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: 

Develop, implement and manage a permaculture site design 
SAQA US ID UNIT STANDARD TITLE
116405  Develop, implement and manage a permaculture site design 
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 5  Level TBA: Pre-2009 was L5  10 
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 primary purpose of this unit standard is to provide for specialisation in the field of Permaculture. It provides learners from a wide range of agricultural disciplines with an in-depth range of conceptual thinking skills and practical applications that contribute to sustainable living and agricultural practices. On completion of this Unit Standard learners will be able to plan an elementary sustainable system based on Permaculture principles.

The unit standard can be used as the foundation for skills development programmes in the field of sustainable agriculture as well as an elective component of other qualifications.

Learners will gain specific knowledge and skills in permaculture 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 demonstrate competence against the unit standards or equivalent:
  • NQF 4: Supervise the implementation of a Permaculture site design. 

  • 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 
    Optimise site resources and productivity by integrating elements on a specific site. 
    OUTCOME RANGE 
    Site resources include, but are not limited to, soil, water, plants, animals, air (wind), and energy (including human energy).

    Site elements refer to, but are not limited to, the components of a design, such as nurseries, water harvesting, orchards, aquaculture and other production areas. Different site designs will incorporate different elements because what is appropriate for one geographical area is not necessarily appropriate in another.

    Productivity refers to the balance between inputs and outputs, i.e. the total yield of the site is considered in a holistic sense, rather than individual elements in isolation. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    All relevant site resources are identified. 

    ASSESSMENT CRITERION 2 
    All site resources are fully utilised. 

    ASSESSMENT CRITERION 3 
    Sites needs (such as energy, water, income generation and fertile soil) are met in more than one way. 

    ASSESSMENT CRITERION 4 
    Site elements are appropriate for the conditions of the specific site. 

    ASSESSMENT CRITERION 5 
    Site elements have been analysed and their inter-relationships with other elements are established. 

    ASSESSMENT CRITERION 6 
    Zones and sectors are identified and located appropriately. 
    ASSESSMENT CRITERION RANGE 
    Zoning refers to ergonomic planning. Sectors refer to the potential threats on a particular site, including, but not limited to fire, flood, wind and theft.
     

    ASSESSMENT CRITERION 7 
    The slope, aspect, elevation and orientation of the site have been taken into account. 

    ASSESSMENT CRITERION 8 
    Biodiversity is developed. 

    SPECIFIC OUTCOME 2 
    Maximise the use of local biotic and abiotic resources on a specific site. 
    OUTCOME RANGE 
    Biotic resources refer to all living organisms. Abiotic resources refer to all aspects of the non-living environment and include, but are not limited to air, wind, sun, water, soil, and climate. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Inputs are sourced on-site, or locally, whereever possible. 

    ASSESSMENT CRITERION 2 
    Household, plant and animal wastes are recycled using living organisms, either through compost, mulch, worm farms or other appropriate means. 

    ASSESSMENT CRITERION 3 
    Local resources are used as building materials where appropriate. 

    ASSESSMENT CRITERION 4 
    Where appropriate, site energy needs are met through the harvesting of sunlight, wind, biogas and/or a woodlot. 

    ASSESSMENT CRITERION 5 
    Indigenous plant species that can perform specific functions are identified. 

    ASSESSMENT CRITERION 6 
    Appropriate living organisms (animals, insects and fowls) are selected to fulfil specific functions to achieve the enterprise plans. 

    SPECIFIC OUTCOME 3 
    Integrate ecological processes and cycles on a specific site. 
    OUTCOME RANGE 
    Ecological processes refer to energy flow and food webs, succession, and edge effects. Cycles refer to the mineral and water cycles. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A soil management plan is developed that incorporates the use of animal and plant wastes to create fertile soil. 

    ASSESSMENT CRITERION 2 
    An integrated pest control plan is created. 
    ASSESSMENT CRITERION RANGE 
    Integrated pest control may include, but is not restricted to: predator refuges, companion planting, guilds, and organic sprays.
     

    ASSESSMENT CRITERION 3 
    A plan to conserve and harvest water is developed. 
    ASSESSMENT CRITERION RANGE 
    Water conservation refers to water-wise practices, reducing water use, harvesting grey and black water, and preventing water pollution. Grey water refers to any water that has been used for washing or cleaning (and if harvested, it should contain no toxic chemicals). Grey water harvesting can be directly onto fruit-bearing plants, such as fruit trees, or onto other plants if it has gone through a series of flow forms or a similar purification process. Black water refers to human effluent or sewage.
     

    ASSESSMENT CRITERION 4 
    A plant succession plan is developed. 

    ASSESSMENT CRITERION 5 
    Appropriate plant species are selected to fulfil the primary functions of the site. 

    SPECIFIC OUTCOME 4 
    Integrate sustainable living practices into the plans for a specific site. 
    OUTCOME RANGE 
    Sustainable living practices refer to the integration of social, economic, political and abstract components:

    Social Components can include but are not limited to: Innovative settlement patterns such as eco-villages; the use of appropriate technology (e.g. solar energy, biogas digesters, flow forms for water purification, ram pumps, and wind energy); the dissemination of knowledge, skills and information.

    Economic components include, but are not limited to: Local Employment Trading Systems; the establishment of cooperative community markets; community-supported agriculture systems.

    Political components include, but are not limited to: The development of cluster groups as forums for discussion, representation and innovation. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The purpose and primary functions of the enterprise are identified and listed. 

    ASSESSMENT CRITERION 2 
    The needs of the surrounding community are identified, listed, and as appropriate, incorporated into the plans for the enterprise. 

    ASSESSMENT CRITERION 3 
    The local economy is supported through either purchasing from local suppliers or by trading informally (such as through a LETS programme). 

    ASSESSMENT CRITERION 4 
    The inputs used on the site are environmentally friendly and non-toxic (e.g. paints, chemicals, and cleaning agents). 

    ASSESSMENT CRITERION 5 
    The cost of implementing the design has been calculated. 

    ASSESSMENT CRITERION 6 
    A plan for the financial sustainability for the site has been developed. 


    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 chemical interactions between the roots of different plants.
  • The role of legumes in the nitrogen cycle.
  • The functions and attributes of the plants that form a guild.
  • The procedure and methods to make and apply liquid nutrients using manure and various plants.
  • The sources, properties and purposes of mulch.
  • The names and purposes of soil nutrients.
  • Organic sources of soil nutrients.
  • The attributes of altitude, latitude and slopes in relation to climate.
  • The properties of wind movements.
  • The influence large bodies of water have on local climate. 

  • 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:
  • Optimise site resources and productivity by integrating elements on a specific site.
  • Maximise the use of local biotic and abiotic resources on a specific site. 

  • UNIT STANDARD CCFO WORKING 
    Teamwork: relates to specific outcome:
  • Maximise the use of local biotic and abiotic resources on a specific site. 

  • UNIT STANDARD CCFO ORGANISING 
    Self-management: relates to specific outcomes:
  • Optimise site resources and productivity by integrating elements on a specific site.
  • Maximise the use of local biotic and abiotic resources on a specific site. 

  • UNIT STANDARD CCFO COLLECTING 
    Interpreting Information: relates to specific outcomes:
  • Optimise site resources and productivity by integrating elements on a specific site.
  • Integrate ecological processes and cycles on a specific site.
  • Integrate sustainable living practices into the plans for a specific site. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communication: relates to specific outcomes:
  • Optimise site resources and productivity by integrating elements on a specific site.
  • Integrate ecological processes and cycles on a specific site.
  • Integrate sustainable living practices into the plans for a specific site. 

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

    UNIT STANDARD CCFO DEMONSTRATING 
    The world as a set of related systems: relates to all 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 
    Supplementary information:

    Permaculture - A Designer's Manual, Tagari Publications, and Introduction to Permaculture, Tagari Publications, are used as the foundational texts for Permaculture Design. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  49010   National Diploma: Plant Production  Level 5  NQF Level 05  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.
     
    NONE 



    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.