U N D e R S T A N D B A S I C S o I L F e R T I L I T y A N D P L A N T N U T R I T I o N

NQF Level: 2 US No: 116053
Facilitator Guide
Primary Agriculture
U n de r st an d
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F e r t ilit y a n d
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Facilitator: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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The availability of this product is due to the financial support of the National
Department of Agriculture and the AgriSETA.
Understand basic soil fertility and plant nutrition
2
Primary Agriculture NQF Level 2 Unit Standard No: 116053
B ef o r e yo u g et st ar t ed
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: Understand basic soil fertility and plant nutrition

US No: 116053 NQF Level: 2 Credits: 5
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 Plant Production 48975 2 120
National Certificate in Animal Production 48976 2 120
National Certificate in Mixed Farming Systems 48977 2 120
Please mark the learning program the learners are enrolled in:
Note to Facilitator:
If you are presenting
Are you enrolled in a: Y N
this module as part of
Learnership? a full qualification or
Skills Program? learnership, please
ensure that you have
Short Course?
familiarised yourself
with the content of the
qualification.
Please explain the above concepts to the learner.
There are three guides, namely the Learner Guide, 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.
M a k e t h i s a n e n j oy a b l e l e a r n i n g e xp e r i e n c e !
Version: 01 Version Date: July 2006

3
C o n t ex t o f A p p lic at io n
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, Small stock production, Natural resources harvesting,

Hydroponic production, Large stock production, Organic production,
Perma-culture production, Dairy production, Perma-culture production,
Agronomy, Pig production, Eco/Agri Tourism,
Horticulture, Poultry production, Agro Chemicals,
Natural resources harvesting. Game, Horse Breeding,
Aqua / mari culture, Etc.
Commercial insects
Animal fibres harvesting,
Bee keeping.

4
H o w t o u se t h is g u id e
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 Facilitators Tip

activities, whether group or
individual activities will be
described in this box.
My Notes
You can use this box for your own notes/comments.
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5
Wh at & H o w will yo u b e F ac ilit at in g ?
The Learning Experience .............................................................................. 6
Learning assumed to be in place... 6
Learning Program Time Frames ................................................................... 7
Tips for level of learning ............................................................................... 8
Facilitators Checklist & Training Aids .......................................................... 9
Contextualisation of Content! ....................................................................... 10
Session 1: The properties and structure of soil ........................................ 11
Session 2: The role of minerals in soil health and its relation to plant
12
production ...............................................................................
Session 3: The basic symptoms of nutritional deficiencies in crops ......... 13
Session 4: Procedures for the preparation of nutrients ........................... 14
What will I do differently next time? 15

6
T h e L ear n in g E x p er ien c e
When you have achieved this unit standard, you will be able to:
Apply basic soil nutrient preparations in a safe, effective and responsible

manner for the benefit of plant/crop growth with consideration to the
environment.
Gain specific knowledge and skills in soil nutrient and preparation and will be
able to operate in a plant production environment implementing sustainable
and economically viable production principles.
Learners will specifically be able to:
Accurately prepare and measure the appropriate quantity and quality of

required soil nutrient preparations.
Take an appropriate sample for nutrient analysis.
Understand the properties of soil and soil composition.
Identify and interpret the basic symptoms of nutritional deficiencies in crops.
Learners will also gain basic knowledge of:
Fertilisers, mixtures, single, etc. if appropriate.

Nutrient sources such as organic, compost, etc.
Soil conservation.
Soil preparation and improvement.
Sampling (soil, leaf, and fruit).
Basic soil properties.
Learning Assumed to be in Place:

It is assumed that a learner attempting
this unit standard will show competence
against the following unit standards or Remember to do a
equivalent: diagnostic assessment of
the learners prior learning
NQF 1: Fertilise soil and attend to and ensure that they are
basic plant nutrition. starting at the correct
level.
NQF 1: Collect agricultural data.
NQF 2: Demonstrate a basic understanding of the structure and functions of

a plant.

7
L ear n in g P r o g r am T ime F r ames

Total time Activities
Theoretical learning Practical learning time
allocated to be
time allocated (hours) allocated (hours)
(hours) completed
Complete
Program
(including 50 20 29 N/A
summative
assessment)
Learner
1 hour
Orientation and N/A
(60 minutes) (30 minutes) (30 minutes)
Ice Breaker
Purpose,
Introduction and 1 hour
N/A
Learner (60 minutes) (30 minutes) (30 minutes)
Directions
12 hours 4 hours 8 hours

Session 1 1

Session 2 2

Session 3 3

Session 4 4
Preparation for
Assessment & 1 hour N/A N/A N/A
revision
My Notes
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8
T ip s f o r lev el o f lear n in g
Remember the following before you get started:
Typically, a learning programme leading to the award of a qualification or unit

standards at this level should develop learners who demonstrate an ability to:-
Work and learn in a disciplined manner in a well-structured and supervised

environment.
Manage their time effectively.
Develop sound working relationships and an ability to work effectively as part
of a group.
Express an opinion on given information clearly in spoken and written form.
Collect, organise and report information clearly and accurately.
Use their knowledge to select and apply known solutions to well-defined
routine problems.
Use a variety of common tools and instruments; apply literacy and numeracy
skills to a range of different but familiar contexts.
Understand the environment within which he/she operates in a wider context.
Gain knowledge of one or more areas or fields of study, in addition to the
fundamental areas of study.
My Notes
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9
F ac ilit at o r s C h ec klist & T r ain in g A id s

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

10
Documentation checklist:
Attendance Register
Course Evaluation
Learner Course Evaluation
Portfolios of evidence
C o n t ex t u alisat io n o f C o n t en t !
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?

11
S e s s i on 1 T h e pr ope r t i e s a n d
s t r u c t u r e of s oi l
Learner After completing this session, the learner should be able to:
Guide: SO 3: Understand the properties of soil and soil composition.
Page 8
Concept (SO 3) Time frame Activities related to the concept
Soil structure and texture are

identified using elementary tests
and observations, and based on
this information the learner is
able to express an opinion on its
condition and remediation.
The composition of soil based Activity 1

on elementary tests and (120 minutes) Activity 1
observations is identified and,
based on these results an
opinion regarding the condition
of the soil and its fertility
requirements is demonstrated.
The role of minerals in soil

health and how this relates to
plant production is described.
Please allow learners to complete Activity 1 in their Learner Guides
Type of activity Resources
1. Identify and research Learner workbook, Stationary, Shovel, soil, glass

beaker, water, something to stir with glass rod
or spoon, ruler or measuring tape, Soil texture
triangles.
Instructions to give to the learners
Go outside and take a representative soil sample with a spade. Give a demonstration to the students
as how to handle and mix the soil and water. Individual work and group discussion. Complete
activity as per workbook instructions.

12
S e s s i on 2 T h e r ol e of m i n e r a l s i n s oi l
hea l th
Guide: SO 2: Take an appropriate sample for nutrient analysis.
Page 19
An appropriate sample is taken

according to prescribed procedures.
The sample is labelled according to Activity 2

required procedures. (120 minutes) Activity 2
The sample is prepared and

packaged according to specified
procedures.
2 Explore and research Learner workbook, Stationary, plastic bags, cardboard

boxes, permanent marker, soil augers, Request form for soil
analysis. Request form for nutrient analysis.
Physical taking of soil samples. Give a demonstration to the students as how to handle the auger
correctly. Individual work and group discussion. Complete activity as per workbook instructions.
Physical taking of plant samples. Give a demonstration to the students as how to handle the
scissors correctly. Individual work and group discussion. Complete activity as per workbook
instructions.

13
S e s s i on 3 T h e b a s i c s y mp t oms of
n u t r i t i on a l d e f i c i e n c i e s
Guide: SO 3: Identify and interpret the basic symptoms of nutritional
Page 27 deficiencies in crops.
The colour change on plant leaves,

and/or fruit/ plant abnormalities, is
interpreted and related to the specific
macro-element deficiencies compared 0.5 hours
Activity 3
with healthy plants. (30 minutes)
Steps are taken (or explain the steps

needed) to rectify basic deficiencies.
3.1 Identify, explore and discussion Learner workbook, Stationary, Healthy and
nutrient deficient seedlings/plants from the same
species, Illustrations or descriptions on nutrient
deficiencies.
Individual work and group discussion on if and why it is difficult to identify nutrient deficiencies.
Complete activity as per workbook instructions.

14
S e s s i on 4 P r oc e d u r e s f or t h e
a p p l i c a t i on of n u t r i e n t s
Guide: SO 1: Accurately prepare and measure the appropriate and quality of
Page 34 required soil nutrient preparations.
Activities related to the

Concept (SO 1) Time frame
concept
Identify the appropriate nutrients for a

specific context is demonstrated.
Prepare and collect the correct amount

of the appropriate nutrients from the
storage area of an agricultural
production environment is
demonstrated (in the case of Activity 4
conventional systems, this would (60 minutes) Activity 4
involve selecting the appropriate
fertiliser; for organic systems it would
involve storing manure optimally and
making compost with due
understanding of the processes
outlined in the NQF 1 unit standard).
Measure the required amount of soil

nutrient accurately is demonstrated.
4.1 Calculation Learner workbook, Stationary, Calculator.

Learner workbook, Stationary, Empty food tins
210 g capacity, Limestone ammonium nitrate
(28%), Potassium chloride (50%), Super-
phosphate (21%), 2:3:2 (22%), measuring
scale.
Individual work. Group discussion afterwards. Go outside and explore in the fertilizer shed. Individual
work and group discussion. Complete activity as per workbook instructions.

15
Wh at will I d o d if f er en t ly n ex t t ime?
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:
Motivate how or why

What will I do differently next time?
(Give examples, reasons, etc.)
1.
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.
Recommended Changes to Address the

Difficulties I had with the Unit Standard
Difficulty
6.
7.
8.
9.
10.

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NQF Level: 2 US No: 116053

Pick one Pick one

Title: Understand basic soil fertility and plant nutrition

Title ID Number NQF Level Credits Mark

Version: 01 Version Date: July 2006

Examples relevant to the commodity,

Including operating procedures of the farm,

Including agricultural practice specific requirements,

The contextualisation of the learning material is a very important step in

According to the qualifications mentioned on page 2, this module could be

Plant Production Animal Production

Organic production, Small stock production, Natural resources harvesting,

Version: 01 Version Date: July 2006

Instructions regarding Facilitators Tip

Version: 01 Version Date: July 2006

Wh at & H o w will yo u b e F ac ilit at in g ?

The Learning Experience .............................................................................. 6

Learning assumed to be in place... 6

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

Tips for level of learning ............................................................................... 8

Facilitators Checklist & Training Aids .......................................................... 9

Contextualisation of Content! ....................................................................... 10

Session 1: The properties and structure of soil ........................................ 11

Session 3: The basic symptoms of nutritional deficiencies in crops ......... 13

Session 4: Procedures for the preparation of nutrients ........................... 14

What will I do differently next time? 15

Version: 01 Version Date: July 2006

Apply basic soil nutrient preparations in a safe, effective and responsible

Learners will specifically be able to:

Accurately prepare and measure the appropriate quantity and quality of

Learners will also gain basic knowledge of:

Fertilisers, mixtures, single, etc. if appropriate.

Learning Assumed to be in Place:

NQF 2: Demonstrate a basic understanding of the structure and functions of

Version: 01 Version Date: July 2006

L ear n in g P r o g r am T ime F r ames

12 hours 4 hours 8 hours

12 hours 4 hours 8 hours

12 hours 4 hours 8 hours

11 hours 7 hours 4 hours

Version: 01 Version Date: July 2006

Typically, a learning programme leading to the award of a qualification or unit

Work and learn in a disciplined manner in a well-structured and supervised

Version: 01 Version Date: July 2006

F ac ilit at o r s C h ec klist & T r ain in g A id s

Qualification Knowledge I have familiarised myself with the

Version: 01 Version Date: July 2006

Version: 01 Version Date: July 2006

Concept (SO 3) Time frame Activities related to the concept

Soil structure and texture are

The composition of soil based Activity 1

The role of minerals in soil

Please allow learners to complete Activity 1 in their Learner Guides

Type of activity Resources

1. Identify and research Learner workbook, Stationary, Shovel, soil, glass

Instructions to give to the learners

Version: 01 Version Date: July 2006

Concept (SO 2) Time frame Activities related to the concept

An appropriate sample is taken

The sample is labelled according to Activity 2

The sample is prepared and

Please allow learners to complete Activity 2 in their Learner Guides