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: 

Understand and interpret our natural and cultural heritage 
SAQA US ID UNIT STANDARD TITLE
8489  Understand and interpret our natural and cultural heritage 
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 2  NQF Level 02  5 
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 will be able to relate a basic understanding of heritage to a job or a function in the tourism industry, thus enhancing the job and furthering South African Heritage. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Basic research skills and information literacy as described in fundamental unit standard. 

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 
Demonstrate an understanding of the dynamic pro 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Demonstrate an understanding of the dynamic processes and agents shaping heritage 
OUTCOME NOTES 
For example/Range:
  • Historical and current political, economic, biophysical social factors, their impact on one another and on different ways of seeing heritage. Factors might include individuals, museums, zoos, natural resources, NGO/Community Based Organisations, the media, schools, funding agencies, etc. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Demonstrate an understanding of the dynamic processes and agents shaping heritage 
    ASSESSMENT CRITERION NOTES 
    For example/Range:
  • Historical and current political, economic, biophysical social factors, their impact on one another and on different ways of seeing heritage. Factors might include individuals, museums, zoos, natural resources, NGO/Community Based Organisations, the media, schools, funding agencies, etc. 
    		•

    SPECIFIC OUTCOME 2 
    Recognise types of heritage 
    OUTCOME NOTES 
    For example/Range:
  • Natural & cultural or tangible & non-tangible. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Recognise types of heritage 
    ASSESSMENT CRITERION NOTES 
    For example/Range:
  • Natural & cultural or tangible & non-tangible. 
    		•

    SPECIFIC OUTCOME 3 
    Use understanding of heritage to enhance performance 
    OUTCOME NOTES 
    For example/Range:
  • Enhance sensitivity towards and learn more about others by exploring different heritages.
  • Explore options for using heritage in everyday work. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Use understanding of heritage to enhance performance 
    ASSESSMENT CRITERION NOTES 
    For example/Range:
  • Enhance sensitivity towards and learn more about others by exploring different heritages.
  • Explore options for using heritage in everyday work. 
    		•

    SPECIFIC OUTCOME 4 
    Recommend possible alternative elements for inclusion into a tourism experience 
    OUTCOME NOTES 
    For example/Range:
  • Enrich an existing tourism route or adventure by including issues of heritage.
  • Recommend new heritage signs on a tourism route. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Recommend possible alternative elements for inclusion into a tourism experience 
    ASSESSMENT CRITERION NOTES 
    For example/Range:
  • Enrich an existing tourism route or adventure by including issues of heritage.
  • Recommend new heritage signs on a tourism route. 
    		•


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    ACCREDITATION PROCESS (including moderation)

    1. Anyone assessing a learner 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:

    Concepts and tools

    1. Perceived types of heritage.
    2. The dynamic processes shaping heritage.
    3. The nature of various factors impacting on natural and cultural heritage.

    Cultural Heritage
    q Languages spoken in South Africa and a basic understanding of the origins.
    q Religions practised in South Africa, including
  • A basic understanding of their origins.
  • Basic tendency and beliefs.
  • Protocol stemming from basic tenancy and beliefs.
    q A range of South African foods reflecting our cultural diversity.
  • Food protocol deriving from beliefs and faiths.
  • Acceptable food and drink combinations.
    q The diversity of South African cultures, including
  • The ever changing nature of culture.
  • The interactions and overlaps of cultures.
  • Key features of the predominant culture of a particular area, such as crafts, music, song, art, stories and beliefs and customs.
  • Important cultural festivals.
  • Origin and meaning of public holidays.
  • Cultural characteristics, important qualities, customs and traditions of all culture groupings and communities.
  • Historical figures, cultural role models, artists/musicians in national and local communities of all culture groupings.
  • Women's role and participation in the society.
  • Customs people practise in any particular area.
  • Cultural practices in South Africa.
    q Well-known national heritage sites and less-known local heritage sites.
  • History and geography of local natural heritage sites.
  • Major historical and geographical events.
  • Internationally known archaeological sites and findings.


    Natural Heritage
    q Flagship species including:
  • The Big Five animals.
  • The Big Six birds.
  • The Big Two marine animals.
  • Flagship species particular to a local area or region.
  • Distribution of species across the country.
    q Topography of South Africa including general altitude and broad characterisations of landscape such as highveld, lowveld, semi-tropical, desert, fynbos.
    q Key features of national and local climates such as average summer and winter temperatures, rainfall distribution and hazardous weather patterns.
    q Physical features and fauna and flora of the local landscape.
    q South Africa's three UNESCO international heritage sites and the reasons for their declarations as such:
    1. The Cradle of Human Kind.
    2. Robben Island.
    3. The St Lucia Estuary.

    q Basic facts about the political history of the APARTHEID system, including (previous constitution)
  • Lack of democracy in the political system.
  • Land ownership.
  • Forced removals.
  • The legal system.
  • Human rights abuses.
  • State sponsored religion.
  • Segregated facilities and life in South Africa.
  • Major players under the apartheid system such as political parties and opposition groups.
  • End of Apartheid era and the first Democratic Government.
  • South Africa's efforts to come to terms with apartheid, such as the Truth and Reconciliation Commission and Land redistribution. 
    		•


    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.

    (Relates to specific outcome 1, 2, 3 and 4)
    1Information evaluation. 

    UNIT STANDARD CCFO COMMUNICATING 
    2.Communication 

    UNIT STANDARD CCFO SCIENCE 
    3.Use of science and technology. 

    UNIT STANDARD CCFO DEMONSTRATING 
    4.Inter-relatedness of systems. 

    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 which 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 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 learners and not unfairly discriminate against any learners. 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 
    Demonstration of the competence outlined in this unit standard must be consistent with the principles of the South African Bill of Rights, and in particular show a respect and appreciation of the diversity of the country.

    Practise of the competence described in this unit standard should demonstrate a respect for both ancestors and generations to come.


    NOTES (2) : SUPPLEMENTARY INFORMATION
    It should be noted that this unit standard relates very closely to the unit standard Weave South African Heritage into Tourism (NQF4). This unit standard however, has less complex specific outcomes and less essential embedded knowledge. Learners achieving this unit standard will easily progress to attain the larger unit standard. 

    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  17174   National Certificate: Tourism: Guiding  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    Elective  22190   General Education and Training Certificate: Tourism  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2012-06-30  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.
     
    1. Wildlife and Environment Society of SA 


    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.