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: 

Demonstrate an understanding of sedimentary rocks 
SAQA US ID UNIT STANDARD TITLE
115701  Demonstrate an understanding of sedimentary rocks 
ORIGINATOR
SGB Mining and Minerals 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 06 - Manufacturing, Engineering and Technology Fabrication and Extraction 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  6 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Registered" 		 2004-08-11  2007-08-11  SAQA 0655/04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2008-08-11   2011-08-11  

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 is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
262160  Demonstrate an understanding of sedimentary rocks  Level 3  NQF Level 03  6   

PURPOSE OF THE UNIT STANDARD 
This unit standard is for persons who work or intend to work within a mining and minerals context. Persons credited with this unit standard are able to:
  • Demonstrate understanding of the processes that result in the derivation of sedimentary rocks.
  • Demonstrate understanding of the principle characteristics of clastic sedimentary rocks.
  • Demonstrate understanding of the principle characteristics of chemical sedimentary rocks.
  • Demonstrate understanding of the principle characteristics of biological sedimentary rocks.

    The skills, knowledge and understanding demonstrated within this unit standard are essential for social and economic transformation and contribute to the upliftment and economic growth of the mining and minerals sector. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard:
  • Numeracy and literacy skills equivalent to Level 4.
  • Basic understanding of rock and mineral types.
  • Basic understanding of surface processes. 
    		•

    UNIT STANDARD RANGE 
    Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate understanding of the processes that result in the derivation of sedimentary rocks. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The common classification system of sedimentary rocks is discussed. 
    ASSESSMENT CRITERION RANGE 
    Must include:
  • Clastic sediments.
  • Chemical sediments.
  • Biological sediments.
     
    		•

    ASSESSMENT CRITERION 2 
    The processes involved in the derivation of clastic material are identified, defined and discussed. 
    ASSESSMENT CRITERION RANGE 
    Must include:
  • Weathering
     
    		•

    ASSESSMENT CRITERION 3 
    The principle transportation agents of clastic material are identified, defined and discussed. 
    ASSESSMENT CRITERION RANGE 
    Must include:
  • Water
  • Ice
  • Wind
  • Gravity
     
    		•

    ASSESSMENT CRITERION 4 
    The processes involved in the derivation of chemical sediments are identified, defined and discussed. 
    ASSESSMENT CRITERION RANGE 
    Must include:
  • Precipitation/evaporation.
  • Oxidation and reduction.
     
    		•

    ASSESSMENT CRITERION 5 
    The processes involved in the derivation of biological sediments are identified, defined and discussed. 
    ASSESSMENT CRITERION RANGE 
    Must include:
  • Climate.
  • Preservation.
     
    		•

    ASSESSMENT CRITERION 6 
    The principle environments of deposition of sedimentary rocks are identified. 
    ASSESSMENT CRITERION RANGE 
    Must include:
  • Deserts.
  • Lakes.
  • Delta
  • Seas/Oceans.
     
    		•

    ASSESSMENT CRITERION 7 
    The origin and nature of cements within typical sedimentary rocks are discussed. 

    ASSESSMENT CRITERION 8 
    The changes to a common sedimentary rock during diagenesis are identified and discussed. 

    SPECIFIC OUTCOME 2 
    Demonstrate understanding of the principle characteristics of clastic sedimentary rocks. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The common grain size classification systems for the clastic sedimentary rocks are discussed and applied to a range of typical samples. 

    ASSESSMENT CRITERION 2 
    Typical sites for the deposition of clastic sediments are identified and discussed. 

    ASSESSMENT CRITERION 3 
    The mineralogy of typical clastic sediments is discussed. 

    ASSESSMENT CRITERION 4 
    The textures of typical clastic sediments are described and defined. 

    ASSESSMENT CRITERION 5 
    The structures of typical clastic sediments are described and defined. 

    ASSESSMENT CRITERION 6 
    The principle forms of mineralisation associated with clastic sediments are identified and examples from South Africa provided. 

    ASSESSMENT CRITERION 7 
    The influence of chemical, biological and other components in clastic sediments are discussed in terms of the classification of the sediment, potential depositional sites, mineralogy and typical associated structures, textures and mineralisation. 

    SPECIFIC OUTCOME 3 
    Demonstrate understanding of the principle characteristics of chemical sedimentary rocks. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The common classification systems for the chemical sedimentary rocks are discussed and applied to a range of typical samples. 

    ASSESSMENT CRITERION 2 
    Typical sites for the deposition of chemical sediments are identified and discussed. 

    ASSESSMENT CRITERION 3 
    The mineralogy of typical chemical sediments is discussed. 

    ASSESSMENT CRITERION 4 
    The textures of typical chemical sediments are described and defined. 

    ASSESSMENT CRITERION 5 
    The structures of typical chemical sediments are described and defined. 

    ASSESSMENT CRITERION 6 
    The principle forms of mineralisation associated with chemical sediments are identified and examples from South Africa provided. 

    ASSESSMENT CRITERION 7 
    The influence of clastic, biological and other components in chemical sediments are discussed in terms of the classification of the sediment, potential depositional sites, mineralogy and typical associated structures, textures and mineralisation. 

    SPECIFIC OUTCOME 4 
    Demonstrate understanding of the principle characteristics of biological sedimentary rocks. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The common classification systems for the biological sedimentary rocks are discussed and applied to a range of typical samples. 

    ASSESSMENT CRITERION 2 
    Typical sites for the deposition of biological sediments are identified and discussed. 

    ASSESSMENT CRITERION 3 
    The mineralogy of typical biological sediments is discussed. 

    ASSESSMENT CRITERION 4 
    The textures of typical biological sediments are described and defined. 

    ASSESSMENT CRITERION 5 
    The structures of typical biological sediments are described and defined. 

    ASSESSMENT CRITERION 6 
    The principle forms of mineralisation associated with biological sediments are identified and examples from South Africa provided. 

    ASSESSMENT CRITERION 7 
    The influence of chemical, clastic and other components in biological sediments are discussed in terms of the classification of the sediment, potential depositional sites, mineralogy and typical associated structures, textures and mineralisation. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    The following accreditation and/or moderation options are available to an individual wishing to be assessed:
  • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable achievement in this unit standard must be accredited as a provider through the relevant ETQA by SAQA.
  • Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines and the agreed ETQA procedures. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The candidate will acquire the following knowledge during training to obtain this unit standard:
  • The mineralogy of sedimentary rocks.
  • The textures of sedimentary rocks.
  • The classification of sedimentary rocks.
  • The structures of sedimentary rocks.
  • The depositional sites of sedimentary rocks.
  • The types of mineralisation common to different sedimentary rocks. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking.
    Note: The ability of the candidate to identify characteristics of individual sedimentary rock types, textures, structures and mineralisation contributes to his/her problem solving ability. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively.
    Note: The ability of the candidate to integrate the geological data to provide a coherent model of the sedimentary rock indicates that the candidate can organise and manage activities. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.
    Note: The ability of the candidate to integrate the geological data pertaining to sedimentary rocks, their textures and structures into a model will enhance the learners proficiency to collect, analyse, organise and evaluate information. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentations.
    Note: The ability of the candidate to reconcile the data from various sources will indicate the candidate's proficiency in effective communication. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others.
    Note: The analysis of the geological data pertaining to the various sedimentary types described will indicate the candidates understanding of science and technology. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
    Note: The ability of the candidate to understand the relationship between different sedimentary rock types, their structures, textures, mineralogy and mineralisation will contribute to their understanding of the whole world. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Reflect on, and explore a variety of strategies to learn more effectively and to contribute to the full development of each learner to enhance the social and economic development of the society at large.
    Note: The ability of the candidate to explore more than one strategy to analyse the different sedimentary rock types, textures and structures can be applied inside and outside the work environment to enhance the socio-economic development of family-life and the community at large. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Notes to assessors:

    Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent. 
    		•

    UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 262160, which is "Demonstrate an understanding of sedimentary rocks", Level 4, 6 credits.

    Terminology

    Specified Requirements and/or laid down procedures are contained in one or more of the following:
  • Training manuals.
  • Education manuals, including recent geological text books.
  • Geological illustrations.

    Unit Standard Justification

    Attribute, level & Justification:

    Nature of Processes:
  • Skills (Level 4.2): The skills required for correctly identifying the various sedimentary rock types, their structures and textures have significant variety where the learner must reconcile observations with known features.
  • Procedures (Level 4): The procedures to apply in identifying the characteristics of a sedimentary rock, its texture or structure are established and rarely deviate from the norm. The physical procedure is familiar with many alternative methods to employ. The learning procedure leaves no choice to apply alternative procedures.
  • Context (Level 3.5): The context in which the learner operates is routine and familiar, within a closely defined work environment.

    Scope of Learning:
  • Knowledge (Level 4.5): The required knowledge component entails the correct identification of wide ranging and/or specific mineralogical, structural and textural characteristics. The above is reconciled with known data as an on-going process.
  • Information processing (Level 4): Limited data processing is required.
  • Problem solving (Level 4): Documented information is available to the learner in the form of text books.

    Responsibility:
  • Orientation of activities (Level 4): To attend relevant classes to obtain the information.
  • Application of responsibility (Level 3.5): The learner will perform his/her activities under general supervision.
  • Orientation of scope of responsibility (Level 4): The learner will have the responsibility for the accuracy of their determinations. Incorrect determinations can have significant consequences on the future learning and associated activities.

    Average Level: 3.91; Actual Level Assigned: 4

    Credits:

    Total hours required by the learner to achieve the required outcome:

    Classroom Teaching: 32 hours
    Workplace Training: 8 hours
    Mentoring: 8 hours
    Research: 18 hours

    Total: 64 hours

    Credits achieved: 6 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  50082   Further Education and Training Certificate: Minerals Surveying  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2012-06-30  MQA 


    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.