PUBLIC COMMENTS - AGRICULTURAL STUDIES Grades 8 & 9
PUBLIC COMMENTS - AGRICULTURAL STUDIES Grades 8 & 9
PUBLIC COMMENTS - AGRICULTURAL STUDIES Grades 8 & 9
Statement:
Grade 8 and 9
AGRICULTURAL STUDIES
CONTENT
1.1 Background
1.2 Overview
1.3 General aims of the South African Curriculum
1.4 Time allocation
4.1 Introduction
4.2 Assessment Principles
4.3 Managing Assessment
4.4 Moderation of Assessment
4.5 General
Appendix
1.1 BACKGROUND
The National Curriculum Statement Grades R-12 (NCS) stipulates policy on curriculum and
assessment in the schooling sector.
To improve implementation, the National Curriculum Statement was amended, with the amendments
coming into effect in January 2012. A single comprehensive Curriculum and Assessment Policy
document was developed for each subject to replace Subject statements, Learning Programme
Guidelines and Subject Assessment Guidelines in Grades R-12.
1.2 OVERVIEW
(a) The National Curriculum Statement Grades R-12 (January 2012) represents a policy statement
for learning and teaching in South African schools and comprises the following:
(i) Curriculum and Assessment Policy Statements for each approved school subject;
(ii) The policy document, National policy pertaining to the programme and promotion
requirements of the National Curriculum Statement Grades R-12; and
(iii) The policy document, National Protocol for Assessment Grades R-12 (January 2012).
(b) The National Curriculum Statement Grades R-12 (January 2012) replaces the two current
national curricula statements, namely the
(i) Revised National Curriculum Statement Grades R-9, Government Gazette No. 23406 of
31 May 2002, and
(ii) National Curriculum Statement Grades 10-12 Government Gazettes, No. 25545 of 6
October 2003 and No. 27594 of 17 May 2005.
(c) The national curriculum statements contemplated in subparagraphs b(i) and (ii) comprise the
following policy documents which will be incrementally repealed by the National Curriculum
Statement Grades R-12 (January 2012) during the period 2012-2014:
(i) The Learning Area/Subject Statements, Learning Programme Guidelines and Subject
Assessment Guidelines for Grades R-9 and Grades 10-12;
(ii) The policy document, National Policy on assessment and qualifications for schools in the
General Education and Training Band, promulgated in Government Notice No. 124 in
Government Gazette No. 29626 of 12 February 2007;
(iv) The policy document, An addendum to the policy document, the National Senior
Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF),
regarding learners with special needs, published in Government Gazette, No.29466 of
11 December 2006, is incorporated in the policy document, National policy pertaining to
the programme and promotion requirements of the National Curriculum Statement
Grades R-12; and
(v) The policy document, An addendum to the policy document, the National Senior
Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF),
regarding the National Protocol for Assessment (Grades R-12), promulgated in
Government Notice No.1267 in Government Gazette No. 29467 of 11 December 2006.
(d) The policy document, National policy pertaining to the programme and promotion requirements
of the National Curriculum Statement Grades R-12, and the sections on the Curriculum and
Assessment Policy as contemplated in Chapters 2, 3 and 4 of this document constitute the norms
and standards of the National Curriculum Statement Grades R-12. It will therefore, in terms of
section 6A of the South African Schools Act, 1996 (Act No. 84 of 1996,) form the basis for the
Minister of Basic Education to determine minimum outcomes and standards, as well as the
processes and procedures for the assessment of learner achievement to be applicable to public
and independent schools.
(a) The National Curriculum Statement Grades R-12 gives expression to the knowledge, skills and
values worth learning in South African schools. This curriculum aims to ensure that children
acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this
regard, the curriculum promotes knowledge in local contexts, while being sensitive to global
imperatives.
(b) The National Curriculum Statement Grades R-12 serves the purposes of:
(c) The National Curriculum Statement Grades R-12 is based on the following principles:
• Active and critical learning: encouraging an active and critical approach to learning, rather
than rote and uncritical learning of given truths;
• High knowledge and high skills: the minimum standards of knowledge and skills to be
achieved at each grade are specified and set high, achievable standards in all subjects;
• Progression: content and context of each grade shows progression from simple to complex;
• Human rights, inclusivity, environmental and social justice: infusing the principles and
practices of social and environmental justice and human rights as defined in the Constitution
of the Republic of South Africa. The National Curriculum Statement Grades R-12 is sensitive
to issues of diversity such as poverty, inequality, race, gender, language, age, disability and
other factors;
• Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this
country as important contributors to nurturing the values contained in the Constitution; and
(d) The National Curriculum Statement Grades R-12 aims to produce learners that are able to:
• identify and solve problems and make decisions using critical and creative thinking;
• organise and manage themselves and their activities responsibly and effectively;
• communicate effectively using visual, symbolic and/or language skills in various modes;
• use science and technology effectively and critically showing responsibility towards the
environment and the health of others; and
The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant
support structures within the school community, including teachers, District-Based Support
Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres.
To address barriers in the classroom, teachers should use various curriculum differentiation
strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive
Teaching and Learning (2010).
Mathematics 7 7 7
Life Skills 6 6 7
TOTAL 23 23 25
(b) Instructional time for Grades R, 1 and 2 is 23 hours and for Grade 3 is 25 hours.
(d) In Life Skills Beginning Knowledge is allocated 1 hour in Grades R – 2 and 2 hours as indicated
by the hours in brackets for Grade 3.
SUBJECT HOURS
Home Language 6
Mathematics 6
Social Sciences 3
Life Skills 4
(1,5)
TOTAL 27,5
SUBJECT HOURS
Home Language 5
Mathematics 4,5
Natural Sciences 3
Social Sciences 3
Technology 2
Life Orientation 2
Creative Arts 2
TOTAL 27,5
1. Agricultural Studies
Mathematics 4,5
Life Orientation 2
27,5
The allocated time per week may be utilised only for the minimum required NCS subjects as specified
above and may not be used for any additional subjects added to the list of minimum subjects. Should
a learner wish to offer additional subjects, additional time must be allocated for the offering of these
subjects.
The subject teaches the learner, agricultural practices and specifically focusing on:
General farming / Tools and equipment / Safety and communication
Plant production and Gardening (Horticulture)
Soil and conservation
Animal Production and
Business practices / Entrepreneurship / Value adding and Processing.
This subject reflects and need to achieve the skills needed in the agricultural industry, to
produce and maintain entrepreneurs/farmers, researchers, workers etc.
The total number of hours allocated for the subject in a five-day cycle is 2 hours. Enough
time must be allocated in the school timetable (during school or after hours) for the practical
work required to be done.
2.4.2 Resources
Human resources
Agricultural Studies requires a trained subject specialist. It is preferred that the teacher
offering Agricultural Studies has a background to farming related activities. Farming and good
management skills are essential and a tertiary qualification in teaching is preferred.
Procurement of resources should focus on the necessary infra-structure and best possible
quality of equipment and financial resources for quality teaching and learning.
Infrastructure
Safety equipment
Signage – Warning signs as required by Occupation Health and Safety act
Face masks – box of 50
Safety goggles and earmuffs – 20
Helmets/welding – 15 (Afrox/……)
Safety pants / overall – 1 per learner
Gloves – 20 pairs
Gumboots – 1 pair / learner
Power tools
Lawnmower – minimum 2 x petrol lawnmowers (similar to Wolf or professional series
with bearing wheels)
Bush cutter (weed eater) – 2 x similar to, Husqvarna, Stihl FS160 or bigger
Angle grinder (720w), -115mm x 5 Angle grinder(1.2kw) - 230mm x 2 (Same or similar
to Bosch, Makita)
Inverter Arc welding machine and x 5 (similar to Afrox or Miller)
Consumables
Seed (various as according to the school’s location)
Seedlings - Vegetable crops (According to practical activity and need)
Fertiliser – according to need (2:3:2, 7:3:1) 50 kg each
Potting medium and alternative planting mediums Vermiculite, coir, peat etc.
Small micro irrigation system for beds
Petrol – lawn mowers and weed eaters (1 per school)
Welding rods x 10 kg 2.5mm (Afrox)
Steel Various profiles (According to practical activity and need)
Angle grinder blades (Cutting, grinding and stone) 115 mm x 20 and 230mm x 6
Pesticides – according to need (weedicides and insecticides)
Paper and Carton (Carton(corrugated), 2mm thickness solid carton, A3 drawing paper
and carton)
Glue – Woodglue, gluegun, pritt
Hacksaw blades x 40 (24teeth/cm)
Drill bit set steel - 1mm -13 mm (Bosch)
Greenhouse
Size: 16 X 8 metres, Irrigation system included
Fertiliser application unit
Planting Bags x 500 each (1l, 3l and 10l)
Seedling trays 200 holes (polystyrene) x 5
PAT – resources
Grade 8 (Hydroponic system) Schools should use consumables they can afford to
administer the PAT
Grade 9 – Fertilisers and popcorn seed are available at seed distributers and co-
operations.
Processing – Gas stove with relevant canister
- Pot 20 l heavy bottom, oil, food colouring, icing sugar, plastic
bags for packaging (2l bags).
A budget must be allocated for the subject from the MST fund. The amount will be determined
by the number of learners taking the subject across all the years and the nature of the practical
work required as stipulated in the curriculum. The budget needs to be revised annually and
must consider all resources needed per year. The funding must allow for provisioning,
maintenance and replacement of tool, equipment and machines.
Annual monetary allocation must be allocated to schools for purchasing consumable materials
to be used in the subject.
A stock inventory must be maintained by the teacher and verified annually by a Senior
Management Team member.
Career and occupational opportunities for learners with a foundation in Agricultural Studies after
completing the FET phase include but is not limited to:
Landscaping services – general worker
General worker within agricultural or forestry sector
Farmer/ Entrepreneur
Marketer – selling farm produce
Worker in agricultural sector
SECTION 3:
Name and understand the alternative o Identify the use and application of:
sources of energy that can be used on the o Wind
farm: o Solar
o Wind o Hydro
o Solar o Biogas
o Hydro o Biofuel
o Biogas as alternative source of energy on the
o Biofuel farm
2. Plant Explain the following concepts of soil as a o Explain the following concepts of soil
production medium for production. as a medium for production
& o Composition of soil o Soil structure
Horticulture Organic, mineral, air and water Importance of structure
o Soil texture o Soil temperature
Textural classes Importance and factors
influencing
o Soil water
Forms, movement and
conservation
o Soil reaction
Elementary discussion
regarding acid, neutral and
brackish soils,
o Soil organic matter
Importance and influence
o Soil Air
Importance of air in the soil
Soil cultivation (Hand tools) Soil cultivation (Machines and
Methods and purpose implements)
Demonstrate an understanding of o Demonstrate an understanding of
soil preparation reasons, methods and purpose in
Drainage as a necessity soil preparation
o Irrigation
Types of irrigation systems
o Drainage
Types of drainage systems
o Identify agricultural crops in South Africa: o Explain and understand the economic
o Field crops (Maize, wheat, sunflower importance of relevant crop production
etc.) in your area
o Fruits (Stone, Deciduous, citrus, o Field crops (Maize, wheat,
tropical, nuts etc.) sunflower etc.)
o Vegetables (Root, Leave, legume) o Fruits (Stone, Deciduous, citrus,
o Tree crops (Forestry) tropical, nuts etc.)
o Ornamental (Trees and flowers) o Vegetables (Root, Leave, legume)
o Pastoral (grasses, legumes) o Tree crops (Forestry)
o Ornamental (Trees and flowers)
o Pastoral (grasses, legumes)
Explain and understand the importance Explain and understand weed, pest
of Integrated pest and disease and disease control.
management. o
o Manual control
o Biological control
o Chemical control
Broad leaf/ grasses
Insects (Pests)
Plant diseases
o Genetic control (Genetic
manipulation)
o Integrated pest and disease
management
Identify the basic requirements for Understand and apply the basic
optimal animal production. requirements for optimal animal
o Environmental factors production
Climate o Environmental factors
o Management Climate
Housing o Management
Care and health Housing
Nutrition - Feed components Care and health
and fodder Nutrition - Feed components
Breeding and selection and fodder
Breeding and selection
Processing & Value o Understand and explain Apply Processing & Value adding
adding o Processing and package the produced
o Value adding products
o Packaging
1 General farming, Introduction to the development of agriculture in o Learners to identify resources in their immediate environment
production factors and South Africa and connect it to the farming environment.
agricultural resources Understand the basic resources for farming: o Keep a logbook for the recording of climatical records e.g
o Natural resources rainfall data, max & min temps, wind, cloud covering etc.
o Financial resources
o Human resources
2 o Explain and understand the importance and Resources: Agricultural magazines, environmental
conservation of natural resources. magazines.
o Water
o Soil o Learners to bring pictures
o Vegetation Activity: Collect pictures and create an A3 poster in how the
following resource extraction methods contribute
the destruction of our resources. You only need to
do one resource extraction method. (eg. Grazing
and its contribution to destruction)
3 o Understand and Define the following farming Sources: Use internet & Magazines
systems: SBA - Activity: Collate a collage of the two farming systems
o Commercial farming used in South Africa.
o Subsistence farming
PAT activity – Do research on the need for an increase in
production for your area. You identify that a hydroponic
system should be build. Research some hydroponic
systems of low-cost materials and build it to be used in the
second term to grow your crop. The produce of your crop
needs to be sold in the 3rd term.
8 Name and understand the alternative sources of Show videos on the use of alternative sources of
energy that can be used on the farm: energy(renewable sources)
o Wind
o Solar
o Hydro
o Biogas
9-10 Formal assessment The weeks allocated for formal assessment are integrated across the weeks planned for teaching and learning. The
assessment will consist of Practical Task/s with a 60% weighting and a Theory test with a 40% weighting.
Activity 1: Choose any activity in the learners’ book. – 30%
Activity 2 (PAT): Research on hydroponic systems and building it for production of your crop. Use the available equipment & tools during practical session etc.
building of structures - Hydroponic system.
Activity 3: Theory - Test on topics covered in the term. Learners respond to instructions (Written) 40% Assess using a memorandum
Grade 8 Term 2
2 Soil cultivation (Hand tools) o Use handheld tools/implements for the effective preparation of
o Methods and purpose soil- Gr 8
o Demonstrate an understanding of soil
preparation
o Drainage
As a necessity
Explain and understand the requirements of o Apply the principals of optimal plant growth to make seedlings/
3/4
optimal plant growth and or cuttings for your hydroponic system or open field
o Growth medium and organic matter o Use these seedlings /cuttings to produce a crop. (Must be able
o Water to process into an edible crop)
o Light (Photosynthesis) o Use equipment correctly in order to space plant according to
o Air the requirements of specific plants
o Nutrition o Collect suitable material to make compost in the school.
CONTENT
WEEK TOPIC Techniques, activities, resources and process notes
The learner should be able to
Business planning Understand and explain the following Use of prepared list to involve learners in record keeping-e.g.
1
and practices concepts: fruit/veggies supplied to the kitchen
o Good record keeping, Divide class into groups-one group can make list of all
o Budgeting expenditure in producing the product.
Other group can make list of what price product can be sold
at to make profit
Marketing and price Understand basic marketing Compile a checklist with some treats and let learners indicate
2
setting Identify basic agricultural needs and wants their needs and wants.
Harvesting and Explain the importance of the following Collect pictures and watch videos of different harvesting
3
storage concepts: equipment for the various products and how is been stored
o Harvesting
o storage
Processing and value o Understand and explain After harvesting of produce, learners must process it into a
4
o Processing edible product (planting of eg. Popcorn at the end of gr 8 for
adding
o Value adding harvesting in Gr. 9 for processing in the 3rd term eg.
o packaging processing into caramel popcorn)
5-10 Formal Assessment The weeks allocated for formal assessment are integrated across the weeks planned for teaching and learning. The
assessment will consist of Practical Task/s with a 60% weighting and a Theory test with a 40 % weighting.
Activity 1 (PAT): Harvesting, add value, processing and selling the product. – 30%
Activity 2: Theory- Test (100 marks) on topics covered in term 1-4. Learners respond to instructions 100% Assess using a memorandum.
5 Safety and communication Understand Safety on the farm and workshop o Demonstrate the use of tools and equipment and the
o Occupational Health and Safety (OHS), general dangers involved with its use
farm safety -and liability o Wear protective clothing during practicals.
o Apply farm safety rules
6 Tools, equipment and o Identify, explain and understand the purpose/function o Learners excursion to Agricultural Show etc. Nampo
of each of the following basic farm implements o Collect pictures related to relevant equipment for each
Machines and alternative
o Harvesting: Combine Harvester, silage cutter. grade
energy. o General: crop spryer, slasher, balers, rakes, Sources: Use internet & Magazines
hammer mill, lawn mowers etc.
o Machines: Tractors and trailers, trucks,
excavators, drones etc
7 Identification, use and maintenance for power tools, o Learners excursion to Agricultural Show etc. Nampo
machines and workshop equipment (as listed in o Collect pictures related to relevant equipment for each
section 2) grade
o Select the appropriate tool for use in a specific o Use the available equipment & tools during practical
task session etc. gardening, building of structures (metal,
Demonstrate how to use, care for and maintain brick and wood)
machines and workshop equipment Sources: Use internet & Magazines
8 Identify the use and application of: Show videos on the use of alternative sources of
o Wind energy
o Solar
o Hydro
o Biogas
o Biofuel
as alternative source of energy on the farm
9-10 Formal assessment The weeks allocated for formal assessment are integrated across the weeks planned for teaching and learning. The
assessment will consist of Practical Task/s with a 60% weighting and a Theory test with a 40% weighting.
Activity 1: Choose any activity in the learners’ book. – 30%
Activity 2 (PAT): Use your surroundings, prepare a seedbed/field for the planting of your crop. (30%)
Activity 3: Theory - Test on topics covered in the term. Learners respond to instructions (Written) 40% Assess using a memorandum
Grade 9 Term 2
6 o Explain and understand the economic o Choose one crop to show the economic importance of
importance of relevant crop production in it in your community
your area
o Field crops (Maize, wheat, sunflower
etc.)
o Fruits (Stone, Deciduous, citrus, tropical,
nuts etc.)
o Vegetables (Root, Leave, Pod
o Tree crops (Forestry)
o Ornamental (Trees and flowers)
o Pastoral (grasses, legumes)
7 Explain and understand weed, pest and o Identify the different pests which are found within the
disease control. garden. Discuss the best way to rid garden of said
o Manual control pests –depending on the severity of the occurrence.
o Biological control o Identify weeds and different ways to eradicate it.
o Chemical control o Demonstrate different forms of weeding as well as
Broad leaf/ grasses safety precautions when chemical weeding is
Insects (Pests) selected-wearing of masks and goggles.
Plant diseases
o Genetic control (Genetic manipulation)
o integrated pest and disease management
8 – 10 Formal Assessment
Activity 2 (PAT): Apply the principals of optimal plant growth to make seedlings/ and or cuttings for your hydroponic system or open field. (30%)
Activity 3: Theory – Test (50 marks) on topics covered in the term. Learners respond to instructions 40% Assess using a memorandum
Grade 9 Term 3
9 – 10 Formal Assessment
The weeks allocated for formal assessment are integrated across the weeks planned for teaching and learning. The assessment will consist of
Practical Task/s with a 60% weighting and a Theory test with a 40% weighting.
Activity 2: Theory- Test on topics covered in term 1-4. Learners respond to instructions 100% Assess using a memorandum
Assessment should be both informal (Assessment for Learning) and formal (Assessment of
Learning). In both cases regular feedback should be provided to learners to enhance the learning
experience.
Assessment for learning has the purpose of continuously collecting information about learner
performance, that can be used to improve their learning.
Informal assessment is a daily monitoring of learners’ progress. This is done through observations,
discussions, practical demonstrations, learner-teacher conferences, informal classroom interactions,
etc. Informal assessment may be as simple as stopping during the lesson to observe learners or to
discuss with learners how learning is progressing. Informal assessment should be used to provide
feedback to learners and to inform planning for teaching but need not be recorded. It should not be
seen as separate from the learning activities taking place in the classroom.
Self-assessment and peer assessment actively allow learners to assess themselves. This is
important as it allows learners to learn from and reflect on their own performance. The results of the
informal daily assessment tasks are not formally recorded unless the teacher wishes to do so. The
results of daily assessment tasks are not taken into account for promotion purposes.
All assessment tasks that make up a formal programme of assessment for the year are regarded as
Formal Assessment. Formal assessment tasks are marked and formally recorded by the teacher for
progression and certification purposes. All Formal Assessment tasks are subject to moderation for
the purpose of quality assurance and to ensure that appropriate standards are maintained.
Formal assessment provides teachers with a systematic way of evaluating how well learners are
progressing in a grade and in a particular subject. Examples of formal assessments include tests,
examinations, practical tasks, projects, oral presentations, demonstrations, performances, etc.
Formal assessment tasks form part of a year-long formal Programme of Assessment in each grade
and subject.
Formal assessment tasks form part of a yearlong formal Programme of Assessment in each grade
and subject, are school-based and are weighted as follows for the different grades:
R -3 100%
8-9
Occupational stream 30% SBA 40%
30% PAT
examinations
The cognitive demands in assessment should be appropriate for the age and developmental level
of the learners in the grade. Assessment in Agricultural studies must cater for a range of cognitive
levels and abilities of learners. The assessment tasks should be carefully designed to cover the
Formal assessments must cater for a range of cognitive levels and abilities of learners, as shown
below:
Grade 8
Activity 1: Choose an
activity as in the learner SBA 30%
book
General Farming
Term 1
Activity 1: Choose an
activity as in the learner SBA 30%
book
Crop production
Term 2
Activity 1: Choose an
activity as in the learner Practical 30%
book
Term 3
Activity 2: Theory-exams
All content Written 40%
(100 marks)
Grade 9
Activity 1: Choose an
activity as in the learner Practical 30%
book
General Farming
Term 1
Activity 1: Choose an
activity as in the learner Practical 30%
book
Crop production
Term 2
Activity 1: Choose an
activity as in the learner Practical 30%
book
Term 3
Recording is a process in which the teacher documents the level of a learner’s performance in a
specific assessment task. It indicates learner progress towards the achievement of the knowledge
6 Meritorious achievement 70 - 79
5 Substantial achievement 60 - 69
4 Adequate achievement 50 - 59
3 Moderate achievement 40 - 49
2 Elementary achievement 30 - 39
1 Not achieved 0 - 29
Note: The seven-point scale should have clear descriptors that give detailed information for each
level.
Teachers will record actual marks against the task by using a record sheet; and report percentages
against the subject on the learners’ report cards.
Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable.
Moderation should be implemented at school, district, provincial and national levels. Comprehensive
and appropriate moderation practices must be in place for the quality assurance of all subject
assessments.
Moderation at the school will be carried out at least once each school term by the Head of
Department responsible for the subject. This moderation needs to take place before cluster, district,
regional or provincial moderation. Teachers’ portfolios and evidence of learner performance must be
moderated to ensure that a variety of assessment tasks have been used to address various topics
and that assessment covered a range of cognitive levels.
4.7 GENERAL
4.7.1 National policy pertaining to the programme and promotion requirements of the National
Curriculum Statement Grades R-12; and
4.7.3 White Paper 6 on Special Needs Education: Building an Inclusive Education and Training
System (2001);
4.7.4 Guidelines for Responding to Diversity in the Classroom through the Curriculum and
Assessment Policy Statements (2011);
4.7.5 Guidelines to Ensure Quality Education and Support in Special Schools and Special School
Resource Centres (2013);