SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Conduct a guided cultural experience

SAQA US ID	UNIT STANDARD TITLE
8511	Conduct a guided cultural experience
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 4	NQF Level 04	20
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Registered"		2001-06-13	2004-06-13	SAQA 1036/01
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2005-06-13		2008-06-13

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
335802	Conduct a guided cultural experience	Level 4	NQF Level 04	12

PURPOSE OF THE UNIT STANDARD

The learner achieving this unit standard will be able to:

Avoid simple stereotyping, respect the integrity of the subject of the interpretation, and reflect a commitment to authenticity when designing and conducting a guided experience.

Assess the needs, limitations, interests and expectations of culturally diverse tour groups and adapt programmes and itineraries accordingly.

Use research skills and interpretation techniques to present well-informed, balanced interpretation.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Literacy, numeracy and communication to at least level 3 is assumed.

UNIT STANDARD RANGE

Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in ranges/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.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Identify and assess the needs, limitations, interests & expectations of a target group of tourists.

OUTCOME RANGE

Different identities and values.

Different memories regarding monuments, battle sites.

Construct itineraries appropriate to the interests and limitations of the group.

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.

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 (e.g.: reports from a third party).

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.

SPECIFIC OUTCOME 2

Demonstrate a sound knowledge of South African's heritage resources.

OUTCOME RANGE

In-depth local knowledge of South Africa's rich and diverse heritage resources.

Brief international overview.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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.

SPECIFIC OUTCOME 3

Identify and select different sites appropriate to the group within a defined region.

OUTCOME RANGE

Cultural resources,

Heritage sites,

Living cultural experiences.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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.

SPECIFIC OUTCOME 4

Gather information from sources.

OUTCOME NOTES

Gather information from published and oral sources on the specific sites and the broader local context.

OUTCOME RANGE

Survey available tourist literature.

Talk to local tour operators and guides.

Present at an appropriate level for both general and special interest groups.

Access local oral and 'indigenous knowledge' and perspectives.

Conduct further 'in-depth' research into specific sites and events using more than just tourist literature.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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.

SPECIFIC OUTCOME 5

Demonstrate awareness of ways people, cultures and heritage have been represented.

OUTCOME NOTES

Demonstrate awareness of the ways people, their cultures and heritage have been represented in past tourist literature and experiences.

OUTCOME RANGE

Heritage of the majority of the population was previously written out of public history.

Trivialisation in natural history museums and displays put on for tourists.

Heritage and culture are continuously being created and re-created according to changing attitudes, needs and identities.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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.

SPECIFIC OUTCOME 6

Reflect a commitment to authenticity.

OUTCOME NOTES

Reflect a commitment to authenticity, multiple perspectives on events, people and places, avoid simple stereotyping and respect the integrity of the resources and/or host communities.

OUTCOME RANGE

Heritage sites (e.g. monuments, battle sites, etc) can be places where different memories can feel respected.

People with different identities and values can find common ground.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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.

SPECIFIC OUTCOME 7

Reflect on the interpretation experience.

OUTCOME NOTES

Reflect on the interpretation experience and on his/her own performance in order to improve the quality of the guided experience.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

1. Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.
2. Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
3. Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA's policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQA's (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.
4. Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification.

Anyone wishing to be assessed against this qualification 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. South Africa's diverse heritage and cultural resources including.
2. Languages, religious practises, festivals, foods, architecture and notions of home and family.
3. Crafts, music, song, art, stories and beliefs and customs.
4. Major national and local historical figures.
5. Local heritage and cultural resources that reflect the richness and diversity of South African society - and does not trivialise any.
6. Research skills to gather information about these resources from diverse perspectives.
7. How heritage sites (e.g. monuments, battle sites, etc) can be places where different memories can feel respected, where people with different identities and values can find common ground.
8. The way heritage and culture are continuously being created and re-created according to changing attitudes, needs and identities.
9. The way the heritage of the majority of the population was previously written out of public history or trivialised in natural history museums and displays put on for tourists.
10. Skills and techniques of both formal interpretive talks and informal interpretive commentary.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO COLLECTING

Information evaluation relates to all outcomes.

UNIT STANDARD CCFO COMMUNICATING

Communication relates to all outcomes.

UNIT STANDARD CCFO SCIENCE

Use of Science and technology relates to all outcomes.

UNIT STANDARD CCFO DEMONSTRATING

Inter-relatedness systems relates to all outcomes.

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 335802, which is "Conduct a guided cultural experience", Level 4, 12 credits.

It should be noted that this unit standard relates very closely to the unit standard 'Acquiring an Overview of South Africa' (NQF 4). It is hoped that learners achieving this unit standard will easily progress.

Values

Demonstration of the competence outlined in this unit standard must be consistent with the principles of the South African Bill of Rights, and in particular show a respect and appreciation of the diversity of the country.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Elective	20155	National Certificate: Tourism: Guiding	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2009-09-09	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.

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