DESIGN

AGRICULTURAL SCIENCES

EXAMINATION GUIDELINES

GRADE 12

2021

These guidelines consist of 34 pages.

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Agricultural Sciences 2 DBE/2021
Examination Guidelines

TABLE OF CONTENTS

Page

1. Introduction 3

2. Assessment in Grade 12

2.1 Formal assessment in Grade 12 4

2.2 Format of the question papers for the external examinations in Grade 12 4

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2.3 Cognitive level weighting 12

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3. Elaboration of the content for Grade 12 (CAPS) 13

4. Conclusion 34

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Agricultural Sciences 3 DBE/2021
Examination Guidelines

1. INTRODUCTION

The Curriculum and Assessment Policy Statement (CAPS) for Agricultural Sciences outlines the
nature and purpose of the subject Agricultural Sciences. This guides the philosophy underlying
the teaching and assessment of the subject in Grade 12.

The purpose of these Examination Guidelines is to:

 Provide clarity on the depth and scope of the content to be assessed in the Grade 12 National

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Senior Certificate (NSC) Examination in Agricultural Sciences.
 Assist teachers to adequately prepare learners for the examinations.

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This document deals with the final Grade 12 external examinations. It does not deal in any
depth with the school-based assessment (SBA).

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These Examination Guidelines should be read in conjunction with:

 The National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement
(CAPS): Agricultural Sciences
 The National Protocol of Assessment: An addendum to the policy document, the National


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Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF),
regarding the National Protocol for Assessment (Grades R–12)
The national policy pertaining to the programme and promotion requirements of the National
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Curriculum Statement, Grades R–12
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Agricultural Sciences 4 DBE/2021
Examination Guidelines

2. ASSESSMENT IN GRADE 12

2.1 Formal assessment in Grade 12

In grade 12 formal assessment (SBA) constitutes 25% and is set and marked internally and
moderated externally. The remaining 75% of the final mark for certification in Grade 12 is set,
marked and moderated externally

FORMAL ASSESSMENT: GRADE 12

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TERM 1 TERM 2 TERM 3 CERTIFICATION MARK
Task-based Task-based Trial examination: SBA: weighting

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assessment 1: 25% assessment 2: 25% 100%
Task-based assessment
Controlled test: 75% Mid-year Practical investigation: 10
examination: 75% Assignment: 10

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Test-based assessment
Controlled test: 20
Mid-year examination: 30
Trial examination: 30
s. Total: 100

Examination external
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Total: 300
100 100 100 Total certification mark: 400

2.2 Format of the question papers for the external examinations in Grade 12
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In Grade 12 the formal school-based assessment (SBA) constitutes 25% of the final mark. It is set
and marked internally and moderated externally. The remaining 75% of the final mark for
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certification in Grade 12 consists of a national examination which is set, marked and moderated
externally. This external examination consists of TWO PAPERS of 150 marks each. The grand
total is 300 marks.

The basic outline of these papers is indicated below:

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PAPER 1
Duration: 2½ hours
MAIN TOPICS SECTION A SECTION B TOTAL
MARKS
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 Animal Nutrition QUESTION 1 QUESTIONS 2–4

 Animal Production, 45 105
Protection and Control Multiple choice, (35 marks/question)
150
 Reproduction terminology, Each of the main topics per
matching items and question
term replacement

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Agricultural Sciences 5 DBE/2021
Examination Guidelines

PAPER 2
Duration: 2½ hours
MAIN TOPICS SECTION A SECTION B TOTAL
MARKS
 Agricultural QUESTION 1 QUESTIONS 2–4
Management and 45 105
Marketing Multiple choice, (35 marks/question)
150
 Production factors terminology, Each of the main topics
 Basic Agricultural matching items and per question

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Genetics term replacement

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Basic format and outline of the national question papers for Agricultural Sciences P1
and P2.

SECTION A FOR PAPER 1:

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This section consists of multiple-choice questions, matching items, terminology and term-
replacement questions. There must be an equal distribution of marks for these questions between
the main topics (Animal Nutrition, Animal Production, Protection and Control and Reproduction).
Each of the main topics will be allocated 15 marks. Learners need to know the terminology
involved in each topic.
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The following provides an indication of the format, layout, instructions, number of questions per
subquestion and mark allocation for SECTION A:
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SECTION A

QUESTION 1
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There will be four different types of short questions in the following sequence:
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Multiple-choice questions:

1.1 Various options are provided as possible answers to the following questions. Choose the
answer and write only the letter (A–D) next to the question numbers (1.1.1 to 1.1.10) in the
ANSWER BOOK, e.g. 1.1.11 D.
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FOUR possible answers are provided per question and indicated as follows:

1.1.1 A cost-effective protein supplement for a ruminant animal is …

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A fish meal.
B cottonseed oil cake meal.
C urea.
D carcass meal.

ANSWER:

1.1.1 C

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Agricultural Sciences 6 DBE/2021
Examination Guidelines

Distribution of marks for this question:

 Animal Nutrition: 8
 Animal Production & Protection: 8
 Animal Reproduction: 4

Each question paper will have TWO combination-type questions.

In this question, learners may be expected to arrange items in the correct sequence, e.g.
Rumen→ abomasum → omasum → reticulum)

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1.1.1→1.1.10 (10 x 2) (20)
Each subquestion carries 2 marks out of 20.

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Matching-item questions:

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1.2 Indicate whether each of the descriptions in COLUMN B applies to A ONLY, B ONLY,
BOTH A AND B or NONE of the items in COLUMN A. Write A only, B only, both A and B
or none next to the question numbers (1.2.1 to 1.2.5) in the ANSWER BOOK,
e.g. 1.2.6 B only.

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TWO answers indicated by A and B in COLUMN A and a description indicated in COLUMN B.

EXAMPLE:
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COLUMN A COLUMN B
1.2.6 A: Heartwater A protozoan disease transmitted by
a tick
B: Redwater
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ANSWER:
1.2.6 BOTH A and B
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Distribution of marks for this question:

 Animal Nutrition: 4
 Animal Production & Protection: 4
 Animal Reproduction: 2
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1.2.1→1.2.5 (5 x 2) (10)
Each subquestion carries 2 marks out of 10.

Terminology questions:
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1.3 Give ONE word/term/phrase/concept for each of the following descriptions. Write only the
word/term/phrase/concept next to the question numbers (1.3.1 to 1.3.5) in the ANSWER
BOOK.

EXAMPLE:
The most common bacterial disease that affects the udder and milk production

ANSWER:
Mastitis

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Agricultural Sciences 7 DBE/2021
Examination Guidelines

Distribution of marks for this question:

 Animal Nutrition: 2
 Animal Production & Protection: 2
 Animal Reproduction: 6

1.3.1→1.3.5 (5 x 2) (10)
Each subquestion carries 2 marks out of 10.

Term-replacement questions:

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1.4 Change the UNDERLINED WORD(S) in each of the following statements to make
the statements TRUE. Write only the correct word(s) next to the question numbers

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(1.4.1 to 1.4.5) in the ANSWER BOOK.

EXAMPLE:
Farm animals are poikilothermic animals with a constant body temperature that is normally

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slightly higher than that of its surrounding environment.

ANSWER:
Homoeothermic

Distribution of marks for this question:

 Animal Nutrition: 1
 Animal Production & Protection: 1
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 Animal Reproduction: 3

1.4.1→1.4.5 (5 x 1) (5)
Each subquestion carries 1 mark out of 5.
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SECTION A FOR PAPER 2:

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This section consists of multiple-choice questions, matching items, terminology and term-
replacement questions. There must be an equal distribution of marks between the main topics
(Agricultural Management and Marketing, Production Factors and Basic Agricultural Genetics) for
these questions. Each of the main topics will be allocated 15 marks. Learners need to know the
terminology involved in each topic.
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The following provides an indication of the format, layout, instructions and number of questions
per subquestion and mark allocation for SECTION A:

SECTION A
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There will be four different types of short questions in the following sequence:

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Agricultural Sciences 8 DBE/2021
Examination Guidelines

QUESTION 1

Multiple-choice questions:
1.1 Various options are provided as possible answers to the following questions. Choose the
answer and write only the letter (A–D) next to the question numbers (1.1.1 to 1.1.10) in the
ANSWER BOOK, e.g. 1.1.11 D.
FOUR possible answers are provided per question and indicated as follows:
This process involves the production of the product and moving it to consumers:
A Marketing

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B Processing
C Standardisation

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D Grading

ANSWER: A

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Distribution of marks for this question:
 Agricultural Marketing: 8
 Production Factors: 8
 Basic Agricultural Genetics: 4

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Each question paper will have TWO combination-type questions.

In this question, learners may be expected to arrange items in the correct sequence, e.g.
Strengths → opportunities → threats → weaknesses
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1.1.1→1.1.10 (10 x 2) (20)
Each subquestion carries 2 marks out of 20.
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Matching-item questions:

1.2 Choose a term/phrase from COLUMN B that matches a description in COLUMN A.

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Write only the letter (A–H) next to the question numbers (1.2.1 to 1.2.5) in the ANSWER
BOOK, e.g. 1.2.6 L.

EXAMPLE:
COLUMN A COLUMN B
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1.2.1 Ability and desire to buy goods A. Supply

and services B. Demand
C. Elasticity of demand
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ANSWER:
1.2.1 B

Distribution of marks for this question:

 Agricultural Marketing: 4
 Production Factors: 4
 Basic Agricultural Genetics: 2

1.2.1→1.2.5 (5 x 2) (10)
Each subquestion carries 2 marks out of 10.

Only EIGHT items marked A to H are given in COLUMN B as distractors for the descriptions in
COLUMN A.

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Agricultural Sciences 9 DBE/2021
Examination Guidelines

Terminology questions:

1.3 Give ONE word/term/phrase/concept for each of the following descriptions. Write only the
word/term/phrase/concept next to the question numbers (1.3.1 to 1.3.5) in the ANSWER
BOOK.

EXAMPLE:
1.3.1 A legally binding agreement between the employer and the employee

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ANSWER:
1.3.1 Contract

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Distribution of marks for this question:
 Agricultural Marketing: 2
 Production Factors: 2
 Basic Agricultural Genetics: 6

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1.3.1→1.3.5 (5 x 2) (10)
Each subquestion carries 2 marks out of 10.

Term-replacement questions:

1.4
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Change the UNDERLINED WORD(S) in each of the following statements to make
the statements TRUE. Write only the correct word(s) next to the question numbers
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(1.4.1 to 1.4.5) in the ANSWER BOOK.

EXAMPLE:
1.4.2 Mutants is a group of genes of which each adds to the value of certain phenotypic
characteristics.
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ANSWER:
1.4.2 Multiple alleles
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Distribution of marks for this question:

 Agricultural Marketing: 1
 Production Factors: 1
 Basic Agricultural Genetics: 3
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1.4.1→1.4.5 (5 x 1) (5)
Each subquestion carries 1 mark out of 5.
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Agricultural Sciences 10 DBE/2021
Examination Guidelines

SECTION B FOR PAPER 1:

All questions are COMPULSORY and EACH question must be started on a NEW page ('Start this
question on a NEW page.').

QUESTION 2: ANIMAL NUTRITION

This question is derived from animal nutrition content and is assessed through data-based
questions based on diagrams, pictures, case studies or scenarios, calculations, graphs, tables,
schematic representations, flow charts and other forms of stimulus.

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Questions covering most of the main content areas, numbered 2.1, 2.2, 2.3, etc. with
subquestions numbered as follows:

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2.1
2.1.1
(a)
(b)

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Content areas are indicated in the annual teaching plan of the CAPS document for
Agricultural Sciences.
Total marks [35]

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QUESTION 3: ANIMAL PRODUCTION, PROTECTION AND CONTROL

This question is derived from animal production, protection and control content and is assessed
through data-based questions based on diagrams, pictures, case studies or scenarios,
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calculations, graphs, tables, schematic representations, flow charts and other forms of stimulus.
Questions covering most of the main content areas, numbered 3.1, 3.2, 3.3, etc. with
subquestions numbered as follows:
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3.2
3.2.1
(a)
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(b)

Content areas are indicated in the annual teaching plan of the CAPS document for
Agricultural Sciences.
Total marks [35]
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QUESTION 4: ANIMAL REPRODUCTION

This question is derived from animal reproduction content and is assessed through data-based
questions based on diagrams, pictures, case studies or scenarios, graphs, tables, schematic
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representations, flow charts and other forms of stimulus.

Questions covering most of the main content areas, numbered 4.1, 4.2, 4.3, etc. with
subquestions numbered as follows:
4.3
4.3.1
4.3.2

Content areas are indicated in the annual teaching plan of the CAPS document for
Agricultural Sciences.
Total marks [35]
GRAND TOTAL: 150
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Agricultural Sciences 11 DBE/2021
Examination Guidelines

SECTION B FOR PAPER 2:

All questions are COMPULSORY and EACH question must be started on a NEW page ('Start this
question on a NEW page.').

QUESTION 2: AGRICULTURAL MANAGEMENT AND MARKETING

This question is derived from agricultural management and marketing content and is assessed
through data-based questions based on diagrams, pictures, case studies or scenarios,
calculations, graphs, tables, schematic representations, flow charts and other forms of stimulus.

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Questions covering most of the main content areas, numbered 2.1, 2.2, 2.3, etc. with
subquestions numbered as follows:

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2.1
2.1.1
(a)
(b)

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Content areas are indicated in the annual teaching plan of the CAPS document for
Agricultural Sciences.
Total marks [35]

QUESTION 3: PRODUCTION FACTORS

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This question is derived from production factors and is assessed through data-based questions
based on diagrams, pictures, case studies or scenarios, calculations, graphs, tables, schematic
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representations, flow charts and other forms of stimulus.
Questions covering most of the main content areas, numbered 3.1, 3.2, 3.3, etc. with
subquestions numbered as follows:
3.2
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3.2.1
(a)
(b)
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Content areas are indicated in the annual teaching plan of the CAPS document for
Agricultural Sciences.
Total marks [35]
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QUESTION 4: BASIC AGRICULTURAL GENETICS

This question is derived from basic agricultural genetics and is assessed through data-based
questions based on diagrams, pictures, case studies or scenarios, calculations, graphs, tables,
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schematic representations, flow charts and other forms of stimulus

Questions covering most of the main content areas, numbered 4.1, 4.2, 4.3, etc. with
subquestions numbered as follows:
4.3
4.3.1
4.3.2
Content areas are indicated in annual teaching plan of the CAPS document for Agricultural
Sciences.
Total marks [35]

GRAND TOTAL: 150

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Agricultural Sciences 12 DBE/2021
Examination Guidelines

2.3 Cognitive level weighting

The table below provides a guide for the cognitive level weighting applicable to Paper 1 and
Paper 2. The key verb is used as a guide to judge the appropriate cognitive level of a question.
The context of the question will provide more details to measure the level of difficulty of a
question to place it at the most appropriate level. The marks per cognitive level need to reflect the
overall cognitive balance as a percentage (40% knowledge, 40% comprehension and application
and 20% analysis, synthesis and evaluation) for each of the question papers. The cognitive levels
will be made to scaffold within a question.

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Cognitive levels, context words and key verbs for Paper 1 and Paper 2:
COGNITIVE
CONTEXT

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LEVEL KEY VERBS
WORDS
WEIGHTING %
A Name, State, Give, Indicate, Provide, Arrange, Define, Label,
Knowledge List, Outline, Locate, Recognise, Select

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40%
Describe, Identify, Restate, Review, Summarise, Classify,
B Compare, Define, Distinguish, Interpret, Match and Select,
Comprehension
Apply, Calculate, Draw, Explain, Identify, Illustrate, Prepare,
and application
40% Operate, Practice, Solve, Draw (Sketch), Modify, Adapt,
Compute, Discover, Survey, Gather, Prepare, Use, Show

Analysis
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Analysis, Categorise, Compare, Distinguish, Discuss, Examine,
Investigate, Test, Deduce, Relate, Classify, Contrast, Explain,
Generalise, Predict, Solve
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C Arrange, Compose, Formulate, Organise, Plan, Assemble,
Synthesis Construct, Combine, Create, Depict, Design, Develop,
20% Incorporate, Integrate, Invent, Predict, Produce, Structure
Appraise, Assess, Comment on, Critically analyse, Evaluate,
Evaluation Conclude, Interrogate, Judge, Predict, Compare, Score, Justify,
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Critique, Recommend

THE LEVEL OF DIFFICULTY

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Each of the cognitive levels A (basic knowledge), B (comprehension and application) and
C (analysis, synthesis and evaluation) is mainly determined by the key verbs used in the
questions. The level of difficulty for each of these categories must also be judged based on the
context of each question. The level of difficulty will fall into three different categories for each of
the cognitive levels, namely difficult, moderate and easy. The weighting of these categories
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should be equal for each of the cognitive levels.

The following contextual issues need to be considered when assessing a question for its level of
difficulty:
 The detail of the knowledge or concepts required in the responses
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 The amount/quantity of knowledge or concepts that is needed in the responses

 The complexity of the knowledge or concepts that is required in the responses
 The types and complexity of skills needed to complete the question
 The complexity of the phrasing of a question
 The level of extended thinking needed to respond to a question
 The basic context of a question

Each of the contextual issues above needs to be carefully evaluated in each question to make a
judgement on the level of difficulty of a question. This classification of questions needs to be
justified by the expected performances and perception of candidates to them.

Refer to previous question papers for some examples in this regard.

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Agricultural Sciences 13 DBE/2021
Examination Guidelines

3. ELABORATION OF THE CONTENT FOR GRADE 12 (CAPS)

The tables below provide a brief outline of the content coverage for Paper 1 and Paper 2. The
total marks for each of the main topics need to be added together for each paper to measure the
content distribution of each paper.

PAPER 1
Main topic Mark allocation
 Animal Nutrition 50
 Animal Production, Protection and Control

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50
 Animal Reproduction 50
TOTAL MARKS 150

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PAPER 2
Main topic Mark allocation

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 Agricultural Management and Marketing 50
 Production factors 50
 Basic Agricultural Genetics 50
TOTAL MARKS 150

Basic skills linked to the subject: s.

Questions in both Paper 1 and Paper 2 test the following skills:
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 Ability to follow instructions
 Identifying labels/Labelling/Drawing/Diagrams/Schematic representations
 Plotting and interpretation of graphs/data

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Working out and interpreting calculations

 Organising/Recording and categorising data
 Extraction and/or manipulation and/or evaluation of data
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 Hypothesis testing/Formulation/Using scientific methods

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Agricultural Sciences 14 DBE/2021
Examination Guidelines

SECTION B FOR PAPER 1:

All questions are COMPULSORY and EACH question must be started on a NEW page ('Start this
question on a NEW page.').

QUESTION 2: ANIMAL NUTRITION

Questions covering most of the main content areas, numbered 2.1, 2.2, 2.3, etc. with
subquestions, e.g. 2.1.1.

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The following aspects of the content will be assessed: (Remember this is just to indicate key
areas of focus, but it should be read in conjunction with ATP in the CAPS document.)

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(a) Calculations:

Learners are expected to know FIVE calculations in Paper 1, namely digestibility

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co-efficiency, nutritive ratio (NR), Pearson square, energy values and feed flow, but
will be assessed for a minimum of TWO calculations in the question. Further to the ability
how to calculate, learners are expected to explain the results of the calculated values in
feeding and be able to apply and relate the results to practical feeding practices (situation
on the farm).

NOTE:
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Calculations
Generally, the criteria used for assessing calculations are as follows:
 Correct formula
 Substitution of values
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 Simplifying the values

 Answer and correct units
 Proportionality (e.g. fodder flow)
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 Interpretation of the results calculated (Relating results to daily farming practices)

(b) Components of feeds: Attention should be paid to the following with regard to minerals and
vitamins:
 Key: TWO – importance
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 Key: Deficiency

(c) Types of feeds:

 Learners will be assessed on FOUR examples from each subdivision of the main
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types of feed (four examples of protein-rich and carbohydrate-rich concentrates, four

examples of protein-rich and carbohydrate-rich dry roughages).
 Learners are expected to know the importance of feeding in each example of the main
group, e.g. the suitability of lucerne hay against maize stock.

Content areas are indicated in the annual teaching plan of the CAPS document for
Agricultural Sciences. [35]

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Agricultural Sciences 15 DBE/2021
Examination Guidelines

QUESTION 3: ANIMAL PRODUCTION, PROTECTION AND CONTROL

Questions covering most of the main content areas, numbered 3.1, 3.2, 3.3, etc. with
subquestions, e.g. 3.1.1.

The following aspects of the content will be assessed: (Remember this is just to indicate key
areas of focus, but it should be read in conjunction with ATP in the CAPS document.)

(a) It is important to delineate between the:

 Production systems and farming systems

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 Farming systems and the scale of production (subsistence farming, small-scale
production/commercial farming and large-scale production)

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(b) Basic housing and equipment for various animals under intensive conditions at different
stages of production:
 Chickens

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 Pigs (general facilities in a pig house, facilities for breeding pigs)
 Dairy (milking parlour)

(c) Sheltering structures for various purposes:



(d)
 s.
Sheltering against adverse conditions (natural and build structures)
Sheltering structures for storage (feed sheds)

Handling of animals:
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 Equipment and facilities (cattle, sheep and pigs)
 Design features of the handling facilities (cattle, sheep and pigs)
 Tools and equipment (examples of such tools/equipment used to perform various
management practices such as castration, dehorning, shearing, milking, hoof trimming,
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vaccination, weighing, docking, ear tagging, injections in pigs, sheep and cattle)
 Behaviour of these animals when handled (pigs, sheep, chickens and cattle)
 Guidelines to handle (poultry, pigs, sheep and cattle)
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(e) Learners are expected to plot a line or bar graph on the basis of the following criteria:

Graphs
 Correct heading with both variables

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Correct type of graph

 Correct units, e.g. OC
 Y-axis: Correct labelling and calibration
 X-axis: Correct labelling and calibration
 Plotting (80% and more correct plotting)
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NOTE: The graph can be in any of the three questions in SECTION B.

Learners may be expected to interpret the plotting by:

 Identification of certain aspects
 Deducing the trends
 Making recommendations

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Agricultural Sciences 16 DBE/2021
Examination Guidelines

(f) NOTE: For examination purposes diseases will be assessed as indicated in the
table below:

TYPES OF DISEASES
VIRAL BACTERIAL PROTOZOAN FUNGAL
Rabies, swine flu, avian flu Mastitis, Anthrax Heartwater, Coccidiosis Ringworm
RVF, NCD, FMD TB Anaplasmosis, Redwater Lumpy wool

ASPECT

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1. Type of animal infected
2. Transmitting agent

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3. Key symptom
4. Control

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5. Preventative measures
6. Economic implications
7. Role of state in preventing diseases

NOTE: For examination purposes, parasites will be assessed as indicated in the table
below. s.
TYPES OF PARASITES
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INTERNAL EXTERNAL
Liver fluke, roundworm Nasal worm, ticks, blowflies
Tapeworm Mites, lice
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ASPECT
EXTERNAL INTERNAL
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1. Concept: external parasite Concept: internal parasite

2. Examples of external parasites Groups of parasites
3. Life cycles (single/two/three host ticks) Life cycles
4. Control Symptoms
5. Preventative measures Preventative and control measures
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6. Economic implications Financial implications

7. Role of the farmer in controlling external Role of the farmer in controlling the
parasites parasites
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Content areas are indicated in annual teaching plan of the CAPS document for Agricultural
Sciences. [35]

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Agricultural Sciences 17 DBE/2021
Examination Guidelines

QUESTION 4: ANIMAL REPRODUCTION

Questions covering most of the main content areas, numbered 4.1, 4.2, 4.3, etc. with
subquestions, e.g. 4.1.1.

The following aspects of the content will be assessed: (Remember this is just to indicate key
areas of focus, but it should be read in conjunction with ATP in the CAPS document.)

(a) Diagrams:
 Identification of parts and functions of the reproductive systems (bull or cow)

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 Primary and secondary organs (bull and cow)

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(b) Reproductive processes/techniques:

(i) Formation of gametes

 Concepts (oogenesis, spermatogenesis)

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 Diagrams: flow diagrams

(ii) Oestrus cycle

 Stages
 Hormonal control
 Signs of heat (visible, behavioural)
 Synchronisation of oestrus
 Super ovulation
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(iii) Courtship/Mating

(iv) Artificial insemination (AI)

 Concept
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 Equipment and tools

 Collection of semen
 Dilution and dilutants
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 Storage
 Requirements for a successful AI
 Technique

(v) Fertilisation
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 Concept
 Process illustrated in a diagram

(vi) Pregnancy/Gestation
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 Concept
 Duration
 Hormone responsible
 Stages of pregnancy/gestation
 Multiple births
 Embryo flushing
 Embryo transfer
 Problems of pregnancy

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Agricultural Sciences 18 DBE/2021
Examination Guidelines

(vii) Parturition/Giving birth

 Signs of giving birth
 Stages
 Hormone responsible

(viii) Lactation
 Phases
 Hormonal control
 Lactation curve

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Content areas are indicated clearly in the annual teaching plan of the CAPS document for
Agricultural Sciences. [35]

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s.
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 Agricultural Sciences 19 DBE/2021
Examination Guidelines

CONTENT MAPPING FOR PAPER 1

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ANIMAL STUDIES: PAPER 1 (Animal Nutrition)

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MAIN TOPIC SUGGESTED CONTENT COMMENTS

o.
Animal nutrition  Compare the external structure of the alimentary canal of a ruminant (cow and sheep) and a non-ruminant Examples of
(fowl and pig) questions in previous
 Functions and adaptations of various structures of the alimentary canal question papers
 Description of the internal structure of the rumen, reticulum, omasum, abomasum and small intestines

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Digestion in Digestion in non-ruminants Examples of
non-ruminants  A brief explanation of the intake of feed questions in previous
(pig/fowl) and  The mechanical and/or chemical (enzymes) digestion processes in the mouth, stomach, small intestine and the question papers
ruminants (cow) large intestine

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 Functions of the salivary glands, the liver, pancreas and intestinal glands (accessory glands)
Digestion in ruminants
 Definitions of rumination, regurgitation and peristalsis
 Explanation of the intake of food and the chewing of the cud (swallowing and re-swallowing)
 The differences in size and functionality of the four stomach compartments of a mature ruminant compared to a

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young ruminant
Digestion in the rumen
 Describe rumen microbes as single-celled organisms found in the reticulorumen
 Briefly classify the different types of rumen microbes
Examples in previous
 Specific functions of different bacteria (cellulytic, proteolytic, amylolytic)
question papers
 Describe the most important requirements for normal functioning of rumen microbes/microorganisms
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 Name the functions of the rumen microbes
 Explain the direct absorption of food in the rumen and small intestine directly by osmosis, diffusion and active
transport into the blood stream
Components of feed  Briefly describe the functions (importance) of water, proteins, carbohydrates (sugar, starch and crude fibre) and Examples of
fats/oils (ether extract) in animal production and growth questions in previous
et

 Indicate the basic bio-chemical functions, importance and deficiencies of the macro-elements (calcium, question papers
phosphorus, magnesium, sodium, chlorine, potassium and sulphur) and trace-elements (iron, iodine, zinc,
selenium, copper, cobalt)
 Briefly indicate the basic functions and two deficiencies of water-soluble vitamins (B1; B2 ; B6 and B12/Vitamin B
complex) and fat-soluble vitamins (A, D, E and K)
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 Agricultural Sciences 20 DBE/2021
Examination Guidelines

a
MAIN TOPIC SUGGESTED CONTENT COMMENTS
Digestibility of  Define the digestibility and digestibility coefficient of feeds Examples of

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feeds  List the factors that affect/influence/determine the digestibility of feeds and explain their impact on digestibility questions in
 Describe the methods used to improve/increase the digestibility of feeds previous question
 papers

o.
Understand the different steps in the calculation of digestibility coefficient, interpretation and implication of
calculated values
Quality of feed, Quality of feed: biological value of proteins Examples of
energy value of  Define the concepts: biological value (BV), essential amino-acid index and ideal proteins questions in
feeds and nutritive  Explain the importance of animal proteins in rations previous question

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ratio  Evaluate a feed protein in terms of biological value (egg protein and milk protein) papers
Energy value of feed
 Name the units in which energy value is expressed
 Define and outline gross energy, metabolic energy, digestible and net energy

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 Describe the purpose/aims of calculating energy value of the feed
 Identify and draw a schematic representation of feed energy flow
 Use formulae to calculate the feed energy flow and interpret the results
Nutritive ratio

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 Define the concept of nutritive ratio (NR)
 Describe the purpose/aims of the nutritive ratio in animal feeding
 Use different formulae to calculate and interpret the nutritive value of a feed
Types of feed  Illustrate the basic classification of animal feeds Examples
 Define roughages and concentrates available in
 previous question
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Name the characteristics of roughages and concentrates
 Describe the different types of roughages and concentrates papers
 Make a schematic representation of different types of animal feeds
 Importance of roughage and concentrates as feeds for different types of animals (ruminants and non-ruminants)
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 Agricultural Sciences 21 DBE/2021
Examination Guidelines

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MAIN TOPIC SUGGESTED CONTENT COMMENTS
Subdivision of  Compare and give examples of protein-rich and carbohydrate-rich feeds Examples of

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feeds Supplements to rations questions in
 Indicate the different ways of supplementing: minerals, vitamins, non-protein nitrogen and growth stimulants previous
Planning a feed Planning a feed flow programme question papers

o.
flow programme  Define and describe a feed-flow programme, maintenance and production ration
 A brief overview of the Pearson square method (feed formulation)
 Calculate and draw the feed requirements using a single Pearson square method
 Interpret the Pearson square results for feed mixtures

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 Conversion of the feed ratios into kilograms and percentages
 Interpret and describe fodder/feed flow/fodder production planning
 Explain the importance of fodder flow/fodder production planning
 Do a basic calculation of a feed/fodder flow program for a group of livestock (number of animals and feed needed

rs
over a period of time)

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Agricultural Sciences 22 DBE/2021
Examination Guidelines

QUESTION 3

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Animal Production, Protection and Control

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MAIN TOPIC SUGGESTED CONTENT COMMENTS

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Animal production Animal production systems Examples of
 Describe and compare between intensive and extensive animal production systems questions in
Increasing animal  Distinguish between small-scale and subsistence, large-scale and commercial farming systems, subsistence previous question
production and commercial papers
Intensive farming  Study examples of intensive farming productions including broiler production, battery system, feedlots and a Various examples of

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piggery questions in
 Describe how factors, like nutrition/feeding, environment, reproduction/breeding and general enterprise previous question
management are used to increase animal production under intensive farming (broiler production) papers

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Extensive farming  Study examples of extensive farming productions including sheep farming, beef production and poultry Examples of
production questions in
 Describe how factors like nutrition/feeding, environment, reproduction/breeding and general enterprise previous question
management are used to increase animal production in extensive farming (beef production) papers
Animal shelter/  Give the importance or reasons for shelter/housing Examples of

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Protection/  Identify different structures used for sheltering/housing livestock in an intensive animal production system questions in
Housing  Identify and describe different intensive production systems, like a backyard system, intensive/semi-intensive previous question
system and a free range system for poultry, pigs or dairy production papers
 Explain the basic housing or shelter requirements/guidelines for an intensive production system, like a holding
shed, feed shed and holding pens Examples of
 questions in
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Identify and describe the different equipment/tools for intensive housing systems, like feeders, water supply,
bedding and lighting previous question
papers
Behaviour and Behaviour of farm animals Various examples in
handling of farm  Describe the common behaviour of cattle, sheep, pigs and poultry under various conditions previous question
animals Handling of farm animals papers
 Give the reasons/importance of handling farm animals
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 Describe the effect of incorrect handling on farm animals (harm and effect)
 State the basic guidelines for handling cattle, sheep, pigs and poultry
 Identify and describe the different techniques/tools/aids/facilities (design features, e.g. loading ramps, crush,
vehicle) utilised to handle farm animals
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 The basic guidelines/requirements for transporting/moving farm animals from one farm to another/abattoirs

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Agricultural Sciences 23 DBE/2021
Examination Guidelines
MAIN TOPIC SUGGESTED CONTENT COMMENTS

a
Animal diseases Animal health Various examples of
and protection  Describe the signs of poor health/sick animals (cattle, pigs and chickens) questions in
 Name and describe the methods of testing animal health previous question

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 Various methods of administering medicine to animals (cattle, sheep, pigs and chickens) papers
 Describe the sustainable use of medication
 Distinguish between infectious, non-infectious and metabolic animal diseases

o.
 Identify and distinguish between the levels of seriousness of animal diseases (chronic, per-acute and acute)
Animal diseases
 Indicate the main micro-organisms causing diseases in animals
 Identify the most important diseases in South Africa based on the mode of transmission, animal host, symptoms

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and control measures
Viral and bacterial  Evaluate viral diseases, like foot and mouth disease (FMD), rabies, Rift Valley fever (RVF), avian/bird flu, swine Various examples of
diseases fever/flu and Newcastle disease (NCD) questions in
 Explain bacterial diseases prescribed, such as anthrax, mastitis and tuberculosis (TB): transmission, host,

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previous question
symptoms and control measures papers
Protozoal and  Indicate protozoal diseases, like anaplasmosis, redwater, heartwater and coccidiosis Various examples of
fungal diseases  Describe fungal diseases, like lumpy wool and ringworm questions in
 Identify and explain the economic implications of these animal diseases previous question

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 Describe the preventative/control measures for animal diseases papers
Internal parasites/  Define the term internal parasite Various examples of
Endoparasites  Identify and describe the main groups of internal parasites, like tapeworms, liver fluke and roundworms questions in
 Describe the life cycles, animal hosts, symptoms and treatment of tapeworms, liver fluke and roundworms previous question
 Explain the financial implications and detrimental effects of internal parasites papers
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 Describe the basic preventative/control measures of internal parasites
External parasites/  Define the term external parasite Various examples of
Ectoparasites  Distinguish between ticks, nasal worm, blowflies, lice and mites as examples of external parasites questions in
 Identify and describe the life cycles of ticks (single/two/three host ticks), nasal worm (sheep) and blowflies, lice and previous question
mites (sheep) papers
 Explain the financial implications and detrimental effects of external parasites
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 Describe the basic preventative/control measures of external parasites

Plant and metallic  Identify and describe the maize fungus, poison bulb, thorn apple as examples of plant poisoning Various examples of
salt poisoning  Discuss the treatment of animals suffering from plant poisoning questions in
 Describe the preventative/control measures of plant poisoning previous question
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 Identify and describe common salt and urea poisoning (the symptoms and treatment) papers
 Indicate the preventative/control measures of salt poisoning
 Describe the basic principles of good health to control animal diseases and parasites/pests
 Indicate the role of the state in animal protection
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Agricultural Sciences 24 DBE/2021
Examination Guidelines

QUESTION 4

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Animal Reproduction

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MAIN TOPIC SUGGESTED CONTENT COMMENTS

o.
Animal Reproductive organs of cattle Some examples of
reproduction  Distinguish between the primary and secondary male reproductive organs/structures questions in
 List the functions of the testes, epididymis, scrotum and the accessory sex glands (vesicular glands; prostate; previous question
Male and female Cowper's gland) papers
 Describe the process of sperm formation (spermatogenesis) and make a schematic representation of

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reproductive
systems spermatogenesis
 State the factors causing sterility and infertility in bulls
 Identify and describe the primary and secondary female reproductive organs (structure)

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 Indicate the functions of the ovaries, Fallopian tubes, uterus and vagina
 Describe the process of ovigenesis/oogenesis and make a schematic representation of ovigenesis/oogenesis
Oestrus and  Define oestrus or the heat period Various examples of
oestrus cycle  Identify and describe the female sex hormones and their respective functions questions in previous
 Indicate and describe the periods/stages/phases of the oestrus cycle in cows question papers

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 Noticeable signs/characteristics of oestrus in cows
 Describe the practical methods dairy farmers can adopt to assist with the identifying of cows on heat
Synchronisation  Define the concept of the synchronisation of oestrus/heat Examples of
of oestrus and  Briefly describe the various techniques/methods of synchronisation of oestrus/heat questions in previous
mating  Advantages and disadvantages of synchronisation of oestrus question papers
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 Describe the basic factors causing sterility and infertility in females (cows)
 Define mating/copulation and ejaculation
 Describe natural mating by referring to male sexual display/courtship behaviour/pattern, factors that regulate
mating behaviour among bulls and the five main stages of mating/copulation
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Agricultural Sciences 25 DBE/2021
Examination Guidelines

MAIN TOPIC SUGGESTED CONTENT COMMENTS

a
Artificial mating  Define artificial insemination Various examples of
(artificial  Indicate the main requirements for successful AI questions in

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insemination,  List the advantages and disadvantages of AI previous
embryo  Describe the collecting of semen by using an artificial vagina or electrical stimulation/electro-ejaculator question papers
transplantation 

o.
State the basic requirements for semen collection and storage
and cloning)  Describe the characteristics of good quality semen (semen evaluation)
 Describe the dilutants and functions of such dilutants
 Identify the correct time for artificial insemination (timing for AI)
 Indicate and describe the correct technique for carrying out AI

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Embryo  Identify and define embryo transplantation/transfer (ET), super ovulation, embryo flushing/harvesting, donor cows, Examples of
transplantation/ recipient cows questions in
transfer (ET)  Describe the aims/purposes of ET and embryo flushing/harvesting previous question


rs
List the advantages and disadvantages of ET papers
Nuclear transfer  Define nuclear transfer/cloning Examples of
(Cloning)  List the aims/purposes of animal cloning questions in
 Distinguish between reproductive cloning and therapeutic cloning previous question
 Indicate the advantages and disadvantages of cloning papers

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Fertilisation and  Identify and define fertilisation, pregnancy/gestation, freemartins and placenta Examples of
pregnancy  Describe the fertilisation process questions in
 Describe the formation of multiple births (twins) and freemartins previous question
 Identify the phases/stages of pregnancy papers
 Give the main reasons for abortions
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Birth/Parturition  Define parturition/birth and dystocia Some examples of
and dystocia  Signs/Characteristics of a cow approaching parturition questions in
 State the functions of the layers covering the foetus previous question
 Indicate the stages/phases of parturition papers
 Identify and describe the correct birth positions of a calf in the uterus just before birth
 Name the conditions which interfere with normal parturition process
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 Describe the principal factors causing the retention of the placenta/afterbirth in cows
Milk production/  Identify and define the lactation, dry period and milk ejection Some examples of
Lactation  Identify and describe the structure of the udder of a cow (functions) questions in
 Discuss the milk ejection/milk let down process and hormones involved previous question
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 Explain the importance and functions of colostrum for the new born calf papers
 Identify and describe the interpretation of the lactation curve and lactation cycle (period)

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Agricultural Sciences 26 DBE/2021
Examination Guidelines

PAPER 2

SECTION B FOR PAPER 2:

All questions are COMPULSORY and EACH question must be started on a NEW page ('Start this
question on a NEW page.').

QUESTION 2: AGRICULTURAL MARKETING AND ENTREPRENEURSHIP

Questions covering most of the main content areas, numbered 2.1, 2.2, 2.3, etc. with

a
subquestions, e.g. 2.1.1.

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The following aspects of the content will be assessed as indicated: (Remember this is just to
indicate key areas of focus, but it should be read in conjunction with ATP in the CAPS document.)

(a) Concepts of market and marketing

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(b) Differentiation between marketing and selling:
(c) Explanation of demand/supply schedule/curves/graphs
(d) Interpretation of price elasticity of demand and price elasticity of supply
(e) Market development
(f) Types of buyers
(g)
(h)
(i)
s.
Role of Marketing of Agricultural Products Act, 1996 (Act 47 of 1996) on effective marketing
Explanation of different phases of the entrepreneurial process
Examples of the key components of a business plan
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(j) Application of the SWOT analysis as a management tool
(k) Learners are expected to plot a line or bar graphs on the basis of the following criteria:

Graphs
 Correct heading with both variables
p

 Correct type of graph

 Correct units, e.g. R/kg

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Y-axis: Correct labelling and calibration

 X-axis: Correct labelling and calibration
 Correct plotting (80% and more correct plotting)

Learners may be expected to interpret the plotting in terms of:

 Identification of certain aspects (equilibrium price)
et

 Deducing the trends

 Making recommendations

Content areas are indicated in the annual teaching plan of the CAPS document for
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Agricultural Sciences. [35]

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Agricultural Sciences 27 DBE/2021
Examination Guidelines

QUESTION 3: PRODUCTION FACTORS

Questions covering most of the main content areas, numbered 3.1, 3.2, 3.3, etc. with
subquestions, e.g. 3.1.1.

The following aspects of the content will be assessed as indicated: (Remember this is just to
indicate key areas of focus, but it should be read in conjunction with ATP in the CAPS
document.)

Learners will be assessed on land, labour, capital and management based on the following:

a
(a) All aspects involving each production factor as stipulated in the CAPS document
(b) Interpretation of the law of diminishing returns, be it a table, statement or a graph
(c) Identification of the correct labour legislation from a scenario/case study

.z
(d) Application of the following labour legislation as they affect farmworkers under various
conditions:
 Basic Conditions of Employment Act (BCEA), 1997 (Act 75 of 1997)
 Labour Relations Act (LRA), 1995 (Act 66 of 1995)

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 Unemployment Insurance Act (UIA), 2001 (Act 63 of 2001)
 Employment Equity Act (EEA), 1998 (Act 55 of 1998)
 Skills Development Act (SD), 1997 (Act 97 of 1998)
 Occupational Health and Safety Act (OHSA), 1993 (Act 85 of 1993)
 Compensation for Occupational Injuries and Diseases Act (COIDA), 1993 (Act 130 of

(e)
(f)
1993)
Key aspects of a contract of employment
s.
On capital, learners will be assessed on the:
er
 Knowledge to identify the financial records:
o Income Statement
o Budgets
o Cash Flow Statement
o Balance Sheet
p

o Inventory
 Ability to interpret the data presented on these financial records:
o Income Statement to determine:
pa

- Income
- Expenditure/Costs
- Profit/Loss
o Budgets:
- To distinguish between whole-farm and enterprise budgets
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- To indicate the estimated income

- To indicate the estimated expenditure/costs
o Cash Flow Statements to determine:
- Income in a particular period
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- Expenditure in a particular period

- Opening balance
- Closing balance
- Cash items
o Balance Sheet to determine the:
- Value of assets
- Value of liabilities
- Net worth of the business
Learners are expected to apply the information presented in the financial records to
determine:
o Profit/Loss
o Net worth
o Total income
o Total costs/expenditure
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Agricultural Sciences 28 DBE/2021
Examination Guidelines

(g) Under management learners will be assessed on the:

 Identification of the applicable principles and skills based on a scenario or flow diagram
 Application of knowledge to identify the sources of risk based on the information
presented, whether in a flow diagram or a statement

Content areas are indicated clearly in the annual teaching plan of the CAPS document for
Agricultural Sciences [35]

QUESTION 4: BASIC AGRICULTURAL GENETICS

a
The following aspects of the content will be assessed as indicated: (Remember this is just to
indicate key areas of focus, but it should be read in conjunction with ATP in the CAPS

.z
document.)

Questions covering most of the main content areas, numbered 4.1, 4.2, 4.3, etc. with
subquestions, e.g. 4.1.1.

co
Background knowledge from Grade 10 content on the biological concepts (plant and animal cells
and cell division [mitosis and meiosis]) is key in this question.

Learners will be assessed on the implication of the principles of breeding:

(a)
s.
Key genetic concepts/terminology genetics, heredity, genes, chromosomes and alleles
(homozygous and heterozygous)
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(b) Distinction between the following: genotype and phenotype, dominant and recessive genes
(c) Ability to do a monohybrid cross and how it relates to Mendel's law of segregation
(d) Ability to do a dihybrid cross and how it relates to Mendel's law of independent assortment
(e) Use the Punnett square, schematic diagrams and pedigree diagrams to solve genetic
problems
p

(f) Punnett square will be assessed as follows:

EXAMPLE:
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Punnett square

b B 
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B Bb BB
b bb Bb 

MARKING CRITERIA:
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 Populated Punnett square 

 Correct gametes for Parent 1 
 Correct gametes for Parent 2 
 Correct offspring 

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Agricultural Sciences 29 DBE/2021
Examination Guidelines

(g) Distinguish between qualitative and quantitative characteristics as it relates to variation

(h) Application of the patterns of inheritance that lead to different phenotypes of Inheritance in
agriculture environment
(i) Heritability as:
 Concept
 Implication in breeding
(j) Biometrics
 Understanding of statistical values to generate breeding values
 Interpretation of the knowledge of breeding values for future breeding
(k) Breeding systems learners will be assessed based on:

a
 Indication of the terminology (inbreeding, line breeding, crossbreeding, upgrading,
species crossing, outcrossing)

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 Interpretation of flow diagrams on different breeding systems, patterns of inheritance
 Interpretation of information on multiple alleles and the effect of polygenes in enhancing
a heritable characteristic
 Identification of the breeding systems based on the examples given in the statements

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 Stating advantages or disadvantages of the products of that breeding system
(l) Importance of variation and selection for breeding in agriculture
 Identification of external (environmental) and internal (genetic) causes of variation in a
scenario or statements
 The types of mutagenic agents and their effects

(m)
 Changes in chromosome structure
 Natural versus artificial selection
s.
Understanding of the concept genetic modification/engineering
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 Its application to agriculture (plants and animals), aims, techniques, risks and benefits

Content areas are indicated in the annual teaching plan of the CAPS document for
Agricultural Sciences. [35]
p
pa
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Agricultural Sciences 30 DBE/2021
Examination Guidelines

a
AGRICULTURAL MANAGEMENT AND MARKETING, FACTORS OF PRODUCTION AND BASIC AGRICULTURAL GENETICS: PAPER 2

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Agricultural Management and Marketing

o.
MAIN TOPIC SUGGESTED CONTENT COMMENTS
Agricultural  Define the market/marketing Examples of questions in
marketing  Distinguish between marketing and selling previous question papers
 List, identify and describe the main functions of agricultural marketing (transport, storage, packaging and

.c
processing/value adding)
 Price determination and supply/demand
 Define and describe supply and demand
 Explain and interpret the law of supply and demand (the interpretation of the supply and demand curve/graph)

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 Identify and explain the factors influencing the supply and demand of a product
 Identify and describe the price elasticity of supply/demand and price inelasticity of supply/demand
Market equilibrium  Define market equilibrium Some examples of
 Interpret a hypothetical supply and demand curve to indicate market equilibrium questions in previous
 Interpret the market equilibrium question papers

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 Describe the development of a market
 Describe the importance of a market with regard to fixed prices, types of buyers and methods to promote
products
 List the approaches to marketing, including niche marketing, mass marketing and multisegment marketing
 Identify and explain sustainable agricultural marketing (green markets, eco-labelling)
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Agricultural Sciences 31 DBE/2021
Examination Guidelines

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MAIN TOPIC SUGGESTED CONTENT COMMENTS
Agricultural Free marketing Some examples of

z
marketing systems  Define the concept of free marketing questions in previous
 Indicate the general advantages and disadvantages of a free-market system question papers
 Identify and describe the main channels/options of free-market systems and their advantages and

o.
disadvantages (farm-gate market, fresh-produce markets, stock sales, direct marketing and internet marketing)
Co-operative marketing
 Define the concept of agricultural co-operatives and their background
 Describe the principles of agricultural co-operative

.c
 Name the types of agricultural co-operatives
 Describe the benefits/advantages of agricultural co-operatives
Controlled marketing
 Describe the concept of controlled marketing

rs
Agricultural marketing chain or supply-demand chain
 Identify and describe a marketing chain/supply-demand chain
 Factors that hamper the marketing chain of agricultural products
 Indicate ways to streamline and improve the agribusiness chain
 Briefly describe the role of legislation in the effective marketing of agricultural products

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Agricultural  Define an entrepreneur and entrepreneurship Some examples of
entrepreneurship  Describe the important aspects of the entrepreneur and entrepreneurship questions in previous
and business  Describe the entrepreneurial success factors or personal characteristics question papers
planning  Identify the main distinct phases of the entrepreneurial process
Agribusiness plan
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 Define and outline a business plan
 Identify and indicate the reasons for drawing up a business plan in the agricultural sector
 Outline the standard format and layout (components) of an agricultural business plan
 Indicate the problems encountered when drawing up an agribusiness plan
 Identify electronic resources used as a tool for drawing up an agribusiness plan
 Describe a basic SWOT analysis
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Agricultural Sciences 32 DBE/2021
Examination Guidelines

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Factors of production

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MAIN TOPIC SUGGESTED CONTENT COMMENTS
Agricultural Land Some examples of

o.
factors of  Identify the functions of land (in economic terms) questions in previous
production  Indicate the economic characteristics of land as a factor of production question papers
 Describe the techniques/methods of increasing land productivity
Land and labour Labour
 Define the term labour

.c
 Describe the different types of labour in agriculture (with relevant examples)
 Identify and describe the problems associated with labour in agriculture
 Indicate the methods for increasing labour productivity

rs
 Identify the labour legislation (Acts) affecting farmworkers in South Africa (LRA, BCEA, OHSA, COIDA and
SDA)
 Describe the standard format and layout (components) of a labour/farmworker contract
Capital Capital Some examples of
 Define the following terms: capital, assets, cash flow, budgets questions in previous

pe
 Identify and describe the types of capital (with relevant examples) question papers
 List the methods of creating capital
 Identify and describe the sources of finance/credit (long-term, medium-term and short-term credit)
 Indicate the problems associated with capital as a factor of production
 Identify and describe the capital/financial management systems, including financial records, farm asset records
pa
and farm budgets
 Indicate the differences between an enterprise budget and a whole farm budget (example of farm budget)
 Identify the components of a cash flow statement
 Distinguish between the main aspects which are included in a Cash Flow Budget Statement
 Define the concepts of farm management/management, strategic farm risk management
 Identify and explain the principles/components of management
et

 Indicate the general management skills needed to manage a farm business

 Identify and describe the internal and external forces which affect/influence farming businesses
 Discuss the primary sources of risk in farming business
 Identify and discuss the main risk management strategies/techniques (diversification strategies, risk-sharing
strategies)
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 Discuss the law of diminishing returns as applicable to all factors of production – interpretation of graph

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Agricultural Sciences 33 DBE/2021
Examination Guidelines

Basic Agricultural Genetics

a
MAIN TOPIC SUGGESTED CONTENT COMMENTS

z
Basic agricultural Genetic concepts Some examples of
genetics  Define basic genetic terminology, like genetics/heredity, genes, chromosomes and alleles (homozygous and questions in previous

o.
heterozygous) question papers
Monohybrid  Distinguish between genotype and phenotype, dominant and recessive genes
inheritance  Indicate a monohybrid inheritance/crosses (Mendel's first law: law of segregation)
 Indicate a dihybrid inheritance/dihybrid cross (Mendel's second law: law of independent assortment)
Dihybrid inheritance  Use various methods, such as a Punnett square, genetic diagrams and schematic representations to illustrate

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the crosses
 Describe Mendel's laws of segregation and independent recombination of characteristics
 Distinguish between qualitative and quantitative characteristics
 Identify and describe the pattern of inheritance that leads to different phenotypes: incomplete dominance,

rs
The pattern of Some examples of
inheritance co-dominance, multiple alleles, polygenic inheritance and epistasis questions in previous
 Define the concept of prepotency and atavism with relevant examples question papers
 Describe the sex chromosomes and sex-linked characteristics (examples)
Variation and  Define genetic terminology, like variation, mutation and selection Some examples of

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mutation  Identify and describe the importance of variation and selection questions in previous
 Discuss the external (environmental) and internal (genetic) causes of variation question papers
 Identify the types of mutagenic agents and their effects (changes in chromosome structures)
Selection  Indicate the general principles of selection, like biometrics, heritability and estimated breeding values (EBVs), Some examples of
and compare natural and artificial selection questions in previous
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 Indicate the selection methods used by plants and animal breeders (mass, pedigree, family and progeny question papers
selection) and breeding values
 Identify and describe inbreeding, line-breeding with relevant examples, cross breeding, upgrading, species
crossing, out-crossing and the advantages and disadvantages of these different breeding systems
Genetic  Define the concept of genetic modification/genetic engineering in plants and animals (with relevant examples) Some examples of
modification/  List the aims of genetic modification of plants and animals questions in previous
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genetic engineering  Indicate the advantages of genetic engineering over traditional methods question papers
 Identify and describe the current uses/application of genetically modified plants
 Indicate the techniques used to genetically modify plants/animals
 Describe the potential benefits of genetically modified crops
 Name the characteristics of GMOs
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 Indicate the potential risks of GMOs

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Agricultural Sciences 34 DBE/2021
Examination Guidelines

4. CONCLUSION

This Examination Guidelines document is meant to articulate the assessment aspirations

espoused in the CAPS document. It is therefore not a substitute for the CAPS document which
educators should teach to.

Qualitative curriculum coverage as enunciated in the CAPS cannot be over-emphasised.

NOTE: Any information taken from any supporting documents such as

textbooks, journals and even these guidelines should be verified for accuracy

a
and correctness before use in order to avoid dissemination of misleading facts
that are not scientifically and practically tested.

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