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: 

Control Soil Erosion 
SAQA US ID UNIT STANDARD TITLE
8371  Control Soil Erosion 
ORIGINATOR
SGB Nature Conservation 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 01 - Agriculture and Nature Conservation Nature Conservation 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2004-12-02  2007-12-02  SAQA 1657/04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2008-12-02   2011-12-02  

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
253972  Control soil erosion  Level 5  Level TBA: Pre-2009 was L5  5   

PURPOSE OF THE UNIT STANDARD 
The qualifying learner assessed as competent against this unit standard will be able to minimise loss of topsoil and rehabilitate damaged areas. This competence enhances the sustainability of the environment and reduces its impoverishment. Achieving this unit standard will enhance the employability of the qualifying learner and serve as a basis for further learning. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Map reading 

UNIT STANDARD RANGE 
Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to scope and complexity of what is required. 

UNIT STANDARD OUTCOME HEADER 
Identify soil loss and the nature thereof, taki 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Implement appropriate action (s) or 'build' structures to minimise further soil loss. 
OUTCOME RANGE 
For example / Range:
  • Construct gabions, put branches on denuded areas, exclude grazers from eroded areas, consult with communities and other stakeholders where appropriate. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

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


    METHOD OF ASSESSMENT:

    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.


    Integrated assessment:

    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 
    		•
    ASSESSMENT CRITERION RANGE 
    A range of assessment methods should be used, including:
  • Direct observation: watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal 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: collect a portfolio of evidence from suitable people (eg: reports from a third party)
     
    		•

    SPECIFIC OUTCOME 2 
    Identify the types, intensity and causes of soil loss. 
    OUTCOME RANGE 
    For example / Range:
  • Types : Dongas, furrows, sheet erosion, denuded areas, overgrazing, deforestation, agricultural land use practices.
  • Intensity : mild, severe, high.
  • Causes : denuded areas, overgrazing, deferestation, agricultural land use practices. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

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


    METHOD OF ASSESSMENT:

    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.


    Integrated assessment:

    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 
    		•
    ASSESSMENT CRITERION RANGE 
    A range of assessment methods should be used, including:
  • Direct observation: watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal 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: collect a portfolio of evidence from suitable people (eg: reports from a third party)
     
    		•

    SPECIFIC OUTCOME 3 
    Monitor the impact of the management action. 
    OUTCOME RANGE 
    For example / Range:
  • Monitor regularly to establish whether the soil erosion has stabilised and the area is beginning to rehabilitate 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

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


    METHOD OF ASSESSMENT:

    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.


    Integrated assessment:

    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 
    		•
    ASSESSMENT CRITERION RANGE 
    A range of assessment methods should be used, including:
  • Direct observation: watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal 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: collect a portfolio of evidence from suitable people (eg: reports from a third party)
     
    		•


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Anyone assessing a qualifying 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 or will assess this unit standard must be accredited as a provider with 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.

    Therefore anyone wishing to be assessed against this unit standard may apply to be assessed by any assessment agency, assessor or provider institution which is accredited by the relevant ETQA. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The qualifying learner is able to demonstrate a basic knowledge and understanding of :

    1. Identification of accelerated erosion
    2. Types of erosion.
    3. Causes of erosion.
    4. Criteria used for assessing intensity of erosion.
    5. Principles involved in erosion.
    6. Impact of man-made structures.
    7. The Stereoscope work mapping and aerial photographs.
    8. Remedial actions to combat soil erosions.
    9. Soil science and soil reactions.
    10. Basic surveying techniques.
    11. Animal stocking rates.
    12. Basic pasture management.
    13. Catchment hydrology.
    14. Policies (local and national).
    15. Agricultural Management act.
    16. Soil conservation act.
    17. Provincial ordinances.
    18. National Parks.
    19. Fencing/Vet. Act.
    20. NEMA.
    21. OHS Act. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem Solving

    Information evaluation

    Inter-relatedness of systems 

    UNIT STANDARD CCFO WORKING 
    Teamwork 

    UNIT STANDARD CCFO ORGANISING 
    Self-organisation & management 

    UNIT STANDARD CCFO COMMUNICATING 
    Communication 

    UNIT STANDARD CCFO SCIENCE 
    Use of science and technology 

    UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 253972, which is "Control soil erosion", Level 5, 5 credits.

    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:

    1. Maintaining essential ecological processes and life-support systems
    2. Maintaining genetic, species and ecosystem diversity
    3. Considering ecological and social rights and responsibilities, whilst ensuring sustainable utilisation of species and ecosystems
    4. Thereby yielding the greatest sustainable and equitable benefit to present generations whilst maintaining the potential to meet the needs and aspirations of future generations.

    1. Data collected is relevant to the objective(s).
    2. Direct and indirect data collection methods are used (economic and environmental data).
    3. Data is interpreted appropriately (related to Management by Objectives).
    4. Data storage and retrieval is efficient.
    5. Methodology is adapted / changed according to interpreted data and set objectives.
    6. Original objectives are re-assessed/ restated. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  49626   National Certificate: Landcare Facilitation  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  AgriSETA 
    Elective  20416   National Certificate: Conservation: Natural Resource Management: Terrestrial  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2008-03-12  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.
     
    1. Balemi Consulting Pty Ltd 
    2. Mananthatshema Skills Dev. Centre 
    3. Mbimbini Training and Community Development 


    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.