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: 

Compile and interpret a grade distribution plan 
SAQA US ID UNIT STANDARD TITLE
376239  Compile and interpret a grade distribution plan 
ORIGINATOR
Task Team - Fabrication and Extraction 
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 4  NQF Level 04  4 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "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 
People credited with this unit standard can:
  • Demonstrate the knowledge required to compile and interpret a grade distribution plan.
  • Prepare to compile a grade distribution plan.
  • Compile a grade distribution plan.
  • Interpret a grade distribution plan.
  • Present a grade distribution plan. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are already competent in the following:
  • Communication and Mathematical Literacy at NQF Level 3. 
    		•

    UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate knowledge of compiling and interpreting a grade distribution plan. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The methodology is described to compile a grade distribution plan by employing first principles in accordance with sound geological practice. 

    ASSESSMENT CRITERION 2 
    The methodology is described to collate geological data and to identify anomalous and adequate data points in terms of the effect on the reliability of the plan. 

    ASSESSMENT CRITERION 3 
    The means of dealing with anomalous data are described according to sound geological principles. 
    ASSESSMENT CRITERION RANGE 
    Must include:
  • Anomalously high and low values.
  • Sudden changes in trend.
     
    		•

    ASSESSMENT CRITERION 4 
    The methodology is described to contour a grade distribution plan by employing first principles in accordance with sound geological practice. 

    ASSESSMENT CRITERION 5 
    The methodology is described to interpret paytrends/payshoots from a grade contour plan in accordance with sound geological practice. 

    ASSESSMENT CRITERION 6 
    The relationship between mining plans and payshoots/paytrends is discussed in terms of sound geological practice. 

    ASSESSMENT CRITERION 7 
    The methodology to extrapolate data into areas with little or no data is described in terms of sound geological principles. 

    ASSESSMENT CRITERION 8 
    The methodology to extrapolate data across geological features is described in terms of sound geological principles. 

    ASSESSMENT CRITERION 9 
    The consequences of non-compliance with the requirements are described in terms of the potential impact on the construction of the grade distribution plan. 

    SPECIFIC OUTCOME 2 
    Prepare to construct a grade distribution plan. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The tools, materials and equipment required for the exercise are selected, examined and verified in accordance with the work instruction received. 

    ASSESSMENT CRITERION 2 
    The appropriate geological or survey plan/map is selected, at an appropriate scale to conform with the requirements of the work instruction. 

    ASSESSMENT CRITERION 3 
    The workplace details are determined, verified and recorded, all in accordance with the work instruction received. 

    ASSESSMENT CRITERION 4 
    Relevant data are sourced, confirmed to be complete, collated and organised into the different data types in accordance with sound geological practice. 
    ASSESSMENT CRITERION RANGE 
    Must include:
  • Borehole number, co-ordinates and collar elevation.
  • Lithological type and stratigraphic sequence.
  • Co-ordinates and elevation of available map data.
  • Depth from datum, elevation and value.
  • Intersecting intrusions.
  • Confirmed faulting and throw.
     
    		•

    ASSESSMENT CRITERION 5 
    The format of the data is confirmed and transferred/reformatted into a common format to facilitate effective plotting of the data on maps/plans. The actions to be taken in the event of encountering anomalies in the data are in accordance with the laid down procedures. 

    ASSESSMENT CRITERION 6 
    The data points are either electronically or manually transferred onto a scaled base map/plan in accordance with sound geological practice. 

    ASSESSMENT CRITERION 7 
    Existing geological information pertaining to the area is transferred onto the plan/map in terms of the major geological features. 
    ASSESSMENT CRITERION RANGE 
    Must include all of the following if available:
  • Personal professional communication.
  • Previous in-house research.
  • Existing geological maps of various types.
  • Existing geological cross-sections.
     
    		•

    SPECIFIC OUTCOME 3 
    Compile a grade distribution plan. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The most suitable grade interval is decided from the range of the data, scale of the base plan/map and the purpose of the exercise in accordance with sound geological practice. 

    ASSESSMENT CRITERION 2 
    The point data are systematically and manually contoured within those areas with continuous data and the result is continuously compared and verified with the regional trends and structures in accordance with sound geological practice. 

    ASSESSMENT CRITERION 3 
    Anomalous data points are compared and confirmed with the original data and errors in the data are immediately marked in accordance with sound geological practice. 
    ASSESSMENT CRITERION RANGE 
    Must include any one or a combination of the following:
  • Sudden change in the gradient of the values between any two or more boreholes.
  • Sudden change in the trend direction of the contour lines.
  • Specific data point and point value that is not consistent with the values of adjacent boreholes or point data.
  • Missing data at a specific locality.
     
    		•

    ASSESSMENT CRITERION 4 
    The contours are extrapolated into those areas with limited data in accordance with sound geological practice. 

    ASSESSMENT CRITERION 5 
    The contours are extrapolated across geological features in accordance with sound geological practice. 

    ASSESSMENT CRITERION 6 
    The completed contour map/plan is examined for any inconsistencies and anomalous data are corrected in the data sets in accordance with sound geological practice. 

    ASSESSMENT CRITERION 7 
    The completed contour map/plan is examined for any inconsistencies and anomalies in the contours and any inconsistencies and anomalies are corrected in accordance with sound geological practice. 

    SPECIFIC OUTCOME 4 
    Interpret a grade distribution plan. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Prominent pay trends are identified, marked off and their direction determined in accordance with sound geological practice. 

    ASSESSMENT CRITERION 2 
    Prominent pay shoots are identified, delineated, marked off and described in accordance with sound geological practice. 

    ASSESSMENT CRITERION 3 
    The direction of the pay trends identified is compared with the known regional pay trends in accordance with sound geological practice. 

    ASSESSMENT CRITERION 4 
    The relationship between identified pay shoots and known regional pay shoots is discussed and described in accordance with sound geological practice. 

    ASSESSMENT CRITERION 5 
    The influence of prominent geological features on the pay trends and pay shoots are identified and discussed in accordance with sound geological practice. 

    ASSESSMENT CRITERION 6 
    The relationship between pay trends and pay shoots and geological features are discussed and described in terms of sound geological principles. 

    SPECIFIC OUTCOME 5 
    Present a grade distribution plan. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The tools, materials and equipment are cleaned, ready for future use in accordance with site-specific requirements. 

    ASSESSMENT CRITERION 2 
    The workplace is cleaned to comply with documented and recognised good housekeeping practices. 

    ASSESSMENT CRITERION 3 
    The distribution plan/map is presented in the required format and negotiated time frame and submitted to the relevant personnel in accordance with site-specific requirements. 

    ASSESSMENT CRITERION 4 
    The raw data and final report/grade distribution plan/map are stored/archived in accordance with instructions received and standard procedures. 

    ASSESSMENT CRITERION 5 
    The completion of the work is communicated to the relevant personnel, when required and anomalous conditions emphasised in accordance with site-specific requirements. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant Education, Training, Quality, Assurance (ETQA) Body, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant Education, Training, Quality, Assurance (ETQA) Body, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant Education, Training, Quality, Assurance (ETQA) Body, or by an ETQA that has a Memorandum of Understanding with the relevant ETQA, according to the ETQA's policies and guidelines for assessment and moderation.
  • Moderation must include both internal and external moderation of assessments, unless ETQA policies specify otherwise.
  • Anyone wishing to be assessed against this unit standard may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following embedded knowledge is addressed in an integrated way in the context of the unit standard:
  • That the compilation of grade distribution plans of selected geological unit/s is part of the process of constructing a detailed geological model of an area. The learner will be introduced to one of the building blocks of compiling a comprehensive geological model. The geological model can be of economic importance and the learner is therefore indirectly exposed to the financial implications of his/her output in strategic decision- making processes.
  • New geological knowledge will be acquired in non-familiar research fields where little or no previous work has been done in the past where this knowledge can be added to the National Knowledge Base.
  • The ability to identify and recognise anomalous conditions that affect the reliability of the geological information and will enhance the learner's problem solving abilities.
  • The ability to extrapolate data into areas with little or no data or across geological features.
  • The ability to compare the derived results with the regional geological model.
  • An understanding that the learner's output can have a significant effect on the mine planning and design and strategic decision-making processes. 
    		•

    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:
  • The ability of the learner to identify anomalous data point values and to extrapolate data into areas with little or no data or across geological features will indicate that the learner is proficient in problem solving. His/her ability to process point data correctly and the development of a specific grade distribution plan contributes towards the creation of new knowledge, which can assist in future problem solving applications. 
    		•

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community:
  • The learner will gather and collate the raw data him/herself and the quality input by other team members are of prime importance. As a member of the team he/she must share the burden of data gathering in an appropriate manner. Other personnel and the effective liaison will generate the raw non-interpreted geological cross-sections and communication with others will indicate that the learner associates him/herself as a team member. A mentor will guide the learner during the training period and an effective and constructive relationship between the mentor and mentee will enhance the standard of work performance. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively:
  • A systematic approach by the learner to organise the various types of data into data types and to distinguish between relevant and irrelevant data during the investigation/research phase will enhance his/her time efficiency. The development of a realistic activity-scheduling programme, which is not part of the unit standard, will indicate that the learner is proficient in time management. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information:
  • The ability of the learner to manually contour grade distribution data in a systematic and logical manner and sequence and to extrapolate this data where necessary so as to complete the entire plan will enhance his/her proficiency to collect, analyse, organise and critically evaluate information. The identification of anomalous geological data that can affect the reliability of the maps will enhance the learner's ability to critically evaluate geological data. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentations:
  • The learner needs to communicate with his/her mentor on a regular basis to ensure continuity in the plan compilation. Effective communication between the mentor and the mentee will facilitate a better understanding of solving problems relating to anomalous data and extrapolating data. The effective presentation of the grade distribution plans to team members and other selected personnel by employing professional presentation skills will indicate that the learner is proficient in both oral and written presentation skills. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others:
  • The correct and appropriate application of existing documented geological findings and information during the plan compilation activity will indicate that the learner is proficient in the appropriate use of science and technology. Environmental considerations and health are not directly applicable to this unit standard. 
    		•

    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:
  • The ability of the learner to solve anomalous data conditions, to extrapolate data across geological features and to compare the derived plan with the known regional pay trends by utilising the information from other sources to facilitate and enhance problem solving will indicate his/her proficiency in understanding that a specific problem cannot be solved in isolation. The grade data sets are independent and the correcting or altering of one specific data value may not necessarily affect the reliability of the other data sets. 
    		•

    UNIT STANDARD CCFO CONTRIBUTING 
    Reflect on, and explore a variety of strategies to learn more effectively and to contribute to the full development of each learner to enhance the social and economic development of the society at large:
  • The ability of the learner to explore more than one strategy to solve actual and potential problems that can affect the reliability of the grade distribution plan and the ability of identifying anomalous data sets and types will enhance the learner's cognitive ability to apply these concepts in other problem solving exercises. Effective communication skills can be applied outside the scope of this unit standard to enhance the self-development of the individual. The systematic and structured approach to employ during the compilation process is not only a working skill but can be developed as a life skill. This will enhance the learning curve of the individual to contribute to his/her own personal growth, socio-economic development and the community at large. 
    		•

    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 
    Terminology:

    Geological principles are contained in one or more of the following:
  • Risk assessment documentation.
  • Working guides.
  • Training manuals.
  • Education manuals.
  • Professional publications.
  • Geological textbooks.

    Selected geological unit/s can include the following:
  • Economic horizon.
  • Overburden thickness to economic horizon.
  • Any sedimentary, igneous or metamorphic unit/s within the geological succession.
  • Known or potential aquifer to postulate the probable groundwater flow regime. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  77963   Further Education and Training Certificate: Mining/Exploration Geology  Level 4  NQF Level 04  Passed the End Date -
    Status was "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.
     
    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.