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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: |
| Conduct an integrative project in the workplace |
| SAQA US ID | UNIT STANDARD TITLE | |||
| 10993 | Conduct an integrative project in the workplace | |||
| ORIGINATOR | ||||
| SGB Hospitality,Tourism,Travel, Leisure and Gaming | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | ||||
| - | ||||
| FIELD | SUBFIELD | |||
| Field 11 - Services | Hospitality, Tourism, Travel, Gaming and Leisure | |||
| ABET BAND | UNIT STANDARD TYPE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS |
| Undefined | Regular | Level 5 | Level TBA: Pre-2009 was L5 | 40 |
| REGISTRATION STATUS | REGISTRATION START DATE | REGISTRATION END DATE | SAQA DECISION NUMBER | |
|
Passed the End Date - Status was "Reregistered" |
2018-07-01 | 2023-06-30 | SAQA 06120/18 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2026-06-30 | 2029-06-30 | |||
| 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 |
| A learner achieving this unit standard will be able to integrate specific skills and knowledge with personal and professional values and critical generic learning skills to demonstrate competence as specified for an appropriate qualification.
This competence will allow learners to pull together various pieces of learning within a specified context; to demonstrate their ability to integrate learning and performance; to evaluate both, and to identify support or further learning required. The use of this unit standard allows higher education and training providers to create innovative spaces in which students are encouraged and guided in practising their newly learned competence. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| It is assumed that a learner enrolling for a programme leading to this unit standard has achieved all other unit standards specified for the level 5 qualification of their choice. |
| UNIT STANDARD RANGE |
| Since this unit standard is intended to integrate learning that has taken place over some time towards a qualification, a general guide to the scope and complexity of the competence expected of a learner will be found by referring to the purpose statement and exit level outcomes of the qualification within which this unit standards is used. |
| Specific Outcomes and Assessment Criteria: |
| SPECIFIC OUTCOME 1 |
| Decide on a project that integrates exit level outcomes. |
| OUTCOME NOTES |
| Decide on a project that integrates exit level outcomes, underpinning knowledge and critical cross-field outcomes of a chosen qualification. |
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 This unit must be assessed in practice in a work situation Integrated assessment It is intended that this unit standard reflect the learners ability to integrate much of the learning they have been required to achieve during a qualification. The assessment mechanisms and strategies for this standard should be appropriately designed to allow a learner to demonstrate this holistic competence. In particular assessors should check for: The learner must demonstrate an ability to consider a range of options and make decisions about: 1. an appropriate project for their purposes, taking into account at least their qualification purpose and outcomes, specific interests and place of work, the feasibility of conducting the project, and ethics as outlined above under essential embedded knowledge. 2. The project plan in a way that achieves the purpose of the unit standard and furthers personal learning and workplace objectives. 3. Making appropriate changes to the project design, implementation or to personal actions as called for during implementation. The learner must demonstrate an ability to: 1. Reflect on the possibility of the project creating disturbances in workplace or personal routines, and ways of making these transparent to other people. 2. Reflect on the suitability of aspects of the project plan and of implementation while conducting the project. 3. Reflect whether the assessment mechanism agreed on is the most suitable for showing the learner's competence. 4. Reflect on the appropriateness of decisions made in designing and conducting the research, and on adjustments to research design that might have been made from time to time. 5. Critically reflect on assessor's feedback during the project and adapt any aspect as called for. 6. Reflect on ways in which self-learning happens, blockages to this learning and possible future strategies for improving. |
| ASSESSMENT CRITERION RANGE |
| A range of assessment methods should be used, including:
|
| SPECIFIC OUTCOME 2 |
| Reach agreement with a designated assessor. |
| OUTCOME NOTES |
| Reach agreement with a designated assessor on the mechanisms or tools through which you will be assessed. |
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 This unit must be assessed in practice in a work situation Integrated assessment It is intended that this unit standard reflect the learners ability to integrate much of the learning they have been required to achieve during a qualification. The assessment mechanisms and strategies for this standard should be appropriately designed to allow a learner to demonstrate this holistic competence. In particular assessors should check for: The learner must demonstrate an ability to consider a range of options and make decisions about: 1. an appropriate project for their purposes, taking into account at least their qualification purpose and outcomes, specific interests and place of work, the feasibility of conducting the project, and ethics as outlined above under essential embedded knowledge. 2. The project plan in a way that achieves the purpose of the unit standard and furthers personal learning and workplace objectives. 3. Making appropriate changes to the project design, implementation or to personal actions as called for during implementation. The learner must demonstrate an ability to: 1. Reflect on the possibility of the project creating disturbances in workplace or personal routines, and ways of making these transparent to other people. 2. Reflect on the suitability of aspects of the project plan and of implementation while conducting the project. 3. Reflect whether the assessment mechanism agreed on is the most suitable for showing the learner's competence. 4. Reflect on the appropriateness of decisions made in designing and conducting the research, and on adjustments to research design that might have been made from time to time. 5. Critically reflect on assessor's feedback during the project and adapt any aspect as called for. 6. Reflect on ways in which self-learning happens, blockages to this learning and possible future strategies for improving. |
| ASSESSMENT CRITERION RANGE |
| A range of assessment methods should be used, including:
|
| SPECIFIC OUTCOME 3 |
| Plan the project to achieve the purpose of this unit standard. |
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 This unit must be assessed in practice in a work situation Integrated assessment It is intended that this unit standard reflect the learners ability to integrate much of the learning they have been required to achieve during a qualification. The assessment mechanisms and strategies for this standard should be appropriately designed to allow a learner to demonstrate this holistic competence. In particular assessors should check for: The learner must demonstrate an ability to consider a range of options and make decisions about: 1. an appropriate project for their purposes, taking into account at least their qualification purpose and outcomes, specific interests and place of work, the feasibility of conducting the project, and ethics as outlined above under essential embedded knowledge. 2. The project plan in a way that achieves the purpose of the unit standard and furthers personal learning and workplace objectives. 3. Making appropriate changes to the project design, implementation or to personal actions as called for during implementation. The learner must demonstrate an ability to: 1. Reflect on the possibility of the project creating disturbances in workplace or personal routines, and ways of making these transparent to other people. 2. Reflect on the suitability of aspects of the project plan and of implementation while conducting the project. 3. Reflect whether the assessment mechanism agreed on is the most suitable for showing the learner's competence. 4. Reflect on the appropriateness of decisions made in designing and conducting the research, and on adjustments to research design that might have been made from time to time. 5. Critically reflect on assessor's feedback during the project and adapt any aspect as called for. 6. Reflect on ways in which self-learning happens, blockages to this learning and possible future strategies for improving. |
| ASSESSMENT CRITERION RANGE |
| A range of assessment methods should be used, including:
|
| SPECIFIC OUTCOME 4 |
| Conduct the project while constantly adapting own performance. |
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 This unit must be assessed in practice in a work situation Integrated assessment It is intended that this unit standard reflect the learners ability to integrate much of the learning they have been required to achieve during a qualification. The assessment mechanisms and strategies for this standard should be appropriately designed to allow a learner to demonstrate this holistic competence. In particular assessors should check for: The learner must demonstrate an ability to consider a range of options and make decisions about: 1. an appropriate project for their purposes, taking into account at least their qualification purpose and outcomes, specific interests and place of work, the feasibility of conducting the project, and ethics as outlined above under essential embedded knowledge. 2. The project plan in a way that achieves the purpose of the unit standard and furthers personal learning and workplace objectives. 3. Making appropriate changes to the project design, implementation or to personal actions as called for during implementation. The learner must demonstrate an ability to: 1. Reflect on the possibility of the project creating disturbances in workplace or personal routines, and ways of making these transparent to other people. 2. Reflect on the suitability of aspects of the project plan and of implementation while conducting the project. 3. Reflect whether the assessment mechanism agreed on is the most suitable for showing the learner's competence. 4. Reflect on the appropriateness of decisions made in designing and conducting the research, and on adjustments to research design that might have been made from time to time. 5. Critically reflect on assessor's feedback during the project and adapt any aspect as called for. 6. Reflect on ways in which self-learning happens, blockages to this learning and possible future strategies for improving. |
| ASSESSMENT CRITERION RANGE |
| A range of assessment methods should be used, including:
|
| SPECIFIC OUTCOME 5 |
| Evaluate the project design, implementation and own performance in both. |
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 This unit must be assessed in practice in a work situation Integrated assessment It is intended that this unit standard reflect the learners ability to integrate much of the learning they have been required to achieve during a qualification. The assessment mechanisms and strategies for this standard should be appropriately designed to allow a learner to demonstrate this holistic competence. In particular assessors should check for: The learner must demonstrate an ability to consider a range of options and make decisions about: 1. an appropriate project for their purposes, taking into account at least their qualification purpose and outcomes, specific interests and place of work, the feasibility of conducting the project, and ethics as outlined above under essential embedded knowledge. 2. The project plan in a way that achieves the purpose of the unit standard and furthers personal learning and workplace objectives. 3. Making appropriate changes to the project design, implementation or to personal actions as called for during implementation. The learner must demonstrate an ability to: 1. Reflect on the possibility of the project creating disturbances in workplace or personal routines, and ways of making these transparent to other people. 2. Reflect on the suitability of aspects of the project plan and of implementation while conducting the project. 3. Reflect whether the assessment mechanism agreed on is the most suitable for showing the learner's competence. 4. Reflect on the appropriateness of decisions made in designing and conducting the research, and on adjustments to research design that might have been made from time to time. 5. Critically reflect on assessor's feedback during the project and adapt any aspect as called for. 6. Reflect on ways in which self-learning happens, blockages to this learning and possible future strategies for improving. |
| ASSESSMENT CRITERION RANGE |
| A range of assessment methods should be used, including:
|
| SPECIFIC OUTCOME 6 |
| Evaluate own learning during the project. |
| OUTCOME NOTES |
| Evaluate own learning during the project and identify strengths, weaknesses and areas for improvement. |
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 This unit must be assessed in practice in a work situation Integrated assessment It is intended that this unit standard reflect the learners ability to integrate much of the learning they have been required to achieve during a qualification. The assessment mechanisms and strategies for this standard should be appropriately designed to allow a learner to demonstrate this holistic competence. In particular assessors should check for: The learner must demonstrate an ability to consider a range of options and make decisions about: 1. an appropriate project for their purposes, taking into account at least their qualification purpose and outcomes, specific interests and place of work, the feasibility of conducting the project, and ethics as outlined above under essential embedded knowledge. 2. The project plan in a way that achieves the purpose of the unit standard and furthers personal learning and workplace objectives. 3. Making appropriate changes to the project design, implementation or to personal actions as called for during implementation. The learner must demonstrate an ability to: 1. Reflect on the possibility of the project creating disturbances in workplace or personal routines, and ways of making these transparent to other people. 2. Reflect on the suitability of aspects of the project plan and of implementation while conducting the project. 3. Reflect whether the assessment mechanism agreed on is the most suitable for showing the learner's competence. 4. Reflect on the appropriateness of decisions made in designing and conducting the research, and on adjustments to research design that might have been made from time to time. 5. Critically reflect on assessor's feedback during the project and adapt any aspect as called for. 6. Reflect on ways in which self-learning happens, blockages to this learning and possible future strategies for improving. |
| ASSESSMENT CRITERION RANGE |
| A range of assessment methods should be used, including:
|
| UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS |
| 1. Anyone assessing a qualifying 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 or will assess this unit standard must be accredited as a provider with the relevant ETQA. 3. Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. Therefore anyone wishing to be assessed against this unit standard may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA. |
| UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE |
| It is assumed that the learner has picked up the essential embedded knowledge as specified for all unit standards in her chosen qualification.
In addition the learner must demonstrate a knowledge of: 1. methods and techniques for project selection, design and planning 2. basic ethics and values attached to action research 3. potential problems or difficulties attached to action research 4. data collection and recording techniques 5. reporting methods and techniques 6. presentation techniques |
| Critical Cross-field Outcomes (CCFO): |
| UNIT STANDARD CCFO IDENTIFYING |
| Problem solving - relates to the following specific outcomes:
|
| UNIT STANDARD CCFO WORKING |
| Teamwork - relates to the following specific outcome:
|
| UNIT STANDARD CCFO ORGANISING |
| Self-organisation and management relates to all specific outcomes. |
| UNIT STANDARD CCFO COLLECTING |
| Information evaluation - relates to the following specific outcomes:
|
| UNIT STANDARD CCFO COMMUNICATING |
| Communication relates to all specific outcomes. |
| UNIT STANDARD CCFO SCIENCE |
| Use of science and technology - relates to the following specific outcomes:
|
| UNIT STANDARD CCFO DEMONSTRATING |
| Inter-relatedness of systems - relates to the following specific outcomes:
|
REREGISTRATION HISTORY |
| As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. |
| QUALIFICATIONS UTILISING THIS UNIT STANDARD: |
| ID | QUALIFICATION TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | STATUS | END DATE | PRIMARY OR DELEGATED QA FUNCTIONARY | |
| Core | 20613 | National Diploma: Event Co-ordination | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | CATHSSETA |
| Core | 20414 | National Diploma: Service Management | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | CATHSSETA |
| Fundamental | 20908 | National Diploma: Customer Management | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | SERVICES |
| Fundamental | 20904 | National Diploma: Marketing Communications | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | SERVICES |
| Fundamental | 61593 | National Diploma: Marketing Management | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | As per Learning Programmes recorded against this Qual |
| Fundamental | 20896 | National Diploma: Marketing Research | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | SERVICES |
| 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. |