest with

ourselves: give credit where it is due and see where we could improve. The real value of self assessment is not in the grades we give ourselves, but in learning to monitor our own learning processes.

Please complete Activity 3.Selecting an appropriate learning technique (Pairs) Resources: Pen & paper Match the task in Column A with the most suitable technique in Column B

Column A 1. You are about to hand in an assignment for which

you have the criteria. You want to know if it is ready to hand in.

2. You and a classmate check each others’ assignments before handing in.

3. You and a group of classmates start work on a group assignment by contributing a wide range of ideas

4. You have a list of websites and you want to find one that deals with wheat-growing

5. You want to get an overview of the scope of an article

6. After a brainstorm, your group critically reviews the ideas that the brainstorm has provided

7. During a visit to a site, you want to record key ideas 8. You have to learn something off by heart so you use

a mnemonic

Column B Brain storming Group analysis Mind-map Note taking Memorising Key words Underlining Skimming Scanning Peer assessment Self assessment

22..44 AAsskkiinngg rreelleevvaanntt qquueessttiioonnss Questioning is an important learning strategy. By asking relevant questions we can

check that we understand something clear up anything we do not understand get more information make sure that we have accurate information

Sometimes we are not willing to ask questions because we do not want to look ignorant or foolish. But we need to ask ourselves which is more foolish: to stay in ignorance or to show our willingness to learn? There is an old saying: One man asks questions; another stays silent. Who then is the wise man? In South Africa, this idea is central to the promotion of life-long learning.

To encourage a healthy learning environment, it is very important to respect one another’s right to ask questions.




Please complete Activity 4.Learning through asking questions (Individual) Resources: Pen & paper Read the following passage then complete questions 1 – 3 below. Good food hygiene can contribute towards preventing the transmission of pathogens responsible for many foodborne diseases. Governments, industry and consumers have shared responsibility in ensuring the safety of food. WHO has long been aware of the need to educate all food handlers, including professionals and ordinary consumers, about their responsibility for food safety. After nearly a year of consultations with food safety experts and risk communicators, WHO introduced the Five Keys to Safer Food poster in 2001. Already translated into 25 languages, the WHO Five Keys to Safer Food are simple rules elaborated to promote safer food handling and preparation practices: keep clean, separate raw and cooked, cook thoroughly, keep food at safe temperatures, use safe water and raw materials. www.fao.org 1. Working individually and using the categories below, prepare three questions based on

this passage. These should be real questions, i.e. you should not know the answers. Category 1: one word of which you do not know the meaning. Category 2: one sentence that you do not understand Category 3: one question that you have about the context.

2. Now work with a partner. Take turns to ask your questions, and help each other to answer them as best you can. If you cannot answer any questions, keep these aside and carry on with the next category. If you answer the questions of both partners, go further through the paragraph until you find a question for each category that neither of you can answer. You should end up with at least 3 questions.

3. Now combine with another pair so that you are working in a team of four. Share the questions from each pair, and try to answer them. Again, if your group cannot answer a question, keep it aside. If you can, move on until you have at least one question per category.

Your facilitator will now take questions from each group. The class can try to answer the questions; otherwise your facilitator can help the class reach an understanding. Self assessment checklist In order to establish whether you completed the Activity successfully, ask yourself these questions 1. Did I prepare 3 questions (1 word that I did not know, 1 sentence that I did not

understand, 1 question about the context) based on things I did not understand about the passage?

2. Did I work with my partner to find 3 questions like these that neither of us could answer?

3. Did I work with my group to find 3 questions that none of us knew? 4. Did I feel comfortable saying I did not know the answers to my questions?

22..55 RReeaaddiinngg ffoorr ddeettaaiill,, iinntteerrpprreettaattiioonn aanndd aannaallyyssiiss ffoorr aa ggiivveenn ccoonntteexxtt

As a learner at a college, much of your work involves reading.

Reading is something we do in many different contexts, and for different purposes. We can sit down with a book or magazine and read for pleasure or relaxation. We may read for simple information such as when we read a bus timetable or a telephone directory.




Sometimes we read involuntarily, for instance when we see an advertisement on a billboard using a single word in huge writing. When we read a sms from a friend we may be reading for fun.

Reading for learning, however, is different from all of these because we are then reading in a very directed, goal-oriented way. Success in reading to learn depends on using certain ‘attack’ skills when we approach the text. It is useful to be aware of the strategies we can use to get information out of the text.

It is a good idea to first look at the format of a passage i.e. the way it is set out on the page (or screen). This will help you to navigate the text. Is there a title? Is it written in paragraphs? Is it a table? Are there sub-

headings? All of these factors will allow you to approach the text in a more organised way, and therefore increase your ability to learn from it.

When we read the text for the purpose of learning, we should read for:

detail i.e. extract information that is stated directly in the text interpretation i.e. extract the meaning where the idea is there but not stated

directly analysis i.e. use the content to draw a conclusion or add your own idea: you

have to sort out some information in the text to get an answer, or assess something in order to give an opinion

Learning Task Read the following passage and consider the questions that follow: The Food Safety Department (FOS) of the World Health Organisation works hard all around the world to reduce the effects of diseases carried by food. Diseases carried by food and water are leading causes of illness and death in less developed countries, killing approximately 1.8 million people every year, most of whom are children. 1. Where does the FOS do its work? 2. How many people die each year from diseases carried by food and water? 3. Who is more at risk from these diseases: children or adults? 4. Why do you think that these diseases are so dangerous in less developed countries?

You need to do 2 things: answer the questions, and then decide what kind of question each one is. Take the following steps:

• Write down your answers to these questions.

• Find a partner and check your answers.

• With your partner, go back to the questions and discuss the kind of question each one is. Is it asking for a detail, an interpretation or an analysis? (Clue: Of these 4 questions, 2 are detail, 1 is an interpretation, 1 is an analysis.

Answer: Type of question: 1. 2. 3. 4.




Please complete Activity 5. Reading for detail, interpretation and analysis for a given context (Pairs) Resources: Pen & paper We will practice the above skills by reading the passage that follows and answering the questions below. In addition, think about how you come to your answer and mark each answer with a letter to indicate whether it is a question for detail (D), interpretation (I) or analysis (A). (This should not affect your answers, it is just to make you more aware of how you are approaching the reading.) The following passage is taken from the Western Cape Department of Agriculture’s current website (address given below the passage). Read it through and then answer the questions below. Description:

The Plant Pathology laboratory at Elsenburg renders a plant disease diagnostic serto the public of the Western Cape. It specialises in the fields of vegetable-, small grain-, lupin- and canola diseases. The tests performed at the laboratory are aimed at identifying disease-causing organisms of the following kind: Fungi Bacteria Viruses Mycoplasmas.

Instructions: The following samples are required to perform the tests: Whole plants (where possible) Seeds Fruits (for post-harvest diseases). Samples must be accompanied by a submission form, which can be found on the Elsenburg website. The samples must be received in a suitable condition to perform standard plant pathological methods on it. The Western Cape Department of Agriculture and its employees accept no liabilitythe outcome of this examination. For more information, contact: Lizette van Deventer Tel: 021-808 5269 [email protected]

Provided At: These facility categories: Western Cape Department of Agriculture Offices

Provided By: Government Body:

Technology Development and Transfer (Provincial Government of the Western CaDepartment of Agriculture)

PRICE:

The tariffs as of 1 May 2003 are: Macro- and microscopic examination: R80 Test for fungi (conventional): R140 Test for bacteria (conventional): R205 Seed tests are priced according to the organism being tested for. Each case is hanindividually. Prices include VAT and are subject to increases from time to time. Invoices are sent via mail to the accountable person, as indicated by the client on submission form.

http://www.capegateway.gov.za/eng/yourgovernment/gsc/3576/services/11428/9688




Questions: 1. What format is used in this text? 2. How many columns are there? 3. How many rows are there? 4. What categories of information do these rows contain? 5. What service does the Plant Pathology laboratory at Elsenburg offer? 6. In which province is the laboratory found? How can you tell? 7. What is the laboratory’s field of specialisation? 8. What 2 steps are needed to make use of the service? 9. What would it cost to use this service? 10. Do the costs change often? How do you know?

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

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22..66 LLiisstteenniinngg ffoorr ddeettaaiill,, iinntteerrpprreettaattiioonn aanndd aannaallyyssiiss ffoorr aa ggiivveenn ccoonntteexxtt

We are not always aware of how much information comes to us through hearing it, but to make the most of this, we need to actively listen rather than just hear sound. Listening well means staying focussed on what is being said.

In the following Activity, you will be asked to listen for:

Detail: where the information is stated directly in the text Interpretation: where the idea is there but not stated directly Analysis: where you add your own idea: you have to sort out some

information in the text to get an answer, or assess something in order to give an opinion.

Please complete Activity 6.Listening for detail, interpretation and analysis for a given context Your facilitator will read you a passage about Nkanyiso Gumede. You should listen carefully to the story of his experience as a farmer, and answer the following questions. Each question is marked with a letter to indicate whether it is a detail (D), interpretation (I) or analysis (A). Questions 1. Did Nkanyiso grow up in the city or in the country? I 2. Were his parents rich or not? I 3. What was Nkanyiso’s first job? D 4. How long did he work in that job? D 5. While he was doing this job, he worked part-time as a contractor.

Why did he do this second job? D 6. Why did he choose to start farming? I 7. What crop does he grow? D 8. How did he get his farm? D 9. What was the biggest problem in his first year of farming? D 10. How did he and his family survive? D 11. How many tons is his mill estimate (approximately)? D 12. How much more than average is his RV (approximately)? A 13. How do you know some of his land was uncultivated? I 14. Give three kinds of help that Nkanyiso has had. A 15. Give two signs that he is making a profit. I 16. Name two things he is saving money for. D 17. Who has helped him the most? I 18. Where does this person live? Give the word that tells you this. I 19. What three pieces of advice does Nkanyiso give new farmers? D 20. Do you think this is good advice? Why? Or why not? A




22..77 LLeeaarrnniinngg tthhrroouugghh ccoommmmuunniiccaattiinngg wwiitthh ootthheerrss iinn ggrroouuppss oorr aass iinnddiivviidduuaallss

We have been doing this throughout this programme. For example, in Activity 4 we could not have completed the activity without questioning each other in pairs, in groups of four and as a whole class. We have also discussed the value of peer assessment.

Working with others in a group helps learning because:

It exposes us to more ideas than our own. We saw the value of this in brainstorming

It can assist our creative thinking to have a number of people sharing their ideas, which we also saw in brainstorming

It helps us to organise our own ideas when we speak about them, and this reinforces our learning

It gives us a chance to test out our own ideas, when our peers give us constructive criticism

You can possibly think of other ways in which communicating with others helps us to learn more effectively.

There are some points to remember.

Successful communication needs not only good speaking skills, but also good listening skills. When we listen to someone attentively and empathetically, we help that person to express their ideas more clearly, and we therefore help their learning process.

The opposite is worth mentioning: if a listener interrupts constantly, or has a negative attitude, it can interfere with the speaker’s thoughts, and therefore block their learning processes.

Some people work better on their own. This should be respected, but we all need group interaction some of the time.



like to ask

Know how to use learning strategies

Information is summarized for learning purposes.

Specific techniques are selected and applied appropriately.

Relevant questions are asked.




Texts are read for detail and interpreted and analysed for a given context.

Spoken input is listened to for detail, interpreted and analysed for a given context.

Learning takes place through communicating with others in groups or as individuals.

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

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SSeessssiioonn 33

LLeeaarrnniinngg mmaatteerriiaallss

After completing this session, you should be able to: SO 3:Know how to manage occupational learning materials

33..11 OOvveerrvviieeww The focus here is on managing occupational learning materials well and this section will look in particular at organising materials and understanding the ways that these materials are laid out and presented, in order to use them as effectively as possible to help occupational learning.

33..11 OOrrggaanniizziinngg ooccccuuppaattiioonnaall lleeaarrnniinngg mmaatteerriiaallss wweellll

We have already, in this unit and elsewhere, looked at a number of learning resources and learning materials and have used them in different ways. In the previous section of this unit we looked at books and the internet in particular. We will now extend the range of learning materials and look more closely at what they are and how we can organise them, to make the best use of these learning materials.

We have talked about the difference between print material and electronic material. When we study plant production, the print material we use will probably include textbooks, handouts, charts, maps, plans and diagrams. To organise these effectively, we need to arrange them in an orderly way and store them safely.

Loose sheets such as handouts and notes should be dated and put into a file that has been prepared with sections or dividers that match the sections of our programme. Any notes and handouts should be inserted into the relevant section of the file in the order in which they were received, or in an order that suits the way they will be used.

The importance of writing the publication details onto any photocopied texts has been mentioned (see section 1.4).




Textbooks should be covered and have the owner’s name written in them. If markings are done in a textbook (e.g. underlining) this should be done in pencil. Then, if the textbook is sold, the markings can be removed by rubbing out.

Dealing with electronic learning resources also needs to be done in an orderly way. When using the internet, we need to manage any material we download and print out. We have noted that, for any printout from a website, the address prints out automatically at the top of the page. We should then file such printouts in our filing system for future reference, and to follow up if we want to return to that website at some future date.

Videos are learning resources that also need to be carefully labelled and stored.

In addition to considering the care of videos, we will now also look in some detail at how we can organise ourselves when we use videos. This will give us a better idea of how videos can be used as an occupational learning resource.

Most of us are familiar with videos as a way of watching fiction film (movies). Here, however, we will concentrate on using non-fiction or documentary videos that deal with plant production and agricultural topics.

Where do we find such specialised documentary videos? They are available from libraries in the same way that books are. They are classified by the same categories and Dewey decimal classification numbers that we used for books in the resource centre, namely

Agriculture and related technology 630 Farm management 631 Plants: Injuries, diseases, pests 632 Field and plantation crops 633 Horticulture 635 Animal husbandry and domestic animals. 636

Your local library or resource centre should have a catalogue of available videos, or you can go online to Webpals.wcape.gov.sa to check their catalogue for documentaries (in English and Afrikaans). If your local library or resource centre does not have your choice of video available, you can make a request through them for a loan from the Western Cape Provincial Library Service and they will order it from their central library in Cape Town.

To watch the video you will need a television. TV itself is another resource. Relevant documentary programmes are shown from time to time, but regularly every morning there is the 10-minute Agri Programme at 5h45 on SATV 2. This is a magazine programme covering current issues in agriculture.

We will now do a group activity in which you will

choose a video

record a TV programme




organise yourselves for a viewing session

do some research before you view the material

watch the recorded TV programme and the video

discuss both items according to the given guidelines.

Please complete Activity 7:Organising video for learning (Pairs or small groups) Resources: Video, video tape, video recorder and television set. For this activity you will need to have a video machine (VCR) linked to a television set, a recorded copy of SATV’s Agri Programme and a documentary video on an appropriate topic (whether you have recorded it from TV or accessed it through the library services). Preparation: • If possible, work in pairs or small groups (not more than 4). • Your group will have to agree on a video that you would all find interesting, and also

agree on a time and place to view it together. Your viewing session should be the length of the video plus one hour. Most documentaries are 25 to 55 minutes long. The extra hour gives half an hour to view and discuss the Agri Programme (which is 10 minutes long), and half an hour to discuss the documentary.

• Make sure that one of you knows how to set the VCR timer for recording, because the activity will involve watching an episode of the SATV 2’s Agri programme, which should be timer-recorded by one of the group for the viewing session. When you do meet, the person who did the recording should show the others how the timer recording was done.

• In preparation for the viewing session, each person should find out two facts about the subject of the video.

Viewing: • Start the viewing session with the Agri programme. Once everyone has gathered, the

person who did the recording tells how it was done (see point 3 above). • Then the group views the Agri programme. Remember that it is a daily information

programme for farmers. Is any topic on the Agri programme familiar to anyone in the group? Do you have experience of it? Does it link with what you are studying? As a magazine programme, it covers topics that are current, so sooner or later it will raise issues that are important for you your course and your learning.

• Then, before you start watching the documentary video, each person shares with the group their two facts about the subject. If there are any points of difference raised, or any questions or debates, note these but do not go into a discussion yet.

• Watch the video. You can make notes as you go. Remember that note-taking depends on writing just key words, which can help you to remember the point later.

After the video, discuss what you have seen. Ask yourselves the following questions: 1. Did it make sense? Did you understand not only the immediate information but the

underlying idea or point of the whole film? 2. Was there anything you did not understand or that did not make sense to you? 3. Was it what you expected? Did the subject link adequately to what you are learning

and/or to your own experience? Or was it way off the point? 4. Do you think it was well made? Did you enjoy it? Were there points that you

disagreed with? Did the video leave out things that you think are important? 5. In a way, a documentary is like a book, while Agri Programme is like a magazine. In

what way/s is this statement true?




6. Did you learn anything from either of the videos you watched? 7. Do you think you learn better from a book or from watching a video? Or are they

just different ways of learning? If so, in what way/s are they different? You will have completed this activity successfully if you have participated in the group discussion and have developed your own response to each of the questions 1 – 7. You do not have to agree with one another on each point, but you do need to have discussed them together and shared your ideas.

33..22 UUnnddeerrssttaannddiinngg aanndd uussiinngg llaayyoouutt aanndd pprreesseennttaattiioonn ooff lleeaarrnniinngg mmaatteerriiaallss

To make effective use of any resource, we need to know the elements of how it is set out, and therefore how we can locate the material most useful to our research.

Books that are designed as learning resources are organised to assist learning. They have standard features to help us find the information we need. We will look at the most important of these features.

CCoonntteennttss ppaaggee

The contents page is found near the front of the book, just after the title page (see our example of a titles page in section 1.4). The contents page lists the chapters of the book, and the chapter titles give us an overview of the main focuses of the book. Sometimes there is additional material besides the chapter headings: some contents pages give more information in the form of the sub-headings for each chapter.

If a book deals with a topic that is important for our field of study, it is very useful to make a photocopy of the contents pages (there is usually more than one page of contents) and keep that filed as a record of what is available, for future reference.

IInnddeexx

The index is at the back of the book. It is a detailed listing of all the items dealt with in the book, together with the page/s on which those items can be found. Sometimes the page numbers will be printed in bold print. This may mean that these are the pages where the item is the main topic, or it may mean that these are the pages on which you will find illustrations. To find out, go to the top (i.e. first page) of the index and there will be a note explaining how the numbering system works. The index is a most useful tool in research.

When we are selecting a book for purposes of doing research, the first thing we look at is the title, which gives us a general idea of the topic it deals with. We then go to the contents page to see whether it covers the aspects of the topic that will be

Contents

1. Seeds 2. Germination 3. Cultivation 4. Harvesting 5. Storage 6. Relaxing




What does that mean?

useful to us in our research. If we decide that the book will be of use, we finally go to the index to locate the detailed aspects of the topic that we need.

GGlloossssaarryy

Many reference books also have a glossary at the back of the book. This is an alphabetical list of the specialised or technical terms used in that book. This word-list is often very useful; it is like a mini-dictionary and it is sometimes worth photocopying these glossary pages too, to build up your own reference

bank.

EElleeccttrroonniicc tteexxttss

Electronic texts e.g. cd’s, DVD’s and web-pages on the internet are laid out in a different way. The information is laid out in fields such as boxes or columns. When we are reading the text, instead of turning the page as we would in a book, we scroll down the screen. In a book, if we want to go to any section dealing with a specific topic, we find it by using the contents page or the index, and then physically turning to that page. In an electronic text, the material is organised to make this easy. There are menus, boxes and icons (little symbols) on which we can click to locate the given topic. In this way we can navigate the document and make cross-references.

33..33 UUssiinngg aanndd ccllaarriiffyyiinngg tteecchhnniiccaall llaanngguuaaggee//tteerrmmiinnoollooggyy

In any field of study, there is a vocabulary of terminology that is specific to that field. (Remember the section on Jargon?) Part of learning about the subject is learning this new language. It is important to understand the meaning of these new words because you are then learning the concepts or ideas that they are referring to. This understanding develops as we use the terms in their context, and successful learning of a subject is linked to learning the language of that subject in a meaningful way.

In our studies we will therefore come across many new words. How do we help ourselves to make the best use of this?

Firstly, we need to recognise that it is a new word, so if we hear a term being used, or if we have read a word we do not understand, we need to make a note of that word. It is likely that we will have an idea of its meaning from the context, but how do we make sure that we have the right idea? If possible, we can ask on the spot. Otherwise we go to a resource (print or electronic dictionary) and look it up. Many technical terms are not found in an ordinary dictionary, but there are dictionaries or glossaries of terms that are specialised for a particular field of study. Finally, we should keep our own glossary of terms, and add to it as we acquire new terms. This is especially helpful if we are learning in a language that is not our mother tongue. Also we can apply word-attack skills as we learnt in a previous Unit.




Please complete Activity 8:Creating a glossary of terms for your course (Individual & small group) Resources needed: Exercise book (soft- or hard-cover), material to cover book. This activity will be in 2 stages: First we will make a suitably formatted book and then we will start to fill it in. A: Making the book This should be done at home and brought to class ready to use. 1. You may buy a book (soft-cover or preferably hard-cover) or use an old one

that still has most of its pages. 2. Cover the book with paper or plastic, write the word ‘Glossary’ on the cover

and make sure that your name is inside as well as outside the book. 3. Count the number of pages in the book and divide this number by 24. This

will give the number of pages you can use per letter of the alphabet. There are 26 letters in the alphabet but some letters are not very common. Q is one of these so it can be combined with P. X Y and Z can take a single page.

4. First plan your book in pencil. On the first page, write an A. Turn over the number of pages you have calculated for each letter, and on the page following that number write B. e.g. if you have calculated 2 pages per letter, write your B on page 3. Continue through the book, writing each letter on its page. Remember to write P and Q on the same page, and the same for XYZ.

5. Once you are sure you have distributed the letters correctly through the book, go back to page 1 and, in the upper right hand corner of the first page, write the capital letter A in large print, this time with a pen. Then do the same on the pages for B, C etc, right through the alphabet. Once you have written the large letter in, you can erase the pencil letter.

B: Starting the glossary You need to bring your prepared book to class, where you will work in groups of four, going through the following steps:- 1. First working individually, each person must think of five specialised new words that

you have heard or read in your course. These should be words that you did not understand when you first came across them.

2. Each person writes their five words down, then notes where this word first came up (if you remember the context), then what you think the meaning is.

3. When everyone has completed this task individually, each person shares their words with the group. [Some of you are likely to have the same words.]

4. For each word, discuss it until you have reached consensus on its meaning. Write this meaning down.

5. You now have a list of new words with their meanings. Divide this list up among the group, and each will then research the meaning to make sure it is correct. Remember, we discussed three categories of learning resource: print, electronic, other people. You may therefore choose to use a dictionary (if you can locate a specialised one), any electronic resource that is available or an appropriate facilitator from your course.

6. When the meaning of each word has been verified (checked), you, as well as the people in your group may use those as the first entries in your glossaries. You may want to write the word in one colour and its meaning in another.






like to ask

Know how to manage occupational learning materials

Layout and presentation of learning materials are understood and used effectively.

Technical language/ terminology is engaged with, and clarification sought if needed.

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

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SSeessssiioonn 44

BBaassiicc rreesseeaarrcchh:: AAnnaallyysseess aanndd pprreesseenntt ffiinnddiinnggss

After completing this session, you should be able to: SO 4: Know how to conduct basic research and analyses and present findings

44..11 OOvveerrvviieeww In Section 1 we looked at accessing and using learning resources. In Section 2 we considered different learning strategies, and in section 3 we looked at managing occupational learning materials. These three sections provided theory and practice in a wide range of skills for using learning resources and strategies.

Section 4 will provide the opportunity to apply these skills in practice, but undertaking a substantial research project. This is thus a consolidation of what has been covered before, and you will be referred to other sections wherever relevant. The research project is to be done in a group, so we will be focussing on working in a team, as well as on basic research skills. This research project will be in the place of any Activities in this Section, i.e. 4.2 - 4.7 comprise the research project.

44..22 AAnn aapppprroopprriiaattee oorr rreelleevvaanntt ttooppiicc aanndd ssccooppee iiss iiddeennttiiffiieedd aanndd ddeeffiinneedd

You will work in teams of four for this project. The first step in the project, therefore, is to form a team of four. Each person in the team has a role to perform. The roles are:

Conductor: keeps things running smoothly e.g. materials, participation Chair: co-ordinates the activity Scribe: keeps written records Reporter: gives feedback when required

Each person should support the others in their roles e.g. all assist the recorder to capture the group’s ideas. [These roles are not fixed, and with the next project they will rotate.]




The next step is to decide what the topic for your research project is, and what the scope of the research is. Some possible topics for research are land distribution, monoculture, food security, genetic modification, organic farming, climate change, conservation issues, water needs, mechanisation, subsidies, mixed farming, sustainable farming, emerging farmers, agriculture in a mixed economy.

Your facilitator will assist the class in listing some research topics that are relevant to your occupational concerns as Plant Production learners.

To decide on the topic for your group research project, you need to think of a subject but you also need to keep in mind the scope or extent of your research. You can think of the topic as being the starting point of the research, and the scope as how far you are going to go with that research.

In your group, discuss subjects that you all find interesting. Use the following as a guide for your discussion:

You need to have consensus on the choice of topic, as you will all have to work equally hard at it

The topic should be one in which you all have an interest

There should be a common understanding of what the topic is

The topic should be one for which you will have access to a range of suitable resources

You should all have some basic information on the topic as a starting point

Once you have agreed on a topic, you will need to define the scope of your research. It is important to all have a similar idea of what you are going to do with the topic. One way of doing this is to have a research question. This will focus everyone in the group on a common approach.

To develop a research question, the group should brainstorm ideas around the topic. Remember the conditions for a brainstorm (section 2.3). Having a range of ideas on the table will open up different aspects of the topic, and you should then make a decision as to the best aspect for your group to research. This will lead you to a research question.

When you have a question planned, submit it to your facilitator for comment.

44..33 RReesseeaarrcchh sstteeppss aarree ppllaannnneedd aanndd sseeqquueenncceedd aapppprroopprriiaatteellyy

The steps to carrying out good research are:

Gathering relevant information




Evaluating the information Processing the information – classifying, categorising, sorting Analysing and presenting

As this is a group project, these steps should be carefully planned. So far, the work has been a group effort. Your group decided on a topic and developed the research question, but the group members should now take on certain tasks individually. The group should plan:-

1) Who will take on responsibility for gathering and processing information from different sources. You may decide that each will work with different resources, or some may work with the same kinds of resources.

2) How many sources will be found by each person.

3) Whichever way it is decided, there should be an agreed plan, as well as a timeframe. This plan should be recorded:

PLAN OF ACTION: Electronic resources

Print resources

Human resources

[name] [no. of sources] [no. of sources] [no. of sources] [name] [no. of sources] [no. of sources] [no. of sources] [name] [no. of sources] [no. of sources] [no. of sources] [name] [no. of sources] [no. of sources] [no. of sources]

44..44 RReesseeaarrcchh tteecchhnniiqquueess aarree aapppplliieedd Gathering information gives the basis for providing an informed, reliable and valid answer to a given question. This information should

be from a range of sources be relevant to the research issue come from reliable sources.

In Section 1 we looked at a range of learning resources, including print, electronic and human (Section 1.3). We evaluated them for reliability and found that the internet must be used with caution because there are no controls (Section 1.4). We must therefore be careful to use information only from a reliable website.

When using print resources we should make use of the contents page and index to locate relevant information, and when using electronic resources we can make use of the efficient mechanisms for linkages between sites (Section 3.3).

Note-taking will be used when interviewing people, using reference books etc. (Section 2.3)




44..55 IInnffoorrmmaattiioonn iiss eevvaalluuaatteedd ffoorr rreelleevvaannccee We have established that the information gathered must be relevant to the topic and the question. In this regard, the following should be noted:

skimming will be a useful skill when evaluating the relevance on websites, where choices must be made from the substantial amounts of information that are available (Section 2.3)

scanning will be helpful on internet sites when searching for key ideas relevant to the topic (Section 2.3)

44..66 IInnffoorrmmaattiioonn iiss ccllaassssiiffiieedd,, ccaatteeggoorriizzeedd aanndd ssoorrtteedd

Processing the information relies on the techniques we have developed in Section 2. In particular, the following skills will be useful:

key-words are used when classifying material, doing summaries, and in making presentations (Section 2.3)

underlining can be used when using internet printouts (Section 2.3) The information gathered and processed by individual members is now put together and discussed in relation to the research question. Information should be arranged in groups, e.g. statistics, diagrams, evidence for one point of view, evidence against that point of view, unexpected information that was found etc.

44..77 RReesseeaarrcchh ffiinnddiinnggss aarree aannaallyyzzeedd aanndd pprreesseenntteedd iinn tthhee aapppprroopprriiaattee ffoorrmmaatt

The group returns to the research question and, based on the information that has been gathered, processed and sorted, now makes a decision as to the answer to the question.




In consultation with your facilitator, the group must decide on the format for presentation of this finding. This may be, for example, a poster, a written presentation or an oral presentation.

Different skills will be used for this presentation, depending on the format. For example, if a written or oral presentation is submitted, summarising the information and findings will be a key skill (Section 2.2). If the research is presented as a poster, selection of key words will be most important.

We have noted many times how important it is to keep a record of every resource used. At the end of your presentation, each resource that your group has used must be acknowledged, whether it is a book or a website, a DVD or a person. We have learned the convention for acknowledging print or electronic sources (Section 1.4). Now is the time to use them.



like to ask

Know how to conduct basic research and analyses and present findings

Appropriate or relevant topic and scope is identified and defined.

Research steps are planned and sequenced appropriately.

Research techniques are applied.

Information is evaluated for relevance.

Information is classified, categorized and sorted.

Research findings are analyzed and presented in the appropriate format.

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

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SSeessssiioonn 55

FFuunnccttiioonniinngg iinn aa tteeaamm

After completing this session, you should be able to: SO 5: Know about functioning in a team

55..11 OOvveerrvviieeww The main focus of this section, which concludes our unit on using language and communication in occupational learning programmes, is on functioning in a team. Much of this section has been covered before when doing group-work in a range of contexts, so we will refer to the appropriate sections where relevant.

55..22 AAccttiivveellyy ppaarrttiicciippaattiinngg iinn ggrroouupp--lleeaarrnniinngg ssiittuuaattiioonnss

We have worked in pairs and groups throughout this unit and in unit 8968. As pointed out in Section 2.7, this encourages our creative thinking and our ability to learn, and that sometimes participating in a group means active listening.

55..33 TTaakkiinngg uupp rreessppoonnssiibbiilliittiieess iinn tthhee tteeaamm aanndd aappppllyyiinngg ggrroouupp wwoorrkk ccoonnvveennttiioonnss iinn lleeaarrnniinngg ssiittuuaattiioonnss

Effective group work requires full participation from all members of the group. Not everyone has the same personality, however, and sometimes in a group of people some are more dominant and others are more retiring. To make sure that everyone does participate, there are conventions that govern group work. You will recall that in Section 4.2 we made use of these conventions, when we gave each person in the group a role to perform, with the addition that each member should support the others in their roles, and that the roles would rotate in another project.

In Unit 8968 we covered participation in groups, meetings, debates and negotiations.




55..44 PPrraaccttiicciinngg ccoonnfflliicctt mmaannaaggeemmeenntt aanndd nneeggoottiiaattiinngg tteecchhnniiqquueess

In occupational learning programmes, communication skills may be needed in order to deal with conflict. Conflict can take different forms. It can be a minor disagreement over a minor issue and pass out of the picture. At the other extreme it can be a long-term, ongoing opposition between 2 people. The conflict is not necessarily noisy; it may not be expressed in words but in hostile deeds. Sometimes there is a build-up of anger to the point of violence. One thing that is always there is a fixed attitude; a situation of deadlock. Conflict management is the skill of shifting such an attitude from a deadlocked opposition to one where the people in conflict are dealing with their hostility.

Anger is usually experienced in a negative light and people nearby are often keen to stop the conflict by trying to get the participants to stop being angry. Unfortunately this often makes it worse. Another way of understanding conflict is to see the anger as the result of some other feeling, such as fear or frustration, and to manage the situation so that the person can express the feelings behind their anger. If both people can express such feelings, and can hear and understand the feelings of the other person, the situation will change. There may still be grounds for conflict, but what changes is how people deal with it. We will therefore give this some attention by means of a role-play.

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

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Please complete Activity 9:Conflict management You will work in groups of three. Two will be the angry people, the arguers, and the third will act as arbitrator. Choose one of the following scenarios:

• Two fellow learners arguing over a video that was not returned in time • A learner and a facilitator argue about a late assignment • A parent and teenage child argue about staying out late at night • A labourer and a employer argue about wages • A boy and a girl argue about leaving a party early

If you are an arguer, consider your role, and build up a case. The arguers should have a minute or two to get their argument going. If you are arbitrator, your job is not to judge the arguers, not to take sides, but to get them talking about what they are feeling. But remember, if you start by opposing them (“Please stop behaving like this”) you will make it worse. Instead of focussing on their anger, try listening to what they are saying rather than how they are saying it. Then you may be able to reflect that back to them. If you say something like “So what you’re saying is …” it lets the person know that you are listening to them, that you understand their point of view, and that you are empathising with them. Then do the same for the other person. (An arbitrator does not take sides.) Try to get people talking about their own feelings. “When you say … I feel …” The arbitrator’s job is not to stop the conflict (only the arguers can do that). Your job is to change the balance from 2 people shouting at each other accusingly to two people telling each other what has been making them angry. If you can do that, you have managed the conflict, and possibly set the arguers on the road to settling the conflict for themselves. At that point, stop the roleplay and discuss what has been happening, and how you each experienced it. Talk about what worked and why, and if something did not work, talk about how you could do it better. Now change roles, take another topic, and try another roleplay with someone else as the arbitrator. You will have completed this activity successfully if you have gained some insight into

1. the difference between conflict and fighting 2. the fact that behind a person’s anger is a deeper cause 3. the value of reflecting people’s feelings with understanding 4. the importance of getting people to speak about what is really behind their anger.

Negotiation involves trying to come to an agreement on something through discussion and compromise. As covered in Unit standard 8968, negotiating techniques are skills involved in attempting to achieve such terms of agreement.

55..55 TTeeaamm wwoorrkk rreessuullttiinngg iinn mmeeaanniinnggffuull pprroodduucctt oorr oouuttccoommeess

Consensus is a form of decision-making which tries to reach the most inclusive position possible. It is often contrasted with the system of voting, in which people take a yes-or-no position. Reaching consensus means reaching a broad agreement in which everyone makes a slight compromise, but there is enough common ground for everyone to be ‘satisfied enough’ to go forward into action.




X

Consider the following situation: X needs to make a decision with Y DECISION A

DECISION B

DECISION C

In Decision A, we see that X and Y have come into contact in their negotiation, but they have ended up with nothing in common. In Decision B, there is a small overlap where they share some common ground, but most of X and Y are not in agreement with each other. In Decision C, there is still some part of each that is not in full agreement, but we can see that they have reached a point where they share a lot of common ground. Which of these is a consensus decision?

Consensus has been stressed throughout this Unit standard (Sections 3.4, 4.2) as it is a strategy for groupwork which allows us all to stay included in the group, agree to disagree on smaller issues, but co-operate on the basis of a broad agreement.

An example of consensus was when, in planning our project in Section 4, we reached agreement on our planned timeframe for completing the project.

Y X

X Y

Y






like to ask

Know about functioning in a team

Active participation takes place in group-learning situations.

Responsibilities in the team are taken up and group work conventions are applied in learning situations.

Conflict management and negotiating techniques are practiced.

Teamwork results in meaningful product or outcomes.

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

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SSeessssiioonn 66

HHooww lleeaarrnniinngg iiss aaffffeecctteedd

After completing this session, you should be able to: SO 6: Reflect on how characteristics of the workplace and occupational context affect learning.

66..11 OOvveerrvviieeww In this Section, which is considerably shorter than the others preceding it, we are going to be looking in some detail at the range of possible occupational environments you could find yourself in and how each of these affects the type of learning that will take place. You may already have experience of the workplace or may as yet simply have been a student. It is important however that you understand that learning does not just occur in learning institutions such as Technikons, FET colleges or universities. Learning also occurs in an occupational context (at work).

66..22 OOccccuuppaattiioonnaall eennvviirroonnmmeenntt What do we mean when we refer to the occupational environment? Our environment refers to our surroundings. It can be defined as our social and physical conditions; the conditions that surround people and affect the way they live.

We spend the bulk of our adult life in some or other occupation. Most adults, depending on the level they attain in education, will work from their early twenties until they retire at sixty or sixty five. Obviously in economically depressed areas with few educational facilities, people might start work at a much younger age and be forced to continue working until they are too old or sick to do so.

Also in some parts of the world, unemployment is a major problem, and so not all adults can find work. The figure for unemployment in South Africa varies according to the source but ranges from estimates of 20 to 40 percent.

Depending on what type of work we end up doing our workplace environment can vary enormously.




Learning Task Compare these two jobs in terms of working conditions, pay, leave conditions, opportunities for learning and job satisfaction. What are the most glaring differences between Amelia and Magda's workplace environments? What do they both have in common? A) Amelia Bezuidenhout has a diploma in Agricultural Economics. She started work for the business AgriGro twelve years ago. AgriGro is responsible for supplying the top twenty wine estates in the Western Cape with young vines. Amelia is currently the Director of New Business Section. She earns R160 000 per annum. She has annual leave of 25 working days and has 2 days sick leave available per month. Amelia regularly attends workshops both here in South Africa and abroad where she learns about new developments in vine production and the economics of viticulture. Amelia enjoys the challenges she faces in her career and looks forward to a long career with AgriGro. Her ambition is to one day be the Chief Executive Officer of the business. B) Magda Maxwell has a grade 3 education. She started work as a labourer on a wine estate when she was fourteen years old. She has worked on different wine estates for the past twenty years. She now earns R350 per week. She has one week's paid leave a year. She does not qualify for sick leave benefits. Recently Magda's employer has sent the staff to Adult Literacy classes where she is improving her literacy and numeracy skills. Magda would like to stop work as she has chronic back pain and suffers from dizzy spells. She does not however have a pension fund so feels she must continue working. She would like a job where she did not have to do such heavy manual labour. Answer: Amelia earns considerably more than Magda; Amelia has far better leave conditions than Magda does; Amelia enjoys her work whereas Magda would like a different job; What they both have in common is that both have opportunities to learn. (Note that Amelia is learning skills specifically related to her occupation whereas Magda is learning more general skills).

66..33 OOccccuuppaattiioonnaall ffooccuuss Clearly there is an enormous range of occupations. Let us spend some time looking at the focus of some of these occupations.

One important category of occupation is that of services or service delivery. This refers to the range of services supplied by different people.

The service industry - broadly speaking - refers to that group of industries involved in providing services, as opposed to primary industries (such as agriculture and mining) and secondary industries (manufacturing and production). Service industries are commonly known as tertiary industries. The term “services” covers a huge range of economic activities, including retailing, banking, insurance, catering, medicine, law, accountancy, cleaning, teaching, television production, the civil service, sport, transport, and many more activities.




It is possible to break down the service industry into smaller components such as financial or educational and see these as each having a separate occupational focus.

In financial one would include all aspects relating to finance such as insurance and banking.

In educational one would include all practitioners in the educational sphere such as pre-school teachers, lecturers, trainers and literacy workers.

Over the past century the service sector has expanded in the developed world. The service sector is now the most important sector in the advanced economies, accounting for about two thirds of the total economy in countries such as the United Kingdom and the United States.

Another very significant arena of occupational focus is that relating to the manufacturing field.

Manufacturing refers to any process in which materials or items are brought together and work is performed on them to make a saleable product. The work is done to convert the separate components into an object that has more value. The manufacturer sells it and pays the wages of the workforce and other costs relating to the manufacture. The money left after paying the cost of manufacture, distribution, and sale of the product may be distributed as profit to shareholders in the company or invested in research and development of new products.

The efficiency with which raw materials or components can be brought together affects the amount of profit the manufacturer can make when the product is sold. Important points to consider when manufacturing a product are: matching the market size (how many people will want to buy the product) with the materials and methods, or processes, by which the product may be made; and making the best use possible of the factory, machines, and workers.

Modern methods of manufacturing involve computers, which may be used to control the machines that make and assemble components. Using computer-controlled

machines to cut or form a product is called computer numerical control (CNC) machining. Computers may also be used to control the movement of materials, components, and finished products around the factory and the distribution of the products

to their points of sale. Organizing the movement of products or parts from one location to another is known as logistics.

Computers can also be used to design a product.

There is also the mining industry which employs many people in mineral rich South Africa. In addition there is the field of agriculture,

into which you would fall although you may end up providing a service or even playing a role in the educational field. As mentioned earlier, mining and agriculture are referred to as primary industries.




Please complete Activity 10:Mix & Match (Individual) Resources: Pen & paper Make a list of at least thirty different occupations. Now classify each one according to its occupational focus, as explained above. You will thus choose from: Services; Financial; Manufacturing; Mining; Agricultural or Educational.

66..44 OOrrggaanniizzaattiioonn ttyyppee Having looked at occupational focus we now move on to look at different types of organisations that exist in the world of work.

Government is one of the largest employers in South Africa. As government employees are paid by money raised from taxes they are known as public servants.

Let us look at what the then minister of Agriculture and Land Affairs, Ms Thoko Didiza, had to say about agriculture as an occupational field:-

"The agricultural sector, defined as all activities relating to agricultural input provision, farming and the processing and distribution activities that add value to farm products, remains an important sector in the South African economy despite its small direct share of the total gross domestic product (GDP).

It provides for two of the basic human needs, namely food and fibre, and has strong economic and employment linkages with the other sectors of the economy, thus contributing substantially to economic growth.

More than half of the provinces and about 40 % of the country's total population are therefore dependent mainly on agriculture and related industries. "

2001. Printed and published by the Department of Agriculture Directorate Agricultural Information Services, Private Bag X144, Pretoria 0001

We can see from this extract what a critical role agriculture plays in terms of the economy and work environment.

PPaarraassttaattaallss

Parastatals can be defined as state owned companies The best known examples are Transnet of which SAA is a subsidiary, and Eskom. Telkom was a parastatal until 2003 when it was privatised, i.e. shares were issued and sold to the general public. In the agricultural sphere South Africa used to have a system of agricultural boards which stabilised prices for farmers. However this system was seen to be inefficient and farmers are now required to sell their produce at free market (“world”) prices.

HHeeaavvyy iinndduussttrriieess

Heavy Industries can be described as those industries that produce basic materials, such as steel.




MMeeddiiuumm iinndduussttrriieess

Medium industries produce items such as cars.

LLiigghhtt iinndduussttrriieess

Light industries produce goods such as computer parts.

Let us now look at some differences between large organisations and small businesses. Some examples of large organisations are Old Mutual, all the major banks, Anglo American, De Beers Mining and so on. Large organisations are often a mix of bureaucratic rules and fairly progressive thinking. There are many advantages to working for a big organisation. The benefits are usually very good and there is a sense of stability.

Small businesses on the other hand are enterprises which are started by one or two people who usually put up their own capital. An example of a small

business could be a business which makes ornaments out of the bark of a certain tree and employs four people. The rewards for working in a small business are that one could experience a greater challenge and feel more directly involved in the process. Some of the disadvantages are that one could be insecure, have an irregular income and not be assured of benefits.

Please complete Activity 11:Who does what where? (Pairs) Resources: Pen & paper Below is a description of some employees. Underneath that is a list of possible work environments from which they come. Match the letter of the employee description with the number of the appropriate work environment. Occupation: a A worker producing steel girders b An air hostess for SAA c A literacy trainer d A designer of optic fibres e A person making pressed flower pictures f An insurance agent g A grape picker h A director of Telkom i A worker fitting together tractor parts j A waitron Work environments: a Light industry b Heavy industry c Medium industry d Financial e Educational f Agricultural g Parastatal h Large organisation i Small business j Service industry




66..55 DDiiffffeerreenntt lleeaarrnniinngg aapppplliiccaattiioonnss By the time you go and start your careers you will have had a broad range of learning. In your time at college you will have learnt about the theory of plant production and the practical aspects of plant production. You will have experienced transmission teaching whereby information is passed on to you by a lecturer or via notes. You will also have experienced more interactive learning methods in which you undertook small research projects, went on field trips, collected and analysed data, worked in groups, accessed information on the internet, presented your findings and so on. You will also have done some courses such as this one which deal with broad general topics like communication and numeracy. Altogether you will possess a wide range of skills and learning strategies. How will you apply these in your occupational environment? Will you stop learning once you leave college?

The answer to the second question is a definite and resounding “no”. No matter how thorough your basic training has been there will always be aspects to your work that require you to learn new things.

Learning Task After you qualify you go and work for a person who is running a successful Lucerne farm in Barrydale. This person then decides that she wishes to branch out into organic olive growing. She puts you in charge of this project. You will be responsible for the entire project, from drawing up the budget to employing the workers. What skills will you need to learn in order to make a success of this project? Make a list of all the aspects relating to this project that you can think of. Next to each one put what skills you will need to learn and what skills you have already learnt. Indicate what resource you could use to access these skills. 1. Planning:- need knowledge regarding olive farming;

Possible resources:- text books, the internet; lecture notes; other experienced farmers; any co-operatives relating to organic farming in the area.

2. Financial planning:- need knowledge of how to draw up a business plan; Possible resources:- consult a financial expert; texts on business plans; short course on financial planning; other successful olive growers.

3. Sourcing the plants:- need to learn where the best supplier is. Possible resources:-need to consult other olive growers; do research on the internet; visit commercial nurseries.

4. Equipment needed:- need to establish what is required in the way of specialised equipment. Possible resources:- texts on olive growing; established olive growers; internet; posing questions to suppliers of equipment to establish price and availability

5. Employing workers:- need knowledge of labour relations. Possible resources:- Government archives or gazette detailing Labour law; consultation with any relevant trade unions; research into good labour relations; investigation regarding language issues if employees not of same language group as self; researching how to draw up a valid work contract; research to determine fair wage and conditions and benefits; research regarding appropriate number of people to employ.

6. Keeping the accounts:- need basic knowledge of bookkeeping. Possible resources:- short course on bookkeeping; consulting with an auditor regarding requirements of accounts; researching the cost-effectiveness of employing a part-time bookkeeper.




Can you see from this example that there is a wide range of learning that will need to be applied in your future careers?

We can cluster the type of application of learning that you will experience the need of in the workplace.

Firstly, there is technological knowledge. Many of your courses will have provided you with much that is necessary in this regard. You may however end up working in an occupation that requires very specific technological expertise and may have to learn this as well as apply what you already know.

Secondly, in any work environment you will require communication skills. Even if you end up being a researcher who does not interact with clients or employees in any way, you would still have to communicate with colleagues and communicate your findings in public arenas. Hopefully the four Units you have done in this Communications Module will have honed your communication skills and you will be able to communicate with a wide range of people and employ appropriate communication strategies in the workplace.

One aspect of communication that has not been dealt with in this Module is multilingualism. In our country there is often a need to be able to communicate effectively in more than one language. In the Western Cape the three main languages are English, Afrikaans and IsiXhosa. It would be extremely beneficial to you as a future employee to become as proficient as possible in all of these languages. Most people appreciate the attempt others make to speak their language and multilingualism ensures effective communication with a far broader range of people in your occupational environment.



like to ask

Reflect on how characteristics of the workplace and occupational context affect learning.

Features of the occupational environment are described and discussed.

Ways in which these features affect learning processes and/or application of learning are described and discussed.




Conclusion • In this Unit we looked at how to apply learning in the occupational arena. Specifically

you looked at how to access appropriate learning materials, and how to use effective

learning strategies.

• You were given an opportunity to apply your learning skills and knowledge of

learning resources in Section Four where you were required to undertake a major

research project in a team.

• This teamwork has helped consolidate the material in Section Five. Finally we looked

at the range of occupational environments in which you could be employed after you

have completed your studies. We also explored the range of learning that will still

occur after you have completed your course.

• The South African Government is committed to the notion of life-long learning and

we all need to be aware that each new work environment we occupy will have its

own set of requirements, not all of which will be familiar to us.

• We also looked at how important communication is in any work environment in order

to be really effective. It is a skill that we can continue to improve at, and practice as

we enter the world of work.

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

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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. Define a learning resource.

2. Name 4 sections that you might find in a library or resource centre.

3. Define a print resource and give 3 examples

4. Define an electronic resource and give 2 examples.

5. Which is the biggest learning resource available?

6. Give 3 advantages of using the internet as a learning resource.

7. Generally speaking, which is a more reliable source of information: a book or the internet? Why?

8. Under what circumstances can a person be a learning resource?

9. What term is used to describe using a resource without acknowledging it?

10. What details do you have to give when acknowledging (a) a book (b) a journal article (c) a webpage




11. Why is summarising such an effective strategy for learning?

12. List 4 steps you should take when summarising information for learning.

13. Which side of our brain is more concerned with creative thinking? How do the ‘rules’ for brainstorming make use of this?

14. What process is necessary after a brainstorm? What steps should be taken to make best use of the ideas from the brainstorm?

15. How is a mind-map different from a list of points?

16. In what way is memorising different from learning?

17. When should you not use underlining as a learning technique?

18. In what way are skimming and scanning similar? What is the difference between them?

19. Mention 4 ways in which asking questions can help learning.

20. Mention 4 attack skills we can use when we read for learning.

21. Mention two things to bear in mind when organising learning materials that are loose pages e.g. handouts and notes.

22. What should always be done to textbooks, and what should never be done to them?

23. What is a non-fiction film called?

24. Give two differences between a contents page and an index.

25. When using an electronic learning resource, what three things could you look for if you want to find a link to another page?

26. What is a glossary? In what way is it different from a dictionary? Where will you find it?

27. What information does the contents page of a book give you?




28. Where would you look to see if a book mentions a particular detail?

29. What is this part of the book called?

30. In this section, why are some numbers written in bold? (give two possible reasons)

• In preparing my research assignment: I participated in identifying a research topic and research question

• I had a defined role in our group’s plan of action

• I made use of research techniques of: • summarising • skimming • scanning • note-taking • underlining • using key words

• When using print resources, I used • contents page • index pages

• When using electronic resources, I used • only reliable sites • linkages between webpages and websites

• I participated in the group sorting of information

• I helped reach a final conclusion on our research question

• I participated in our presentation of our research findings.

31. What is the difference between conflict and fighting?

32. What is the one feature of conflict that conflict management tries to change?

33. What term do we use for the ‘outsider’ in a conflict situation?

34. Define negotiating techniques.

35. What are the conventions governing group work?




36. Define consensus.

37. Define occupational environment in your own words.

38. What do we mean by the service industry?

39. What do we mean when we refer to the manufacturing industry?

40. Give two examples of primary sector activities.

41. What is a parastatal?

42. Why is multilingualism an advantage in the workplace?

43. Give three examples of service industry employees.

44. Give three examples of goods that would be produced by light industries.

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

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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 organised 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 8973

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::

Citrus Academy

Boland College

Weskus College

DDeevveellooppeerr::

Dr M Roets

Mr J H P van der Merwe

Cabeton Consulting

AAuutthheennttiiccaattoorr::

Rural Integrated Engineering

Prof P J Robbertse

Ms D Naidoo

Le Toit Management Consultants cc

Mr M M Ratsaka

Mr D N Cronje

TTeecchhnniiccaall EEddiittiinngg::

Mr R H Meinhardt

OOBBEE FFoorrmmaattttiinngg::

Ms P Prinsloo

Ms B Enslin




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:


SAQA US ID UNIT STANDARD TITLE

8973 Use language and communication in occupational learning programmes

SGB NAME NSB PROVIDER NAME

SGB GET/FET Language and Communication

NSB 04-Communication Studies and Language

FIELD SUBFIELD

Communication Studies and Language Language

ABET BAND UNIT STANDARD TYPE NQF LEVEL CREDITS

Undefined Regular-Fundamental Level 3 5

REGISTRATION STATUS REGISTRATION START DATE

REGISTRATION END DATE

SAQA DECISION NUMBER

Reregistered 2004-10-13 2007-10-13 SAQA 0356/04

PURPOSE OF THE UNIT STANDARD

The purpose of this unit standard is to facilitate learning and to ensure that learners are able to cope with learning in the context of learnerships, skills programmes and other learning programmes. Many adult learners in the FET band have not been in a learning situation for a long time, and need learning and study strategies and skills to enable successful progression. Learners competent at this level will be able to deal with learning materials, to access and use useful resources, to seek clarification and help when necessary, and apply a range of learning strategies. They do this with an understanding of the features and processes of the workplaces of the workplaces and occupations to which their learning programmes refer. Learners credited with this standard are able to: • access and use suitable learning resources • use learning strategies • manage occupational learning programme materials • conduct basic research and analyse and present findings • function in a team • reflect on how characteristics of the workplace and occupational context affect learning

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The credit calculation is based on the assumption that learners are already competent in terms of the full spectrum of language knowledge and communication skills laid down in the national curriculum statements up to NQF level 2.




UNIT STANDARD RANGE

Learning materials appropriate to the learners in a given context. Specific range statements are provided in the body of the unit standard where they apply to particular outcomes or assessment criteria.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Access and use suitable learning resources.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Relevant learning resources are identified.

ASSESSMENT CRITERION RANGE

Resource centres, literature, internet, other people.


2. Learning resources are used effectively through appropriate selection of information and acknowledgement of sources.

SPECIFIC OUTCOME 2

Use learning strategies.

ASSESSMENT CRITERIA


1. Information is summarised for learning purposes.


2. Specific techniques are selected and applied appropriately.


Group activities such as brainstorming, group analysis, peer and self-assessment mind maps, note taking, memorising, key words, underlining, skimming and scanning.


3. Relevant questions are asked.


Checking understanding, clarifying meaning, getting information, confirm accuracy of information.


4. Texts are read for detail and interpreted and analysed for a given context.


5. Spoken input is listened to for detail, interpreted and analysed for a given context.





6. Learning takes place through communicating with others in groups or as individuals.


Facilitators, other learners, colleagues.

SPECIFIC OUTCOME 3

Manage occupational learning materials.

ASSESSMENT CRITERIA


1. Occupational learning materials are well organised.


Videos, internet, texts, handouts, text books, charts, maps, plans, diagrams.


2. Layout and presentation of learning materials are understood and used effectively.


Index, contents page, or glossaries, electronic texts.


3. Technical language/ terminology is engaged with, and clarification sought if needed.

SPECIFIC OUTCOME 4

Conduct basic research and analyse and present findings.

ASSESSMENT CRITERIA


1. Appropriate or relevant topic and scope is identified and defined.


2. Research steps are planned and sequenced appropriately.


3. Research techniques are applied.


Gathering information, reading, interviewing, using appropriate electronic sources.


4. Information is evaluated for relevance.


5. Information is classified, categorised and sorted.





6. Research findings are analysed and presented in the appropriate format.

SPECIFIC OUTCOME 5

Function in a team.

ASSESSMENT CRITERIA


1. Active participation takes place in group-learning situations.


Meetings, site/field visits, excursions, discussions, activities, workshops.


2. Responsibilities in the team are taken up and group work conventions are applied in learning situations.


Supervision, mentoring, rotation of roles: conducting, chairing, recording, reporting.


3. Conflict management and negotiating techniques are practised.


4. Team work results in meaningful product or outcomes.


Reaching consensus, completed projects/assignments.

SPECIFIC OUTCOME 6

Reflect on how characteristics of the workplace and occupational context affect learning.

ASSESSMENT CRITERIA


1. Features of the occupational environment are described and discussed.


Workplace/occupational focus: Services, manufacturing, financial, educational. Organisation type: Government, parastatal, heavy/light industry, large organisation, small business.


2. Ways in which these features affect learning processes and/or application of learning are described and discussed.


Technological resources, communication resources, communication strategies and multilingual needs in




relation to necessary client or colleague interaction.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Providers of learning towards this unit standard will need to meet the accreditation requirements of the GENFETQA. Moderation Option: The moderation requirements of the GENFETQA must be met in order to award credit to learners for this unit standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Learners can understand and explain that language has certain features and conventions, which can be managed for learning purposes. Learners are aware that there are skills, strategies and resources which will facilitate learning. They are familiar with the workplace context in which their learning will be applied.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems: using learning programme material and learning tasks to solve problems.

UNIT STANDARD CCFO WORKING

Working effectively with others and in teams: using interactive speech and roles in activities, discussions and projects.

UNIT STANDARD CCFO ORGANIZING

Organise and manage oneself and one`s activities responsibly and effectively: through organisation of learning materials and assignments.

UNIT STANDARD CCFO COLLECTING

Collecting, analysing, organising and critically evaluating information: through application of information processing skills in study.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematical and/or language skills in formal and informal learning situations.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically: using electronic media for learning.

UNIT STANDARD CCFO DEMONSTRATING

Reflect on and explore a variety of strategies to learn more effectively.

UNIT STANDARD CCFO CONTRIBUTING

Explore education and career opportunities.

UNIT STANDARD ASSESSOR CRITERIA

It should be noted that these 5 credits do not necessarily represent 50 notional hours of learning time for learners. As a standard aimed at facilitating learning, these outcomes should be integrated into the delivery of a specific learning programme. They should also be assessed in context of the specific learning programme, or any workplace training. The assessment of successful application of learning strategies and




techniques will be done through integrated assessment in relation to the designated outcomes of the learning programme. The development of assessment tasks aimed directly at assessing these outcomes is optional.

UNIT STANDARD NOTES

This unit standard will be replaced by unit standard 119467 which is "Use language and communication in occupational learning programmes", Level 3, 5 credits, as soon as 119467 is registered.

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

8973 LG AdP 311006 - AgriSeta - Home Page- · PDF fileUse language and communication in occupational learning programmes 3 Primary Agriculture NQF Level 3 Unit Standard No: 8973 Version: