NQF Level:

US No:

12471

Learner Guide
Primary Agriculture

Explore & Use a Variety of Strategies to Learn

My Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . My Workplace: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . My ID Number: . . . . . . . . . . . . . . . . . . Date: . . . . . . . . . . . . . . . .

The availability of this product is due to the financial support of the National Department of Agriculture and the AgriSETA. Terms and conditions apply.

Explore and use a variety of strategies to learn (revised)

Primary Agriculture NQF Level 1 Unit Standard No: 12471

Before we start
Dear Learner, This Learner Guide contains all the information to acquire all the knowledge and skills leading to the unit standard:
Title: US No: Explore and use a variety of strategies to learn (revised) 12471 NQF Level: 1 Credits: 5

The full unit standard is attached at the end of this Learning Guide. Please read the unit standard at your own time. Whilst reading the unit standard, make a note of your questions and aspects that you do not understand, and discuss it with your facilitator. This unit standard is one of the building blocks in the qualifications listed below. Please mark the qualification you are currently doing:
Title National Certificate in Animal Production National Certificate in Mixed Farming Systems National Certificate in Pant Production ID Number 48970 48971 48972 NQF Level 1 1 1 Credits 120 120 120 Yes No Mark

Please mark the learning program you are enrolled in: Your facilitator should explain the above concepts to you.

Are you enrolled in a: Learnership? Skills Program? Short Course?

You will also be handed a Learner Workbook. This Learner Workbook should be used in conjunction with this Learner Guide. The Learner Workbook contains the activities that you will be expected to do during the course of your study. Please keep the activities that you have completed as part of your Portfolio of Evidence, which will be required during your final assessment. You will be assessed during the course of your study. This is called formative assessment. You will also be assessed on completion of this unit standard. This is called summative assessment. Before your assessment, your assessor will discuss the unit standard with you.

Enjoy this learning experience!

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How to use this guide

Throughout this guide, you will come across certain re-occurring boxes. These boxes each represent a certain aspect of the learning process, containing information, which would help you with the identification and understanding of these aspects. The following is a list of these boxes and what they represent:
What does it mean? Each learning field is characterized by unique terms and definitions it is important to know and use these terms and definitions correctly. These terms and definitions are highlighted throughout the guide in this manner.

You will be requested to complete activities, which could be group activities, or individual activities. Please remember to complete the activities, as the facilitator will assess it and these will become part of your portfolio of evidence. Activities, whether group or individual activities, will be described in this box.

Examples of certain concepts or principles to help you contextualise them easier, will be shown in this box.

This box indicates a summary of concepts that we have covered, and offers you an opportunity to evaluate your own progress and / or to ask questions to your facilitator if you are still feeling unsure of the concepts listed.

My Notes
You can use this box to jot down questions you might have, words that you do not understand, instructions given by the facilitator or explanations given by the facilitator or any other remarks that will help you to understand the work better.
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What are we going to learn?

What will I be able to do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . What do I need to know? ............................................. 5 5 5 5 6

Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Enjoy your Learning! An Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Session 1: Use Language for Learning! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Concept of Outcomes-based Education (OBE) (Critical Outcomes; Developmental Outcomes; Specific Outcomes (SO)); Use Language for Learning; The Need for Language Development in Every Learning Area. Session 2: Own Learning, Choices & Learning Habits . . . . . . . . . . . . . . . . . . . . . . . . Active Learning; Summarising Techniques; Textbook Reading Skills; Memory & Memorising Techniques (Mnemonics); Writing & Assignments; Participation and Personal Commitment to the Learning Process; Lets take a Closer Look at Time Management. Session 3: Different Kinds of Learning Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . Methods in which you will be Assessed; Assessment and Feedback; Appropriate Learning Strategies. Session 4: Identify, Access & Use Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Finding Resources Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Terms & Conditions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Excerpt: SAQA Unit Standard 12471

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What will I be able to do?

When you have achieved this unit standard, you will: learn to be able to recognise & use specific language for learning and other learning strategies in all learning areas and contexts. learn how to develop the ability to use language for problem-solving, decision-making and creative, critical and evaluative thinking. explore the role of language in cognitive and conceptual development and how it is promoted in all learning and teaching environments. also look at various learning and study strategies and skills that will help you to progress successfully through this course and learnership.

What do I need to know?

The following competencies are assumed to be in place: Listening, Speaking, Reading and Writing skills at ABET 3 or equivalent.

Learning Outcomes
Upon successful completion of this module, you must: be able to understand and explain that languages have certain features and conventions, which can be managed for learning purposes. be aware that there are skills, strategies and resources which will facilitate learning.

Enjoy your Learning! An Introduction

This module is a key to your success. It will help you to become familiar with the language of learning and allow you to become orientated and immersed in the learning process. Learning (like most things) has become a specific science, rather than a hit-and-miss affair! The good news is that by familiarising yourself with the latest techniques, strategies and some key concepts, you can help yourself to be a very successful learner and you can achieve your learning and life goals with ease. Remember Learning is for yourself and your own progress. Nobody else can do it for you. Nobody else has the same unique goals as you. And nobody else has such enormous potential to be successful as you do! So take the bull by the horns and take control of the process. Enjoy your learning. Get the maximum benefit from this program and move on to become a superstar!

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Session

Use Language for Learning!

After completing this session, you will be able to:
(SO 1) Use language for learning.

In this session we are going to explore the following concepts: The concept of Outcomes-based Education (OBE)
y Critical outcomes y Developmental outcomes y Specific outcomes (SO).

Use language for learning

y The need for language development in every learning area.

1.1 The Concept of Outcomes-based Education (OBE)

Outcomes-based education (OBE) is an approach to learning that tries to link education more closely to the real world. It gives students/learners the skills to: Access Criticise Analyse, and practically apply knowledge, rather than simply absorb and repeat it parrot-fashion. Outcomes-based education is the method in which this course will be presented! Please complete Activity 1.1 in your learner workbook

My Notes
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Lets take a look at how Outcomes Based Education differs from the old approach that we were all used to at school Traditional Model
The The teacher is the source of participants all knowledge and he/she view of learning transmits or gives it to the learners Power relations between educator & student Whose needs are most important The teacher has all authority and demands respect The teacher as the main source of knowledge decides whose needs are most important and enforces that. The educator gives instruction from the front of the classroom. The learner is a passive receiver of knowledge. The learner works individually. Knowledge is information; unchanging and truthful.

Outcomes Based Model

The learners explore different sources and gain knowledge for themselves, often with assistance from a training facilitator The educator is an equal amongst his students, who assists them in gaining knowledge and achieving specific outcomes. Everyone respects each other. The learners and facilitators explore as many possibilities as possible and decide for themselves whose and which needs are more important at different times. The educator moves around the learning area and is actively demonstrating tasks or assisting learners in accessing knowledge for themselves. All the learners participate in order to share fields of experience, and maximise the knowledge base. Group work, presentations, pairing and activities are key to the learning process. Knowledge is personal and useful only when applied in a specific outcome.

The educators role

The learners role

The participants view of knowledge The participants view of the curriculum Everybodys learning experience

Content of lessons is given and cannot be changed.

Content of lessons are negotiated between learners and facilitators in order to reach the desired standard. The focus is on exploration of the most productive and knowledge rich method that will lead to an economically viable skill for the learner. The focus is on self-directed learning.

The focus is on learning content, repetition and the knowledge of facts, but not on how to apply this knowledge. The educator controls the process. The educator has to keep motivating the learners. The educator assesses learner through tests and exams, normally only once after completion of the learning curriculum.

Control of the learning process Motivation Assessment

Motivation is the most important self responsibility of the learner. Learners can assess themselves through self-assessment. Facilitators will assist learners to become competent through formative assessment. Trained assessors will assist the learners in proving their competence through various methods of summative assessment. Assessment can be done continuously and during the learning process.

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Please complete Activity 1.2 in your learner workbook

My Notes
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Throughout the Learning Process you will hear the term Outcomes. There are various types of outcomes: Critical Outcomes (CO), Developmental Outcomes, and Specific Outcomes (SO). Lets take a closer look at what that means:

J Critical Outcomes (CO)

The South African system of OBE is based on the critical outcomes. These outcomes are based on the South African Constitution, and have been approved by the South African Qualifications Authority (SAQA). There are seven critical outcomes which state that learners always will: Identify and solve problems and make decisions using critical and creative thinking. Work effectively with others as members of a team, group, organisation and community. Organise and manage themselves and their activities responsibly and effectively. Collect, analyse, organise and critically evaluate information. 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. Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

J Developmental Outcomes
These critical outcomes are supported by five developmental outcomes, which OBE uses to contribute towards the personal development of each learner and towards social and economic development in South Africa. Reflect on and explore a variety of strategies to learn more effectively. Participate as responsible citizens in the life of local, national and global communities.

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Be culturally and aesthetically sensitive across a range of social contexts. Explore education and career opportunities. Develop entrepreneurial opportunities.

J Specific Outcomes (SO)

Each learning area consists of a set of Specific Outcomes which help facilitators to teach the right content, and; Learners to ensure that they display the right level of competence during assessment from a trained assessor, in order to meet a national standard.

1.2 Use Language for Learning

Ice breaker for the Use of Language in Learning . . .

J Lets look at creative ways to learn counting in Japanese:

Number English Japanese Sound Action

1 2 3 4 5 6 7 8 9 10

one two three four five six seven eight nine ten

ichi ni san shi go roku shishi hachi kyu ju

itchy knee Sun she go rocko Chi-Chi Hat-chi coo Jew

Scratch your . . . . . . knee Point to sky Point to female Walk Rock n roll Double sneeze Put on hat Coo like a dove Jewish hat

We will all need to develop language skills in order to become more proficient in learning. Language skills will help you to read, write and speak effectively about the work you are doing!

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J The Need for Language Development in Every Learning Area

Lets have a look at why would need language development in any learning area within South Africa, by partaking in a practical example (Activity 1.3). Please complete Activity 1.3 in your learner workbook

My Notes
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J There are creative ways to activate your brain . . .

Six ways to activate your brain

What we SEE What we HEAR What we TASTE What we TOUCH What we SMELL What we DO

J But sometimes you might encounter a problem understanding something . . .

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Define your problem. Define and visualize the ideal solution. Gather the facts: specific, general. Break the Pattern. Go outside your own field. Try new combinations. Use all your senses. Switch off - let it simmer. Use music or nature to relax. Sleep on it. Eureka! It pops out. Recheck it.

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J How to cope and excel in the multilingual classroom . . .

Many people wonder how to manage in a class in which different learners have different home languages, and are not all equally proficient in the medium of instruction in the classroom. This is not something that anyone needs to fear or see as a problem: Every learner comes into the classroom with information, expertise and a range of language skills. Each learner is a source of knowledge, which can add to and enrich the knowledge of other learners. You simply need to find ways to unlock this knowledge in a way that makes each learner feel valued.

J How we can distinguish between different language styles for different learning areas and how we can apply them:
English Interpretation
EXPLAIN Make clear Show the meaning of Account for IDENTIFY Recognise as being specified person or thing Consider to be identical Associate oneself closely in feeling or interest ILLUSTRATE Make clear by examples or pictures INTERPRET Explain the meaning of Act as an interpreter REVIEW General survey of events or a subject Reconsideration Report assessing the merits of a book or a play STATE Express in words Specify SHOW Allow or cause to be seen Offer for inspection or viewing Demonstrate Point out Prove Cause to understand Present an image of

Xhosa Translation
CHAZA Cacisa Bonisa intsingiselo ye Chaza nge: CHONGA Yivume okanye yibone njengondoqo/ uqobo lomntu okanye into Yiqwalasele njengento efanayo Zinxulumanise ngokusondeleyo ngemvo okanye umdla ZEKELISA Cacisa ngemizekelo okanye imifanekiso TOLIKA Chaza intsingiselo ye:Yenza ngokungathi uyitoliki HLAZIYA Ucando ngokubanzi lweziganeko okanye umxholo Uphindo-ngqwalaselo Nika ingxelo uhlalutye ngemfanelo yencwadi. Okanye umdlalo. XELA Faxanga ngamazwi Chaza-ngqo BONISA Vuma okanye wenze ukuba ubonwe Nikela ukuba uhlolwe okanye wenziwe imbono Qondakalisa Yalatha-gca Ngqina Yenza ukuba kuqondwe Nika umfanekiso we:-

Afrikaans Translation
VERDUIDELIK maak duidelik; maak die betekenis duidelik; gee rekenskap van IDENTIFISEER erken dat dit 'n bepaalde persoon of ding is sien dit as identies assosieer daarmee mbt eie gevoelens of belangstelling ILLUSTREER maak duidelik d.m.v. voorbeelde of prente ens. INTERPRETEER verduidelik die betekenis daarvan tree op as interpreteerder RESENSIE algemene oorsig van gebeure of onderwerp heroorweging rapporteer d.m.v. 'n waarde bepaling van meriete van 'n boek of toneelstuk NOEM druk uit in woorde spesifiseer WYS help die leser om die prente te sien bewys help die leser om te verstaan bied dit op so 'n wyse aan dat die leser dit kan besigtig

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Concept (SO 1 AC 1 3) 1. Concepts are transferred from one language to another where applicable. 2. A variety of terms related to learning tasks are distinguished and applied (e.g. analyse, discuss, describe, compare, contrast). 3. Language styles used in different learning areas are distinguished and applied.

I understand this concept

Questions that I still would like to ask

My Notes
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Session

Own Learning, Choices & Learning Habits

After completing this session, you will be able to:

(SO 2) Take responsibility of your own learning and make good choices in terms of learning habits.

In this session we are going to explore the following concepts: Active learning. Summarising techniques. Textbook reading skills. Memory & memorising techniques (Mnemonics). Writing & assignments. Participation and personal commitment to the learning process. Lets take a closer look at time management.

2.1 Active Learning

Active learning is learning in which everyone participates. The learner learns through doing, and the teacher makes it possible for the learner to do it. Each lesson outcome will be measured by what you as the learner is able to do. Therefore you, as learners must do things in the learning area. The teacher is there as the facilitator. Remember they already have the knowledge, and you are here to acquire it for yourself!

J General Organisation
Being organised for active learning involves: Planning and controlling your time. Having a suitable study spot - at home in residence, in the library or Study Centre. Having time-saving stationary and accessories close at hand e.g. dictionary, ring-binders, paper, pens, files etc. Making certain you have access to STUDY MATERIAL dont lose or lend your study guides.

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J The Most important part of Active Learning: Motivation

What is Motivation?
Motivation is the fuel needed to make you reach your goal. You have committed yourself to studying, and in order to make this decision work, you need motivation to help you reach your potential. This real desire or motivation for something has to come entirely from the self. Your self-knowledge and self-awareness makes you able to motivate yourself.

How can you as learner sustain your motivation? The most effective way to get motivated and stay motivated is by planning and setting GOALS. When you set goals you give yourself a direction in which to move. Think about how you can achieve your goal for this program: Decide on how this will be done and devise a step-by-step programme. Know how long each step will take and by what dates each step should be completed. Please complete Activity 2.1 in your learner workbook

My Notes
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Please complete Activity 2.2 in your learner workbook

My Notes
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J Listening
Listening Listening Listening Listening Listening Listening Listening is central to all classroom learning. is related to thinking. is not the same as paying attention. is not the same as intelligence. can be taught. can be improved. can be practised.

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J Time
Time is precious. To waste your time is to waste your life. Successful students control their time and set clear goals for themselves. They know what they want to achieve and plan so as to get there. We will look at time management in more detail later.

2.2 Summarising Techniques

J Note Taking
Taking good notes from lectures is an art that develops through practice. You need to be alert in class, listen carefully and spend some time after class editing and re-writing these notes. Note-taking can be as easy as ABC . . . just read on:

A B C E F G

ADAPT your style of note taking according to the subject and lecturer's style. ADOPT a positive, interested ATTITUDE.

You must supply BASIC requirements for note taking. Always take your own pen (+ a spare), paper and course outline with you. A BAG is an obvious necessity to help keep you stay organised. Make your notes BRIEF: y never use a sentence when you can use a phrase. y never use a phrase when you can use a word. y use abbreviations and symbols. CLUES - watch out for the following behaviour on the part of the lecturer: y writing on the board . . . repetition y emphasis created by a change in the voice and/or gestures. y emphasis by the amount of time spent on a section and the number of examples given. y word signals: "The following factors...."; "There are two points of view...."; "The third step ....". y summaries at the end of a lecture. y reviews at the beginning of a lecture. EVALUATE what you hear and then choose a key word or words to note down. Try to listen, think and then write it down.

FIND help FAST when necessary. Approach your lecturer, HOD, fellow students or counsellor. Also try reading some books for ideas.

GO ahead and practise. GIVE yourself a head start to succeed in your course!

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J Trigger Charts / Mind Maps

A Trigger Chart is an ordered group of ideas linked to one another in such a way that they provide a concise and detailed master plan of the information to be memorised. Images, colours and shapes assist in the process of depositing information into the brain so it can be recalled more easily. They act as a prompt/"trigger" in the learning process.

J Mind Map / Trigger Chart Example

J Decision-making During the Learning Process

People make decisions in different ways. They ... Escape: They avoid the solution they don't like and sometimes make the situation worse. Wish: They choose what they want most without thinking of the result. Play safe: They take no risk and make no change. Delay: They hope problem will solve itself if left alone.

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One Priority: They think same solution is the most important each time and don't consider other solutions. Take risks: They take a chance on whether it will work or not. Refuse Responsibility: They let others make decisions for them Take Responsibility: They make the decisions that people expect them to. Are Too Logical: They think of the facts only and not the feelings. Are Too Emotional: They think of their feelings only and not the facts.

2.3 Textbook Reading Skills

By reading the introduction, headings etc. or at least scanning over them, one gets an idea of what is to follow. This helps your understanding of what you will read. It also helps you decide what is really necessary to study and what can be glossed over. It is important that you learn to re-phrase information in your own words. Your own words are easier to understand and remember. By holding a pencil/highlighter and marking certain sections or noting important points you are actively involved from the start and don't get easily distracted from your reading. By trying to relate different ideas you force yourself to think and make sense of what is presented. Always question what you are reading. It may take longer at first but you will train yourself into good concentration and thinking patterns.

J Pre-Read
Get the Gist (basic idea) of the chapter. Read the first paragraph does it tell you what the chapter is about? Read the chapter summary to get the main points. Dot down a few of the most important points in the chapter to serve as a note-taking guide.

J Read and Summarise

Read first then underline when you read again. Underline key words and phrases. Summarize with words and phrases in the margin. Circle words you do not know. Mark definitions. Number lists of ideas, causes, reasons etc. Question Marks next to confusing. Draw arrows to show relationships. Develop a code of abbreviations e.g. def = definition.

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Please complete Activity 2.3 in your learner workbook

My Notes
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J Reading Techniques
There are various types of books and reading material. The style of reading that one adopts depends on the kind of reading material as well as what one's purpose in reading is. There are basically seven different styles of reading that you are likely to encounter while studying: Reading for enjoyment - light reading e.g. novel or magazine. Exploratory reading - skimming through the book (or a section of it) to get the gist of the topic. Revision reading - skimming through a book that is familiar to you in order to confirm knowledge. Search reading - scanning for a specific piece of information, or to answer a specific question. Proof reading - carefully focusing on spelling, punctuation and sentence structure and checking accuracy. Reading for mastery - to get detailed information or understanding of a topic; usually careful, slow and repeated. (See the SQ4R that follows). Critical reading - reading for stimulus, for challenge, to assess values and ideas as in reading a book for review or critically analysing a novel.

J Skimming Techniques
Skimming involves finding out what something is all about. In order to skim: Formulate questions before you begin e.g. what is this all about? Does this article deal with the subject I am researching? Read fast bearing in mind your question(s). Do not read every word. Look at the opening paragraph of each chapter or section. Read the first sentence in each paragraph. Try to catch key phrases.

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J Scanning
Scanning is used when you want to find a specific word, phrase or fact think about what form the information will take: Is it a number? Is the word in capitals? How does it start? VISUALISE what the word or number looks like. Use numerical order. Do not read every word/number. Read fast and when you find the information you want then you slow down and examine it closely.

J SQ4R Method
When the purpose in reading is to get detailed information and to gain a thorough understanding of the topic, the SQ4R Technique is particularly suitable (Survey>Question>Read>Record>Recite>Review):

S Q R R R R

Survey: Read the Introduction and Chapter Objectives carefully do not skip these sections the author is giving you an outline of what is to come. Review the chapter headings and subheadings consider writing these on a sheet of paper where is the chapter leading? What do you already know about each of these sections? Look at the pictures, figures, and exhibits how do they relate to this topic? Read the summary carefully and scan the summary questions. Question Before you read a section, turn each heading or subheading into a question what, why, when, how, or who? You should then be actively reading to answer your own questions. Read: Look for the key point in each paragraph. Search actively for answers to the questions you have set. Is this information of primary or secondary importance? Re-read (several times if necessary) in order to gain a thorough understanding of the material. Record: Use your own system to note the primary points highlight, underline, write in the margins, or make summary notes/mind maps DO NOT copy directly from the text put it in your own words. Recite: Without looking at the book, recite the key points for this section or WRITE DOWN the key points that you can remember. Self-testing after each small section will greatly improve your retention. Review: Check whether you recalled the key points correctly. If not, try again. Review work regularly, not just prior to the exams, to keep yourself familiar with the subject matter.

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2.4 Memory & Memorising Techniques (Mnemonics)

Understanding how memory operates can help you to develop effective learning techniques. Memory consists of what some refer to as the 3 R's: Registration of information i.e. taking it in. Retention of information i.e. keeping it in your head. Retrieval of information i.e. getting it out.

J Tips for Dealing with Procrastination

The general principles of conquering the Procrastination enemy are: Creating good feelings about completing work. Providing a sense of accomplishment. Showing results in a short time period. How to go about this: Divide large tasks into small pieces, listing small steps to be done. Adopt a bits and pieces approach. Reward small tasks. Make lists of tasks to be done. Monitor your time (keep a list of how you spend your time). Work with a colleague or a friend on similar tasks. Avoid feeling guilty. Tell others of your plans. Write an intention statement. Write down the pros and cons of doing/not doing a job. Establish how meaningful the task is. Do it now. The minute you notice yourself procrastinating, plunge into the task.

2.5 Writing & Assignments

Writing essays and assignments can be a daunting task. Here are some ideas that should help you to develop an effective strategy in tackling them.

A: PLANNING B: THE TOPIC

Assigned Topics: The topic of an essay or assignment contains your instructions. Follow these instructions carefully to ensure that you understand exactly what is required.

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C: THE OUTLINE
Once you understand the topic and what is required of you, make a rough outline of how you propose to answer the question. This is a list in point form, of headings and sub-headings of the areas you intend covering. Introduction Purpose / Aim of the Assignment / Essay Main Body of the Paper (3 6 sections) Summary Conclusion

D: GATHERING INFORMATION
You will obtain material from books, periodicals, reports and published research papers from libraries.

J Writing and Presenting an Assignment

Fundamental principles of assignment / essay writing. The object is to answer the question set on the given topic. A logical systematic argument backed by evidence and / leading to a conclusion is required. Essays and assignments usually have 3 components: The Introduction, the body and the conclusion. Lets consider these: The Introduction: The main purpose of the introduction is to indicate what approach you will follow in answering the question set. The Body of the Essay: The body contains the arguments in support of your answer to the question set in the topic. It takes the form of a series of inter-linked paragraphs. Each paragraph should deal with one specific concept or idea. The Conclusion: Your final viewpoint is stated in the conclusion. It is a concise answer to the question posed in the topic. The conclusion must flow logically from the arguments contained in the body of the assignment. Summarise the main points. Evaluate or make recommendations.

J What should your Assignments look like?

Presentation: This is very important. A neat presentation creates a favourable impression on the marker. You may lose marks for untidy presentation. Typing / Handwriting: Have your essay or assignment typed. Ensure that the typing is neatly and accurately done. Use double spacing for greater legibility. Proofreading: Remember to carefully proofread your final copy to eliminate errors. Length: Do not exceed the maximum length set for the assignment. Neither should the assignment be too brief. The length limit set is an indication of the amount of detail required in your answer.
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Numbering: Number your pages to ensure that they are not accidentally put in the wrong order. 7. 7.1 7.1.1 (a) (i) (1)

2.6 Participation and Personal Commitment to the Learning Process

How you can show your active participation and personal commitment to the learning process in: The Classroom; Group work; Self-study; Activities (Field trips); Compiling of Portfolios:

J In the Classroom
Using multiple sources:
y y y y y y pictures (new or old) written material (new or old) newspaper articles (current or from the past) oral sources (interviews) radio, TV, internet artefacts and remains (usually in a museum).

Ask questions
y open questions (lead on to further knowledge) y closed questions (yes or no answers) y dont be scared to make up your own questions.

Partake in games
y games generated by the learners' book, teacher or learner are invaluable to help your memory!

Using timelines / timetables

y create timelines / timetables to make sure that you get the maximum benefit of your own time y use ready-made timelines as a resource.

Using maps and diagrams

y draw or source material from drawn maps y read information from diagrams.

Using artwork
y illustrate concepts y read information from pictures or photographs.

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Using flow diagrams

y see how one thing leads to and from another y use flow diagrams to plan a process.

Express yourself by using drama/role-play

y dramatise a situation or event y encourage empathy: put yourself in someone else's place.

Using storytelling
y make up a story around an event y write a story about a place or event.

Using tables
y compare and find facts from tables y draw graphs from tables.

Using local resources

y partake and be active on field trips y pay attention to the REASON why you are there.

J Active Learning & Group work

Ways in which group work can help you: If learners work in groups, they can ask each other for help. Those learners who understand the work will improve their own skills by showing other learners how to do things. In a small group every learner must be active. Sometimes learners who are very quiet and passive in the class will be active in a small group, and you can see what their real abilities are. When a group has to complete a piece of work together, the members of the group should take responsibility for keeping control, making sure that everyone works and that the activity gets done.

J Active Learning & Self Study

Finding resources. Libraries and museums are important and useful resources. But the life in your suburb, city, town or village is your greatest resource. The shops, the streets, the buildings, mountains, dams, rivers, industries and farms are all resources to be used. You can visit these places, get information from them and about them, study them, draw and map them. The people in your suburb, city, town or village are mobile resources. Interview them, invite them to talk to your class, ask them for information. Older people love to talk about how they lived long ago; managers will tell you how they run their business, farm, organisation, factory or mine; workers will tell you about their conditions of work and what they had to learn to be able to do their particular work. The other learners in your classroom have more information to give than you can imagine - as long as they feel that what they have to contribute will be valued.

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Use what is easily available to you, and inexpensive. Collect pictures and articles from newspapers and keep them for future use. Adapt the material in the textbook to suit your local conditions.

J Active Learning & Field Trips

Field trips and practical work
y Find out the times and the dates when you are going on a field trip. y Find out all the resources that you are expected to bring.

Arrive on time to leave

y Ask the facilitator what the objective of the field trip is & try to see and experience the elements that will lead to this objective every step of the way. y Prepare for the follow-up tasks in advance.

J Active Learning and Compiling your Portfolio of Evidence to prove that you are competent
Self-assessment and Portfolios You should keep samples of work that you think is good in a portfolio. Learner portfolios will also contain records of marks or symbols from formal assessment tasks (tests, essays, reports, exams). Doing this means that the portfolio forms an ongoing record and that learners' progress can be measured against their own achievements rather than against an average or norm.

J How to organise your own learning materials well and neatly

You begin to prepare to show your competence in a specific outcome by doing the following: prepare yourself for specific activities, including methods, materials, time management, technology and equipment to be used. perform and monitor your own tasks continuously in order to achieve the outcome, which is not accomplished until it is. completed, which entails evaluation, checking, verification, rectifying, etc. prior to assessment. interact with the assignment or condition with peer groups, tutors, etc, and assess the above via self - assessment, peer group assessment, tutor assessment, etc. take part throughout the process in an ordered and productive manner and remember the achievement & responsibility for becoming accredited rest with YOU as the learner!

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2.7 Lets take a Closer Look at Time Management

J Ways To Manage Your Time Effectively
Study difficult or boring subjects first. Avoid Scheduling marathon study sessions. Be aware of your best time of day. Use waiting time. Use a regular study area. Don't get too comfortable

J How To Handle The Rest Of The World

Agree with family, friends & employers about study time. Make the rules clear and be sure to follow them yourself. Make explicit agreements even written contracts. Avoid noise distractions. Notice how others misuse your time. Ask yourself if there are certain friends or relatives who consistently interrupt your study time. If avoiding the interruption is impractical, send a clear message. Get off the phone. The telephone is the perfect interruption. Learn to say no. You are not required to accept all requests. Saying no can be done effectively and courteously.

J Preliminary Time Record

Directions: Use the space below and tables on next page for the preliminary time record. During the first week keep a detailed record of the way you spend your time. Account for all your activities - class attendance, recreation, sleeping, commuting, exercise, meals etc. Pay particular attention to the study time you require for each of the courses in which you enrolled.

My Notes
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Sunday

Monday 4:30 - 5:30 5:30 - 6:30 7:45 - 8:25 8:30 - 9:10 9:15 - 9:55 10:00 - 10:15 10:15 - 10:55 11:00 - 11:40 11:45 - 12:25 12:30 - 13:30 13:35 - 15:00 15:00 - 15:15 15:15 - 16:45 17:00 - 18:00 18:00 - 19:00 19:00 - 20:00 20:00 - 22:00 Total Number of study hours

Tuesday

Wednesday

Thursday

Friday

Saturday

WEEKLY PLANNER
Monday

Tuesday

Wednesday

Thursday

Friday

Saturday Sunday

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The following section will be in your assessment workbook please complete it and hand it in! Learning Task #1 The important factors of to consider when completing learning tasks: Completed and handed in within appropriate time frames. Self-Assessment. Time-management. Self-planning and Self-monitoring. Learning and career options that will be of relevance for this program and how you can get access to them.
Concept (SO 2 AC 1 7) 1. Commitment to learning process is actively demonstrated (in group work, self-study activities, compiling of portfolios etc). 2. Own learning materials are well organised. 3. A learning task is chosen from a set of alternatives (essay topic; research project etc). 4. Learning tasks are completed within appropriate time frames. 5. Self-assessment tasks are completed. 6. Self and time-management skills are used to plan and monitor own learning. 7. Learning and career options are selected on the basis of detailed guidance from the appropriate practitioner (learning programmes, skills programmes, learnerships, qualifications and career pathways etc). I understand this concept Questions that I still would like to ask

My Notes
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Session

Different Kinds of Learning Strategies

After completing this session, you will be able to:

(SO 3) Identify different kinds of learning strategies and use what is appropriate to the task.

In this session we are going to explore the following concepts: Methods in which you will be assessed. Assessment and feedback. Appropriate learning strategies.

3.1 Appropriate Learning Strategies

Lets identify different kinds of learning strategies and use what is appropriate to the task: asking questions reading listening for detail summaries synthesising skimming & scanning mind maps pictures note-taking drafting and redrafting memorising working in co-operation with others working alone. Learning Task #2 Choose your preferred learning strategies and used according to the task. Apply a Self-assessment strategy to the task. Show evidence of planning, drafting, editing and revising is shown.

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3.2 Assessment and Feedback

Lets take a very close look at Assessment and Feedback How feedback from others is acknowledged How you can evaluated feedback given to you. How you can use feedback to improve and revise work. What is Assessment? Lets talk about the concepts of assessment vs. specific outcomes.

J Introduction A Teacher or Training Facilitators Point of View!

Research in many countries has shown that as teachers become better at assessing learning, they become more effective teachers who respond to problems as and when they arise. When you assess your learners, your main aim should be to help them learn more. The OBE curriculum is designed to help all learners achieve all the specific outcomes. While different learners may take more or less time to achieve all the outcomes, they should all get the help they need to succeed. You should assess your learners on an ongoing basis to see what kind of help they need.

J The Importance of Continuous Assessment

Continuous assessment is an essential part of the learning programme you follow. You will be assessed you while are busy in the classroom and other learning experiences and not only when you have completed a unit of work. This style of assessment allows you to present information about your competence in a specific task at different times in different situations Continuous assessment can also provide opportunities to assess learners as they operate in their first language. The exciting thing about continuous assessment is that we all know how to do it. We often stop what we are doing and assess how we are behaving, how we are feeling and what we are thinking. We ask questions like: how can I do that better; why didn't that work, and so on. Asking yourself questions about your behaviour, time management and activities pertaining to each learning outcome, constantly!

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J How are Specific Outcomes and Assessment Linked?

When you plan a unit of work, list the specific outcomes and assessment criteria you need to achieve. You should normally receive a list of what performance indicators you could use to see whether you have achieved the outcome.

3.3 Methods in Which You will be Assessed

J Daily Class Work and Homework
Observing learners can help you decide whether or not a learner has met the outcomes that have been set therefore every moment within the classroom should be viewed as a moment of Formative assessment.

J Communication/Feedback
You will receive feedback from your fellow learner, facilitators and the assessor about your learning and competence in specific outcomes. This allows you to assess whether you are coping emotionally and intellectually. Here are a few suggestions for how learners could do this: Keep a journal or diary. Explain and present solutions to the rest of the class. Respond to questions during a lesson. Take part in interviews: each learner has to answer structured questions at a set time during the term. You will also be given the opportunity to give feedback about the other learners in the class, the facilitators and the assessors performance. This is called a 360-degree method of assessment (see illustration below):

Facilitators / Assessors

Outcomes / Course

Other Learners

Self-Assessment

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J Assignments
Assignments or activities can be assessed, and the results recorded.

J Ways to Assess each Learner's Work in a Group A facilitator or assessors point of view
By watching how the group works together, you can assess each learner's ability to work co-operatively. Each person in the group can have a particular role to play, and you can observe how they perform that role. The roles will depend on the kind of activity. The group members must help each other and check that they agree with what each member does or says. The learners can then change roles for the next activity so that everyone gets a chance to play different roles. It's helpful to give one person in the group the role of 'team coach'. The coach must make sure that the whole group works well together, by checking that everyone gets a chance to speak, that they all understand the work, that they do the activity in good time, and so on. Change the coach with each activity, so that everyone gets a turn to take that responsibility.
Concept (SO 3 AC 1 - 6) 1. Appropriate learning strategies are identified (asking questions, reading and listening for detail, summaries, synthesising, skimming, scanning, mind maps, pictures, note-taking, drafting and redrafting, memorising, working in co-operation with others, working alone, etc). 2. Preferred learning strategies are selected and used according to the task. 3. Self-assessment strategies are used effectively. 4. Feedback from others is acknowledged, evaluated and used to improve and revise work. 5. Evidence of planning, drafting, editing and revising is shown. 6. Specific information is found using basic referencing skills (numbering, index, contents page etc). I understand this concept Questions that I still would like to ask

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Session

Identify, Access & Use Information

After completing this session, you will be able to:

(SO 4) Identify, access and use information.

4.1 Finding Resources

Libraries and museums are important and useful resources. But the life in your suburb, city, town or village is your greatest resource. The shops, the streets, the buildings, mountains, dams, rivers, industries and farms are all resources to be used. You can visit these places, get information from them and about them, study them, draw and map them. The people in your suburb, city, town or village are mobile resources. Interview them, invite them to talk to your class, ask them for information. Older people love to talk about how they lived long ago; managers will tell you how they run their business, farm, organisation, mine or factory; workers will tell you about their conditions of work and what they had to learn to be able to do their particular work. The learners in your classroom have more information to give than you can imagine, as long as they feel that what they have to contribute will be valued. Use what is easily available to you, and inexpensive. Collect pictures and articles from newspapers and keep them for future use. Adapt the material in the textbook to suit your local conditions. The following section will be in your assessment workbook please complete it and hand it in! Learning Task #3 Accessing and using information: Appropriate sources of information are identified and accessed. Relevant information for the task is selected. Information is categorised, classified and arranged according to the task. Information is presented in a clear and accessible way in order to facilitate learning and understanding. Find specific information using basic referencing skills (numbering, index, contents page etc).

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Learning Task #4 Evidence is shown that additional information has been obtained from a variety of sources as follows: Library resource centre workplace internet other learners. Relevant reference materials are used and acknowledged appropriately: Dictionary Encyclopaedia Film Journals Atlases. Additional information selected is relevant.
Concept (SO 4 AC 1 - 5) 1. The need for information is identified. 2. Appropriate sources of information are identified and accessed. 3. Relevant information is selected. 4. Information is categorised, classified and arranged according to the task. 5. Information is presented in a clear and accessible way in order to facilitate learning. I understand this concept Questions that I still would like to ask

My Notes
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Bibliography
J Books:
An article by VEMSSA from the T&D Forum 1985 called 'From the Inside Out MOTIVATION' by Dr. Sandra Gluckman Bone, D. (1988). The Business of Listening. Menlo Park, California: Crisp Publications, Inc. Decision Making; Counselling and Careers Unit; Technikon Natal Ellis, D.B. (1985). Becoming a Master Student. Rapid City, USA: College Survival, Inc. James, K., Jordan, R.R, & Matthews, A.J. (1988). Listening Comprehension and Note-Taking Course. London: Collins. Learn how to Study 'by Derek Rowntree Macdonald Orbis 1988. Markham, U. (1994). Geheuekrag. Johannesburg: Human en Rousseau. Material from Study workshops compiled by Department Student Counselling, Port Elizabeth Technikon. Mrs Hild Pienaar, Translator, Port Elizabeth Technikon for the Afrikaans translation. Pamphlets in the series 'How to pass your Exams Easily', by Counselling & Career Development Centre. Technikon Natal. C. Gibson, G.Hoole and B. Passchier. Pass Your Exams Easily. Struik Timmins; Cape Town; 1989 Theron, J A (1985). Dis Lekker om te leer. Brits: Akademiese Publikasies.

Terms & Conditions

This material was developed with public funding and for that reason this material is available at no charge from the AgriSETA website (www.agriseta.co.za). Users are free to reproduce and adapt this material to the maximum benefit of the learner. No user is allowed to sell this material whatsoever.

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Acknowledgements
J Project Management:
M H Chalken Consulting IMPETUS Consulting and Skills Development

J Donors:
Citrus Academy Boland College Weskus College

J Developers:
Cabeton Consulting

J Authenticators:
Mr D N Cronje

J Editing
Mr R H Meinhardt

J Layout:
Didactical Design SA (Pty) Ltd

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Excerpt: SAQA Unit Standard: 12471 - NQF Level 1

Title: Explore and use a variety of strategies to learn (revised) Field: Agriculture and Nature Conservation US No: 12471 NQF Level: 1 Sub-field: Primary Agriculture Credits: 5

Purpose of the Unit Standard:

The learner will be able to use language for learning and other learning strategies in all learning areas and contexts. The ability to use language for problem-solving, decision-making and creative, critical and evaluative thinking will be developed. The role of language in cognitive and conceptual development will be promoted in all learning and teaching environments. The learner moving into the FET band needs learning and study strategies and skills for successful progression.

4. Feedback from others is acknowledged, evaluated and used to improve and revise work. 5. Evidence of planning, drafting, editing and revising is shown. 6. Specific information is found using basic referencing skills (numbering, index, contents page etc).

Specific Outcome (SO) 4:

Identify, access and use information. 1. The need for information is identified. 2. Appropriate sources of information are identified and accessed. 3. Relevant information is selected. 4. Information is categorised, classified and arranged according to the task. 5. Information is presented in a clear and accessible way in order to facilitate learning.

Learning Assumed to be in Place and Recognition of Prior Learning:

Listening, Speaking, Reading and Writing skills at ABET 3 or equivalent.

Unit Standard Range:

Information is obtained from a variety of sources: factual articles, reports, magazines, manuals, journals, cartoons, books, the media, reference material (eg catalogues, glossaries, dictionaries), internet, graphic material and workplace information sources etc. Information can also be accessed from other people, for example through interviews. Evidence of the use of resource centres, libraries or resource books should also be shown. The information obtained is presented in accordance with the requirements of different formats of presentation, either orally or in writing (eg essay, poster, drawing, speech, electronic message, written paper, model). Learning strategies include memorisation, the transfer of information from one text form to another, using reading and writing strategies for learning, asking for clarification, etc.

Specific Outcome (SO) 5:

Use resources effectively to supplement learning. Assessment Criteria (AC): 1. Evidence is shown that additional information has been obtained from a variety of sources (eg library, resource centre, workplace, internet, other learners). 2. Relevant reference materials are used appropriately (eg dictionary, encyclopaedia, film, journals, atlases). 3. Evidence taken from other sources is acknowledged.

4. Additional information selected is relevant.

Specific Outcome (SO) 1:

Use language for learning. Assessment Criterion (AC): 1. Concepts are transferred from one language to another where applicable. 2. A variety of terms related to learning tasks are distinguished and applied (eg analyse, discuss, describe, compare, contrast). 3. Language styles used in different learning areas are distinguished and applied.

Unit Standard Accreditation and Moderation Options

Accreditation Options: Providers of learning towards this unit standard will need to meet the accreditation requirements of Umalusi, the ETQA for General and Further Education. Moderation Options: The moderation requirements of this ETQA must be met in order to award credit to learners for this unit standard.

Specific Outcome (SO) 2:

Take responsibility for own learning and make choices about learning. Assessment Criterion (AC): 1. Commitment to learning process is actively demonstrated (in group work, self-study activities, compiling of portfolios etc). 2. Own learning materials are well organised. 3. A learning task is chosen from a set of alternatives (essay topic; research project etc). 4. Learning tasks are completed within appropriate time frames. 5. Self-assessment tasks are completed. 6. Self and time-management skills are used to plan and monitor own learning. 7. Learning and career options are selected on the basis of detailed guidance from the appropriate practitioner (learning programmes, skills programmes, learnerships, qualifications and career pathways etc).

Unit Standard Essential Embedded Knowledge

Learners can understand and explain that languages have certain features and conventions, which can be managed for learning purposes. Learners are aware that there are skills, strategies and resources which will facilitate learning.

Critical Cross-field Outcomes (CCFO):

Identifying: Identify and solve problems: use learning programme material, learning tasks and information accessing skills to solve problems. Explore education and career opportunities. Reflect on and explore a variety of strategies to learn more effectively. Working: Work effectively with others and in teams: using reading, writing and interactive speech in learning activities, discussions and research projects. Organizing: Organise and manage oneself and one`s activities responsibly and effectively: through organisation of learning materials and assignments. Collecting: Collect, analyse, organise and critically evaluate information: through application of information skills in learning. Communicating: Communicate effectively using visual, mathematical and/or language skills: in formal and informal learning situations. Science: Use science and technology effectively and critically: through using electronic media for learning and accessing information. Demonstrating: Understand the world as a set of related systems: through accessing information to make connections which facilitate learning, and exploring a global range of contexts and texts. Contributing: Participate as responsible citizens in the life of local, national and global communities: information access and learning strategies enable people to participate effectively in such processes.

Specific Outcome (SO) 3:

Identify different kinds of learning strategies and use what is appropriate to the task. Assessment Criteria (AC): 1. Appropriate learning strategies are identified (asking questions, reading and listening for detail, summaries, synthesising, skimming, scanning, mind maps, pictures, note-taking, drafting and redrafting, memorising, working in co-operation with others, working alone, etc). 2. Preferred learning strategies are selected and used according to the task. 3. Self-assessment strategies are used effectively.