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: 

Interpret and illustrate permaculture principles 
SAQA US ID UNIT STANDARD TITLE
116109  Interpret and illustrate permaculture principles 
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 2  NQF Level 02 
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 
Learning in the field of Permaculture is provided for in this unit standard. The basic knowledge learners would have acquired at level 1 is built on, and learners such as emerging farmers, youth, scholars and amateur gardeners is provided with an understanding of Permaculture principles and the ability to use this knowledge in a Permaculture context is developed.

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 principles 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 standard or equivalent:
  • NQF 1: Identify and explain permaculture principles. 

  • 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 
    Explain the inter-relationship between different site components and resources in a Permaculture design. 
    OUTCOME RANGE 
    A Permaculture site design incorporates site resources and components into a holistic system that balances the inputs and outputs so that the total yield is considered rather than the yield of only one form of production. Site components refer to, but are not limited to, the forms of production and elements of a design, such as nurseries, water harvesting, orchards, aquaculture, and so on. The components of a site will differ from one context to another.

    Inputs refer to the needs of a component. For example, a nursery requires an adequate supply of water, potting sleeves and shelter. The outputs of a component refer to the products or characteristics of a component. For example, a nursery provides seedlings, water run-off and characteristically it is a relatively warm, humid environment.

    Site resources refer to the specific living and non-living, as well as tangible and intangible parts of a landscape that can be used. These include, but are not restricted to, sun, wind, soil, water, human energy, time, climate, animals, information and plants. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Site components are correctly identified and described, and their outputs linked with the needs of at least two other site components in a specific context. For example, the outputs of a vegetable garden include vegetable clippings - these could be linked to a worm farm and compost heap. 

    ASSESSMENT CRITERION 2 
    The needs of specific site components are linked to the outputs of at least two other site components in a specific context. For example, chickens need food and additional protein, and the worm farm and the clippings from vegetable beds could meet these needs. 

    ASSESSMENT CRITERION 3 
    The living site resources in a specific context are identified and their characteristics identified. 

    ASSESSMENT CRITERION 4 
    The non-living resources in a specific context, and their characteristics, are identified. 

    SPECIFIC OUTCOME 2 
    Define important functions in a Permaculture design and illustrate how these can be met in a number of ways. 
    OUTCOME RANGE 
    Important functions in a Permaculture context refer to the principle purpose of the specific design, and these may vary from one context to another. For example, the functions in a domestic environment could be to provide food for the table as well as a modest income, as well as to provide energy to cook food and heat water, and to provide water to meet the needs of the household and the food/animal production areas. However, the principle purpose of a community food garden could be to generate income, which means that the species selected for cultivation should generate as high an income as possible. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The purpose of the Permaculture design is identified and explained. 

    ASSESSMENT CRITERION 2 
    The principle functions of the Permaculture design are identified. 

    ASSESSMENT CRITERION 3 
    Two or more ways to support each principle function are identified. For example, the family's water needs could be met by harvesting water into a tank as well as through the municipal supply. Harvesting wood from a woodlot as well as using solar energy could meet the family's energy needs. 

    SPECIFIC OUTCOME 3 
    Monitor and support the use of biotic and abiotic resources in a Permaculture system. 
    OUTCOME RANGE 
    Biotic resources include, but are not restricted to plants, animals, insects, micro-organisms and birds. Abiotic resources include, but are not restricted to, the mineral and water cycles, succession, energy flow, climate, altitude, latitude and wind. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Biotic resources are identified and explained. 

    ASSESSMENT CRITERION 2 
    Abiotic resources are identified and explained. 

    ASSESSMENT CRITERION 3 
    The role of plants in soil fertility is explained and demonstrated in at least to contexts. 
    ASSESSMENT CRITERION RANGE 
    The application can be demonstrated in any of the following ways, as determined by the context: legumes are interplanted with other crops; a guild is established by selecting the appropriate species; green manure is planted between crop plantings; compost is made and applied correctly; the appropriate form of liquid nutrients are prepared and applied.
     

    ASSESSMENT CRITERION 4 
    The role of animals in soil fertility is explained and demonstrated. 
    ASSESSMENT CRITERION RANGE 
    The application can be demonstrated in any of the following ways, as determined by the context: manure is used in double digging; liquid manure is prepared and applied; manure is used in the making of compost; or, domestic livestock is used in an animal tractor system.
     

    ASSESSMENT CRITERION 5 
    Wind direction and the areas vulnerable to wind damage are identified. 

    ASSESSMENT CRITERION 6 
    The geographic placement of a site is explained. 
    ASSESSMENT CRITERION RANGE 
    Geographic placement refers to climate, latitude, altitude, slope, wind and distance from large bodies of water.
     

    SPECIFIC OUTCOME 4 
    Interpret ecological processes and cycles that can be used in a Permaculture system. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The role of micro-organisms in soil health is explained. 

    ASSESSMENT CRITERION 2 
    At least three species, one of which should be earthworms, are identified in soil and their role in soil health explained. 

    ASSESSMENT CRITERION 3 
    Organic waste is recycled appropriately for the specific context. This can include a worm farm, compost heap or as food for domestic animals or fowls. 

    ASSESSMENT CRITERION 4 
    Trees are planted correctly. 

    ASSESSMENT CRITERION 5 
    Sources of mulch are identified, harvested and applied. 

    ASSESSMENT CRITERION 6 
    Bare soil is identified and mulched with available and appropriate material. 


    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:
  • Describe and explain the inter-relationship between different site elements and resources in a Permaculture design.
  • Monitor and support the use of biotic and abiotic resources in a Permaculture system. 

  • UNIT STANDARD CCFO WORKING 
    Teamwork: relates to specific outcome:
  • Monitor and support the use of biotic and abiotic resources in a Permaculture system. 

  • UNIT STANDARD CCFO ORGANISING 
    Self-management: relates to specific outcomes:
  • Describe and explain the inter-relationship between different site elements and resources in a Permaculture design.
  • Monitor and support the use of biotic and abiotic resources in a Permaculture system. 

  • UNIT STANDARD CCFO COLLECTING 
    Interpreting Information: relates to specific outcomes:
  • Describe and explain the inter-relationship between different site elements and resources in a Permaculture design.
  • Interpret ecological processes and cycles that can be used in a Permaculture system.
  • Describe and illustrate sustainable living practices that reflect Permaculture ethics. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communication: relates to specific outcomes:
  • Describe and explain the inter-relationship between different site elements and resources in a Permaculture design.
  • Interpret ecological processes and cycles that can be used in a Permaculture system.
  • Describe and illustrate sustainable living practices that reflect Permaculture ethics. 

  • 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 specific outcomes:
  • Describe and explain the inter-relationship between different site elements and resources in a Permaculture design.
  • Describe and illustrate sustainable living practices that reflect Permaculture ethics. 

  • 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  48977   National Certificate: Mixed Farming Systems  Level 2  NQF Level 02  Reregistered  2023-06-30  AgriSETA 
    Elective  48975   National Certificate: Plant Production  Level 2  NQF Level 02  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. Balemi Consulting Pty Ltd 
    2. Bumunhu Services Providers Cc 
    3. BW SKILLS DEVELOPERS PTY LTD T/A BUSINESS WORLD 
    4. Cedara College of Agriculture 
    5. ELSENBURG AGRICULTURAL COLLEGE 
    6. Escay Catering and other Services 
    7. Heedmorine Training 
    8. Impact Plus Training Consultants 
    9. KayDee Project Management Cc 
    10. Kgopane Trading Enterprise 
    11. Kimbali Holdings 
    12. KMK Training Services (PTY) Ltd 
    13. Leruo ke Matla Training and Enterprise Development Services 
    14. Madzivhandila Agricultural College 
    15. Maishamalema Development Training 
    16. Mananthatshema Skills Dev. Centre 
    17. Mathapuso Construction and Projects 
    18. Matotomana Training & Gen Trading 
    19. Mobile Agri Skills Development and Training NPC 
    20. Mogaladi Business Enterprise 
    21. Montshepetsa Bosui Farming & Training Cnt 
    22. Morwa Agri-development cc 
    23. Mpontshe Training 
    24. Mvelo Consultant 
    25. National Institute For The Deaf - NID 
    26. Ngwato Wa Mphela Agriculture Training Services 
    27. Nophelo Training Centre 
    28. Novi General Services 
    29. Phill Skills and Development Institute 
    30. Sekhukhune FET College - Central Office 
    31. Selipha Trading (Pty) Ltd 
    32. Setlakala Business Development 
    33. Siyafundisa I Africa 
    34. Siyasanga Training Centre 
    35. Suidwes Beleggings Eiendoms Beperk 
    36. Taletso FET College - Central Office 
    37. The Skills Development Hub (Pty) Ltd 
    38. Thuto Boshwa Skills Development Services 
    39. TM Mashwara and Projects 
    40. Tompi Seleka Agricultural College 
    41. TPN Training and Recruitment cc 
    42. Tripple R Training Provider 
    43. Unang Business Enterprise 
    44. Vari Holdings (Pty)Ltd 
    45. Westco Agri Training 
    46. Wildlife and Enviroment Society of South Africa 
    47. Zelpy 1382 (edms) Bpk 



    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.