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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Certificate: Advanced Game Ranging and Lodge Management 
SAQA QUAL ID QUALIFICATION TITLE
63551  Certificate: Advanced Game Ranging and Lodge Management 
ORIGINATOR
Damelin 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
-   OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
National Certificate  Field 11 - Services  Hospitality, Tourism, Travel, Gaming and Leisure 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  175  Level 4  Level TBA: Pre-2009 was L4  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 		 SAQA 0695/12  2012-07-01  2013-04-26 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2013-04-26   2015-04-26  

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 qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

The purpose of the NQF Level 4 qualification is to provide learners with the required knowledge and skills to improve existing skills or prepare themselves to enter this industry. The qualification enhances the transferability of skills between different entities in the game ranging and lodge management sectors. The qualification will provide a sound foundation to further knowledge and skills in the game ranging and lodge management industry.

The specific purpose of the qualification is to train and develop candidates to:
  • Communicate effectively and use mathematical literacy in the workplace.
  • Conduct a professional guided nature experience.
  • Provide founded information on Geology, the earth and its substances.
  • Provide founded information on the universe, galaxy and solar system and how it influences the nature.
  • Describe a variety of ecosystems and related aspects.
  • Describe and identify the role of biomes, trees and grassland in nature.
  • Know and identify the role of various insects, amphibians, and animals such as birds, reptiles, mammals and fish in nature.
  • Explain and perform acceptable nature conservation practices.
  • Perform first aid.
  • Participate in wildlife tourism.
  • Operate a computer.
  • Handle and take care of a rifle.
  • Know business management and how to operate a lodge.
  • Provide a food and beverage service.

    Learners can look forward to an exciting career in the game ranging and lodge management industry. During their studies, learners will network with prominent members of these rapidly expanding industries, and develop potential career and business prospects. These include:
  • Game Ranger.
  • Nature Guide/Field Guide (vehicle, walking trails, horse back, or other).
  • Field Manager.
  • Research Assistant.
  • Lodge Manager.
  • Game Lodge Management Staff.
  • Nature Conservator (Private Sector).
  • Farmer.
  • Wildlife Photographer.
  • Lodge Owner.
  • Game Farm Owner.

    Rationale:

    The game ranging/field guiding industry is a dynamic and rewarding one, and there are many game ranging and tracking positions across Africa. This industry is young and vibrant, and although the working hours are long, the job is very satisfying. Field guiding is a very practical career, ideal for nature lovers and those seeking an alternative to city life.

    Guides and rangers get to meet and interact with guests from a multitude of cultures, and in smaller lodges may even host guests in the evenings, so it's essential to have well developed people and communication skills.

    Game ranging/field guiding is a career which demands dedication and education, and with the increase in tourism to Africa, there is a great demand for trained field guides, game rangers and trackers. Because the industry is very young and there is a lot of movement, positions open up frequently. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Candidates accessing this qualification should demonstrate their ability to read, analyse and reflect on study material at least on NQF Level 3. Candidates should be able to demonstrate:
  • Knowledge, comprehension and application of language at NQF Level 3 or equivalent.
  • Basic knowledge, comprehension and application of mathematics at NQF Level 3 or equivalent.
  • Biology at Grade 11 is highly recommended.

    Recognition of Prior Learning:

    The Certificate in Game Ranging and Lodge Management, NQF Level 4 allows for open access and may be achieved in part or in whole through the process of Recognition of Prior Learning (RPL). Provision should be made for prior learning to be recognised if a learner is able to demonstrate competence in the knowledge, skills, values and attitudes embedded in this Qualification.

    Current competencies in the field of business management, field guiding, game ranging and/or knowledge and experience of lodge or guest house management that have been acquired by prior learning or through related practical experience will be assessed. Candidates must, at the time of application, provide proof in the form of a portfolio of evidence to substantiate prior learning. Such competencies may help gain access to the programme leading to this qualification, or advanced placement therein.

    Access to the Qualification:

    This qualification is for all candidates who wish to be employed in the game ranging sector and/or enter into the world of lodge management. The following requirements are applicable:
  • Any relevant bush experience would be advantageous.
  • A valid driver's license is recommended for EcoTraining Game Drive assessments.
  • Admission may be subject to an interview with the facilitator (should a learner not meet all of the above requirements, a motivation from the facilitator may be used to gain entry to the qualification).
  • Meeting requirements for handling a gun. 
    		•

    RECOGNISE PREVIOUS LEARNING? 
    Y 

    QUALIFICATION RULES 
    The learning programme leading to this qualification should consist of:
  • Fundamentals: 56 credits.
  • Core: 114 credits.
  • Electives: 5 credits.

    The theoretical component consists of 30% of the programme. Application of theory, practical assessments and workplace integrated learning consist of 70% of the programme. 
    		•

    EXIT LEVEL OUTCOMES 
    Successful candidates awarded the Certificate in Game Ranging and Lodge Management will be able to:
  • Communicate effectively and use mathematical literacy in the workplace.
  • Conduct a professional guided nature experience.
  • Provide founded information on Geology, the earth and its substances.
  • Provide founded information on the universe, galaxy and solar system and how it influences the nature.
  • Describe a variety of ecosystems and related aspects.
  • Describe and identify the role of biomes, trees and grassland in nature.
  • Know and identify the role of various insects, amphibians, and animals such as birds, reptiles, mammals and fish in nature.
  • Explain and perform acceptable nature conservation practices.
  • Perform first aid.
  • Participate in wildlife tourism.
  • Operate a computer.
  • Handle and take care of a rifle.
  • Know business management and how to operate a lodge.
  • Provide a food and beverage service.

    Exit Level Outcomes:

    Fundamentals:

    1. Engage in sustained oral communication and evaluate spoken text.

    2. Read/view, analyse and respond to a variety of texts.

    3. Write for a wide range of contexts.

    4. Use the writing process to compose texts required in the business environment.

    5. Use language and communication in occupational learning programmes.

    6. Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues.

    7. Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues.

    8. Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems.

    9. Accommodate audience and context needs in oral communication.

    10. Interpret and use information from text.

    11. Use language and communication in occupational learning programmes.

    12. Write texts for a range of communicative contexts.

    Core:

    13. Explain the theory and legal requirements of nature guiding.

    14. Discuss and apply the theory on a guided nature experience.

    15. Discuss and apply the theory related to Geology, the earth and its substances.

    16. Understand and identify various aspects of the universe, galaxy and solar system.

    17. Describe the South African climate and conditions influencing the weather.

    18. Describe a variety of ecosystems.

    19. Describe the history of taxonomy and related kingdoms with living organisms.

    20. Define the term biomes and its application in nature.

    21. Know and identify the role of trees and grassland in nature.

    22. Know the characteristics and role of anthropods in nature.

    23. Know the characteristics and role of amphibians in nature.

    24. Know the characteristics and role of reptiles in nature.

    25. Know the characteristics and role of fish in nature.

    26. Know and identify the characteristics and role of birds in nature.

    27. Know the characteristics and role of mammals in nature.

    28. Describe and analyse animal behaviour in nature.

    29. Explain conservation practices in nature.

    30. Know the theory and master First Aid skills.

    31. Know how to handle and take care of a rifle.

    32. Prepared to engage with wildlife tourism.

    33. Display relevant management skills.

    34. Know how to operate a lodge.

    Electives:

    35. Know how to operate a computer.

    36. Know how to provide a food and beverage service.

    Critical Cross Field Outcomes:

    The programme aims to develop the SAQA critical cross-field outcomes listed below:
  • Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
  • Work effectively with others as a member of a team, group, organisation, community.
  • Organise and manage oneself and one's activities responsibly and effectively.
  • Collect, analyse, organise and critically evaluate information.
  • Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation.
  • Use science and technology effectively and critically, showing responsibility towards the environment and health of others.
  • Demonstrate an understanding of the world as a set of related systems by recognizing that problem solving contexts do not exist in isolation.

    Note: Assessors should ensure that critical cross-field outcomes are assessed within the context of the specific outcomes. It should be ensured that learners have the competency to apply critical outcomes to his/her work or field of learning. 
    		•

    ASSOCIATED ASSESSMENT CRITERIA 
    Fundamentals:

    Assessment Criteria for Exit Level Outcome 1:

    Assessors should ensure that learners demonstrate the following competencies:
  • A critical yet sensitive response as a listener is demonstrated.
  • Own responses are analysed and adjusted according to audience, purpose and context.
  • When confronted by opposing views, own position is put forward with confidence in a manner appropriate to interrogation.
  • Tone, approach or style is appropriate to context, and is adapted so as to maintain oral interaction when it breaks down or is difficult to initiate or maintain.
  • Strategies to be an effective speaker are sustained in oral interactions.
  • Spoken discourse is evaluated against set criteria.

    Assessment Criteria for Exit Level Outcome 2:

    Assessors should ensure that learners demonstrate the following competencies:
  • Text produced for a range of purposes, audiences and context is analysed and criticised.
  • The values, attitudes and assumptions in text are identified and explained.
  • The effects of content, language and style on readers' responses in specific texts are evaluated.
  • Suitable learning resources are accessed, used and managed.
  • Learning strategies are formulated and used.
  • Occupational learning materials are managed.
  • Basic research is conducted and findings are analysed.
  • Active leading and participation takes place in-group learning situations.
  • The characteristics of the workplace and occupational context are reflected as well as its affects on learning.

    Assessment Criteria for Exit Level Outcome 3:

    Assessors should ensure that learners demonstrate the following competencies:
  • A range of topics are written effectively and creatively.
  • Imaginative tests are convincing and appropriate to the topic and purpose.
  • Language structures and features to suit communicative purpose are chosen.
  • Writing is edited for fluency and unity.

    Assessment Criteria for Exit Level Outcome 4:

    Assessors should ensure that learners demonstrate the following competencies:
  • Textual features and conventions specific to business texts are used to demonstrate effective writing.
  • Information required to write a text specific to a particular function is identified and collected using a variety of sources.
  • A text is composed using plain language for a specific function.
  • A text is organised and structured appropriately for a business function.
  • A written text is correctly presented for a particular function in a business environment.

    Assessment Criteria for Exit Level Outcome 5:

    Assessors should ensure that learners demonstrate the following competencies:
  • Suitable learning sources such as resource centre, internet, literature are accessed, used and managed.
  • Learning strategies are brainstormed in a team, formulated and used.
  • Occupational learning materials are used for optimum learning.
  • Basic research is conducted, information analysed and presented.
  • A team is led and functions performed within a team approach.
  • The affect of the characteristics of the workplace and occupational context on learning is reflected on.
  • Textual features and conventions specific to business texts are used to demonstrate effective writing.
  • Information required to write a text specific to a particular function is identified and collected using a variety of sources.
  • A text is composed using plain language for a specific function.
  • A text is organised and structured appropriately for a business function.
  • A written text is correctly presented for a particular function in a business environment.

    Assessment Criteria for Exit Level Outcome 6:

    Assessors should ensure that learners demonstrate the following competencies:
  • Mathematics is used to plan and control financial instruments.
  • Simple and compound interest is used to make sense of and define a variety of situations.
  • Various aspects of costs and revenue are investigated.
  • Mathematics is used to debate aspects of the national and global economy.

    Assessment Criteria for Exit Level Outcome 7:

    Assessors should ensure that learners demonstrate the following competencies:
  • Physical quantities in practical situations relevant to the adult is measured, estimated and calculated.
  • Geometrical relationships are explored, analysed and critiqued, described and represented and interpreted and justified.

    Assessment Criteria for Exit Level Outcome 8:

    Assessors should ensure that learners demonstrate the following competencies:
  • Techniques of collecting, organizing and representing data is critiqued and used appropriately.
  • Theoretical and experimental probability to develop models is used correctly.
  • Probability and statistical models are critically interrogated and used meeting requirements.

    Assessment Criteria for Exit Level Outcome 9:

    Assessors should ensure that learners demonstrate the following competencies:
  • Interaction with audience in oral communication is successfully performed.
  • Strategies are used to capture and retain the attention of an audience.
  • Manipulative use of language is identified and responded to appropriately.

    Assessment Criteria for Exit Level Outcome 10:

    Assessors should ensure that learners demonstrate the following competencies:
  • A range of reading and viewing strategies are used to demonstrate understanding of the literal meaning of specific texts.
  • Strategies for extracting implicit messages in texts are used.
  • Selected texts are responded to in an appropriate manner to the context.
  • How language structures and features may influence a reader is explored and explained.

    Assessment Criteria for Exit Level Outcome 11:

    Assessors should ensure that learners demonstrate the following competencies:
  • Suitable learning sources such as resource centre, internet, literature are accessed, used.
  • Learning strategies are brainstormed in a team and used appropriately.
  • Occupational learning materials are managed.
  • Basic research is conducted, analysed and findings presented.
  • Functions within a team are performed.
  • The affect of the characteristics of the workplace and occupational context on learning is reflected on.

    Assessment Criteria for Exit Level Outcome 12:

    Assessors should ensure that learners demonstrate the following competencies:
  • Text for a specified audience and purpose is clearly written demonstrating sound reasoning.
  • Language structures and features are used appropriately.
  • Own writing is drafted and edited to improve clarity and correctness.

    Core:

    Assessment Criteria for Exit Level Outcome 13:

    Assessors should ensure that learners demonstrate the following competencies:
  • What a professional nature guide does in terms of job function and where s/he fits into the tourism guiding industry are explained and illustrated.
  • The aims of nature guiding are discussed.
  • Guiding ethics and how to carry out an ethical guided experience in the natural environment are considered.
  • A set of guiding principles and a code of conduct for guides from both a FGASA and a Dept of Environmental Affairs and Tourism (DEAT) are critically discussed.
  • The legal requirements pertaining to tourism guiding, qualification, certification and registration are analysed and discussed.

    Assessment Criteria for Exit Level Outcome 14:

    Assessors should ensure that learners demonstrate the following competencies:
  • The contents of a pre-briefing before embarking on a guided experience is discussed and applied.
  • Research on potentially interesting sites is performed.
  • Approach of animals are described taking into consideration all client and animal factors which will affect the approach.
  • Orientation during the day and night making use of a number of methods is described and performed.
  • Procedures to follow when lost and have the ability to find water and edible food in the natural environment are discussed and reflected on.
  • All aspects of the natural environment to enhance the experience of clients are understood and performed.

    Assessment Criteria for Exit Level Outcome 15:

    Assessors should ensure that learners demonstrate the following competencies:
  • Geology is defined and the interrelationships between rocks, soil, climate, vegetation and animals are identified and critically explained.
  • Rock types and how they are formed are identified, classified and explained.
  • Soil is defined and soil ecosystems, erosion, water retention are described and demonstrated.

    Assessment Criteria for Exit Level Outcome 16:

    Assessors should ensure that learners demonstrate the following competencies:
  • The universe, galaxy and solar system is defined and planets, stars and meteors and constellations are identified and their role in determining direction is critically analysed.
  • The orbit, phases, eclipses and colour of the moon as it is viewed from Earth are identified and how these influence ocean tides are described and discussed to demonstrate knowledge and understanding.
  • The appearance of comets are explained and solar wind, earth rotation, and orbit are investigated and explained.

    Assessment Criteria for Exit Level Outcome 17:

    Assessors should ensure that learners demonstrate the following competencies:
  • Weather and climate is defined.
  • The process of cloud formation, types and names of clouds and weather conditions associated with these different cloud types are investigated and identified.
  • Four major influences on the South African climate and the general Summer and Winter conditions of Southern Africa are described.
  • The Earth's atmosphere, the characteristics of wind, air temperature, frontal weather systems and rainfall patterns are analysed and critically discussed.
  • Global scale circulation of the atmosphere, the South African season wind changes, Greenhouse effect are described and influences reflected on.

    Assessment Criteria for Exit Level Outcome 18:

    Assessors should ensure that learners demonstrate the following competencies:
  • Ecology is defined and explained.
  • Major components of ecosystems, trophic pyramids, food chains and food webs are identified and explained.
  • The nutrient cycle, predation and symbiotic relationships are defined and critically discussed.
  • The principle spheres of the Earth how they interact are explained.
  • Ecological niches, limiting factors within ecosystems and ecological tolerance are discussed and explained with examples.

    Assessment Criteria for Exit Level Outcome 19:

    Assessors should ensure that learners demonstrate the following competencies:
  • Taxonomy is defined, its history described and approaches explained.
  • The five kingdoms of living organisms, classification and criteria used are identified and explained.
  • Prokaryote and Eukaryote are defined and their role in taxonomy explained.

    Assessment Criteria for Exit Level Outcome 20:

    Assessors should ensure that learners demonstrate the following competencies:
  • The term biome is defined and major biomes in South Africa are identified.
  • Biomes in terms of the amount of seasonal rainfall and temperature, main indicator species of the biomes in terms of animals and dominant vegetation types and where biomes occur are analysed and identified.
  • Major biomes and sub-regions in Southern Africa and aquatic related eco-regions are discussed and how they are distinguished and classified are explained and identified.
  • The animals associated with particular biomes are identified and how they survive in the environmental conditions of that particular biome are critically discussed.

    Assessment Criteria for Exit Level Outcome 21:

    Assessors should ensure that learners demonstrate the following competencies:
  • The anatomy of a tree is described and trees of Southern Africa are identified.
  • Facts about trees in terms of general uses, medicinal uses and traditional beliefs associated with specific trees are discussed.
  • The anatomy of a grass plant is described and identification of grass plants are performed and grasses in area of guiding operation and grazing status are investigated and discussed.
  • Sweet and sour veld is described and grassland succession and retrogression, its ecological status and strategies for success are explained and identified.
  • Plant classification, plant reproduction and general lifecycle of a flowering plant are explained.
  • Plant processes, e.g Photosynthesis, Respiration and Transpiration in terms of overall plant metabolism are explained.
  • Terms such as Pioneer, Sub-climax and Climax plant communities are defined and discussed.
  • South African trees and shrubs are being placed correctly into the classification system of plants and identified in the veld.

    Assessment Criteria for Exit Level Outcome 22:

    Assessors should ensure that learners demonstrate the following competencies:
  • An arthropod is defined and characteristics described.
  • The different types of insect life-cycles and their ecological importance are described with examples of each.
  • Insect flight and their feeding behaviour, as well as common insect orders are explained.
  • The characteristics of the Arachnida and main sub-orders are considered with identification of venomous spiders in South Africa which are of medical importance to human beings and type of venom are identified and discussed.
  • The characteristics of scorpions and main types and families re explained.
  • The differences between Millipedes and Centipedes and their particular feeding behaviour are known.
  • Have an understanding of insect mouthparts and feeding behaviour.
  • Basic characteristics of Dragonflies, Grasshoppers, Crickets, Katydids, Cicadas, Glow-worms/Fireflies, Stick insects, Mantids, Termites, Butterflies, Moths, Beetles, Blowflies, Mosquitoes, Ants, Wasps, Bees are described.
  • Anatomy, reproduction and growth in spiders are explained.
  • The characteristics of Solifuges and Whip scorpions are known and why they are not true spiders or scorpions.
  • General characteristics and anatomy of ticks and mites including feeding habits, preferred attachment areas, and common diseases in animals caused by ticks and mites are investigated and explained.
  • Three types of tick life cycles are described.
  • The differences between Millipedes and Centipedes, their particular feeding behaviour and reproduction are described.

    Assessment Criteria for Exit Level Outcome 23:

    Assessors should ensure that learners demonstrate the following competencies:
  • The characteristics of the class of amphibians, their classification, and the differences between frogs and toads, the life cycle of frogs and toads, the metamorphosis and reproduction are described and explained.
  • The different types of frog calls are known and explained, and some of the more common frogs are identified by their calls.
  • Advantages of having a jelly egg covering and counter shading in frogs eggs are investigated and explained.
  • Feeding behaviour of frogs and toads, the number of species in South Africa and the largest and smallest amphibians in South Africa are known and described.
  • The anatomy of frogs is investigated and frog anatomy diagrams are labelled.
  • Respiration in frogs in the tadpole and adult stages and the reproduction sound are described and explained.
  • The different frog species are discussed and identified.

    Assessment Criteria for Exit Level Outcome 24:

    Assessors should ensure that learners demonstrate the following competencies:
  • The characteristics of the class of reptiles and the features of the three reptile orders are identified and described.
  • The features of Turtles, Tortoises and Terrapins are compared to the features of skinks, lizards, agamas, geckos, chameleons, monitors and snakes.
  • Male and female tortoises are identified and breeding and feeding behaviour of chelonians in the area of operation are investigated and explained.
  • The features of skinks, lizards, agamas, geckos, chameleons, monitors and snakes are identified.
  • The more common species of snakes as well as the potentially lethal families and species of snakes are identified and classified according to teeth structure.
  • Different types of snake venom, symptoms and effects are correctly identified.
  • The anatomy of snakes, different types of reproduction, their senses and digestive system are described.
  • The characteristics of chameleons in terms of colour changes, breeding behaviour and feeding behaviour are discussed.
  • The characteristics of the Nile crocodile, how the throat valve works, the cooling mechanism, and feeding and breeding behaviour are discussed and explained.

    Assessment Criteria for Exit Level Outcome 25:

    Assessors should ensure that learners demonstrate the following competencies:
  • The characteristics of a fish, the anatomy, and construction are described and external anatomy diagram is labelled.
  • The ecological importance of fish, how fish reproduce, grows and feed are discussed.
  • Movement of fish through water, the concepts of neutral buoyancy and the swim bladder, and how the lateral line system works in fish and why it is important are investigated and explained.
  • Fish senses in terms of eyesight, smell, taste and hearing are explained.
  • Common species of fish are identified.

    Assessment Criteria for Exit Level Outcome 26:

    Assessors should ensure that learners demonstrate the following competencies:
  • Classification of birds and the characteristics of the class of birds, inclusive of the difference between passerines and non-passerines are known and identified.
  • The various feeding methods and type of food that birds eat are explained and identified.
  • Examples of prominent bird species nests are pointed out.
  • Commonly displayed bird behaviour is explained and identified.
  • Bird senses e.g. eyesight and hearing are discussed.
  • Migration of birds are explained in terms of how they fuel themselves for migration, what altitudes birds fly at while migrating, how birds navigate while migrating.
  • Reproductive and mating system of birds as well as cooperative breeding are discussed and explained.

    Assessment Criteria for Exit Level Outcome 27:

    Assessors should ensure that learners demonstrate the following competencies:
  • The characteristics of the class and sub-class of mammals are explained.
  • The foot structure and digestive systems of ruminants and hindgut fermenters are described.
  • The basic physical characteristics, social and feeding habits, habitat and distribution of the common species of mammals are discussed and identified.
  • Be able to differentiate between males and females of common mammal species.
  • Have basic behavioural knowledge of the main indicator species ("Flagship") of South Africa.
  • Have an understanding of how mammals are classified.
  • Be able to give an explanation of how mammal digestive systems work; ruminant, hindgut fermenters.
  • Have a brief understanding of the relationship between body size (weight) and food consumption (metabolism).
  • Be able to give figures for common mammal species in terms of gestation period, number of young, weight and lifespan.
  • Be able to give the physical characteristics, social and feeding habits, habitat and distribution and interesting facts of all the common species of mammals found in Southern Africa.
  • Be able to give a brief explanation for the differences between antlers and horns.

    Assessment Criteria for Exit Level Outcome 28:

    Assessors should ensure that learners demonstrate the following competencies:
  • Animal behaviour is defined and different grouping behaviours of animals are discussed and identified.
  • Different forms of animal's communication are explained making use of relevant examples.
  • Various types of animal protective behaviour are described.
  • The differences between animal home-ranges and territories are explained.
  • Animal signs and sounds are identified and interpreted.
  • The fundamentals of animal behaviour are explained.
  • The use of Jacobson's organ in animals is discussed making use of examples.
  • The various types of animal protective behaviour are identified and interpreted.
  • Animal courtship displays are described and identified.
  • Animal mating behaviour is explained.
  • Parental care in animals is discussed making use of examples.
  • Agonistic animal behaviour is analysed with examples.

    Assessment Criteria for Exit Level Outcome 29:

    Assessors should ensure that learners demonstrate the following competencies:
  • Conservation practices used in the natural environment are investigated, reported on and applications evaluated.
  • A Transfrontier/Peace park is described those in Southern Africa identified and critically discussed.
  • A Biosphere Reserve is defined and reasons for establishment are discussed with examples of working Biosphere reserves.
  • The main objectives for the use of fire as a management tool are critically discuss, different types of fires are explained and factors that influence the behaviour of fire are compared.
  • Bush encroachment and alien plant control are described with examples of various methods used for clearing bush.
  • Erosion control and road maintenance in the natural environment are discussed.
  • Animal population control is explained and appraised.
  • Water provision and water-hole rotation are discussed.
  • Early human inhabitants of Southern Africa is investigated and impact discussed.
  • The significance of the Stone age periods in Southern Africa is debated and some Stone age sites are discussed.
  • The characteristics of the Iron age sites in Southern Africa are investigated and their significance debated.
  • The distribution of traditional Southern African cultures are described.

    Assessment Criteria for Exit Level Outcome 30:

    Assessors should ensure that learners demonstrate the following competencies:
  • Explain and discuss basic first aid concepts.
  • Determine the nature of the injury/medical emergency, the context of the injury and basic first aid.
  • Prioritisation of casualties according to visible signs is demonstrated.
  • Basic first aid is applied in the case of an injury or a medical emergency.
  • Use of bystanders to assist with the casualties is demonstrated.
  • Treatment is consistent with the urgency of the situation, the nature and severity of casualty and aseptic principles.
  • Monitoring of the casualty to prevent worsening of condition is demonstrated.
  • Details of the incident and the treatment undertaken are reported in a prescribed manner.

    Assessment Criteria for Exit Level Outcome 31:

    Assessors should ensure that learners demonstrate the following competencies:
  • Ammunition and the loading sequence are discussed, and the difference between a loaded and cocked rifle is compared.
  • State of readiness in which a rifle should ordinarily be carried on a walk is clearly understood and correctly practiced.
  • Steps of operating a rifle in an emergency situation are understood and practiced.
  • Safe handling of arms during a drive and handing over to another person is discussed and demonstrated.
  • Internal, External and Terminal ballistics are investigated and applied.
  • All relevant parts of a rifle are dismantled, cleaned and correctly fitted.

    Assessment Criteria for Exit Level Outcome 32:

    Assessors should ensure that learners demonstrate the following competencies:
  • Wildlife Tourism is defined, various categories are discussed and consumptive and non-consumptive forms of tourism are compared.
  • Protected areas are defined and different categories are identified with examples and challenges of managing South Africa's protected areas are discussed.
  • The link between tourism and conservation is discussed taking population growth as a threat to the environment, and resources in terms of renewable and non-renewable into consideration.
  • The concept of traditional knowledge is evaluated and critically discussed.
  • Areas of concern for the environment is identified and discussed.
  • The importance of cultural resources and cultural heritage is discussed taking the main cultural groups of South Africa into consideration.
  • Factors that affect the wildlife tourism product are analysed and discussed.
  • Phases of the tourism area life cycle and tourism carrying capacity are explained.
  • Factors that contribute to environmental degradation, a model for sustainable ways of minimizing potential impacts on the environment are critically discussed.
  • The influence of demographics on tourism planning, concerns regarding global population growth, and fertility, mortality and migration trends in South Africa are explained.
  • Tourism as an economic sector and the concept of fair trade in tourism are explained.
  • Environmental rights contained in the Constitution and the influence of societal values and ethics on management of wildlife tourism resources are investigated and reported on.
  • Reasons for protecting the natural environment, the role of differing worldviews, and the role of guides in educating tourists about management practices and environmental ethics are explained.

    Assessment Criteria for Exit Level Outcome 33:

    Assessors should ensure that learners demonstrate the following competencies:
  • Basic conditions of employment are investigated, discussed and applied.
  • Basic principles of budgeting and cost control are explored and demonstrated.
  • Introduction to marketing is mastered and applied.
  • Leadership is investigated and critically discussed.
  • People management is discussed and interpreted.

    Assessment Criteria for Exit Level Outcome 34:

    Assessors should ensure that learners demonstrate the following competencies:
  • Knowledge of a professional housekeeping service is demonstrated.
  • Front office processes and procedures are investigated and applied.
  • All aspects of the maintenance of a lodge are described and applied.
  • All health and safety procedures are discussed and planned to meet legal requirements.

    Electives:

    Assessment Criteria for Exit Level Outcome 35:

    Assessors should ensure that learners demonstrate the following competencies:
  • The hardware components of a computer system are pointed out and their function explained.
  • Components are operated according to manufacturer and organisational instructions.
  • The software loaded on a specific workstation is identified and an indication is given of the use of each application.
  • Ability to navigate the operating system is demonstrated for specific tasks.
  • Techniques for managing files in an operating system are demonstrated including, but not limited to, creating folders and copying, moving, deleting, renaming and sorting files and folders.
  • Copies of documents are sent to others using e-mail.
  • The internet is accessed and searched by topic.

    Assessment Criteria for Exit Level Outcome 36:

    Assessors should ensure that learners demonstrate the following competencies:
  • Basic knowledge of wine and serving of wine is displayed.
  • Required knowledge of food theory & nutrition is demonstrated.
  • Basic knowledge of food preparation is demonstrated.
  • Hospitality skills are discussed and applied.
  • Time and stress management is investigated and explained.
  • Basic conditions of employment is applied.
  • Customer care and guest etiquette are explained and applied.

    Integrated Assessment:

    Assessment of competence is done through a combination of formative and summative assessment methodologies, tools and procedures, which will not discriminate against learners in an unjust or invalid way. Formative assessment integrates theory with practice, with transfer of skills being conducted in a real or simulated workplace environment. Assessment practices are fair, transparent, valid and reliable.

    The purpose of assessment is to determine whether a learner has met the outcomes of the qualification in terms of theory and practice. Integrative techniques are therefore used to assess applied competence. Candidates should be required to demonstrate that they can perform the outcomes with understanding and insight.

    Assessment should ensure that all exit level Outcomes and Critical Cross-Field Outcomes are evaluated. Assessment of the Critical Cross-Field Outcomes should be integrated with the assessment of the exit level outcomes. The Critical Cross-Field Outcomes are implicit in the learning and assessment programmes are designed to extend and further reflect integration. 
    		•

    INTERNATIONAL COMPARABILITY 
    This qualification is designed to meet international standards as set by Field Guides Association of SA (FGASA), EcoTraining and Cape Wine Academy (CWA). As such it compares with the relevant industry regulating institutions, which benchmark themselves internationally. 

    ARTICULATION OPTIONS 
    Access to qualifications on the same level:

    Learners who are (have been) registered for the same or another related qualification on NQF Level 4 will be able to horizontally enter another relevant learning programme on the same level, given the rules of access have been complied with. Such learners will retain credit for relevant unit standards that have been passed at the previous institution and could enroll for a relevant certificate level programme.

    Access to qualifications on a higher level:

    Having obtained this qualification, a learner could progress to the Certificate in Advanced Golf Directorship and Club Management, NQF Level 4 or further his/her study in a business management or sport management qualification on NQF Level 5. 

    MODERATION OPTIONS 
  • Assessors and moderators assessing a learner or moderating the assessment of an assessor against this Qualification must be registered as an assessor and/or moderator with a relevant Education and Training Quality Assurance (ETQA) Body.
  • Formative assessment will be conducted internally with internal moderation being done by registered moderators. The moderation body is the relevant Education and Training Quality Assurance (ETQA).
  • Moderation must include both internal and external moderation of assessments at exit points of the Qualification. 
    		•

    CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    For an applicant to register as an assessor for this Qualification, the applicant should:
  • Hold a relevant qualification at least on NQF Level 5.
  • Have workplace experience as a business manager.
  • Be declared competent in all the exit level outcomes of the qualification as stipulated by South African Qualifications Authority (SAQA). 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2009; 2012. 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    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.