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: 

Deal with hazardous materials 
SAQA US ID UNIT STANDARD TITLE
115217  Deal with hazardous materials 
ORIGINATOR
SGB Fire and Rescue 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 11 - Services Cleaning, Domestic, Hiring, Property and Rescue Services 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  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 
Brief description of competence
The qualifying learner achieving this unit standard will be able to perform basic control and confinement of hazardous materials operations within the capabilities of the resources and personal protective equipment available.

Benefit to the learner
The learner will have a skill essential to a career in fire fighting, and will be in a position to protect him/herself in hazardous material situations.

Broader benefit of competent practitioners
Competent qualifying learners will assist emergency services in protecting people and property from hazardous materials. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • It is assumed that anyone wishing to enter a programme leading to this unit standard will already be competent at communication and mathematical literacy at NQF level 4 or equivalent.
  • It is assumed that the learner entering a program leading to this unit standard has already achieved the unit standard:
    "Demonstrate Awareness And Take Initial Actions At a Hazardous Materials Incident". 
    		•

    UNIT STANDARD RANGE 
    Where necessary, range statements have been included under specific outcomes, assessment criteria or essential embedded knowledge. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Analyse an incident for potential or actual hazardous materials and their possible consequences. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Standard industry identification techniques are used to locate and identify possible hazardous materials. 

    ASSESSMENT CRITERION 2 
    Knowledge of hazardous materials is used to evaluate the possible consequences of an identified or suspected hazardous material. 

    ASSESSMENT CRITERION 3 
    The scene and context of the incident are analysed for potential impacts and actions. 

    SPECIFIC OUTCOME 2 
    Consider options and plan the management of an incident. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    A working knowledge is demonstrated of the standard elements of an incident response plan. 

    ASSESSMENT CRITERION 2 
    All contextual factors are taken into consideration in the planning of a response. 

    ASSESSMENT CRITERION 3 
    Various options are shown to have been considered and reasons are given for the choice of action. 

    SPECIFIC OUTCOME 3 
    Implement a hazardous materials management plan. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The incident response plan is implemented and monitored for necessary adjustments according to changing circumstances. 

    ASSESSMENT CRITERION 2 
    The handover to further emergency management expertise is facilitated. 

    SPECIFIC OUTCOME 4 
    Evaluate a hazardous materials management plan. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The initial plan is evaluated for conformity to industry best practice, and for having taken into account all factors at the scene of the incident. 

    ASSESSMENT CRITERION 2 
    The implementation, progress and adaptation of the plan are evaluated for effectiveness and efficiency. 

    ASSESSMENT CRITERION 3 
    The closure or handover of the incident are evaluated for conformity to standard operating procedures applicable to the relevant employing agency. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor/moderator with the relevant ETQA.
  • Such registration assumes that the assessor has both ETDP competence as well as substantial functional competence in the relevant area of practice.
  • This point leads to the assumption that any assessor assessing this unit standard is not relying simply on the content of the unit standard to guide their practise. Rather the assessor is drawing on a wealth of experiential knowledge for which this unit standard provides a quality benchmark.

    Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
  • Such accreditation assumes that the institution has access to relevant resources and staff with a substantial functional competence in the relevant area of practice.
  • This point leads to the assumption that any person providing education or training leading to this unit standards is not relying simply on the content of the unit standard to guide their practise. Rather the trainer/educator is drawing on a wealth of experiential knowledge for which this unit standard provides a quality benchmark.

    Assessment and moderation of assessment will be overseen by the relevant ETQA according to:
  • The ETQA's policies and guidelines
  • Agreements reached concerning assessment and moderation between ETQAs (including professional bodies) 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Dangers and properties of hazardous materials.
  • The elements of a hazardous materials management plan.
  • The role of contextual factors in shaping response. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Solve problems
  • By assessing all inter-related factors at the scene of an incident and by shaping own actions and a response plan according to the changing nature of the context. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse and organise information
  • By assessing all relevant information at the scene of an incident. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate
  • By communicating with - appropriate to the scene - other emergency personnel, members of the public and members of her/his own service in order to further objective of the service at the scene. 
    		•

    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 
    Notes about assessments

    Assessment of this unit standard should focus on signing off a learner as competent against the competence described in the purpose statement at the beginning of the standard. The implication of this is that no part of this unit standard is a mini-competence in and of itself, but is rather part of the bigger competence described in the purpose statement. The parts should be seen to be pieces of a jigsaw puzzle none of which make sense by themselves, and each one of which affects the others.

    For this reason, assessment criteria in this unit standard should be seen as orientated towards the standard as a whole. This does not mean that assessors should not check that a learner is competent at each outcome, but that they should not necessarily check this separately for each outcome. Similarly, assessors are encouraged not to assess essential embedded knowledge and critical cross-field outcomes separately.

    As each situation is different, it will be necessary to develop assessment activities and tools that are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative 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. report from a third party.

    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.

    By checking for applied competence and critical cross-field competence as described below, the assessor must design a holistic assessment focused at the competence described in the purpose statement of this unit standard.

    The learner must demonstrate applied competence in the following way:

    The learner must demonstrate an ability to consider a range of options and make decisions about:
  • Potential implications of an actual or suspected incident.
  • The most effective and efficient way in which to initiate action.
  • Continuously adapting a plan according to changing circumstances.

    The learner must demonstrate an understanding of:
  • Dangers and properties of hazardous materials.
  • The elements of a hazardous materials management plan.
  • The role of contextual factors in shaping response.

    The learner must demonstrate an ability to learn from her/his actions and to adapt to changes by:
  • Reflecting on own practice, and adapting and modifying it accordingly.
  • Reflecting on their own patterns of learning and creating opportunities for future learning. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  57849   Further Education and Training Certificate: Dangerous Goods: Multi-modal Transportation  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2016-12-31  TETA 
    Core  57803   Further Education and Training Certificate: Fire and Rescue Operations  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  LG SETA 
    Core  64390   National Certificate: Emergency Services Supervision: Fire and Rescue Operations  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  LG SETA 
    Core  79808   National Diploma: Occupational Safety  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  48855   National Certificate: Emergency Services Operations  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2009-02-18  Was LG SETA 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.
     
    1. Fire Protection Association of Southern Africa 
    2. Goldfields Emergency Fire Services Training Academy 
    3. Josmap Training Institute 
    4. Mortarboard Training Solutions 
    5. Progressive School of Business and Engineering (Pty) 
    6. PTDEV (Pty) Ltd 
    7. Riverport Training Academy 
    8. RLSTP Training & Development (PTY) LTD. 
    9. Sebenzisanane Human Capital 
    10. South African Corporate Training Association 
    11. Tshwane Training Institute (PTY) LTD. 
    12. Vhutshilo Health And Training Organisation 


    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.