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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Grade the potential of specified industrial processes to impact on environmental receptors 
SAQA US ID UNIT STANDARD TITLE
115109  Grade the potential of specified industrial processes to impact on environmental receptors 
ORIGINATOR
SGB Occupational Health and Safety 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 09 - Health Sciences and Social Services Preventive Health 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular-Fundamental  Level 3  NQF Level 03 
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 
This unit standard requires learners to be able to grade industrial processes' potential to impact on environmental receptors. Learners credited with this unit standard are capable of:
  • Demonstrating understanding of a range of industrial processes.
  • Grading the potential of industrial processes to impact on environmental receptors 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The ability to read, write and communicate in one of the official languages at NQF Level 3, and Mathematical literacy at NQF Level 3 or equivalent will facilitate better understanding and proficiency in this unit standard. 

    UNIT STANDARD RANGE 
    Natural and man-made environmental elements are included. Natural elements include animals, plants, water sources, soil and minerals. Man-made elements include buildings, roadways, dams, waste collection areas, treatment plants etc.

    Specific range statements are provided in the body of the Unit Standard where they apply to particular specific outcomes or assessment criteria. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate basic knowledge and understanding of a range of industrial processes. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A range of industrial processes is listed according to specified requirements. 
    ASSESSMENT CRITERION RANGE 
    Specified requirements include those specific to chemical, mining, manufacturing, agricultural and utilities industries. Industrial processes must include: Waste disposal, including landfill operations and incineration, Chemical processes, Sewer and wastewater treatment, Mining excavations and waste disposal (tailings/slimes dams etc), Agricultural herbicide, pesticide processes, Paper and pulp processes.
     

    ASSESSMENT CRITERION 2 
    A range of industrial processes is described according to specified requirements. 

    SPECIFIC OUTCOME 2 
    Grade the potential of specified industrial processes to impact on environmental receptors. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The potential for various industrial processes to impact on environmental receptors is graded according to specified requirements. 
    ASSESSMENT CRITERION RANGE 
    Environmental receptors of impacts must include: Air, Soil, Water, Social, Economic, Human health and well-being, Fauna and flora, Sensitive cultural and historical sites.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this unit standard. Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA. Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA. The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Learners are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the learner's performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard.

    Credited learners understand and can explain:
  • That industrial processes may induce positive or negative impacts on environmental receptors How the potential for various industrial processes to impact on environmental receptors is graded. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking. Note: The ability of the learner to determine the potential of specified industrial processes to impact on environmental receptors will demonstrate the learner's ability to identify and solve problems and make decisions using critical and creative thinking. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community. Note: The ability and willingness of the learner to accept and interpret work instructions correctly and to request assistance with making environmental assessments as a team member will demonstrate his/her ability to work effectively with others. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively. Note: Making effective preparations for determining the potential environmental impacts of industrial processes on environmental receptors will demonstrate the learner's ability to organise and manage themselves responsibly. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information. Note: The ability of the learner to analyse the potential of a range of industrial processes to impact on environmental receptors will demonstrate the learner's ability to collect, analyse, organise and critically evaluate information. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, using visual, mathematical and / or language skills in the modes of oral and / or written presentations. Note: The grading of the severity of environmental impacts arising from industrial processes will indicate his/her proficiency in effective communication. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others. Note: The effective use of a calculator to grade the potential impact of industrial processes on environmental receptors will demonstrate the learner's ability to effectively use of science and technology. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. Note: The ability of the learner to determine the probable impact of a range of industrial processes on environmental receptors will demonstrate his/her understanding of the world as a set of related systems. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following principles in mind when designing and conducting assessments against this Unit Standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the learner competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this Unit Standard, that the learner can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent. 

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

    UNIT STANDARD NOTES 
    Specified requirements include legal and site-specific requirements and are contained in one or more of the following documents:

    Legal requirements:
  • The Occupational Health & Safety Act, No. 85 of 1993.
  • Constitution of the Republic of South Africa.
  • National Environmental Management Act 1998.
  • The Environmental Conservation Act 73 of 1989.
  • The Water Act 54 of 1956 EIA Regulations, 1998.
  • Minerals Act 50 of 1991.
  • The Mine Health & Safety Act 29 of 1996.
  • The Minimum Requirements for Waste Disposal (DWAF).
  • Atmospheric Pollution Prevention Act, 45 of 1965

    Site-specific requirements:
  • Managerial instructions.
  • Codes of Practice
  • Company Standards
  • Standard Task Procedures
  • Risk Assessment Documentation
  • Working Guidelines
  • Workplace Environmental Management Programme 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  48804   National Certificate: Occupational Safety, Hygiene and Environment  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2008-11-26  Was HW SETA until Last Date for Achievement 
    Elective  49596   National Certificate: Radiation Monitoring  Level 3  NQF Level 03  Reregistered  2023-06-30  EWSETA 


    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.