SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Apply basic tree climbing principles

SAQA US ID	UNIT STANDARD TITLE
119692	Apply basic tree climbing principles
ORIGINATOR
SGB Ornamental Horticulture and Landscape
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 01 - Agriculture and Nature Conservation			Horticulture
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 2	NQF Level 02	6
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
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 person credited with this unit standard will be able to:

Perform a hazard analysis before climbing.

Select the appropriate arboricultural climbing equipment.

Climb mature trees using the arboricultural climbing equipment.

Utilize specialized rope knots in climbing.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Demonstrate knowledge of Numeracy and Communication at NQF level 1.

UNIT STANDARD RANGE

N/A

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Identify the basic range of climbing equipment and describe the safety procedures.

OUTCOME RANGE

The range includes but is not limited to: climbing harness, climbing ropes, karabiners, strops.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The range of climbing equipment used in arboriculture and its purpose in the safe climbing of a tree is described.

ASSESSMENT CRITERION 2

The safety inspection of climbing equipment prior to ascending a tree is demonstrated.

ASSESSMENT CRITERION 3

The importance of replacing defective equipment and reporting the problem to your immediate supervisor is explained.

SPECIFIC OUTCOME 2

Identify the range and importance of personal protective equipment worn by a climber.

OUTCOME RANGE

The range includes but is not limited to: climbing helmet, climbing boots, clothing.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The range of personal protective equipment and its reason for use is explained.

ASSESSMENT CRITERION 2

The inspection of personal protective equipment prior to climbing is described.

ASSESSMENT CRITERION 3

The importance of replacing defective personal protective equipment prior to climbing as well as reporting it to the immediate supervisor is explained.

SPECIFIC OUTCOME 3

Demonstrate an understanding of the importance of performing a hazard evaluation before ascending a tree.

OUTCOME RANGE

The range includes but is not limited to: tree condition, dead branches, cavities, fungal decay, tree lean, tree roots, overhead cables, bees.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The importance of carrying out a hazard evaluation before climbing a tree is explained.

ASSESSMENT CRITERION 2

The symptoms as well as the signs to look for during the evaluation of the tree are demonstrated.

ASSESSMENT CRITERION 3

The practical visual inspection of the tree is demonstrated.

ASSESSMENT CRITERION 4

The dangers associated with climbing mature trees without hazard inspection are described.

SPECIFIC OUTCOME 4

Demonstrate a knowledge of the construction of climbing rope knots utilized as a climber.

OUTCOME RANGE

The range includes but is not limited to: tautline hitch, blakes hitch, bowline prusik hitch.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The description of the knots and their uses is described.

ASSESSMENT CRITERION 2

The methods of tying knots are demonstrated.

ASSESSMENT CRITERION 3

The practical utilization of the knots whilst climbing a tree is demonstrated.

SPECIFIC OUTCOME 5

Ascend and descend a tree using climbing equipment.

OUTCOME RANGE

The range includes but is not limited to: harness, equipment attached, climbing rope attachment, throwline, climbing method, body thrust technique, footlocking, climbing spurs, climbing rope transfer, ground worker, descend method.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The preparation of the climber in final inspection of all equipment and safety procedures is demonstrated.

ASSESSMENT CRITERION 2

The method of climbing a tree as well as the attachment point strength, quality and safety is demonstrated.

ASSESSMENT CRITERION 3

The method of securing the climbing rope around the attachment branch or trunk prior to descending to a working position is demonstrated.

ASSESSMENT CRITERION 4

The use of the ground worker in the overall safety of the climber is explained.

ASSESSMENT CRITERION 5

The practical descent from the attachment position in the tree is demonstrated.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

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 of this unit standard must be accredited as a provider through the relevant ETQA.

Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.

The assessment of qualifying learners against this standard should meet the requirements of established principles. Practical assessment activities will be used, which are appropriate to the contents in which qualifying learners are working. These activities will include an appropriate combination of self and peer assessment, practical and oral assessments, observations etc.

The assessment should ensure that all the specific outcomes, critical cross-field outcomes and essential embedded knowledge be assessed. The specific outcomes must be assessed in its own right, through oral and practical evidence. It cannot be assessed by observation only.

The specific outcomes and essential knowledge must be assessed in relation to each other. If a qualifying learner is able to explain the essential embedded knowledge, but is unable to perform the specific outcomes, then they should not be assessed as competent. Similarly, if a learner is able to perform 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.

Evidence of the specified critical cross-field outcomes should be found, both in performance and in the essential embedded knowledge.

Performance of specific outcomes must actively affirm target groups of qualifying learners, not unfairly discriminate against them. Qualifying learners should be able to justify their performance in terms of these values.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Embedded knowledge is reflected within the assessment criteria of each specific outcome and must be assessed in its own right, through oral and written evidence. Observation cannot be the only assessment.

UNIT STANDARD DEVELOPMENTAL OUTCOME

Reflecting on and exploring a variety of strategies to learn more effectively.

Participating as responsible citizens in the life of local, national and global communities.

Being culturally and aesthetically sensitive across a range of social contexts.

Exploring education and career opportunities.

Developing entrepreneurial opportunities.

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem solving:

Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.

Note:

Refer to all specific outcomes.

UNIT STANDARD CCFO WORKING

Teamwork:

Work effectively with others as a member of a team, group, organization or community.

Note:

Specific outcome is embedded in the learning for this level of learner.

UNIT STANDARD CCFO ORGANISING

Self-organization and management:

Organise and manage oneself and one's activities responsibly and effectively.

Note:

Refer to all specific outcomes.

UNIT STANDARD CCFO COLLECTING

Information evaluation:

Collect, analyse, organise and critically evaluate information.

Note:

Refer to specific outcomes:
> "Identify the basic range of climbing equipment and describe the safety procedures."
> "Identify the range and importance of personal protective equipment worn by a climber."
> "Understand the importance of performing a hazard evaluation before ascending a tree."
> "Ascend and descend a tree using climbing equipment."

UNIT STANDARD CCFO COMMUNICATING

Communication:

Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation.

Note:

UNIT STANDARD CCFO SCIENCE

Science and Technology:

Use science and technology effectively and critically, showing responsibility towards the environment and health of others.

Note:

UNIT STANDARD CCFO DEMONSTRATING

Inter-relatedness of systems:

Demonstrate an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation.

Note:

UNIT STANDARD ASSESSOR CRITERIA

Assessors must:

Be accredited as an assessor by the relevant ETQA.

Hold an assessor certificate according to the current requirements.

Have experience or in depth knowledge of the horticultural industry, specifically as it relates to ornamental aspects.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015.

UNIT STANDARD NOTES

The learner:

Is expected to perform the specific outcomes reflected in this unit standard without direct supervision.

Should have access to work site procedures.

Should demonstrate an application of ethics and values.

Must apply basic principles of general safety and customer care.

Should demonstrate an awareness of the expectations and obligations of basic employee/employer relations including industrial relations principles.

At this level the communication/reporting of issues arising in the workplace, is embedded in the specific outcomes and the related assessment criteria.

It is understood that, due to the nature of the work environment and the skills level of the Learner, that the aspects of teamwork form an integral part of the necessary specific outcomes and related assessment criteria.

The points included under the notes, should be included when the qualifying learners are being assessed.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Elective	49668	General Education and Training Certificate: Horticulture	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Elective	66589	National Certificate: Horticulture	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA

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.	Amaloba Horticultural Services
2.	Balemi Consulting Pty Ltd
3.	Bumunhu Services Providers Cc
4.	Green Futures
5.	Impact Plus Training Consultants
6.	Kgopane Trading Enterprise
7.	Kimbali Holdings
8.	Knowledge For Ever
9.	Madzivhandila Agricultural College
10.	Maishamalema Development Training
11.	Mananthatshema Skills Dev. Centre
12.	Medu Skills Consultants
13.	Nkangala Public FET College - Central Office
14.	Nophelo Training Centre
15.	Progressive Environmental Projects
16.	Sekhukhune FET College - Central Office
17.	Seza Bantu Rural Agricultural Projects
18.	Voyano Project Management
19.	Waterberg FET College - Central Office