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: 

Connect and initiate a blast of a stope face using shock tube 
SAQA US ID UNIT STANDARD TITLE
244463  Connect and initiate a blast of a stope face using shock tube 
ORIGINATOR
SGB Mining and Minerals 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 06 - Manufacturing, Engineering and Technology Fabrication and Extraction 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  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 replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
116665  Connect and initiate a blast of a stope face using shock tube  Level 3  NQF Level 03  Complete 

PURPOSE OF THE UNIT STANDARD 
This unit standard will be useful to people who have to connect and initiate the blast of a stope face using shock tube.

People credited with this unit standard are able to:
  • Explain the specified requirements regarding the connecting and initiating of a blast in a stope face using shock tube.
  • Prepare to connect and initiate the blast of a stope face using shock tube.
  • Connect and initiate the blast of a stope face using shock tube.
  • Perform post-connecting and -initiating activities.

    The skills, knowledge and understanding demonstrated within this unit standard contribute to social and economic transformation and the upliftment and economic growth of the mining and minerals sector by connecting and initiating a blast of a stope face using shock tube as part of the mining process.

    This unit standard is intended to promote general skills, knowledge and understanding of persons responsible for connecting and initiating a blast of a stope face using shock tube in the mining and minerals sector in order to ensure knowledgeable, competent and informed workers. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard:
  • Follow basic health and safety practices underground at NQF Level 2.
  • Treat and remove misfires at NQF Level 2.
  • Test for flammable gas by means of a hand held electronic instrument and take appropriate action at NQF Level 2.
  • Demonstrate knowledge of the most common harmful gases and vapours at NQF Level 2.
  • Make safe a workplace by means of barring at NQF Level 2. 

  • UNIT STANDARD RANGE 
    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 
    Explain the specified requirements regarding the connecting and initiating of a blast in a stope face using shock tube. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The explanation of the significant risks and consequences associated with the workplace hazards pertaining to the connecting and initiating a blast of a stope face using shock tube is according to specified requirements. 
    ASSESSMENT CRITERION RANGE 
    Range of workplace hazards must include those relating to:
  • Ground conditions.
  • Support conditions.
  • Flammable and noxious gases.
  • Accumulation of combustible material.
  • Explosives remaining on completion of charging operations.
  • Fire.
  • Exposure to unsafe Electrical connections.
  • Working under unsafe roof or sidewalls.
     

  • ASSESSMENT CRITERION 2 
    The explanation of the significant risks and consequences associated with the work related hazards pertaining to the connecting and initiating a blast of a stope face using shock tube is according to specified requirements. 
    ASSESSMENT CRITERION RANGE 
    Range of work related hazards must include:
  • Working with explosives accessories.
  • Working with hazardous chemicals within explosives.
  • Working in the proximity of moving machinery.
     

  • ASSESSMENT CRITERION 3 
    The explanation of the various initiating systems used for blasting with shock tube and the reasons for applying each type of initiating system is consistent with specified requirements. 
    ASSESSMENT CRITERION RANGE 
    Initiating systems must include:
  • Centralised blasting systems.
  • Non-electric delay starters.
  • Portable shot exploders.
     

  • ASSESSMENT CRITERION 4 
    The specified requirements pertaining to burning speeds and delay times of accessories used for connecting and initiating a blast in a stope face with shock tube are explained. 
    ASSESSMENT CRITERION RANGE 
    Accessories must include:
  • Shock tube.
  • Starters.
  • Extenders (Lead-in Units).
     

  • ASSESSMENT CRITERION 5 
    The meaning of the terms 'connecting' and 'initiating' are explained according to specified requirements. 

    SPECIFIC OUTCOME 2 
    Prepare to connect and initiate the blast of a stope face using shock tube. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The required personal protective equipment is available, fit for purpose, in good working order and used according to specified requirements. 

    ASSESSMENT CRITERION 2 
    The required tools, material and equipment are available in the workplace, in good working order and fit for purpose according to specified requirements. 

    ASSESSMENT CRITERION 3 
    The area where the blast is to be connected and initiated is examined for workplace hazards and such hazards are dealt with according to specified requirements. 
    ASSESSMENT CRITERION RANGE 
    Range of workplace hazards must include those relating to:
  • Ground conditions.
  • Support conditions.
  • Flammable and noxious gases.
  • Accumulation of combustible material.
  • Explosives remaining on completion of charging operations.
  • Fire.
  • Exposure to unsafe Electrical connections.
  • Working under unsafe roof or sidewalls.
     

  • ASSESSMENT CRITERION 4 
    The required types and quantities of explosive accessories are selected, examined and transported according to specified requirements. 

    ASSESSMENT CRITERION 5 
    Precautions to prevent inadvertent entry of persons during connecting operations are taken according to specified requirements. 

    ASSESSMENT CRITERION 6 
    The explanation of the consequences to safety, occupational health and production, if specified requirements are not adhered to whilst preparing to connect and initiate the blast of a stope face using shock tube, is according to specified requirements. 
    ASSESSMENT CRITERION RANGE 
    Range must include consequences of non-adherence to specified requirements in terms of:
  • Personal protective equipment.
  • Selection and examination of tools, material and equipment.
  • Area examination.
  • Selection, examination and transportation of explosives accessories.
  • Precautions to prevent inadvertent entry of persons.
     

  • SPECIFIC OUTCOME 3 
    Connect and initiate the blast of a stope face using shock tube. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The charged holes are connected according to specified requirements. 
    ASSESSMENT CRITERION RANGE 
    Connecting must include:
  • Extension/installation of blasting wires.
  • Method of connecting the shock tubes.
  • Method of using extenders/lead-in units.
  • Minimum distance between shock tube blocks/connectors.
  • Precautions taken to prevent cut-offs.
  • Precautions taken to prevent damage to the accessories used.
  • Precautions taken to prevent shrapnel damage to shock tube by the initiating detonator.
     

  • ASSESSMENT CRITERION 2 
    Tools and equipment are used in accordance to specified requirements. 

    ASSESSMENT CRITERION 3 
    Work related hazards are dealt with according to specified requirements. 
    ASSESSMENT CRITERION RANGE 
    Range of work related hazards must include:
  • Working with explosives accessories.
  • Working with hazardous chemicals within explosives.
  • Working in the proximity of moving machinery.
     

  • ASSESSMENT CRITERION 4 
    Interpersonal interaction is positive, consistent with specified requirements and promotes effective teamwork. 

    ASSESSMENT CRITERION 5 
    The blast is initiated according to specified requirements. 
    ASSESSMENT CRITERION RANGE 
    Range must include:
  • Required type of initiator.
  • Blasting times/schedules.
  • Method of initiation.
  • Precautions taken to prevent injuries to persons.
  • Precautions taken to prevent fires.
     

  • ASSESSMENT CRITERION 6 
    The explanation of the consequences to safety, occupational health and production, if specified requirements are not adhered to whilst connecting and initiating the blast of a stope face using shock tube, is according to specified requirements. 
    ASSESSMENT CRITERION RANGE 
    Range must include consequences of non-adherence to specified requirements in terms of:
  • Connecting of charged holes.
  • Use of tools and equipment.
  • Interpersonal interaction.
  • Initiating the blast.
     

  • SPECIFIC OUTCOME 4 
    Perform post-connecting and -initiating activities. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Tools and equipment are prepared and stored for subsequent use and those defective are dealt with according to specified requirements. 

    ASSESSMENT CRITERION 2 
    Reports are completed and submitted according to specified requirements. 

    ASSESSMENT CRITERION 3 
    Explosive accessories not used during timing, connecting and initiating are transported and stored according to specified requirements. 

    ASSESSMENT CRITERION 4 
    The explanation of the consequences to safety, occupational health and production, if specified requirements are not adhered to whilst performing post-connecting and -initiating activities is according to specified requirements. 
    ASSESSMENT CRITERION RANGE 
    Range must include consequences of non-adherence to specified requirements in terms of:
  • Preparation and storage of tools and equipment for subsequent use.
  • Completion and submission of reports.
  • Transportation and storage of explosives accessories not used during connecting and initiating.
     


  • UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • 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 and the agreed ETQA procedures. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following embedded knowledge is addressed in an integrated way in the unit standard:

    Causes and effects, implications of:
  • Hazards and risks not dealt with.
  • Sub-standard work practices.
  • Sub-standard use of tools and equipment.

    Procedures and techniques:
  • Connecting and initiating techniques.

    Regulations, legislation, agreements, policies, standards:
  • Safety, occupational health and environmental legislation and regulations.
  • Quality policies, standards and agreements.

    Relationships, systems:
  • Interpersonal interaction with team members. 

  • 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 identify hazardous conditions, assess and take appropriate action. 

  • UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member 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 safe in an appropriate manner as a team member. 

  • UNIT STANDARD CCFO ORGANISING 
    Organise and manage himself/herself and his/her activities responsibly and effectively.

    Note:
  • The preparation for making safe, the learner must indicate what tools and personnel protective equipment is required and communicate to fellow workers his/her intentions. 

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

    Note:
  • The ability of the learner to reconcile the information from the visual examination and constantly evaluate the changing situation. 

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

    Note:
  • The appropriate communication with the relevant personnel with regard to the reporting of hazards and sub-standard conditions will indicate his/her proficiency in effective communication. 

  • UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, thus showing responsibility towards the environment and health of others.

    Note:
  • The ability of the learner to use equipment, follow processes and access and record data in a technological environment in accordance with environmental, occupational health and safety requirements. 

  • 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 identify hazard conditions. The effect of non-compliance and deviation from mine procedures will indicate his/her proficiency in understanding that a specific action or decision taken has more than one effect. 

  • UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    This unit standard replaces unit standard 116665, "Connect and initiate a blast of a stope face using shock tubes", Level 3, 3 credits.

    Terminology:

    Specified Requirements:

    Specified requirements include legal and site-specific requirements and are contained in one or more of the following documents:
  • Legal:
    > Relevant Acts: e.g. Mine Health & Safety Act, 1996 (Act no 29/1996), and Minerals Act and Regulations, 1991 (Act no 50/1991).
    > Mandatory Codes of Practice.
    > SANS and other relevant Standards.
    > Chief Inspector of Mines' Directives.
  • Site Specific:
    > Hazard Identification and Risk Assessments (HIRA).
    > Occupational Health and Safety Risk Management Programme.
    > Voluntary Codes of Practice.
    > Managerial Instructions.
    > Mine Standard Procedures.
    > List of Recorded OH&S Risks.
    > Working Guides.
    > Equipment and Materials Specifications of 1993.

    Notes to Assessors:

    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 person competent in terms of the title. Where assessment at title level is unmanageable, 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 is able to 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, namely appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent.

    Unit Standard Justification:

    Level:

    Attribute; Level; Justification:
  • Skills; Level 2; The skills required have some variety but are still fairly simple.
  • Procedures; Level 2; Although the procedure is known and familiar (as level 1) it is not as repetitive.
  • Context; Level 2; Routine and familiar.
  • Knowledge; Level 3; Relevant theoretical knowledge is required to be fully competent.
  • Information processing; Level 3; Interpretation as opposed to basic processing is required.
  • Problem Solving; Level 2; The learner will only have to apply given solution to known/familiar problems.
  • Orientation of activities; Level 3; Directed, with some autonomy.
  • Application of responsibility; Level 3; Learner's output is quality checked.
  • Orientation of scope of responsibility; Level 3; Significant responsibility for the quantity and quality of output, and possible responsibility for the output of others.

    Average Level: 23/9 = 2.55.
    Actual Level Assigned: 3.

    Credits:

    Total hours required by the learner to achieve the required outcome:

    Activity; Hours:
  • Classroom Teaching; 6 Hours.
  • On-The-Job Training; 24 Hours.
  • Mentoring required; 0 Hours.
  • Other (Specify); 0 Hours.
  • Total; 30 Hours.

    Credits Achieved: 30/10 = 3.
    Actual Credits Assigned: 3. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  58760   National Certificate: Rock Breaking Underground Hard Rock  Level 3  NQF Level 03  Reregistered  2023-06-30  MQA 


    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. AFROPEAN DIAMONDS PTY LTD T/A FINSCH DIAMOND MINE 
    2. ALLOYS HEAD OFFICE 
    3. Anglo American Platinum Amendelbult Concentrators 
    4. ANGLOGOLD ASHANTI LTD (V/R) 
    5. BANA BA THARI MINING TRAINING AND DEVELOPMENT ACADEMY (PTY) LTD 
    6. BOKONI PLATINUM MINES (PTY) LTD 
    7. CONCOR PROJECTS PTY LTD 
    8. CULLINAN DIAMOND MINE PTY LTD 
    9. DIGGERS TRAINING AND DEVELOPMENT SERVICES 
    10. DWARSRIVER CHROME MINE (PTY) LTD 
    11. EASTERN CHROME MINES 
    12. EASTERN CROME MINES SAMANCOR 
    13. FOSKOR (PTY) LTD 
    14. HARMONY GOLD MINING CO LTD 
    15. IMPALA PLATINUM SERVICES LTD 
    16. KHUTALA MINING SERVICES PL 
    17. MANCAS CONSULTINGS CC 
    18. MATHOME TRAINING AND DEVELOPMENT (PTY) LTD 
    19. MINERAL MINING TRAINING INSTITUTE(PTY) LTD 
    20. MODIKWA MINING PERSONNEL SERVICES PTY L TD 
    21. NORTHAM PLATINUM LTD 
    22. PALABORA COPPER (PTY) LTD 
    23. PRISMA TRAINING SOLUTIONS (PTY) LTD 
    24. Rustenburg Platinum Mines - Union Section 
    25. SAMANCOR CHROME LTD 
    26. SASOL GLOBAL LEARNING 
    27. SENZEKO EXECUTIVE RISK CC 
    28. SHAFT SINKERS MINING PTY LTD 
    29. SIBANYE GOLD ACADEMY PROPRIETARY LIMITED 
    30. TAU LEKOA GOLD MINING COMPANY (PTY) LTD 
    31. TWO RIVERS PLATINUM (PTY) LTD 
    32. WESTERN PLATINUM MINE 
    33. XTRACT TRAINING SERVICES CC 



    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.