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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Understand the structure and functions of a plant 
SAQA US ID UNIT STANDARD TITLE
116057  Understand the structure and functions of a plant 
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  5 
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
2026-06-30   2029-06-30  

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 
The learner will be able to identify the basic structures and functions of a plant.

Learners will gain specific knowledge and skills in plant physiology and anatomy 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 following unit standards or equivalent:
  • NQF 1: Demonstrate a basic understanding of the structure and function of a plant in relation to its environment.
  • NQF 1: Collect Agricultural data. 
    		•

    UNIT STANDARD RANGE 
    Physiology refers to photosynthesis.

    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 
    Identify the basic parts that make up a seed and its basic function. 
    OUTCOME RANGE 
    The parts of the seed may include but is not limited to seed coat, hypocotyls, cotyledons, embryo and endosperm. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Different parts, which make up a seed, are identified and correct terminology is used. 

    ASSESSMENT CRITERION 2 
    The role of the embryo in the germination of the seed is described. 

    ASSESSMENT CRITERION 3 
    The fact that the radicals form the roots, hypocotyls, the stem, cotyledons and the leaves are explained. 

    ASSESSMENT CRITERION 4 
    The difference between monocotyledons and dicotyledons is explained. 

    ASSESSMENT CRITERION 5 
    The functions of roots, stems and leaves are described and discussed. 

    SPECIFIC OUTCOME 2 
    Demonstrate an understanding of the different root systems and its basic function. 
    OUTCOME RANGE 
    Root system may include, but not limited to tap root, adventitious roots and root hairs.
    Chemicals may refer to plant nutrients (e.g. fertilizers, manure or organic matter) 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The different root systems found on different plants are explained. 

    ASSESSMENT CRITERION 2 
    The way roots function to support the plant is discussed. 

    ASSESSMENT CRITERION 3 
    The function of roots in the uptake of water and plant nutrients is described. 

    ASSESSMENT CRITERION 4 
    Geotropism is explained with reference to roots and stems. 

    SPECIFIC OUTCOME 3 
    Demonstrate an understanding of different stem types. 
    OUTCOME RANGE 
    The different stem types may include, but is not limited to corns, rhizomes, tubers etc. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Different stem types and their functions are described. 

    ASSESSMENT CRITERION 2 
    The fact that the stem supports the branches and leaves and connects to the roots is explained. 

    ASSESSMENT CRITERION 3 
    The fact that water and plant nutrients pass up to the leaves, and carbohydrates passes down to the roots along the stem, is explained. 

    SPECIFIC OUTCOME 4 
    The different types of leaves and the role leaves play in food production for the plant are identified. 
    OUTCOME RANGE 
    The different types of leaves may include but is not limited to narrow, broad, simple and compound leaves. Food production refers to photosynthesis. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Morphology of different types of leaves is identified and described. 

    ASSESSMENT CRITERION 2 
    The role of the leaves as the "food factory" of the plant (photosynthesis) is discussed. 

    ASSESSMENT CRITERION 3 
    The reason sunlight is important for chlorophyll production is explained. 

    ASSESSMENT CRITERION 4 
    The way leaves react to different environmental factors (drought, flooding darkness etc) is explained. 

    SPECIFIC OUTCOME 5 
    Identify the different parts of the flower and their basic functions. 
    OUTCOME RANGE 
    The different parts of a flower may include, but is not limited to sepals, petals and pistils. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The basic structure of a flower is illustrated. 

    ASSESSMENT CRITERION 2 
    The different structures that make up a flower are identified and described. 

    ASSESSMENT CRITERION 3 
    The function of the male and female structures of a flower is explained. 

    ASSESSMENT CRITERION 4 
    The role of female flowers in relation to fruit and seed production is described. 

    SPECIFIC OUTCOME 6 
    Demonstrate an understanding of the different types and parts of a fruit. 
    OUTCOME RANGE 
    The different types of fruits may include but is not limited to drupes, pomes, and stones. The different parts of the fruit may refer to the exocarp, mesocarp and endocarp. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Different types of fruit are identified and examples of each are given. 

    ASSESSMENT CRITERION 2 
    The differences between single and multi-seeded fruits are explained. 

    ASSESSMENT CRITERION 3 
    The different parts of a fruit are illustrated and described. 

    ASSESSMENT CRITERION 4 
    The function of the different parts of the fruit is described. 


    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:
  • Names and functions of the different parts of the plant including the roots, leaves, flower and fruit.
  • Different properties of plants, composition (make-up) and characteristics.
  • Descriptions of the life cycle of plants.
  • Basic concepts of water/ chemical uptake and food production by the plant parts.
  • The sensors of sight, touch and smell are used in the identification and explanation of plant parts and functions.
  • The laws of nature that apply to plants and the environment.
  • Relationships that exist between the entire plant and the environment. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem Solving relates to all specific outcomes. 

    UNIT STANDARD CCFO WORKING 
    Teamwork: relates to all specific outcomes. 

    UNIT STANDARD CCFO ORGANISING 
    Self-Management relates to all specific outcomes. 

    UNIT STANDARD CCFO COLLECTING 
    Information Evaluation relates to all specific outcomes. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to all specific outcomes. 

    UNIT STANDARD CCFO SCIENCE 
    Use Science and Technology relates to specific outcome:
  • The different types of leaves and the role leaves play in food production for the plant are identified. 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relates to specific outcome:
  • The different types of leaves and the role leaves play in food production for the plant are identified. 
    		•

    UNIT STANDARD CCFO CONTRIBUTING 
    Self-development related to 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  48975   National Certificate: Plant Production  Level 2  NQF Level 02  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. AVCASA 
    2. Balemi Consulting Pty Ltd 
    3. Bumunhu Services Providers Cc 
    4. Cedara College of Agriculture 
    5. ELSENBURG AGRICULTURAL COLLEGE 
    6. Escay Catering and other Services 
    7. Goldfields FET College 
    8. Heedmorine Training 
    9. Impact Plus Training Consultants 
    10. KayDee Project Management Cc 
    11. Kgopane Trading Enterprise 
    12. Kimbali Holdings 
    13. KMK Training Services (PTY) Ltd 
    14. Knowledge For Ever 
    15. Leruo ke Matla Training and Enterprise Development Services 
    16. Madzivhandila Agricultural College 
    17. Maishamalema Development Training 
    18. Mananthatshema Skills Dev. Centre 
    19. Mathapuso Construction and Projects 
    20. Matotomana Training & General Trading 
    21. Mobile Agri Skills Development and Training NPC 
    22. Mogaladi Business Enterprise 
    23. Montshepetsa Bosui Farming & Training Cnt 
    24. Morwa Agri-development cc 
    25. Moshia Holdings Pty Ltd 
    26. Mpontshe Training 
    27. Mvelo Consultant 
    28. National Institute For The Deaf - NID 
    29. Ngwato Wa Mphela Agriculture Training Services 
    30. Nophelo Training Centre 
    31. Novi General Services 
    32. Phezukomkhono Training Services 
    33. Phophi Na Tshikaho Trading Enterprise 
    34. Sekhukhune FET College - Central Office 
    35. Selipha Trading (Pty) Ltd 
    36. Setlakala Business Development 
    37. Siyafundisa I Africa 
    38. Siyasanga Training Centre 
    39. Suidwes Beleggings Eiendoms Beperk 
    40. The Skills Development Hub (Pty) Ltd 
    41. Thuto Boshwa Skills Development Services 
    42. TM Mashwara and Projects 
    43. Tompi Seleka Agricultural College 
    44. TPN Training and Recruitment cc 
    45. Tripple R Training Provider 
    46. Vari Holdings (Pty)Ltd 


    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.