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:

Conduct a limited guided nature expierience

SAQA US ID	UNIT STANDARD TITLE
8456	Conduct a limited guided nature expierience
ORIGINATOR
SGB Hospitality,Tourism,Travel, Leisure and Gaming
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 11 - Services			Hospitality, Tourism, Travel, Gaming and Leisure
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 3	NQF Level 03	20
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
2026-06-30		2029-06-30

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 learner achieving this unit standard in combination with other relevant guiding standards will be able to:

Identify the major living and non-living features of the natural environment in which s/he operates and interpret them from an elementary scientific and cultural perspective. This unit standard, combined with the appropriate guiding standards at NQF Level 2 or 4, will provide the learner with the competence to practice as a tourist guide, as envisaged in the Tourism Amendment Act in situations that require no more than this level of competency (e.g. night drives, closed vehicle drives).

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Literacy skills equivalent to NQF Level 2 and the ability to speak English are assumed to be in place.
Conduct a Guided Nature Experience in a Limited Geographical Area (NQF 2)

UNIT STANDARD RANGE

Range statements are described by SAQA as "a general guide to the level, scope and complexity". These are provided in the modifiers under each specific outcome.

UNIT STANDARD OUTCOME HEADER

Identify all larger mammals, the most prominent

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Identify all larger mammals, the most prominent birds (large, colourful, very common and/or speci

OUTCOME NOTES

For example / Range:

Impala rut, vultures circling around a carcass, dung beetles rolling a dung ball.

Fish eagle, long-tailed shrike, orange-breasted sunbird, water leguaan, puff adder, antlion, cicada, sac spider, dangerous and non-dangerous scorpions, marula and leadwood trees, red grass, fever tea bush.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Identify all larger mammals, the most prominent birds (large, colourful, very common and/or specific interest), and common plants, reptiles, amphibians and arthropods in the area of operation, and interpret obvious behavioural patterns of these animals.

ASSESSMENT CRITERION NOTES

For example / Range:

Impala rut, vultures circling around a carcass, dung beetles rolling a dung ball.

SPECIFIC OUTCOME 2

Interpret relative abundance of organisms, interactions between organisms and interactions betwee

OUTCOME NOTES

For example / Range:

Explain the relative abundance of organisms on the basis of energy flow, sourveld vs. sweetveld, plant succession, pollination, lichens, plant-soil-rock relationships.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Interpret relative abundance of organisms, interactions between organisms and interactions between living and non-living components of the environment at an elementary level (equivalent to Grade 10 ecology).

ASSESSMENT CRITERION NOTES

For example / Range:

Explain the relative abundance of organisms on the basis of energy flow, sourveld vs. sweetveld, plant succession, pollination, lichens, plant-soil-rock relationships.

SPECIFIC OUTCOME 3

Identify and interpret obvious signs and sounds in the natural environment.

OUTCOME NOTES

For example / Range:

Larger mammal spoor and droppings, ruminant vs. non-ruminant, common and distinctive sounds such as cicadas, pearl-spotted owl, zebra, impala, tree squirrel

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Identify and interpret obvious signs and sounds in the natural environment

ASSESSMENT CRITERION NOTES

For example / Range:

Larger mammal spoor and droppings, ruminant vs. non-ruminant, common and distinctive sounds such as cicadas, pearl-spotted owl, zebra, impala, tree squirrel

SPECIFIC OUTCOME 4

Apply basic first aid techniques for situations likely to be encountered outdoors.

OUTCOME NOTES

Apply basic first aid techniques for situations likely to be encountered outdoors.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Apply basic first aid techniques for situations likely to be encountered outdoors.

ASSESSMENT CRITERION NOTES

Apply basic first aid techniques for situations likely to be encountered outdoors.
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SPECIFIC OUTCOME 5

Identify the "flag-ship" species of SA, i.e. elephant, black & white rhino, hippo, lion, leopard,

OUTCOME NOTES

Identify the "flag-ship" species of SA, i.e. elephant, black & white rhino, hippo, lion, leopard, cheetah, wild dog, buffalo, zebra species, wildebeest species, giraffe, and interpret obvious behaviour (territorial behaviour, mating) of these species.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 6

Point out and explain human influences on the environment, and use cultural explanations where ap

OUTCOME NOTES

For example / Range:

Iron age sites, habitat changes because of man, myths and legends, medicinal uses of plants and animals

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Point out and explain human influences on the environment, and use cultural explanations where appropriate.

ASSESSMENT CRITERION NOTES

For example / Range:

Iron age sites, habitat changes because of man, myths and legends, medicinal uses of plants and animals

SPECIFIC OUTCOME 7

Point out the most obvious stars, planets and constellations in the night sky at all times of the

OUTCOME NOTES

For example / Range:

Southern Cross, Orion, Scorpio, Venus, Sirius

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Point out the most obvious stars, planets and constellations in the night sky at all times of the year.

ASSESSMENT CRITERION NOTES

For example / Range:

Southern Cross, Orion, Scorpio, Venus, Sirius

SPECIFIC OUTCOME 8

Demonstrate the ability to orientate him/herself in the natural environment using natural and man

OUTCOME NOTES

For example / Range:

Southern Cross and other constellations (night), sun, wind, topographical features, weaver nests, roads, telephone lines

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Demonstrate the ability to orientate him/herself in the natural environment using natural and man-made phenomena.

ASSESSMENT CRITERION NOTES

For example / Range:

Southern Cross and other constellations (night), sun, wind, topographical features, weaver nests, roads, telephone lines

SPECIFIC OUTCOME 9

Demonstrate the appropriate ethics and precautions associated with guiding in the natural environ

OUTCOME NOTES

For example / Range:

Not allowing littering, carrying cigarette butts with, not shining spotlight onto diurnal animals, closing up and locking away food, etc. to prevent baboons from raiding, put out fires when leaving

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Demonstrate the appropriate ethics and precautions associated with guiding in the natural environment.

ASSESSMENT CRITERION NOTES

For example / Range:

Not allowing littering, carrying cigarette butts with, not shining spotlight onto diurnal animals, closing up and locking away food, etc. to prevent baboons from raiding, put out fires when leaving

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

1. Anyone assessing a practitioner against this unit standard must be registered as an assessor with the relevant ETQA.
2. Any institution offering learning that will enable achievement of this unit standard or will assess this unit standard must be accredited as a provider with the relevant ETQA.
3. Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.

Therefore anyone wishing to be assessed against this unit standard may apply to be assessed by any assessment agency, assessor or provider institution which is accredited by the relevant ETQA.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The practitioner is able to demonstrate knowledge and understanding of:

Elementary taxonomy (up to family level) of all larger mammals, and identification of all those occurring in the area of operation.

Distinguishing between passerine and non-passerine birds, and between the major orders of birds (e.g. kingfishers, bee-eaters, sunbirds, sparrows, weavers, starlings).

Basic ecological principles - energy flow (trophic pyramids, food chains, food webs), symbiotic relationships (mutualism, commensalisms & parasitism), sourveld & sweetveld, plant-animal interactions

Animal behaviour - territoriality & home range, reproductive behaviour, grouping, protective behaviour.

The difference between front-fanged (fixed and hinged), back-fanged and fangless snakes, and common examples of each.

Basic first aid, including CPR, fractures, bleeding, the types of venom found in snakes, spiders and scorpions, their effect on people and the treatment thereof.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

This unit standard relates to and promotes all of the critical cross-field outcomes of the NQF. Each specific outcome of the standard has been crafted to relate to one or more of the Critical Cross Field Outcomes. A cross-referencing has been listed below.

Providers of learning against this unit standard should take particular note of the Critical Cross Field Outcomes and design their achievement into all learning.

Problem solving relates to specific outcomes 3, 6 and 8

UNIT STANDARD CCFO WORKING

Team work relates to specific outcomes 4and 9

UNIT STANDARD CCFO ORGANISING

Self organisation and management relates to specific outcomes 4, 8 and 9

UNIT STANDARD CCFO COLLECTING

Information evaluation relates to specific outcomes 1, 2, 3, 6 and 8

UNIT STANDARD CCFO COMMUNICATING

Communication relates to specific outcomes 1, 2, 6, 7, 8 and 9

UNIT STANDARD CCFO DEMONSTRATING

Inter-relatedness of systems relates to specific outcomes 1, 2, 3, 6, 8 and 9

UNIT STANDARD ASSESSOR CRITERIA

The assessment of practitioners against this standard should meet the requirements of established assessment principles.

It will be necessary to develop assessment activities and tools that are appropriate to the contexts in which practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations etc.

The assessment should ensure that all the specific outcomes, critical cross-field outcomes and essential embedded knowledges are assessed.

The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.

Essential embedded knowledge must be assessed in its own right, through oral and/or written evidence. It cannot be assessed only through seeing the knowledge being applied.

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.

Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.

Performance of the specific outcomes must actively affirm target groups of practitioners and not unfairly discriminate against any practitioners. Practitioners should also be able to justify their performance in terms of these values.

REREGISTRATION HISTORY

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

UNIT STANDARD NOTES

As a general indication, the knowledge expected at this level is equivalent to that which can be gained during a two-week full-time course by an experienced instructor in the natural environment.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Elective	17174	National Certificate: Tourism: Guiding	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA
Elective	20155	National Certificate: Tourism: Guiding	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2009-09-09	Was CATHSSETA 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.

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