SAQA 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: 

Manage veld burn operations 
SAQA US ID UNIT STANDARD TITLE
8412  Manage veld burn operations 
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 5  Level TBA: Pre-2009 was L5  2 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2004-12-02  2007-12-02  SAQA 1657/04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2008-12-02   2011-12-02  

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 
The qualifying learner assessed as competent against this unit standard will be able to plan, ignite, control and extinguish a fire through applying appropriate techniques and actions. This competence enables the qualifying learner to assist conservation managers in using fire as an ecological management tool. Achieving this unit standard will enhance the qualifying learner's employability. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Demonstrate a basic knowledge of indigenous plant management (5) (Can be done simultaneously)
Numercy ABET 4
Communication ABET 4 

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 scope and complexity of what is required. 

UNIT STANDARD OUTCOME HEADER 
Assess physical conditions to determine the typ 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Assess physical conditions to determine the type of fire according to management objectives. 
OUTCOME RANGE 
For example / Range:
  • Be able to assess fuel load, wind direction, temperature and other physical conditions.
  • Be able to determine if these will be conducive to achieving the desired management objectives. 
    		•

    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.


    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. 
    		•
    ASSESSMENT CRITERION RANGE 
    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 (eg: reports from a third party)
     
    		•

    SPECIFIC OUTCOME 2 
    Initiate and implement preparation phase to achieve determined management objectives 
    OUTCOME RANGE 
    For example / Range:
  • Source the necessary equipment (fire beaters, ignitors) and manpower and ensure that legal requirements are adhered to.
  • It should be possible for the qualifying learner to implement and supervise a preparation plan for burning. This should include contingency planning including changes in weather and the creation of firebreaks. 
    		•

    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.


    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. 
    		•
    ASSESSMENT CRITERION RANGE 
    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 (eg: reports from a third party)
     
    		•

    SPECIFIC OUTCOME 3 
    Initiate controlled fire to achieve management objectives 
    OUTCOME RANGE 
    For example / Range:
    Ensure that the firebreaks are made.
    Ignite the fire taking into consideration wind direction and other relevant factors 

    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.


    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. 
    		•
    ASSESSMENT CRITERION RANGE 
    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 (eg: reports from a third party)
     
    		•

    SPECIFIC OUTCOME 4 
    Monitor fire behaviour 
    OUTCOME RANGE 
    For example / Range:
  • Continuous observation and supervision of fire to ensure that it does not escape and burn untargeted areas.
  • Predict fire direction and intensity (based on wind direction, fuel load and other environmental conditions) and effects on vegetation and animals. 
    		•

    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.


    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. 
    		•
    ASSESSMENT CRITERION RANGE 
    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 (eg: reports from a third party)
     
    		•

    SPECIFIC OUTCOME 5 
    Extinguish a fire. 
    OUTCOME RANGE 
    For example / Range:
  • The qualifying learner should plan, initiate and supervise the extinguishing of a fire. All actions must be explained 
    		•

    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.


    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. 
    		•
    ASSESSMENT CRITERION RANGE 
    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 (eg: reports from a third party)
     
    		•


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • 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.
  • Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQAs policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.
  • 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. Ignition sources.
    2. Determining biomass.
    3. Patch and block burns.
    4. Extreme fire conditions and the control thereof (safety).
    5. Construction of firebreaks.
    6. Influence of topography on fire behaviour.
    7. Weather and its effect on fire conditions.
    8. Determining and critically evaluating biotic and abiotic factors.
    9. Identifying possible dangers and relating these to achieving management objectives.
    10. Conditions related to fire types (hot, cool, back etc., tracer belt, and double front efforts etc.) and the best practical option identified.
    11. Preparation of firebreaks.
    12. Personnel requirements and training.
    13. Determining and checking equipment requirements.
    14. Routine maintenance of equipment such as pumps, knapsacks, fire beaters and ignitors
    15. Safety procedures.
    16. Appropriate legislation.
    17. Fire selection in relation to burning conditions and management objectives.
    18. Implementation of ignition sources (point or block) in relation to management objectives.
    19. Assessment of percentage of park / area burnt relative to estimated amount at start.
    20. Continuous evaluation of conditions to facilitate safe burning procedures.
    21. Methods to combat fires according to fire type, conditions, safety and impact, number of staff, time of day.
    22. Fire monitoring techniques.
    23. Herbicide application.
    24. Hydrometer operation and understanding (humidity). 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving

    Information evaluation

    Inter-relatedness of systems 

    UNIT STANDARD CCFO WORKING 
    Team work 

    UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management 

    UNIT STANDARD CCFO COMMUNICATING 
    Communication 

    UNIT STANDARD CCFO SCIENCE 
    Use of science and technology 

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

    1. Maintaining essential ecological processes and life-support systems
    2. Maintaining genetic, species and ecosystem diversity
    3. Considering ecological and social rights and responsibilities, whilst ensuring sustainable utilisation of species and ecosystems
    4. Thereby yielding the greatest sustainable and equitable benefit to present generations whilst maintaining the potential to meet the needs and aspirations of future generations.


    It is recommended that a qualifying learner is able to maintain a vehicle and drive a 4x4 in order to support the fire management activities. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  20416   National Certificate: Conservation: Natural Resource Management: Terrestrial  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2008-03-12  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.
     
    NONE 


    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.