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: 

Identify and prepare soils for landscaped planting 
SAQA US ID UNIT STANDARD TITLE
119696  Identify and prepare soils for landscaped planting 
ORIGINATOR
SGB Ornamental Horticulture and Landscape 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 01 - Agriculture and Nature Conservation Horticulture 
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 person credited with this unit standard will be able to:
  • Recognize the main components of soils
  • Understand the specific properties of various soil types
  • Add organic and synthetic enrichments to the soil
  • Prepare an area for planting 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Demonstrate knowledge of communication and numeracy at Abet Level 3 

    UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Recognise the differences between topsoil and sub soil and explain why topsoil should be conserved. 
    OUTCOME RANGE 
    The range includes but is not limited to:
  • Topsoil - organic residue, humus, darker colour, smoother texture, water retention, stockpiling.
  • Sub soil - no organics or humus, lighter colour, rougher texture. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The main differences between topsoil and subsoil are described. 

    ASSESSMENT CRITERION 2 
    Typical examples of topsoil and subsoil are identified. 

    ASSESSMENT CRITERION 3 
    The benefits of planting in topsoil as opposed to subsoil are explained. 

    ASSESSMENT CRITERION 4 
    The reasons for stockpiling topsoil are detailed. 

    SPECIFIC OUTCOME 2 
    Identify the three main soil types and their characteristics. 
    OUTCOME RANGE 
    The range includes but is not limited to:
  • Sand - large particles, rough texture, predominantly macro pores, good drainage and aeration, poor water retention.
  • Loam - mixture of small and large particles, moderate drainage and aeration, good water retention.
  • Clay - fine particles, smooth texture, mostly micro pores, poor drainage and aeration, lengthy water retention. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Examples of the 3 main soil types are identified. 

    ASSESSMENT CRITERION 2 
    The particle sizes and textures of each soil type are defined. 

    ASSESSMENT CRITERION 3 
    The factors that influence water retention in the 3 soil types are described. 

    ASSESSMENT CRITERION 4 
    The role that the particle size plays in determining the infiltration rate of a soil is explained. 

    ASSESSMENT CRITERION 5 
    The relationship between particle size and water ret tension of various soil types are outlined. 

    SPECIFIC OUTCOME 3 
    Demonstrate an understanding of the importance of tilling and digging an area prior to planting. 
    OUTCOME RANGE 
    The range includes but is not limited to: Tilling, rotavating, single digging, double digging, breaking compaction, improving friability. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The benefits of tilling or digging a soil prior to planting are explained. 

    ASSESSMENT CRITERION 2 
    The various methods of loosening and turning soil and the depth that each achieves, are demonstrated. 

    SPECIFIC OUTCOME 4 
    Demonstrate an understanding of the importance of adding soil enrichments to the ground before planting. 
    OUTCOME RANGE 
    The range includes but is not limited to:
  • Organic - compost, peat moss, sawdust, bark, peanut shells, manure, guano, bone meal, improve water retention, friability, condition of soil, slow release of nutrients.
  • Inorganic / synthetic - superphosphates, agricultural lime, N.P.K. fertilizers, gypsum, improve chemical composition, balance pH, increase nutrient level. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The benefits of adding organic enrichments to the soil before planting are described. 

    ASSESSMENT CRITERION 2 
    The improvements in the nutrient levels of a soil, through the addition of synthetic fertilizers is described. 

    ASSESSMENT CRITERION 3 
    The procedures for the addition of organic matter to the soil are demonstrated. 

    ASSESSMENT CRITERION 4 
    Examples of commonly used synthetic fertilizers and their uses are explained. 

    ASSESSMENT CRITERION 5 
    The procedures for the addition of synthetic fertilizers to the soil are demonstrated. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • 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 must be accredited as a provider through 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.

    The assessment of qualifying learners against this standard should meet the requirements of established principles. Practical assessment activities will be used, which are appropriate to the contents in which qualifying learners are working. These activities will include an appropriate combination of self and peer assessment, practical and oral assessments, observations etc.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes and essential embedded knowledge be assessed. The specific outcomes must be assessed in its own right, through oral and practical evidence. It cannot be assessed by observation only.

    The specific outcomes and essential 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, then they should not be assessed as competent. Similarly, if a learner is able to perform specific outcomes, but is unable to explain or justify their performance in terms of the essential embedded knowledge, 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. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Embedded knowledge is reflected within the assessment criteria of each specific outcome and must be assessed in its own right, through oral and written evidence. Observation cannot be the only assessment. 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
  • Reflecting on and exploring a variety of strategies to learn more effectively
  • Participating as responsible citizens in the life of local, national and global communities
  • Being culturally and aesthetically sensitive across a range of social contexts
  • Exploring education and career opportunities
  • Developing entrepreneurial opportunities 

  • UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
    Specific outcome 1 and 4
  • Recognise the differences between topsoil and sub soil and explain why topsoil should be conserved
  • Understand the importance of adding soil enrichments to the ground before planting 

  • UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organization or community.
  • Specific outcome is embedded in the learning for this level of learner 

  • UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyze, organise and critically evaluate information.
    Specific outcome 1, 2, 3 and 4
  • Recognise the differences between topsoil and sub soil and explain why topsoil should be conserved
  • Identify the three main soil types and their characteristics
  • Understand the importance of tilling and digging an area prior to planting
  • Understand the importance of adding soil enrichments to the ground before planting 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation.
  • Specific outcome embedded in the learning for this level of learner 

  • UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others.
    Specific outcome 1, 2, 3 and 4
  • Recognise the differences between topsoil and sub soil and explain why topsoil should be conserved
  • Identify the three main soil types and their characteristics
  • Understand the importance of tilling and digging an area prior to planting
  • Understand the importance of adding soil enrichments to the ground before planting 

  • UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation.
    Specific outcome 1, 2, 3 and 4
  • Recognise the differences between topsoil and sub soil and explain why topsoil should be conserved
  • Identify the three main soil types and their characteristics
  • Understand the importance of tilling and digging an area prior to planting
  • Understand the importance of adding soil enrichments to the ground before planting 

  • UNIT STANDARD ASSESSOR CRITERIA 
    Assessors must:
  • Be accredited as an assessor by the relevant ETQA
  • Hold an assessor certificate according to the current requirements
  • Have experience or in depth knowledge of the horticultural industry, specifically as it relates to ornamental aspects 

  • REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    The Learner
  • Is expected to perform the specific outcomes reflected in this unit standard without direct supervision
  • Should have access to work site procedures
  • Should demonstrate an application of ethics and values
  • Must apply basic principles of general safety and customer care
  • Should demonstrate an awareness of the expectations and obligations of basic employee/employer relations including industrial relations principles

    At this level the communication / reporting of issues arising in the workplace, is embedded in the specific outcomes and the related assessment criteria.

    It is understood that, due to the nature of the work environment and the skills level of the Learner, that the aspects of teamwork form an integral part of the necessary specific outcomes and related assessment criteria.

    The points included under the notes, should be included when the qualifying Learners are being assessed. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  49668   General Education and Training Certificate: Horticulture  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. Amaloba Horticultural Services 
    2. Balemi Consulting Pty Ltd 
    3. Bumunhu Services Providers Cc 
    4. Green Futures 
    5. HYGRO TRAINING COLLEGE (Pty) LTD 
    6. Impact Plus Training Consultants 
    7. Kgopane Trading Enterprise 
    8. Kimbali Holdings 
    9. Madzivhandila Agricultural College 
    10. Maishamalema Development Training 
    11. Mananthatshema Skills Dev. Centre 
    12. Medu Skills Consultants 
    13. Nkangala Public FET College - Central Office 
    14. Nophelo Training Centre 
    15. Progressive Environmental Projects 
    16. Sekhukhune FET College - Central Office 
    17. Seza Bantu Rural Agricultural Projects 
    18. Thutopele Skills Institute 
    19. Voyano Project Management 
    20. Waterberg FET College - Central Office 
    21. Wildlife and Enviroment Society of South Africa 



    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.