SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Demonstrate knowledge of basic indigenous plant management

SAQA US ID	UNIT STANDARD TITLE
8387	Demonstrate knowledge of basic indigenous plant management
ORIGINATOR
SGB Nature Conservation
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 01 - Agriculture and Nature Conservation			Nature Conservation
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 5	Level TBA: Pre-2009 was L5	25
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2004-12-02	2007-12-02	SAQA 1657/04
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2008-12-02		2011-12-02

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This unit standard does not replace any other unit standard and is not replaced by any other unit standard.

PURPOSE OF THE UNIT STANDARD

This competence enables the qualifying learner to interpret the plant environment in an ecological context to assist managers in achieving predetermined management objectives. It also enables the qualifying learner to interpret the use of indigenous plants, to communicate the practical importance of cultural and biological diversity, and to disseminate information to potential users of indigenous plants. Achieving this unit standard will enhance the employability of the qualifying learner and forms the basis for knowledge required for further education in indigenous botany.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Mathematical Literacy and Communication ABET 4
Biology (Level 2)

UNIT STANDARD RANGE

Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity.

These are intended only as a general guide to scope and complexity of what is required.

UNIT STANDARD OUTCOME HEADER

Identify common and threatened indigenous plant

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Identify common and threatened indigenous plants, their parts and their uses in his/her area.

OUTCOME RANGE

For example / Range:

Be able to access resources to identify indigenous plants and their parts. To know what plants or their parts are utilised in the local area.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

METHOD OF ASSESSMENT:

Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

Integrated assessment:

It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

ASSESSMENT CRITERION RANGE

A range of assessment methods should be used, including:

Direct observation: watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions

Product sample: examine the outcomes previously produced by the practitioner

Simulation of a specific task: set a specific task for the practitioner to demonstrate in a simulated environment

Questioning (verbal or written): ask relevant questions linked to the unit standard

Testimony: collect a portfolio of evidence from suitable people (eg: reports from a third party)

SPECIFIC OUTCOME 2

Identify significant plant and animal associations and their fluctuations

OUTCOME RANGE

For example / Range:

Qualifying learner will be able to recognise and interpret interactions between plants and animals such as utilisation regimes as well as cause and effect situations due to the interaction between plant and animals. Associations should include community soil- aspect interactions and grass-tree interactions.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

ASSESSMENT CRITERION RANGE

A range of assessment methods should be used, including:

Direct observation: watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions

Product sample: examine the outcomes previously produced by the practitioner

Simulation of a specific task: set a specific task for the practitioner to demonstrate in a simulated environment

Questioning (verbal or written): ask relevant questions linked to the unit standard

Testimony: collect a portfolio of evidence from suitable people (eg: reports from a third party)

SPECIFIC OUTCOME 3

Interpret at a local level impacts and implications of management actions / inactions.

OUTCOME RANGE

For example / Range:

This includes aspects such as provision of artificial water, the impacts of fires and culling / introduction programmes.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

ASSESSMENT CRITERION RANGE

A range of assessment methods should be used, including:

Direct observation: watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions

Product sample: examine the outcomes previously produced by the practitioner

Simulation of a specific task: set a specific task for the practitioner to demonstrate in a simulated environment

Questioning (verbal or written): ask relevant questions linked to the unit standard

Testimony: collect a portfolio of evidence from suitable people (eg: reports from a third party)

SPECIFIC OUTCOME 4

Harvest plants according to management guidelines.

OUTCOME RANGE

For example / Range:

Correct species, plant parts and the correct numbers are harvested according to techniques acceptable to a specific area.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

ASSESSMENT CRITERION RANGE

A range of assessment methods should be used, including:

Direct observation: watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions

Product sample: examine the outcomes previously produced by the practitioner

Simulation of a specific task: set a specific task for the practitioner to demonstrate in a simulated environment

Questioning (verbal or written): ask relevant questions linked to the unit standard

Testimony: collect a portfolio of evidence from suitable people (eg: reports from a third party)

SPECIFIC OUTCOME 5

Ascribe values to common species

OUTCOME RANGE

For example / Range:

Use knowledge of local plants which are used / harvested to ascribe an economic value to the plant depending on the demand for the plant; its abundance as well as the ease and length of time it takes to propagate.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

ASSESSMENT CRITERION RANGE

A range of assessment methods should be used, including:

Direct observation: watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions

Product sample: examine the outcomes previously produced by the practitioner

Simulation of a specific task: set a specific task for the practitioner to demonstrate in a simulated environment

Questioning (verbal or written): ask relevant questions linked to the unit standard

Testimony: collect a portfolio of evidence from suitable people (eg: reports from a third party)

SPECIFIC OUTCOME 6

Propagate and re-introduce indigenous plants

OUTCOME RANGE

For example / Range:

Apply a variety of techniques to propagate various indigenous species which are utilised locally. Translocate these propagated plants into the prescribed areas in the wild with due consideration for genetic integrity

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

ASSESSMENT CRITERION RANGE

A range of assessment methods should be used, including:

Direct observation: watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions

Product sample: examine the outcomes previously produced by the practitioner

Simulation of a specific task: set a specific task for the practitioner to demonstrate in a simulated environment

Questioning (verbal or written): ask relevant questions linked to the unit standard

Testimony: collect a portfolio of evidence from suitable people (eg: reports from a third party)

SPECIFIC OUTCOME 7

Undertake basic plant monitoring techniques.

OUTCOME RANGE

For example / Range:

Have a basic working knowledge of monitoring techniques wheel point method, foot point method; line transects used to monitor woody and herbaceous layer and basic quadrant methods.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

ASSESSMENT CRITERION RANGE

A range of assessment methods should be used, including:

Direct observation: watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions

Product sample: examine the outcomes previously produced by the practitioner

Simulation of a specific task: set a specific task for the practitioner to demonstrate in a simulated environment

Questioning (verbal or written): ask relevant questions linked to the unit standard

Testimony: collect a portfolio of evidence from suitable people (eg: reports from a third party)

SPECIFIC OUTCOME 8

Explain management actions in the context of different ecological levels of complexity.

OUTCOME RANGE

For example / Range:

Levels of complexity should include inter alia the local environment; biosphere to niche; species to communities and their interactions; biodiversity.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.

Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

ASSESSMENT CRITERION RANGE

A range of assessment methods should be used, including:

Direct observation: watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions

Product sample: examine the outcomes previously produced by the practitioner

Simulation of a specific task: set a specific task for the practitioner to demonstrate in a simulated environment

Questioning (verbal or written): ask relevant questions linked to the unit standard

Testimony: collect a portfolio of evidence from suitable people (eg: reports from a third party)

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.

Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.

Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.

Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification.

Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution which is accredited by the relevant ETQA.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The qualifying learner is able to demonstrate a basic knowledge and understanding of ::

1. Plant structures, plant identification, associations, survival strategies and plant modifications.
2. Supervision of harvesting of local plants according to plant harvesting techniques and set quotas.
3. Map reading and interpretation / mapping.
4. Wet and dry cycles (climate).
5. Local medicinal and cultural uses.
6. Propagation and re-introduction of local plants.
7. Nutrients (micro/macro elements).
8. Basic concepts of veld types and management units at a landscape level.
9. Plant succession
10. Influence of soils on plant communities.
11. Plant monitoring techniques.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem solving

Information evaluation

Inter-relatedness of systems

UNIT STANDARD CCFO WORKING

Teamwork

UNIT STANDARD CCFO ORGANISING

Self-organisation and management

UNIT STANDARD CCFO COMMUNICATING

Communication

UNIT STANDARD CCFO SCIENCE

Use of science and technology

UNIT STANDARD NOTES

Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:

1. Maintaining essential ecological processes and life-support systems
2. Maintaining genetic, species and ecosystem diversity
3. Considering ecological and social rights and responsibilities, whilst ensuring sustainable utilisation of species and ecosystems
4. Thereby yielding the greatest sustainable and equitable benefit to present generations whilst maintaining the potential to meet the needs and aspirations of future generations.

The information shared in this Unit Standard should refer to the local environment. Training should be from a holistic perspective to give the qualifying learner an understanding of the inter relatedness in the environment.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	20416	National Certificate: Conservation: Natural Resource Management: Terrestrial	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Reregistered"	2008-03-12	Was CATHSSETA until Last Date for Achievement
Elective	22903	Bachelor of Environmental Education, Training and Development Practice	Level 6	Level TBA: Pre-2009 was L6	Passed the End Date - Status was "Reregistered"	2023-06-30	CHE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

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