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 THAT HAS PASSED THE END DATE:

Communicate at the scene of an emergency

SAQA US ID	UNIT STANDARD TITLE
115225	Communicate at the scene of an emergency
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	3
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2018-07-01	2023-06-30	SAQA 06120/18
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2026-06-30		2029-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This unit standard does not replace any other unit standard and is not replaced by any other unit standard.

PURPOSE OF THE UNIT STANDARD

Brief description of competence
The qualifying learner achieving this unit standard will be able to communicate at an emergency scene in a manner that furthers the mission of an emergency service.

Benefit to the learner
In addition the learner will become a more effective member of an emergency team or service and be able to communicate confidently with peers, superiors, the public and other agencies.

Broader benefit of competent practitioners
Professional communication in emergency settings will enhance the effectiveness and efficiency of emergency services in South Africa.

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 already be competent at communication and mathematical literacy at NQF level 4 or equivalent.

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

Communicate to ascertain facts at the scene of an emergency.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Facts are ascertained, recorded and relayed to the appropriate person/s, service/s or command structure/s at the emergency scene.

ASSESSMENT CRITERION 2

All information pertaining to the emergency scene is kept up-to-date.

SPECIFIC OUTCOME 2

Issue commands regarding safety at the scene of an emergency.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Risks to the individual, team and public are determined and appropriate information is correctly, accurately and timeously communicated to the relevant parties.

ASSESSMENT CRITERION 2

All communications necessary for safe, efficient and effective operations at the emergency scene are effected.

SPECIFIC OUTCOME 3

Communicate with other professionals and relevant agencies.

OUTCOME NOTES

Communicate with other professionals and relevant agencies in order to provide determined emergency services.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Knowledge is demonstrated of relevant professionals and agencies.

ASSESSMENT CRITERION 2

Communications are effected using correct procedures and equipment.

ASSESSMENT CRITERION 3

Records are kept of all communications.

SPECIFIC OUTCOME 4

Provide feedback aimed at performance improvement.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Knowledge is demonstrated of feedback mechanisms.

ASSESSMENT CRITERION 2

Knowledge is demonstrated of the purpose of feedback.

SPECIFIC OUTCOME 5

Refer relevant communications to the designated member of the service.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Understanding is demonstrated of which communications the fire fighter may appropriately handle themselves, and which must be referred.

ASSESSMENT CRITERION 2

Knowledge is demonstrated of the appropriate referral channel/person.

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 basic knowledge of emergency legislation/ regulations

A knowledge of standard operating procedures for an emergency service

Basic interpersonal communication skills

Types and use of communication equipment used by emergency services

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Solve problems
By assessing all inter-related factors at an emergency scene, linking these to communication requirements, and adapting her/his own actions in order to ensure efficient communication.

UNIT STANDARD CCFO COLLECTING

Collect, analyse and organise information
By assessing all relevant information at the scene of an emergency.

UNIT STANDARD CCFO COMMUNICATING

Communicate
By communicating with - appropriate to the scene - other emergency personnel, members of the public and members of her/his own service in order to further objective of the service at the scene.

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:

What information to seek and from whom, and what information to make available and to whom.

Choices of most effective communication equipment or method.

The most effective channels and ways in which to communicate with different parties.

Most effective manner to communicate in order to ensure safety of the public at the scene of an emergency.

The learner must demonstrate an understanding of:

A basic knowledge of emergency legislation/ regulations

A knowledge of standard operating procedures for an emergency service

Basic interpersonal communication skills

Types and use of communication equipment used by emergency services

The learner must demonstrate an ability to learn from her/his actions and to adapt to changes by:

Reflecting on their 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	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
Core	64390	National Certificate: Emergency Services Supervision: Fire and Rescue Operations	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Reregistered"	2023-06-30	LG SETA

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.	Goldfields Emergency Fire Services Training Academy
2.	Josmap Training Institute
3.	Mortarboard Training Solutions
4.	Progressive School of Business and Engineering (Pty)
5.	PTDEV (Pty) Ltd
6.	Sebenzisanane Human Capital
7.	South African Corporate Training Association
8.	Tshwane Training Institute (PTY) LTD.