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: 

Operate the game of Punto Banco 
SAQA US ID UNIT STANDARD TITLE
7909  Operate the game of Punto Banco 
ORIGINATOR
SGB Hospitality,Tourism,Travel, Leisure and Gaming 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 11 - Services Hospitality, Tourism, Travel, Gaming and Leisure 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 3  NQF Level 03  6 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2009-07-01  2011-07-31  SAQA 0480/09 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2012-07-31   2015-07-31  

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 
Each learner must be able to interpret and apply the terms specific to the game of Punto Banco in order to maximise revenue and enhance customer service. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Must have achieved the unit: 'Deal Blackjack'. 

UNIT STANDARD RANGE 
Range statements are included with specific outcomes as necessary. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Explain the importance of maintaining a high level of security. 
OUTCOME NOTES 
Explain the importance of maintaining a high level of security in the working environment when operating the game of Punto Banco. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
ASSESSMENT CRITERION NOTES 
This unit standard must be assessed in the workplace or a realistic working environment. 

ASSESSMENT CRITERION 2 
2. Evaluate the learner's ability to meet the outcomes consistently. 
ASSESSMENT CRITERION NOTES 
  • This unit can be assessed by a combination of observation and questioning, but the emphasis is to be on observation.
  • Assess the learner's palette skills by observing all of the following: picking up cards, placing cards in the discard holder.
  • Assess the learner's ability to payout accurately and quickly during the dealing cycle by observing all of the following: Bank, Player, Egalite.
  • Assess the learner's ability to work with chips during the dealing cycle by observing all of the following: buy ins, checking bets, paying out, cashing out.
  • Question the learner about problems that may be encountered when dealing punto banco. 
    		•
    ASSESSMENT CRITERION RANGE 
    Problems: cards dealt incorrectly, exposed cards, marked cards, cheat moves.
     

    ASSESSMENT CRITERION 3 
    3. Use surveillance target reports as an additional assessment tool where necessary. 

    ASSESSMENT CRITERION 4 
    4. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 6 
    6. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 2 
    Explain how to recognise the opportunity for cheat moves when dealing Punto Banco. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard must be assessed in the workplace or a realistic working environment. 

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit can be assessed by a combination of observation and questioning, but the emphasis is to be on observation.
  • Assess the learner's palette skills by observing all of the following: picking up cards, placing cards in the discard holder.
  • Assess the learner's ability to payout accurately and quickly during the dealing cycle by observing all of the following: Bank, Player, Egalite.
  • Assess the learner's ability to work with chips during the dealing cycle by observing all of the following: buy ins, checking bets, paying out, cashing out.
  • Question the learner about problems that may be encountered when dealing punto banco. 
    		•
    ASSESSMENT CRITERION RANGE 
    Problems: cards dealt incorrectly, exposed cards, marked cards, cheat moves.
     

    ASSESSMENT CRITERION 3 
    3. Use surveillance target reports as an additional assessment tool where necessary. 

    ASSESSMENT CRITERION 4 
    4. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 6 
    6. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 3 
    State Gaming Board and company procedures when operating Punto Banco. 
    OUTCOME NOTES 
    State Gaming Board and company procedures when operating Punto Banco and explain the impact of not following these procedures. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard must be assessed in the workplace or a realistic working environment. 

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit can be assessed by a combination of observation and questioning, but the emphasis is to be on observation.
  • Assess the learner's palette skills by observing all of the following: picking up cards, placing cards in the discard holder.
  • Assess the learner's ability to payout accurately and quickly during the dealing cycle by observing all of the following: Bank, Player, Egalite.
  • Assess the learner's ability to work with chips during the dealing cycle by observing all of the following: buy ins, checking bets, paying out, cashing out.
  • Question the learner about problems that may be encountered when dealing punto banco. 
    		•
    ASSESSMENT CRITERION RANGE 
    Problems: cards dealt incorrectly, exposed cards, marked cards, cheat moves.
     

    ASSESSMENT CRITERION 3 
    3. Use surveillance target reports as an additional assessment tool where necessary. 

    ASSESSMENT CRITERION 4 
    4. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 6 
    6. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 4 
    Describe the interrelationship between dealing effectively and customer satisfaction. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard must be assessed in the workplace or a realistic working environment. 

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit can be assessed by a combination of observation and questioning, but the emphasis is to be on observation.
  • Assess the learner's palette skills by observing all of the following: picking up cards, placing cards in the discard holder.
  • Assess the learner's ability to payout accurately and quickly during the dealing cycle by observing all of the following: Bank, Player, Egalite.
  • Assess the learner's ability to work with chips during the dealing cycle by observing all of the following: buy ins, checking bets, paying out, cashing out.
  • Question the learner about problems that may be encountered when dealing punto banco. 
    		•
    ASSESSMENT CRITERION RANGE 
    Problems: cards dealt incorrectly, exposed cards, marked cards, cheat moves.
     

    ASSESSMENT CRITERION 3 
    3. Use surveillance target reports as an additional assessment tool where necessary. 

    ASSESSMENT CRITERION 4 
    4. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 6 
    6. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 5 
    Given a range of situations, pace dealing to match the table action. 
    OUTCOME RANGE 
    Busy periods, quiet periods, promotions. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard must be assessed in the workplace or a realistic working environment. 

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit can be assessed by a combination of observation and questioning, but the emphasis is to be on observation.
  • Assess the learner's palette skills by observing all of the following: picking up cards, placing cards in the discard holder.
  • Assess the learner's ability to payout accurately and quickly during the dealing cycle by observing all of the following: Bank, Player, Egalite.
  • Assess the learner's ability to work with chips during the dealing cycle by observing all of the following: buy ins, checking bets, paying out, cashing out.
  • Question the learner about problems that may be encountered when dealing punto banco. 
    		•
    ASSESSMENT CRITERION RANGE 
    Problems: cards dealt incorrectly, exposed cards, marked cards, cheat moves.
     

    ASSESSMENT CRITERION 3 
    3. Use surveillance target reports as an additional assessment tool where necessary. 

    ASSESSMENT CRITERION 4 
    4. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 6 
    6. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 6 
    Follow all security checks. 
    OUTCOME NOTES 
    Follow all security checks and demonstrate competence regarding maximums, minimums and multiples. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard must be assessed in the workplace or a realistic working environment. 

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit can be assessed by a combination of observation and questioning, but the emphasis is to be on observation.
  • Assess the learner's palette skills by observing all of the following: picking up cards, placing cards in the discard holder.
  • Assess the learner's ability to payout accurately and quickly during the dealing cycle by observing all of the following: Bank, Player, Egalite.
  • Assess the learner's ability to work with chips during the dealing cycle by observing all of the following: buy ins, checking bets, paying out, cashing out.
  • Question the learner about problems that may be encountered when dealing punto banco. 
    		•
    ASSESSMENT CRITERION RANGE 
    Problems: cards dealt incorrectly, exposed cards, marked cards, cheat moves.
     

    ASSESSMENT CRITERION 3 
    3. Use surveillance target reports as an additional assessment tool where necessary. 

    ASSESSMENT CRITERION 4 
    4. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 6 
    6. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 7 
    Demonstrate a knowledge of card values when dealing Punto Banco. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard must be assessed in the workplace or a realistic working environment. 

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit can be assessed by a combination of observation and questioning, but the emphasis is to be on observation.
  • Assess the learner's palette skills by observing all of the following: picking up cards, placing cards in the discard holder.
  • Assess the learner's ability to payout accurately and quickly during the dealing cycle by observing all of the following: Bank, Player, Egalite.
  • Assess the learner's ability to work with chips during the dealing cycle by observing all of the following: buy ins, checking bets, paying out, cashing out.
  • Question the learner about problems that may be encountered when dealing punto banco. 
    		•
    ASSESSMENT CRITERION RANGE 
    Problems: cards dealt incorrectly, exposed cards, marked cards, cheat moves.
     

    ASSESSMENT CRITERION 3 
    3. Use surveillance target reports as an additional assessment tool where necessary. 

    ASSESSMENT CRITERION 4 
    4. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 6 
    6. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 8 
    Make mandatory announcements clearly and audibly to inspector and customers. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard must be assessed in the workplace or a realistic working environment. 

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit can be assessed by a combination of observation and questioning, but the emphasis is to be on observation.
  • Assess the learner's palette skills by observing all of the following: picking up cards, placing cards in the discard holder.
  • Assess the learner's ability to payout accurately and quickly during the dealing cycle by observing all of the following: Bank, Player, Egalite.
  • Assess the learner's ability to work with chips during the dealing cycle by observing all of the following: buy ins, checking bets, paying out, cashing out.
  • Question the learner about problems that may be encountered when dealing punto banco. 
    		•
    ASSESSMENT CRITERION RANGE 
    Problems: cards dealt incorrectly, exposed cards, marked cards, cheat moves.
     

    ASSESSMENT CRITERION 3 
    3. Use surveillance target reports as an additional assessment tool where necessary. 

    ASSESSMENT CRITERION 4 
    4. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 6 
    6. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 9 
    Demonstrate card handling skills. 
    OUTCOME RANGE 
    Placing cards in discard holder, picking up cards. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard must be assessed in the workplace or a realistic working environment. 

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit can be assessed by a combination of observation and questioning, but the emphasis is to be on observation.
  • Assess the learner's palette skills by observing all of the following: picking up cards, placing cards in the discard holder.
  • Assess the learner's ability to payout accurately and quickly during the dealing cycle by observing all of the following: Bank, Player, Egalite.
  • Assess the learner's ability to work with chips during the dealing cycle by observing all of the following: buy ins, checking bets, paying out, cashing out.
  • Question the learner about problems that may be encountered when dealing punto banco. 
    		•
    ASSESSMENT CRITERION RANGE 
    Problems: cards dealt incorrectly, exposed cards, marked cards, cheat moves.
     

    ASSESSMENT CRITERION 3 
    3. Use surveillance target reports as an additional assessment tool where necessary. 

    ASSESSMENT CRITERION 4 
    4. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 6 
    6. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 10 
    Work with chips during the dealing cycle, demonstrating correct procedure. 
    OUTCOME RANGE 
    Buy ins, checking bets, paying out, and cashing out. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard must be assessed in the workplace or a realistic working environment. 

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit can be assessed by a combination of observation and questioning, but the emphasis is to be on observation.
  • Assess the learner's palette skills by observing all of the following: picking up cards, placing cards in the discard holder.
  • Assess the learner's ability to payout accurately and quickly during the dealing cycle by observing all of the following: Bank, Player, Egalite.
  • Assess the learner's ability to work with chips during the dealing cycle by observing all of the following: buy ins, checking bets, paying out, cashing out.
  • Question the learner about problems that may be encountered when dealing punto banco. 
    		•
    ASSESSMENT CRITERION RANGE 
    Problems: cards dealt incorrectly, exposed cards, marked cards, cheat moves.
     

    ASSESSMENT CRITERION 3 
    3. Use surveillance target reports as an additional assessment tool where necessary. 

    ASSESSMENT CRITERION 4 
    4. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 6 
    6. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 11 
    Execute the payout accurately and quickly during the dealing cycle. 
    OUTCOME RANGE 
    Bank, Player, Egalite. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard must be assessed in the workplace or a realistic working environment. 

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit can be assessed by a combination of observation and questioning, but the emphasis is to be on observation.
  • Assess the learner's palette skills by observing all of the following: picking up cards, placing cards in the discard holder.
  • Assess the learner's ability to payout accurately and quickly during the dealing cycle by observing all of the following: Bank, Player, Egalite.
  • Assess the learner's ability to work with chips during the dealing cycle by observing all of the following: buy ins, checking bets, paying out, cashing out.
  • Question the learner about problems that may be encountered when dealing punto banco. 
    		•
    ASSESSMENT CRITERION RANGE 
    Problems: cards dealt incorrectly, exposed cards, marked cards, cheat moves.
     

    ASSESSMENT CRITERION 3 
    3. Use surveillance target reports as an additional assessment tool where necessary. 

    ASSESSMENT CRITERION 4 
    4. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 6 
    6. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 12 
    Given a problem when dealing with cards, decide what action to take & give reasons for that choice. 
    OUTCOME RANGE 
    Exposed cards, cards incorrectly dealt, marked cards, cheat moves. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard must be assessed in the workplace or a realistic working environment. 

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit can be assessed by a combination of observation and questioning, but the emphasis is to be on observation.
  • Assess the learner's palette skills by observing all of the following: picking up cards, placing cards in the discard holder.
  • Assess the learner's ability to payout accurately and quickly during the dealing cycle by observing all of the following: Bank, Player, Egalite.
  • Assess the learner's ability to work with chips during the dealing cycle by observing all of the following: buy ins, checking bets, paying out, cashing out.
  • Question the learner about problems that may be encountered when dealing punto banco. 
    		•
    ASSESSMENT CRITERION RANGE 
    Problems: cards dealt incorrectly, exposed cards, marked cards, cheat moves.
     

    ASSESSMENT CRITERION 3 
    3. Use surveillance target reports as an additional assessment tool where necessary. 

    ASSESSMENT CRITERION 4 
    4. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 6 
    6. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 13 
    Answer customers' questions on the game and explain differences when compared with other games. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard must be assessed in the workplace or a realistic working environment. 

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit can be assessed by a combination of observation and questioning, but the emphasis is to be on observation.
  • Assess the learner's palette skills by observing all of the following: picking up cards, placing cards in the discard holder.
  • Assess the learner's ability to payout accurately and quickly during the dealing cycle by observing all of the following: Bank, Player, Egalite.
  • Assess the learner's ability to work with chips during the dealing cycle by observing all of the following: buy ins, checking bets, paying out, cashing out.
  • Question the learner about problems that may be encountered when dealing punto banco. 
    		•
    ASSESSMENT CRITERION RANGE 
    Problems: cards dealt incorrectly, exposed cards, marked cards, cheat moves.
     

    ASSESSMENT CRITERION 3 
    3. Use surveillance target reports as an additional assessment tool where necessary. 

    ASSESSMENT CRITERION 4 
    4. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 6 
    6. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 14 
    Given specific changes in games or equipment, describe how performance would be adapted. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard must be assessed in the workplace or a realistic working environment. 

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit can be assessed by a combination of observation and questioning, but the emphasis is to be on observation.
  • Assess the learner's palette skills by observing all of the following: picking up cards, placing cards in the discard holder.
  • Assess the learner's ability to payout accurately and quickly during the dealing cycle by observing all of the following: Bank, Player, Egalite.
  • Assess the learner's ability to work with chips during the dealing cycle by observing all of the following: buy ins, checking bets, paying out, cashing out.
  • Question the learner about problems that may be encountered when dealing punto banco. 
    		•
    ASSESSMENT CRITERION RANGE 
    Problems: cards dealt incorrectly, exposed cards, marked cards, cheat moves.
     

    ASSESSMENT CRITERION 3 
    3. Use surveillance target reports as an additional assessment tool where necessary. 

    ASSESSMENT CRITERION 4 
    4. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 6 
    6. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 15 
    Given a casino in a different province, describe how performance would be adapted. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
    This unit standard must be assessed in the workplace or a realistic working environment. 

    ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit can be assessed by a combination of observation and questioning, but the emphasis is to be on observation.
  • Assess the learner's palette skills by observing all of the following: picking up cards, placing cards in the discard holder.
  • Assess the learner's ability to payout accurately and quickly during the dealing cycle by observing all of the following: Bank, Player, Egalite.
  • Assess the learner's ability to work with chips during the dealing cycle by observing all of the following: buy ins, checking bets, paying out, cashing out.
  • Question the learner about problems that may be encountered when dealing punto banco. 
    		•
    ASSESSMENT CRITERION RANGE 
    Problems: cards dealt incorrectly, exposed cards, marked cards, cheat moves.
     

    ASSESSMENT CRITERION 3 
    3. Use surveillance target reports as an additional assessment tool where necessary. 

    ASSESSMENT CRITERION 4 
    4. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 6 
    6. Counsel the learner on future assessments, necessary learning and further qualifications. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.

    2. Any institution offering learning that will enable achievement of this unit standard must be registered with the FE/HE Registrar.

    3. Any institution wishing to receive skill development grants must be accredited with the relevant ETQA. Such an institution will also be registered with the relevant SETA.

    4. Moderation of assessment will be done by the relevant ETQA at its discretion. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Essential embedded knowledge is dealt with under the specific outcomes section where "demonstrated knowledge and understanding" is required. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems - relates to the following outcomes:
  • Given a problem when dealing with cards, decide what action to take and give reasons for that choice.
  • Given specific changes in games or equipment, describe how performance would be adapted.
  • Given a casino in a different province, describe how performance would be adapted. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself - relates to the following outcomes:
  • Given a range of situations, pace dealing to match the table action.
  • Follow all security checks and demonstrate competence regarding maximums, minimums and multiples.
  • Demonstrate card handling skills.
  • Work with chips during the dealing cycle, demonstrating correct procedure.
  • Execute the payout accurately and quickly during the dealing cycle. 
    		•

    UNIT STANDARD NOTES 
    Recommendations and Exemplars for the design of:

    Learning / Curriculum
  • The learner should practise dealing Punto Banco, until the learner can deal competently and can chip, accept call bets or change transactions without interrupting the flow of the game. (Range: drop cutting, cutting into, pushing stacks, shuffling cards).
  • The learner must be able to open and close the tables covering all of the range.
  • The learner must be 100% accurate when doing stack conversions.
  • The learner must be 100% accurate with the tableaux.
  • Special emphasis must be placed on pace, manual dexterity and the learner's ability to use the appropriate kinaesthetic intelligence/visual cues/auditory cues when dealing.
  • Role-plays can be used until the learner has gained confidence.

    Performance systems
  • Ongoing measurement of the learner's ability to meet this standard is recommended.
  • A new employee should be able to achieve this unit within 2 months of being trained. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  14114   National Certificate: Dealing  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2010-01-23  Was CATHSSETA 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.