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

Orientate self to the environment whilst experiencing a visual barrier 
SAQA US ID UNIT STANDARD TITLE
117088  Orientate self to the environment whilst experiencing a visual barrier 
ORIGINATOR
SGB Inclusive Education 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 
2008-01-22  2009-07-29  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2010-07-29   2013-07-29  

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 is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
264954  Orientate self to the environment whilst experiencing a visual barrier  Level 5  Level TBA: Pre-2009 was L5   

PURPOSE OF THE UNIT STANDARD 
The purpose of this Unit Standard is to enhance the practitioner's personal orientation skills. The practitioner participates in activities in which his/her own visibility is compromised to hone her/his personal orientation competencies, and to develop insight into the challenges facing persons experiencing visual barriers.

Credited learners are capable of:
  • Assessing factors needed to orientate self in space
  • Integrating sensory information received from the environment
  • Interpreting environmental information in order to orientate self
  • Orientating self through controlled environments 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits and level assigned to this unit standard are based on the assumption that learners have already attained the following competencies:
  • Communication at NQF Level 4 in one language
  • Communication at NQF Level 3 in another language 

  • UNIT STANDARD RANGE 
    Range statements are provided in the body of the unit standard where relevant. Experiencing a visual barrier is generally simulated. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Assess factors needed to orientate self in space. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Location of self in space is correct 

    ASSESSMENT CRITERION 2 
    Factors that affect orientation are identified and described correctly. 

    ASSESSMENT CRITERION 3 
    Cognitive techniques are employed effectively for specific contexts 
    ASSESSMENT CRITERION RANGE 
    Cognitive techniques can include mapping, visualising, etc. Concept of self reflects awareness of body parts, movements and function
     

    SPECIFIC OUTCOME 2 
    Integrate sensory information received from the environment. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Sensory information is interpreted accurately 

    ASSESSMENT CRITERION 2 
    Sensory information is utilised maximally and optimally 

    ASSESSMENT CRITERION 3 
    Integration of sensory information is justified in terms of optimal orientation 

    ASSESSMENT CRITERION 4 
    Action based on information received is planned appropriately for specific contexts 

    SPECIFIC OUTCOME 3 
    Interpret environmental information in order to orientate self. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Perception of environments is established accurately by interpreting sensory information 

    ASSESSMENT CRITERION 2 
    The environment is analysed systematically through interpretation of sensory information 

    ASSESSMENT CRITERION 3 
    Land marks and clues are considered in oreder to use them optimally 

    ASSESSMENT CRITERION 4 
    Orientation systems are employed accurately (for example, numbering) and effectively for specific contexts 
    ASSESSMENT CRITERION RANGE 
    Orientation systems include numbering
     

    SPECIFIC OUTCOME 4 
    Orientate self through controlled environments. 
    OUTCOME RANGE 
    This can be done physically or by means of visualisation 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Objects are located safely 

    ASSESSMENT CRITERION 2 
    Confidence is developed by promoting orientation to an optimal and realistic level 

    ASSESSMENT CRITERION 3 
    Positioning in space is appropriate for specific contexts 

    ASSESSMENT CRITERION 4 
    Own limitations are considered and acted upon appropriately for specific contexts 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements is conducted by providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programmes that result in the outcomes specified for this unit standard.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Factors that affect orientation
  • Cognitive techniques used for orientation
  • Body parts, movements and functions
  • Sensory and environmental information
    Range: Environmental information can include landmarks
  • Orientation systems and their use
  • Positioning in space
  • The basic development, anatomy, physiology, perceptual processes and training of the various sensory systems (visual, auditory, vestibular, kinaesthetic, touch, olfactory, proprioceptive) and the interrelationships of these systems
  • Common pathologies associated with each sensory system and the implications for orientation and mobility
  • Sound measurement
  • Classification and quantification of hearing loss
  • Perception as it pertains to cognition, sensation, attention, memory, cognitive mapping, orientation and the utilization of information conveyed through sensory stimulation
  • The use and care of hearing aids
  • And apply sensory development programmes
  • Basic testing procedures for auditory function
  • Mechanics of human locomotion
  • Factors which influence mobility
    Range: examples include sensory awareness, integration of reflexes, muscle tone and coordination
  • Problems with balance, posture, gait, endurance, strength, flexibility, agility and coordination
  • Inclusion within the SA context
    Range: historical developments, and key legislation, policies, concepts and terminology 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions to act on information regarding own limitations. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively to locate self in space, and acting appropriately for specific contexts. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information about factors needed to orientate self in space, integrate sensory information, interpret environmental information and orientating self through controlled environments. 

    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 when positioning in space is appropriate for specific contexts. 

    UNIT STANDARD ASSESSOR CRITERIA 
    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 learner 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 learner 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: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent 

  • UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 264954, which is " Orientate self to the environment whilst experiencing a visual barrier", Level 5, 8 credits. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  49087   National Diploma: Orientation and Mobility Practice for Blind and Partially Sighted Persons  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2009-07-29  Was ETDP SETA until Last Date for Achievement 
    Elective  49277   National Diploma: Braille Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2020-07-30  ETDP SETA 


    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. South African Guide-Dogs Association for the Blind 



    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.