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:

Assist with capturing, restraining and transporting animals

SAQA US ID	UNIT STANDARD TITLE
113819	Assist with capturing, restraining and transporting animals
ORIGINATOR
SGB Nature Conservation
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 01 - Agriculture and Nature Conservation			Nature Conservation
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 4	NQF Level 04	6
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

A qualifying learner assessed as competent against this unit standard will be able to assist with capturing, restraining and transporting animals within the site as required. This competence will contribute towards improved animal management, welfare and wellbeing. The learner who has achieved this standard together with other skills will increase their marketability within the industry which includes bird parks, aquaria, zoos, circuses, other animal holding facilities, breeding centres and rehabilitation centres.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

N/A

UNIT STANDARD RANGE

Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to scope and complexity of what is required.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Select and use capture equipment.

OUTCOME NOTES

Net, noose, blindfolds, drop nets, funnels, passive corals and crushes Administer antibiotics and antiseptics Know when and how to call for assistance

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. They must ensure that the assessment covers the specific outcomes, Critical Cross-Field Outcomes and essential embedded knowledge. As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. In particular, assessors should check for the following: Practical Competence Appropriate equipment is selected Equipment is maintained and stored according to correct procedures Animals are captured moved in a safe manner Potential hazards are identified and eliminated Animals are monitored as per procedures Animals are identified correctly Animals are transported safely and according to correct procedures Foundational Competence Reasons for selection of specific equipment are explained Safety principles for moving / transporting animals are explained Applicable animal behaviour is explained Reflexive Competence Reflect on own activities and integrate lessons to improve future performances Method of Assessment Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. A range of assessment methods should be used, including: Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions Product sample - examine the outcomes previously produced by the practitioner Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment Questioning (verbal or written) - ask relevant questions linked to the unit standard Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party) Integrated assessment It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment `events`. Consider a complete activity in the workplace (the `whole of work` approach) and see which unit standards relate to this activity. Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards . Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 2

Maintain, store and repair restraint or immobilisation equipment.

OUTCOME NOTES

Repair nets Store chemicals and other equipment

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. They must ensure that the assessment covers the specific outcomes, Critical Cross-Field Outcomes and essential embedded knowledge. As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. In particular, assessors should check for the following: Practical Competence Appropriate equipment is selected Equipment is maintained and stored according to correct procedures Animals are captured moved in a safe manner Potential hazards are identified and eliminated Animals are monitored as per procedures Animals are identified correctly Animals are transported safely and according to correct procedures Foundational Competence Reasons for selection of specific equipment are explained Safety principles for moving / transporting animals are explained Applicable animal behaviour is explained Reflexive Competence Reflect on own activities and integrate lessons to improve future performances Method of Assessment Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. A range of assessment methods should be used, including: Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions Product sample - examine the outcomes previously produced by the practitioner Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment Questioning (verbal or written) - ask relevant questions linked to the unit standard Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party) Integrated assessment It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment `events`. Consider a complete activity in the workplace (the `whole of work` approach) and see which unit standards relate to this activity. Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 3

Implement repair plan and follow safety procedures.

OUTCOME NOTES

Cover bird with blanket Identify and uses appropriate equipment and methods for moving animals Monitor the response of the animal

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. They must ensure that the assessment covers the specific outcomes, Critical Cross-Field Outcomes and essential embedded knowledge. As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. In particular, assessors should check for the following: Practical Competence Appropriate equipment is selected Equipment is maintained and stored according to correct procedures Animals are captured moved in a safe manner Potential hazards are identified and eliminated Animals are monitored as per procedures Animals are identified correctly Animals are transported safely and according to correct procedures Foundational Competence Reasons for selection of specific equipment are explained Safety principles for moving / transporting animals are explained Applicable animal behaviour is explained Reflexive Competence Reflect on own activities and integrate lessons to improve future performances Method of Assessment Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. A range of assessment methods should be used, including: Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions Product sample - examine the outcomes previously produced by the practitioner Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment Questioning (verbal or written) - ask relevant questions linked to the unit standard Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party) Integrated assessment It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment `events`. Consider a complete activity in the workplace (the `whole of work` approach) and see which unit standards relate to this activity. Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 4

Identify and eliminate potential hazards.

OUTCOME NOTES

Clear passages Remove leaking chemicals safely

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. They must ensure that the assessment covers the specific outcomes, Critical Cross-Field Outcomes and essential embedded knowledge. As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. In particular, assessors should check for the following: Practical Competence Appropriate equipment is selected Equipment is maintained and stored according to correct procedures Animals are captured moved in a safe manner Potential hazards are identified and eliminated Animals are monitored as per procedures Animals are identified correctly Animals are transported safely and according to correct procedures Foundational Competence Reasons for selection of specific equipment are explained Safety principles for moving / transporting animals are explained Applicable animal behaviour is explained Reflexive Competence Reflect on own activities and integrate lessons to improve future performances Method of Assessment Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. A range of assessment methods should be used, including: Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions Product sample - examine the outcomes previously produced by the practitioner Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment Questioning (verbal or written) - ask relevant questions linked to the unit standard Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party) Integrated assessment It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment `events`. Consider a complete activity in the workplace (the `whole of work` approach) and see which unit standards relate to this activity. Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 5

Monitor animal intensively for an appropriate time.

OUTCOME NOTES

Observe and record behaviour Identify potential birthing timeously Monitor tranquillised animals - pulse, respiration Identify animals that require handling

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. They must ensure that the assessment covers the specific outcomes, Critical Cross-Field Outcomes and essential embedded knowledge. As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. In particular, assessors should check for the following: Practical Competence Appropriate equipment is selected Equipment is maintained and stored according to correct procedures Animals are captured moved in a safe manner Potential hazards are identified and eliminated Animals are monitored as per procedures Animals are identified correctly Animals are transported safely and according to correct procedures Foundational Competence Reasons for selection of specific equipment are explained Safety principles for moving / transporting animals are explained Applicable animal behaviour is explained Reflexive Competence Reflect on own activities and integrate lessons to improve future performances Method of Assessment Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. A range of assessment methods should be used, including: Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions Product sample - examine the outcomes previously produced by the practitioner Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment Questioning (verbal or written) - ask relevant questions linked to the unit standard Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party) Integrated assessment It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment `events`. Consider a complete activity in the workplace (the `whole of work` approach) and see which unit standards relate to this activity. Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 6

Assist with transporting animals within the site.

OUTCOME NOTES

Safety of animal health considered (rectal temperature, respiration) Stress minimised Aware of dangers of schedule 10 drugs Dart malfunction; dart recovery and cleaning Recovery position of differing animals (elephants with fixed lungs)

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed. They must ensure that the assessment covers the specific outcomes, Critical Cross-Field Outcomes and essential embedded knowledge. As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent. In particular, assessors should check for the following: Practical Competence Appropriate equipment is selected Equipment is maintained and stored according to correct procedures Animals are captured moved in a safe manner Potential hazards are identified and eliminated Animals are monitored as per procedures Animals are identified correctly Animals are transported safely and according to correct procedures Foundational Competence Reasons for selection of specific equipment are explained Safety principles for moving / transporting animals are explained Applicable animal behaviour is explained Reflexive Competence Reflect on own activities and integrate lessons to improve future performances Method of Assessment Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation. A range of assessment methods should be used, including: Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions Product sample - examine the outcomes previously produced by the practitioner Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment Questioning (verbal or written) - ask relevant questions linked to the unit standard Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party) Integrated assessment It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment `events`. Consider a complete activity in the workplace (the `whole of work` approach) and see which unit standards relate to this activity. Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

N/A

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The qualifying learner is able to demonstrate a basic knowledge and understanding of: Potential hazards inclusive of hazardous chemicals The risks, to both animal and handler, associated with capture Capture equipment and techniques Costs related to the use of equipment Animal actions during and after capture Animal physiology and psychology

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem solving relates to specific outcomes 1, 2, 4, 5 Select and use capture equipment Maintain, store and repair restraint or immobilisation equipment Identify and eliminate potential hazards Monitor animal intensively for an appropriate time

UNIT STANDARD CCFO WORKING

Team work relates to specific outcomes 1, 3, 4, 6 Select and use capture equipment Implement repair plan and follow safety procedures Identify and eliminate potential hazards Assist with transporting animals within the site

UNIT STANDARD CCFO ORGANISING

Self-organisation and management relates to specific outcomes 1, 2, 3, 4, 5, 6 Select and use capture equipment Maintain, store and repair restraint or immobilisation equipment Implement repair plan and follow safety procedures Identify and eliminate potential hazards Monitor animal intensively for an appropriate time Assist with transporting animals within the site

UNIT STANDARD CCFO COLLECTING

Information evaluation relates to specific outcomes 1, 2, 3, 4, 5, 6 Select and use capture equipment Maintain, store and repair restraint or immobilisation equipment Implement repair plan and follow safety procedures Identify and eliminate potential hazards Monitor animal intensively for an appropriate time Assist with transporting animals within the site

UNIT STANDARD CCFO COMMUNICATING

Communication relates to specific outcomes 1, 2, 3, 4, 5, 6 Select and use capture equipment Maintain, store and repair restraint or immobilisation equipment Implement repair plan and follow safety procedures Identify and eliminate potential hazards Monitor animal intensively for an appropriate time Assist with transporting animals within the site

UNIT STANDARD CCFO SCIENCE

Use of science and technology relates to specific outcomes 1, 2, 3, 4, 5, 6 Select and use capture equipment Maintain, store and repair restraint or immobilisation equipment Implement repair plan and follow safety procedures Identify and eliminate potential hazards Monitor animal intensively for an appropriate time Assist with transporting animals within the site

UNIT STANDARD CCFO DEMONSTRATING

Inter-relatedness of systems relates to specific outcomes 2, 3, 4, 5, 6 Maintain, store and repair restraint or immobilisation equipment Implement repair plan and follow safety procedures Identify and eliminate potential hazards Monitor animal intensively for an appropriate time Assist with transporting animals within the site

UNIT STANDARD CCFO CONTRIBUTING

Professional development relates to specific outcomes 1, 2, 3, 4, 5, 6 Select and use capture equipment Maintain, store and repair restraint or immobilisation equipment Implement repair plan and follow safety procedures Identify and eliminate potential hazards Monitor animal intensively for an appropriate time Assist with transporting animals within the site

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

Values Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of: The value of the facility within the field of resource management and to society Protection and preservation of natural resources Ecological and social rights, benefits and responsibilities Empathy towards animals Supplementary Information Learners are to operate within captive sites. This unit standard is not intended for protected areas management.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Elective	48435	Further Education and Training Certificate: Captive Animal Management	Level 4	NQF Level 04	Passed the End Date - Status was "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

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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.