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: 

Understand chemical dependancy and apply personal health care 
SAQA US ID UNIT STANDARD TITLE
110254  Understand chemical dependancy and apply personal health care 
ORIGINATOR
SGB Transport and Logistics Operations 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 11 - Services Transport, Operations and Logistics 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 1  NQF Level 01 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 
A learner credited with this unit standard will be able to:
  • Promote the pursuit of lifelong physical and mental well-being
  • Describe the role of recreation at a personal and social level
  • Understand and practice preventative and primary health care
  • Demonstrate a practical knowledge of accessing health care 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Literacy: ABET 3 

    UNIT STANDARD RANGE 
    The scope of this Unit Standard aims at equipping learners with a fundamental understanding of, and ability to practically apply intra-personal and interpersonal skills relevant for effective workplace relations. The context of this Unit Standard incorporates the Transport Industry. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Describe chemical dependency and its consequences. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Common behavioural and physical features of chemical dependency are analysed and described. 
    ASSESSMENT CRITERION NOTES 
    Methods and tools of assessment

    The following methods of assessment have been identified as the preferred measurement and assessment of learner competence in the Performance Assessment Criteria

    1. Written tests/case studies/projects
    2. Classroom Presentations
    3. Portfolio of evidence

    These methods must be carefully selected based on the purpose of the assessment (For example, the written method could be used to assess knowledge or on-job demonstration for practical competence). The assessment must integrate a number of different methods (no less than three of those detailed above) in order to give the assessor reliable and valid proof of competence and evidence of required attitudes

    The following tools may be used to supplement the above minimum assessment methods:

    Valid, reliable and authentic evidence (presented as a portfolio of evidence) from past achievements and experience may serve to supplement the assessment of applied competence. The portfolio should include inter alia:

    1. Written statements from persons (e.g. current and/or previous employer, colleague, peer, manager, external customers) confirming competence of the learner
    2. Relevant certificates or awards
    3. Previous assessment records
    4. Journals/logbook 

    ASSESSMENT CRITERION 2 
    2. Common legal substances are identified (e.g. alcohol, nicotine & caffeine) and their specific effects are explained. 
    ASSESSMENT CRITERION NOTES 
    Methods and tools of assessment

    The following methods of assessment have been identified as the preferred measurement and assessment of learner competence in the Performance Assessment Criteria

    1. Written tests/case studies/projects
    2. Classroom Presentations
    3. Portfolio of evidence

    These methods must be carefully selected based on the purpose of the assessment (For example, the written method could be used to assess knowledge or on-job demonstration for practical competence). The assessment must integrate a number of different methods (no less than three of those detailed above) in order to give the assessor reliable and valid proof of competence and evidence of required attitudes

    The following tools may be used to supplement the above minimum assessment methods:

    Valid, reliable and authentic evidence (presented as a portfolio of evidence) from past achievements and experience may serve to supplement the assessment of applied competence. The portfolio should include inter alia:

    1. Written statements from persons (e.g. current and/or previous employer, colleague, peer, manager, external customers) confirming competence of the learner
    2. Relevant certificates or awards
    3. Previous assessment records
    4. Journals/logbook 

    ASSESSMENT CRITERION 3 
    3. Common illegal substances are identified (e.g. marijuana, LSD, mandrax, opium & heroine) and their specific effects are explained. 
    ASSESSMENT CRITERION NOTES 
    Methods and tools of assessment

    The following methods of assessment have been identified as the preferred measurement and assessment of learner competence in the Performance Assessment Criteria

    1. Written tests/case studies/projects
    2. Classroom Presentations
    3. Portfolio of evidence

    These methods must be carefully selected based on the purpose of the assessment (For example, the written method could be used to assess knowledge or on-job demonstration for practical competence). The assessment must integrate a number of different methods (no less than three of those detailed above) in order to give the assessor reliable and valid proof of competence and evidence of required attitudes

    The following tools may be used to supplement the above minimum assessment methods:

    Valid, reliable and authentic evidence (presented as a portfolio of evidence) from past achievements and experience may serve to supplement the assessment of applied competence. The portfolio should include inter alia:

    1. Written statements from persons (e.g. current and/or previous employer, colleague, peer, manager, external customers) confirming competence of the learner
    2. Relevant certificates or awards
    3. Previous assessment records
    4. Journals/logbook 

    ASSESSMENT CRITERION 4 
    4. Common substances (over-the-counter & prescribed) are identified. 
    ASSESSMENT CRITERION NOTES 
    Methods and tools of assessment

    The following methods of assessment have been identified as the preferred measurement and assessment of learner competence in the Performance Assessment Criteria

    1. Written tests/case studies/projects
    2. Classroom Presentations
    3. Portfolio of evidence

    These methods must be carefully selected based on the purpose of the assessment (For example, the written method could be used to assess knowledge or on-job demonstration for practical competence). The assessment must integrate a number of different methods (no less than three of those detailed above) in order to give the assessor reliable and valid proof of competence and evidence of required attitudes

    The following tools may be used to supplement the above minimum assessment methods:

    Valid, reliable and authentic evidence (presented as a portfolio of evidence) from past achievements and experience may serve to supplement the assessment of applied competence. The portfolio should include inter alia:

    1. Written statements from persons (e.g. current and/or previous employer, colleague, peer, manager, external customers) confirming competence of the learner
    2. Relevant certificates or awards
    3. Previous assessment records
    4. Journals/logbook 
    ASSESSMENT CRITERION RANGE 
    Pain killers, antibiotics, anti-inflammatory, anti-histamines, anti-depressants, decongestants, hypertensives, diabetic medication, steroids, contraceptives and antiretroviral) and their specific effects are explained (drowsiness, hyperactivity)
     

    ASSESSMENT CRITERION 5 
    5. Side effects of common over-the-counter & prescribed substances. 
    ASSESSMENT CRITERION NOTES 
    Methods and tools of assessment

    The following methods of assessment have been identified as the preferred measurement and assessment of learner competence in the Performance Assessment Criteria

    1. Written tests/case studies/projects
    2. Classroom Presentations
    3. Portfolio of evidence

    These methods must be carefully selected based on the purpose of the assessment (For example, the written method could be used to assess knowledge or on-job demonstration for practical competence). The assessment must integrate a number of different methods (no less than three of those detailed above) in order to give the assessor reliable and valid proof of competence and evidence of required attitudes

    The following tools may be used to supplement the above minimum assessment methods:

    Valid, reliable and authentic evidence (presented as a portfolio of evidence) from past achievements and experience may serve to supplement the assessment of applied competence. The portfolio should include inter alia:

    1. Written statements from persons (e.g. current and/or previous employer, colleague, peer, manager, external customers) confirming competence of the learner
    2. Relevant certificates or awards
    3. Previous assessment records
    4. Journals/logbook 
    ASSESSMENT CRITERION RANGE 
    Pain killers, antibiotics, anti-inflammatory, anti-histamines, anti-depressants, decongestants, hypertensives, diabetic medication, steroids, contraceptives and antiretroviral) are explained (e.g. gastrointestinal bleeding which can lead to ulcers, vomiting, allergic reaction and stomach cramps).
     

    ASSESSMENT CRITERION 6 
    6. Medically necessary dependency (e.g. hyper-glycogenic-sugar diabetic and anti-hypertensives -high blood) and unnecessary dependency is identified. 
    ASSESSMENT CRITERION NOTES 
    Methods and tools of assessment

    The following methods of assessment have been identified as the preferred measurement and assessment of learner competence in the Performance Assessment Criteria

    1. Written tests/case studies/projects
    2. Classroom Presentations
    3. Portfolio of evidence

    These methods must be carefully selected based on the purpose of the assessment (For example, the written method could be used to assess knowledge or on-job demonstration for practical competence). The assessment must integrate a number of different methods (no less than three of those detailed above) in order to give the assessor reliable and valid proof of competence and evidence of required attitudes

    The following tools may be used to supplement the above minimum assessment methods:

    Valid, reliable and authentic evidence (presented as a portfolio of evidence) from past achievements and experience may serve to supplement the assessment of applied competence. The portfolio should include inter alia:

    1. Written statements from persons (e.g. current and/or previous employer, colleague, peer, manager, external customers) confirming competence of the learner
    2. Relevant certificates or awards
    3. Previous assessment records
    4. Journals/logbook 

    SPECIFIC OUTCOME 2 
    Describe the practice of preventative and primary health care. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The purpose and functions of preventative and primary health care is understood and explained. 
    ASSESSMENT CRITERION NOTES 
    Methods and tools of assessment

    The following methods of assessment have been identified as the preferred measurement and assessment of learner competence in the Performance Assessment Criteria

    1. Written tests/case studies/projects
    2. Classroom Presentations
    3. Portfolio of evidence

    These methods must be carefully selected based on the purpose of the assessment (For example, the written method could be used to assess knowledge or on-job demonstration for practical competence). The assessment must integrate a number of different methods (no less than three of those detailed above) in order to give the assessor reliable and valid proof of competence and evidence of required attitudes

    The following tools may be used to supplement the above minimum assessment methods:

    Valid, reliable and authentic evidence (presented as a portfolio of evidence) from past achievements and experience may serve to supplement the assessment of applied competence. The portfolio should include inter alia:

    1. Written statements from persons (e.g. current and/or previous employer, colleague, peer, manager, external customers) confirming competence of the learner
    2. Relevant certificates or awards
    3. Previous assessment records
    4. Journals/logbook 

    ASSESSMENT CRITERION 2 
    2. The purpose and benefits of good nutrition, hygiene and regular exercise is explained and understood. 
    ASSESSMENT CRITERION NOTES 
    Methods and tools of assessment

    The following methods of assessment have been identified as the preferred measurement and assessment of learner competence in the Performance Assessment Criteria

    1. Written tests/case studies/projects
    2. Classroom Presentations
    3. Portfolio of evidence

    These methods must be carefully selected based on the purpose of the assessment (For example, the written method could be used to assess knowledge or on-job demonstration for practical competence). The assessment must integrate a number of different methods (no less than three of those detailed above) in order to give the assessor reliable and valid proof of competence and evidence of required attitudes

    The following tools may be used to supplement the above minimum assessment methods:

    Valid, reliable and authentic evidence (presented as a portfolio of evidence) from past achievements and experience may serve to supplement the assessment of applied competence. The portfolio should include inter alia:

    1. Written statements from persons (e.g. current and/or previous employer, colleague, peer, manager, external customers) confirming competence of the learner
    2. Relevant certificates or awards
    3. Previous assessment records
    4. Journals/logbook 

    ASSESSMENT CRITERION 3 
    3. The basic requirement of persons with special need is understood and explained (e.g. disabled & aged). 
    ASSESSMENT CRITERION NOTES 
    Methods and tools of assessment

    The following methods of assessment have been identified as the preferred measurement and assessment of learner competence in the Performance Assessment Criteria

    1. Written tests/case studies/projects
    2. Classroom Presentations
    3. Portfolio of evidence

    These methods must be carefully selected based on the purpose of the assessment (For example, the written method could be used to assess knowledge or on-job demonstration for practical competence). The assessment must integrate a number of different methods (no less than three of those detailed above) in order to give the assessor reliable and valid proof of competence and evidence of required attitudes

    The following tools may be used to supplement the above minimum assessment methods:

    Valid, reliable and authentic evidence (presented as a portfolio of evidence) from past achievements and experience may serve to supplement the assessment of applied competence. The portfolio should include inter alia:

    1. Written statements from persons (e.g. current and/or previous employer, colleague, peer, manager, external customers) confirming competence of the learner
    2. Relevant certificates or awards
    3. Previous assessment records
    4. Journals/logbook 

    ASSESSMENT CRITERION 4 
    4. The consequences of poor nutrition and health care is understood and explained. 
    ASSESSMENT CRITERION NOTES 
    Methods and tools of assessment

    The following methods of assessment have been identified as the preferred measurement and assessment of learner competence in the Performance Assessment Criteria

    1. Written tests/case studies/projects
    2. Classroom Presentations
    3. Portfolio of evidence

    These methods must be carefully selected based on the purpose of the assessment (For example, the written method could be used to assess knowledge or on-job demonstration for practical competence). The assessment must integrate a number of different methods (no less than three of those detailed above) in order to give the assessor reliable and valid proof of competence and evidence of required attitudes

    The following tools may be used to supplement the above minimum assessment methods:

    Valid, reliable and authentic evidence (presented as a portfolio of evidence) from past achievements and experience may serve to supplement the assessment of applied competence. The portfolio should include inter alia:

    1. Written statements from persons (e.g. current and/or previous employer, colleague, peer, manager, external customers) confirming competence of the learner
    2. Relevant certificates or awards
    3. Previous assessment records
    4. Journals/logbook 

    SPECIFIC OUTCOME 3 
    Demonstrate knowledge and understanding of practically accessing Health care services. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The various levels of health care are identified. 
    ASSESSMENT CRITERION NOTES 
    Methods and tools of assessment

    The following methods of assessment have been identified as the preferred measurement and assessment of learner competence in the Performance Assessment Criteria

    1. Written tests/case studies/projects
    2. Classroom Presentations
    3. Portfolio of evidence

    These methods must be carefully selected based on the purpose of the assessment (For example, the written method could be used to assess knowledge or on-job demonstration for practical competence). The assessment must integrate a number of different methods (no less than three of those detailed above) in order to give the assessor reliable and valid proof of competence and evidence of required attitudes

    The following tools may be used to supplement the above minimum assessment methods:

    Valid, reliable and authentic evidence (presented as a portfolio of evidence) from past achievements and experience may serve to supplement the assessment of applied competence. The portfolio should include inter alia:

    1. Written statements from persons (e.g. current and/or previous employer, colleague, peer, manager, external customers) confirming competence of the learner
    2. Relevant certificates or awards
    3. Previous assessment records
    4. Journals/logbook 

    ASSESSMENT CRITERION 2 
    2. The financial implications of accessing health care services are described. 
    ASSESSMENT CRITERION NOTES 
    Methods and tools of assessment

    The following methods of assessment have been identified as the preferred measurement and assessment of learner competence in the Performance Assessment Criteria

    1. Written tests/case studies/projects
    2. Classroom Presentations
    3. Portfolio of evidence

    These methods must be carefully selected based on the purpose of the assessment (For example, the written method could be used to assess knowledge or on-job demonstration for practical competence). The assessment must integrate a number of different methods (no less than three of those detailed above) in order to give the assessor reliable and valid proof of competence and evidence of required attitudes

    The following tools may be used to supplement the above minimum assessment methods:

    Valid, reliable and authentic evidence (presented as a portfolio of evidence) from past achievements and experience may serve to supplement the assessment of applied competence. The portfolio should include inter alia:

    1. Written statements from persons (e.g. current and/or previous employer, colleague, peer, manager, external customers) confirming competence of the learner
    2. Relevant certificates or awards
    3. Previous assessment records
    4. Journals/logbook 

    ASSESSMENT CRITERION 3 
    3. Knowledge of the practical steps needed to access the appropriate level and type of health care service is understood and explained. 
    ASSESSMENT CRITERION NOTES 
    Methods and tools of assessment

    The following methods of assessment have been identified as the preferred measurement and assessment of learner competence in the Performance Assessment Criteria

    1. Written tests/case studies/projects
    2. Classroom Presentations
    3. Portfolio of evidence

    These methods must be carefully selected based on the purpose of the assessment (For example, the written method could be used to assess knowledge or on-job demonstration for practical competence). The assessment must integrate a number of different methods (no less than three of those detailed above) in order to give the assessor reliable and valid proof of competence and evidence of required attitudes

    The following tools may be used to supplement the above minimum assessment methods:

    Valid, reliable and authentic evidence (presented as a portfolio of evidence) from past achievements and experience may serve to supplement the assessment of applied competence. The portfolio should include inter alia:

    1. Written statements from persons (e.g. current and/or previous employer, colleague, peer, manager, external customers) confirming competence of the learner
    2. Relevant certificates or awards
    3. Previous assessment records
    4. Journals/logbook 
    ASSESSMENT CRITERION RANGE 
    The various levels are Primary, Secondary and Tertiary as defined by the Dept of Health.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Any institution offering learning that will enable achievement of this unit standard must be accredited by the Transport SETA and/or relevant ETQA.
  • Moderation of assessment will be overseen by the relevant ETQA at its discretion.
  • Moderation should encompass achievement of competence described in both individual unit standards as well as the integrated competence described in the qualification. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The Learner can understand and explain:
  • Chemical dependency and its consequences
  • The implications of poor personal health care
  • A basic understanding of legal and illegal substances and their impact
  • A basic understanding of personal health care
  • Different types of health care services
  • Financial implications of accessing health care 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one`s activities responsibly by maintaining good personal health care with regards to mental and physical well being. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that substance abuse and lack of poor health care has an impact on others. 

    UNIT STANDARD ASSESSOR CRITERIA 
  • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA and be familiar with the full text and subject matter content of the Unit Standard being assessed.
  • The assessor must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge. 

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

    UNIT STANDARD NOTES 
    The debate around dagga could be used as an example of perspectives around substance abuse. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  59300   General Education and Training Certificate: Transport  Level 1  NQF Level 01  Reregistered  2023-06-30  TETA 
    Core  35953   General Education and Training Certificate: Transport  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered" 
    2008-02-06  Was TETA 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. Aldabri 106 Institute for Quality Pty Ltd 
    2. Andebe Training and Skills Development 
    3. Barloworld Transport Solutions 
    4. DIONYSUS SKILLS DEVELOPMENT INITIATIVE PTY LTD 
    5. He and She Driver Training Centre 
    6. Ikaheng HR Services Pty Ltd 
    7. Imperial Logistics & Transport A Div Of Imper 
    8. Imperial Logistics Group t/a Dedicated Contracts 
    9. Innovative Shared Services 
    10. Learning Exchange Pty (Ltd) 
    11. Makwedeng Training 
    12. NOSA LOGISTICS PTY LTD 
    13. OSR Trading 
    14. P and R Development and Training (Pty) Ltd 
    15. Production Management Institute (PMI) 
    16. SECTOR EDUCATION AND SKILLS TAINING ORGANISATION(SESTO) 
    17. Siyaloba Training Academy 
    18. Skills For Life 
    19. Staffing Logistics 
    20. Training Force 



    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.