SAQA All qualifications and part qualifications 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 THAT HAS PASSED THE END DATE: 

Demonstrate an elementary understanding of the effect of the mining process (drilling, blasting and cleaning) on installed support for different types of working places 
SAQA US ID UNIT STANDARD TITLE
115550  Demonstrate an elementary understanding of the effect of the mining process (drilling, blasting and cleaning) on installed support for different types of working places 
ORIGINATOR
SGB Mining and Minerals 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 06 - Manufacturing, Engineering and Technology Fabrication and Extraction 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 3  NQF Level 03  2 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Registered" 		 2004-08-11  2007-08-11  SAQA 0655/04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2008-08-11   2011-08-11  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This unit standard will be useful to people who are responsible for the installation and maintenance of support. People credited with this unit standard are able to:
  • Demonstrate basic knowledge of the factors that influence the performance of installed support.
  • Demonstrate an understanding of the effect of the drilling process on installed support.
  • Demonstrate an understanding of the effects of blasting on installed support.
  • Demonstrate an understanding of the effects of cleaning on installed support.
  • Demonstrate the ability to record and report damage to support units. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard:
  • National Introductory Certificate to Mining and Minerals (Level 1)
  • National Certificate in Strata Control (Level 1) 
    		•

    UNIT STANDARD RANGE 
    Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate basic knowledge of the factors that influence the performance of installed support. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The factors influencing the performance of installed support are provided. 
    ASSESSMENT CRITERION RANGE 
  • Slenderness or width to height ratio
  • Installation angle
  • Blocking and wedging
  • Prestressed load maintenance
  • Relationship between hole and tendon diameter (annulus)
  • Hole depth
  • Grout and resin quality and curing times
  • Topping up
  • Corrosion
  • Quality and strength of fabrics used as encasings
  • Desired versus actual load deformation performance
     
    		•

    ASSESSMENT CRITERION 2 
    The consequences of poor installation quality on the desired functions of support are described. 

    SPECIFIC OUTCOME 2 
    Demonstrate an understanding of the effect of the drilling process on installed support. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The effects of vibrations emanating from drilling on curing of thixotropic mixtures used are explained. 
    ASSESSMENT CRITERION RANGE 
  • Shotcrete
  • Cementitious grout
  • Resin
  • Aerated cement
  • Backfill
     
    		•

    ASSESSMENT CRITERION 2 
    The indirect causes of poor drilling practice on the profile of the excavation and the rock mass and consequently support effectiveness are explained. 
    ASSESSMENT CRITERION RANGE 
  • Variation in excavation dimensions
  • Variations in hangingwall/roof and footwall/floor profiles
  • Eccentric loading
     
    		•

    ASSESSMENT CRITERION 3 
    The basic consequences of the drilling process on installed support are explained. 

    SPECIFIC OUTCOME 3 
    Demonstrate an understanding of the effects of blasting on installed support. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The effects of the impact of fly rock on different classes of support are explained. 
    ASSESSMENT CRITERION RANGE 
  • Loss of bolt tension through loosened base plates
  • Damage of encasing materials for packs and backfill
  • Reduction in effective circumference of timber props
  • Change in blocking of packs
     
    		•

    ASSESSMENT CRITERION 2 
    The influence of blasted materials in restricting yielding of support is explained. 

    ASSESSMENT CRITERION 3 
    The basic consequences of blasting on installed support are explained. 

    SPECIFIC OUTCOME 4 
    Demonstrate an understanding of the effects of cleaning on installed support. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The effects of the impact of cleaning equipment with support are explained. 
    ASSESSMENT CRITERION RANGE 
  • Removal
  • Dislodging
  • Loosening (tendons)
  • Severing
     
    		•

    ASSESSMENT CRITERION 2 
    The basic consequences of cleaning on installed support are explained. 

    SPECIFIC OUTCOME 5 
    Demonstrate the ability to record and report damage to support units. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Damage to support units are recorded using mine specific formats. 
    ASSESSMENT CRITERION RANGE 
  • Positions
  • Extent
     
    		•

    ASSESSMENT CRITERION 2 
    The relevant personnel are informed of recorded damage to support effectively and timeously. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • 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 must be accredited as a provider through the relevant ETQA by SAQA.
  • Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines and the agreed ETQA procedures. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate's performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard.

    The following embedded knowledge is addressed in an integrated way in the unit standard:
  • Occupational Health and safety 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking.
  • Note: The ability of the candidate to recognise that damaged support poses a hazard. 
    		•

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community.
  • Note: Not applicable to this unit standard. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively.
  • Note: Not applicable to this unit standard. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.
  • Note: The candidate must be able to form relationships between desired support performance and actual performance related to consequences of the mining process. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, using visual, mathematical and / or language skills in the modes of oral and / or written presentations.
  • Note: Communication with relevant personnel to indicate damaged support conditions confirms. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others.
  • Note: The use of best practice mining methods to reduce damage to support units and thus maintain a safe working environment confirms. 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
  • Note: The ability of the candidate to link the concept of damage to support to the safety of the work force through the loss of excavation integrity. 
    		•

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent. 
    		•

    UNIT STANDARD NOTES 
    Terminology

    Specified Requirements

    Specified requirements include legal and site-specific requirements and are contained in one or more of the following documents:

    Legal:
  • Relevant Acts: e.g. Mine Health & Safety Act, 1996 (Act no 29/1996), and Minerals Act and Regulations, 1991 (Act no 50/1991)
  • Mandatory Codes of Practice
  • SANS and other relevant Standards
  • Chief Inspector of Mines' Directives/instructions

    Site-specific:
  • Hazard Identification and Risk Assessments (HIRA)
  • Occupational Health and Safety Risk Management Programme
  • Managerial Instructions
  • Mine Standard Procedures
  • List of Recorded OH&S Risks
  • Working Guides
  • Equipment and Materials Specifications


    Unit Standard Justification
  • Skills: Level 2: Moderate in range
  • Procedures: Level 3: Significant choice.
  • Context: Level 3: Range of familiar.
  • Knowledge: Level 3: Some relevant theoretical
  • Information processing: Level 3: Interpretation of available information
  • Problem Solving: Level 3: A range of known responses to familiar problems, base on limited discretion and judgement.
  • Orientation of activities: Level 3: Directed, with some autonomy.
  • Application of responsibility: Level 2: Some responsibility for quantity and quality, and possible responsibility for guiding others.
  • Orientation of scope of responsibility: Level 4: Under broad guidance and evaluation.

    Average Level: 26/9 = 2.89
    Actual Level Assigned: 3


    Credits

    Total hours required by the learner to achieve the required outcome:
  • Classroom Teaching: 8 hours
  • On-The-Job Training: 16 hours
  • Total: 24 hours

    Credits Achieved: 24 / 10 = 2.4
    Credits Assigned: 2 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications 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.