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: 

Demonstrate an awareness of the impact of human activities on the environment 
SAQA US ID UNIT STANDARD TITLE
119305  Demonstrate an awareness of the impact of human activities on the environment 
ORIGINATOR
SGB Environmental Sc/Mgt & Waste Mgt 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 10 - Physical, Mathematical, Computer and Life Sciences Environmental Sciences 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 1  NQF Level 01  12 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 
In order for me to perform effectively in the field of environmental science, environmental management and waste management, I will be able to:
  • Identify components of the environment and respond to questions about their interrelationships within my context.
  • Use appropriate terminology when speaking about environmental issues.
  • Recognise the impacts of events and human activities on the environment.
  • Gather information related to environmental impacts and report results.
  • Take appropriate action to address the impact of the human activities on the environment.

    I will also know and understand:
  • Components of the environment and their interrelationships.
  • Terminology related to the environment and environmental issues.
  • Principles and concepts related to managing environmental impacts (an elementary level of understanding is required).
  • The effects of various human activities on the environment.
  • What actions can be taken to address the impact of the human activities on the environment.

    I can be assessed against this unit standard in the context of any activity which is related to managing environmental issues, such as:
  • Clearing invasive species and water courses.
  • Land development projects.
  • Collecting and processing waste.
  • Working in community initiatives with an environmental focus.
  • Preventing and responding to pollution.
  • Inspecting facilities to prevent pollution or adverse environmental impacts.

    The skill, the knowledge and the values reflected in this unit standard form part of the exit level outcomes required for the General Education and Training Certificate in Environmental Practice (NQF Level 1). 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that the learner has attained ABET level 3 in Mathematics and Communication. 

    UNIT STANDARD RANGE 
    The scope and level of this unit standard is indicated by range statements related to the specific outcomes.

    The amount of detail and degree of complexity provided in explanations and descriptions should be appropriate to NQF Level 1. The purpose is to alert the learner to environmental concepts as they relate to the learner's context, and does not imply knowledge and understanding of the full range of concepts.

    Natural resources include water, soil, air, plants, animals, ecosystems. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify the components of the environment and describe their interrelationships. 
    OUTCOME RANGE 
    The environment will be determined by the context and be familiar to the learner. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The components of the environment in general, and the environmental components of the learner's specific context are identified and described. 
    ASSESSMENT CRITERION RANGE 
    Specific context: the learner's work, domestic or community context.
     

    ASSESSMENT CRITERION 2 
    The interrelationships between environmental components in general are identified and described. 

    ASSESSMENT CRITERION 3 
    The interrelationships between the environmental components of the specific context are identified and described. 
    ASSESSMENT CRITERION RANGE 
    Specific context: the learner's work, domestic or community context.
     

    SPECIFIC OUTCOME 2 
    Identify a range of impacts on the environment and use the correct terminology to describe them. 
    OUTCOME RANGE 
    The environment will be determined by the context and be familiar to the learner.

    Impacts include changes to the environment due to natural events and man-made activities such as resource utilisation, waste production, wastewater management, industrial and mining activities, etc.

    Use the correct terminology: a limited range of terminology should be used correctly. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A range of general impacts of human activities on the biophysical environment are identified and briefly described. 

    ASSESSMENT CRITERION 2 
    The impacts of human activities on the environment in the learner's immediate context are identified and briefly described. 

    ASSESSMENT CRITERION 3 
    Environmental terminology is used appropriately. 

    SPECIFIC OUTCOME 3 
    Describe natural events and human activities which result in impacts on the environment. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A range of impacts on the biophysical environment is identified and described. 

    ASSESSMENT CRITERION 2 
    The links between the natural events and/or the human activities and the damage to the environment are described clearly and simply. 

    SPECIFIC OUTCOME 4 
    Gather information related to a particular environmental impact on the immediate surroundings and use it to describe the cause and effect of this impact. 
    OUTCOME RANGE 
    Particular environmental impact: a specific impact on the learner's immediate surroundings; the impact could be positive or negative.

    Gather information includes anecdotal information obtained verbally from others, visual observation, personal or community experience, results of activities such as taking and recording measurements, etc. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A sufficient amount of relevant information is collected to determine the cause and to identify the effect of the environmental impact. 

    SPECIFIC OUTCOME 5 
    Take appropriate action to address the impacts of human activities on the environment. 
    OUTCOME RANGE 
    Evidence should be presented of 4 - 5 actions that reflect:
  • A range of actions, see appropriate actions below.
  • A variety of impacts, i.e. examples requiring corrective and preventive action.

    Appropriate action can include collecting information, reporting, taking physical steps to reduce or stop the impact.

    Address impacts also includes preventing impact.

    Impacts includes any action or event which could impact on the environment, no matter how small: drippings taps, oil or fuel leaks or spillages, litter, lids missing from containers, inappropriate disposal of materials, fires, etc.

    The environment: the learner's work, domestic or community context. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Appropriate actions to address actual environmental impacts of human activities in the immediate surroundings are identified and successfully implemented. 

    ASSESSMENT CRITERION 2 
    Appropriate actions to prevent the environmental impacts of human activities in the immediate surroundings are identified and successfully implemented. 
    ASSESSMENT CRITERION RANGE 
    Prevent includes the concept of wise use of materials: cleaner production, energy conservation, resource conservation, waste minimisation.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    To obtain credits I must be assessed. The assessment will be based on evidence that I produce. My assessment will be governed by the policies and guidelines of a relevant Education and Training Quality Assurance body (ETQA), which has jurisdiction over this field of learning. The policies and procedures of the relevant ETQA will also determine:
  • How my assessment is moderated.
  • How I can appeal against the outcome of the assessment.

    Any institution or company which offers learning that will enable me to achieve the purpose of this unit standard must be accredited as a provider through the relevant ETQA.

    My assessment against this standard should meet all the requirements of established principles. It should include practical assessment activities, which are appropriate to the contents of this unit standard. These activities should include an appropriate combination of self and peer assessment, practical and oral assessments, observations, etc.

    I can be assessed in the language of my choice although if I have to report incidents or conditions to someone else, I will be assessed on my ability to report in the language commonly used in my working environment.

    I will be assessed on all the specific outcomes, critical cross-field outcomes and essential embedded knowledge. The specific outcomes must be assessed in their own right, through oral and practical evidence. My assessment will not only be based on observation but also on other evidence which I compile into a portfolio of evidence. I cannot be assessed only through a written or oral test.

    The specific outcomes and essential knowledge will be assessed in relation to each other. If I am able to explain the items which fall under the heading of essential embedded knowledge, but am unable to perform the specific outcomes, then I cannot be assessed as 'competent'. Similarly, if I am able to perform tasks described under the specific outcomes, but cannot explain or justify them in terms of the fundamental concepts, principles and practice relevant to the level of the unit standard that underpins my skill, then I cannot be assessed as 'competent'.

    I will also be assessed on my ability to apply the principles and techniques related to the critical cross-field outcomes, not only in terms of what I can demonstrate, but also in terms of what I know and can discuss.

    My assessment for this unit standard can be done in conjunction with the assessment of other unit standards related to a qualification, and even in conjunction with my assessment for the qualification as a whole. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following items reflect the type of knowledge that the assessor will evaluate
  • Names and functions of:
    > Various natural resources.
    > Environmental components.
    > Terminology related to environmental principles and concepts.
  • Purpose of:
    > Sustainable use of resources.
    > Addressing environmental impacts.
    > Wise use of materials and resources.
    > Minimising waste.
  • Attributes, descriptions, characteristics and properties:
    > Soil, air, water, plants, animals, ecosystems.
    > Wise use, e.g. cleaner production, energy conservation, waste minimisation.
    > Potential impacts of materials and activities in the learner's context.
  • Processes and events:
    > Droughts, floods, and other natural events.
    > Pollution and environmental degradation, e.g. soil erosion, global warming, climate change.
  • Causes and effects, implications of:
    > Depletion of natural resources.
    > Pollution and environmental degradation.
    > Human actions and potential impacts in the learner's context.
    > Not taking action to address or prevent environmental impacts.
  • Procedures and techniques:
    > Gathering information.
    > Identifying potential action in cases of events or conditions causing adverse environmental impacts.
    > Taking action in cases of events or conditions causing adverse environmental impacts.
  • Sensory cues:
    > Visual cues, smell, hearing or touch related to environmental components and impacts.
  • Regulations, legislation, agreements, policies, standards:
    > Impact management.
    > Sustainable development.
    > Aspects of applicable environmental legislation.
  • Theory: rules, principles, laws:
    > Related to the environment.
    > Related to impact management.
  • Categories:
    > Of natural resources (components).
    > Of environmental impacts.
  • Relationships, systems:
    > The need to balance protection of the environment with social and economic development.
    > Relationships between environmental components.
    > Relationships between human activities and environmental components. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Recognise adverse human impacts on the environment and identify how these can be lessened or prevented. 

    UNIT STANDARD CCFO ORGANISING 
    Related to taking action in cases of events or conditions causing adverse environmental impacts. 

    UNIT STANDARD CCFO COLLECTING 
    Determine cause and effect on the basis of information collected. 

    UNIT STANDARD CCFO COMMUNICATING 
  • Describe environmental impacts in own context effectively.
  • Use terminology related to environmental concepts and principles. 

  • UNIT STANDARD CCFO SCIENCE 
    Apply knowledge of the characteristics of soil, air, water, plants, animals and ecosystems to avoid pollution and environmental degradation. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand how human activities impact on the environment and how adverse impacts can be prevented or minimised. 

    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
    Core  49552   General Education and Training Certificate: Environmental Practice  Level 1  NQF Level 01  Reregistered  2023-06-30  LG 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. A4 Consultancy CC 
    2. ABA Sebenzi 
    3. Access Employment Skills & Development Agency 
    4. Agisanang SA Training 
    5. Amabamba Recruitment 
    6. AVAX SA 481 CC. T/A Mandisa Development Services 
    7. Bantubanye Skills 
    8. Bikologix Projects 
    9. Buena Vista Learning Academy 
    10. Business Consulting 
    11. Centre for Public Participation 
    12. Cradle Stars Trading Enterprise 
    13. CTC College(PTY) LTD. 
    14. Dee's Training (PTY) LTD 
    15. Ditirelo Skills Development Services 
    16. Ecoculture Training and Consultancy 
    17. Elangeni Consulting 
    18. Elvis Koena Consulting (Pty) Ltd 
    19. Eskilz College (Pty) Ltd 
    20. Forestcom 
    21. Hlombe and Associates 
    22. Icando 
    23. Interwaste (Pty)Ltd (Enviro-Fill) 
    24. IQ Skills Academy (PTY) LTD. 
    25. Isiphephelo Consultants 
    26. Iziko Capacity Building CC. 
    27. Josmap Training Institute 
    28. Kgolo Institute 
    29. KN Business Solutions 
    30. Mabuya Amahle Trading 
    31. Maile Consulting 
    32. Mamuhle Academy 
    33. Mangalani Business Enterprises 
    34. MARS Business Consulting 
    35. Mcebo Technologies 
    36. Mimosa Business Consultants 
    37. Mind Magic Consulting 
    38. Mission Point Consulting 
    39. MML Consulting CC. 
    40. Mortarboard Training Solutions 
    41. MUHANGWENE DEVELOPMENT ENTERPRISE 
    42. Nalengmokoni Investors (Pty) Ltd 
    43. Networx for Career Development 
    44. NJ & L Trading Enterprise CC. 
    45. NOBO Training and Development Services (Pty) LTD 
    46. PMA Holdings (PTY ) LTD. 
    47. Princetop Corporative Training (Pty) Ltd 
    48. Progressive School of Business and Engineering (Pty) 
    49. PTDEV (Pty) Ltd 
    50. PWI CORPORATE TRAINING PTY LTD 
    51. RLSTP Training & Development (PTY) LTD. 
    52. Senelo Trading CC 
    53. South African ABET Development Agency SAADA 
    54. South African Corporate Training Association 
    55. Tasc Business Consulting and Training 
    56. The Crimson CO CC. 
    57. Thebu Financial & Management Services 
    58. Thubelihle Graduate Institute 
    59. Tovani Traiding 299 
    60. Transafric Consulting Pty Ltd 
    61. Umbuso Training Services 
    62. University of Venda 
    63. Vicmat Consultants 
    64. Wongintuthuko Projects 
    65. XL AT Consulting CC 
    66. Ya Hina Management Consulting and projects 
    67. YAB Business Solutions (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.