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:

Clean and maintain area of responsibility

SAQA US ID	UNIT STANDARD TITLE
113818	Clean and maintain area of responsibility
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 2	NQF Level 02	8
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
2026-06-30		2029-06-30

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

A qualifying learner assessed as competent against this unit standard will be able to clean and maintain area of responsibility within controlled environments for plants and/or animals. The value of the unit standard to the learner is a wide range of career options in the fields of bird parks, aquaria, zoos, botanical gardens, nurseries, other animal holding facilities, breeding centres and rehabilitation centres, protected area management and community conservation. This competence will contribute towards best practices of public exhibition of natural resources. This competence will aid the interaction between captive facilities and the public whilst maintaining the aims of species protection.

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 the scope and complexity of what is required.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Select and use correct cleaning material and equipment.

OUTCOME NOTES

For example: Mop versus pressure hose Electrical equipment Garden equipment Appropriate use of equipment Cleaning equipment

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 learners 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 learner 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 learner 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 relevant simulation. A range of assessment methods should be used, including: Direct observation - watch the learner 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 learner Simulation of a specific task - set a specific task for the learner 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 learners 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. In particular, assessors should check for the following: Practical competence Correct cleaning materials and equipment are selected Materials and equipment are used correctly Cleaning is done in an appropriate manner Safety and hygiene procedures are adhered to Reporting procedures are followed Facilities are evaluated for potential hazards Maintenance procedures are followed Appropriate disinfectants are selected, mixed and applied correctly Waste products are disposed of in the appropriate manner Stock registers are maintained Foundational competence Reasons for selecting particular material and equipment are provided The ways in which particular material and equipment are used is explained Consequences of not following safety and hygiene procedures are explained Examples of hazards and ways of avoiding them are provided Reflexive competence Reflect on own activities and integrate lessons to improve future performances

SPECIFIC OUTCOME 2

Follow safety and hygiene procedures.

OUTCOME NOTES

For example: Wear protective clothing Observe appropriate distance from enclosure Personal safety Personal hygiene Disinfecting procedures Public safety / Occupational safety Report irregularities

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 learners 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 learner 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 learner 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 relevant simulation. A range of assessment methods should be used, including: Direct observation - watch the learner 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 learner Simulation of a specific task - set a specific task for the learner 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 learners 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. In particular, assessors should check for the following: Practical competence Correct cleaning materials and equipment are selected Materials and equipment are used correctly Cleaning is done in an appropriate manner Safety and hygiene procedures are adhered to Reporting procedures are followed Facilities are evaluated for potential hazards Maintenance procedures are followed Appropriate disinfectants are selected, mixed and applied correctly Waste products are disposed of in the appropriate manner Stock registers are maintained Foundational competence Reasons for selecting particular material and equipment are provided The ways in which particular material and equipment are used is explained Consequences of not following safety and hygiene procedures are explained Examples of hazards and ways of avoiding them are provided Reflexive competence Reflect on own activities and integrate lessons to improve future performances.

SPECIFIC OUTCOME 3

Evaluate and maintain area of responsibility within facility.

OUTCOME NOTES

For example: Identify potential hazards Man-hole covers Splintered wood, nails and broken wire etc. Unsafe areas Slippery surfaces Electrical cables and connections Railings Sick animals Escaped animals Water, blocked drains and leaking pipes Aesthetics

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 learners 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 learner 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 learner 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 relevant simulation. A range of assessment methods should be used, including: Direct observation - watch the learner 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 learner Simulation of a specific task - set a specific task for the learner 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 learners 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. In particular, assessors should check for the following: Practical competence Correct cleaning materials and equipment are selected Materials and equipment are used correctly Cleaning is done in an appropriate manner Safety and hygiene procedures are adhered to Reporting procedures are followed Facilities are evaluated for potential hazards Maintenance procedures are followed Appropriate disinfectants are selected, mixed and applied correctly Waste products are disposed of in the appropriate manner Stock registers are maintained Foundational competence Reasons for selecting particular material and equipment are provided The ways in which particular material and equipment are used is explained Consequences of not following safety and hygiene procedures are explained Examples of hazards and ways of avoiding them are provided Reflexive competence Reflect on own activities and integrate lessons to improve future performances

SPECIFIC OUTCOME 4

Mix and apply appropriate disinfectants.

OUTCOME NOTES

For example: Choose appropriate chemicals Correct concentrations Safety precautions Correct application procedure Personal protective equipment.

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 learners 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 learner 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 learner 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 relevant simulation. A range of assessment methods should be used, including: Direct observation - watch the learner 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 learner Simulation of a specific task - set a specific task for the learner 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 learners 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. In particular, assessors should check for the following: Practical competence Correct cleaning materials and equipment are selected Materials and equipment are used correctly Cleaning is done in an appropriate manner Safety and hygiene procedures are adhered to Reporting procedures are followed Facilities are evaluated for potential hazards Maintenance procedures are followed Appropriate disinfectants are selected, mixed and applied correctly Waste products are disposed of in the appropriate manner Stock registers are maintained Foundational competence Reasons for selecting particular material and equipment are provided The ways in which particular material and equipment are used is explained Consequences of not following safety and hygiene procedures are explained Examples of hazards and ways of avoiding them are provided Reflexive competence Reflect on own activities and integrate lessons to improve future performances.

SPECIFIC OUTCOME 5

Dispose of waste as prescribed by the organisation.

OUTCOME NOTES

For example: Biological waste procedures Dead animals Chemical waste Medical waste Recycling procedures (e.g. glass, paper, cans, foods and fuels) Composting Applicable legal aspects

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 learners 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 learner 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 learner 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 relevant simulation. A range of assessment methods should be used, including: Direct observation - watch the learner 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 learner Simulation of a specific task - set a specific task for the learner 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 learners 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. In particular, assessors should check for the following: Practical competence Correct cleaning materials and equipment are selected Materials and equipment are used correctly Cleaning is done in an appropriate manner Safety and hygiene procedures are adhered to Reporting procedures are followed Facilities are evaluated for potential hazards Maintenance procedures are followed Appropriate disinfectants are selected, mixed and applied correctly Waste products are disposed of in the appropriate manner Stock registers are maintained Foundational competence Reasons for selecting particular material and equipment are provided The ways in which particular material and equipment are used is explained Consequences of not following safety and hygiene procedures are explained Examples of hazards and ways of avoiding them are provided Reflexive competence Reflect on own activities and integrate lessons to improve future performances.

SPECIFIC OUTCOME 6

Maintain and request stocks.

OUTCOME NOTES

For example: Basic applicable legal aspects Keep records Follow operational procedures

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 learners 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 learner 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 learner 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 relevant simulation. A range of assessment methods should be used, including: Direct observation - watch the learner 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 learner Simulation of a specific task - set a specific task for the learner 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 learners 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. In particular, assessors should check for the following: Practical competence Correct cleaning materials and equipment are selected Materials and equipment are used correctly Cleaning is done in an appropriate manner Safety and hygiene procedures are adhered to Reporting procedures are followed Facilities are evaluated for potential hazards Maintenance procedures are followed Appropriate disinfectants are selected, mixed and applied correctly Waste products are disposed of in the appropriate manner Stock registers are maintained Foundational competence Reasons for selecting particular material and equipment are provided The ways in which particular material and equipment are used is explained Consequences of not following safety and hygiene procedures are explained Examples of hazards and ways of avoiding them are provided Reflexive competence Reflect on own activities and integrate lessons to improve future performances.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The qualifying learner is able to demonstrate knowledge and understanding of: Different cleaning materials available Importance of using correct materials Functioning of different equipment and chemicals Relevant actions of animals Importance of rectifying hazards Importance of following safety and hygiene procedures Reporting procedures Relevant disposal techniques Maintaining a stock register

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem solving relates to specific outcomes: Select and use correct cleaning material and equipment. Evaluate and maintain area of responsibility within facility. Mix and apply appropriate disinfectants. Dispose of waste as prescribed by the organisation.

UNIT STANDARD CCFO WORKING

Team work relates to specific outcomes: Select and use correct cleaning material and equipment. Follow safety and hygiene procedures.

UNIT STANDARD CCFO ORGANISING

Self-organisation and management relates to specific outcomes: Select and use correct cleaning material and equipment. Follow safety and hygiene procedures. Evaluate and maintain area of responsibility within facility. Mix and apply appropriate disinfectants. Dispose of waste as prescribed by the organisation. Maintain and request stocks

UNIT STANDARD CCFO COLLECTING

Information evaluation relates to specific outcomes: Select and use correct cleaning material and equipment. Follow safety and hygiene procedures. Evaluate and maintain area of responsibility within facility. Mix and apply appropriate disinfectants. Dispose of waste as prescribed by the organisation. Maintain and request stocks

UNIT STANDARD CCFO COMMUNICATING

Communication relates to specific outcomes: Select and use correct cleaning material and equipment. Follow safety and hygiene procedures. Evaluate and maintain area of responsibility within facility. Mix and apply appropriate disinfectants. Dispose of waste as prescribed by the organisation. Maintain and request stocks.

UNIT STANDARD CCFO SCIENCE

Use of science and technology relates to specific outcomes: Select and use correct cleaning material and equipment. Follow safety and hygiene procedures. Evaluate and maintain area of responsibility within facility. Mix and apply appropriate disinfectants. Dispose of waste as prescribed by the organisation. Maintain and request stocks.

UNIT STANDARD CCFO DEMONSTRATING

Inter-relatedness of systems relates to specific outcomes: Evaluate and maintain area of responsibility within facility. Mix and apply appropriate disinfectants. Dispose of waste as prescribed by the organisation.

UNIT STANDARD CCFO CONTRIBUTING

Professional development relates to specific outcomes: Select and use correct cleaning material and equipment. Follow safety and hygiene procedures. Evaluate and maintain area of responsibility within facility. Mix and apply appropriate disinfectants. Dispose of waste as prescribed by the organisation. Maintain and request stocks.

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

Values Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of: The value of the facility within the field of natural resource management and to society Protection and preservation of natural resources The role captive facilities play in terms of general environmental education Ecological and social rights, benefits and responsibilities Empathy towards living natural resources Supplementary information The learner should have achieved ABET Level 4 numeracy and life skills.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	48433	National Certificate: Conservation: Species Care in Controlled Environments	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA
Elective	49605	National Certificate: Environmental Practice	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	LG SETA

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.	A4 Consultancy CC
2.	Amabamba Recruitment
3.	AVAX SA 481 CC. T/A Mandisa Development Services
4.	Buena Vista Learning Academy
5.	Bull's Business and Skills Training Institute
6.	Dee's Training (PTY) LTD
7.	Edutraining Business College
8.	Faranang Marketing
9.	Fire Protection Association of Southern Africa
10.	Growth Management Consulting
11.	HDPSA
12.	IQ Skills Academy (PTY) LTD.
13.	Jobafrik Consulting
14.	Josmap Training Institute
15.	Kay Beez Development Projects
16.	Limadi Industrial Projects
17.	Mamuhle Academy
18.	Mazasa Management Consulting CC.
19.	Mcebo Technologies
20.	Mementos Training Pty Ltd
21.	Ndwamato Training Solutions (Pty) Ltd
22.	Networx for Career Development
23.	Nkinane Trading Enterprise
24.	NKQUBELA CONSULTING
25.	Nokusho M Consulting and Trading
26.	OMNI HR CONSULTING PTY LTD
27.	Pebetse Training and Consulting
28.	Petra Institute of Development
29.	PFIM Trading (Pty) Ltd
30.	PMA Holdings (PTY ) LTD.
31.	Reflections Development Institute
32.	RLSTP Training & Development (PTY) LTD.
33.	Simmek Holdings
34.	Thando Consulting Services
35.	TLD Consulting
36.	UNIVERSITY OF BUSINESS EXCELLENCE(PTY)LTD
37.	University of Venda
38.	Wildlife and Enviroment Society of South Africa

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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.