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 THAT HAS PASSED THE END DATE: 

Identify and control common pests in the horticultural environment 
SAQA US ID UNIT STANDARD TITLE
264236  Identify and control common pests in the horticultural environment 
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 3  NQF Level 03  6 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "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:
  • Implement an integrated pest control program.
  • Recognise the sources that cause damage to plants.
  • Identify common pests that are found in the region.
  • Use preventative pest control practices.
  • Implement cultural pest control practices.
  • Apply the appropriate chemical control regimens. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners accessing this qualification will have demonstrated competence in:
  • Communication at NQF Level 1 or equivalent.
  • Mathematical Literacy at NQF Level 1 or equivalent. 
    		•

    UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify the various sources of plant damage. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The injuries that plants sustain as a result of mechanical injury are described in terms of the distinct signs that indicate that the damage has been physically inflicted. 

    ASSESSMENT CRITERION 2 
    The injuries that plants sustain as a result of hail are described in terms of the particular signs that indicate that the damage has been caused by hail. 

    ASSESSMENT CRITERION 3 
    The injuries that plants sustain as a result of heavy rain are described in terms of the specific signs that indicate water or flood damage. 

    ASSESSMENT CRITERION 4 
    The various damages that pests inflict on plants are described in terms of the particular wounds and other signs that indicate the presence of pests. 

    ASSESSMENT CRITERION 5 
    The damage that is caused to plants when fungicides have been incorrectly applied are described with regard to the particular colour and physiological changes that are indicated on the plants. 

    ASSESSMENT CRITERION 6 
    The damage that is caused to plants when herbicides have been incorrectly applied are described with regard to the particular colour and physiological changes that are indicated on the plants. 

    SPECIFIC OUTCOME 2 
    Describe the various plant care practices that may be utilised in an integrated pest control program and their specific benefits. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The positive role that plant cultural practices have in pest control is explained within the context of the enhanced resistance that healthy plants have against pests and diseases. 

    ASSESSMENT CRITERION 2 
    Examples of cultural practices that contribute to the growth of healthy plants are described in terms of the methods by which these practices achieve their objectives. 

    ASSESSMENT CRITERION 3 
    The advantages of utilising biological control for combating pests are explained within the context of establishing an ecological balance through the introduction of natural predators. 

    ASSESSMENT CRITERION 4 
    Examples of biological control agents that make a positive contribution to combating pests are described in terms of the specific pests that they control. 

    ASSESSMENT CRITERION 5 
    The ways in which "crop rotation" may be implemented as a method of preventative pest control is explained in terms of the tolerance that different plants have for pests. 

    ASSESSMENT CRITERION 6 
    Examples of plants that may be used for rotation purposes or plants that have natural pest inhibitors are described in terms of the specific pests that they affect. 

    ASSESSMENT CRITERION 7 
    The ways in which the rotation of control chemicals may assist in pest control are explained in terms of reducing the chances that pests may have of building-up a resistance to a specific chemical. 

    SPECIFIC OUTCOME 3 
    Describe the advantages of using preventative pest control as a proactive strategy within an integrated pest control program. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The benefits of utilising pest resistant plants are explained with regard to the savings in both time, money and in comparison to reactive control methods. 

    ASSESSMENT CRITERION 2 
    The benefits to the ecology of using pest resistant plants are explained with regard to the protection that is afforded to the natural biological processes in the soil by not applying chemical control agents. 

    ASSESSMENT CRITERION 3 
    Examples of pest resistant plants are listed with reference to a description of the specific pests that they are resistant to. 

    ASSESSMENT CRITERION 4 
    The benefits that knowledge of the life cycles and habits of known pests have in pest control, are explained in terms of the anticipation of possible pest attacks and the preventative steps that may be implemented. 

    ASSESSMENT CRITERION 5 
    The ways in which understanding the work of beneficial insects can be used as a positive pest control strategy are described in terms of the utilisation of these insects for natural control as opposed to the use of chemicals. 

    ASSESSMENT CRITERION 6 
    Examples of beneficial insects are listed with reference to a description of the specific role they play in combating pests. 

    ASSESSMENT CRITERION 7 
    The benefits of pre-treating seeds and bulbs with pest inhibitors as a pest control strategy are explained with regard to the preventive role that is used, rather than a curative reaction. 

    SPECIFIC OUTCOME 4 
    Indicate the different methods of cultural control and the manner in which they contribute in pest control. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The role that the removal and disposal of fallen fruit serves as a means of pest control is explained in terms of minimising opportunities for pests. 

    ASSESSMENT CRITERION 2 
    The role that weed removal serves as a means of pest control is explained in terms of minimising opportunities for pests to inhabit these weeds. 

    ASSESSMENT CRITERION 3 
    The ways in which the provision of good drainage for the production of healthy plants serves as a means of pest control is explained in terms of minimising opportunities for pests to breed in the wet. 

    ASSESSMENT CRITERION 4 
    The ways in which relieving soil compaction for the production of healthy plants serves as a means of pest control is explained in terms of the promotion of an ideal root system. 

    SPECIFIC OUTCOME 5 
    Identify a selection of common pestilent insects that are found in the workplace. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The fundamental need to correctly identify a pest is explained in terms of selecting the appropriate remedy. 

    ASSESSMENT CRITERION 2 
    The possible consequences of incorrectly identifying a pest are explained within the context of a further infestation of the plants and the wastage of the incorrect remedy that results. 

    ASSESSMENT CRITERION 3 
    The necessity of correctly identifying the mouthparts of pestilent insects is explained in terms of relating these to the particular plant damage that they cause. 

    ASSESSMENT CRITERION 4 
    A selection of pestilent insects commonly found in the workplace are identified and the harm that they cause is described with regard to the damage that they inflict on the plant. 

    ASSESSMENT CRITERION 5 
    The essential need to be familiar with the lifecycles of common pestilent insects is explained in terms of planning an appropriate programme to combat these in a vulnerable stage of their lifecycle. 

    ASSESSMENT CRITERION 6 
    The lifecycles of a selection of pestilent insects commonly found in the workplace are identified and the times of the year in which they are most active are described for the purpose of combating these. 

    ASSESSMENT CRITERION 7 
    The importance of recognising the particular external covering of pestilent insects is explained in respect of the type of control method that will be the most appropriate for their control. 

    ASSESSMENT CRITERION 8 
    The external coverings of a selection of pestilent insects commonly found in the workplace are identified and the most suitable control methods are described. 

    SPECIFIC OUTCOME 6 
    Ensure that control chemicals are correctly selected and applied. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The necessity of observing all relevant health and safety practices when working with hazardous control chemicals is explained in terms of the possible consequences that may result should these be ignored. 

    ASSESSMENT CRITERION 2 
    The essential need to be familiar with the registration data of a control chemical is explained within the context of the specific pests that the chemical is designed to control and the residual efficacy period. 

    ASSESSMENT CRITERION 3 
    The importance of using the pesticide that is the most effective in controlling a particular pest is explained in terms of a further infestation of the plants and the wastage that could result if the incorrect remedy is used. 

    ASSESSMENT CRITERION 4 
    The necessity of applying the correct concentration of control chemicals is explained within the context of minimising the detrimental effect that these chemicals have on the plants and the environment. 

    ASSESSMENT CRITERION 5 
    The methods of calibrating various chemical applicators are demonstrated in accordance with the manufacturer's recommendations and the company's procedures. 

    ASSESSMENT CRITERION 6 
    The importance of knowing the active ingredient in the control chemical is explained within the context of ensuring that chemical controls are rotated and that this information can be relayed to a doctor in case of an accidental poisoning. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against the qualification must be registered as an assessor with the relevant Education, Training, Quality, Assurance (ETQA) Body, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this qualification must be accredited as a provider with the relevant Education, Training, Quality, Assurance (ETQA) Body, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant Education, Training, Quality, Assurance (ETQA) Body, or by an ETQA that has a Memorandum of Understanding with the relevant ETQA, according to the ETQA's policies and guidelines for assessment and moderation.
  • Moderation must include both internal and external moderation of assessments, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described in the associated unit standards.
  • Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Embedded knowledge is reflected in the Assessment Criteria for each Specific Outcome. 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    The learner is able to identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made by:
  • Ensuring that the correct identification of the pests that have caused damage to plants before chemical control procedures are adopted. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    The learner is able to organise and manage oneself and one's activities responsibly and effectively by:
  • Following the lifecycle of a pestilent insect and deciding the most appropriate time to eradicate these. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    The learner is able to communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation by:
  • Relaying information to others on the status of the pest control program that has been implemented. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    The learner is able to use science and technology effectively and critically, showing responsibility towards the environment and health of others by:
  • Understanding the protection that the external covering that some pestilent insects have and the need to control these with systemic rather than contact agents. 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    The learner is able to demonstrate an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation.

    Evident in all Specific Outcomes. 

    UNIT STANDARD CCFO CONTRIBUTING 
    The learner is able to contribute to the full personal development of themselves and the social and economic development of the society at large.

    Evident in 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 
    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  66649   National Certificate: Landscaping  Level 3  NQF Level 03  Passed the End Date -
    Status was "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. Lons Pride 


    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.