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: 

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
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 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.
  • 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. 

  • 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.
    ************

    *************** 

    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 
    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 CRITERION 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. 

    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  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.
     
    NONE 



    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.