SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Conduct a guided nature experience

SAQA US ID	UNIT STANDARD TITLE
8514	Conduct a guided nature 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
335799	Conduct a guided nature experience	Level 4	NQF Level 04	7

PURPOSE OF THE UNIT STANDARD

The learner achieving this unit standard in combination with other relevant guiding standards will be able to point out and explain in terms of elementary scientific theory and cultural belief the features of the natural environment in which s/he is operating, and putting it into broader ecological context.

This unit standard, combined with the fundamental and core guiding standards in a national certificate in Tourism (NQF 4 or higher), will provide the learner with the competence to practice as a professional tourist guide (specifically field guide) as envisaged in the Tourism Amendment Act in situations that require this level of competency.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that a learner entering a program leading to this unit standard has the literacy skills required for NQF Level 3.
'Conduct a limited Guided Nature Experience' (NQF 3).

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 all common plants and commonly encountered animals in the area of operation.

OUTCOME NOTES

Identify and place in broad non-technical taxonomical context all common plants and commonly encountered animals in the area of operation, identify and interpret obvious signs and sounds left or made by these animals, and give valid elementary scientific and/or cultural explanations of their features and behavioural patterns.

OUTCOME RANGE

Explain the social structure and behaviour of elephants, the outstanding features of commonly encountered insect orders, "anting" behaviour of birds. Identify common spoor, droppings and territorial markings, bird nests, mammal, bird, reptile (crocodile and geckoes) and insect sounds.

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

Identify the "flag-ship" species of SA.

OUTCOME NOTES

Identify the "flag-ship" species of SA, i.e. elephant, black & white rhino, hippo, lion, leopard, cheetah, wild dog, buffalo, zebra species, wildebeest species, giraffe, and interpret their behaviour.

OUTCOME RANGE

Territorial behaviour, mating, feeding and teaching of young, interaction between predators, elephant-rhino, etc.

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

Point out and interpret obvious and distinctive topographical features of the area of operation.

OUTCOME NOTES

Point out and interpret obvious and distinctive topographical features of the area of operation, major constellations, planets and other features of the night sky and local weather patterns, and use these for orientation.

OUTCOME RANGE

Dolerite dykes, granite hills; thunderstorms, cold fronts; Southern Cross, evening and morning star, red giants.

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

Point out and explain human influences on the environment.

OUTCOME NOTES

Point out and explain human influences on the environment, use them for orientation, and use cultural explanations where appropriate.

OUTCOME RANGE

Iron age sites, habitat changes because of man, myths and legends, medicinal uses of plants and animals.

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

Interpret relative abundance of organisms.

OUTCOME NOTES

Interpret relative abundance of organisms, interactions between organisms and interactions between living and non-living components of the environment at an elementary scientific level.

OUTCOME RANGE

Explain the reasons why there are fewer predators than prey organisms, effects of fire on vegetation and animals, the effect of soil on vegetation, insect-plant interactions.

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

Apply basic first aid techniques for situations likely to be encountered outdoors.

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

Demonstrate appropriate ethics and precautions associated with guiding.

OUTCOME NOTES

Demonstrate the appropriate ethics and precautions associated with guiding in the natural environment.

OUTCOME RANGE

Not allowing littering, carrying cigarette butts with, not shining spotlight onto diurnal animals, closing up and locking away food, etc. to prevent baboons from raiding, put out fires when leaving.

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. The principles of taxonomy; the ability to classify all larger mammals up to family level, birds, reptiles and arthropods up to order level, and specific organisms up to species level (technical terminology not required except where no common names exist).
2. Identifying features of the major groups of arthropods (insect orders, spiders, scorpions, etc.), reptiles (turtles, terrapins and tortoises, different kinds of lizards, snake families and their teeth structure), birds (common families) and mammals (orders families and relevant species), life cycles of common insect orders.
3. The essential terminology and ability to use field guides (books) to identify plants, insects, reptiles, birds and mammals; medicinal and other uses of, folklore about and edibility by animals of plants and animals in the area of operation.
4. Dangerous (poisonous or venomous) South African plants and animals, with emphasis on the area of operation, types and symptoms of venoms and the treatment thereof.
5. Animal behaviour - territoriality & home range, reproductive and nesting behaviour, grouping, protective behaviour, migration, brood parasitism.
6. Sound knowledge of basic rock types (sedimentary, igneous, metamorphic), their primary constituent minerals and common examples in the area of operation; primary soil types and the influence of weathering and erosion on topography.
7. Different cloud types, their formation and associated weather conditions.
8. Basic structure of the universe (galaxies, solar systems, planets, moons), the planets and their movement in our solar system, the cycle of the moon and its effects on tides and eclipses.
9. History of human movement and settlement in the area of operation, their cultures and interaction with the environment; present cultural use of the environment.
10. Elementary ecological principles - energy flow, symbiotic relationships, biomes, soil-vegetation and plant-animal interactions, succession, population dynamics, limiting factors, fire.
11. Basic first aid, including CPR, fractures, bleeding.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem solving relates to the following specific outcomes:

Point out and explain human influences on the environment, use them for orientation, and use cultural explanations where appropriate.

Interpret relative abundance of organisms, interactions between organisms and interactions between living and non-living components of the environment at an elementary scientific level.

Demonstrate the appropriate ethics and precautions associated with guiding in the natural environment.

UNIT STANDARD CCFO WORKING

Team work relates to the following specific outcome:

Demonstrate the appropriate ethics and precautions associated with guiding in the natural environment.

UNIT STANDARD CCFO ORGANISING

Self organisation and management relates to the following specific outcomes:

Apply basic first aid techniques for situations likely to be encountered outdoors.

UNIT STANDARD CCFO COLLECTING

Information evaluation relates to the following specific outcomes:

Point out and explain human influences on the environment, use them for orientation, and use cultural explanations where appropriate.

Interpret relative abundance of organisms, interactions between organisms and interactions between living and non-living components of the environment at an elementary scientific level.

UNIT STANDARD CCFO COMMUNICATING

Communication relates to all specific outcomes.

UNIT STANDARD CCFO DEMONSTRATING

Inter-relatedness of systems relates to the following specific outcomes:

Point out and explain human influences on the environment, use them for orientation, and use cultural explanations where appropriate.

Interpret relative abundance of organisms, interactions between organisms and interactions between living and non-living components of the environment at an elementary scientific level.

Demonstrate the appropriate ethics and precautions associated with guiding in the natural environment.

UNIT STANDARD NOTES

This Unit Standard has been replaced by Unit Standard 335799, which is "Conduct a guided nature experience", Level 4, 7 credits.

As a general indication, the knowledge and insight expected at this level is unlikely to be obtained without at least one year of active guiding in the field. The level of scientific understanding is intermediate between NQF 2 and NQF 6. This qualification is distinguished from the level 3 unit standard predominantly on the depth of knowledge required on similar topics.

Values

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

1. Respect for ecological processes and cultural integrity.
2. Accepting and maintaining a non-discriminatory attitude towards diversity including, for example, differences in gender, race, religion, physical ability and culture.

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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