|This unit standard replaces unit standard 110118, "Demonstrate knowledge of the most common harmful gases and vapours", Level 1, 1 credits.
Specified requirements include legal and site-specific requirements and are contained in one or more of the following documents:
Relevant Acts: e.g. Mine Health & Safety Act, 1996 (Act no 29/1996), and Minerals Act and Regulations, 1991 (Act no 50/1991).
Mandatory Codes of Practice.
SANS and other relevant Standards.
Chief Inspector of Mines' Directives.
Hazard Identification and Risk Assessments (HIRA).
Occupational Health and Safety Risk Management Programme.
Voluntary Codes of Practice.
Mine Standard Procedures.
List of Recorded OH&S Risks.
Equipment and Materials Specifications of 1993.
Notes to Assessors:
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, 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 is able to 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, namely appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent.
Unit Standard Justification:
Attribute; Level; Justification:
Skills; Level 2; Moderate in range.
Procedures; Level 2; Established and familiar.
Context; Level 3; Variety and range of contexts occur.
Knowledge; Level 3; Relevant theoretical knowledge is required to be fully competent.
Information processing; Level 3; Interpretation as opposed to basic processing is required.
Problem Solving; Level 3; A range of known responses to familiar problems, base on limited discretion and judgement.
Orientation of activities; Level 3; Directed, with some autonomy.
Application of responsibility; Level 1; Must only provide information.
Orientation of scope of responsibility; Level 3; Significant responsibility for the quantity and quality of output, and possible responsibility for the output of others.
Average Level: 24/9 = 2.66.
Actual Level Assigned: 3.
Total hours required by the learner to achieve the required outcome:
Classroom Teaching; 36 hours.
On-The-Job Training; 0 hours.
Mentoring required; 0 hours.
Other (Specify); 0 hours.
Total: 36 hours.
Credits Achieved: 36/10 = 3.6.
Actual Credits Assigned: 4.
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