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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. |
| SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
| REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: |
| Read and interpret maps and engineering drawings of water reticulation systems |
| SAQA US ID | UNIT STANDARD TITLE | |||
| 14024 | Read and interpret maps and engineering drawings of water reticulation systems | |||
| ORIGINATOR | ||||
| SGB Water Sector | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | ||||
| - | ||||
| FIELD | SUBFIELD | |||
| Field 12 - Physical Planning and Construction | Civil Engineering Construction | |||
| ABET BAND | UNIT STANDARD TYPE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS |
| Undefined | Regular | Level 2 | NQF Level 02 | 4 |
| REGISTRATION STATUS | REGISTRATION START DATE | REGISTRATION END DATE | SAQA DECISION NUMBER | |
|
Passed the End Date - Status was "Reregistered" |
2005-02-09 | 2008-02-09 | SAQA 1058/05 | |
| LAST DATE FOR ENROLMENT | LAST DATE FOR ACHIEVEMENT | |||
| 2009-02-09 | 2012-02-09 | |||
| 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 |
| 254075 | Read and interpret maps and engineering drawings of water and wastewater reticulation systems | Level 3 | NQF Level 03 | 5 |
| PURPOSE OF THE UNIT STANDARD |
| The qualifying learner achieving this unit standard in combination with context expertise standard(s) will be able to use the information contained in maps and engineering drawings to assist in the completion of water related tasks. This competence will enable the learner to be able to select resources required for water reticulation tasks and read maps to identify the location of work sites. This will ensure that the water related tasks are completed efficiently and effectively. In acquiring this competence the qualifying learner will lay a good foundation for future learning and better understand the broader context of context of own work. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Literacy NQF level 1; Numeracy NQF Level 1
Knowledge of Pipes, Associated Fittings, Valves and Meters. |
| UNIT STANDARD RANGE |
| Maps: Road maps, street maps, topographical maps, aerial photographs, GIS,
Engineering Drawings: Engineering drawings and flow diagrams. |
| Specific Outcomes and Assessment Criteria: |
| SPECIFIC OUTCOME 1 |
| Identify, use and explain different maps |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 1.Purposes of different maps are explained. |
| ASSESSMENT CRITERION NOTES |
| INTEGRATED ASSESSMENT
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. ASSESSMENT OPTION Learners could be assessed using the following methods: Oral or written questions Simulation Product sample (materials list) |
| ASSESSMENT CRITERION 2 |
| 2.Maps are oriented to magnetic north. |
| ASSESSMENT CRITERION NOTES |
| INTEGRATED ASSESSMENT
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. ASSESSMENT OPTION Learners could be assessed using the following methods: Oral or written questions Simulation Product sample (materials list) |
| ASSESSMENT CRITERION 3 |
| 3.Symbols on maps are interpreted correctly. |
| ASSESSMENT CRITERION NOTES |
| INTEGRATED ASSESSMENT
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. ASSESSMENT OPTION Learners could be assessed using the following methods: Oral or written questions Simulation Product sample (materials list) |
| ASSESSMENT CRITERION 4 |
| 4.Services and potential obstructions are determined from the map. |
| ASSESSMENT CRITERION NOTES |
| INTEGRATED ASSESSMENT
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. ASSESSMENT OPTION Learners could be assessed using the following methods: Oral or written questions Simulation Product sample (materials list) |
| SPECIFIC OUTCOME 2 |
| Locate work site from map |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 1.Work site is located on appropriate map |
| ASSESSMENT CRITERION NOTES |
| INTEGRATED ASSESSMENT
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. ASSESSMENT OPTION Learners could be assessed using the following methods: Oral or written questions Simulation Product sample (materials list) |
| ASSESSMENT CRITERION 2 |
| 2.Most suitable route to work site is traced and described |
| ASSESSMENT CRITERION NOTES |
| INTEGRATED ASSESSMENT
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. ASSESSMENT OPTION Learners could be assessed using the following methods: Oral or written questions Simulation Product sample (materials list) |
| ASSESSMENT CRITERION 3 |
| 3.Work site is reached using map |
| ASSESSMENT CRITERION NOTES |
| INTEGRATED ASSESSMENT
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. ASSESSMENT OPTION Learners could be assessed using the following methods: Oral or written questions Simulation Product sample (materials list) |
| SPECIFIC OUTCOME 3 |
| Interpret and explain engineering drawings and flow diagrams |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 1.All symbols on engineering drawing are correctly identified. |
| ASSESSMENT CRITERION NOTES |
| INTEGRATED ASSESSMENT
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. ASSESSMENT OPTION Learners could be assessed using the following methods: Oral or written questions Simulation Product sample (materials list) |
| ASSESSMENT CRITERION 2 |
| 2.Other services on engineering drawing are correctly identified. |
| ASSESSMENT CRITERION NOTES |
| INTEGRATED ASSESSMENT
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. ASSESSMENT OPTION Learners could be assessed using the following methods: Oral or written questions Simulation Product sample (materials list) |
| ASSESSMENT CRITERION 3 |
| 3.All servitudes and rights are correctly identified. |
| ASSESSMENT CRITERION NOTES |
| INTEGRATED ASSESSMENT
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. ASSESSMENT OPTION Learners could be assessed using the following methods: Oral or written questions Simulation Product sample (materials list) |
| ASSESSMENT CRITERION 4 |
| 4.The scale of the engineering drawing is interpreted and explained. |
| ASSESSMENT CRITERION NOTES |
| INTEGRATED ASSESSMENT
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. ASSESSMENT OPTION Learners could be assessed using the following methods: Oral or written questions Simulation Product sample (materials list) |
| ASSESSMENT CRITERION 5 |
| 5.A flow diagram is interpreted and explained. |
| ASSESSMENT CRITERION NOTES |
| INTEGRATED ASSESSMENT
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. ASSESSMENT OPTION Learners could be assessed using the following methods: Oral or written questions Simulation Product sample (materials list) |
| SPECIFIC OUTCOME 4 |
| Prepare materials list based on engineering drawing |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 1.The pipes, associated fittings, valves and maters required for the task are listed in terms of size, type and class. |
| ASSESSMENT CRITERION NOTES |
| INTEGRATED ASSESSMENT
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. ASSESSMENT OPTION Learners could be assessed using the following methods: Oral or written questions Simulation Product sample (materials list) |
| ASSESSMENT CRITERION 2 |
| 2.Total length of pipes required for task is calculated and the number of lengths is computed accurately. |
| ASSESSMENT CRITERION NOTES |
| INTEGRATED ASSESSMENT
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. ASSESSMENT OPTION Learners could be assessed using the following methods: Oral or written questions Simulation Product sample (materials list) |
| ASSESSMENT CRITERION 3 |
| 3.Materials list is accurate and complete. |
| ASSESSMENT CRITERION NOTES |
| INTEGRATED ASSESSMENT
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. ASSESSMENT OPTION Learners could be assessed using the following methods: Oral or written questions Simulation Product sample (materials list) |
| 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. 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. |
| UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE |
1.Contours and topography. 2.The importance of calculating resources correctly. 3.The purpose of an engineering drawing. 4.Principles of a reticulation system. 5.The functions of a flow diagram. 6.The difference between servitudes and rights. 7.Measurement and dimensions 8.Use of measurement scales 9.Implications of incorrectly interpreting engineering drawings 10.Engineering symbols and abbreviations |
| Critical Cross-field Outcomes (CCFO): |
| UNIT STANDARD CCFO IDENTIFYING |
| Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made:
1: Identify, use and explain different maps. 2: Locate work site from map. 3: Interpret and explain engineering drawings and flow diagrams. |
| UNIT STANDARD CCFO WORKING |
| Work effectively with others as a member of a team, group, organisation, and community. |
| UNIT STANDARD CCFO ORGANISING |
| Plan, organise and manage oneself and one's activities responsibly and effectively.
1: Identify, use and explain different maps. 2: Locate work site from map. 3: Interpret and explain engineering drawings and flow diagrams. 4: Prepare materials list based on engineering drawing. |
| UNIT STANDARD CCFO COLLECTING |
| Collect, analyse, organise and critically evaluate information.
1: Identify, use and explain different maps. 2: Locate work site from map. 3: Interpret and explain engineering drawings and flow diagrams. 4: Prepare materials list based on engineering drawing. |
| UNIT STANDARD CCFO COMMUNICATING |
| Communicate effectively using visual, mathematical and/or language skills in the form of oral and/or written presentation.
1: Identify, use and explain different maps. 2: Locate work site from map. 3: Interpret and explain engineering drawings and flow diagrams. 4: Prepare materials list based on engineering drawing. |
| UNIT STANDARD CCFO SCIENCE |
| Use science and technology effectively and critically, showing responsibility towards the environment and health of others.
1: Identify, use and explain different maps. 2: Locate work site from map. 3: Interpret and explain engineering drawings and flow diagrams. 4: Prepare materials list based on engineering drawing. |
| 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.
1: Identify, use and explain different maps. 2: Locate work site from map. |
| UNIT STANDARD NOTES |
| This unit standard has been replaced by unit standard 254075, which is "Read and interpret maps and engineering drawings of water and wastewater reticulation systems", Level 3, 5 credits. |
| QUALIFICATIONS UTILISING THIS UNIT STANDARD: |
| ID | QUALIFICATION TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | STATUS | END DATE | PRIMARY OR DELEGATED QA FUNCTIONARY | |
| Core | 48907 | National Certificate: Wastewater Reticulation Services | Level 2 | NQF Level 02 | Passed the End Date - Status was "Registered" |
2007-06-09 | Was EWSETA until Last Date for Achievement |
| Core | 23475 | National Certificate: Water Reticulation Services | Level 2 | NQF Level 02 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | EWSETA |
| 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. | ERGO MAPHELONG INSTITUTE (PTY) LTD |
| 2. | K-BONENG CONSULTING SERVICES (PTY) LTD |
| 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. |