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: 

Prune and shape ornamental shrubs 
SAQA US ID UNIT STANDARD TITLE
119710  Prune and shape ornamental shrubs 
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:
  • Outline the importance of pruning for the promotion of fruit and flowers.
  • Conduct basic pruning procedures.
  • Apply knowledge of pruning in landscape maintenance. 

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

    UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate an understanding of the effects of pruning and the reasons why this should be conducted. 
    OUTCOME RANGE 
    Modify growth patterns, deliberate shaping, incidental (animals), thinning of stems, promote flowers and fruit, leaf generation, decorative, root pruning, removal of dead and diseased growth. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The consequences of pruning, deliberate or incidental are described. 

    ASSESSMENT CRITERION 2 
    The conditions that necessitate pruning are described. 

    ASSESSMENT CRITERION 3 
    The role that pruning plays in the promotion of new growth and flowers is explained. 

    SPECIFIC OUTCOME 2 
    Select the appropriate tools for various pruning procedures. 
    OUTCOME RANGE 
    Stem thickness, stem hardness, dead heading, pruning knife, secatuers, loppers, pruning and bow saws. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The selection of the pruning tools most suitable for deadheading and removal of small stems and the reasons for selecting these tools are explained. 
    ASSESSMENT CRITERION RANGE 
    Pruning knife - clean cuts, secatuers -stems / branches to 15mm diameter.
     

    ASSESSMENT CRITERION 2 
    The selection of the pruning tools most suitable for cutting branches and hard stems and the reasons for selecting these tools are explained. 
    ASSESSMENT CRITERION RANGE 
    Loppers - to 40mm diameter, pruning saws - to 75mm diameter, bow saw - 75mm.
     

    SPECIFIC OUTCOME 3 
    Maintain pruning tools. 
    OUTCOME RANGE 
    Sharp, clean, free of rust, protective covers, broken parts, chipped blades, unsafe mechanisms. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The factors that should be considered when rejecting pruning tools are described. 

    ASSESSMENT CRITERION 2 
    The condition that tools should be restored to after pruning is demonstrated. 

    ASSESSMENT CRITERION 3 
    The correct storage and protection of the tool's cutting blades is demonstrated. 

    SPECIFIC OUTCOME 4 
    Effect the correct pruning cuts for various plants and shrubs. 
    OUTCOME NOTES 
    Cut back to bud, select outward pointing bud, cut 8mm above bud, cut should not slope towards
    bud, cut should be clean, cut should slope away from the bud if the branch is upright, all dead,
    diseased and weak wood should be pruned away. 
    OUTCOME RANGE 
    Season to prune, period of dormancy, straight cut, slanted cut, select the apical dominance. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The importance of selecting the correct time of the year for pruning is explained. 

    ASSESSMENT CRITERION 2 
    The different types of pruning cuts are demonstrated. 

    ASSESSMENT CRITERION 3 
    The positions where a pruning cut should be made, are indicated. 

    ASSESSMENT CRITERION 4 
    The slope of the pruning cut, relative to the selected bud is demonstrated. 

    SPECIFIC OUTCOME 5 
    Demonstrate an understanding of the principles of hedge pruning. 
    OUTCOME RANGE 
    Plant material, deciduous, evergreen, longevity, hardiness, ability to stand clipping, height, width,
    screening, protection, shape, wide base, wedge, square. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The types of plant material, suitable for clipped or formal hedging are indicated. 

    ASSESSMENT CRITERION 2 
    The method and form, to which a hedge should be clipped, is 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 and.
  • Developing entrepreneurial opportunities. 

  • UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem Solving: Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
    Specific outcome 1, 2, 4, 5
  • Understand the effects of pruning and the reasons why this should be conducted.
  • Select the appropriate tools for various pruning procedures.
  • Effect the correct pruning cuts for various plants and shrubs.
  • Understand the principles of hedge pruning. 

  • UNIT STANDARD CCFO WORKING 
    Teamwork: 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 
    Self organization and management: organise and manage oneself and one's activities responsibly and effectively.
    Specific outcome 2, 3, 5
  • Select the appropriate tools for various pruning procedures.
  • Maintain pruning tools.
  • Understand the principles of hedge pruning. 

  • UNIT STANDARD CCFO COLLECTING 
    Information evaluation: collect, analyze, organise and critically evaluate information.
    Specific outcome 1, 2,3, 5
  • Understand the effects of pruning and the reasons why this should be conducted.
  • Select the appropriate tools for various pruning procedures.
  • Maintain pruning tools.
  • Understand the principles of hedge pruning. 

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

  • UNIT STANDARD CCFO SCIENCE 
    Science and technology: use science and technology effectively and critically, showing responsibility towards the environment and health of others.
    Specific outcome 1 and 2
  • Understand the effects of pruning and the reasons why this should be conducted.
  • Select the appropriate tools for various pruning procedures. 

  • UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems: 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 and 4
  • Understand the effects of pruning and the reasons why this should be conducted.
  • Effect the correct pruning cuts for various plants and shrubs. 

  • UNIT STANDARD ASSESSOR CRITERIA 
    Assessors must:
  • Be accredited 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. Call D5 Trading and Projects Pty Ltd 
    5. Green Futures 
    6. Hygiene Pot Investment and Projects Pty Ltd 
    7. Impact Plus Training Consultants 
    8. Kgopane Trading Enterprise 
    9. Kimbali Holdings 
    10. Madzivhandila Agricultural College 
    11. Maishamalema Development Training 
    12. Mananthatshema Skills Dev. Centre 
    13. Medu Skills Consultants 
    14. Megro Learning 
    15. Nkangala Public FET College - Central Office 
    16. Nophelo Training Centre 
    17. Phil Chemics Enterprise (Pty) Ltd 
    18. Progressive Environmental Projects 
    19. Protea Agricultural Training Centre 
    20. Sekhukhune FET College - Central Office 
    21. Seza Bantu Rural Agricultural Projects 
    22. Thutopele Skills Institute 
    23. Voyano Project Management 
    24. Waterberg FET College - Central Office 



    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.