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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Explain basic ecological principles

SAQA US ID	UNIT STANDARD TITLE
14584	Explain basic ecological principles
ORIGINATOR
NSB 01-Agriculture and Nature Conservation
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 01 - Agriculture and Nature Conservation			Nature Conservation
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 2	NQF Level 02	10
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

The qualifying learner assessed as competent against this standard will understand and apply ecological principles in the workplace. The learner will to assist in basic participatory research on ecological processes. This competence contributes towards the sustainable management of the environment. Achievement of this unit standard will enhance better understanding of the environment.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

None.

UNIT STANDARD RANGE

Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to scope and complexity of what is required.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Describe and define the basic components of ecosystems

OUTCOME NOTES

Abiotic and biotic components

Food pyramids, chains and webs

Energy flow

Biomes

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

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

The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

Practical competence:
The learner must demonstrate an ability to consider a range of options and make decisions about:

1. Conducting basic rapid biodiversity assessments.
2. Conducting basic visual encounter surveys.
3. Qualitative assessments of dominants indicator species.

Foundational competence:
The learner must demonstrate an understanding of:

1. Components of ecosystems, food pyramids, food chains, energy flows and biomes.
2. Defining keystone species.

Reflexive competence:
The learner must demonstrate ability to:

1. Describe and interpret predator interactions.
2. Describe and interpret co-operation and competition within ecological communities.
3. Explain specialised habitats.
4. Explain feedback mechanism within ecosystems.

METHOD OF 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.: reports from a third party)

INTEGRATED ASSESSMENT
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 numbers of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 2

Describe and interpret some key interactions within ecological communities

OUTCOME NOTES

Predator-prey interactions

Co-operation-competition

Succession and disturbance

Specialised habitats e.g. wetlands, forests

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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 numbers of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 3

Demonstrate a basic understanding of interactions between and within ecosystems

OUTCOME NOTES

Feedback mechanism, impacts, evolution, interconnectedness

Adaptation

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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 numbers of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 4

Assess qualitatively the dominant indicator species in local area

OUTCOME NOTES

Rapid Biodiversity Assessment

Visual Encounter Surveys

Eyeball calibration for teams

Keystone species

Monitoring

Wetlands

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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 numbers of unit standards are captured in a way that makes sense for assessment.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The qualifying learner is able to demonstrate a basic knowledge and understanding of:

1. Principles of ecology
2. Hierarchical ecological processes
3. Trophic levels and energy
4. Simple monitoring techniques
5. Recognition of locally dominant indicator and key species
6. Ecological communities and populations
7. Ecological systems
8. Predator prey relationships
9. Boom and bust animals
10. Event driven systems and disturbances

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem solving relates to: Assess qualitatively the dominant indicator species in local area.

UNIT STANDARD CCFO WORKING

Team work relates: Assess qualitatively the dominant indicator species in local area.

UNIT STANDARD CCFO ORGANISING

Self- organisation and management relates to all specific outcomes.
Inter-relatedness of systems relates all to specific outcomes.

UNIT STANDARD CCFO COMMUNICATING

Communications relates to all specific outcomes.

UNIT STANDARD CCFO SCIENCE

Use of science and technology relates to all specific outcomes.

UNIT STANDARD CCFO CONTRIBUTING

Professnal development relates to all specific outcomes.
Information evaluation relates to all specific outcomes.

REREGISTRATION HISTORY

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

UNIT STANDARD NOTES

Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:

1. Respecting the natural and cultural environment.
2. Being participatory, inclusive and democratic.
3. Accepting and maintaining a non-discriminatory attitude towards diversity including, for example, differences in gender, race, religion, physical ability and culture.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	24199	National Certificate: Community Conservation: Liaison and Support	Level 2	NQF Level 02	Passed the End Date - Status was "Registered"	2006-04-09	CATHSSETA
Core	48433	National Certificate: Conservation: Species Care in Controlled Environments	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA

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.

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