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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. |
| SOUTH AFRICAN QUALIFICATIONS AUTHORITY |
| REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: |
| Read water meters |
| SAQA US ID | UNIT STANDARD TITLE | |||
| 113934 | Read water meters | |||
| ORIGINATOR | ||||
| SGB Civil Engineering Construction | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | ||||
| - | ||||
| FIELD | SUBFIELD | |||
| Field 12 - Physical Planning and Construction | Civil Engineering Construction | |||
| ABET BAND | UNIT STANDARD TYPE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS |
| Undefined | Regular | Level 2 | NQF Level 02 | 8 |
| 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 | |||
| 2026-06-30 | 2029-06-30 | |||
| 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 |
| The qualifying learner achieving this unit standard in combination with context expertise standard(s) will be able to identify various types of meters, explain the direction of flow through meters, calculate consumption, identify leaks and read various meter dials. This competence will enable the learner to identify problems on a water reticulation system. This competence will assist in the operation of the network and contribute towards the recovery of finance for the service offered. In acquiring this competence the qualifying learner will lay a good foundation for future learning and action, and better understand the broader context of own work. Achieving this unit standard will enhance the employability of the qualifying learner or provide entrepreneurial opportunities in the water sector. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Communication and literacy skills at ABET level 3, numerate, basic calculations. |
| UNIT STANDARD RANGE |
| Reports
Time sheets, logbooks, injury reports, meter reading reports, complaint report sheets, Equipment and tools Valve cover lifters, man hole cover lifters, hammer, screw driver, torch, keys, dog and snake repellents, hand held terminals, water pumps. Causes of high / low consumption Illegal water connections, broken meter seals, turn around of water meters, use of magnets on magnetic meters, meters that have turned over. |
| Specific Outcomes and Assessment Criteria: |
| SPECIFIC OUTCOME 1 |
| Identify water meters and explain their working principles. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 1. Identify piston type meters and explain the measuring cycle. |
| ASSESSMENT CRITERION NOTES |
| Intergrated assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. |
| ASSESSMENT CRITERION 2 |
| 2. Identify multi-jet meters and explain the measuring cycle. |
| ASSESSMENT CRITERION NOTES |
| Intergrated assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. |
| ASSESSMENT CRITERION 3 |
| 3. Identify bulk meters and explain the various meters used for bulk supply of water. |
| ASSESSMENT CRITERION NOTES |
| Intergrated assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. |
| ASSESSMENT CRITERION 4 |
| 4. Identify electromagnetic flow meters and explain the measuring cycle. |
| ASSESSMENT CRITERION NOTES |
| Intergrated assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. |
| ASSESSMENT CRITERION 5 |
| 5. Explain the direction of flow of all water meters and the importance of the unique meter number. |
| ASSESSMENT CRITERION NOTES |
| Intergrated assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. |
| SPECIFIC OUTCOME 2 |
| Read various meter dials. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 1. Read different counters accurately. |
| ASSESSMENT CRITERION NOTES |
| Intergrated assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. |
| ASSESSMENT CRITERION 2 |
| 2. Read small dials on meters accurately. |
| ASSESSMENT CRITERION NOTES |
| Intergrated assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. |
| ASSESSMENT CRITERION 3 |
| 3. Record figures accurately and neatly. |
| ASSESSMENT CRITERION NOTES |
| Intergrated assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. |
| SPECIFIC OUTCOME 3 |
| Plan meter reading route. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 1. Township plans, including scale, are explained and stand and postal numbers are identified. |
| ASSESSMENT CRITERION NOTES |
| Intergrated assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. |
| ASSESSMENT CRITERION 2 |
| 2. Meter reading route is planned in a logical and cost effective manner. |
| ASSESSMENT CRITERION NOTES |
| Intergrated assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. |
| ASSESSMENT CRITERION 3 |
| 3. Appropriate equipment and tools are collected. |
| ASSESSMENT CRITERION NOTES |
| Intergrated assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. |
| SPECIFIC OUTCOME 4 |
| Record meter readings. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 1. The correct meter is verified at each property. |
| ASSESSMENT CRITERION NOTES |
| Intergrated assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. |
| ASSESSMENT CRITERION 2 |
| 2. The correct sequencing methods necessary to effectively read meters are explained. |
| ASSESSMENT CRITERION NOTES |
| Intergrated assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. |
| ASSESSMENT CRITERION 3 |
| 3. Tools and equipment are used safely and in the correct manner. |
| ASSESSMENT CRITERION NOTES |
| Intergrated assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. |
| ASSESSMENT CRITERION 4 |
| 4. Data is recorded accurately in accordance with work procedures. |
| ASSESSMENT CRITERION NOTES |
| When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. |
| ASSESSMENT CRITERION RANGE |
| Intergrated Assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. |
| ASSESSMENT CRITERION 5 |
| 5. Complaints and queries are recorded and reported in accordance with work procedures. |
| ASSESSMENT CRITERION NOTES |
| Intergrated Assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. |
| ASSESSMENT CRITERION 6 |
| 6. Leak on premises are detected and the responsible party is identified. |
| ASSESSMENT CRITERION NOTES |
| Intergrated Assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. |
| ASSESSMENT CRITERION 7 |
| 7. Electronic hand held meter reading units are used effectively. |
| ASSESSMENT CRITERION NOTES |
| Intergrated Assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. |
| SPECIFIC OUTCOME 5 |
| Identify tampered council meters and calculate water. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 1. High and low consumption is calculated. |
| ASSESSMENT CRITERION NOTES |
| Intergrated assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. |
| ASSESSMENT CRITERION 2 |
| 2. Causes of high / low consumption are identified. |
| ASSESSMENT CRITERION NOTES |
| Intergrated assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. |
| ASSESSMENT CRITERION 3 |
| 3. Appropriate corrective action is taken in accordance with work procedures. |
| ASSESSMENT CRITERION NOTES |
| Intergrated assessment
When conducting assessments, assessors must ensure that they are familiar with the full text of the unit standards being assessed. Assessors must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge by developing assessment activities and tools, which are appropriate to the contexts in which the learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment. It may be more effective and efficient to assess a number of unit standards together in an integrated way, thus reducing the overall number of assessments and ensuring 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 |
| 1. Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.
2. Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA. 3. Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA`s policies and guidelines for assessment and moderation. 4. Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification. |
| UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE |
| 1. Work policies and procedures.
2. The purpose of a water meter. 3. Safety legislation and safety procedures. 4. The value of accurate and complete records 5. Units of measuring water. 6. Various fractions of a unit of water. 7. The piping installation requirements needed to accurately register the volume of water. 8. The importance of flushing a water system prior to opening the water. 9. The correct opening speeds of water. 10. Pipe work assembly details of combination or bulk meter installation. 11. Recording of changed water meters. 12. Closing readings on removed meters and opening readings on newly installed meters. 13. Location codes. 14. Allocation of new meters to stands. 15. Allocation of reading routes. 16. Position of meter using GPS. 17. Electronic hand held meter reading units. 18. Communication with consumers. |
| UNIT STANDARD DEVELOPMENTAL OUTCOME |
| N/A |
| UNIT STANDARD LINKAGES |
| N/A |
| Critical Cross-field Outcomes (CCFO): |
| UNIT STANDARD CCFO IDENTIFYING |
| Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
Assessment criteria: |
| UNIT STANDARD CCFO WORKING |
| Work effectively with others as a member of a team, group, organisation, and community.
Assessment Criteria: |
| UNIT STANDARD CCFO ORGANISING |
| Plan, organise and manage oneself and one`s activities responsibly and effectively.
Assessment Criteria: |
| UNIT STANDARD CCFO COLLECTING |
| Collect, analyse, organise and critically evaluate information.
Assessment Criteria: |
| UNIT STANDARD CCFO COMMUNICATING |
| Communicate effectively using visual, mathematical and/or language skills in the form of oral and/or written presentation.
Assessment Criteria: |
| UNIT STANDARD CCFO SCIENCE |
| Use science and technology effectively and critically, showing responsibility towards the environment and health of others.
Assessment Criteria: |
| 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.
Assessment Criteria: |
| 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 |
| N/A |
| QUALIFICATIONS UTILISING THIS UNIT STANDARD: |
| ID | QUALIFICATION TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | STATUS | END DATE | PRIMARY OR DELEGATED QA FUNCTIONARY | |
| Elective | 48495 | General Education and Training Certificate: Water Services | Level 1 | NQF Level 01 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | EWSETA |
| 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. |