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: 

Control and extinguish a fire in a conservation area 
SAQA US ID UNIT STANDARD TITLE
13679  Control and extinguish a fire in a conservation area 
ORIGINATOR
SGB Nature Conservation 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 01 - Agriculture and Nature Conservation Nature Conservation 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 2  NQF Level 02 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 
2004-12-02  2007-12-02  SAQA 1657/04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2008-12-02   2011-12-02  

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 
The qualifying learner assessed as competent against this unit standard will be able to ignite, "control" and extinguish a fire through applying appropriate techniques and actions as directed. This competence enables the qualifying learner to assist conservation managers in using fire as an ecological management tool for biodiversity and sustainability. Achieving this unit standard will enhance the cost-effective manipulation of habitats and ensure the safety of those areas. This competence will serve as a basis for further learning and will enhance employability of the qualifying learner in both nature conservation and other related jobs. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Knowledge of local weather conditions.
Knowledge of Maps and the area. 

UNIT STANDARD RANGE 
This unit standard relates to and promotes all of the critical cross-field outcomes of the NQF. Each specific outcome of the standard has been crafted to relate to one or more of the Critical Cross Field Outcomes. A cross-referencing has been listed below.

Providers of learning against this unit standard should take particular note of the Critical Cross Field Outcomes and design their achievement into all learning. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Initiate a fire to achieve management objectives. 
OUTCOME RANGE 
  • Fires should included back burns, point ignition, mosaics, security burns, and prescribed burns.
  • Qualifying learner should determine burning days according to predicted weather conditions. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner 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 practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 2 
    Extinguish fires where appropriate. 
    OUTCOME RANGE 
  • Qualifying learners should explain the conditions for extinguishing and/or not extinguishing fires. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner 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 practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 3 
    Use fire-fighting equipment effectively. 
    OUTCOME RANGE 
    Qualifying learners should explain the conditions for extinguishing and/or not extinguishing fires. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner 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 practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 4 
    Secure area after a fire. 
    OUTCOME RANGE 
    Securing the area should consider cleaning of glowing debris and the wetting down of stumps etc.
    Qualifying learners should explain actions to be carried out over a specified time periods after a fire. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner 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 practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 5 
    Produce a report. 
    OUTCOME RANGE 
    Reporting should include collecting and noting data effectively, such as identifying carcasses while securing the area after fire as well as burnt power-lines, telephone poles etc. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner 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 practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (eg: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment 


  • UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.
  • Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification.

    Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution which is accredited by the relevant ETQA. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The qualifying learner is able to demonstrate a basic knowledge and understanding of:
  • Qualifying learners should explain reasons for applying a particular burn strategy.
  • Preparing tracer lines.
  • Differing fire duties such as fire boss, initiator, controller, pump-houses.
  • Securing valuable assets such as buildings.
  • How weather influences fire behaviour.
  • Recording fire data considering when, where, who, type of fire.
  • Adhering to a fire programme.
  • Using fire-fighting equipment (knapsack sprays, beaters, drip-torches) efficiently and effectively.
  • Know the boundaries of the protected area.
  • Know the road network and firebreaks.
  • Obstacles to potential spread/retardation of fire e.g. rivers, elephant paths etc.
  • Areas sensitive to fire spread.
  • Influence of topography on fire behaviour.
    First Aid (Burns, asphyxiation). 


  • Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to the following specific outcomes:

    Initiate a fire to achieve management objectives.
    Produce a report. 

    UNIT STANDARD CCFO WORKING 
    Teamwork relates to the following speciifc outcomes:

    Initiate a fire to achieve management objectives
    Extinguish fires where appropriate
    Secure area after a fire. 

    UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to the following specific outcomes:

    Initiate a fire to achieve management objectives
    Extinguish fires where appropriate
    Use fire-fighting equipment effectively
    Secure area after a fire.
    Produce a report 

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to the following specific outcomes:

    Initiate a fire to achieve management objectives
    Extinguish fires where appropriate
    Use fire-fighting equipment effectively.
    Secure area after a fire.
    Produce a report 

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to the following specific outcomes:

    Initiate a fire to achieve management objectives.
    Extinguish fires where appropriate
    Use fire-fighting equipment effectively.
    Secure area after a fire
    Produce a report. 

    UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to the following specific outcomes:

    Extinguish fires where appropriate
    Use fire-fighting equipment effectively
    Secure area after a fire. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relates to the following specific outcomes:

    Initiate a fire to achieve management objectives
    Extinguish fires where appropriate
    Use fire-fighting equipment effectively. 

    UNIT STANDARD NOTES 
    Values:

    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:
  • Maintaining essential ecological processes and life-support systems.
  • Maintaining genetic, species and ecosystem diversity.
  • Considering ecological and social rights and responsibilities, whilst ensuring sustainable utilisation of species and ecosystems.
  • Thereby yielding the greatest sustainable and equitable benefit to present generations whilst maintaining the potential to meet the needs and aspirations of future generations. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  20415   National Certificate: Conservation Resource Guardianship  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2008-02-06  Was CATHSSETA until Last Date for Achievement 
    Elective  49605   National Certificate: Environmental Practice  Level 2  NQF Level 02  Reregistered  2023-06-30  LG SETA 


    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.
     
    1. A4 Consultancy CC 
    2. ABA Sebenzi 
    3. ABEMS Training Institute (PTY) Ltd. 
    4. Agisanang SA Training 
    5. Alpha Business Consultants 
    6. Amabamba Recruitment 
    7. Atlegang Training Consulting 
    8. AVAX SA 481 CC. T/A Mandisa Development Services 
    9. Azitjhewi Construction 
    10. Bantubanye Skills 
    11. Big Start Training and Development 
    12. Bikologix Projects 
    13. Boikgantsho Consulting & Events 
    14. Boni Africa Events & Development 
    15. Buena Vista Learning Academy 
    16. Bull's Business and Skills Training Institute 
    17. Classic Human Capital Solutions 
    18. Colgene Group 
    19. Cre8ive Organisational Development 
    20. CTC College(PTY) LTD. 
    21. Dean Institute Of Learning (Pty) Ltd 
    22. Dee's Training (PTY) LTD 
    23. Ditirelo Skills Development Services 
    24. Edutraining Business College 
    25. Ekurhuleni West Public FET College - Germiston Campus 
    26. ELASON PRO-ACTIVE SECURITY (PTY) LTD 
    27. Elective Training Institute Enterprise CC 
    28. Environmental Leadership Academy 
    29. Essential Skills 
    30. Fire Protection Association of Southern Africa 
    31. Glere Skills and Consultants 
    32. Globalwise Training & Consulting (PTY) Ltd. 
    33. Goitsikitso Enterprise Trading 
    34. Growth Management Consulting 
    35. HDPSA 
    36. Heavenly Button Trading CC 
    37. Heros Fire Protection Services cc 
    38. Hlombe and Associates 
    39. HS GLOBAL SKILLS BUSINESS SOLUTIONS 
    40. Icando 
    41. Institute for Local Government and Housing 
    42. Institute of Health and Social Care Studies 
    43. IQ Skills Academy (PTY) LTD. 
    44. ITO Focus Reagile 
    45. Jobafrik Consulting 
    46. Jomash Construction 
    47. Josmap Training Institute 
    48. Kalideen Management 
    49. Kernel Management and Consulting (PTY) LTD. 
    50. Kgolo Institute 
    51. Khula Nonke Training & Development 
    52. KNOWLEDGE PRODUCTION 
    53. Kokilesedi Trading 
    54. Kuyakhula Development Initiatives 
    55. Leronsa Trading Enterprise 
    56. Letlhokoa Management Services CC 
    57. M.I.C. Training and Development 
    58. Mahayi HRD Services cc 
    59. Makavila Suppliers CC. 
    60. Mangalani Business Enterprises 
    61. Marcado Human Resources Strategies 
    62. MashMP Holdings 
    63. Mashphe Logistics Services 
    64. Mazasa Management Consulting CC. 
    65. Mcebo Technologies 
    66. Mestel Training Solutions (Pty) Ltd 
    67. Mgwezane Training and Events Management CC. 
    68. Miczo's Enterprise 
    69. Misol Projects cc 
    70. Mission Point Consulting 
    71. MML Consulting CC. 
    72. Mod-Mosh Projects and Consulting (PTY) LTD 
    73. Networx for Career Development 
    74. NJ & L Trading Enterprise CC. 
    75. Nkqubela Community Developers 
    76. NS Global Academy 
    77. Nsuku Management Consultants 
    78. Ntsangalala Business Enterprise 
    79. Nyankwavi Investment CC. 
    80. OMNI HR CONSULTING PTY LTD 
    81. Pebetse Training and Consulting 
    82. Pioneer Business Consulting 
    83. PMA Holdings (PTY ) LTD. 
    84. Power Rush Trading 170 CC. 
    85. Powernexus 
    86. Puseletso Trading and Projects 
    87. Quick Leap Investment 
    88. RLSTP Training & Development (PTY) LTD. 
    89. Seige Trading Solutions 
    90. Senelo Trading CC 
    91. Siljeur Training Academy 
    92. SmartMatta (Pty) Ltd 
    93. Spring Forest Trading 578 CC 
    94. STARPLEX 408 CC 
    95. Talent Emporium Academy (PTY) Ltd 
    96. Thando Consulting Services 
    97. The Crimson CO CC. 
    98. Thembeni Skills Development Trading and Projects 
    99. Thothi Consulting 
    100. Thubelihle Graduate Institute 
    101. TLD Consulting 
    102. Township Fire and Rescure (Pty) Ltd 
    103. Tshedza Training Technologies (Pty) Ltd 
    104. Tshisimani Holdings (PTY) Ltd. 
    105. Tshwane Skills Training Centre 
    106. Twin Peak Technologies 
    107. Ukhamba Quality Skills 
    108. Umfolozi FET College 
    109. University of Venda 
    110. Vicmat Consultants 
    111. Wildlife and Enviroment Society of South Africa 
    112. XL AT Consulting CC 
    113. Ya Hina Management Consulting and projects 



    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.