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:

Weave South African heritage into tourism

SAQA US ID	UNIT STANDARD TITLE
8550	Weave South African heritage into tourism
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 4	NQF Level 04	9
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Registered"		2001-06-13	2004-06-13	SAQA 1036/01
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2005-06-13		2008-06-13

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 will be able to use a broad framework for interpreting, communicating, exploring and understanding heritage related material and knowledge of the natural and cultural heritage of South Africa and a local region to enrich a tourist's experience of South Africa and their overall image of the country and its tourism service.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

There is no learning assumed to be in place.

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

Demonstrate an understanding of the dynamic processes and agents shaping heritage.

OUTCOME RANGE

Historical and current political, economic, biophysical social factors, their impact on one another and on different ways of seeing heritage. Agents might include individuals, museums, zoos, nature resources, NGO/Community Based Organisations, the media, schools, funding agencies, etc.

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 (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 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

Recognise inter-connections between perceived "types" of heritage.

OUTCOME RANGE

Natural & cultural, colonial & post-colonial, authentic & inauthentic, tangible & non-tangible, etc.

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

Craft a narrative by using more than one voice and identifying silences in other narratives.

OUTCOME RANGE

Use the tourist brochure for your own town and identify whose views dominate the information and who and what is left out.

E.g. Identify different groups involved in an historical situation and tell a story which tries to capture different possible views.

E.g. show that cultural and political factors are integral to the development of natural landscapes.

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

Weave the above outcomes into a tourism experience.

OUTCOME RANGE

Enrich an existing tourism route or adventure by including issues of heritage.

Recommend new heritage signs on a tourism route.

Create a new heritage route in a natural landscape.

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

Recognise own place in South African Heritage.

OUTCOME RANGE

Place own family in South African heritage.

Explore some of the personal consequences of own cultural inheritance, such as language, religion, class, and gender.

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 qualifying learner is able to demonstrate a basic knowledge and understanding of:

Concepts and tools

1. Perceived types of heritage.
2. The dynamic processes shaping heritage.
3. The nature of various factors impacting on natural and cultural heritage.
4. Techniques for crafting and communicating narratives.
5. Basic research skills and information literacy as described in Unit Standard?
6. Issues of interpretation as described in Unit Standard?

Cultural Heritage

1. Languages spoken in South Africa and a basic understanding of the origins.
2. Religions practised in South Africa, including:
3. A basic understanding of their origins.
4. Basic tendency and beliefs.
5. Protocol stemming from basic tenancy and beliefs.
6. A range of South African foods reflecting our cultural diversity
7. Food protocol deriving from beliefs and faiths.
8. Acceptable food and drink combinations.
9. The diversity of South African cultures, including:
10. The ever-changing nature of culture.
11. The interactions and overlaps of cultures.
12. Key features of the predominant culture of a particular area, such as crafts, music, song, art, stories and beliefs and customs.
13. Important cultural festivals.
14. Origin and meaning of public holidays.
15. Cultural characteristics, important qualities, customs and traditions of all culture groupings and communities.
16. Historical figures, cultural role models, artists/musicians in national and local communities of all culture groupings.
17. Women's role and participation in the society.
18. Customs people practise in any particular area.
19. Cultural practices in South Africa.
20. Well-known national heritage sites and less-known local heritage sites.
21. History and geography of local natural heritage sites.
22. Major historical and geographical events.
23. Internationally known archaeological sites and findings.

Natural Heritage

1. Flagship species including
2. The Big Five animals.
3. The Big Six birds.
4. The Big Two marine animals.
5. Flagship species particular to a local area or region.
6. Distribution of species across the country.
7. Topography of South Africa including general altitude and broad characterisations of landscape such as highveld, lowveld, semi-tropical, desert, fynbos.
8. Key features of national and local climates such as average summer and winter temperatures, rainfall distribution and hazardous weather patterns.
9. Physical features and fauna and flora of the local landscape.
10. South Africa's three UNESCO international heritage sites and the reasons for their declarations as such
11. The Cradle of Human Kind.
12. Robben Island.
13. The St Lucia Estuary.

South Africa's Periodisation

A knowledge of the following ten South Africa periods and a sense of their key defining features

1. Becoming human - Southern African society about 100 000 years ago.
2. Hunter/Gatherer Society.
3. Early farming societies.
4. African farming communities.
5. Meeting and changing worlds.
6. Frontier zones.
7. British imperialism and the destruction of African independence.
8. The making of the South African Nation - The South African War.
9. Transformations of economy, society and politics.
10. Apartheid and post apartheid.
11. South Africa's efforts to come to terms with Apartheid, such as the Truth and Reconciliation Commission and Land redistribution.

Basic facts about the political history of the APARTHEID system, including (previous constitution)

1. Lack of democracy in the political system.
2. Land ownership.
3. Forced removals.
4. The legal system.
5. Human rights abuses.
6. State sponsored religion.
7. Segregated facilities and life in South Africa.
8. Major players under the Apartheid system such as political parties and opposition groups.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO COLLECTING

Information evaluation relates to all outcomes.

UNIT STANDARD CCFO COMMUNICATING

Communication relates to all outcomes.

UNIT STANDARD CCFO SCIENCE

Use of science and technology relates to all outcomes.

UNIT STANDARD CCFO DEMONSTRATING

Inter-relatedness of systems relates to all outcomes.

UNIT STANDARD NOTES

It should be noted that all Essential Embedded Knowledge in this Unit Standard - with the exception of "concept and tools" - is a duplication of parts of the Essential Embedded Knowledge for the Unit Standard 'Acquire and Overview of South Africa' (NQF 4).

It is therefore relatively easy and useful for learners to acquire both Unit Standards simultaneously.

In addition, both of these unit standards relate strongly to the unit standard 'Interpret Guiding for Tourists' (NQF 4), suggesting another possible learning combination.

It is felt that this unit standard should be learnt concurrently with the unit standard dealing with interpretation as well as the unit standard on research skills.

Values

Demonstration of the competence outlined in this unit standard must be consistent with the principles of the South African Bill of Rights, and in particular show a respect and valuing of the diversity of the country.

Practise of the competence described in this Unit Standard should demonstrate a respect for both ancestors and generations to come.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	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.

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