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: 

Demonstrate a basic understanding of the physiological functioning of the anatomical structures of the plant 
SAQA US ID UNIT STANDARD TITLE
116272  Demonstrate a basic understanding of the physiological functioning of the anatomical structures of the plant 
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 3  NQF Level 03 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2015-07-01  2018-06-30  SAQA 10105/14 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2019-06-30   2022-06-30  

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 identify and describe the physiological processes of the different anatomical structures of the plant.

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 
It is assumed that a learner attempting this unit standard will show competence against the following unit standards or equivalent:
  • NQF 2: Recognise and identify the basic functions of the ecological environment.
  • NQF 2: Demonstrate a basic understanding of the structure and functions of a plant. 

  • 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 
    Demonstrate an understanding of the structure and basic functioning of a plant cell. 
    OUTCOME RANGE 
    The structure of a plant cell refers to but is not limited to the cell wall, nucleus, cytoplasm, mitochondria and plastids. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The structure of a plant cell is illustrated and explained. 

    ASSESSMENT CRITERION 2 
    The functions of the different components of a plant cell are described. 

    ASSESSMENT CRITERION 3 
    The role of a plant cell in relation to plant growth is explained. 

    ASSESSMENT CRITERION 4 
    The role of the plant cell in relation to metabolic processes of the plant is described. 

    SPECIFIC OUTCOME 2 
    Describe the effect of the environmental on the physiology and germination of the seed. 
    OUTCOME RANGE 
    The environment may include but is not limited to water, temperature and light. Germination refers to the development of the seed after emerging from the seed coat. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The effect certain environmental factors have on seed germination is described. 

    ASSESSMENT CRITERION 2 
    The process of imbibitions and the rupturing of the seed coat is explained. 

    ASSESSMENT CRITERION 3 
    The role that the environment plays on the activation of endogenous hormones during germination is explained. 

    SPECIFIC OUTCOME 3 
    Describe the anatomy of the root and stem in relation to its function in the translocation of water and nutrients. 
    OUTCOME RANGE 
    The anatomy refers to the different microscopic parts of the root and stem. Anatomical structures refers to: a) root and root hairs, root cap, root cells, vascular bundles; b) stem - vascular bundles (consisting of xylem, phloem and cambium), Translocation refers to the movement of water and nutrients to the entire plant. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The basic anatomy of the root is illustrated. 

    ASSESSMENT CRITERION 2 
    The characteristics of the xylem vessels and how it functions in the movement of water up a plant is explained. 
    ASSESSMENT CRITERION RANGE 
    Transport refers to movement of water and nutrients from the roots up.
     

    ASSESSMENT CRITERION 3 
    The transport of organic food by the phloem vessels is explained. 

    ASSESSMENT CRITERION 4 
    The role of the cambium in the growth of the vascular bundles is explained. 

    SPECIFIC OUTCOME 4 
    Demonstrate an understanding of the anatomy and physiology of a leaf. 
    OUTCOME RANGE 
    The structure of the leaf includes but is not limited to cuticle, mesophyln, stomata and vascular bundles. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The basic anatomical structure of a leaf is explained. 

    ASSESSMENT CRITERION 2 
    An understanding of the function of stomata and its role in gaseous exchange and transpiration is demonstrated. 

    ASSESSMENT CRITERION 3 
    The different types of leaf-hairs and their role in transpiration and plant protection is described. 
    ASSESSMENT CRITERION RANGE 
    Plant protection by leaf-hairs refers to specialised cells, which act to reduce transpiration or exude chemicals to protect against insects.
     

    SPECIFIC OUTCOME 5 
    Identify and describe the anatomical structures of a flower in relation to fruit and seed development. 
    OUTCOME RANGE 
    Anatomical structures of a flower may include but is not limited to sepals, pistils and petals. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The structure of a flower in relation to pollination is described and illustrated. 

    ASSESSMENT CRITERION 2 
    The process of pollination and the importance of cross-pollination in relation to agricultural systems is explained. 
    ASSESSMENT CRITERION RANGE 
    Pollination refers to but is not limited to the transfer of pollen to the stigma by insects.
     

    ASSESSMENT CRITERION 3 
    The process of fertilization of the ovule and the development of the fruit is explained. 

    ASSESSMENT CRITERION 4 
    The development of seeds 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 
    It is assumed that a learner attempting this unit standard will show competence against the following unit standards or equivalent:
  • The learner should be able to identify and describe the various parts of the plant.
  • The function of the various parts of the plant.
  • A learner should realise that the environment plays an important role in the functioning of a plant.
  • A learner should be aware that nature plays a role in the anatomical functions of plants.
  • A learner should know that all functions and structured of a plant are interrelated. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem Solving: Relates to all outcomes. 

    UNIT STANDARD CCFO WORKING 
    Teamwork: Relates to all outcomes. 

    UNIT STANDARD CCFO ORGANISING 
    Self-Management: Relates to all outcomes. 

    UNIT STANDARD CCFO COLLECTING 
    Interpreting Information: Relates to all outcomes. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communication: Relates to all outcomes. 

    UNIT STANDARD CCFO SCIENCE 
    Use Science and Technology: Relates to all outcomes. 

    UNIT STANDARD CCFO DEMONSTRATING 
    The world as a set of related systems: Relates to all outcomes. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Self-development: Relates to all 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  49052   National Certificate: Plant Production  Level 3  NQF Level 03  Reregistered  2018-06-30  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. AVCASA 
    2. Balemi Consulting Pty Ltd 
    3. Bumunhu Services Providers Cc 
    4. Cedara College of Agriculture 
    5. Elsenburg Agricultural Training Institute 
    6. Impact Plus Training Consultants 
    7. KayDee Project Management Cc 
    8. KMK Training Services (PTY) Ltd 
    9. Mananthatshema Skills Dev. Centre 
    10. Matotomana Training & Gen Trading 
    11. Mobile Agri Skills Development and Training NPC 
    12. Morwa Agri-development cc 
    13. Mvelo Consultant 
    14. National Institute For The Deaf 
    15. Sekhukhune FET College - Central Office 
    16. Setlakala Business Development 
    17. Skills Fusion 
    18. Suidwes Beleggings Eiendoms Beperk 
    19. Tompi Seleka Agricultural College 
    20. TPN Training and Recruitment cc 
    21. Tripple R Training Provider 
    22. Vari Consulting 



    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.