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: 

Demonstrate an understanding of the fundamental elements of railway signalling 
SAQA US ID UNIT STANDARD TITLE
116858  Demonstrate an understanding of the fundamental elements of railway signalling 
ORIGINATOR
SGB Electrical Engineering & Construction 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 12 - Physical Planning and Construction Electrical Infrastructure Construction 
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 does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
A learner credited with this unit standard will be able to identify and explain the application and function of the equipment that forms the fundamental elements of railway signalling. Understanding these signalling elements and their relationships will prepare the learner for a continuum of learning in the field of signalling. This will give the learner a clear understanding of how a reliable railway signalling system contributes to safe and efficient train operations, which results in effective rail transportation. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Communication NQF L2
  • Mathematics NQF L2 

  • UNIT STANDARD RANGE 
    The credit value assigned to this unit standard is appropriate because performance must be carried out:
    1. In a controlled environment.
    2. Within a specific time.
    3. At a field site or in a workshop.
    4. Under simulated conditions.

    This standard includes the following elements of signalling:
  • Points
  • Train detection systems
  • Signals
  • Control and display systems
  • Signal interlocking systems 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate an understanding of the reasons for single, double and uni/bi-directional lines, crossings and turnouts and associated train-control methods used in a railway network. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The reasons for, and advantages and disadvantages of various train control methods are described correctly. 

    ASSESSMENT CRITERION 2 
    The reasons for, advantages and disadvantages of single, double and uni/bi-directional lines are described correctly. 

    ASSESSMENT CRITERION 3 
    The reasons for crossings and turnouts in a railway network are explained correctly. 

    SPECIFIC OUTCOME 2 
    Demonstrate an understanding of the position, purpose, function and methods of operating points in railway signalling. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Various types of points are identified correctly and their purpose and function are described correctly. 

    ASSESSMENT CRITERION 2 
    Various types of drive mechanisms are identified correctly and their purpose and function are described correctly. 

    ASSESSMENT CRITERION 3 
    The geographical positions of the points in a station layout plan are identified correctly. 

    ASSESSMENT CRITERION 4 
    Various points symbols are identified and interpreted correctly on a station layout plan. 

    ASSESSMENT CRITERION 5 
    The principle of the failure-to-safety of points is explained correctly. 

    ASSESSMENT CRITERION 6 
    The different methods of operating points are explained correctly. 

    SPECIFIC OUTCOME 3 
    Demonstrate an understanding of the position, purpose, function and methods of operating signals in railway signalling. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Various types and aspects of signals are identified correctly and their purpose and function are described correctly. 

    ASSESSMENT CRITERION 2 
    The positions of the signals in a station layout plan are identified correctly. 

    ASSESSMENT CRITERION 3 
    Various signal symbols are identified and interpreted correctly on a station layout plan. 

    ASSESSMENT CRITERION 4 
    Various types of route and direction indicators are identified correctly. 

    ASSESSMENT CRITERION 5 
    The principle of the failure-to-safety of signals is explained correctly. 

    ASSESSMENT CRITERION 6 
    The different methods of operating signals are explained correctly. 

    SPECIFIC OUTCOME 4 
    Demonstrate an understanding of the purpose and function of train detection systems in railway signalling. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Various types of train detection systems are identified correctly and their purpose, function, advantages and disadvantages are described correctly. 

    ASSESSMENT CRITERION 2 
    The positions and boundaries of train detection systems are correctly identified relative to signals and points on a rail network layout plan. 

    ASSESSMENT CRITERION 3 
    Various symbols related to train detection systems are identified and interpreted correctly on a rail network layout plan. 

    ASSESSMENT CRITERION 4 
    The principle of the failure-to-safety of train detection systems is explained correctly. 

    SPECIFIC OUTCOME 5 
    Demonstrate an understanding of the purpose and function of various types of railway signalling interlocking systems and the relationship between the various elements in railway signalling. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Various types of railway signalling interlocking systems are identified correctly and their purpose, function, advantages and disadvantages are described correctly. 

    ASSESSMENT CRITERION 2 
    The positions of interlocking systems/control rooms are identified correctly relative to the stations in a rail network layout plan. 

    ASSESSMENT CRITERION 3 
    The principle of the failure-to-safety of train detection systems is explained correctly. 

    ASSESSMENT CRITERION 4 
    The role of the interlocking system in the relationship between various elements is explained correctly. 

    SPECIFIC OUTCOME 6 
    Demonstrate an understanding of the purpose and function of various methods of control systems in railway signalling. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The boundaries of the various control systems in the railway network are explained correctly. 

    ASSESSMENT CRITERION 2 
    The purpose, function, advantages and disadvantages of various methods of control systems in railway signalling are explained correctly. 

    ASSESSMENT CRITERION 3 
    The role of the control system in relation to interlocking and various signalling elements is explained correctly. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • An individual wishing to be assessed against this unit standard may apply to an assessment agency, assessor or provider institution that has been accredited by the relevant ETQA.
  • 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 registered and accredited as a provider with the relevant ETQA as prescribed.
  • Moderation of assessment will be done by the relevant ETQA as prescribed.
  • Anyone assessing a learner against this unit standard must be certified as competent against this unit standard and registered as an assessor to assess this unit standard. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The learners can understand and explain the following related to the application and function of the equipment that forms the fundamental elements of railway signalling:
  • Train operating methods
  • Station layout and line plans and associated symbols
  • Relationship of the various role-players in the railway environment
  • Functions of signalling elements
  • Functions of interlocking and control systems
  • Relationships between the signalling elements, interlocking and control systems
  • Philosophy of the principle of "failure to safety" 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO ORGANISING 
    Self-organisation and self-management
  • A learner can organise and manage himself by understanding of the fundamental elements of railway signalling. 

  • UNIT STANDARD CCFO COLLECTING 
    Information evaluation
    Learners can interpret and evaluate the contents of:
  • A railway signalling station layout plan
  • A railway signalling section layout plan 

  • UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems
  • Learners can understand the function and positions of the signalling elements in relation to the station layout. 

  • UNIT STANDARD CCFO CONTRIBUTING 
    Learner and societal development
    Learners can understand the importance of:
  • Safety in the workplace as well as in the whole environment
  • Their responsibility for the safety and well-being of fellow-workers and society 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 
    Assessment process:

    Assessment methods:
  • Written tests.
  • Practical test.
  • Oral questioning.
  • Observation of practical task execution.
  • Simulation.
  • Role-play/structured classroom discussions and oral tests.
  • Practical verification against specifications.

    These methods must be selected carefully based on the purpose of the assessment (for example, the written method could be used to assess knowledge or on-the-job demonstration for practical competence). The assessment must integrate a number of different methods (no less than three of those detailed above) in order to give the assessor reliable and valid proof of competence and evidence of required attitudes.

    The following may be used to supplement the above minimum assessment methods:

    Valid, reliable and authentic evidence (presented as a portfolio of evidence) from past achievements and experience may serve to supplement the assessment of applied competence. The portfolio should 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.
  • Logbook or register stating evidence of performance.

    Values:
    In addition, the following values should be demonstrated:
  • Safety consciousness
  • Responsibility
  • Integrity
  • Quality consciousness
  • Time consciousness
  • Sobriety

    Supplementary information:

    Terminology

    Plan refers to a drawing or diagram.
    Sub-standard refers to the deviation from specifications and/or standards.
    Site refers to a workshop or field location.
    Logbook refers to evidence of training and job performance.

    Supplementary information:

    Terminology

    Plan refers to a drawing or diagram.
    Sub-standard refers to the deviation from specifications and/or standards.
    Site refers to a workshop or field location.
    Logbook refers to evidence of training and job performance.

    Certification:
    The learner will be certified as competent when the criteria specified in the specific outcomes of this unit standard have been met successfully.

    Credits:
    Total hours required by the learner to achieve the required outcomes:

    Activity-Hours
    Theory-60
    Practical-12
    Self-directed learning-6
    On-the-job learning
    Assessment-3
    Total-81
    Credits achieved: 8 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  49068   National Certificate: Railway Signalling: Assembly and Wiring of Equipment  Level 2  NQF Level 02  Reregistered  2023-06-30  TETA 


    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.