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:

Care for animals in facility

SAQA US ID	UNIT STANDARD TITLE
113820	Care for animals in facility
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 4	NQF Level 04	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
2024-06-30		2027-06-30

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 qualifying learner assessed as competent against this unit standard will be able to care for the welfare and health of animals in a facility. This competence will contribute towards improved animal management, welfare and wellbeing. The learner who has achieved this standard together with other skills will increase their marketability within the industry which includes bird parks, aquaria, zoos, circuses, other animal holding facilities, breeding centres and rehabilitation centres.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognise and care for animals within area of responsibility (NQF 2) Recognise and care for plants within area of responsibility (NQF 2) Assist with the selection and preparation (NQF 2)

UNIT STANDARD RANGE

Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to scope and complexity of what is required.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Maintain appropriate records.

OUTCOME NOTES

Complete in a timeous manner forms relating to breeding, feeding, acquisitions and disposals Write summary reports Complete daily log sheets Report on disease, condition of plants and animals within care

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. In particular, assessors should check for the following: Practical Competence Records are maintained Exhibits and holdings are maintained Food and animals are handled appropriately Ability to maintain species are demonstrated Animal behaviour is interpreted, recorded and reported correctly Foundational Competence Reasons for record keeping are explained Reasons for appropriate handling of food and animals are given Importance of correct interpretation, recording and reporting of animal behaviour is explained Reflexive Competence Reflect on own activities and integrate lessons to improve future performances 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 (e.g.: 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

Maintain exhibits and holdings and assist with the development.

OUTCOME NOTES

Carry out basic water quality tests Provide input to the decoration and enrichment of exhibits Provide input for exhibit design Awareness of the impact of company budgets and priorities on work Report plant condition and pests Growth mediums and micro nutrients for plants Control measures applied to plant and animal pests

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. In particular, assessors should check for the following: Practical Competence Records are maintained Exhibits and holdings are maintained Food and animals are handled appropriately Ability to maintain species are demonstrated Animal behaviour is interpreted, recorded and reported correctly Foundational Competence Reasons for record keeping are explained Reasons for appropriate handling of food and animals are given Importance of correct interpretation, recording and reporting of animal behaviour is explained Reflexive Competence Reflect on own activities and integrate lessons to improve future performances 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 (e.g.: 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

Handle food and feed animals appropriately.

OUTCOME NOTES

Exhibit hygienic and safe practices in the preparation and storing of food Maintain feeding regimes and methods Perform sanitation procedures, including rationale and types of disinfectants Understand pest control related to food supplies Animals fed naturally - encouraged foraging (i.e. nuts in holes, fruit hidden)

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. In particular, assessors should check for the following: Practical Competence Records are maintained Exhibits and holdings are maintained Food and animals are handled appropriately Ability to maintain species are demonstrated Animal behaviour is interpreted, recorded and reported correctly Foundational Competence Reasons for record keeping are explained Reasons for appropriate handling of food and animals are given Importance of correct interpretation, recording and reporting of animal behaviour is explained Reflexive Competence Reflect on own activities and integrate lessons to improve future performances 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 (e.g.: 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

Demonstrate ability to maintain species health.

OUTCOME NOTES

Visually evaluate animal health (temperature, excessive panting, stress) Determine feed and water consumption (volumes consumed, method of feeding) Follow quarantine procedures Restrain an injured animal safely, minimise trauma, assess the situation, provide basic first aid to the animal and report incident Determine the degree of a pest problem (e.g. mites, ticks and fleas) Waste disposal

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. In particular, assessors should check for the following: Practical Competence Records are maintained Exhibits and holdings are maintained Food and animals are handled appropriately Ability to maintain species are demonstrated Animal behaviour is interpreted, recorded and reported correctly Foundational Competence Reasons for record keeping are explained Reasons for appropriate handling of food and animals are given Importance of correct interpretation, recording and reporting of animal behaviour is explained Reflexive Competence Reflect on own activities and integrate lessons to improve future performances 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 (e.g.: 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

Monitor, interpret and report on animal behaviour.

OUTCOME NOTES

Monitor pre- and post-parturition Dominant animals Stress, conflict, breeding status

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. In particular, assessors should check for the following: Practical Competence Records are maintained Exhibits and holdings are maintained Food and animals are handled appropriately Ability to maintain species are demonstrated Animal behaviour is interpreted, recorded and reported correctly Foundational Competence Reasons for record keeping are explained Reasons for appropriate handling of food and animals are given Importance of correct interpretation, recording and reporting of animal behaviour is explained Reflexive Competence Reflect on own activities and integrate lessons to improve future performances 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 (e.g.: 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

N/A

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The qualifying learner is able to demonstrate a basic knowledge and understanding of: Exhibit design Appropriate food and plant nutrient storage Animal and plant nutrition and deficiency diseases Relevant animal behaviour Anatomy and physiology Biodiversity issues Basic taxonomy Ecology of captive animals Reproduction and genetics Use of appropriate literature Webster`s five freedom principles (freedom from hunger, pain, discomfort, unnecessary environmental problems) Care for animals in entire facility

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem solving relates to the following specific outcomes: Handle food and feed animals appropriately Demonstrate ability to maintain species health

UNIT STANDARD CCFO WORKING

Team work relates to the following specific outcomes: Maintain exhibits and holdings and assist with the development Handle food and feed animals appropriately Demonstrate ability to maintain species health

UNIT STANDARD CCFO ORGANISING

Self-organisation and management relates to all the specific outcomes

UNIT STANDARD CCFO COLLECTING

Information evaluation relates to all the specific outcomes

UNIT STANDARD CCFO COMMUNICATING

Communication relates to all the specific outcomes

UNIT STANDARD CCFO SCIENCE

Use of science and technology relates to all the specific outcomes

UNIT STANDARD CCFO DEMONSTRATING

Inter-relatedness of systems relates to all the specific outcomes

UNIT STANDARD CCFO CONTRIBUTING

Professional development relates to all the specific outcomes

UNIT STANDARD ASSESSOR CRITERIA

N/A

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015.

UNIT STANDARD NOTES

Values Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of: The value of the facility within the field of resource management and to society The role captive facilities play in terms of general environmental education Protection and preservation of natural resources Ecological and social rights, benefits and responsibilities Empathy towards living natural resources

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	48435	Further Education and Training Certificate: Captive Animal Management	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA

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.