SAQA All qualifications and part qualifications 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 THAT HAS PASSED THE END DATE: 

Demonstrate a basic understanding of the structure and function of a plant in relation to its environment 
SAQA US ID UNIT STANDARD TITLE
116199  Demonstrate a basic understanding of the structure and function of a plant in relation to its environment 
ORIGINATOR
SGB Primary Agriculture 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 01 - Agriculture and Nature Conservation Primary Agriculture 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 1  NQF Level 01  4 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 
The learner will be able to demonstrate an elementary understanding of the parts of a plant and their basic function.

Learners will gain specific knowledge and skills in plant anatomy and physiology and will be able to operate in a plant production environment implementing sustainable and economically viable production principles.

They will be capacitated to gain access to the mainstream agricultural sector, in plant production, impacting directly on the sustainability of the sub-sector. The improvement in production technology will also have a direct impact on the improvement of agricultural productivity of the sector. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
No learning assumed to be in place. 

UNIT STANDARD RANGE 
Whilst range statements have been defined generically to include as wide a set of alternatives as possible, all range statements should be interpreted within the specific context of application.

Range statements are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are only as a general guide to scope and complexity of what is required. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Locate and identify the different parts of a plant. 
OUTCOME RANGE 
Plant parts may include but are not limited to roots, stems, leaves, flowers, fruits and seeds. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
The basic structure of a plant is illustrated. 

ASSESSMENT CRITERION 2 
The roots of a plant are identified and described. 

ASSESSMENT CRITERION 3 
The stem of a plant is identified. 

ASSESSMENT CRITERION 4 
The leaves on a plant and their appearance are described and discussed. 

ASSESSMENT CRITERION 5 
The position of the flowers is located and described. 

ASSESSMENT CRITERION 6 
The different types of flowers are discussed. 

ASSESSMENT CRITERION 7 
The different fruit and seeds are described. 

SPECIFIC OUTCOME 2 
Describe the role of the different parts of the plant. 
OUTCOME RANGE 
The role refers to the function of the parts of the plant but are not limited to roots, stems, leaves, flowers, fruits and seeds. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
The role of the roots in relation to the plant and its environment is described. 

ASSESSMENT CRITERION 2 
The role of the stem and its function is described. 

ASSESSMENT CRITERION 3 
The basic function of the leaves in relation to the plant is explained. 

ASSESSMENT CRITERION 4 
The role of the flowers is described. 

ASSESSMENT CRITERION 5 
The function of the fruit and seeds is described. 

ASSESSMENT CRITERION 6 
The pollination of flowers with reference to self- and cross-pollination is discussed. 

SPECIFIC OUTCOME 3 
Describe how the plant relates to the environment. 
OUTCOME RANGE 
The environment refers to but is not limited to soil, water, sunlight and air. the relationship refers to but is not limited to roots and soil for water-uptake, sunlight for green leaves and air for carbon dioxide and oxygen exchange 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
The root in relation to its environment is described. 

ASSESSMENT CRITERION 2 
How the root functions in the uptake of water and nutrients from the growing media is described very basically. 
ASSESSMENT CRITERION RANGE 
Growing medium refers, but is not limited to soil, hydroponics, etc.
 

ASSESSMENT CRITERION 3 
The importance of sunlight, water and nutrients for plant growth, fruit and seed production is described. 

ASSESSMENT CRITERION 4 
The difference between male and female flowers and how this influences fruit production is described. 

ASSESSMENT CRITERION 5 
The reproduction cycle of a plant with reference to different types of plants is explained. 
ASSESSMENT CRITERION RANGE 
Includes but is not limited to monoecious (single sex plants) or dioecious (both sexes on plant) plants.
 

ASSESSMENT CRITERION 6 
Pollination with reference to environmental factors is described. 


UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
The assessment of qualifying learners against this standard should meet the requirements of established assessment principles.

It will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which the qualifying learners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment, formative and summative assessment, portfolios and observations etc.

The assessment should ensure that all the specific outcomes; critical cross-field outcomes and essential embedded knowledge are assessed.

The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.

Essential embedded knowledge must be assessed in its own right, through oral or written evidence and cannot be assessed only by being observed.

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

Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.

Performance of specific outcomes must actively affirm target groups of qualifying learners, not unfairly discriminate against them. Qualifying learners should be able to justify their performance in terms of these values.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard or assessing this unit standard must be accredited as a provider with the relevant ETQA.

    > Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The person is able to demonstrate a basic knowledge of:
  • The names and functions of the different parts of a plant and its composition.
  • The characteristics and properties of the life cycle of a plant.
  • Sight and touch is utilised to identify the parts and functions of the different plants.
  • Purpose of identifying parts and functions of plants in different environments.
  • The procedures required when producing plants in different planting media.
  • The laws of nature are understood regarding plants and their environment.
  • The relationship between plants and their different environments. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to specific outcomes:
  • Describe the role of the different parts of the plant.
  • Describe how the plant relates to the environment. 
    		•

    UNIT STANDARD CCFO WORKING 
    Teamwork: relates to all specific outcomes. 

    UNIT STANDARD CCFO ORGANISING 
    Self-Management relates to all specific outcomes. 

    UNIT STANDARD CCFO COLLECTING 
    Interpreting Information relates to specific outcomes:
  • Describe the role of the different parts of the plant.
  • Describe how the plant relates to the environment. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to all specific outcomes. 

    UNIT STANDARD CCFO SCIENCE 
    Science and Technology relates to all specific outcomes. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Inter relatedness: relates to specific outcomes. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Self-Development relates to all specific outcomes. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  48972   National Certificate: Plant Production  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  AgriSETA 


    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.
     
    1. Agri Learn 
    2. AVCASA 
    3. Balemi Consulting Pty Ltd 
    4. Barrier Free General Trading CC 
    5. Biofuels Business Incubators NPC 
    6. Bokamoso Impact Investment 
    7. Bumunhu Services Providers Cc 
    8. Calvin Projects Managements PTY LTD 
    9. Cedara College of Agriculture 
    10. Deloitte 
    11. DEW CRISP PTY LTD 
    12. Dihwai Food Cultural and Agricultural Services 
    13. Escay Catering and other Services 
    14. Evening Flame Trading 107 
    15. Fort Cox Agricultural College 
    16. GA Community Care Consultants 
    17. Goldfields FET College 
    18. Heedmorine Training 
    19. Hortiserve 
    20. Igalelo Lebhubesi Consultants 
    21. Impact Plus Training Consultants 
    22. Kgopane Trading Enterprise 
    23. Kimbali Holdings 
    24. KMK Training Services (PTY) Ltd 
    25. Knowledge For Ever 
    26. Koue Bokkeveld Training Centre 
    27. Longmore Training and Developen 
    28. Lovedale TVET College 
    29. Madzivhandila Agricultural College 
    30. Maishamalema Development Training 
    31. Mananthatshema Skills Dev. Centre 
    32. Marang Women in Agric and Development 
    33. Mathapuso Construction and Projects 
    34. Matlharini Multi Centre Skills 
    35. Matotomana Training & General Trading 
    36. Medu Skills Consultants 
    37. Mobile Agri Skills Development and Training NPC 
    38. Mogaladi Business Enterprise 
    39. Montshepetsa Bosui Farming & Training Cnt 
    40. Morwa Agri-development cc 
    41. Mpontshe Training 
    42. Mvelo Consultant 
    43. National Institute For The Deaf - NID 
    44. NFS Services (Pty) Ltd 
    45. Ngwato Wa Mphela Agriculture Training Services 
    46. Nkalebetja Agricultural Projects and Management services 
    47. Nophelo Training Centre 
    48. Novi General Services 
    49. Owen Sithole College of Agriculture 
    50. P N K Management Services 
    51. Phill Skills and Development Institute 
    52. Progressive Environmental Projects 
    53. Retsogile Education and Training 
    54. SA Entrepreneurship Skills Development And Training (Pty) Ltd 
    55. SBJ Shadikamang Agriculture 
    56. Scientific Roots (Pty) Ltd 
    57. Sego Hludi Trading Enterprise 
    58. Sekhukhune FET College - Central Office 
    59. Selipha Trading (Pty) Ltd 
    60. Setlakala Business Development 
    61. Seza Bantu Rural Agricultural Projects 
    62. Sioma Training and Enterprise Developement 
    63. Siyafundisa I Africa 
    64. Siyasanga Training Centre 
    65. Suidwes Beleggings Eiendoms Beperk 
    66. Tau Fresh Products (Pty) 
    67. The Skills Development Hub (Pty) Ltd 
    68. Thuletu Training Centre 
    69. Thuto Boshwa Skills Development Services 
    70. Tinotsile Training and Development 
    71. Tlatlana Events Solution and Communication 
    72. TM Mashwara and Projects 
    73. Toeprint Events 
    74. Tompi Seleka Agricultural College 
    75. TPN Training and Recruitment cc 
    76. Tripple R Training Provider 
    77. Tshenkeng's Consulting 
    78. Ty Thavhakhulu Trading and Projects Pty Ltd 
    79. Umfolozi FET College 
    80. Vari Holdings (Pty)Ltd 
    81. Virtual Intergrated Academy (Pty) Ltd 
    82. Voyano Project Management 
    83. Women and Agricultural Training 
    84. Working Decisions Cc 
    85. Zintle's Rural Development Cc 


    All qualifications and part qualifications 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.