Plant Manipulation

NQF Level: 2 US No: 116128
Learner Guide
Primary Agriculture
Appl y pl a nt
m a n i p u l a ti o n
m e th o ds
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Apply plant manipulation methods
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Primary Agriculture NQF Level 2 Unit Standard No: 116128
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: Apply plant manipulation methods

US No: 116128 NQF Level: 2 Credits: 4
The full unit standard will be handed to you by your facilitator. 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 ID Number NQF Level Credits Mark

National Certificate in Animal Production 49009 2 120
National Certificate in Mixed Farming Systems 48977 2 120
National Certificate in Plant Production 48979 2 120
Are you enrolled in a: Y N

Please mark the learning program you
Learnership?
are enrolled in:
Skills Program?
Your facilitator should explain the above
Short Course?
concepts to you.
This Learner Guide contains all the information, and more, as well as the activities
that you will be expected to do during the course of your study. Please keep the
activities that you have completed and include it in your Portfolio of Evidence.
Your PoE will be required during your final assessment.
This Learner Guide contains all the information, and more, as well as the activities
that you will be expected to do during the course of your study. Please keep the
activities that you have completed and include it in your Portfolio of Evidence.
Your PoE will be required during your final assessment.
What is assessment all about?

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.
Assessment takes place at different intervals of the learning process and includes
various activities. Some activities will be done before the commencement of the
Version: 01 Version Date: July 2006

3
program whilst others will be done during programme delivery and other after
completion of the program.
The assessment experience should be user friendly, transparent and fair. Should
you feel that you have been treated unfairly, you have the right to appeal. Please
ask your facilitator about the appeals process and make your own notes.
How to use the activity sheets

Your activities must be handed in from time to time on request of the
facilitator for the following purposes:
The activities that follow are designed to help you gain the skills, knowledge
and attitudes that you need in order to become competent in this learning
module.
It is important that you complete all the activities and worksheets, as directed
in the learner guide and at the time indicated by the facilitator.
It is important that you ask questions and participate as much as possible in

order to play an active roll in reaching competence.
When you have completed all the activities and worksheets, hand this
workbook in to the assessor who will mark it and guide you in areas where
additional learning might be required.
You should not move on to the next step in the assessment process until this
step is completed, marked and you have received feedback from the assessor.
Sources of information to complete these activities should be identified by

your facilitator.
Please note that all completed activities, tasks and other items on which you
were assessed must be kept in good order as it becomes part of your
Portfolio of Evidence for final assessment.
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 The following box indicates a summary of

concepts or principles to concepts that we have covered, and offers
help you contextualise you an opportunity to ask questions to your
them easier, will be shown facilitator if you are still feeling unsure of
in this box. 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? ............................................................................... 6
Learning Outcomes ............................................................................................ 6
What do I need to know? .................................................................................. 6
Session 1: The selection and use of tools and equipment .... 7
Session 2: Framework development principles as part of plant manipulation

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methods ..........
Session 3: Flower and fruit manipulation ................................................... 25
Am I ready for my test? .................................................................. 31
Checklist for Practical assessment .......................................... 32
Paperwork to be done .............................................................. 33
Bibliography ........................................................................... 34
Terms and Conditions. 34
Acknowledgements .................................................................. 35
SAQA Unit Standard

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What will I be able to do?

When you have achieved this unit standard, you will be able to:
Train (manipulate) plants by applying a narrow range of techniques, as well as
providing limited guidance to others.
Apply plant manipulation in a production environment and use this to contribute
towards to overall productivity of a production enterprise by maximizing growth
and yield.
Gain specific knowledge and skills in plant manipulation techniques and will be
able to operate in a plant production environment implementing sustainable
and economically viable production principles.
Learning Outcomes
At the end of this learning module, you must is able to demonstrate a
basic knowledge and understanding of:
Names and functions of the tools required for manipulation of plants.
Names and functions of the different trellising methods.
Flower manipulation and fruit manipulation methods.
The principles of pruning methods.
The principles of manipulation of a plant.
Names and functions of tools and materials.
Safety and handling procedures of tools and material.
Maintaining hygienic procedures of tools and material as to prevent spreading
of diseases.
Plant physiology and anatomy applicable to manipulation.
What do I need to know?

It is expected of the learner attempting this unit standard to
demonstrate competence against the unit standard:
NQF 1: Manipulate plants.
NQF 2: Understand the structure and functions of a plant.
NQF 1: Select, use and care for hand tools and basic equipment and
infrastructure.

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Session 1 T h e s e l e c t i on a n d u s e of
t ool s a n d e q u i p m e n t
After completing this session, you should be able to:
SO 1: Demonstrate an understanding of the selection and use of appropriate
tools and equipment for a pre-determined manipulation method.
SO 4: Illustrate a basic knowledge pruning principles as a vegetative plant
manipulation method appropriate to the crop.
In this session we explore the following concepts:
SO 1 - AC 1,2,3, 4
SO 4 - AC 1,2, 3
1.1 Tools used for plant manipulation
It is important to establish at the beginning what are some of the basic tools used
for pruning and training of fruit trees.
A
C D E
B
Secateurs (pruning shears A)
Good quality secateurs are essential; these are simply a pair of scissors that have
been specifically designed for cutting plant material. A grower will always find a use
for a pair of secateurs.

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Lopping shears (B)
The lopping shears are used to prune branches that are too thick for ordinary
secateurs. It has strong secateurs blades on extended handles about 40 cm in
length
Hedging shears (C)
Hedging shears are used for cutting/trimming hedges.
Pruning saw (D)
A carpenters saw would not be used for pruning bushes or trees. There are many
different sizes and shapes of pruning saws available. These normally have reversed
teeth and are narrow enough to make a clean cut at the base of a branch without
damaging the bark on the adjoining stem.
Pruning knife (E)
Pruning knifes are usually in the form of a pocket knife with a curved cutting edge.
It is useful for cleaning a cut edge or shaping a torn wound.
Ladder
This is usually a wooden ladder with a folding tripod leg that allows a person to get
close to the tree to perform the tricky top work.
Anyone performing pruning or training work must wear the appropriate safety
clothing.
The operator must ensure that tools and equipment used are sterilised as required
and cleaned thoroughly at the end of the day.
1.2 Plant manipulation techniques

There are a number of different manipulation techniques that are applied to crop
plants.
In this section different manipulation techniques relevant to different crops and

crop growth stages are investigated.
Crop plants can be roughly divided into four main groups with regards to
manipulation.
Fruit bearing vegetable crops
Crops require a wide range of manipulation.
Leafy vegetable crops
Require limited or no manipulation. Manipulation is normally limited to
removal of mature leaves that may be ready for harvest or are diseased
Tree crops
Require primarily training, pruning and in some cases chemical
manipulation of fruit.

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Plant manipulation in fruit bearing vegetable crops

Suckering and trimming
A sucker is a small shoot, which forms between the petiole and the
stem on crops such as tomatoes. Suckers drain plant nutrients, which
would normally be channeled into fruit production. Suckers are
removed when they reach approximately 2 to 5 cm in length.
The suckers are removed by simply snapping them off between the
thumb and index finger. Alternatively they can be removed using a
knife, but this poses a potential of spreading disease.
Trimming of side-shoots is done regularly using a knife or shears.
Always disinfect after each plant has been trimmed. If the growth tip
is damaged the side shoots will grow profusely, one of the side shoots
and can then be selected as a new leading shoot
Removal of leaves
During growth the older, mature leaves die. These leaves are
susceptible to diseases and should be removed. Removal of older
leaves also improves the ventilation around the bottom of the plant.
The number of leaves removed and depends on the grower and plant
cultivated.

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Fruit Manipulation
Fruit thinning is a process through which fruit that are malformed or
poor colour developed are removed. Fruit are removed in areas where
diseased leaves have been removed to allow for sufficient leaf
development.
Fruit ripening may be manipulated using specialised chemicals. A
compound such as Ethephon can be used to induce even ripening in
tree crops. Similarly chemicals such as HCN are used to induce bud
break in crops that are require low temperatures for bud break.
Pollination
In most popular hydroponics crops pollination may be required. This is
usually done by ventilation, insects or movement of workers through
the glasshouse. By vibrating the stay wires on the trellising the plants
can be shaken, aiding pollination.
Trellising of plants
Trellising is labour intensive and should be done taking care not to
damage plants. It ensures that plants are kept upright and do not lie
on the ground. Plants need to be manually twisted around the trellis
system. Some trellises have removable supports which are removed to
make the process easier.
Some plants are layered in order to keep the harvesting and handling
height below 2.5m. Various trellising systems can be used on different
species.
Creeping type plants require trellising. A trellis is a simple structure,
which is used to support the plant. The most simple trellis is one in
which wire is spun against a wall in a grid pattern. The plant is then
threaded through the grid and allowed to grow.

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This kind of trellis can be made to fit any shape that may be required.
The wooden poles are secured in the ground by digging a suitable hole
and inserting them into the hole. The poles are then laid against one
another and fastened using string or wire.
Trellises can be manufactured from wood, which is nailed or screwed
together in a square, or diamond shaped design.
The trellises are made in pre-determined width and height to suit its
application.
A simple trellis is made by planting poles into the ground at pre-
determined distances. A number of horizontal wires are now spun
parallel to one another. The plants main shoots are merely draped
over the wires. In some cases they need to be fastened to the wires.
In hydroponics systems trellising could be as simple as a wire that is
spun from the roof to the floor of the tunnel. The primary shoots of a
tomato; pepper or cucumber is then simply wound around the wire.
It is important that the shoot is fastened to the trellis, that the plant is
not damaged with the binding being used. The binding could be
specialised plant tape or thin wire.
Plant manipulation on tree crops
Pruning
Plants are pruned primarily to encourage growth of new flower bearing
wood, to remove dead vegetation and to improve their appearance or
to keep a tree at a manageable size, making harvesting more efficient.
Pruning is only done on perennial scrubs and trees.
In a natural environment pruning occurs through the action of wind, or
through breakage due to excessive fruit loads, and animal browsing.
Such natural pruning frequently leaves stubs or slowly healing wounds
that are susceptible to decay and disease.
Pruning in orchards prevents decay at broken areas and promotes quick
healing of wounds.

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Pruning tools
The major pruning tools that are used in tree crops are pruning shears
and a specialised saw called a lopper. In some cases specialised
motorised saws can also be used. Depending on the size of the trees a
chain saw can also be used. The principals of pruning as described
below are the same independent of the tools used.
It is important that the tools used are always kept clean and free of
plant residues. They should also be sharpened regularly. This will
ensure that the pruning cut is always clean and accurate.
The basic rules for pruning are:
1. Remove all dead wood.
2. Remove damaged wood such as scales or sun scalded wood or wood
covered in lesions.
3. Remove branches that cross the centre of the plant, or those that rub
against other branches.
4. Remove suckers completely.
5. Remove branches that make the bush look lopsided.
6. Remove an old cane for each new cane that develops. This will
renew the plant.
7. The cane should be cut back to an outside but eye about the fourth
bud eye or so from the base.
8. The cuts should be clean and at a 45 degree angle to the stem.
Ensure the pruning shears are sharp and clean before use.

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Pruning is mostly done during the dormant period (winter) although

summer pruning can also be done.
Training and trellising

Training and trellising systems are not only used in vegetable crops, but
also in some fruit tree crops. During the initial stages of plant
development the farmer is mainly concerned with the training of the
tree. The aim is to develop a framework for the future that can carry
heavy crops of good quality fruit.
Please complete My Notes

Activity 1.1 -1.3 ..........................................
at the end of this . .........................................
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Concept I understand Questions that I still would

SO 1 AC 1 4 this concept like to ask
The correct tools and materials to use
in two or more pre-determined
manipulation methods for specified
crops are selected.
The appropriate plant growth stages

are identified for the pre-determined
and specified manipulation methods are
identified and explained.
The pre-determined and specified

manipulation methods are carried out
correctly.
The tools and equipment required for

the manipulation methods are used
correctly and hygienically.

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1.1
Practical exercise My Name:
..................
My Workplace:
..................
My ID Number:
SO 1 AC 1
...................
Go to the store shed and collect all the tools and materials used can be used in crop
manipulation. Discuss the function and correct use of each tool and other material
with the facilitator. Make notes on the use of these tools and materials in the
learner guide.
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1.2
Explore and discuss My Name:
..................
My Workplace:
..................
My ID Number:
SO 1 AC 1
...................
The facilitator will illustrate some basic plant manipulation techniques relevant to
the crop grown at your place of work. Take notes on how and why it is being done
in your learner guide. Make use of the supplied plant material and perform these
techniques.
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1.3
Group discussion My Name:
..................
My Workplace:
..................
My ID Number:
SO 1 AC 1
...................
Explain the reason why you would manipulate your crop and the how and when you
are going to apply the manipulation(s.
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Fr a me w or k d e v e l op me n t
Session 2 pr i n c i pl e s a s pa r t of p l a n t
ma n i pu l a t i on me t h od s
SO 1: Illustrate a basic knowledge of framework
development principles as part of plant manipulation
methods.
SO 2 AC 1, 2, 3
2 .1 Introduction
Trellising and pruning are used to:
Maximise the ability of the plant to produce a crop.
Create a shape that is ideal for harvesting.
Allow the plant to be directed in a manner that maximises light and
encourages fruiting.
Make it easier to control diseases and pests.
To produce better quality plant and to extend the life of a plant.
Allow plants to fruit earlier.
My Notes
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2.2 Training tree crops

Training Tree crops Apple
An example of the application of these techniques is training of apple trees. As an

example a commonly used training system used in apple orchards is discussed.
The system is called the central leader system.
The first phase of frame development occurs at planting when the stem is pruned
down to a height of 80 cm above ground and the side shoots are removed leaving
only four selected branches that form an evenly spaced tier. This is normally done
in winter. These remaining branches are then staked at an angle of 30-40 degrees
from the horizontal.

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Summer pruning will have to be done to remove misplaced branches.
In the second year the first tier would have grown new shoots and the tree have
developed a second tier that will be staked to the first tier. This second tier should
be about 50 cm above the first tier. At this point it is advisable to shorten the leader
if it is too vigorous. If the branches that make up the tier are not evenly spaced;
lightly coiled wire can be used to correct this. This technique can also be used to
adjust the angle of the growth of the side branches. Twine half the wire around
the branch on one side of the central leader and extend it to twine around a branch
on the other side. Leave the wire in place for only about six weeks so that it does
not damage the wood and buds.

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During the third winter the tree would have developed a pyramid shape and a third
tier. The second tier will have produced laterals. Pruning should be kept to the
absolute minimum. The leader should be shortened to stimulate growth into the
framework.
In the fourth winter the tree has developed four tiers and the leader is shortened
again. By this time the tree produces fruit and it might be necessary to thin fruit
from the branch terminals until they are stronger and able to withstand the weight
of the fruit.
After the fourth year light pruning is done. This promotes early and heavy first crop.
Laterals should only be cut back in the young tree if they are out of place or
diseased.
2.3 Training vegetable crops / Hydroponics

Tomato
As a second example of training techniques, tunnel grown tomatoes is discussed.
Very few tools are used here.
Tunnel tomatoes are indeterminate growers. This means that they can grow and
produce fruit continuously over an extended time period. Tomato follow a
sympodial growth model, which means that after the juvenile growth phase has
terminated, the apical meristem terminates in an inflorescence.

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In order for the plant to continue growing, the axillary bud of the terminal leaf
produces two to three leaves before it also terminates in an inflorescence. The
next axillary will continue to grow in a similar manner.
This process of the sprouting bud, formation of two to three leaves and an
inflorescence, will continue indefinitely as long as the plant remains healthy and
protected from unfavourable conditions.
To prevent plants from becoming too dense, the lateral shoots are removed, using
either pruning shares or pruning knives. The tools must be kept sterile during the
process. In this way the single, remaining stem becomes very long and needs to
be supported. Often two stems will be developed from a single plant. The
simplest method used for support is using wire or specialised thread that is
anchored in the ground. The loose end of the stay wire is spun around the stem
being supported. Wires are spun at a suitable height inside the tunnel, onto which
the stems are anchored. As the plants grow, the anchors are disengaged from the
wires, and the stems layered just above soil levels, reducing the plant mass that is
required to be kept up.

Activity 2 at the .........................................
end of this . ........................................
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My Notes
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2
Field trip My Name:
..................
My Workplace:
..................
My ID Number:
SO 2 AC 1-3
...................
Learners will be going to an operating farm that has at least two types of crops
growing on a trellis system. The facilitator will take learners through the trellis
system and learners will be required to fill out the following observation form.
Principles of trellising Crop 1 Crop 2

Describe the structure.
Height of supports above the ground.
Height of top of support.
Describe the style of trellising e.g. two

wire system
Number of tiers of trellised plant.
Direction that the trellis faces.
Width between rows.
Number of years to get the crop to

produce fruit.
Occasion of pruning crop.
Was growth uniform on the trellis.
Describe the area in between the rows.

Did it have vegetative cover?

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Trellising principles are explained as
applied to two or more agricultural
crops.
The heights of stems are correctly

identified and explained as relevant for
two or more agricultural crops.
The purpose of the framework

structure in optimising harvest and
yield is explained correctly.
My Notes
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Session 3 Fl ower an d f r u it man ip u lat ion

SO 3: Demonstrate an intermediate understanding of flower
and fruit manipulation principles.
SO 3 AC 1, 2, 3
Time: 1 hour of class work and two hours of field work.
3.1 Flower and fruit Manipulation

Fruit Manipulation
Fruit manipulation in crops is usually limited to fruit thinning or synchronisation of
fruit drop or fruit ripening.
Fruit thinning is done to remove fruit that are diseased, malformed or have poor
colour development. Fruit are also removed from young tree crops to ensure that
the tree is not damaged due to too high fruit loads. In some cases reduced fruit
loads will reduce the number of fruit borne per tree, but will lead to an increase in
the quality of the remaining fruit.
Where diseased leaves have been removed in the case of crops such as
hydroponics tomatoes, the fruit is removed, to ensure sufficient leaf development
for the following crop. Fruit thinning can be done by hand, as in the case of tunnel
produced vegetables, or may be done using chemicals in the case of tree crops.
The process of fruit ripening can be encouraged using chemicals. A compound for
examples such as Ethephon can be used to induce even ripening in tree crops. In
crops such as macadamia and walnuts, the compound is used to ensure even nut
drop, making the harvest easier.
In some crops such as blue berries and cherries, bud break will only occur after the
crops have experienced significant cold spells. Should insufficient cold be
experiences, the crop will not bud and low yields will be experienced. To this end
chemicals such as HCN are used to induce bud break.

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Pollination is important for fruit set in all fruiting crops. In most cases bees are the
preferred pollinators. Where natural bee populations are low, beekeepers are
employed to supply hives to orchards. Where bees are important for pollination it
must be ensured that spray programmes are developed to ensure the bees
populations are not damaged through pesticide applications.
In the case of hydroponics crops, most pollination occurs through ventilation,

insects or movement of workers through the glasshouses. In crops such as
peppers, pollination is critical and manual pollination may be necessary. Vibrating
the stay wires on the trellising shakes the plant which aids pollination.
3.2 Chemical manipulation of flowers and

fruit
Several chemicals are used to control flower and fruit development in fruiting
plants. Through the use of chemicals the energy of the plant can be directed to the
purpose of producing a quality fruit of the required size at the required time.
Through the use of chemicals you can avoid the period of bud dormancy and
stimulate the plant into early production, thus gaining the lucrative early market for
a crop.
Chemicals such as Paclobutrasol can control the height of the plant, terminal buds
can be pinched, cold requirements substituted and excessive long shoots can be
chemically disbudded.
Ethylene is a chemical that is naturally produced in fruits, seeds, flowers, stems,

leaves and roots and controls a multitude of processes.
Ethylene is used commercially to promote flower development and colour formation

and speeds up fruit ripening. Ethylene is also used in the production of pineapples
to stimulate even flowering.
In deciduous fruit production, the flowers often drop prematurely before pollination
has taken place resulting in a loss of potential crop. If the plant is sprayed with the
chemical silver thiosulate, which prolongs flower life and reduces floret
abscission.
In apple trees where different shoots types tend to produce different plant parts.
Lateral shoots tend to produce vegetative growth. If these are left unchecked the
plant becomes very leafy and bears very little fruit. If laterals are pruned they
produce sprigs that carry fruit. Manual pruning of laterals is time consuming.
Chemical pruning will kill terminal buds and produce side shoots that tend to
become sprigs that will produce fruit.

27
3.2 Physical manipulation of fruit and

flowers in crop production
Physical manipulation encompasses the manual activities that encourage the
healthy development of the tree, ensuring that a tree produces regular, acceptable
sized fruit when it is wanted. The manipulation directs the plants energy into the
process of producing a quality fruit within a time period that is expected by the
farmer or market.
Thinning
Thinning is a manipulation process by which a part of a too heavy crop is removed.

This leads to improved fruit size and promotes regular cropping by alleviation of
alternate bearing.
Thinning should be carried out early in the season, after the first natural fruit shed
and as soon as it becomes obvious that the crop will be too heavy. After thinning
make sure that mature fruit are not in contact with each other.
If fruit trees are allowed to produce a too heavy crop, the tree will produce a crop
only every second year (alternate bearing). Thinning will ensure that the tree
produces a crop every year.
Thinning can also be done during pruning by thinning out bearer shoots. In
tomatoes and cucumbers grown under protection, thinning implies the removal of
all lateral branches, leaving one bearing stem only.

Activity 3.1 and .........................................
3.2 at the end of . ........................................
this session.
. ........................................
. . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. ........................................
. ........................................
My Notes
..................................................................................
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . .
..................................................................................
..................................................................................
..................................................................................

28
3.1
Field trip My Name:
..................
My Workplace:
..................
My ID Number:
SO 1 AC 1-3
...................
Go to an operating farm that uses at least two types of crops growing on trellis
systems. The facilitator will discuss the trellis system and will illustrate the purpose
of flower and fruit manipulation make notes.
...................................................................................................................
...................................................................................................................
...................................................................................................................
...................................................................................................................
...................................................................................................................
................................................................................................................
...................................................................................................................
...................................................................................................................
...................................................................................................................
................................................................................................................
...................................................................................................................
................................................................................................................
...................................................................................................................
...................................................................................................................
...................................................................................................................
................................................................................................................

29
3.2
Field trip My Name:
..................
My Workplace:
..................
My ID Number:
SO 1 AC 1-3
...................
In this activity you will be required to discuss with the facilitator what the purpose
is and benefit of being able to manipulate flower and fruit development. Write down
your findings in the table provided below
Purpose of flower and fruit manipulation in regards to the following:
Improve fruit set
Market requirements
Size of fruit
Timing / planning
Disease control

30

The purpose and benefits of fruit and
flower manipulation are explained.
The process and purpose of using

chemicals for flower and fruit
manipulation is explained and shown.
The process of physical manipulation

on the fruit and flowers of two or more
plant crops is shown and explained.
My Notes
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................

31
Am I ready for my test?

Check your plan carefully to make sure that you prepare in good time.
You have to be found competent by a qualified assessor to be declared competent.
Inform the assessor if you have any special needs or requirements before the agreed
date for the test to be completed. You might, for example, require an interpreter to
translate the questions to your mother tongue, or you might need to take this test
orally.
Use this worksheet to help you prepare for the test. These are examples of possible
questions that might appear in the test. All the information you need was taught in the
classroom and can be found in the learner guide that you received.
1. I am sure of this and understand it well
2. I am unsure of this and need to ask the Facilitator or Assessor to explain what it
means
2. I am
Questions 1. I am sure
unsure
1. Define crop training. Give reasons why plants are being

manipulated in this way. Which crops can be trained?
2. Briefly explain how you will train an apple tree.
3. Briefly explain how you will train and support a tomato plant.
4. Define pruning. Give reasons why plants are pruned. Which crops
are usually pruned?
5. Briefly explain how you will prune an apple tree.
6. Were you able to identify all the tools and equipment necessary for
training and pruning a crop? If not, what problems did you
experience?
7. Can a crop be pruned at any stage throughout its life cycle? Defend
your answer with applicable examples.
8. Explain the importance of good hygiene principles in successful

pruning.
9. Would you recommend flower and fruit manipulation in a crop.

Defend your answer.
10. Flower and fruit manipulation can be done by means of chemicals

of physical manipulation. Explain the difference and give applicable
examples.
11. What problems did you experience whilst manipulating and pruning
your crop? What is your advice to solve these problems?
12. Were all your manipulation and pruning attempts successful? If

not, what went wrong and what is your advice to solve these
problems?

32
Checklist for practical assessment

Use the checklist below to help you prepare for the part of the practical
assessment when you are observed on the attitudes and attributes that you
need to have to be found competent for this learning module.
Answer Motivate your Answer

Observations
Yes or No (Give examples, reasons, etc.)
Can you identify problems and deficiencies

correctly?
Are you able to work well in a team?
Do you work in an organised and

systematic way while performing all tasks
and tests?
Are you able to collect the correct and

appropriate information and / or samples
as per the instructions and procedures that
you were taught?
Are you able to communicate your

knowledge orally and in writing, in such a
way that you show what knowledge you
have gained?
Can you base your tasks and answers on

scientific knowledge that you have learnt?
Are you able to show and perform the

tasks required correctly?
Are you able to link the knowledge, skills

and attitudes that you have learnt in this
module of learning to specific duties in
your job or in the community where you
live?
The assessor will complete a checklist that gives details of the points that are
checked and assessed by the assessor.
The assessor will write commentary and feedback on that checklist. They will
discuss all commentary and feedback with you.
You will be asked to give your own feedback and to sign this document.
It will be placed together with this completed guide in a file as part
of you portfolio of evidence.
The assessor will give you feedback on the test and guide you if there are
areas in which you still need further development.

33
Paperwork to be done
Please assist the assessor by filling in this form and then sign as instructed.
Learner Information Form
Unit Standard 116128
Program Date(s)
Assessment Date(s)
Surname
First Name
Learner ID / SETA
Registration
Number
Job / Role Title
Home Language
Gender: Male: Female:
Race: African: Coloured: Indian/Asian: White:
Employment: Permanent: Non-permanent:
Disabled Yes: No:
Date of Birth
ID Number
Contact Telephone
Numbers
Email Address
Signature:
Postal Address

34
Bibliography
Books:
Illustrations for pages 15 17 from Illustrated Encyclopedia of Gardening in
South Africa.
Readers Digest. 1984
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 produce and adapt this material to the

maximum benefit of the learner.
No user is allowed to sell this material whatsoever.

35
Acknowledgements
Project Management:
M H Chalken Consulting
IMPETUS Consulting and Skills Development
Donors:
Citrus academy
Authenticator:
Prof H Robbertse
Technical Editing:
Mr R H Meinhardt
OBE Formatting:
Ms P Prinsloo
Design:
Didacsa Design SA (Pty) Ltd
Layout:
Ms A Bredenkamp
Ms N Matloa

All qualifications and unit standards registered on the National Qualifications Framework are
public property. Thus the only payment that can be made for them is for service and
reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted,
the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD:
SAQA US ID UNIT STANDARD TITLE

116128 Apply plant manipulation methods
SGB NAME NSB PROVIDER NAME
SGB Primary NSB 01-Agriculture and Nature
Agriculture Conservation
FIELD SUBFIELD
Agriculture and Nature Conservation Primary Agriculture
ABET BAND UNIT STANDARD TYPE NQF LEVEL CREDITS
Undefined Regular Level 2 4
REGISTRATION REGISTRATION START DATE REGISTRATION END SAQA DECISION
STATUS DATE NUMBER
Registered 2004-10-13 2007-10-13 SAQA 0156/04
PURPOSE OF THE UNIT STANDARD

A learner achieving this unit standard will be able to train (manipulate) plants by applying a narrow range
of techniques, as well as providing limited guidance to others. This unit standard builds on the learner`s
skills and capacity to apply plant manipulation in a production environment and use this to contribute
towards to overall productivity of a production enterprise by maximizing growth and yield.
Learners will gain specific knowledge and skills in plant manipulation techniques and will be able to
operate in a plant production environment implementing sustainable and economically viable production
principles.
They will be capacitated to gain access to the mainstream agricultural sector, in plant production,
impacting directly on the sustainability of the sub-sector. The improvement in production technology will
also have a direct impact on the improvement of agricultural productivity of the sector.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that a learner attempting this unit standard will demonstrate competence against the
following unit standards or equivalent:
NQF 1: Manipulate plants.

NQF 2: Understand the structure and functions of a plant.
NQF 1: Select, use and care for hand tools and basic equipment and infrastructure.
UNIT STANDARD RANGE

Range statements are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must
however be comparable in scope and complexity. These are only as a general guide to scope and
complexity of what is required.
UNIT STANDARD OUTCOME HEADER
N/A
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Demonstrate an understanding of the selection and use of appropriate tools and equipment for a pre-
determined manipulation method.
OUTCOME RANGE
Manipulation methods may include, but are not limited to, framework development, flower and fruit
manipulation, and pruning. Tools may include, but are not limited to, pruning shears, tie-back material,
trellising and spraying equipment.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
The correct tools and materials to use in two or more pre-determined manipulation methods for specified
crops are selected.
The appropriate plant growth stages are identified for the pre-determined and specified manipulation
methods are identified and explained.
The pre-determined and specified manipulation methods are carried out correctly.
The tools and equipment required for the manipulation methods are used correctly and hygienically.
SPECIFIC OUTCOME 2
Illustrate a basic knowledge of framework development principles as part of plant manipulation methods.
OUTCOME RANGE
Trellising methods may include, but are not limited to, Central leader system, Tattura system, two-wire
system, slanted cap, factory-cap, and the Faade system.
ASSESSMENT CRITERIA
Trellising principles are explained as applied to two or more agricultural crops.
The heights of stems are correctly identified and explained as relevant for two or more agricultural crops.
The purpose of the framework structure in optimising harvest and yield is explained correctly.
SPECIFIC OUTCOME 3
Demonstrate an intermediate understanding of flower and fruit manipulation principles.
OUTCOME RANGE
Flower and fruit manipulation principles may include, but are not limited to, temperature, daylight length,
bud dormancy breakers, thinning, fruit enlargement, ripening, and the preparation of physical and
chemical quality improvement methods.
ASSESSMENT CRITERIA
The purpose and benefits of fruit and flower manipulation are explained.
The process and purpose of using chemicals for flower and fruit manipulation is explained and shown.
The process of physical manipulation on the fruit and flowers of two or more plant crops is shown and
explained.
ASSESSMENT CRITERION RANGE
Physical manipulation includes, but is not limited to thinning, shouldering, brushing, shortening, etc.
SPECIFIC OUTCOME 4
Illustrate a basic knowledge pruning principles as a vegetative plant manipulation method appropriate to
the crop.
OUTCOME RANGE
Pruning includes, but is not limited to summer and winter pruning, canopy management, etc. appropriate
to the crop.
ASSESSMENT CRITERIA
Unwanted growth from plant at the different growing stages of two or more crop plants are identified and
removed.
Turpose and benefit of vegetative manipulation and pruning principles as it relates to the health of plants
and crop yields are explained.
ASSESSMENT CRITERION RANGE
Vegetative manipulation includes but is not limited to winter pruning, summer pruning, canopy
management, trellising of shoots, etc.
The vegetative manipulation actions of another learner are supported and guided.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

The assessment of qualifying learners against this standard should meet the requirements of established
assessment principles.
It will be necessary to develop assessment activities and tools, which are appropriate to the contexts in
which the qualifying learners are working. These activities and tools may include an appropriate
combination of self-assessment and peer assessment, formative and summative assessment, portfolios
and observations etc.
The assessment should ensure that all the specific outcomes; critical cross-field outcomes and essential
embedded knowledge are assessed.
The specific outcomes must be assessed through observation of performance. Supporting evidence should
be used to prove competence of specific outcomes only when they are not clearly seen in the actual
performance.
Essential embedded knowledge must be assessed in its own right, through oral or written evidence and
cannot be assessed only by being observed.
The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a
qualifying learner is able to explain the essential embedded knowledge but is unable to perform the
specific outcomes, they should not be assessed as competent. Similarly, if a qualifying learner is able to
perform the specific outcomes but is unable to explain or justify their performance in terms of the
essential embedded knowledge, then they should not be assessed as competent.
Evidence of the specified critical cross-field outcomes should be found both in performance and in the
essential embedded knowledge.
Performance of specific outcomes must actively affirm target groups of qualifying learners, not unfairly
discriminate against them. Qualifying learners should be able to justify their performance in terms of
these values.
Anyone assessing a learner against this unit standard must be registered as an assessor with the
relevant ETQA.
Any institution offering learning that will enable achievement of this unit standard or assessing this unit
standard must be accredited as a provider with the relevant ETQA.
Moderation of assessment will be overseen by the relevant ETQA according to the moderation
guidelines in the relevant qualification and the agreed ETQA procedures.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The person is able to demonstrate a basic knowledge of:
Names and functions of the tools required for manipulation of plants.

Names and functions of the different trellising methods.
Flower manipulation and fruit manipulation methods.
The principles of pruning methods.
The principles of manipulation of a plant.
Names and functions of tools and materials.
Safety and handling procedures of tools and material.
Maintaining hygienic procedures of tools and material as to prevent spreading of diseases.
Plant physiology and anatomy applicable to manipulation.
UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A
UNIT STANDARD LINKAGES

N/A
Critical Cross-field Outcomes (CCFO):
UNIT STANDARD CCFO IDENTIFYING

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

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

Interpreting Information relates to all specific outcomes.
UNIT STANDARD CCFO COMMUNICATING

Communication relates to all specific outcomes.
UNIT STANDARD CCFO SCIENCE

Use Science and Technology relates to specific outcomes:
Illustrate a basic knowledge of framework development principles as part of plant manipulation
methods.
Demonstrate an intermediate understanding of flower and fruit manipulation principles.
Illustrate a basic knowledge pruning principles as vegetative plant manipulation methods appropriate to
the crop.
UNIT STANDARD CCFO DEMONSTRATING

Inter relatedness: relates to all specific outcomes.
UNIT STANDARD CCFO CONTRIBUTING

Self-development relates to all specific outcomes.
UNIT STANDARD ASSESSOR CRITERIA

N/A
UNIT STANDARD NOTES

N/A
All qualifications and unit standards registered on the National Qualifications Framework are public property. Thus the only
payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material
is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

Plant Manipulation

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NQF Level: 2 US No: 116128

Title: Apply plant manipulation methods

Title ID Number NQF Level Credits Mark

Are you enrolled in a: Y N

What is assessment all about?

Version: 01 Version Date: July 2006

How to use the activity sheets

It is important that you ask questions and participate as much as possible in

Sources of information to complete these activities should be identified by

Enjoy this learning experience!

Version: 01 Version Date: July 2006

How to use this guide

Examples of certain The following box indicates a summary of

Version: 01 Version Date: July 2006

What are we going to learn?

Learning Outcomes ............................................................................................ 6

What do I need to know? .................................................................................. 6

Session 1: The selection and use of tools and equipment .... 7

Session 2: Framework development principles as part of plant manipulation

Session 3: Flower and fruit manipulation ................................................... 25

Am I ready for my test? .................................................................. 31

Checklist for Practical assessment .......................................... 32

Paperwork to be done .............................................................. 33

Terms and Conditions. 34

SAQA Unit Standard

Version: 01 Version Date: July 2006

What will I be able to do?

What do I need to know?

Version: 01 Version Date: July 2006

In this session we explore the following concepts:

1.1 Tools used for plant manipulation

Secateurs (pruning shears A)

Version: 01 Version Date: July 2006

Lopping shears (B)

Hedging shears (C)

Hedging shears are used for cutting/trimming hedges.

Pruning saw (D)

Pruning knife (E)

1.2 Plant manipulation techniques

In this section different manipulation techniques relevant to different crops and

Version: 01 Version Date: July 2006