FACILITATOR GUIDE

NATIONAL CERTIFICATE: MIXED FARMING SYSTEM

SAQA ID 48971 LEVEL 1 – 120 CREDITS..

SAQA -7451
COLLECT, ANALYSE, USE AND COMMUNICATE NUMERICAL DATA

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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, COLLECT, ANALYSE, USE AND COMMUNICATE NUMERICAL DATA, 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
COLLECT, ANALYSE, USE AND COMMUNICATE NUMERICAL
7451 1 2
DATA

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 au diences 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

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.

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

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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.

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 Learning
US: 7451, NQF Level 1 Worth 2 Credits

Unit 1 COLLECT, ANALYSE, USE AND COMMUNICATE NUMERICAL DATA

People credited with this unit standard are able to:

 Identify situations for investigation and data collection, collect data;
 Classify and analyse data;
Unit Standard  Summarise and display organised data;
Purpose  Extract and interpret information from various forms of display, communicate
findings and critically evaluate information; and
 Demonstrate understanding of the concept of chance and simple probabilities.

Learning The following competency at ABET Numeracy level 3 is assumed to be in place:

Assumed to be in The ability to construct and use tables and graphs to organise and interpret
Place information.

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 Session 1 IDENTIFY SITUATIONS FOR INVESTIGATION AND DATA COLLECTION AND
COLLECT NUMERICAL DATA
SO 1

 Situations for data collection are identified in terms of the purpose for data collection
Learning  Appropriate methods are selected to collect data.
Outcomes  A variety of appropriate data collection methods are used to collect data from primary
and secondary sources.
(Assessment
 The potential misuse of data achieved through the data collection method is described
Criteria)
 Reasons for and limitations of using sampling are described

Activity
1 What steps must one follow before presenting data?

 You need to decide exactly what information you need.

 You must go out and collect the information in the correct manner.
 You must record the information somehow.
 The information needs to be organized in some way.
 Calculations need to be made.

Activity
2 Give examples of formats of presenting data.

A data can be presented in a form of graph, picture or other format.

Activity
3 Give examples of date that can be presented in one of these formats.

 The petrol price over the last twelve months

 The amount of money you have spent per month on food during the last year.
 The number of heads of cattle that a dairy farmer has on his farm over a period of 10 years
 Monthly rainfall over the last 5 years

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 Activity

4 1.1 What type of data can be collected?

Any situation where numbers can be recorded lends itself to data collection. Any situation that relies on a “yes” or
“no” answer is not a good example of data collection. For example: You ask a number of people whether they would
like some chocolate right away. If you ask the question just after the people have had a big meal, you will get a very
different answer than if you ask them the same question when they are very hungry.

Activity
5 What is the data table and what can it be used for?

The most convenient way of recording data is by using a table. A table consists of rows and column. Usually the
independent variable is found in the first row. The independent variable reflects the categories that you have chosen.
The dependent variable is found in the columns.

The dependent variable is the measurement that belongs with the matching independent variable.

If there are many independent variables, then the independent variable can also be placed in the first column for the
sake of convenience. You must always be aware which one is the independent variable!!!

Note: Every table needs a detailed heading.

Activity
A loaf of bread will increase monthly at R0,79 per m calculate the value of bread
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selling at R7,26 in December, how much will it be selling at in june

Month January February March April May June

Price in R7,26 +R0,79= R8.05+R0,79= R8.84+R0,79= R9,63+R0,79= R10.42+R0,79= R11.21+R0,79=

R7.26
R8.05 R8.84 R9,63 R10.42 R11.21 R12.OO

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 Activity
7 What is frequincy in terms of data?

Frequency is the number of times a certain value appears in a series of data.

Activity
8 What is an average and how does it apply in data?

Adding together all the values and then dividing it by the number of items calculate the average of a set of data. The
average is also known as the mean.

Example:
We will use our previous set of data:
10, 9, 10, 9, 11, 10, 10, 9, 11, 8, 12, 13, 10

To calculate the average, we first add together all the values:

10 + 9 + 10 + 9 + 11 + 10 + 10 + 9 + 11 + 8 + 12 + 13 + 10 = 124

Then we count how many items are there, i.e. 13

10; 9; 10; 9; 11; 10; 10; 9; 11; 8; 12; 13; 10
1 2 3 4 5 6 7 8 9 10 11 12 13

Average = (Sum of all the values) ÷ (number of items)

= 124 ÷ 13
= 9, 5
Activity
9 What is a madien and how does it work in data?
The median in a series of data is the number that is exactly in the middle, or halfway between two numbers in the
middle.

Example:

From our set of data:

10, 9, 10, 9, 11, 10, 10, 9, 11, 8, 12, 13, 10

We re-arrange it in chronological (numerical) order:

8; 9; 9; 9; 10; 10; 10; 10; 10; 11; 11; 12; 13

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The median in this set of data is 10.

Session 2
CLASSIFY AND ANALYSE NUMERICAL DATA
SO 2

Learning 
Outcomes  Data is organized for meaningful analysis
 Analytical tools are used correctly and appropriately to analyze the data.
(Assessment
 The differences between and uses of mean, median and mode are described
Criteria)

Activity
10 What is a graph In terms of data?
Graphs are visual representations of what is written in a data table. There are many types of graphs that we can use
and it usually depends on what you need to represent and to whom the representation is made

Activity
11 How does each of the diagrams shown below work?

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  Pictograms are graphs that show us data by using identical pictures instead of figures and lines.
 Pie graphs are graphs that represent the data as segments of a circle. The various data will take up a certain
angle of the total angles in a circle (360º).
 When we were drawing the bar graph and histogram, we used the whole column to show our data. With a
broken line graph, we will only use points, not full columns. Broken line graphs are usually only used when
there is some connection between the sets of data. i.e. a histogram could also be presented as a broken line
graph.

Activity
12 When do we use histograms?

Histograms are used if the data classes are continuous. For example, a farmer wants to see how many tons of
carrots a certain field produced per year from 2000 to 2006. There are no spaces between the bars, because 2000
borders on 2001.Time is continuous. He could also use a line graph.

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 Activity
What is the name of the graph show below and what is the meaning of the data
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shown?

Graph shown above is a pictogram and it shows the number of call made by the employees of a certain company IN
A VISUAL GRAPHIC WAY.
 Janie made six calls for that day.
 Henry made eight calls.
 Thea made five calls.
 Malvin made five as well
 And Thys made four

Activity
14 When does a bar graph feature when collecting data?

Bar graphs are used when the data classes are not continuous e.g. in comparing the annual yield of carrots,
tomatoes and potatoes of a vegetable farm. There is no intermediate between carrots and tomatoes. The classes are
different from each other.

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Activity
A farmer wants to compare the amount of fuel used by a number of vehicles on
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his farm. He has summarized the data in a table.

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 Activity
16 How does a pie graph works?

Pie graphs are graphs that represent the data as segments of a circle. The various data will take up a certain angle of
the total angles in a circle (360º).

Activity
In a community, a researcher named Janet is collecting information about how
17 many people have access to telephones. She goes about asking questions to the
community and arrives home with the following data:

Culculation table

She checks her calculations:

Percentage 22, 3 + 28, 4 + 33, 8 + 15, 5 = 100

Degrees 80 + 102 + 122 + 56 = 360

Now she can draw her Pie Graph.

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 Session 3
SUMMARISE AND DISPLAY ORGANISED NUMERICAL DATA
SO 3


Learning  The form of display is appropriate to the data and context, and is justified in terms of
Outcomes its appropriateness
 The scale is selected and used for a reasonable presentation of the data, and the scale
(Assessment
is justified in terms of its reasonableness
Criteria)
 Different forms of display are identified and evaluated in terms of their purposes

Activity
18 What does probability means?

Probability is the possibility or chance that something might occur.

We work out probability by dividing the number of successful outcomes by the total number of possible outcomes.

Activity
Every Saturday night we watch the lotto and the winner of the game show gets to
draw a ball from a variety of balls in a round canister. We want to work out what
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the probability is of the winner drawing the red ball, which will make him the
winner of a car.

First we have to find out how many balls are in the canister:

5 green balls

6 yellow balls

1 red ball (the winning ball)

There are 5 + 6 + 1 = 12 balls in the canister

Probability (P) = total number of possible outcomes

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Number of successful outcomes

Probability (Green ball) = 5/12

Probability (Yellow ball) = 6/12

Probability (Red ball) = 1/12

So the chance of the winner drawing a red ball is 1 out of 12.

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