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: 

Observe and repeat signals and train authorisations 
SAQA US ID UNIT STANDARD TITLE
256200  Observe and repeat signals and train authorisations 
ORIGINATOR
SGB Transport and Logistics Operations 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 11 - Services Transport, Operations and Logistics 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  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
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 
This unit standard will be useful for people starting on a learning pathway in the rail transport industry (train driving), and contributes towards the foundational knowledge, skills and values required for access to, and mobility and progression within the industry. It is intended to describe key skills and knowledge requirements for those Drivers who operate in defined working environments, in compliance with legislative requirements, codes and practices.

This unit standard will recognise the essential knowledge and skills required to identify, observe and correctly repeat signals and train authorisations to promote safe practices in accordance with site specific procedures.

People credited with this unit standard are able to:
  • Demonstrate knowledge of signals and train authorisations in a rail environment.
  • Identify and observe signals and train authorisations in a specific working environment.
  • Confirm signals and train authorisations during rail operations. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are already competent in:
  • Communications at NQF Level 3. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate knowledge of signals in a rail environment. 
    OUTCOME RANGE 
    Signals include:
  • Fixed signals and track-side indicators, train signals (telemeters, rear markers, etc), hand railways signals, audible railway signals, track worker signals, in-cab signals. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Different types of fixed signals are identified and described in terms of their purpose and function. 
    ASSESSMENT CRITERION RANGE 
    Fixed signals include:
  • Coloured lights, mechanical signals, track-side indicators.
     
    		•

    ASSESSMENT CRITERION 2 
    Types of coloured-light signals are identified and differentiated in terms of their design and purpose. 
    ASSESSMENT CRITERION RANGE 
    Coloured-light signals include:
  • Coloured-light shunting signals, automatic running signals, multi-aspect lights, searchlight units, marker lights/disc, points indicators, route and direction indicators.
     
    		•

    ASSESSMENT CRITERION 3 
    Train headlight and tail-light use is described with reference to their purpose and application in daytime and night-time operations. 

    ASSESSMENT CRITERION 4 
    Methods of giving hand signals are described with reference to their purpose and the equipment used. 

    ASSESSMENT CRITERION 5 
    Limitations on hand-signal use are described with reference to the restrictions that result from the presence of fixed signal systems. 
    ASSESSMENT CRITERION RANGE 
    Hand signals include:
  • The use of flags, arms, lights.
     
    		•

    ASSESSMENT CRITERION 6 
    Locomotive whistle signals are described with reference to the number and description of whistles sounded and what is indicated by each different whistle. 
    ASSESSMENT CRITERION RANGE 
    Whistle signals include but are not limited to:
  • General warning, application of brakes, level crossing, time constraints.
     
    		•

    ASSESSMENT CRITERION 7 
    Detonator signals are described in terms of purpose and function. 

    ASSESSMENT CRITERION 8 
    Security and safety considerations concerning the use of detonators are described in accordance with legislation, and specific company and/or site regulations and procedures. 

    ASSESSMENT CRITERION 9 
    Steps for reporting signal failures and irregularities are described in accordance with organisational procedures. 

    SPECIFIC OUTCOME 2 
    Identify and observe signals in a specific working environment. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Signals within a specified range of operation are identified in terms of their relevance to an authorised movement in progress. 

    ASSESSMENT CRITERION 2 
    Required responses to identified signals are described, in accordance with specific company and/or site regulations and procedures. 

    ASSESSMENT CRITERION 3 
    The position and/or aspect of the signal is identified and described in terms of its meaning and the driver's authority. 

    SPECIFIC OUTCOME 3 
    Confirm signals during rail operations. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Relevant signals during the course of authorised rail operations are identified as they occur, and interpreted in terms of the appropriate response. 

    ASSESSMENT CRITERION 2 
    The purpose of repeating signals is explained with reference to safety and protection of the railway operation. 
    ASSESSMENT CRITERION RANGE 
    Operation includes but is not limited to:
  • Personnel, public, vehicles and infrastructure.
     
    		•

    ASSESSMENT CRITERION 3 
    Signal status is identified, repeated and confirmed in accordance with specific company and/or site regulations and procedures. 
    ASSESSMENT CRITERION RANGE 
    Status includes:
  • Position, aspect, meaning.

    Appropriate persons include:
  • Driver, assistant, shunter.
     
    		•


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accreditation Options:
  • Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQA.
  • An individual wishing to be assessed against this unit standard may apply to an assessment agency, assessor or provider institution that has been accredited by a relevant ETQA.
  • 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 registered and accredited as a provider with the relevant ETQA.

    Moderation Option:
  • The moderation requirements of the relevant ETQA must be met in order to award credit to learners for this unit standard. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    N/A 

    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 core competence is designed to identify and prevent problems. 
    		•

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

    Note:
  • Explicitly involves team work. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively.

    Note:
  • Must be alert and organised, demands responsible conduct of duty. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.

    Note:
  • Core to the standard: Gathering signal information communicated in a variety of ways, must interpret and respond correctly. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, using visual, mathematical and / or language skills in the modes of oral and/or written presentations.

    Note:
  • Core to the standard: Gathering signal information communicated in a variety of ways, must interpret and respond correctly. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others.

    Note:
  • Core to the standard: Gathering signal information communicated in a variety of ways, must interpret and respond correctly. 
    		•

    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:
  • Signals convey essential information about a broader system. 
    		•

    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 to Assessors:

    Assessors should keep the following general 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 that 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.

    The following particular issues should be taken into consideration when assessing against this unit standard:
  • Methods of assessment should include:
    > Written tests/case studies.
    > Oral/on-the-job.
    > In situ (on-the-job) observations.
    > Simulation.
    > Role-play/structured classroom discussions and oral tests.
  • These methods must be carefully selected based on the purpose of the assessment (for example, the written method could be used to assess knowledge or on-the-job demonstration for practical competence). 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  61849   Further Education and Training Certificate: Train Driving  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  TETA 
    Elective  65589   Further Education and Training Certificate: High Speed Inter-City Commuter Railway Operations  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  TETA 


    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.