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: 

Set up sectors 
SAQA US ID UNIT STANDARD TITLE
119039  Set up sectors 
ORIGINATOR
SGB Transport and Logistics Operations 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 11 - Services Transport, Operations and Logistics 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  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 
This unit standard is for persons responsible for managing incidents especially in the setting up of sectors.

A person credited with this unit standard is able to:
  • Determine, identify and establish an incident command post
  • Establish access and egress routes to the scene and within the scene
  • Identify and establish casualty, treatment, safety and rest areas
  • Identify and establish areas for support functions

    This unit standard will contribute to the full development of any learner to increasing levels of efficiency and effectiveness and more specifically within the incident management discipline by providing recognition, further mobility and transportability within the field. The knowledge, skills and understanding demonstrated in this unit standard are essential for social and economic transformation and upliftment within the incident management discipline environment. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The following knowledge, skills, attitude and/or equivalent
  • Basic communication skills (report writing, presentation skills and English language proficiency)
  • Record keeping 
    		•

    UNIT STANDARD RANGE 
    Context: This unit standard applies to persons responsible for incident management. This includes but is not limited to incidents on the Road, Air, Land and Sea.

    Level 5
    A learning programme leading to the award of this unit standard should develop learners who demonstrate:
  • An ability to acquire a wide range of technical skills
  • An ability to discuss a considerable choice of procedures
  • A broad knowledge that incorporates theoretical concepts
  • An ability to critically analyse information
  • An ability to make judgements to unknown problems
  • An ability to work on its own with complete responsibility 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Determine, identify and establish an incident command post. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    An incident command post is explained, described and established according to agreed principles and protocols. 

    ASSESSMENT CRITERION 2 
    Cordoning of scene is explained, described and implemented according to applicable legislations and organisational policies and procedures. 

    ASSESSMENT CRITERION 3 
    Central holding area is explained and described according to agreed principles and protocols. 

    ASSESSMENT CRITERION 4 
    A central holding area is established according to plan. 

    SPECIFIC OUTCOME 2 
    Establish access and egress routes to the scene and within the scene. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Access and egress routes are explained, identified and implemented according to applicable legislations and organisational policies and procedures. 

    ASSESSMENT CRITERION 2 
    Role players are identified and authorization is provided to enter a scene according to incident management plan. 

    ASSESSMENT CRITERION 3 
    Specialists are identified and is available and access is provided according to incident management plan. 

    ASSESSMENT CRITERION 4 
    Area is closed off, using appropriate barriers and perimeter is established according to incident management plan. 

    ASSESSMENT CRITERION 5 
    Entry of authorized persons with protective equipment is controlled according to applicable legislations and organisational policies and procedures. 

    SPECIFIC OUTCOME 3 
    Identify and establish casualty, treatment, safety and rest areas. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Casualty clearance stations are explained, described and established according to applicable legislations and organisational policies and procedures. 

    ASSESSMENT CRITERION 2 
    First aid posts are explained, described and established according to applicable legislations and organisational policies and procedures. 

    ASSESSMENT CRITERION 3 
    Trauma support groups are explained, described and established according to applicable legislations and organisational policies and procedures. 

    ASSESSMENT CRITERION 4 
    Rest areas are explained, described and established according to applicable legislations and organisational policies and procedures. 

    ASSESSMENT CRITERION 5 
    Decontamination areas are explained, described and established according to applicable legislations and organisational policies and procedures. 

    ASSESSMENT CRITERION 6 
    Landing areas for Aeromed are available according to incident management plan. 

    SPECIFIC OUTCOME 4 
    Identify and establish areas for support functions. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Planning and communication areas are explained and established according to incident management plan. 

    ASSESSMENT CRITERION 2 
    The purpose of planning and communication areas is explained and described according to applicable legislations and organisational policies and procedures. 

    ASSESSMENT CRITERION 3 
    Resource holding area is established according to incident management plan. 

    ASSESSMENT CRITERION 4 
    Purpose of resource holding area is explained and described according to organisational policies and procedures. 

    ASSESSMENT CRITERION 5 
    Records are kept according to applicable legislations and organisational policies and procedures. 

    ASSESSMENT CRITERION 6 
    Support functions are established according to applicable legislations and organisational policies and procedures. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    The assessment will be governed by the policies and guidelines of the relevant Education and Training Quality Assuror (ETQA) that has jurisdiction over this field of learning.
    The assessor will (at the very least) be accredited and have a relevant qualification and/or be a subject matter expert in this learning area and have at least five (5) years experience in the skills specific area.

    The learner can be assessed against this unit standard to obtain credits or as part of an integrated assessment for a qualification.
  • Internal moderation.
  • External moderation.
  • An assessor, accredited by the relevant ETQA, will assess the learner's competency.
  • Assessment procedures will be supplied by the ETQA in alignment with NSB requirements.
  • All assessment activities must be fair, so that all candidates have equal opportunities. Activities must be free of gender, ethnic or other bias.
  • Assessment and moderation procedures, activities and tools must be transparent, affordable and support development within the field, sub-field and NQF.
  • Questions and answers to determine theoretical knowledge are expected.
  • Examination of an assessment portfolio.
  • Direct observation in simulated, controlled and actual work conditions. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Roles, responsibilities and purpose of incident command post
  • Holding areas and colour coding of different areas/sectors
  • Identification of the command post
  • Role and function of incident managers
  • Parameters to and within a scene
  • Purpose and function of holding areas
  • Use of barriers in the establishment of sectors
  • Purpose and function of casualty clearance areas
  • Secondary services
  • Purpose and function of decontamination
  • Media liaison
  • The function and purpose of resource holding areas
  • Purpose and function of record keeping
  • Function and purpose of support functions 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems related to the setting up of sectors. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team when setting up sectors. 

    UNIT STANDARD CCFO ORGANISING 
    Organise oneself and one's activities so that all requirements are met in achieving competence in the setting up of sectors. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, evaluate, organise and critically evaluate information related to the setting up of sectors so that these are accurately interpreted into application performance standards. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively when setting up sectors. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of related systems in that the setting up of sectors is interrelated with the overall incident management. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following general 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. 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.
  • Assessors must use professional judgement in evaluating competence.
  • Make sure evidence is gathered across the range as expressed under the title. Specific range statements under individual outcomes or assessment criteria are illustrations, from which learning programme developers can select. 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.
  • 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. This means assessors will have to judge how many repeat performances are required before they believe the performance can be reproduced.
  • All assessments should be conducted in line with the following well-documented principles: assessment should be appropriate, fair, manageable, integrated into work or learning, valid, and consistent. Evidence should be authentic, sufficient, and current.
  • Assessment of this standard can be carried out through continuous assessment throughout the course of study and specific performances assessed.
  • Assessment methods:
    Integrated assessment methods and tools will allow the candidate to demonstrate that s/he has acquired knowledge of and can safely and effectively apply competence identified in this unit standard.
    These tools may include the following:
  • In-situ (on-the-job) observations
  • Role-play simulations
  • Structured group discussions
  • Written reports (e.g. tests, exams, case studies, projects, registers, logbooks, workbooks)
  • Verbal report backs (presentations)
  • Portfolios of evidence
  • Projects
  • Experiential learning
  • Working in teams
  • Scenario sketching

    These methods must be carefully selected based on the purpose of the assessment (For example, the written method of assessing knowledge or on-job demonstration of practical competence). The assessment must integrate a number of different methods in order to give the assessor reliable and valid proof of competence and evidence of required attitudes.
    Above assessment criteria is the minimum when assessing a learner's competence. The learning programme may have additional assessment criteria that will assess the learner's competence.
  • Notes to assessor and course designer:
    Simulations need to form a major part of the assessments to include system related problem solving. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Supplementary Information:
  • Glossary of Terms

    For a comprehensive list of definitions of terms related to an incident or incident management, a Glossary of Terms has been developed for users in the Air, Marine, Rail, Road and Disaster Management disciplines specifically for activities related to the management of an incident. The definitions below are only provided for the specific purpose of this unit standard

    Forward control point:
    A Forward Control Point (FCP) is a place where all personnel arriving on the incident report. It is a place where the management team assembles

    Incident Management procedures and protocols are applied when:
  • An incident requires a multi disciplinary response, i.e. two or more services are required on a scene
  • A hazardous substance is involved 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  49398   National Certificate: Incident Management  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  TETA 
    Elective  62289   Further Education and Training Certificate: Road Traffic Law Enforcement  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  SAS 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. Dee-Bravo Training Centre 
    2. Diversity technology Training Institute 
    3. Josmap Training Institute 
    4. Royal Impression Academy 
    5. South African Fire and Medical Academy (SAFMA) 


    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.