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

Demonstrate an understanding of the history and the impact of explosives and explosions 
SAQA US ID UNIT STANDARD TITLE
117463  Demonstrate an understanding of the history and the impact of explosives and explosions 
ORIGINATOR
SGB Bomb Disposal and Explosives Control 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 08 - Law, Military Science and Security Safety in Society 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Registered" 
2004-12-02  2007-12-02  SAQA 1057/04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2008-12-02   2011-12-02  

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
258015  Demonstrate an understanding of the dynamics in the field of explosives  Level 5  Level TBA: Pre-2009 was L5  Complete 

PURPOSE OF THE UNIT STANDARD 
This unit standard is for learners in the field of explosives who will understand the history and origin of explosives and the impact of explosives and explosions.

Learners credited with this unit standard will be able to:
  • Demonstrate an understanding of the history and origin of explosives.
  • Demonstrate an understanding of the current status of explosives.
  • Demonstrate an understanding of the composition, properties and behaviour of explosives.
  • Demonstrate an understanding of the impact and effects of explosions.
  • Demonstrate an understanding of the classification of explosives. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Communication NQF 4. 

    UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate an understanding of the history and origin of explosives. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The reasons why explosive exist are identified and explained according to the history of explosives. 

    ASSESSMENT CRITERION 2 
    The applications of explosives are identified and explained according to the nature of explosives. 

    SPECIFIC OUTCOME 2 
    Demonstrate an understanding of the impact/effects of explosions. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The impact/effects of explosions are explained. 

    ASSESSMENT CRITERION 2 
    An understanding of the impact/effects of explosions is demonstrated. 

    SPECIFIC OUTCOME 3 
    Demonstrate an understanding of the current status of explosives. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Legislation pertaining explosives is listed according to organizational policies and procedures 

    ASSESSMENT CRITERION 2 
    The main aspects of legislation is explained according to organizational policies and procedures 

    ASSESSMENT CRITERION 3 
    The reason why legislation exist is identified and explained according to organizational policies and procedures 

    SPECIFIC OUTCOME 4 
    Demonstrate an understanding of the impact and effects of explosions. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The impact and effects of explosions are explained according to organizational policies and procedures 

    ASSESSMENT CRITERION 2 
    An understanding of the impact / effects of explosions are demonstrated according to organizational policies and procedures 

    SPECIFIC OUTCOME 5 
    Demonstrate an understanding of the classification of explosives. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Explosives are classified according to the various types of explosives 
    ASSESSMENT CRITERION RANGE 
  • Low explosives
  • High explosives (primary and secondary)
     

  • ASSESSMENT CRITERION 2 
    The criteria used for classification is identified, defined and explained according to organizational policies and procedures 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Candidates are assessed against these assessment criteria. An assessor observes currently employed candidates carrying out their normal work duties. They may also be asked to carry out simulated tasks and to answer written and/or oral questions. Candidates studying towards a Unit Standard, and who are not currently employed, will also be assessed using a variety of assessment tools.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider through the relevant ETQA by SAQA.
  • Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.

    The standard describes competent performance in performing physical techniques that will enhance their job performance, and lay down the criteria by which competence should be judged, as well as the range of circumstances in which competence should be demonstrated.

    Integrated assessment methods and tools will allow the candidate to demonstrate that she/he has acquired knowledge of and can safely and effectively apply competence identified in this unit standard.

    These tools include the following:
  • In-site (on-the-job) observations.
  • Role-play simulations.
  • Structured group discussions.
  • Written reports (e.g. tests, exams, case studies, projects, registers, logbooks, workbooks).
  • Verbal report backs (presentations).
  • Portfolios of evidence.
  • Projects (physical visits to Government Departments).
  • Experiential learning.
  • Working in teams.
  • Scenario sketching.

    These methods must be carefully selected based on the purpose of the assessment (For example, the written method of assessing knowledge or on-job demonstration of practical competence). The assessment must integrate a number of different methods in order to give the assessor reliable and valid proof of competence and evidence of required attitudes.

    Level
    This unit standard should develop learners who demonstrate:
  • A basic knowledge base as indicated in the embedded knowledge component
  • An understanding of the discipline/field's fundamental terms, rules, concepts and principles
  • Familiarity with some of the essential procedures, operations and techniques of this field
  • An ability to use a range of procedures to solve routine problems
  • Basic information gathering, analysis and presentation skills
  • An ability to communicate and present information clearly and reliability following prescribed formats and conventions 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • A basic understanding of the relevant legislation (Explosive Act 26 of 1956) and Regulations, and procedures and practices.
  • A basic understanding of the history and origin of explosives, the impact and effects of explosives and explosions, the current status of explosives, the composition, properties and behaviour of explosives, the impact and effects of explosions and the classification of explosives. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
  • Decision-making must be developed in this standard during practical exercises. Learners must be left to make their own decision, which must be debriefed.
  • Creativity needs to be developed by measuring learner's performance to the principles rather than a specific technique.

    The following policing specific outcomes must be assessed:
  • Courage to take risk and even put own life at risk to safeguard others.
  • Discipline to obey instructions and policy.
  • Physical ability to do the job (includes fitness and health required to move in the field with the sections without putting themselves in danger).
  • Patriotism and loyalty to the country and its entire people. 

  • UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    High emphasis is placed on problem solving ability during exercises. Exercises and scenarios have a variety to ensure problem-solving ability is developed and not stereotyped step that the person cannot apply in practice. 

    UNIT STANDARD CCFO WORKING 
    Ability to be a team player in order to establish synergy during joint operations and in teams. 

    UNIT STANDARD CCFO ORGANISING 
    Organise one self and ones activities while explaining the history/origin of explosives and the impact/effects of explosives/explosions. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, evaluate, organize and critically evaluate information by explaining the history/origin of explosives and the impact/effects of explosives/explosions. 

    UNIT STANDARD CCFO SCIENCE 
    Technology ability in using equipment such as explosives, devices, and special equipment. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of related systems by explaining the history/origin of explosives and the impact/effects of explosives/explosions. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 258015, which is "Demonstrate an understanding of the dynamics in the field of explosives", Level 5, 5 credits.

    Supplementary information:

    Specified requirements include legal and legislative specific requirements and are contained in one or more of the following documents:
  • Criminal Procedure Act.
  • Constitution Act.
  • South African Police Service Act.
  • Explosive Act 26 of 1956.

    Context specific
    Organizational policies and procedures regarding Bomb Disposal and Explosive Control
    Additional notes
    Requirements of a portfolio
    Valid, reliable and authentic evidence (presented as a portfolio of evidence) from past achievements and experience, which serves to supplement the assessment of, applied competence.
    The portfolio may include inter alia:
  • Written statements from persons (e.g. current and/or previous employer, colleague, peer, manager, external customers) confirming competence of the learner
  • Relevant certificates or awards
  • Previous assessment records
  • Journals/logbook

    Credits

    Classroom 15 Hours
    Structured learning in the workplace 05 Hours
    Coaching/mentoring Hours
    Self study 10 Hours
    Other

    Total 30 Hours

    Credits 3 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  49124   National Diploma: Bomb Disposal  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered" 
    2007-12-02  Was SAS SETA until Last Date for Achievement 
    Elective  61729   National Diploma: Policing  Level 6  NQF Level 06  Reregistered  2023-06-30  SAS SETA 


    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.