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

Make audio, video and data cables 
SAQA US ID UNIT STANDARD TITLE
115040  Make audio, video and data cables 
ORIGINATOR
SGB Audio-visual Media Production 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Communication Studies 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  4 
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 
This unit standard will be essential to technically skilled people who work in the broadcasting environment and need to use sophisticated methods and equipment to install, set-up, operate and fault find professional broadcast equipment.

Learners need a broad technical knowledge base with substantial depth in other broadcast areas to plan and select methods or resources.

People credited with this standard will be able to:
  • Select and obtain tools and materials for making cables
  • Make audio, video and data cables
  • Test cables
  • Apply health and safety requirements 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit value is based on the assumption that people starting to learn towards this unit standard already understand:
  • Audio, video and data principles
  • Balanced and Unbalanced Mono transmission line principles
  • Balanced and Unbalanced STEREO transmission line principles
  • Electronic principles

    And are already competent in:
  • Using hand and power tools
  • Soldering and wiring
  • Using test equipment 
    		•

    UNIT STANDARD RANGE 
    Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Select and obtain tools and materials for making cables. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Information gathered is interpreted and accurate judgments made on the selection of the type of materials to achieve the desired end-result. 
    ASSESSMENT CRITERION RANGE 
    Schematic drawings, written and/or verbal instructions.
     

    ASSESSMENT CRITERION 2 
    The relevant material, equipment and tools are obtained in accordance with employer's procedures. 

    ASSESSMENT CRITERION 3 
    Different types of connectors and cables are identified, described and their purpose explained. 

    ASSESSMENT CRITERION 4 
    The selection of specific tools and equipment is justified in terms of their effectiveness for the tasks to be completed. 

    SPECIFIC OUTCOME 2 
    Make audio, video and data cables. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Materials are prepared according to employer or manufacturer's specifications. 
    ASSESSMENT CRITERION RANGE 
    Cable number, heat shrinking, sleeving, solder grade, strain relief.
     

    ASSESSMENT CRITERION 2 
    The cable length is sufficient for the functional requirement/specification without unnecessary waste. 

    ASSESSMENT CRITERION 3 
    Tools are used in accordance with their design and intended use. 

    ASSESSMENT CRITERION 4 
    Cable and connector are joined using the correct procedures to produce a reliable connection. 
    ASSESSMENT CRITERION RANGE 
    Correct solder grades, no dry joints, solder bridges or insulation damage.
     

    ASSESSMENT CRITERION 5 
    The connector pins and cable colour codes match functional (application) requirements/specifications, physical, electrical, environmental, installation or operational requirements. 

    ASSESSMENT CRITERION 6 
    Joining methods are explained in terms of reliability and the consequences of damage to materials. 

    SPECIFIC OUTCOME 3 
    Test cables. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Final assembly conforms to connector or connector application specification. 

    ASSESSMENT CRITERION 2 
    Continuity testing confirms correct and complete joining. 

    ASSESSMENT CRITERION 3 
    Faults, if any, are traced in a logical order using the most efficient method, resolved or reported to the appropriate person. 

    SPECIFIC OUTCOME 4 
    Apply health and safety requirements. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The cable and equipment are stored neatly, safely and securely as required by the enterprise practice. 

    ASSESSMENT CRITERION 2 
    Waste is disposed of safely, leaving the work area in a clean and safe condition. 

    ASSESSMENT CRITERION 3 
    Health and safety requirements are applied in accordance with statutory requirements and employer's policies and procedures. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQA.
    Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.

    Moderation Option: The moderation requirements of the relevant SETA's ETQA must be met in order to award credit to learners for this unit standard. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate's performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard.

    The following embedded knowledge is addressed in an integrated way in the unit standard:
  • Symbols, terminologies, and conventions used for electrical, mechanical and electronic drawings and specifications.
  • Cable and connector types and their applications
  • Health and safety requirements, statutory requirements and employer's policies and procedures
  • Appropriate standards, tools and techniques
  • Reporting procedures to resolve problems 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking to take remedial action. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with colleagues as a member of a team, group, organisation to achieve the engineering goals. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage their activities responsibly and effectively to complete work operations within deadlines. 

    UNIT STANDARD CCFO COLLECTING 
    Collect and analyse engineering information and critically evaluate the effect of this on broadcast activities. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively with clients and colleagues, using visual and/or language skills. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology (equipment) effectively and critically showing responsibility towards the environment (workshop or venue) and health of others (clients and colleagues). 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding that the engineering world is a set of related systems and that problem-solving does not exist in isolation. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Notes to Assessors:

    Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriate, fair, manageable, integrated into work or learning, valid, direct, authentic, sufficient, systematic, open and consistent. 
    		•

    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
    Core  48792   Certificate: Broadcast Engineering  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MICTS 


    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.
     
    1. Facilitation Development (PTY) LTD 
    2. HILLCROSS BUSINESS SCHOOL (PTY 
    3. LS Multi Copter Projects and Services Pty Ltd 
    4. OPELONG BUSINESS INSTITUTE (PT 
    5. SUPREME ICT CONSULTANTS 
    6. Varsity Institute of Science & Technology (Pty)Ltd 


    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.