SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Map aspects of the environment for persons who are blind and partially sighted

SAQA US ID	UNIT STANDARD TITLE
117091	Map aspects of the environment for persons who are blind and partially sighted
ORIGINATOR
SGB Inclusive Education
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 05 - Education, Training and Development			Adult Learning
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 5	Level TBA: Pre-2009 was L5	15
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2008-01-22	2009-07-29	SAQA 0160/05
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2010-07-29		2013-07-29

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
264934	Map aspects of the environment for persons who are blind and partially sighted	Level 5	Level TBA: Pre-2009 was L5	15

PURPOSE OF THE UNIT STANDARD

This Unit Standard is intended for practitioners who train people who are blind and partially sighted to be independently mobile in a variety of situations. Qualified learners are able to map an aspect of an environment for use by a person who are blind and partially sighted.

Credited learners are capable of:

Using maps to travel routes

Identifying needs of people who are blind and partially sighted in order to enhance mobility

Planning maps optimally suited to persons with visual barriers

Constructing maps according to scale that optimally guide persons who are blind and partially sighted

Evaluating the effectiveness of maps in relation to purpose

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The credits and level assigned to this unit standard are based on the assumption that learners have already attained Communication at NQF Level 4 in one language and at NQF Level 3 in another language. Also, competence to use maps to access and communicate information concerning routes, location and direction (NQF Level 1) is assumed to be in place.

UNIT STANDARD RANGE

Range statements are provided in the body of the unit standard where relevant. Where the person who are blind and partially sighted to learning is a minor, legal guardian/parental consent is required at all relevant times.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Use maps to travel routes.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Orientation of maps is explained correctly to reflect the directions of specific geographic areas.

ASSESSMENT CRITERION 2

Information on maps is accurately interpreted.

ASSESSMENT CRITERION 3

Travel through the environment is explained in line with content indicated on specific maps

ASSESSMENT CRITERION 4

Interpretation of distances as scale size on maps is practised in simulated conditions.

ASSESSMENT CRITERION 5

The performance of these distances is evaluated to assess competence.

SPECIFIC OUTCOME 2

Identify needs of people who are blind and partially sighted in order to enhance mobility.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Needs regarding the optimisation of mobility of persons who are blind and partially sighted are identified in consultation with the relevant persons

ASSESSMENT CRITERION 2

The value of a map to persons who are blind and partially sighted is described in consultation with specific persons, and in terms of their specific contexts

ASSESSMENT CRITERION 3

The ability of persons who are blind and partially sighted to access the information contained on maps is assessed against given criteria and specific context requirements

ASSESSMENT CRITERION RANGE

Ability is influenced by, for example, ability to read Braille, tactile sensitivity, etc.

ASSESSMENT CRITERION 4

Characteristics of maps are identified according to their suitability to specific persons who are blind and partially sighted

SPECIFIC OUTCOME 3

Plan maps optimally suited to persons who are blind and partially sighted.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Information is gathered and organised on scale to accurately reflect specific geographical environments

ASSESSMENT CRITERION 2

Routes through the environments are selected quickly and safely

ASSESSMENT CRITERION 3

Materials and resources for maps are identified in collaboration with persons who are blind and partially sighted and according to their needs, and practical and economical to use

ASSESSMENT CRITERION RANGE

Considerations include audio, tactile and visual information

ASSESSMENT CRITERION 4

Map plans are reviewed in consultation with persons who are blind and partially sighted

ASSESSMENT CRITERION 5

Materials are sourced and organised to ensure efficiency of map construction

SPECIFIC OUTCOME 4

Construct maps that optimally guide persons who are blind and partially sighted.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Dimensions of planned maps are determined to suit the needs of specific persons who are blind and partially sighted

ASSESSMENT CRITERION 2

Durability of maps is determined with reference to appropriateness for the purpose and the environment in which they are used

ASSESSMENT CRITERION RANGE

Maps provide optimal and relevant visual and/or audio and/or tactile information

Information is clear and concise for specific needs of persons who are blind and partially sighted

Maps adhere to standard design guidelines

SPECIFIC OUTCOME 5

Evaluate the effectiveness of maps in relation to purpose.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Assessment of maps is conducted to determine whether objectives were met.

ASSESSMENT CRITERION RANGE

Includes consultation and discussion with persons who are blind and partially sighted

ASSESSMENT CRITERION 2

Problem areas are identified and justified in terms of specific context requirements

ASSESSMENT CRITERION 3

Problem areas are addressed appropriately for specific content requirements

ASSESSMENT CRITERION RANGE

Maps provide guidance to destinations efficiently, effectively and safely

Process reflection systematically recognises areas of improvement

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Assessment of learner achievements is conducted by providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programmes that result in the outcomes specified for this unit standard.

Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.

Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.

The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Credited learners understand and can explain:

Concepts and terms that are related to the interpretation of maps

Interpretation of geographic and other types of maps

Characteristics of and information included on maps
Range: characteristics can include dimensions, durability, etc. Information can include visual, audio and/or tactile information

Spatial concepts such as direction, and their application in map design

Standard map design guidelines

Materials and resources suitable for maps for persons who are blind and partially sighted

Map reading techniques for persons who are blind and partially sighted

Safety requirements related to map design and use

Criteria for assessing the ability of persons who are blind and partially sighted to access information on maps

How people who experience a visual barrier use body image, spatial, temporal, positional, directional and environmental concepts

The effects of a visual barrier on concept development

The manner in which people who experience a visual barrier acquire and utilize conceptual information

Inclusion within the SA context
Range: historical developments, and key legislation, policies, concepts and terminology

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions regarding routes that are quick and safe.

UNIT STANDARD CCFO WORKING

Work effectively with others as a member of a team, group, organisation or community when consulting and discussing with persons who are who are blind and partially sighted their needs regarding optimisation of mobility.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively to adhere to standard map design guidelines.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information about geographic environments, needs regarding optimisation of mobility, map characteristics required, and the effectives of maps in relation to their purpose.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation to construct maps, and to consult with persons who are blind and partially sighted regarding their needs.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically, showing responsibility towards the environment and health of others when planning maps to accurately reflect specific geographic environments.

UNIT STANDARD CCFO DEMONSTRATING

Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when process reflection systematically recognises areas of improvement.

UNIT STANDARD ASSESSOR CRITERIA

Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:

Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.

Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation.

Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.

The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.

The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the learner can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.

All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 264934, which is "Map aspects of the environment for persons who are blind and partially sighted", Level 5, 15 credits.

Range: The mapping aspect of the environment refers to the production of navigational aids such as tactile maps or diagrammes that represent part of environments, and can be used by blind or partially sighted persons to travel in such environments by encoding information from the maps. The maps are important way of finding aids for people who are blind or partially sighted.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	49087	National Diploma: Orientation and Mobility Practice for Blind and Partially Sighted Persons	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Reregistered"	2009-07-29	Was ETDP SETA 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.	South African Guide-Dogs Association for the Blind