SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Assist with the selecting, preparing and providing of food 
SAQA US ID UNIT STANDARD TITLE
113821  Assist with the selecting, preparing and providing of food 
ORIGINATOR
SGB Nature Conservation 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 01 - Agriculture and Nature Conservation Nature Conservation 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 2  NQF Level 02 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 assist with the selection, preparation and provision of food for animals.

The value of the unit standard to the learner is a wide range of career options in the fields of bird parks, aquaria, zoos, other wild animal holding facilities, breeding centres and rehabilitation centres.

This competence will contribute towards best practices of public exhibition of natural resources. This competence will aid the interaction between resource management and the public whilst maintaining the aims of species protection. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
No learning assumed to be in place. 

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 the scope and complexity of what is required. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Maintain stock and assist with the selection of appropriate food. 
OUTCOME NOTES 
  • Assess and report on food stock
  • Quality of food
  • Ripeness of fruit
  • Appropriate diets of animals 

  • 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 learners 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 learner 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 learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    Method of Assessment
    Assessment should include practical demonstration of competence, either in the workplace or through relevant simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the learner 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 learner
    Simulation of a specific task - set a specific task for the learner 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 learners 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.

    In particular, assessors should check for the following:

    Practical Competence
  • Stocks are maintained
  • Appropriate food is selected
  • Food is prepared appropriately
  • Safety and hygiene principles in food preparation are demonstrated
  • Correct animal feeding procedures are demonstrated
  • Waste products are disposed of as prescribed
  • Personal safety during feeding is demonstrated

    Foundational Competence
  • Reasons for food selection preparation and dispensing are explained
  • Personal and animal safety principles are explained
  • Reasons for hygienic practices are given
  • Ethical practices in animal feeding are discussed

    Reflexive Competence
    Reflect on own activities and integrate lessons to improve future performances 

  • SPECIFIC OUTCOME 2 
    Prepare food appropriately. 
    OUTCOME NOTES 
  • Defrosting procedures, mincing and chopping
  • Correct equipment
  • Correct weighing and portioning of food
  • Food supplements (e.g. vitamins, antibiotics etc.) 

  • ASSESSMENT CRITERIA
     

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

    They must ensure that the assessment covers the specific outcomes, Critical Cross-Field Outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which learners 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 learner 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 learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    Method of Assessment
    Assessment should include practical demonstration of competence, either in the workplace or through relevant simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the learner 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 learner
    Simulation of a specific task - set a specific task for the learner 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 learners 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.

    In particular, assessors should check for the following:

    Practical Competence
  • Stocks are maintained
  • Appropriate food is selected
  • Food is prepared appropriately
  • Safety and hygiene principles in food preparation are demonstrated
  • Correct animal feeding procedures are demonstrated
  • Waste products are disposed of as prescribed
  • Personal safety during feeding is demonstrated

    Foundational Competence
  • Reasons for food selection preparation and dispensing are explained
  • Personal and animal safety principles are explained
  • Reasons for hygienic practices are given
  • Ethical practices in animal feeding are discussed

    Reflexive Competence
    Reflect on own activities and integrate lessons to improve future performances 

  • SPECIFIC OUTCOME 3 
    Adhere to safety and hygiene principles in food preparation. 
    OUTCOME NOTES 
  • Equipment
  • Sterilising procedures
  • Cleaning
  • Appropriate food storage 

  • 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 learners 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 learner 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 learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    Method of Assessment
    Assessment should include practical demonstration of competence, either in the workplace or through relevant simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the learner 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 learner
    Simulation of a specific task - set a specific task for the learner 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 learners 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.

    In particular, assessors should check for the following:

    Practical Competence
  • Stocks are maintained
  • Appropriate food is selected
  • Food is prepared appropriately
  • Safety and hygiene principles in food preparation are demonstrated
  • Correct animal feeding procedures are demonstrated
  • Waste products are disposed of as prescribed
  • Personal safety during feeding is demonstrated

    Foundational Competence
  • Reasons for food selection preparation and dispensing are explained
  • Personal and animal safety principles are explained
  • Reasons for hygienic practices are given
  • Ethical practices in animal feeding are discussed

    Reflexive Competence
    Reflect on own activities and integrate lessons to improve future performances 

  • SPECIFIC OUTCOME 4 
    Feed animals appropriately. 
    OUTCOME NOTES 
  • Portion food as prescribed by supervisor
  • Placement of food in the enclosure
  • Handle uneaten food appropriately
  • Timing of feeds
  • Encourage foraging
  • Ethical feeding methods are adhered to 

  • 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 learners 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 learner 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 learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    Method of Assessment
    Assessment should include practical demonstration of competence, either in the workplace or through relevant simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the learner 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 learner
    Simulation of a specific task - set a specific task for the learner 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 learners 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.

    In particular, assessors should check for the following:

    Practical Competence
  • Stocks are maintained
  • Appropriate food is selected
  • Food is prepared appropriately
  • Safety and hygiene principles in food preparation are demonstrated
  • Correct animal feeding procedures are demonstrated
  • Waste products are disposed of as prescribed
  • Personal safety during feeding is demonstrated

    Foundational Competence
  • Reasons for food selection preparation and dispensing are explained
  • Personal and animal safety principles are explained
  • Reasons for hygienic practices are given
  • Ethical practices in animal feeding are discussed

    Reflexive Competence
    Reflect on own activities and integrate lessons to improve future performances 

  • SPECIFIC OUTCOME 5 
    Dispose of food waste as prescribed. 
    OUTCOME NOTES 
  • Biological waste procedures
  • Composting
  • Recycling
  • Applicable legal aspects
  • Pest infestations 

  • 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 learners 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 learner 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 learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    Method of Assessment
    Assessment should include practical demonstration of competence, either in the workplace or through relevant simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the learner 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 learner
    Simulation of a specific task - set a specific task for the learner 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 learners 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.

    In particular, assessors should check for the following:

    Practical Competence
  • Stocks are maintained
  • Appropriate food is selected
  • Food is prepared appropriately
  • Safety and hygiene principles in food preparation are demonstrated
  • Correct animal feeding procedures are demonstrated
  • Waste products are disposed of as prescribed
  • Personal safety during feeding is demonstrated

    Foundational Competence
  • Reasons for food selection preparation and dispensing are explained
  • Personal and animal safety principles are explained
  • Reasons for hygienic practices are given
  • Ethical practices in animal feeding are discussed

    Reflexive Competence
    Reflect on own activities and integrate lessons to improve future performances 

  • SPECIFIC OUTCOME 6 
    Observe personal safety during feeding. 
    OUTCOME NOTES 
  • Observe animal behaviour
  • Enclosure operation
  • Appropriate safety equipment
  • Human interference during feeding times
  • Provoking animals 

  • 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 learners 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 learner 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 learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    Method of Assessment
    Assessment should include practical demonstration of competence, either in the workplace or through relevant simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the learner 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 learner
    Simulation of a specific task - set a specific task for the learner 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 learners 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.

    In particular, assessors should check for the following:

    Practical Competence
  • Stocks are maintained
  • Appropriate food is selected
  • Food is prepared appropriately
  • Safety and hygiene principles in food preparation are demonstrated
  • Correct animal feeding procedures are demonstrated
  • Waste products are disposed of as prescribed
  • Personal safety during feeding is demonstrated

    Foundational Competence
  • Reasons for food selection preparation and dispensing are explained
  • Personal and animal safety principles are explained
  • Reasons for hygienic practices are given
  • Ethical practices in animal feeding are discussed

    Reflexive Competence
    Reflect on own activities and integrate lessons to improve future performances 


  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The qualifying learner is able to demonstrate a basic knowledge and understanding of:
  • Animal actions
  • Dietary requirements
  • Sterilising procedure
  • Kitchen and personal hygiene principles
  • Numeracy including measurements and use of measuring instruments
  • Self organisation
  • Food preparation equipment and usage
  • Stock register maintenance
  • Appropriate food storage
  • Appropriate pest control methods
  • Animal food identification
  • Rights and responsibilities applicable to the area of learner responsibility
  • Applicable legal aspects in connection with disposal of food waste 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to specific outcomes 1, 2, 3, 4, 5, 6
  • Maintain stock and assist with the selection of appropriate food
  • Prepare food appropriately
  • Adhere to safety and hygiene principles in food preparation
  • Feed animals appropriately
  • Dispose of food waste as prescribed
  • Observe personal safety during feeding 

  • UNIT STANDARD CCFO WORKING 
    Team work relates to specific outcomes 1, 2, 3, 4, 5, 6
  • Maintain stock and assist with the selection of appropriate food
  • Prepare food appropriately
  • Adhere to safety and hygiene principles in food preparation
  • Feed animals appropriately
  • Dispose of food waste as prescribed
  • Observe personal safety during feeding 

  • UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to specific outcomes 1, 2, 3, 4, 5, 6
  • Maintain stock and assist with the selection of appropriate food
  • Prepare food appropriately
  • Adhere to safety and hygiene principles in food preparation
  • Feed animals appropriately
  • Dispose of food waste as prescribed
  • Observe personal safety during feeding 

  • UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to specific outcomes 1, 2, 3, 4, 5, 6
  • Maintain stock and assist with the selection of appropriate food
  • Prepare food appropriately
  • Adhere to safety and hygiene principles in food preparation
  • Feed animals appropriately
  • Dispose of food waste as prescribed
  • Observe personal safety during feeding 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to specific outcomes 1, 2, 3, 4, 5, 6
  • Maintain stock and assist with the selection of appropriate food
  • Prepare food appropriately
  • Adhere to safety and hygiene principles in food preparation
  • Feed animals appropriately
  • Dispose of food waste as prescribed
  • Observe personal safety during feeding 

  • UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to specific outcomes 1, 2, 3, 4, 5, 6
  • Maintain stock and assist with the selection of appropriate food
  • Prepare food appropriately
  • Adhere to safety and hygiene principles in food preparation
  • Feed animals appropriately
  • Dispose of food waste as prescribed
  • Observe personal safety during feeding 

  • UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relates to specific outcomes 1, 3, 5, 6
  • Maintain stock and assist with the selection of appropriate food
  • Adhere to safety and hygiene principles in food preparation
  • Dispose of food waste as prescribed
  • Observe personal safety during feeding 

  • UNIT STANDARD CCFO CONTRIBUTING 
    Professional development relates to specific outcomes 1, 2, 3, 4, 5, 6
  • Maintain stock and assist with the selection of appropriate food
  • Prepare food appropriately
  • Adhere to safety and hygiene principles in food preparation
  • Feed animals appropriately
  • Dispose of food waste as prescribed
  • Observe personal safety during feeding 

  • 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

    Supplementary Information
    It is recommended that this unit standard be done in conjunction with CAZ07. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  48433   National Certificate: Conservation: Species Care in Controlled Environments  Level 2  NQF Level 02  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.