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: 

Identify and explain Improvised Explosive Devices (IED) 
SAQA US ID UNIT STANDARD TITLE
117485  Identify and explain Improvised Explosive Devices (IED) 
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  18 
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
258014  Demonstrate an understanding of Improvised Explosive Devices  Level 5  Level TBA: Pre-2009 was L5  12  Complete 

PURPOSE OF THE UNIT STANDARD 
This unit standard is for learners in the field of bomb disposal and explosives who identify and explain Improvised Explosive Devices (IED).

A learner credited with this unit standard will be able to:
  • Identify and explain Improvised Explosive Devices.
  • Identify and understand the functioning of Improvised Explosive Devices.
  • Identify possible hazards.
  • Construct Improvised Explosive Devices. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Unit Standard: "Demonstrate an understanding of the history and origin of explosives, the impact and effects of explosives and explosions"
  • Unit Standard: "Identify, apply and implement different blasting accessories, initiating systems and blasting techniques"
  • Unit Standard: "Identify and explain explosives"
  • Unit Standard: "Identify and explain explosive ordnance (EO)"
  • Unit Standard: "Dispose of explosives and munition"
  • Unit Standard: "Identify, explain and apply basic electronic relevant to bomb disposal field"
  • Unit Standard: "Identify and explain switches and/or triggering devices" 

  • UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify and explain Improvised Explosive Devices. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The different types and/or categories of IEDs are identified and explained according to specialised publications. 

    SPECIFIC OUTCOME 2 
    Identify and understand the functioning of Improvised Explosive Devices. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The functioning of various types of IEDs are identified and explained according to specialised publications. 

    ASSESSMENT CRITERION 2 
    The effects of various types of IEDs are explained according to specialised publications. 

    ASSESSMENT CRITERION 3 
    Instructions are adhered to according to specific safety measures. 

    SPECIFIC OUTCOME 3 
    Identify possible hazards. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The various possible hazards regarding IEDs are listed and explained according to specialised publications. 

    ASSESSMENT CRITERION 2 
    The consequences of the different possible effects are identified and explained according to specialised publications and organizational policies and procedures. 

    ASSESSMENT CRITERION 3 
    Possible actions to be taken to limit and/or eliminate identified hazards are explained according to specialised publications and organizational policies and procedures. 

    SPECIFIC OUTCOME 4 
    Construct Improvised Explosive Devices. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A design and/or plan for the construction of the IED is compiled and presented. 

    ASSESSMENT CRITERION 2 
    The necessary equipment, tools and accessories are selected according to the presented design and/or plan 

    ASSESSMENT CRITERION 3 
    The IED is constructed according to the presented plan and/or design. 
    ASSESSMENT CRITERION RANGE 
    The construction include the construction of the switches. At least four IEDs must be constructed and must include the following:
  • Mechanical.
  • Electrical and Electronics.
  • Chemical.
  • Combination of abovementioned.
     

  • ASSESSMENT CRITERION 4 
    The IEDs are tested for functionality by taking into account safety precautions. 


    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 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 doing 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 comprehensive 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 comprehensive understanding of Improvised Explosive Devices (IED), the functioning of Improvised Explosive Devices, possible hazards and ways in constructing Improvised Explosive Devices. 

  • 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 risks to safe others.
  • Discipline to accept 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 
    Organize one self and ones activities in the application of Improvised Explosive Devices (IED). 

    UNIT STANDARD CCFO COLLECTING 
    Collect, evaluate, organize and critically evaluate information on Improvised Explosive Devices (IED). 

    UNIT STANDARD CCFO SCIENCE 
    Technology ability in using equipment such as switches. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of related systems in the application of Improvised Explosive Devices (IED). 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 258014, which is "Demonstrate an understanding of Improvised Explosive Devices", Level 5, 12 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.

    Various specialised publications refer to, but not limited to:
  • Anarchist cookbook.
  • Jolly Rogers.
  • Emma Latham - "Murder without Icing".
  • Black book of Improvised Explosives.

    Additional information
    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 40 Hours
    Structured learning in the workplace 80 Hours
    Coaching/mentoring 20 Hours
    Self study 40 Hours
    Other

    Total 180 Hours
    Credits 18 

  • 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.