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: 

Recognise pests, diseases and weeds on crops 
SAQA US ID UNIT STANDARD TITLE
116204  Recognise pests, diseases and weeds on crops 
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 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 
A learner achieving this unit standard will be able to understand the basic anatomy of an insect, the different life cycles and how insects and diseases cause damage. Furthermore, the learner will be able to recognize and report on insects, disease symptoms and common weeds.

Learners will gain an understanding of sustainable agricultural practices as applied in the animal-, plant and mixed farming sub fields. This unit standard focuses on the application of pest control in primary agriculture.

They will be able to participate in, undertake and plan farming practices with knowledge of their environment. This unit standard will instil a culture of maintenance and care for both the environment as well as towards farming infrastructure and operations. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
No learning is assumed. 

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 
Distinguish between insects and other classes of animals. 
OUTCOME RANGE 
Other classes of animals include but are not limited to mammals, arachnids etc. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
The broad classification of animals is explained. 

ASSESSMENT CRITERION 2 
The broad classification of insects is explained. 

ASSESSMENT CRITERION 3 
The basic difference between the broad classifications of insects is described. 
ASSESSMENT CRITERION RANGE 
Includes but is not limited to that some insects are winged while others are not winged.
 

SPECIFIC OUTCOME 2 
Describe the general anatomy of an insect and where the crop damaging appendages are found. 
OUTCOME RANGE 
General anatomy includes but is not limited to head, thorax, abdomen, etc. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
The different broad anatomical parts of an insect are explained. 

ASSESSMENT CRITERION 2 
The difference between an insect and other animal classes is broadly described. 

ASSESSMENT CRITERION 3 
The location of the mouthparts is discussed. 

ASSESSMENT CRITERION 4 
The different types of mouthparts found are described. 

ASSESSMENT CRITERION 5 
The different types of appendages found on the abdomen are described. 

SPECIFIC OUTCOME 3 
Explain the different life cycles of an insect. 
OUTCOME RANGE 
Life cycles include but are not limited to complete and incomplete metamorphosis. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
The different life cycles in the life of an insect are described. 

ASSESSMENT CRITERION 2 
The difference between the two is explained. 

ASSESSMENT CRITERION 3 
A complete metamorphosis is explained by using an example. 

ASSESSMENT CRITERION 4 
An incomplete metamorphosis is explained by using an example. 

ASSESSMENT CRITERION 5 
The affect of these lifecycles on the control methods applied is discussed. 

SPECIFIC OUTCOME 4 
Identify and explain the damage insects cause. 
OUTCOME RANGE 
Damage includes but is not limited to biting, chewing, laying eggs etc. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
The damage caused by the feeding habits of certain insects is described. 

ASSESSMENT CRITERION 2 
The damage caused by certain insects by stinging or laying their eggs into the crop or animal it attacks is described. 

ASSESSMENT CRITERION 3 
The damage caused by certain insects by being vectors for other pests and diseases is discussed. 

ASSESSMENT CRITERION 4 
How this affects the methods of control of these insects is explained. 

SPECIFIC OUTCOME 5 
Scout for insects (pests and beneficial insects), disease symptoms and weeds. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
Pests and beneficial insects on specific crops are recognized and reported. 

ASSESSMENT CRITERION 2 
Observe and report on any Damage, or disease symptoms is reported and observed. 

ASSESSMENT CRITERION 3 
Monitoring of pests after chemical application is supported. 

ASSESSMENT CRITERION 4 
Hygiene measures (personal, equipment and plant) are applied. 

SPECIFIC OUTCOME 6 
Recognize that not all insects are pests, and that not all pests are insects. 
OUTCOME RANGE 
Pests include but are not limited to insects and animals causing problems on crops in other agricultural enterprises. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
The difference between problem insects and beneficial (predatory) insects is discussed. 

ASSESSMENT CRITERION 2 
The fact that other animal classes can be pests to agricultural enterprises is explained. 

ASSESSMENT CRITERION 3 
How the presence of beneficial insects affects the control methods of pests is briefly explained. 

SPECIFIC OUTCOME 7 
Name what causes diseases in plants and explain the basic life cycles of microbial diseases. 
OUTCOME RANGE 
Plant diseases can include but are not limited to deficiency diseases or microbial diseases such as those caused by fungi, bacteria or viruses. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
The differences between symptoms of plant deficiencies and plant diseases are explained. 

ASSESSMENT CRITERION 2 
The different microbes that result in plant diseases are discussed. 

ASSESSMENT CRITERION 3 
The basic life cycles of fungal diseases are discussed. 

ASSESSMENT CRITERION 4 
How a virus affects a plant is described. 

ASSESSMENT CRITERION 5 
The nature of a bacterial disease is described. 

SPECIFIC OUTCOME 8 
Explain the ways in which insects, diseases and weeds can spread. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
The factors playing a role in the spreading of insects, diseases and weeds are identified. 

ASSESSMENT CRITERION 2 
The role of each of the factors is explained. 


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 thy 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:
  • Insect anatomy.
  • Categories and types of pests.
  • Pest levels that cause economic loss.
  • Common plant diseases.
  • Common pests.
  • Common predators.
  • Common beneficial insects.
  • Common diseases.
  • Life cycle of an insect.
  • Natural enemies.
  • Ways of spreading.
  • Contamination.
  • Implication of contamination on the quality and marketability of the product.
  • Importance of hygiene.
  • Scouting procedure. 

  • 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:
  • Identify and explain the damage insects cause.
  • Notice and report insects (pests and beneficial insects), disease symptoms and weeds to the supervisor.
  • Recognize that not all insects are pests, and that not all pests are insects. 

  • UNIT STANDARD CCFO ORGANISING 
    Self-management: Relates to specific outcomes:
  • Distinguish between insects and other classes of animals.
  • Describe the general anatomy of an insect and where the crop damaging appendages are found.
  • Explain the different life cycles of an insect.
  • Identify and explain the damage insects cause.
  • Notice and report insects (pests and beneficial insects), disease symptoms and weeds to the supervisor.
  • Recognize that not all insects are pests, and that not all pests are insects. 

  • UNIT STANDARD CCFO COLLECTING 
    Interpreting Information: Relates to specific outcomes:
  • Describe the general anatomy of an insect and where the crop damaging appendages are found.
  • Explain the different life cycles of an insect.
  • Identify and explain the damage insects cause.
  • Notice and report insects (pests and beneficial insects), disease symptoms and weeds to the supervisor.
  • Recognize that not all insects are pests, and that not all pests are insects. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communication: Relates to specific outcomes:
  • Distinguish between insects and other classes of animals.
  • Describe the general anatomy of an insect and where the crop damaging appendages are found.
  • Explain the different life cycles of an insect.
  • Identify and explain the damage insects cause.
  • Notice and report insects (pests and beneficial insects), disease symptoms and weeds to the supervisor.
  • Recognize that not all insects are pests, and that not all pests are insects. 

  • UNIT STANDARD CCFO SCIENCE 
    Science and Technology: Relates to specific outcomes:
  • Distinguish between insects and other classes of animals.
  • Describe the general anatomy of an insect and where the crop damaging appendages are found.
  • Explain the different life cycles of an insect.
  • Identify and explain the damage insects cause.
  • Notice and report insects (pests and beneficial insects), disease symptoms and weeds to the supervisor.
  • Recognize that not all insects are pests, and that not all pests are insects. 

  • UNIT STANDARD CCFO DEMONSTRATING 
    The world as a set of related systems: Only basic as a particular level. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Self-development: Relates to specific outcomes:
  • Distinguish between insects and other classes of animals.
  • Describe the general anatomy of an insect and where the crop damaging appendages are found.
  • Explain the different life cycles of an insect.
  • Identify and explain the damage insects cause.
  • Notice and report insects (pests and beneficial insects), disease symptoms and weeds to the supervisor.
  • Recognize that not all insects are pests, and that not all pests are insects. 

  • 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  48971   National Certificate: Mixed Farming Systems  Level 1  NQF Level 01  Reregistered  2023-06-30  AgriSETA 
    Core  48972   National Certificate: Plant Production  Level 1  NQF Level 01  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. Africa Land - Use Training 
    2. Agricultural Research Council 
    3. AVCASA 
    4. Balemi Consulting Pty Ltd 
    5. Biofuels Business Incubators NPC 
    6. Bumunhu Services Providers Cc 
    7. Cedara College of Agriculture 
    8. Centurion Akademie (Pty) Ltd 
    9. Deloitte 
    10. Dew Crisp (PTY) Ltd 
    11. Dihwai Food Cultural and Agricultural Services 
    12. Dumela Poultry Solutions 
    13. Elsenburg Agricultural Training Institute 
    14. Escay Catering and other Services 
    15. Farm for Africa Training and Development 
    16. Fort Cox Agricultural College 
    17. GA Community Care Consultants 
    18. Goldfields FET College 
    19. Heedmorine Training 
    20. Hungweni Trading Cc 
    21. Impact Plus Training Consultants 
    22. Interactive Trading 747 ( PTY) LTD 
    23. Interstate Clearing 092 (Pty) Ltd 
    24. Intsukaze Training Center 
    25. Kgopane Trading Enterprise 
    26. KMK Training Services (PTY) Ltd 
    27. Knowledge For Ever 
    28. Koue Bokkeveld Training Centre 
    29. Leruo ke Matla Training and Enterprise Development Services 
    30. Lovedale Public TVET College 
    31. Madzivhandila Agricultural College 
    32. Mananthatshema Skills Dev. Centre 
    33. Matlharini Multi Centre Skills 
    34. Matotomana Training & Gen Trading 
    35. Mobile Agri Skills Development and Training NPC 
    36. Mogaladi Business Enterprise 
    37. Montshepetsa Bosui Farming & Training Cnt 
    38. Morwa Agri-development cc 
    39. Mpontshe Training 
    40. Mthashana FET College - Vryheid Campus 
    41. Mtk Corporation Solutions 
    42. Mvelo Consultant 
    43. National Institute For The Deaf 
    44. Ngwato Wa Mphela Agriculture Training Services 
    45. Nkalebetja Agricultural Projects and Management 
    46. Nophelo Training Centre 
    47. Novi General Services 
    48. P N K Management Services 
    49. Peritum Agri Institute 
    50. Phophi Na Tshikaho Trading Enterprise 
    51. Progressive Environmental Projects 
    52. Retsogile Education and Training 
    53. Scientific Roets (Pty) Ltd 
    54. Sekhukhune FET College - Central Office 
    55. Selipha Trading (Pty) Ltd 
    56. Setlakala Business Development 
    57. Sioma Training and Enterprise Developement 
    58. Siyafundisa I Africa 
    59. Siyasanga Training Centre 
    60. Skills Fusion 
    61. Suidwes Beleggings Eiendoms Beperk 
    62. Tau Fresh Products (Pty) 
    63. Thuto Boshwa Skills Development Services 
    64. Tinotsile Training and Development 
    65. Tompi Seleka Agricultural College 
    66. TPN Training and Recruitment cc 
    67. Tripple R Training Provider 
    68. Tshenkeng's Consulting 
    69. Umfolozi FET College 
    70. Umthombolwazi Consultants Cc 
    71. Vari Consulting 
    72. Voyano Project Management 



    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.