FACILITATOR GUIDE

NATIONAL CERTIFICATE: MIXED FARMING SYSTEM

SAQA ID 48971 LEVEL 1 – 120 CREDITS...

SAQA -7464
ANALYSE CULTURAL PRODUCTS AND PROCESSES AS REPRESENTATIONS OF SHAPE, SPACE
AND TIME

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Facilitator Guide Information
The purpose of this Facilitator Guide is to assist facilitators in delivering training sessions, related to the following
skills program/unit standard, ANALYSE CULTURAL PRODUCTS AND PROCESSES AS
REPRESENTATIONS OF SHAPE, SPACE AND TIME, and is intended for use by the accredited Training
Providers, for the following qualification: NATIONAL CERTIFICATE: MIXED FARMING SYSTEM
SAQA ID 48971 LEVEL 1 – 120 CREDITS..
US ID US Title Level Credits
ANALYSE CULTURAL PRODUCTS AND PROCESSES AS
7464 1 2
REPRESENTATIONS OF SHAPE, SPACE AND TIME

Facilitation Methodology
The programme is very practical and aims to provide practical tools and skills for adult learners. The methodology
should ensure that:
 The learning environment is physically and psychologically comfortable.
 Contact training periods are short and varied to avoid boredom.
 Learner expectations are articulated and clarified and managed by the learner and facilitator.
 The experience of participants is acknowledged and drawn on in the learning programme.
 Facilitation, rather than teaching, is used to allow participants to participate fully.
 The facilitator balances the presentation of new material, debate and discussion in such a way that the
outcomes of the module are met, while ensuring that all participants are valued and is able to contribute to
the learning process.
 The learning will be problem-oriented, personalized and accepting of participants’ needs for self-direction
and personal responsibility.
 The module presented in a way that allows a participant to participate fully in the language of their choice.
 The facilitation process accommodates participants who may not be literate, or who are not literate in
English.
The contact session uses a participatory methodology. This is appropriate for adult audiences who come with a wide
range of experiences and skills. It also accommodates a broader range of learning styles. Some techniques that can
be used include:
Method Description
Structured Participants engage with a complex game or activities that represent real-life situations that

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learning they may encounter in the course of their work as a Ward Committee member.
experience
Case study This is a realistic story or real-life situation that has taken place, in which participants need to
apply their knowledge and skills to practice how they can deal with the issues presented.
Group work Participants work on tasks in their groups and report their findings back to plenary.
Lecture The facilitator presents a short talk (maximum of 10 minutes) to introduce a new subject, to
provide details, or to wrap up a session.
Discussion This is a free exchange of ideas or experiences on a particular topic. It may be between the
facilitator and the participants or between the participants.
Brainstorming Participants generate a number of ideas on a particular subject or question. It may be used to
gather different opinions or to find out what participants know about a particular topic.
Role-play Participants are asked to act out a scenario where each participant plays a particular role. A
role-play may be used to illustrate how people respond in different situations.
Panel discussion This is a planned presentation by one or more experts. It may be followed by a discussion
session or a round of questions.

Resources may include, but not limited to:

 White board and/or Flipcharts
 Laptop & Data Projector (not compulsory)
 Facilitator & Learner Guide
 Learner Workbook
 Appendices (attached to learner guide)

Time Contact/ Facilitation Time 24 Hours/3 Days

Theory 7 Hours
Practical 17 Hours
Assessments 3 Hours
Workplace Application TIme 56 Hours/7 Days

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Facilitator’s Checklist & Training Aids
Learner support strategies:
Learners are supplied with all resources and aids as required by the program – including:
 Objects & devices such as equipment, protective clothing, and safety gear, etc.
 Learner Guides and Learner Workbook
 Visual aids, etc.
Use this checklist below during y our preparation to ensure that you have all the equipment, documents

and training aids for a successful session.

Tick/Cross
Preparation:
Yes No
Qualification Knowledge – I have familiarised myself with the content of the applicable
qualification
Unit Standard Knowledge – I have familiarised myself with the content of all aspects of the
applicable unit standard
Content Knowledge – I have sufficient knowledge of the content to enable me to facilitate with ease
Application knowledge – I understand the programme matrix & have prepared for programme
delivery accordingly
Contextualisation – I have included information which is specific to the commodity and practices
related to the commodity
Ability to respond to learners background & experience – I have studied the learner
demographics, age group, experience & circumstances & prepared for programme delivery
accordingly
Enthusiasm & Commitment – I am passionate about my subject & have prepared my programme
delivery to create a motivating environment with real commitment to success
Enterprise knowledge – I know & understand the values, ethics, vision & mission of the workplace
& have prepared my programme delivery, reporting & administrative tasks accordingly.
Equipment check:
Learner guides x 1 per learner
Assessment guides x 1 per learner
Writing materials & stationary (facilitator & learner)
White board & pens
Flip chart paper
Proximal projector & screen
Laptop & programme disk
Sample Hand-outs and examples of laws and other relevant documents

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Safety gear as prescribed by unit standard and applicable legislation
Documentation checklist:
Attendance Register
Course Evaluation
Learner Course Evaluation
Portfolios of evidence

Time Frames
Total time allocated Theoretical learning Practical learning time
(hours) time allocated (hours) allocated (hours)
Complete Program
(including summative 40 hours 12 hours 28 hours
assessment)

Briefing Session: Day 1

Start with an “ice-breaker”, and eventually discuss the global outcome of the learning units with learners and
emphasize the assessment process.
Topics:
 Ice Breaker
 Course expectations
 Assessment Criteria
 Learner’s Responsibilities
Training Ground Rules
Discuss the training session ground rules with learners to avoid disturbance during the session, and topics may
include:
 Learning Units estimated time
 Ethical behavior
 Cellular phones – (off/silent)
 Breaks – (tea, lunch….)
Write down the training session ground rules and keep them posted in the classroom for the duration of the session.
Discuss the Learning Outcomes introduction with the learners and ensure the following:
 All learners participate in the discussion by asking them relevant questions.
 Learners complete the activity in their learner workbooks.

Learning US: 7464, NQF Level 1 Worth 2 Credits

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 Unit 1 ANALYSE CULTURAL PRODUCTS AND PROCESSES AS
REPRESENTATIONS OF SHAPE, SPACE AND TIME

People credited with this unit standard are able to:

 Identify geometric shapes and patterns in cultural products;
Unit Standard
 Analyse similarities and differences in shapes and patterns, and the effect of colour,
Purpose
used by different cultures; and
 Analyse and explain the way shapes and space are used in different epochs.

 The following learning at ABET Numeracy level 3 is assumed to be in place:

Learning  Describe, draw, analyse and construct planar shapes and patterns and spatial
Assumed to be in objects;
Place  Describe, interpret and represent the environment geometrically.

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 SESSION 1 IDENTIFY GEOMETRIC SHAPES AND PATTERNS IN CULTURAL
SO 1 PRODUCTS.

Learning  Basic transformations are identified.

Outcomes  Basic geometric shapes are identified.
 Basic patterns are identified and described
(Assessment
 Basic patterns are extended in a way that maintains the consistency of the pattern
Criteria)

Activi
ty
1
What are the basic shapes that are used as the foundation to describe all other forms and shapes?
Simple shapes are the square, rectangle, circle, ellipse, and triangle. These are the basic shapes that are used as the
foundation to describe all other forms and shapes.

Squares and rectangles are the most common shapes in man-made objects. From architecture to the arrangement of
text on a page to the shape of the page itself, most of what people encounter on a daily basis is composed of squares
and rectangles.
Activit
y
2
Describe the Complex Shapes
Complex shapes combine parts or all simple shapes. Complex shapes include polygons or less “definable” shapes
that may include parts of circles, squares, triangles, ellipses, and rectangles.

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The effects of complex shapes can be predicted by identifying similarities to simple shapes. An easy way to visually
simplify a complex shape is to squint and/or to watch from some distance. As the complex shape becomes more

blurred, the details “disappear” and the overall effect will be easier to see.

SESSION 2 ANALYSE SIMILARITIES & DIFFERENCES IN SHAPES & PATTERNS, &

SO 2 EFFECT OF COLOUR, USED BY CULTURES

Learning  Similarities in shapes and patterns are identified

Outcomes  Differences in shapes and patterns are identified
 Possible reasons for similarities and/or differences in shapes and patterns used by
(Assessment
different cultures are identified.
Criteria)
 The effect of colour on shape and symmetry is described and illustrated

Activi
ty
3
Explain the Possible reasons for similarities and/or differences in shapes and patterns used by different
cultures
Possible reasons for similarities and/or differences in shapes and patterns used by different cultures are identified
2.5 2-Dimensional shapes

You probably have a tiling pattern on a wall or floor of your home, usually in the kitchen or bathroom. Patterns
made from pieces that fit together without leaving any gaps are called tessellations. The simplest ones are made
from regular shapes.
2.6 Combining shapes
Shapes can often be put together to make tessellations.

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 SESSION 3 ANALYSE AND EXPLAIN THE WAY SHAPES AND SPACE ARE USED IN
SO 3 DIFFERENT EPOCHS AND CULTURES.

Learning
 Shapes used by different cultures are identified.
Outcomes
 The use of space in different cultures is analysed and explained.
(Assessment  The use of space in different epochs is analysed.
Criteria)

Activit
y
4
Explain the Shapes used by different cultures
Shapes used by different cultures are identified

The Greeks made many contributions to our understanding of geometry. For example, Archimedes is credited as the
first to calculate the ratio between a circle's diameter and its circumference now known as pi. Pythagoras is famous
for his theorem which states that in any right-angled triangle the sum of the squares on the two shorter sides equals
the square of the hypotenuse. However, many people think the Egyptians and Babylonians knew this math much
earlier.