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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Explain the functional aspects of the human anatomy in the use of primary emergency care terminology 
SAQA US ID UNIT STANDARD TITLE
116507  Explain the functional aspects of the human anatomy in the use of primary emergency care terminology 
ORIGINATOR
SGB Occupational Health and Safety 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 09 - Health Sciences and Social Services Preventive Health 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular-Fundamental  Level 2  NQF Level 02  1 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2007-08-07  2010-08-07  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2011-08-07   2014-08-07  

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
120496  Provide risk-based primary emergency care/first aid in the workplace  Level 2  NQF Level 02  5   

PURPOSE OF THE UNIT STANDARD 
This Unit Standard requires learners to be able to explain the functional aspects of the human anatomy and physiology in the use of primary emergency care terminology.

Persons credited with this unit standard are able to:
  • Explain the functional aspects of the human anatomy.
  • Explain the functional aspects of the human physiology.
  • Demonstrate the use of terminology in the anatomical and physiological structure of the human body in providing primary emergency care. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The Unit Standard outcomes and credits are based on the assumption that learners attempting this Unit Standard can already read, write and communicate at ABET 1. 

    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 
    Explain the functional aspects of the human anatomy. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The functional aspects of the anatomical structure of the human body in accordance with best primary emergency care practice are explained. 
    ASSESSMENT CRITERION RANGE 
    Anatomical structures must include Skeletal system, Muscular system, Structures of the blood circulation, Respiratory system, Skin, Digestive system, Urinary system, Nervous system.
     

    ASSESSMENT CRITERION 2 
    The anatomical structures are identified and demonstrate in accordance to body location. 
    ASSESSMENT CRITERION RANGE 
    Body location must include Thorax, Abdomen, Skull, Pelvis, Spinal column, Upper/lower extremities, Joints.
     

    SPECIFIC OUTCOME 2 
    Explain the functional aspects of the human physiology. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The functional aspects of the human physiology of the human body are explained. 
    ASSESSMENT CRITERION RANGE 
    Physiology must include Skeletal system, Muscular system(voluntary and involuntary), Structures of the blood circulation(components e.g. blood plasma, red cells, white cells) (heart, arteries and veins), Respiratory system (breathing process), Skin, Digestive system (Intestines, pancreas), Urinary system (kidneys), Nervous system (Spinal cord).
     

    ASSESSMENT CRITERION 2 
    The complication pertaining to possible illness and injury is caused by physiological mal- function is explained in accordance to primary emergency care best practice. 

    SPECIFIC OUTCOME 3 
    Demonstrate the use of terminology in the anatomical and physiological structure of the human body in providing primary emergency care. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The use of anatomical terminology is explained in accordance with emergency care language. 
    ASSESSMENT CRITERION RANGE 
    Anatomical terminology must include the main regions of the body Midline, Anterior, Posterior, Superior, Inferior, Medial, Lateral, Proximal, Distal, Internal, External.
     

    ASSESSMENT CRITERION 2 
    The anatomical terminology is identified and demonstrated in accordance to body structure. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programmes that result in the outcomes specified for this Unit Standard. Anyone assessing a learner against this Unit Standard must be registered as an assessor with a relevant ETQA. Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider with a relevant ETQA. The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this Unit Standard. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate's performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard. 

    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 first aid treatment needs will improve his/her problem solving skills. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community. Note:The ability and willingness of the candidate to interact and work correctly, indicates that he/she can work effectively as a team member in the bigger organisational structure, 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively. Note: The identification of conditions that may influence the performance and well being of persons and the taking of appropriate action will indicate that the candidate can organise and manage activities in his/her working environment. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information. Note: The ability of the candidate to collect, organise and evaluate the necessary first aid treatment needs will indicate a level of proficiency. 

    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 use visual and language skills to report on first aid treatment will indicate his/her effectiveness to communicate information in the mode of oral or written reports. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others. Note: The ability of the candidate to use science and technology effectively will contribute towards safeguarding the environment and health of others. 

    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 identify and refer anomalous conditions to an authorised person, confirms understand that a specific observation, inference, action or decision can have an interrelated effect. 

    UNIT STANDARD ASSESSOR CRITERIA 
    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 learner 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 learner 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 learner 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 120496, which is "Provide risk-based primary emergency care/first aid in the workplace", Level 2, 5 credits.

    Specified requirements include legal and site-specific requirements and are contained in one or more of the following documents:

    Legal requirements:
  • Relevant Acts: e.g. Mine Health & Safety Act, 1996 (Act no 29/1996), and Minerals Act and Regulations, 1991 (Act no 50/1991), Occupational Health and Safety Act (Act 85 of 1993).
  • Mandatory Codes of Practice
  • Chief Inspector of Mines' Directives

    Site-specific:
  • Hazard Identification and Risk Assessments (HIRA)
  • Occupational Health and Safety Risk Management Programme
  • Managerial Instructions
  • Mine Standard Procedures
  • List of Recorded OH&S Risks
  • Equipment and Materials Specifications 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  48804   National Certificate: Occupational Safety, Hygiene and Environment  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2008-11-26  Was HW 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.
     
    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.