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: 

Conduct single-person high angle I rope rescue 
SAQA US ID UNIT STANDARD TITLE
115216  Conduct single-person high angle I rope rescue 
ORIGINATOR
SGB Fire and Rescue 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 11 - Services Cleaning, Domestic, Hiring, Property and Rescue Services 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5 
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 
Brief description of competence
The qualifying learner achieving this unit standard will be able to access areas using single person rope work skills, lower equipment and rig basic systems in a safe and efficient manner.

Benefit to the learner
In addition the learner will achieve credits towards registration as a rescue practitioner with the Health Professions Council of South Africa, as well as being in a position to further their career in the health, rescue and fire professions.

Broader benefit of competent practitioners
Standards in this area regulated by a professional body will lead to better provision of training and thus to emergency service personnel better equipped to render service to the public aligned with international best practice. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that anyone wishing to enter a programme leading to this unit standard will be in possession of an NQF level 4 qualification with the attendant mathematical literacy and communication skills. 

UNIT STANDARD RANGE 
Where necessary, range statements have been included under specific outcomes, assessment criteria or essential embedded knowledge. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Demonstrate a working knowledge of the functioning and regulation of medical rescue in South Africa. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
A working knowledge of the legislation governing high angle rescue work in South Africa is demonstrated. 

ASSESSMENT CRITERION 2 
A working knowledge of the role and activation of allied services in the high angle rescue environment is demonstrated. 

ASSESSMENT CRITERION 3 
Knowledge of the role of emergency medical rescue service in South Africa is demonstrated. 

ASSESSMENT CRITERION 4 
Knowledge of safety issues in the high angle environment and the effects of rescuer fatigue on the efficiency of an operation is demonstrated. 

SPECIFIC OUTCOME 2 
Construct and apply the various knots used during high angle I rescue operations. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
Munter hitch (30 sec) 
ASSESSMENT CRITERION NOTES 
The learner must demonstrate an ability to construct the following knots within the specified time. Learners and assessor should note that different names for these knots may be used. 

ASSESSMENT CRITERION 2 
Rewoven figure of eight knot (50 sec) 
ASSESSMENT CRITERION NOTES 
The learner must demonstrate an ability to construct the following knots within the specified time. Learners and assessor should note that different names for these knots may be used. 

ASSESSMENT CRITERION 3 
Single loop figure of eight knot (30 sec) 
ASSESSMENT CRITERION NOTES 
The learner must demonstrate an ability to construct the following knots within the specified time. Learners and assessor should note that different names for these knots may be used. 

ASSESSMENT CRITERION 4 
Flat knot (50 sec) 
ASSESSMENT CRITERION NOTES 
The learner must demonstrate an ability to construct the following knots within the specified time. Learners and assessor should note that different names for these knots may be used. 

ASSESSMENT CRITERION 5 
Double loop figure of eight knot (50 sec) 
ASSESSMENT CRITERION NOTES 
The learner must demonstrate an ability to construct the following knots within the specified time. Learners and assessor should note that different names for these knots may be used. 

ASSESSMENT CRITERION 6 
Alpine butterfly knot (30 sec) 
ASSESSMENT CRITERION NOTES 
The learner must demonstrate an ability to construct the following knots within the specified time. Learners and assessor should note that different names for these knots may be used. 

ASSESSMENT CRITERION 7 
Figure of nine knot (30 sec) 
ASSESSMENT CRITERION NOTES 
The learner must demonstrate an ability to construct the following knots within the specified time. Learners and assessor should note that different names for these knots may be used. 

ASSESSMENT CRITERION 8 
Double fisherman's knot (50 sec) 
ASSESSMENT CRITERION NOTES 
The learner must demonstrate an ability to construct the following knots within the specified time. Learners and assessor should note that different names for these knots may be used. 

ASSESSMENT CRITERION 9 
Prussik knot (30 sec) 
ASSESSMENT CRITERION NOTES 
The learner must demonstrate an ability to construct the following knots within the specified time. Learners and assessor should note that different names for these knots may be used. 

SPECIFIC OUTCOME 3 
Apply, care for, store and record a log of the various types of equipment used. 
OUTCOME NOTES 
Apply, care for, store and record a log of the various types of equipment used during high angle I rescue operations. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
The types, functions, construction, inspection, preparation, usage, storage and maintenance of equipment specified in the range statement under essential embedded knowledge are discussed. 

ASSESSMENT CRITERION 2 
Personal safety equipment is donned and doffed 

ASSESSMENT CRITERION 3 
Equipment is inspected, prepared, packaged, stored and recorded in an appropriate manner. 

ASSESSMENT CRITERION 4 
Equipment specified in the range statement under essential embedded knowledge is identified and used in a safe and proficient manner. 

SPECIFIC OUTCOME 4 
Correctly select, analyse and rig appropriate anchor points and systems. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
The safe selection and demonstration of anchor points is demonstrated. 

ASSESSMENT CRITERION 2 
A pre-rigged system is analysed and rated. 

ASSESSMENT CRITERION 3 
The following systems are correctly rigged:
  • Single line one anchor point system
  • Single line two anchor point system
  • A load sharing anchor point system
  • Safety system (top belay) 

  • SPECIFIC OUTCOME 5 
    Belay equipment and personnel in a safe and effective manner during a high angle I rescue operation. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The ability to operate as both a top or bottom belay during a high angle I rescue operation is demonstrated. 

    SPECIFIC OUTCOME 6 
    Descend a rope as a part of a high angle I rescue operation. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The ability to correctly prepare, descend a rope and lock and unlock are demonstrated. 

    ASSESSMENT CRITERION 2 
    The correct method of changing from an ascend to a descend is demonstrated. 

    SPECIFIC OUTCOME 7 
    Ascend a rope as a part of a high angle I rescue operation. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The correct method of changing from a descend to an ascend is demonstrated. 

    ASSESSMENT CRITERION 2 
    A working knowledge of the correct and safe procedure for passing a knot is demonstrated. 

    ASSESSMENT CRITERION 3 
    The ability to ascend a 30-metre rope within 20 minutes is demonstrated. 

    SPECIFIC OUTCOME 8 
    Perform a single person pick off from above a stranded person. 
    OUTCOME NOTES 
    Perform a single person pick off from above a stranded person and lower that person to a point of safety. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The correct procedure to effectively perform a pick off is demonstrated for the following circumstances:
  • Patient stuck on a descender
  • Patient stuck on an ascender/ jammed descender
  • Damaged harness or no harness (patient on ledge) 


  • UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor/moderator with the relevant ETQA.
  • Such registration assumes that the assessor has both ETDP competence as well as substantial functional competence in the relevant area of practice.
  • This point leads to the assumption that any assessor assessing this unit standard is not relying simply on the content of the unit standard to guide their practise. Rather the assessor is drawing on a wealth of experiential knowledge for which this unit standard provides a quality benchmark.

    Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
  • Such accreditation assumes that the institution has access to relevant resources and staff with a substantial functional competence in the relevant area of practice.
  • This point leads to the assumption that any person providing education or training leading to this unit standards is not relying simply on the content of the unit standard to guide their practise. Rather the trainer/educator is drawing on a wealth of experiential knowledge for which this unit standard provides a quality benchmark.

    Assessment and moderation of assessment will be overseen by the relevant ETQA according to:
  • The ETQA's policies and guidelines
  • Agreements reached concerning assessment and moderation between ETQAs (including professional bodies) 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    A knots

    Knowledge of various prescribed knots with regard to:
  • Characteristics
  • Function/ application
  • Strength
  • Safety
  • Dressing
  • Setting

    High angle equipment

    Knowledge of the construction and principles of operation of the following range of equipment:
  • Ropes
  • Carabiners and connectors
  • Friction devices
  • Ascenders
  • Slings and webbing
  • Accessories

    Anchor points and rigging systems
  • Anchor points including selection, types, function, edge protection and characteristics of a good anchor point.
  • The effect of the internal angle on anchor load when rigging off multiple anchor points.
  • The importance of edge protection

    Belaying
  • Belaying techniques including advantages and disadvantages
  • Forms and importance of communication in a high angle rescue operation

    Descending a rope
  • The history and function of descending
  • Principles relating to descending techniques and equipment
  • The dangers of descending
  • Various safety checks that would need to be performed prior to dispatching an abseiler.
  • Explaining the meaning of the standard abseiling calls

    Ascending a rope
  • The function of ascending
  • Principles relating to ascending techniques and equipment
  • The dangers of ascending
  • Various safety checks that would need to be performed prior to dispatching an ascender.

    Single person rescues
  • Procedures for pick off.
  • Dangers associated with pick off. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Use systems to solve problems
    By analysing all factors at the scene of a rescue and adapting practice in order to achieve a desired outcome. 

    UNIT STANDARD CCFO WORKING 
    Work with others in teams
    By participating in a rescue as a member of a rescue or other emergency services team. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse and organise information
    By assessing all relevant information at the scene of a potential rescue, and deciding on the best intervention in order to ensure the safety of a patient. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate
    By communicating with - appropriate to the scene - the patient, other rescue workers, safety and security personnel, and members of the public. 

    UNIT STANDARD CCFO SCIENCE 
    Use technology
    By correctly and appropriately using rescue and related technology. 

    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 
    Notes about assessment.

    Assessment of this unit standard should focus on signing off a learner as competent against the competence described in the purpose statement at the beginning of the standard. The implication of this is that no part of this unit standard is a mini-competence in and of itself, but is rather part of the bigger competence described in the purpose statement. The parts should be seen to be pieces of a jigsaw puzzle none of which make sense by themselves, and each one of which affects the others.

    For this reason, assessment criteria in this unit standard should be seen as orientated towards the standard as a whole. This does not mean that assessors should not check that a learner is competent at each outcome, but that they should not necessarily check this separately for each outcome. Similarly, assessors are encouraged not to assess essential embedded knowledge and critical cross-field outcomes separately.

    As each situation is different, it will be necessary to develop assessment activities and tools that are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative 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. report from a third party.

    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.

    By checking for applied competence and critical cross-field competence as described below, the assessor must design a holistic assessment focused at the competence described in the purpose statement of this unit standard.

    The learner must demonstrate applied competence in the following way:

    The learner must demonstrate an ability to consider a range of options and make decisions about:
  • The most appropriate actions to take in order to prioritise and ensure the safety of the patient.
  • The most appropriate use of rescue techniques and the correct use of rescue and related equipment.

    The learner must demonstrate an understanding of:

    A knots

    Knowledge of various prescribed knots with regard to:
  • Characteristics
  • Function/ application
  • Strength
  • Safety
  • Dressing
  • Setting

    High angle equipment

    Knowledge of the construction and principles of operation of the following range of equipment:
  • Ropes
  • Carabiners and connectors
  • Friction devices
  • Ascenders
  • Slings and webbing
  • Accessories

    Anchor points and rigging systems
  • Anchor points including selection, types, function, edge protection and characteristics of a good anchor point.
  • The effect of the internal angle on anchor load when rigging off multiple anchor points.
  • The importance of edge protection

    Belaying
  • Belaying techniques including advantages and disadvantages
  • Forms and importance of communication in a high angle rescue operation

    Descending a rope
  • The history and function of descending
  • Principles relating to descending techniques and equipment
  • The dangers of descending
  • Various safety checks that would need to be performed prior to dispatching an abseiler.
  • Explaining the meaning of the standard abseiling calls

    Ascending a rope
  • The function of ascending
  • Principles relating to ascending techniques and equipment
  • The dangers of ascending
  • Various safety checks that would need to be performed prior to dispatching an ascender.

    Single person rescues
  • Procedures for pick off.
  • Dangers associated with pick off.

    The learner must demonstrate an ability to learn from her/his actions and to adapt to changes by:
  • Reflecting on own practice, and adapting and modifying it accordingly.
  • Reflecting on their own patterns of learning and creating opportunities for future learning. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  57803   Further Education and Training Certificate: Fire and Rescue Operations  Level 4  NQF Level 04  Reregistered  2023-06-30  LG SETA 
    Core  48855   National Certificate: Emergency Services Operations  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2009-02-18  Was LG SETA until Last Date for Achievement 


    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.
     
    1. Africa Corporate Training Institute and HR Consulting 
    2. AfroXpert Performance Developement cc 
    3. Agisanang SA Training 
    4. All Access Holdings 
    5. Asiphokuhle Training and Research Institute 
    6. City of Tshwane Community Safety - FIRE 
    7. DGA and RSS 
    8. Fire Fit 
    9. Fire Protection Association of Southern Africa 
    10. Insiks Faya 
    11. Josmap Training Institute 
    12. K Shabangu FET College 
    13. Kgolo Institute 
    14. LO Tantsi Fire Consultants CC. 
    15. Mass Computer Training And Printers 
    16. Matsila Holdings 
    17. Mortarboard Training Solutions 
    18. Pioneer Business Consulting 
    19. Polokwane Local Municipality 
    20. Progressive School of Business and Engineering (Pty) 
    21. PTDEV (Pty) Ltd 
    22. Riverport Training Academy 
    23. RLSTP Training & Development (PTY) LTD. 
    24. RUSTENBURG EMERGENCY AND DISASTER MANAGEMENT SERVICES TRAINING ACADEMY 
    25. SASOL GLOBAL LEARNING 
    26. Sasol Secunda - Emergency Management Training Academy 
    27. Sebenzisanane Human Capital 
    28. Sekhukhune District Municipality EMS Training Academy 
    29. South African Corporate Training Association 
    30. St Francis Fire & Safety Learning Academy 
    31. Tloumogale Business Development & Consulting 
    32. Tshwane Training Institute (PTY) LTD. 
    33. Vhembe District Municipality 
    34. Vhutshilo Health And Training Organisation 
    35. Vicmat Consultants 



    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.