Primary Agriculture Assess the Influence of the ... · Assess the influence of the environment onsustainable livestock production 3 Primary Agriculture NQF Level 1 Unit Standard No:

FFaacciilliittaattoorr GGuuiiddee PPrriimmaarryy AAggrriiccuullttuurree

NQF Level: 1 US No: 13356

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

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

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

AAsssseessss tthhee IInnfflluueennccee ooff tthhee EEnnvviirroonnmmeenntt

oonn SSuussttaaiinnaabbllee LLiivveessttoocckk

PPrroodduuccttiioonn

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

Version: 01 Version Date: July 2006

22Assess the influence of the environment on sustainable livestock production

Primary Agriculture NQF Level 1 Unit Standard No: 13356

BBeeffoorree yyoouu ggeett ssttaarrtteedd…… Dear Facilitator,

This Facilitator Guide (together with the relevant Learner Guide) is aimed at facilitators who will be assisting learners wishing to complete the following unit standard:

Title: Assess the influence of the environment on sustainable livestock production

US No: 13356 NQF Level: 1 Credits: 4

This guide contains all necessary facilitation instructions to ensure that learners will attain the expected competencies required by the above-mentioned unit standard. This guide is designed to be used during the presentation of a learning session based on this unit standard. The full unit standard is attached at the end of this guide as well as at the end of the relevant Learner Guide. Learners are advised to read the unit standard at their time. Please discuss the unit standard with the learners to ensure that they understand what is expected from them to achieve the outcomes of the unit standard.

This unit standard is one of the building blocks in the qualifications listed below. Please mark the qualification you are currently facilitating, because that will be determined by the context of application:

Title ID Number NQF Level Credits Mark

National Certificate in Animal Production 48970 1 120

National Certificate in Mixed Farming Systems 48971 1 120

National Certificate in Pant Production 48972 1 120

Please mark the learning program the learners are enrolled in:

Are you facilitating a: Yes No

Learnership?

Skills Program?

Short Course?

Please explain the above concepts to the learner.

There are four guides, namely the Learner Guide, the Learner Workbook, the Assessor Guide and the Facilitator Guide. These guides have been developed to address specific aspects of the learning experience. You therefore need to use these guides complementally to one another.

MMaakkee tthhiiss aann eennjjooyyaabbllee lleeaarrnniinngg eexxppeerriieennccee!!

Note to Facilitator: If you are presenting this module as part of a full qualification or learnership, please ensure that you have familiarised yourself with the content of the qualification.




CCoonntteexxtt ooff AApppplliiccaattiioonn …… Primary Agriculture is a diverse sector and a wide range of commodities is being produced for both national and international market. Each commodity has its own production requirements and practices. You will be facilitating the learning process within a specific context where a specific agricultural commodity is being produced. The learning material has been written in a generic manner, as it is aimed to be available on national level and should be relevant to be applied within a variety of commodities. It is therefore inclusive of all agricultural commodities and crop in this field. Therefore, the examples that are being used in the materials may not always be applicable to your specific community, commodity, environment or region.

This presents you, the facilitator, with the challenge to contextualise the learning material. It is imperative that you, the Facilitator and Assessor interpret and present activities, case studies and projects related to the material in such a way that learners can easily identify and apply their knowledge within their own context. This will require from you to add examples of crop, which are applicable to the community or farm. Learners must be guided with examples from their own communities, commodities, environment or regions. This should be done by complementing the learning material with:

Examples relevant to the commodity, Including commodity specific requirements, Including operating procedures of the farm, Including agricultural practice specific requirements, Agricultural markets, Guiding learners to write these specifics down in the learning guide, etc.

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

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

Plant Production Animal Production

• Organic production, • Hydroponic production, • Perma-culture production, • Agronomy, • Horticulture, • Natural resources harvesting.

• Small stock production, • Large stock production, • Dairy production, • Pig production, • Poultry production, • Game, • Aqua / mari culture, • Commercial insects • Animal fibres harvesting, • Bee keeping,

• Natural resources harvesting, • Organic production, • Perma-culture production, • Eco/Agri Tourism, • Agro Chemicals, • Horse Breeding, • Etc.




HHooww ttoo uussee tthhiiss gguuiiddee …… Throughout the guide information is given specifically aimed at you, the facilitator, to assist in the actual presentation of the learning material and/or facilitation of the learning process. Although this guide contains all the information required for attaining competency in this unit standard, references to additional resources, both printed and electronic, are provided for additional reference by the facilitator and further study by the learner.

Please note that the purpose of this information is merely to guide you, the facilitator, and is provided as a suggestion of possibilities. It remains the responsibility of every facilitator to re-assess the learner/s in each learning situation throughout the learning process in order to stay in touch with their specific learning needs. This should be the determining factor in the choice of the learning approach to follow.

Use the different boxes listed below for identification purposes:

Instructions regarding activities, whether group or individual activities, will be described in this box.

Facilitators’ Tip …

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

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WWhhaatt && HHooww wwiillll yyoouu bbee FFaacciilliittaattiinngg?? The Learning Experience … . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Environmental Influences & Sustainability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Learning Program Time Frames . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Tips for level of learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Facilitator’s Checklist & Training Aids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Contextualisation of Content! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Session 1: Environmental Factors Influencing the Veld . . . . . . . . . . . . . . . . . . . . . . 10

LG p6: Ecological factors that influence veld (soil, climate, topography); The significance of these ecological factors; The three major vegetation types (sweet veld, sour veld, mixed veld).

Session 2: Influence of Veld Composition on Livestock Feeding Preferences & Habits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

LG p13: Concept of veld composition investigated; Veld composition as a factor in veld management; Distinguish between palatable and un-palatable plants; Difference between browsing and grazing habits; Distinguish livestock preferences and needs in terms of grazing.

Session 3: Environmental Factors that Influence Livestock Selection . . . . . . . . . . . 12

LG p22: Investigate and explain the significance of environment as a factor influencing livestock selection; Livestock breeds and their requirements (characteristics); The rationalisation of the livestock industry in South Africa; Management of existing environmental factors.

Session 4: Supplementary Feeding Options for Livestock Production . . . . . . . . . . . 13

LG p29: The different ways of supplementary feeding are identified (green fodder, dry fodder, concentrates); The different types of cultivated pastures; Different grazing control practices on cultivated pastures; Licks as dietary supplements.

Session 5: Beneficial & Harmful Organisms that Influence Livestock Production . . 14

LG p35: The effects of internal and external parasites in livestock production; Noxious plants that hinder livestock production; Control options for internal and external parasites; Major livestock diseases; Control and treatment interventions and programs for livestock disease.

Session 6: Effects of Agricultural Management Practices on Sustainability . . . . . . 16

LG p52: Principles of veld management are explained; The concept of sustainability; Existing livestock production practices; Livestock production practices that enhance agricultural sustainability are identified and explained.

What will I do differently next time? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Excerpt: SAQA Unit Standard 13356




TThhee LLeeaarrnniinngg EExxppeerriieennccee…… When learners have achieved this unit standard, they will be able to:

identify and describe environmental factors influencing the veld;

assess the influence of veld composition on livestock feeding preferences and habits;

analyse and describe environmental factors that influence livestock selection;

identify and describe supplementary feeding for livestock production;

identify and describe harmful and beneficial organisms that influence livestock production; and

identify and assess the effects of agricultural management practices on the sustainability of the environment.

LLeeaarrnniinngg AAssssuummeedd ttoo bbee iinn PPllaaccee

No prior learning assumed to be in place.

EEnnvviirroonnmmeennttaall IInnfflluueenncceess && SSuussttaaiinnaabbiilliittyy Livestock is the largest agricultural sector in South Africa, with a population of some 13.8-million cattle and 28.8-million sheep. Stock breeders concentrate on the development of breeds that are well adapted to diverse climatic and environmental conditions.

Sustainable agriculture is more a way of life than a law or regulation. Each step you take benefits both you and your family, and helps preserve and protect the planet for future generations.

Sustainable agriculture is a way of raising food that is healthy for consumers and animals, does not harm the environment, is humane for workers and animals, provides a fair wage to the farmer, and supports and enhances rural communities.

Sustainability is the ability to provide for the needs of the world's current population without damaging the ability of future generations to provide for themselves. When a process is sustainable, it can be carried out over and over without negative environmental effects or impossibly high costs to anyone involved.




LLeeaarrnniinngg PPrrooggrraamm TTiimmee FFrraammeess

Total time allocated (hours)

Theoretical learning time

allocated (hours)

Practical learning time allocated (hours)

Activities to be completed

Complete Program (including summative

assessment)

40 hours 18.5 hours 13.5 hours in total 630 minutes activities

180 minutes site visit to a livestock environment

(10.5 hours for activities)

(3 hours site visit to livestock environment)

12

Learner Orientation and “Ice Breaker”

0.66 (40 minutes)

0.33 (20 minutes)

0.33 (20 minutes)

N/a

Purpose, Introduction and Learner Directions

0.50 (30 minutes)

0.25 (15 minutes)

0.25 (30 minutes)

N/a

Session 1 4.83 hours 3 hours 110 minutes activities (1.83 hours)

1-3


4-5

Session 3 5 hours 3 hours 120 minutes activities (2 hours)

6-7

Session 4 4 hours 3 hours 60 minutes activities (1 hour)

8


9-11

Session 6 3.92 hours 2.92 hours 60 minutes activities (1 hour)

12

Preparation for Assessment & revision

8 hours - -

N/a

TTiippss ffoorr lleevveell ooff lleeaarrnniinngg

Remember the following before you get started: This unit standard is aimed at level 1 learners.

A typical level 1 learner might be exposed to the world of work through this learning program for the first time.

Explain concepts and define words in a simple, clear and concise method throughout the learning program to help the learner where possible.

Take special care to facilitate for ALL learners. Allow them opportunities to share experiences, prior knowledge, translate into their mother tongue for each other and enjoy the learning process.

The examples given in this resource guide might be for a different geographical area or commodity to what the learner is exposed to – please adapt your examples accordingly.




FFaacciilliittaattoorr’’ss CChheecckklliisstt && TTrraaiinniinngg AAiiddss Learner support strategies:

Learners are supplied with all resources and aids as required by the programme – including: Objects & devices such as equipment, protective clothing, safety gear, etc. Learner Guides and Learner Workbook Visual aids, etc.

Use this checklist below during your preparation to ensure that you have all the equipment, documents and training aids for a successful session.

Preparation: Yes No

Qualification Knowledge – I have familiarised myself with the content of the applicable qualification

Unit Standard Knowledge – I have familiarised myself with the content of all aspects of the applicable unit standard

Content Knowledge – I have sufficient knowledge of the content to enable me to facilitate with ease

Application knowledge – I understand the programme matrix & have prepared for programme delivery accordingly

Contextualisation – I have included information which is specific to the commodity and practices related to the commodity

Ability to respond to learners background & experience – I have studied the learner demographics, age group, experience & circumstances & prepared for programme delivery accordingly

Enthusiasm & Commitment – I am passionate about my subject & have prepared my programme delivery to create a motivating environment with real commitment to success

Enterprise knowledge – I know & understand the values, ethics, vision & mission of the workplace & have prepared my programme delivery, reporting & administrative tasks accordingly.

Equipment check:

Learner guides x 1 per learner

Assessment guides x 1 per learner

Writing materials & stationary (facilitator & learner)

White board & pens

Flip chart paper

Proxima projector & screen

Laptop & programme disk

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

Safety gear as prescribed by unit standard and applicable legislation




Documentation checklist:

Attendance Register

Course Evaluation

Learner Course Evaluation

Portfolios of evidence

CCoonntteexxttuuaalliissaattiioonn ooff CCoonntteenntt!! Go through this module and indicate what specific information / activities / examples should be included in this module?

Contextualisation

Commodity specific?

Operating procedures of the farm?

Agricultural practices?

Agricultural markets?




SSeessssiioonn 11

Concept (SO 1) Time frame

Activities related to the concept

Ecological Factors influencing veld 20 minutes

Activity 1.1 Question 1

Reasons for considering ecological factors & their influence on veld

30 minutes


What are the main types of veld? What are the differences between these veld types? What kinds of animals prefer to eat which type of veld?What type/s of veldt are found in your area?

60 minutes


Type of activity Resources Instructions to give to the

learners Conclusions

1.1 - Q 1: Brainstorm

Stationary Learner Workbook

As per workbook Ecological Factors influencing veldt

1.1 – Q 2: Class discussion


As per workbook Reasons for considering ecological factors & their influence on veldt

1.1 – Q 3: Make a list


As per workbook Distinguish between veldt types & animal preferences in terms of veldt composition

EEnnvviirroonnmmeennttaall FFaaccttoorrss IInnfflluueenncciinngg tthhee VVeelldd

After completing this session, the learner will be able to: SO 1: Identify and describe environmental factors influencing the veld.

Learner Guide:

Page 6

Please allow learners to complete Activity 1.1 in their workbooks

Re: Activity 1.1 - Q 1: Allow learners to explore ecological factors that influence the veldt. Encourage broad thinking and application. Explore how this will influence choice of livestock and grazing habits. Re: Activity 1.1 - Q 2: Lead a class discussion about the influence of ecological factors on the veldt and encourage learner participation as to the need for assessing it. Re: Activity 1.1 - Q 3: Allow time for learners to compile a list of their own. Emphasise the need for “own words” and “own interpretation”. Learners have to conclude that different veldt types are suitable to different animals. Revision: Allow time for learners to ask questions and comment at the end of the session




IInnfflluueennccee ooff VVeelldd CCoommppoossiittiioonn oonn LLiivveessttoocckk FFeeeeddiinngg SSeessssiioonn 22



What is veldt composition? Why do we consider veldt composition in veldt management? What are pioneer species? What are climax species? What do pioneer and climax species have to do with veldt management?

60 minutes

Activity 2.1

For a type of domestic animal, identify what plants that grow in your area are considered palatable” and “not-palatable” for this animal. Which of the palatable plants will this animal eat first and which will be its last choice?

30 minutes

Activity 2.2



2.1: Explain in own words


As per workbook Veld composition Veld management

2.2: Discussion with a partner


As per workbook Grazing suitable to a specific animal

After completing this session, the learner will be able to: SO 2: Assess and modify the influence of veld composition on livestock feeding preferences and habits.

Learner Guide:

Page 13

Please allow learners to complete Activities 2.1 & 2.2 in their workbooks

Re: Activity 2.1: Allow time for learners to compile a list of their own. Emphasise the need for “own words” and “own interpretation”. Learner4s have to see the role of veldt composition in veldt management and recognise the need for veldt management.

Re: Activity 2.2: Allow learners to explore these concepts on their own. Make it clear that learners have to base their answers on a choice of animal that they have made.

Revision: Allow time for learners to ask questions and comment at the end of the session




EEnnvviirroonnmmeennttaall FFaaccttoorrss tthhaatt IInnfflluueennccee LLiivveessttoocckk SSeelleeccttiioonn SSeessssiioonn 33

Concept (SO 1) Time frame Activities related to the concept

What kinds of domestic animals are suited to your area?

Why are these animals suited to your area?

What breed of this animal will be suited or most desirable?

Why would this breed of animal be chosen?

90 minutes Activity 3.1

Would it be possible to farm with different animals to the ones that are most suited to your area by including special supplementary feeds? How will these animals affect the environment?

If you had no choice but to farm with this animal, how would you prevent that it damages the environment?

30 minutes Activity 3.2

Type of activity Resources Instructions to give to

the learners Conclusions

3.1: Interview an SME

Stationary Learner Workbook Access to an SME

As per workbook Animal selection of a specific area

3.2: Investigation

Stationary Learner Workbook Access to an SME Access to literature

As per workbook The role of supplementary feeds in livestock farming

After completing this session, the learner will be able to: SO 3: Analyse and describe environmental factors that influence livestock selection.

Learner Guide:

Page 22

Please allow learners to complete Activities 3.1 & 3.2 in their workbooks

Re: Activity 3.1: Arrange with an SME to speak to the learners and encourage learners to conclude their answers at this time by asking the SME specific questions. Re: Activity 3.2: Allow time for learners to explore possibilities of farming with alternative animals to those most suited to an area and conclude strategies to feed theses animals supplementary feeds at specific times Revision: Allow time for learners to ask questions and comment at the end of the session




SSuupppplleemmeenntt FFeeeeddiinngg OOppttiioonnss ffoorr LLiivveessttoocckk PPrroodduuccttiioonn SSeessssiioonn 44



Choose an animal that you would like to farm with.

What supplementary feeds can you give this animal?

How and when will you give this animal these supplementary feeds?

If you had to let this animal graze on pastures, what would the pasture contain?

60 minutes

Activity 4.1



4.1: Research & Discover


As per workbook Pastures as supplementary feeds to animals Pasture management

After completing this session, the learner will be able to: SO 4: Investigate supplementary feeding options for livestock production.

Learner Guide:

Page 29


Re: Activity 4.1: Allow time for learners to explore possibilities of farming with alternative animals to those most suited to an area and conclude strategies to feed these animals supplementary feeds at specific times. Encourage that learners explore pastures as alternative feeds and think about pasture management. Encourage learners to come up with preventative strategies to prevent overgrazing and damage to pastures. Revision: Allow time for learners to ask questions and comment at the end of the session

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

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BBeenneeffiicciiaall && HHaarrmmffuull OOrrggaanniissmmss IInnfflluueenncciinngg LLiivveessttoocckk PPrroodduuccttiioonn SSeessssiioonn 55



What benefit would cattle have from the following creatures in their environment: The white Ibis (“Bosluisvoël”) and The Secretary bird

20 minutes

Activity 5.1

Which organisms and creatures can harm pigs? What do these organisms do to the pigs? How would you control these organisms if you had to farm with pigs?

60 minutes

Activity 5.2

As a group of small farmers, you notice that your chickens are dying and ill. You have heard of bird flu and when you read up about the disease, most of the symptoms are similar to those of your chickens. What are you supposed to do if you suspect that your chickens have bird flu? Who must you speak to about this?

60 minutes

Activity 5.3

After completing this session, the learner will be able to: SO 5: Identify and describe beneficial and harmful organisms that influence livestock production.

Learner Guide:

Page 35

Re: Activity 5.1: Present learners with examples of beneficial organisms and what this means. Now allow learners to conclude what the benefit of these creatures might be. Explore examples and influences of beneficial organisms not directly influencing the livestock, but related to the veldt as well. Re: Activity 5.2: All learners might not be familiar with pigs or understand the idea of organisms that do harm. First allow learners to share experiences where they were harmed by organisms such as “a spider bit me”, “a bee stung me”, “I got malaria”, and “I got tick-bite fever”. Now allow discussions regarding how similar organisms might influence livestock. This activity is interchangeable with other livestock and the question can be rephrased to be relevant to any other type of livestock. Re: Activity 5.3: Lead a group discussion and ask learners what they know about the subject. Almost all learners would have heard about Newcastle Disease or Avian Flu or Mad Cow disease… The concept that has to be brought across is that of alerting and reacting immediately upon the outbreak of communicable diseases. Revision: Allow time for learners to ask questions and comment at the end of the session






5.1: Case Study


As per workbook How beneficial organisms influence livestock

5.2: Research


As per workbook Harmful organisms are identified and it is understood how they do harm and how to prevent or limit their influence

5.3: Group Discussion


As per workbook Reporting & Reacting to Communicable diseases

Please allow learners to complete Activities 5.1 – 5.3 in their workbooks

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

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EEffffeeccttss ooff AAggrrii--mmaannaaggeemmeenntt PPrraaccttiicceess oonn SSuussttaaiinnaabbiilliittyy SSeessssiioonn 66



What would you do to make your business of farming with goats “sustainable” for yourself, your business, your community and your environment?

60 minutes

Activity 6.1



6.1: Group Discussion


As per workbook Reporting & Reacting to Communicable diseases

After completing this session, the learner will be able to: SO 6: Conduct an investigation into the effects of agricultural management practices on sustainability.

Learner Guide:

Page 52


Re: Activity 6.1: Explore the concept of sustainability with the learners. The level one learner should be very familiar with the concept of sustainability. Now put the scenario to them that they own their own goat farm and have suggest methods to be a sustainable business (economically), sustainably apply the land and animals that they have, and work toward assisting their community and not harming their environment.

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

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WWhhaatt wwiillll II ddoo ddiiffffeerreennttllyy nneexxtt ttiimmee?? Take some time to reflect on your own activities as facilitator of this Unit Standard. Then write down five of the most important lessons you have learnt and include a motivation:

What will I do differently next time? Motivate how or why (Give examples, reasons, etc.)

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2.

3.

4.

5.

As facilitator, you have hands on experience in the application of the unit standard. And you might experience difficulties with the unit standard that the developers did not anticipate. Also, the unit standard will be revised at the end of the registration period. Your comments below can be an important contribution in the revision process and should be brought to the attention of either the AgriSETA ETQA manager or the SGB chairperson.

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

Difficulties I had with the Unit Standard Recommended Changes to Address the Difficulty

6.

7.

8.

9.

10.

EExxcceerrpptt:: SSAAQQAA UUnniitt SSttaannddaarrdd:: 1133335566 -- NNQQFF LLeevveell 11

Title: Assess the influence of the environment on sustainable livestock production

Field: Agriculture and Nature Conservation Sub-field: Primary Agriculture

US No: 13356 NQF Level: 1 Credits: 4

PPuurrppoossee ooff tthhee UUnniitt SSttaannddaarrdd::

A candidate credited with this competence will be capable to: identifying and describing environmental factors influencing the veld; assessing the influence of veld composition on livestock feeding preferences and habits; analysing and describe environmental factors that influence livestock selection; identifying and describe supplementary feeding for livestock production; identifying and describe harmful and beneficial organisms that influence livestock production; and identifying and assessing the effects of agricultural management practices on the sustainability of the environment.

SSppeecciiffiicc OOuuttccoommee ((SSOO)) 11:: Identify and describe environmental factors influencing the veld. Assessment Criterion (AC): 1. Ecological factors that influence the veld are identified. Assessment Criterion Range: Includes, among others, climate, soil and topography. Assessment Criteria (AC): 2. The significance of ecological factors that influence the veld

are explained. 3. The three major vegetation types are identified. Assessment Criterion Range: Sweetveld, sourveld and mixed veld. Assessment Criterion (AC): 4. The three major vegetation types are explained.

SSppeecciiffiicc OOuuttccoommee ((SSOO)) 22::

Assess and modify the influence of veld composition on livestock feeding preferences and habits. Assessment Criterion (AC): 1. The concept of veld composition is investigated. Assessment Criterion Range: Including the concept of pioneer and climax species Assessment Criteria (AC): 2. Veld composition as a factor in veld management is

explained. 3. Palatable and non-palatable species of plants are

distinguished. 4. Browsing and grazing habits are distinguished. 5. Livestock preferences and needs are distinguished.


Analyse and describe environmental factors that influence livestock selection. Assessment Criteria (AC): 1. The significance of environment as a factor influencing

livestock selection is investigated and explained. 2. Livestock breeds and their requirements (characteristics) are

analysed. 3. The regionalisation of the livestock industry as a factor

influencing livestock selection, is investigated and analysed. Assessment Criterion Range: National, provincial and local. Assessment Criterion (AC): 4. The management of existing environmental factors is

discussed. SSppeecciiffiicc OOuuttccoommee ((SSOO)) 44::

Investigate supplementary feeding options for livestock production. Assessment Criterion (AC): 1. The different ways of supplementary feeding are identified.

Assessment Criterion Range: Green/dry fodder and concentrates Assessment Criteria (AC): 2. Ways of supplementary feeding appropriate to the learners`

context are distinguished. 3. The different types of cultivated pastures are investigated. 4. Different grazing control practices on cultivated pastures are

distinguished. 5. Licks as dietary supplements are identified.


Identify and describe beneficial and harmful organisms that influence livestock production. Outcome Range: This includes all health and safety rules and practices prescribed: Assessment Criteria (AC): 1. Beneficial organisms are identified and described. 2. The effects of internal and external parasites in livestock

production are identified and described. 3. Noxious plants that hinder livestock production are identified

and described. Assessment Criterion Range: Poisonous plants and those which influence the quality of livestock products Assessment Criteria (AC): 4. Control options for internal and external parasites are

discussed. 5. Major livestock diseases are identified and described. 6. Control and treatment interventions and programmes for

livestock disease are discussed. Assessment Criterion Range: Including notifiable diseases


Conduct an investigation into the effects of agricultural management practices on the sustainability Assessment Criteria (AC): 1. Principles of veld management are explained. 2. The concept of sustainability is explained. 3. Existing livestock production practices are identified. 4. Livestock production practices that enhance agricultural

sustainability are identified and explained. 5. Livestock production practices that have a negative impact

on the sustainability of the environment are identified and explained.

CCrriittiiccaall CCrroossss--ffiieelldd OOuuttccoommeess ((CCCCFFOO)):: Identifying: Identify and solve problems in which responses

display that responsible decisions using critical and creative thinking have been made;

Working: Work effectively with others as a member of a team, group organisation and community;

Organizing: Organise and manage oneself and one`s activities responsibly and effectively;

Collecting: Collect, analyse, organise and critically evaluate information;

Communicating: Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation;

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

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Primary Agriculture Assess the Influence of the ... · Assess the influence of the environment onsustainable livestock production 3 Primary Agriculture NQF Level 1 Unit Standard No: