Harvest Agricultural Crops - AgriSeta · Assessment Guide Primary Agriculture Harvest Agricultural Crops NQF Level: 2 US No: 116111 The availability of this product is due to the

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NQF Level: 2 US No: 116111

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

Assessor: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Workplace / Company: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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

Harvest Agricultural Crops: Procedures

Primary Agriculture NQF Level 2 Unit Standard No: 116111 22

Version: 01 Version Date: July 2006

BBeeffoorree wwee ssttaarrtt…… his assessment guide contains all necessary activities and instructions that will enable the assessor and

learner to gather evidence of the learner’s competence as required by the unit standard. This guide was designed to be used by a trained and accredited assessor whom is registered to assess this specific unit standard as per the requirements of the AgriSETA ETQA.

Prior to the delivery of the program the facilitator and assessor must familiarise themselves with content of this guide, as well as the content of the relevant Learner Workbook.

The assessor, facilitator and learner must plan the assessment process together, in order to offer the learner the maximum support, and the opportunity to reflect competence.

The policies and procedures that are required during the application of this assessment are available on the website of the AgriSETA and should be strictly adhered to. The assessor must familiarise him/herself with this document before proceeding.

This guide provides step-by-step instructions for the assessment process of:

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

Title ID Number NQF Level Credits Mark

National Certificate in Animal Production 48976 2 120

National Certificate in Mixed Farming Systems 48977 2 120

National Certificate in Plant Production 48975 2 120

Please mark the learning program you are enrolled in:

TT

Title: Harvest Agricultural Crops: Procedures

US No: 116111 NQF Level: 2 Credits: 4

Are you enrolled in a: Y N

Learnership?

Skills Program?

Short Course?

PPlleeaassee NNoottee::

This Unit Standard 116111 Assessment Guide must be read in conjunction with the generic Assessor Guide as prescribed and published by the AgriSETA.

NNoottee ttoo AAsssseessssoorr::

If you are assessing this module as part of a full qualification or learnership, please ensure that you have familiarized yourself with the content of the qualification.




Go outside to the tool shed and retrieve all the tools/equipment necessary for harvesting tomato fruits. Make a note in your workbook as to which tools/equipment you are going to use.

Check the tools/equipment to determine whether it is clean, unbroken and in working condition. Make notes on any problems you experienced in terms of a tool/equipment not functioning properly. Discuss in your group why it is important for tools/equipment to be clean and functional when retrieving it from the shed. Make notes of this discussion in your workbook.

Rectify any problems – again make notes in your workbook of what you did and how you did it

Model Answer(s): With the information in Session 1 in the Learner Guide, the learner should realize that they will need a tool to cut/clip the fruit from the stem as well as an appropriate container in which the picked fruit can be placed. They may also identify garden gloves for protection and should enquire about the appropriate container in which they can empty their full picking containers. A tractor with a trailer and bulk picking bins or smaller picking crates can be used for this. They have to note that caring for dirty, broken tools/equipment prolong the time needed before they can actually start to harvest.

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

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Instructions to learner:

Explore and discuss 11 SSOO 11

Learner Guide: Page 19 Facilitator Guide: Page 11




Now that the correct tools and equipment have been identified and taken care off (Activity 1.1), move to the tomato field.

Take your pruning shears and picking container and pick five fruit, each having the following colors: pale green, early light red, light red and full red. Take these fruit back to the pack house and sort them into the four colors. Remember to dip the pruning shears into the disinfectant bins on a regular basis. Why is this recommended?

Use a knife to slice the tomatoes, one of each of the four groups you have just sorted.

Take a picture of how the inside flesh look like. Past the pictures in your workbook and clearly label each picture. Taste each of the four fruits and write down your observations (does all of them taste the same, which colored fruit do you prefer).

Now place the remaining fruits in a windowsill, but keep the fruit in a group together. After a week, again cut open one fruit of each group, take pictures, taste and make notes. Repeat this until there are no more fruits left.

Now answer the following questions:

1. Did all the fruits finally turn full red?

2. The fruits, which were full red at harvest, did they last the whole four weeks or did they go bad at the end of week four?

3. Did you experience any difference in taste?

4. Which colour tomato did you prefer? Compare this answer to that of your classmates. If everybody did not prefer the same colored fruits, discuss why not.

Make sure to complete all the answers in your workbook.

Model Answer(s): On basis of the information in Session 2 and 3 in the Learner Guide, the learner should be able to identify the different coloured fruits and be able to separate them into these four colour groups. By slicing the fruits, they will see that the inside flesh is a firm jell. The facilitator should also pick and slice a few green fruits. These fruits do not have jelled inside yet and would therefore never ripen. By tasting the fruits, they can experience that different people prefer different tastes and based thereon, tomatoes can be picked having different colours because people’s tastes differ. Also, fruit of different colours (greener fruit) can be picked and it will turn full red over time. Full red fruit over time will go bad. These types of fruit should thus be used as soon as possible to get the best results in a dish.


Explore and discuss 22 SSOO 33





Attend the lecture presented by the local health worker. Make sure you understand why hygiene and person health can affect not only your ability to be able to work, but also the produce you work with. Summarize the advice that the health worker provided you with in your workbook.

Also get contact numbers of your local clinic and or hospital from the health worker and write it down in your workbook.

Summarize what you have learned about EurepGAP and HACCP and how it can help making produce fit and safe for human consumption.

Model Answer(s): See session 4 in the Learner Guide. Attend the lecture provided by the health worker and make notes of what was being said. Attend the lecture provided on EurepGAP and HACCP and make notes of what has been said.

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

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Explore and mark 33 SSOO 44





Visit (a) a maize field where maize grain is being harvested; (b) a cabbage field where cabbages are being harvested.

Make a note of the plant residue left on the field after harvesting the grain and cabbages.

Sit (under a tree) and discuss what can be done with the different plant residue. Write short notes in your notebook on what was discussed.

Model Answer(s): See session 5 in the Learner Guide. Uses of plant rests should be applicable to the farm. Take note that plant rests can play an important role in improving soil and moisture conditions.

MMyy NNootteess ……

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Explore, monitor and observe 44 SSOO 55

Learner Workbook: Page 42 Facilitator Guide: Page 17




SSuummmmaattiivvee TTeesstt aanndd AAttttiittuuddee && AAttttrriibbuuttee EEvvaalluuaattiioonn

efore the knowledge test is undertaken, the learner must be reminded of what is expected from him / her in terms of summative and reflexive competence. Read

and explain to the learner, the Preparation for Your Final Assessment section in the learner workbook. Learners and assessor should sign off this section to acknowledge that this step was completed.

Please set up a knowledge test from the questions given as a guideline to learners and supply each learner with a test sheet.

Supply each report with the following heading:

Questions Model Answers

1. Why is it important to know your crop, when it comes to harvesting?

♦ One has to know your crop to determine what part is going to be harvested and therefore what tools and equipment would be needed during the harvest process.

2. Name the two ways of harvesting and give two applicable crop examples.

♦ Hand harvesting – mainly fruits and vegetables

♦ Machine harvesting – mainly grains, cotton etc.

♦ See session 1 in learner guide for more information.

3. Explain why it is important to clean, take care of and maintain the harvesting tools and equipment in good working condition.

♦ See session 1.5 in learner guide

♦ Basic answer is to prolong the life span of it, and to ensure that one can start harvesting promptly. (Now more time fixing it when you could already have started with the harvesting).

4. Give some general safety tips on how to use harvesting tools and equipment.

♦ See session 1.6 in learner guide.

BB

Unit Standard: 116111 NQF Level: 2

Learner Name:




5. Give some advice on storage of harvesting tools and equipment.

♦ See session 1.8 in leaner guide.

6. Why is it important to report accidents and problems during the harvesting process?


♦ Learner should show the ability to take responsibility of their actions and see that by doing that, they can prevent future problems.

7. Explain how you would determine if a) citrus, b) tomatoes and c) maize grain are ready for harvesting


♦ The students should be able to clearly distinguish between using maturity indexing, colour and moisture content as ways to determine the correct time for harvesting.

8. Explain how you would take a representative a) citrus fruit and b) maize grain sample.


9. What the function of the samples is as explained in question 8?

♦ The samples help to determine whether the crop is ready for harvesting.

10. Is it advisable to leave freshly picked vegetable and fruit produce in the sun for long periods of time before moving it to the pack house/shed? If not, why not?

♦ These produce still contain large quantities of moisture. By leaving it in the sun, the water from the fruit, leaves, etc. evaporates, leaving limp and soft produce with a shortened shelf life.

11. Is it advisable to leave freshly harvested grain in the open where it is exposed to the sun and other elements for long periods of time before moving it to the silo? If not, why not?

♦ In the case of grains, the product is already dry and more sunshine will not harm it. In this case sheltering it from rain is more important as water can cause the rotting thereof.

12. Give some advice on safety gear and principles to follow when harvesting a crop.


13. Give some advice on personal hygiene and health aspects which should be taken care off before being allowed to participate in the harvesting of a crop.





14. Do you think it is unfair or unimportant to report health or hygiene problems you experience with your group leader or employer when you are harvesting?

♦ Just another way to ask the previous question. The learner should show insight and responsibility for their actions and that they realize that what they do, or do not do, can affect the health of the products they work with as well as the health of the end consumer.

15. a) Do you think the plant rest resulting from the harvest process should be called waste? b) Give some uses of these plant rests

♦ No, because it can be used in the making of compost, as animal feed, to protect the soil surface (mulch) etc. These are degraded (not fit for human consumption) but still useful. See session 5 in learner guide.

16. Name some of the waste (not plant rests) generated during the harvesting process or directly after harvesting.

♦ The waste materials referred to here is non degradable or waste that degrades very slowly. See session 5 in learner guide.

17. What can be done with the waste as named in question 16?

♦ Better strategies should be followed to prevent the occurrence of such waste. See session 5 in learner guide.

♦ (Also note that this waste can be re-used.)




Assessment Feedback Form

Comments / Remarks

Feedback to learner on assessment and / or overall recommendations and action plan for competence:

Feedback from learner to assessor:

Assessment Judgement You have been found:

Competent

Not yet competent in this unit standard

Actions to follow:

Assessor report to ETQA

Learner results and attendance certification issued

Learner’s Signature:

Date:

Assessor’s Signature:

Date:

Moderator’s Signature:

Date:

Documents

Harvest Agricultural Crops - AgriSeta · Assessment Guide Primary Agriculture Harvest Agricultural Crops NQF Level: 2 US No: 116111 The availability of this product is due to the