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

Show, explain, discuss and analyse the relationship between society and natural environment 
SAQA US ID UNIT STANDARD TITLE
7489  Show, explain, discuss and analyse the relationship between society and natural environment 
ORIGINATOR
SGB Democracy, Human Rights, Peace and Elections 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 07 - Human and Social Studies People/Human-Centred Development 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
ABET Level 4  Regular  Level 1  NQF Level 01  4 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2003-07-01  2006-06-30  SAQA 1043/02 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2007-06-30   2010-06-30  

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 is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
115471  Explain the relationship between events, time and space and the effect on society  Level 1  NQF Level 01  6   

PURPOSE OF THE UNIT STANDARD 
A candidate credited with this unit standard is able to describe how the earth sustain life; what is involved in a life giving and life sustaining system; can relate interconnectedness and interdependence of different ecosystems; engage with issues of nature conservation and the importance of the natural environment for life. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Show how the earth is a life-sustaining system comprised of diverse and inter-related. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Key features of the earth as a life-sustaining system, and interrelated ecosystems are identified and described. 
ASSESSMENT CRITERION RANGE 
Water, air, land, fauna and flora, sunlight.
 

ASSESSMENT CRITERION 2 
2. Significance of ecosystems for life is explained. 
ASSESSMENT CRITERION RANGE 
The interconnectedness between life giving and life sustaining forces is explained; these may vary from context to context.
 

ASSESSMENT CRITERION 3 
3. How relationships between various ecosystems support life is explained. 
ASSESSMENT CRITERION RANGE 
Will relate to specific context (s) chosen to investigate.
 

SPECIFIC OUTCOME 2 
Demonstrate an awarenes of attitudes, values and perceptions regarding the environment. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Different attitudes, values and perceptions of the environment and its significance, are identified and explained. 
ASSESSMENT CRITERION RANGE 
Case studies of different communities in different spaces (both location and time are explained , e.g. America during the Depression and Egypt during the time of exploration.
 

ASSESSMENT CRITERION 2 
2. The consequences of actions related to attitudes, values and perceptions are anticipated. 
ASSESSMENT CRITERION RANGE 
Learner identifies these within the context(s) of assessment criterion 1.
 

ASSESSMENT CRITERION 3 
3. Factors that influence attitudes, values and perceptions about the environment are described. 
ASSESSMENT CRITERION RANGE 
Applied to context(s) in assessement criterion no 1.
 

ASSESSMENT CRITERION 4 
4. Attitudes, values and perceptions of the environment are compared and contrasted. 
ASSESSMENT CRITERION RANGE 
Comparisons are drawn between two(2) "Developed countries" and two (2) "Developing countries".
 

ASSESSMENT CRITERION 5 
5. The ways in which attitudes, values and perceptions about the environment change, and the reasons influencing the change are described. 
ASSESSMENT CRITERION RANGE 
Historical examples are taken from the countries dealt with in assessment criterion no 4.
 

SPECIFIC OUTCOME 3 
Explain the impact of human activity on the environment. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Case Studies of the impact of human activities on the environment are ascertained, described and critiqued. 
ASSESSMENT CRITERION RANGE 
Case studies specific to the " developing world"
 

ASSESSMENT CRITERION 2 
2. Key causal factors (of the impact) are ascertained, described. 
ASSESSMENT CRITERION RANGE 
Economic, social, political, physical
 

SPECIFIC OUTCOME 4 
Discuss and explain the impact of natural events on human beings. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Natural events are identified and described. 
ASSESSMENT CRITERION RANGE 
Any four (4) natural events can be chosen
 

ASSESSMENT CRITERION 2 
2. Relationship between phenomena and events is identified and explained. 
ASSESSMENT CRITERION RANGE 
Related to examples chosen in no 1.
 

ASSESSMENT CRITERION 3 
3. Impact of natural events and phenomena on society is determined. 
ASSESSMENT CRITERION RANGE 
Impact of floods and earthquakes is established.
 

ASSESSMENT CRITERION 4 
4. Key causal factors and relationships, as well as their effects, are identified and described. 
ASSESSMENT CRITERION RANGE 
Specific to examples chosen
 

SPECIFIC OUTCOME 5 
Analyse the relationship between natural environment and human activities. 
OUTCOME NOTES 
Society: refers to human beings and institutional structures.
Natural environment: refers to its potential as a resource, or to provide resources for humans. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. The various relationships between the natural environment and human activities, and their significance is discussed. 
ASSESSMENT CRITERION RANGE 
Examples are drawn from both rural and urban South Africa: 1961 - 1994
 

ASSESSMENT CRITERION 2 
2. The forces that influence the various relationships are described in terms of their advantages and disadvantages. 
ASSESSMENT CRITERION RANGE 
Examples are drawn from both rural and urban South Africa: 1961 - 1994
 

ASSESSMENT CRITERION 3 
3. The effects of damaged relationships on human life and on the natural environment, are described. 
ASSESSMENT CRITERION RANGE 
Examples are drawn from both rural and urban South Africa: 1961 - 1994
 

ASSESSMENT CRITERION 4 
4. The importance of, and ways of sustaining relationships between the environment and human activities, is described. 
ASSESSMENT CRITERION RANGE 
Examples are drawn from both rural and urban South Africa: 1961 - 1994.
 


UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
Learners are aware of the surrounding natural environment, and why it is important for the environment to be preserved and the importance to preserve it so as not to endanger human beings. 

UNIT STANDARD DEVELOPMENTAL OUTCOME 
This unit standard also accommodates the following developmental outcomes:
  • Reflecting on exploring a variety of strategies to learn more effectively;
  • Participating as responsible citizens in the life of local national and global communities;
  • Being culturally and aesthetically sensitive across a range of social contexts;
  • Exploring education and career opportunities; and developing entrepreneurial opportunities. 
    		•


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identification of problems informed by decisions using critical and creative thinking. 

    UNIT STANDARD CCFO WORKING 
    Working effectively with an individual in a group. 

    UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one's activities responsibly and effectively. 

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and evaluating information. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using language skills in oral and written forms. 

    UNIT STANDARD CCFO SCIENCE 
    Using the science of technology effectively and critically. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating an understanding of assessment as an integral component of learning. 

    UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 115471, which is "Explain the relationship between events, time and space and the effect on society", ABET Level 4, 6 credits. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  20287   National Certificate: Farming  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  AgriSETA 
    Core  48804   National Certificate: Occupational Safety, Hygiene and Environment  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2008-11-26  Was HW SETA until Last Date for Achievement 
    Fundamental  23253   National Certificate (GETC): Manufacturing, Engineering and Related Activities  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MERSETA 
    Elective  23193   GETC in Ancillary Health Care  Level 1  NQF Level 01  Passed the End Date -
    Status was "Registered"     		 2005-02-13  Was HW SETA until Last Date for Achievement 


    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. Balemi Consulting Pty Ltd 
    2. Hot To Go Training College and Services 
    3. KayDee Project Management Cc 
    4. New Heights 1082 Pty Ltd 
    5. Setlakala Business Development 
    6. Taletso FET College - Central Office 
    7. The Skills Development Hub (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.