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:

Conduct a guided nature experience in a limited geographical area

SAQA US ID	UNIT STANDARD TITLE
8440	Conduct a guided nature experience in a limited geographical area
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 2	NQF Level 02	21
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

The learner achieving this unit standard in combination with other relevant guiding standards will be able to:

Identify the major living and non-living features of the natural environment in which s/he operates and interpret them at a level based mainly on observation. This unit standard, combined with the appropriate guiding standards at NQF Level 2, will provide the learner with the competence to practice as a tourist 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

No literacy skills are required, but the practitioner needs to be able to communicate in English.

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 prominent plants and animals.

OUTCOME NOTES

Identify prominent plants and animals (mammals, birds, reptiles, etc.) in the area of operation, point out flag-ship species, interpret obvious behavioural patterns, and provide interesting additional information relating to the organisms pointed out.

OUTCOME RANGE

Impala rut; Poisonous beetles associated with marula trees; Cultural use of buffalo thorn.

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 (eg: 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

Demonstrate an understanding of basic animal behaviour patterns and ecological principles.

OUTCOME RANGE

Feeding habits; Breeding habits; Territories and home ranges; Symbiotic relationships.

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

Identify and interpret obvious signs and sounds.

OUTCOME NOTES

Identify and interpret obvious signs and sounds, especially warning signals, in the natural environment.

OUTCOME RANGE

Alarm calls (oxpeckers, monkeys, tree squirrels, etc), larger mammal spoor and droppings, ruminant vs. hind-gut fermenters, common and distinctive sounds such as cicadas, pearl-spotted owl, zebra, impala.

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 evidence of human habitation and briefly relate cultural history.

OUTCOME RANGE

Iron age sites, old fields, kraal sites, graves, implements, disturbed areas, previous occupation and movement of people, myths and legends.

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

Point out the most prominent stars, planets and constellations.

OUTCOME NOTES

Point out the most prominent stars, planets and constellations in the night sky at all times of the year.

OUTCOME RANGE

Southern Cross, Orion, Scorpio, Venus, Sirius.

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

Demonstrate the ability to orientate him/herself in the natural environment.

OUTCOME NOTES

Demonstrate the ability to orientate him/herself in the natural environment using natural and man-made phenomena.

OUTCOME RANGE

Southern Cross and other constellations (night), sun, wind, topographical features, weaver nests, roads, telephone lines.

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 practitioner is able to demonstrate knowledge and understanding of:

Local flora - ID, cultural and medicinal uses, interesting features.

Local fauna - ID, behaviour (territoriality & home range, reproductive behaviour, grouping, protective behaviour, feeding, camouflage, signs such as sounds, spoor, droppings).

Basic ecological principles (understanding of trophic pyramid, plant-animal interactions, etc.)

Local cultural history

Local topography, vegetation patterns and its relationship to soil

Prominent observable features of the night sky.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem solving relates to the following specific outcome:

Demonstrate the ability to orientate him/herself in the natural environment using natural and man-made phenomena.

UNIT STANDARD CCFO WORKING

Team work relates to the following specific outcome:

Demonstrate the ability to orientate him/herself in the natural environment using natural and man-made phenomena.

UNIT STANDARD CCFO ORGANISING

Self organisation and management relates to the following specific outcome:

Demonstrate the ability to orientate him/herself in the natural environment using natural and man-made phenomena.

UNIT STANDARD CCFO COLLECTING

Information evaluation relates to all specific outcomes.

UNIT STANDARD CCFO COMMUNICATING

Communication relates to the following specific outcomes:

Point out and explain evidence of human habitation and briefly relate cultural history.

Point out the most prominent stars, planets and constellations in the night sky at all times of the year.

Demonstrate the ability to orientate him/herself in the natural environment using natural and man-made phenomena.

UNIT STANDARD CCFO DEMONSTRATING

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

Demonstrate an understanding of basic animal behaviour patterns and ecological principles.

Identify and interpret obvious signs and sounds, especially warning signals, in the natural environment.

Point out and explain evidence of human habitation and briefly relate cultural history.

Demonstrate the ability to orientate him/herself in the natural environment using natural and man-made phenomena.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015.

UNIT STANDARD NOTES

As a general guideline, learners assessed against this unit standard should demonstrate an understanding of basic ecological and behavioural principles based on observation or known examples, but should not be required to formally verbalise concepts or theories.

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	17174	National Certificate: Tourism: Guiding	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA
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.

1.	SA COLLEGE FOR TOURISM
2.	SOUTH AFRICAN ASSOCIATION FOR MARINE BIOLOGICAL RESEARCH
3.	Tlou K Wildlife Safaris and Training Academy (Pty) LtD
4.	Wildlife and Environment Society of SA