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 understanding of metamorphic rocks 
SAQA US ID UNIT STANDARD TITLE
115708  Demonstrate an understanding of metamorphic rocks 
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 4  NQF Level 04 
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 is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
262179  Demonstrate an understanding of metamorphic rocks  Level 3  NQF Level 03  Complete 

PURPOSE OF THE UNIT STANDARD 
This unit standard is for persons who work or intend to work within a mining and minerals context. Persons credited with this unit standard are able to:
  • Demonstrate understanding of the processes that result in the derivation of metamorphic rocks.
  • Demonstrate understanding of the principle characteristics of low grade metamorphic rocks.
  • Demonstrate understanding of the principle characteristics of medium grade metamorphic rocks.
  • Demonstrate understanding of the principle characteristics of high grade metamorphic rocks.

    The skills, knowledge and understanding demonstrated within this unit standard are essential for social and economic transformation and contribute to the upliftment and economic growth of the mining and minerals sector. 

  • 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:
  • Numeracy and literacy skills equivalent to Level 4.
  • Basic understanding of rock and mineral types.
  • Basic understanding of geological processes. 

  • 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 understanding of the processes that result in the derivation of metamorphic rocks. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The processes involved in the derivation of metamorphic rocks are identified, defined and discussed. 

    ASSESSMENT CRITERION 2 
    The common classification systems for metamorphic rocks are discussed. 
    ASSESSMENT CRITERION RANGE 
  • Grade (pressure and temperature)
  • Protolith (mineralogy/chemical)
     

  • ASSESSMENT CRITERION 3 
    The common sites for the derivation of metamorphic rocks are identified and discussed. 
    ASSESSMENT CRITERION RANGE 
  • Collision zones (mountain building events)
  • Contact aureoles.
  • Deformation zones.
     

  • SPECIFIC OUTCOME 2 
    Demonstrate understanding of the principle characteristics of low grade metamorphic rocks rocks. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The common classification systems for the low grade metamorphic rocks are discussed and applied to a range of typical samples. 

    ASSESSMENT CRITERION 2 
    Typical sites for the formation of low grade metamorphic rocks are identified and discussed. 

    ASSESSMENT CRITERION 3 
    The principle mineral phases of typical low grade metamorphic rocks is discussed. 

    ASSESSMENT CRITERION 4 
    The textures of typical low grade metamorphic rocks are described and defined. 

    ASSESSMENT CRITERION 5 
    The principle forms of mineralisation associated with low grade metamorphic rocks are identified and examples from South Africa provided. 

    SPECIFIC OUTCOME 3 
    Demonstrate understanding of the principle characteristics of medium grade metamorphic rocks. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The common classification systems for the medium grade metamorphic rocks are discussed and applied to a range of typical samples. 

    ASSESSMENT CRITERION 2 
    Typical sites for the formation of medium grade metamorphic rocks are identified and discussed. 

    ASSESSMENT CRITERION 3 
    The principle mineral phases of typical medium grade metamorphic rocks is discussed. 

    ASSESSMENT CRITERION 4 
    The textures of typical medium grade metamorphic rocks are described and defined. 

    ASSESSMENT CRITERION 5 
    The principle forms of mineralisation associated with medium grade metamorphic rocks are identified and examples from South Africa provided. 

    SPECIFIC OUTCOME 4 
    Demonstrate understanding of the principle characteristics of high grade metamorphic rocks. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The common classification systems for the high grade metamorphic rocks are discussed and applied to a range of typical samples. 

    ASSESSMENT CRITERION 2 
    Typical sites for the formation of high grade metamorphic rocks are identified and discussed. 

    ASSESSMENT CRITERION 3 
    The principle mineral phases of typical high grade metamorphic rocks is discussed. 

    ASSESSMENT CRITERION 4 
    The textures of typical high grade metamorphic rocks are described and defined. 

    ASSESSMENT CRITERION 5 
    The principle forms of mineralisation associated with high grade metamorphic rocks are identified and examples from South Africa provided 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.

    2. Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider through the relevant ETQA by SAQA.

    3. 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 
    The candidate will acquire the following knowledge during training to obtain this unit standard:
  • The mineralogy of metamorphic rocks.
  • The textures of metamorphic rocks.
  • The classification of metamorphic rocks.
  • The sites of formation of metamorphic rocks.
  • The types of mineralisation common to different metamorphic rocks. 

  • 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 identify characteristics of individual metamorphic rock types, textures, structures and mineralisation contributes to his/her problem solving ability. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively.
    Note: The ability of the candidate to integrate the geological data to provide a coherent model of the metamorphic rock indicates that the candidate can organise and manage activities. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.
    Note: The ability of the candidate to integrate the geological data pertaining to metamorphic rocks, their textures and structures into a model will enhance the learners proficiency to collect, analyse, organise and evaluate information. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentations.
    Note: The ability of the candidate to reconcile the data from various sources will indicate the candidate's proficiency in effective communication. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others.
    Note: The analysis of the geological data pertaining to the various metamorphic types described will indicate the candidates understanding of science and technology. 

    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 understand the relationship between different metamorphic rock types, their structures, textures, mineralogy and mineralisation will contribute to their understanding of the whole world. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Reflect on, and explore a variety of strategies to learn more effectively and to contribute to the full development of each learner to enhance the social and economic development of the society at large.
    Note: The ability of the candidate to explore more than one strategy to analyse the different metamorphic rock types, textures and structures can be applied inside and outside the work environment to enhance the socio-economic development of family-life and the community at large. 

    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, namely appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent. 

  • UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 262179, which is "Demonstrate an understanding of metamorphic rocks", Level 3, 6 credits.

    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
  • SABS and other relevant Standards
  • Chief Inspector of Mines' Directives

    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

    Level: 4

    Attribute-Level-Justification
    Nature of ProcessesSkills-3.5-The skills required for correctly identifying the duration of a geological process have significant variety where the learner must reconcile observations with known characteristics.

    Procedures-3-The procedures to apply in identifying the characteristics of a geological process are established and rarely deviate from the norm. The physical procedure is familiar with many alternative methods to employ. The learning procedure leaves some choice to apply alternative procedures.

    Context-2.5-The context in which the learner operates is routine and familiar, within a closely defined work environment.

    Scope of Learning Knowledge-3.4-The required knowledge component entails: the correct identification of wide ranging and/or specific geological processes. The above is reconciled with known data as an on-going process.

    Information Processing-3.0-Some data processing is required.

    Problem Solving-3.0-Documented information is available to the learner in the form of text books

    Responsibility Orientation of Activities- 2.3-To attend relevant classes to obtain the information.

    Application of Responsibility-2.5-The learner will perform his/her activities under general supervision.

    Orientation of Scope of Responsibility-3-The learner will have the responsibility for the accuracy of their determinations. The incorrect determinations can have significant consequences on the future learning and associated activities

    Average Level: 2.91
    Actual Level Assigned: 3

    Credits

    Total hours required by the learner to achieve the required outcome:

    Activity-Hours
    Classroom Teaching-16
    Workplace Training-8
    Mentoring-4
    Research-8
    Total-36

    Credits achieved: 4 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  50082   Further Education and Training Certificate: Minerals Surveying  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2012-06-30  MQA 


    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.