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

Clean and maintain public areas 
SAQA US ID UNIT STANDARD TITLE
7626  Clean and maintain public areas 
ORIGINATOR
SGB Hospitality,Tourism,Travel, Leisure and Gaming 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 11 - Services Hospitality, Tourism, Travel, Gaming and Leisure 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 2  NQF Level 02 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 
2009-11-03  2011-07-31  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2012-07-31   2015-07-31  

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 
The leaner must be able to clean and maintain public areas, understanding the importance of hygiene, cleanliness and maintaining a safe working environment. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
None 

UNIT STANDARD RANGE 
Range statements are included with specific outcomes as necessary. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Demonstrated knowledge and understanding. 
OUTCOME NOTES 
1. Identify and explain cleaning materials and their purposes.

2. Explain the importance of wearing protective clothing when cleaning public areas and the accidents that may occur to oneself or clothing.

3. tate organisational procedures for cleaning public areas and the explain importance of using the appropriate hazard signs.

4. Explain the importance of working in an efficient and organised manner and the impact on the organisation and work schedules. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
ASSESSMENT CRITERION NOTES 
  • This unit must be assessed in the workplace or a realistic work environment.
  • This unit can be assessed in isolation. 

  • ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit can be assessed by a combination of questioning, product sample and observation.
  • Observation supplemented by questioning to cover the cleaning of public areas.
  • Product sampling waste containers.
  • Observation supplemented by questioning to cover the correct usage and storage of cleaning materials.
  • Questioning to cover unexpected situations. 
  • ASSESSMENT CRITERION RANGE 
  • Public areas: lobby, lifts, public phone booths/area, front entrance, restaurant area, bar area.
  • Unexpected situations: broken tiles, error in dilution of chemicals, equipment failure.
     

  • ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 2 
    Demonstrated ability to make decisions about practice and to act accordingly. 
    OUTCOME NOTES 
    5. Clean public areas using correct cleaning equipment and cleaning materials. (Range of public areas: lobby, lifts, public phone booths/area, front entrance, restaurant area, bar area)

    6. Use hazard warning signs when cleaning floors.

    7. Dispose of waste and explain the importance of doing this hygienically.

    8. Wear appropriate protective clothing and explain the importance of doing this.

    9. Arrange furniture correctly and ensure displays are neat and tidy.

    10. Clean surfaces using the correct cleaning equipment. (Range of surfaces: front steps, floors/floor coverings, glass, wood, fabric, tiled surfaces)

    11. Keep public areas free from unpleasant odours.

    12. State maintenance procedures and explain the importance of reporting faultsImmediately.

    13. Interact with customers in a polite and helpful manner.

    14. Store cleaning equipment and cleaning materials efficiently after use and explain why.

    15. Describe decisions made and reasons for action taken in response to an unexpected situation. (Range of unexpected situations: broken tiles, error in dilution of chemicals or ,equipment failure.)

    16. Carry out all work as per work schedule in an organised and efficient manner. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit must be assessed in the workplace or a realistic work environment.
  • This unit can be assessed in isolation. 

  • ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit can be assessed by a combination of questioning, product sample and observation.
  • Observation supplemented by questioning to cover the cleaning of public areas.
  • Product sampling waste containers.
  • Observation supplemented by questioning to cover the correct usage and storage of cleaning materials.
  • Questioning to cover unexpected situations. 
  • ASSESSMENT CRITERION RANGE 
  • Public areas: lobby, lifts, public phone booths/area, front entrance, restaurant area, bar area.
  • Unexpected situations: broken tiles, error in dilution of chemicals, equipment failure.
     

  • ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 

    SPECIFIC OUTCOME 3 
    Demonstrated ability to learn from our actions and to adapt performance. 
    OUTCOME NOTES 
    17. Describe how performance would be adjusted when cleaning public areas in a restaurant environment. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Arrange or create an environment in which the learner can be fairly assessed against the outcomes. 
    ASSESSMENT CRITERION NOTES 
  • This unit must be assessed in the workplace or a realistic work environment.
  • This unit can be assessed in isolation. 

  • ASSESSMENT CRITERION 2 
    2. Evaluate the learner's ability to meet the outcomes consistently. 
    ASSESSMENT CRITERION NOTES 
  • This unit can be assessed by a combination of questioning, product sample and observation.
  • Observation supplemented by questioning to cover the cleaning of public areas.
  • Product sampling waste containers.
  • Observation supplemented by questioning to cover the correct usage and storage of cleaning materials.
  • Questioning to cover unexpected situations. 
  • ASSESSMENT CRITERION RANGE 
  • Public areas: lobby, lifts, public phone booths/area, front entrance, restaurant area, bar area.
  • Unexpected situations: broken tiles, error in dilution of chemicals, equipment failure.
     

  • ASSESSMENT CRITERION 3 
    3. Provide specific feedback to the learner on assessments and the learner's ability to meet the outcomes. 

    ASSESSMENT CRITERION 4 
    4. Complete the declaration of competence and inform the appropriate ETQA once the learner has demonstrated the ability to meet all the outcomes. 

    ASSESSMENT CRITERION 5 
    5. Counsel the learner on future assessments, necessary learning and further qualifications. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.

    2. Any institution offering learning that will enable achievement of this unit standard must be registered with the FE/HE Registrar.

    3. Any institution wishing to receive skill development grants must be accredited with the relevant ETQA. Such an institution will also be registered with the relevant SETA.

    4. Moderation of assessment will be done by the relevant ETQA at its discretion. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Embedded knowledge and Critical cross-field outcomes have been included within the specific outcomes category.
    This has been done as it was deemed necessary to ensure holistic assessment occurred.

    The specific outcomes can be applied in a range of contexts.

    Many of the outcomes have been written in such a way that competence must be demonstrated in the context as opposed to in isolation from a context.

    The specific outcomes are comparable to outcomes used internationally.

    We therefore structured outcomes using the format noun + verb + condition (modifying phrase)Specific outcomes have been split into three categoriesa) knowledge and understanding (what the learner must know and understand)b) decision-making and acting (what the learner must do)c) adapting performance ( including reflexive competence)In many instances there are more than six specific outcomes, as the inclusion of critical cross-field outcomes and embedded knowledge has increased the number of specific outcomes.

    If competencies are to be clustered in a meaningful way, then these unit standards cannot be split. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO CONTRIBUTING 
    Personal development - Participate as a responsible citizen (Specific Outcome 3,5,615) 

    UNIT STANDARD NOTES 
    Essential embedded knowledge is dealt with under the specific outcomes section where "demonstrated KNOWLEDGE and UNDERSTANDING" is required.

    Recommendations and exemplars for the design of:

    Learning/Curriculum
  • The learner should practice what to do in the event of an accident involving staff or customers through role-play.
  • The learner must be able to communicate with customers.
  • The learner must understand the importance of using the correct cleaning materials specific to their purpose.
  • The learner must be able to operate electrical equipment.

    Performance systems
  • Ongoing measurements of the learner's ability to meet this standard are recommended.
  • A new employee should be able to achieve this unit within 1month of being trained. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  14110   National Certificate: Accommodation Services  Level 2  NQF Level 02  Reregistered  2023-06-30  CATHSSETA 
    Elective  14123   National Diploma: Accommodation Services  Level 5  NQF Level 05  Reregistered  2023-06-30  CATHSSETA 


    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.