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: 

Monitor Dice 
SAQA US ID UNIT STANDARD TITLE
7933  Monitor Dice 
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 4  NQF Level 04  12 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 
2009-07-01  2011-07-31  SAQA 0480/09 
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 
Each learner must be able to monitor all procedures relevant to the game of Dice in an efficient manner. The learner must also understand the importance of the monitoring procedures and the impact on the business if this is not done accurately 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
The learner must have proved competence in the units: Demonstrate Gaming Arithmetic for Surveillance. Operate a CCTV system 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Explain the importance of maintaing a high level of accuracy when monitoring dice 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1 Arrange or create an environment in which the learner can be fairly assessed against the outcomes

This unit standard must be assessed in the working environment

2 Evaluate the learner's ability to meet the outcomes consistently

This unit can be assessed by a combination of observation and questioning, supplemented by product sample, but the emphasis is to be on questioning
Question the learner on odds terminology and the dealing cycle associated with dice

3 Use surveillance target reports as an additional assessment tool where necessary


4 Provide specific feedback to the learner on assessment and the learner's ability to meet the outcomes

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

6 Counsel the learner on future assessments, necessary learning and further qualifications 

SPECIFIC OUTCOME 2 
Stress the importance of knowing all aspects of dice, as monitoring officers 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1 Arrange or create an environment in which the learner can be fairly assessed against the outcomes

This unit standard must be assessed in the working environment

2 Evaluate the learner's ability to meet the outcomes consistently

This unit can be assessed by a combination of observation and questioning, supplemented by product sample, but the emphasis is to be on questioning
Question the learner on odds terminology and the dealing cycle associated with dice

3 Use surveillance target reports as an additional assessment tool where necessary


4 Provide specific feedback to the learner on assessment and the learner's ability to meet the outcomes

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

6 Counsel the learner on future assessments, necessary learning and further qualifications 

SPECIFIC OUTCOME 3 
State Gaming Board and company procedures when monitoring dice 
OUTCOME NOTES 
State Gaming Board and company procedures when monitoring dice and explain the impact of not following these procedures 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1 Arrange or create an environment in which the learner can be fairly assessed against the outcomes

This unit standard must be assessed in the working environment

2 Evaluate the learner's ability to meet the outcomes consistently

This unit can be assessed by a combination of observation and questioning, supplemented by product sample, but the emphasis is to be on questioning
Question the learner on odds terminology and the dealing cycle associated with dice

3 Use surveillance target reports as an additional assessment tool where necessary


4 Provide specific feedback to the learner on assessment and the learner's ability to meet the outcomes

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

6 Counsel the learner on future assessments, necessary learning and further qualifications 

SPECIFIC OUTCOME 4 
Explain the relationship between odds and dice combinations 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1 Arrange or create an environment in which the learner can be fairly assessed against the outcomes

This unit standard must be assessed in the working environment

2 Evaluate the learner's ability to meet the outcomes consistently

This unit can be assessed by a combination of observation and questioning, supplemented by product sample, but the emphasis is to be on questioning
Question the learner on odds terminology and the dealing cycle associated with dice

3 Use surveillance target reports as an additional assessment tool where necessary


4 Provide specific feedback to the learner on assessment and the learner's ability to meet the outcomes

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

6 Counsel the learner on future assessments, necessary learning and further qualifications 

SPECIFIC OUTCOME 5 
Monitor the dice game observing the appropriate rules 
OUTCOME RANGE 
Range: dealing cycle, opening and closing the table, fills credits, call bets, minimum and maximums 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1 Arrange or create an environment in which the learner can be fairly assessed against the outcomes

This unit standard must be assessed in the working environment

2 Evaluate the learner's ability to meet the outcomes consistently

This unit can be assessed by a combination of observation and questioning, supplemented by product sample, but the emphasis is to be on questioning
Question the learner on odds terminology and the dealing cycle associated with dice

3 Use surveillance target reports as an additional assessment tool where necessary


4 Provide specific feedback to the learner on assessment and the learner's ability to meet the outcomes

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

6 Counsel the learner on future assessments, necessary learning and further qualifications 

SPECIFIC OUTCOME 6 
Monitor that mandatory announcements are clear and audible, where technology is available 
OUTCOME RANGE 
Range of announcements: stick calls, bet calls 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1 Arrange or create an environment in which the learner can be fairly assessed against the outcomes

This unit standard must be assessed in the working environment

2 Evaluate the learner's ability to meet the outcomes consistently

This unit can be assessed by a combination of observation and questioning, supplemented by product sample, but the emphasis is to be on questioning
Question the learner on odds terminology and the dealing cycle associated with dice

3 Use surveillance target reports as an additional assessment tool where necessary


4 Provide specific feedback to the learner on assessment and the learner's ability to meet the outcomes

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

6 Counsel the learner on future assessments, necessary learning and further qualifications 

SPECIFIC OUTCOME 7 
Monitor and verify chips on the gaming table 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1 Arrange or create an environment in which the learner can be fairly assessed against the outcomes

This unit standard must be assessed in the working environment

2 Evaluate the learner's ability to meet the outcomes consistently

This unit can be assessed by a combination of observation and questioning, supplemented by product sample, but the emphasis is to be on questioning
Question the learner on odds terminology and the dealing cycle associated with dice

3 Use surveillance target reports as an additional assessment tool where necessary


4 Provide specific feedback to the learner on assessment and the learner's ability to meet the outcomes

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

6 Counsel the learner on future assessments, necessary learning and further qualifications 

SPECIFIC OUTCOME 8 
Identify potential cheat activity and record and report to the appropriate person promptly 
OUTCOME RANGE 
Range of cheater activity: collusion, equipment tampering, invalid payments 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1 Arrange or create an environment in which the learner can be fairly assessed against the outcomes

This unit standard must be assessed in the working environment

2 Evaluate the learner's ability to meet the outcomes consistently

This unit can be assessed by a combination of observation and questioning, supplemented by product sample, but the emphasis is to be on questioning
Question the learner on odds terminology and the dealing cycle associated with dice

3 Use surveillance target reports as an additional assessment tool where necessary


4 Provide specific feedback to the learner on assessment and the learner's ability to meet the outcomes

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

6 Counsel the learner on future assessments, necessary learning and further qualifications 

SPECIFIC OUTCOME 9 
Give irregularities and non-compliance, decide what action to take and give reasons for the decision 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1 Arrange or create an environment in which the learner can be fairly assessed against the outcomes

This unit standard must be assessed in the working environment

2 Evaluate the learner's ability to meet the outcomes consistently

This unit can be assessed by a combination of observation and questioning, supplemented by product sample, but the emphasis is to be on questioning
Question the learner on odds terminology and the dealing cycle associated with dice

3 Use surveillance target reports as an additional assessment tool where necessary


4 Provide specific feedback to the learner on assessment and the learner's ability to meet the outcomes

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

6 Counsel the learner on future assessments, necessary learning and further qualifications 

SPECIFIC OUTCOME 10 
Given a different province/country, describe how performance would be adapted 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1 Arrange or create an environment in which the learner can be fairly assessed against the outcomes

This unit standard must be assessed in the working environment

2 Evaluate the learner's ability to meet the outcomes consistently

This unit can be assessed by a combination of observation and questioning, supplemented by product sample, but the emphasis is to be on questioning
Question the learner on odds terminology and the dealing cycle associated with dice

3 Use surveillance target reports as an additional assessment tool where necessary


4 Provide specific feedback to the learner on assessment and the learner's ability to meet the outcomes

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

6 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 context. 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 categories
Knowledge and understanding (what the learner must know and understand)
Decision-making and acting (what the learner must do)
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 


UNIT STANDARD NOTES 
1 Essential embedded knowledge is dealt with under the outcome section where "demonstrated Knowledge and Understanding" is required
2 Range statements are included with specific outcomes as necessary
3 The following critical cross field outcomes are covered in this unit standard under the specific outcomes section. They are not assessed directly, but are assessed holistically through the outcomes as indicated 

QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
  ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
Elective  14121   National Certificate: Gaming (Surveillance Operations)  Level 3  NQF Level 03  Passed the End Date -
Status was "Reregistered" 
2008-09-17  Was CATHSSETA until Last Date for Achievement 


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.