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: 

Care for animals within area of responsibility 
SAQA US ID UNIT STANDARD TITLE
113822  Care for animals within area of responsibility 
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  20 
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 care for animals within the learner`s area of operation. This competence will contribute towards maintaining the life quality of animals in the facility and expand the learner`s practical knowledge and experience.

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 animal holding facilities, breeding centres and rehabilitation centres, protected area management and community conservation.

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

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 
Recognise animals in area of responsibility. 
OUTCOME NOTES 
  • Fish to family level
  • Invertebrates to class level
  • Birds, mammals and reptiles to genus level 

  • 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
  • Animals in area of responsibility are recognised
  • Access to the animal(s) is gained in an appropriate manner
  • Respond to animal(s) in an appropriate manner
  • Status of animal(s) is evaluated
  • Safety procedures around animal(s)are adhered to
  • Reports are produced and submitted
  • Empathy for animal(s) in care is demonstrated

    Foundational Competence
  • Reasons for interacting with animals in the manner chosen are explained
  • Reasons for evaluating animal status are given
  • Importance for adhering to safety procedures are explained
  • Reasons for following reporting procedures are clarified
  • Role of empathy in animal care is discussed

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

  • SPECIFIC OUTCOME 2 
    Locate and interact with animals appropriately. 
    OUTCOME NOTES 
  • Prevent escapes
  • Observe flight distance
  • Gain access to enclosures
  • Recognising animal actions and responding accordingly 

  • 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
  • Animals in area of responsibility are recognised
  • Access to the animal(s) is gained in an appropriate manner
  • Respond to animal(s) in an appropriate manner
  • Status of animal(s) is evaluated
  • Safety procedures around animal(s)are adhered to
  • Reports are produced and submitted
  • Empathy for animal(s) in care is demonstrated

    Foundational Competence
  • Reasons for interacting with animals in the manner chosen are explained
  • Reasons for evaluating animal status are given
  • Importance for adhering to safety procedures are explained
  • Reasons for following reporting procedures are clarified
  • Role of empathy in animal care is discussed

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

  • SPECIFIC OUTCOME 3 
    Evaluate the status of the animal(s). 
    OUTCOME NOTES 
  • Identify unusual behaviour (psychological and physical)
  • Record births / deaths
  • Physical condition
  • Illness (gross symptoms) and injuries 

  • 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
  • Animals in area of responsibility are recognised
  • Access to the animal(s) is gained in an appropriate manner
  • Respond to animal(s) in an appropriate manner
  • Status of animal(s) is evaluated
  • Safety procedures around animal(s)are adhered to
  • Reports are produced and submitted
  • Empathy for animal(s) in care is demonstrated

    Foundational Competence
  • Reasons for interacting with animals in the manner chosen are explained
  • Reasons for evaluating animal status are given
  • Importance for adhering to safety procedures are explained
  • Reasons for following reporting procedures are clarified
  • Role of empathy in animal care is discussed

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

  • SPECIFIC OUTCOME 4 
    Adhere to safety procedures around animals. 
    OUTCOME NOTES 
  • Be aware of animal grab / strike distance
  • Animal actions
  • Animals reaching out of enclosures
  • Approach to cages and enclosures
  • Plan own escape routes 

  • 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
  • Animals in area of responsibility are recognised
  • Access to the animal(s) is gained in an appropriate manner
  • Respond to animal(s) in an appropriate manner
  • Status of animal(s) is evaluated
  • Safety procedures around animal(s)are adhered to
  • Reports are produced and submitted
  • Empathy for animal(s) in care is demonstrated

    Foundational Competence
  • Reasons for interacting with animals in the manner chosen are explained
  • Reasons for evaluating animal status are given
  • Importance for adhering to safety procedures are explained
  • Reasons for following reporting procedures are clarified
  • Role of empathy in animal care is discussed

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

  • SPECIFIC OUTCOME 5 
    Report to supervisor on activities in area of responsibility. 
    OUTCOME NOTES 
  • Animal actions
  • State of animal
  • Feeding behaviour
  • Physical condition 

  • 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
  • Animals in area of responsibility are recognised
  • Access to the animal(s) is gained in an appropriate manner
  • Respond to animal(s) in an appropriate manner
  • Status of animal(s) is evaluated
  • Safety procedures around animal(s)are adhered to
  • Reports are produced and submitted
  • Empathy for animal(s) in care is demonstrated

    Foundational Competence
  • Reasons for interacting with animals in the manner chosen are explained
  • Reasons for evaluating animal status are given
  • Importance for adhering to safety procedures are explained
  • Reasons for following reporting procedures are clarified
  • Role of empathy in animal care is discussed

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

  • SPECIFIC OUTCOME 6 
    Demonstrate an empathy for the animals in care. 
    OUTCOME NOTES 
  • Observe comfort zone
  • Assist in the use of stimulation tools and methods
  • Reduce stress factors where possible 

  • 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
  • Animals in area of responsibility are recognised
  • Access to the animal(s) is gained in an appropriate manner
  • Respond to animal(s) in an appropriate manner
  • Status of animal(s) is evaluated
  • Safety procedures around animal(s)are adhered to
  • Reports are produced and submitted
  • Empathy for animal(s) in care is demonstrated

    Foundational Competence
  • Reasons for interacting with animals in the manner chosen are explained
  • Reasons for evaluating animal status are given
  • Importance for adhering to safety procedures are explained
  • Reasons for following reporting procedures are clarified
  • Role of empathy in animal care is 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:
  • Distinguishing characteristics to aid recognition of basic taxonomy
  • Scientific and common names of animals
  • Key animal actions
  • Animal condition
  • Signs of illness and injury
  • Safety procedures
  • Reporting procedures
  • Basic animal psychology
  • Stress sensitivity
  • Emotional empathy 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to all specific outcomes. 

    UNIT STANDARD CCFO WORKING 
    Team work relates to specific outcomes:
  • Locate and interact with animals appropriately
  • Evaluate the status of the animal(s)
  • Report to supervisor on activities in area of responsibility
  • Demonstrate an empathy for the animals in care 

  • UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to all specific outcomes. 

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to all specific outcomes. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to all specific outcomes. 

    UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to all specific outcomes. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relates to all specific outcomes. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Professional development relates to all 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

    Supplementary information
  • If possible refer to standard operating procedures.
  • It is recommended that this unit standard be done in conjunction with CAZ09.
  • Practical internship is required. 

  • 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.