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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Apply a knowledge of Basic Geographic Principles 
SAQA US ID UNIT STANDARD TITLE
11406  Apply a knowledge of Basic Geographic Principles 
ORIGINATOR
SGB Procurement, Logistics and Supply Chain Mngt 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 03 - Business, Commerce and Management Studies Procurement 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 2  NQF Level 02 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 
2005-09-13  2007-11-28  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2008-11-28   2011-11-28  

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
252375  Apply knowledge of basic geographical principles  Level 2  NQF Level 02  Complete 

PURPOSE OF THE UNIT STANDARD 
This Unit Standard is intended for people who wish to pursue a career in the Forwarding and Clearing industry, and is intended as part of a bridging programme to introduce learners to industry principles, processes, practices, and systems.
Individuals who are credited with this Unit Standard will be able to apply a knowledge and understanding of the principles of geography to the solving of basic geographical problems, in the context of the national and international freight-forwarding environment. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that Learners attempting this unit standard will be competent in:
  • Numeracy at ABET level 4/NQF level 1
  • Literacy at ABET level 4/NQF level 1. 

  • UNIT STANDARD RANGE 
    Learners accredited with this standard will demonstrate the ability to:

    ! Employ a narrow range of applied knowledge, skills and basic comprehension within a limited range of predictable and structured contexts, including working with others under direct supervision, but with a very limited degree of discretion and judgement about possible action

    ! Demonstrate the acquisition of a knowledge base without which the tasks and procedures cannot be undertaken. This knowledge base consists of a discrete and limited set of data and known responses. Learners are not expected to generate ideas from information supplied, but they are expected to make choices from a limited range of options.

    Learners will be expected to demonstrate applied competence within the context of a clearly defined (structured) role within a cooperative working environment.

    Learners should be able to operate independently in familiar contexts taking some responsibility for the tasks and procedures, with guidance, support and regular quality control. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Interpret a national and world map for the purpose 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The following Assessment Criteria should be applied in an integrated way to assess the Specific Outcomes listed above:

    1. The basic concepts of geography are understood and an indication of how they can be applied to everyday situations is given
    2. The principles of map work are applied to solving basic geographical problems
    3. Geographical facts relating to the nine South African provinces are understood and illustrated graphically
    Range: Geographical facts include, but are not restricted to: average rainfall, average minimum and maximum temperatures, population, agricultural activity, mining and manufacturing, transport facilities, airports, rivers.
    4. The concepts of rural and urban areas are understood and areas can be classified accordingly
    5. Different modes of transport are identified
    6. The different countries in Africa are identified on a map
    7. The position of countries and cities are identified on a world map in relation to each other
    8. The concept of currency is understood and applied to the international trading environment
    9. The concept of rates of exchange is understood as it applies to the international trading environment and a graphical comparison of three currencies is shown over a three week period
    10. Latitude and Longitude is understood and the locations of places are indicated on a world map using these concepts
    11. Time zones are understood and the time in ten countries in different parts of the world, is calculated applying the principles of Time Zones
    12. Climatic differences in different parts of the world are understood and comparisons between the climates of different places are described
    13. The relationship between South Africa and her trading partners as applied to the forwarding and clearing industry is understood and described

    The assessment of learners against this standard should meet the requirements of established assessment principles.

    Assessment methods and assessment tools must be selected and developed appropriately for the purpose and context of the assessment. For example, the written method could be used to assess essential embedded knowledge, using an in-basket exercise as the assessment tool. Observation of an on-job demonstration could be used to measure practical competence. These methods and tools should include an appropriate combination of assessment methods i.e.,

    1. Written tests/case studies/assignments/projects
    2. Computer simulations
    3. Oral assessment methods (e.g. presentations)
    4. In-situ (on the job) observations or simulation
    5. Portfolios of Evidence.

    Assessment should be in the form formative and summative assessments. The evidence generated from the integrated assessments must provide the assessor with sufficient, reliable and valid proof of competence.

    The assessment should ensure that all the specific outcomes and essential embedded knowledge components are assessed, with evidence of the specified critical cross-field outcomes being found both in the demonstration of competence and in the essential embedded knowledge.

    The specific outcomes and essential embedded knowledge components must be assessed in relation to each other. If a learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, he/she should not be assessed as competent.

    Similarly, if a learner is able to perform the specific outcomes but is unable to explain or justify the performance in terms of the essential embedded knowledge, he/she should also not be assessed as competent. 

    SPECIFIC OUTCOME 2 
    Determine the route an item of cargo will follow between point of departure and final destination. 
    OUTCOME RANGE 
    The various countries, climatic conditions, time zones, longitude and latitude of positions en route, as well as the foreign currencies that will be encountered en route. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The following Assessment Criteria should be applied in an integrated way to assess the Specific Outcomes listed above:

    1. The basic concepts of geography are understood and an indication of how they can be applied to everyday situations is given
    2. The principles of map work are applied to solving basic geographical problems
    3. Geographical facts relating to the nine South African provinces are understood and illustrated graphically
    Range: Geographical facts include, but are not restricted to: average rainfall, average minimum and maximum temperatures, population, agricultural activity, mining and manufacturing, transport facilities, airports, rivers.
    4. The concepts of rural and urban areas are understood and areas can be classified accordingly
    5. Different modes of transport are identified
    6. The different countries in Africa are identified on a map
    7. The position of countries and cities are identified on a world map in relation to each other
    8. The concept of currency is understood and applied to the international trading environment
    9. The concept of rates of exchange is understood as it applies to the international trading environment and a graphical comparison of three currencies is shown over a three week period
    10. Latitude and Longitude is understood and the locations of places are indicated on a world map using these concepts
    11. Time zones are understood and the time in ten countries in different parts of the world, is calculated applying the principles of Time Zones
    12. Climatic differences in different parts of the world are understood and comparisons between the climates of different places are described
    13. The relationship between South Africa and her trading partners as applied to the forwarding and clearing industry is understood and described

    The assessment of learners against this standard should meet the requirements of established assessment principles.

    Assessment methods and assessment tools must be selected and developed appropriately for the purpose and context of the assessment. For example, the written method could be used to assess essential embedded knowledge, using an in-basket exercise as the assessment tool. Observation of an on-job demonstration could be used to measure practical competence. These methods and tools should include an appropriate combination of assessment methods i.e.,

    1. Written tests/case studies/assignments/projects
    2. Computer simulations
    3. Oral assessment methods (e.g. presentations)
    4. In-situ (on the job) observations or simulation
    5. Portfolios of Evidence.

    Assessment should be in the form formative and summative assessments. The evidence generated from the integrated assessments must provide the assessor with sufficient, reliable and valid proof of competence.

    The assessment should ensure that all the specific outcomes and essential embedded knowledge components are assessed, with evidence of the specified critical cross-field outcomes being found both in the demonstration of competence and in the essential embedded knowledge.

    The specific outcomes and essential embedded knowledge components must be assessed in relation to each other. If a learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, he/she should not be assessed as competent.

    Similarly, if a learner is able to perform the specific outcomes but is unable to explain or justify the performance in terms of the essential embedded knowledge, he/she should also not be assessed as competent. 

    SPECIFIC OUTCOME 3 
    Demonstrate an understanding of the intricacies of the relationship 
    OUTCOME NOTES 
    Demonstrate an understanding of the intricacies of the relationship between South Africa and her various trading partners with regard to forwarding and clearing activities. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The following Assessment Criteria should be applied in an integrated way to assess the Specific Outcomes listed above:

    1. The basic concepts of geography are understood and an indication of how they can be applied to everyday situations is given
    2. The principles of map work are applied to solving basic geographical problems
    3. Geographical facts relating to the nine South African provinces are understood and illustrated graphically
    Range: Geographical facts include, but are not restricted to: average rainfall, average minimum and maximum temperatures, population, agricultural activity, mining and manufacturing, transport facilities, airports, rivers.
    4. The concepts of rural and urban areas are understood and areas can be classified accordingly
    5. Different modes of transport are identified
    6. The different countries in Africa are identified on a map
    7. The position of countries and cities are identified on a world map in relation to each other
    8. The concept of currency is understood and applied to the international trading environment
    9. The concept of rates of exchange is understood as it applies to the international trading environment and a graphical comparison of three currencies is shown over a three week period
    10. Latitude and Longitude is understood and the locations of places are indicated on a world map using these concepts
    11. Time zones are understood and the time in ten countries in different parts of the world, is calculated applying the principles of Time Zones
    12. Climatic differences in different parts of the world are understood and comparisons between the climates of different places are described
    13. The relationship between South Africa and her trading partners as applied to the forwarding and clearing industry is understood and described

    The assessment of learners against this standard should meet the requirements of established assessment principles.

    Assessment methods and assessment tools must be selected and developed appropriately for the purpose and context of the assessment. For example, the written method could be used to assess essential embedded knowledge, using an in-basket exercise as the assessment tool. Observation of an on-job demonstration could be used to measure practical competence. These methods and tools should include an appropriate combination of assessment methods i.e.,

    1. Written tests/case studies/assignments/projects
    2. Computer simulations
    3. Oral assessment methods (e.g. presentations)
    4. In-situ (on the job) observations or simulation
    5. Portfolios of Evidence.

    Assessment should be in the form formative and summative assessments. The evidence generated from the integrated assessments must provide the assessor with sufficient, reliable and valid proof of competence.

    The assessment should ensure that all the specific outcomes and essential embedded knowledge components are assessed, with evidence of the specified critical cross-field outcomes being found both in the demonstration of competence and in the essential embedded knowledge.

    The specific outcomes and essential embedded knowledge components must be assessed in relation to each other. If a learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, he/she should not be assessed as competent.

    Similarly, if a learner is able to perform the specific outcomes but is unable to explain or justify the performance in terms of the essential embedded knowledge, he/she should also not be assessed as competent. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.
    2. Any institution offering learning that will enable achievement of this unit standard must be accredited by relevant ETQA.
    3. Moderation of assessment will be done by the relevant ETQA or by an ETQA that has a Memorandum of agreement with the relevant ETQA. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The learners can understand, explain and apply:

    1. Principles of geography
    2. Principles of map work
    3. Location of countries and capitals on the world map
    4. Concept of urban and rural areas
    5. Concepts of currency
    6. Concepts of rates of exchange
    7. Principles of Latitude and Longitude
    8. Time Zones
    9. Principles of International Trade, Borders and Trade Cycle. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems in which responses display that responsible decisions, using critical thinking, have been made, e.g.
    ! The learner will be able to identify when normal modes of transport and transportation routes cannot be used due to socio-political and environmental factors such as adverse weather conditions, political unrest etc., and suggest alternative solutions to overcome the problem(s). 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community, e.g.
    Appreciate that:

    * since the Forwarding and Clearing Industry is practised in an international environment at the micro, meso and macro levels it operates in systems which are reliant on others and which address the processing of data,
    * the processing systems approach as well as the productivity orientation of Forwarding and Clearing companies demands high levels of teamwork and the understanding, reaction and maintenance of team coherence and co- operation,
    * the level of competency is largely dependent on the individual`s ability and capacity to operate effectively with peers, supervisors, internal and external customers. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one`s activities responsibly and effectively, e.g.,

    ! The learner will be able to recognise the importance of structured self-management in meeting the time requirements of the Forwarding and Clearing industry, and that this is a critical factor contributing to achievement of customer satisfaction. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information, e.g.

    ! The learner will be able to collect, organise and critically evaluate all relevant information relating to the route to be selected for the transportation of cargo, integrating the implications of the status of the variables i.e. the various countries, climatic conditions, time zones, longitude and latitude of positions en route, as well as the foreign currencies that will be encountered en route. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical, and/or language skills in the modes of written and/or oral presentation, e.g,

    ! The learner will be able to communicate understanding, knowledge and application in appropriate oral and written modes. 

    UNIT STANDARD CCFO SCIENCE 
    Using science and technology effectively and critically, showing responsibility towards the environment and health of others, e.g,

    ! The learner will be able to consider environmental factors such as climate in the planning of national and international transportation 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation, e.g.,

    ! The learner will be able to understand the inter-relationship between world trading partners, and how the location and characteristics of different locations in the world influence the trading cycle. The learner will also be able to comprehend how different world events such as adverse weather (hurricanes, earthquakes) and political events (war, etc.) influence the international trading cycle and the transportation of goods across international borders. 

    UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 252375, which is "Apply knowledge of basic geographical principles", Level 2, 7 credits. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  22439   National Certificate: International Trade  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2007-11-28  Was TETA until Last Date for Achievement 
    Core  22440   National Certificate: Customs Clearing  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered" 
    2008-09-13  Was TETA until Last Date for Achievement 
    Core  22442   National Certificate: Freight Forwarding  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered" 
    2008-09-13  TETA 
    Elective  59300   General Education and Training Certificate: Transport  Level 1  NQF Level 01  Reregistered  2023-06-30  TETA 
    Elective  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 
    Elective  49216   National Certificate: Pipeline Operations  Level 3  NQF Level 03  Reregistered  2023-06-30  TETA 


    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. DIONYSUS SKILLS DEVELOPMENT INITIATIVE PTY LTD 
    3. Ikaheng HR Services Pty Ltd 
    4. Indub Trading c.c. 
    5. Learncorp 
    6. Learning Exchange Pty (Ltd) 
    7. Makwedeng Training 
    8. NOSA LOGISTICS PTY LTD 
    9. P and R Development and Training (Pty) Ltd 
    10. School of Shipping 
    11. Skills For Life 
    12. Staffing Logistics 
    13. Y2K College 



    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.