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: 

Use a self-contained breathing apparatus 
SAQA US ID UNIT STANDARD TITLE
242852  Use a self-contained breathing apparatus 
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 4  NQF Level 04 
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 
The qualifying learner achieving this unit standard will be able to safely and effectively use a self-contained breathing apparatus during normal occupational assignments and emergency operations.
The learner will posses the fundamental knowledge and skills to ensure that respiratory protection is not intentionally compromised, and hazardous areas are exited prior to air depletion.

On completion of this unit standard learners will be able to:
  • Explain the physiology of respiration.
  • Explain the nature and characteristics of common hazardous atmospheres.
  • Explain the limitations of a self-contained breathing apparatus.
  • Describe the components of a self-contained breathing apparatus and their functions.
  • Inspect and maintain a self-contained breathing apparatus in a state of readiness.
  • Don and doff a self-contained breathing apparatus safely and efficiently.
  • Work in an area of obscured visibility while wearing a self-contained breathing apparatus.

    Note: This unit standard has been developed as a separate unit standard so as to meet the needs of a wide variety of persons who are required to use a self contained breathing apparatus in the course of normal occupational tasks or emergency operations, other than emergency service personnel. Ideally it should be with the unit standard 'Function safely and effectively within an emergency service organisation' in terms of teaching, learning and assessment. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The learner will be assumed to be competent in the following at NQF level 3:
  • Mathematical Literacy.
  • Communications.

    It is recommended that learners should be in a fit medical and physical condition as per industry standards and norms. 

  • 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 
    Explain the physiology of respiration. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The functions of normal human respiration are described, with reference to the flow of air through the respiratory tract. 

    ASSESSMENT CRITERION 2 
    The characteristics of inhaled and exhaled air are described in terms of their chemical composition. 

    ASSESSMENT CRITERION 3 
    The physiological signs of reduced oxygen in the atmosphere are described with reference to their effects. 

    SPECIFIC OUTCOME 2 
    Explain the nature and characteristics of common hazardous atmospheres. 
    OUTCOME RANGE 
  • 'Hazardous atmospheres' can be associated with fire and non-fire situations as well as emergency and non-emergency tasks.
  • The most common fire gases are:

    > Carbon dioxide
    > Carbon monoxide
    > Hydrogen chloride
    > Hydrogen cyanide
    > Nitrogen dioxide
    > Phosgene 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Common hazardous atmospheres are described, using a range of examples. 

    ASSESSMENT CRITERION 2 
    Conditions occurring in each of these hazardous atmospheres are described in relation to the associated hazards. 

    ASSESSMENT CRITERION 3 
    The most common gases found during fires are named and the characteristics are described with reference to the requirements for respiratory protection. 

    SPECIFIC OUTCOME 3 
    Explain the limitations of a self-contained breathing apparatus. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The limitations of the equipment of a self-contained breathing apparatus are explained, using examples. 

    ASSESSMENT CRITERION 2 
    The impact on the wearer's performance is clearly described, with reference to physical, medical and psychological factors. 

    ASSESSMENT CRITERION 3 
    The limitations of the air supply in a self-contained breathing apparatus are described, using examples. 

    SPECIFIC OUTCOME 4 
    Describe the components of a self-contained breathing apparatus and their functions. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    All the components of a self-contained breathing apparatus are identified with reference to both open and closed circuit types. 

    ASSESSMENT CRITERION 2 
    The functions of all components of a self-contained breathing apparatus are described in the context of emergency services operations. 

    ASSESSMENT CRITERION 3 
    The flow of air through a self-contained breathing apparatus is explained, with reference to the consequences of correct or incorrect usage. 

    SPECIFIC OUTCOME 5 
    Maintain a self-contained breathing apparatus in a state of readiness. 
    OUTCOME RANGE 
  • The term 'routine inspection' denotes an inspection that is performed after each use, and at least on a weekly basis, in order to establish operational readiness. An alternative term meaning the same is 'low pressure test'.
  • The term 'service test' denotes an inspection that is performed at most on a monthly basis and incorporates a routine inspection as well as specific tests to identify deterioration of components. This test requires more attention to detail. An alternative term meaning the same 'high pressure test'. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A routine inspection of a self-contained breathing apparatus is carried out according to specified requirements. 

    ASSESSMENT CRITERION 2 
    A service test for maintenance of a self-contained breathing apparatus is carried out according to specified requirements. 

    ASSESSMENT CRITERION 3 
    All inspection and test documentation is completed in line with organisational requirements. 

    SPECIFIC OUTCOME 6 
    Don and doff a self contained breathing apparatus safely and efficiently. 
    OUTCOME RANGE 
    'Safely and efficiently' implies that:
  • The apparatus is donned while the learner is wearing appropriate (situation specific) personal protective clothing, which may include chemical, fire or rescue protective clothing.
  • The apparatus is donned within one minute to establish efficiency.
  • Pre-entry checks establish that the positive pressure function is operating, the facemask/face seal is airtight and the exhalation valve is functioning. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A self-contained breathing apparatus is prepared for donning, in the context of a specific emergency situation. 

    ASSESSMENT CRITERION 2 
    A self-contained breathing apparatus is donned within the required time frame. 

    ASSESSMENT CRITERION 3 
    The appropriate pre-entry checks are performed, including checking of relevant functions in line with standard operating procedures. 

    ASSESSMENT CRITERION 4 
    After use, the self-contained breathing apparatus is returned to an operational state of readiness or removed from service, depending on its effectiveness. 

    SPECIFIC OUTCOME 7 
    Work in an area of obscured visibility while wearing a self-contained breathing apparatus. 
    OUTCOME RANGE 
  • 'Obscured visibility' means a level of visibility that requires other than normal means of movement, and requires additional precautions to ensure safety during performance of work.
  • 'Work' should be a task typical of expected performance in the fire and rescue sector. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Safe entry is gained in line with standard operating procedures. 

    ASSESSMENT CRITERION 2 
    Procedures for safe movement are followed, taking into consideration the need to maintain orientation. 

    ASSESSMENT CRITERION 3 
    Work team safety is maintained according to standard operating procedures. 

    ASSESSMENT CRITERION 4 
    The hazardous work area is exited timeously, before air is depleted. 


    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.
  • Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
  • 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 where relevant). 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Specialised equipment for hazardous area.
  • Functions of the respiratory system.
  • Breathing techniques.
  • Emergency procedures. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO WORKING 
    Work within a team:
  • By effectively functioning within a role as part of a team. 

  • UNIT STANDARD CCFO ORGANISING 
    Plan and organise activities:
  • Demonstrate the ability to plan personal learning within the unit standard.
  • By planning & organising workplace activities as are not specifically planned & organised by the employer. 

  • UNIT STANDARD CCFO COLLECTING 
    Collect, analyse and organise information:
  • The ability to recognize work group problems.
  • The ability to recognize equipment and machinery problems.
  • Complete all related departmental forms. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively:
  • By effectively communicating with supervisors, team members and other role players. 

  • UNIT STANDARD CCFO SCIENCE 
    Use science and technology responsibly:
  • By demonstrating the ability to inspect, maintain and use equipment and machinery. 

  • 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 under normal or simulated 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 - compile 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 outcomes together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which outcomes relate to this activity.
  • Work out how practitioners could collect evidence on a number of outcomes at the same time covering all the critical aspects of the standard.
  • Ensure that commonalities that exist between a number of outcomes 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.

    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:

    > Safety of own performance.
    > Efficiency of own performance.
    > Effectiveness of own performance.
  • The learner must demonstrate an understanding of:
    > Role and responsibilities to ensure a safe working procedures.
  • 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 
    Elective  79246   Further Education and Training Certificate: Wild Land Fire Fighting  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2015-06-30  FPMSETA 


    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. ENB Training Service(PTY)Ltd 
    9. Fire Fit 
    10. Fire Protection Association of Southern Africa 
    11. HHO Enterprise 
    12. Insiks Faya 
    13. IQ Skills Academy (PTY) LTD. 
    14. Josmap Training Institute 
    15. K Shabangu FET College 
    16. Legal Environment Safety & Health Requirements cc 
    17. Mass Computer Training And Printers 
    18. Matsila Holdings 
    19. Mortarboard Training Solutions 
    20. Mukwevho Training and Development 
    21. Nqothu Projects (PTY) LTD 
    22. Phambile Skills Training (Pty) Ltd 
    23. Pioneer Business Consulting 
    24. Polokwane Local Municipality 
    25. Progressive School of Business and Engineering (Pty) 
    26. PTDEV (Pty) Ltd 
    27. Riverport Training Academy 
    28. RLSTP Training & Development (PTY) LTD. 
    29. RUSTENBURG EMERGENCY AND DISASTER MANAGEMENT SERVICES TRAINING ACADEMY 
    30. SASOL GLOBAL LEARNING 
    31. Sasol Secunda - Emergency Management Training Academy 
    32. Seacrest Investments 156 (Pty) Ltd 
    33. Sebenzisanane Human Capital 
    34. Sekhukhune District Municipality EMS Training Academy 
    35. South African Corporate Training Association 
    36. St Francis Fire & Safety Learning Academy 
    37. Tloumogale Business Development & Consulting 
    38. Tshwane Training Institute (PTY) LTD. 
    39. Ukubhukuda Trading & Projects 165 
    40. Umbuso Training Services 
    41. Vhembe District Municipality 
    42. Vhutshilo Health And Training Organisation 
    43. 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.