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: 

Implement and maintain food cultures 
SAQA US ID UNIT STANDARD TITLE
113816  Implement and maintain food cultures 
ORIGINATOR
SGB Nature Conservation 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 01 - Agriculture and Nature Conservation Nature Conservation 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04 
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 
A qualifying learner assessed as competent against this unit standard will be able to implement and maintain food cultures.

This competence will contribute towards successful maintenance of food supplies to ensure animal health and well being. This unit standard provides the learner with the competence that, together with other skills, will make the learner an asset in bird parks, aquaria, zoos, circuses, other animal holding facilities, breeding centres and rehabilitation centres. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Care for animals within area of responsibility (NQF 2)
  • Assist in the selection and preparation of food (NQF2)
  • Identify and care for plants in area of responsibility (NQF2) 

  • UNIT STANDARD RANGE 
    Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to scope and complexity of what is required. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Implement a food culture system. 
    OUTCOME NOTES 
  • Source materials including medium and housing
  • Preparation hygiene 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, Critical Cross-Field Outcomes and essential embedded knowledge.

    As each situation is different, 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 self-assessment, peer assessment; formative and summative assessment.

    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.

    In particular assessors should check for the following

    Practical competence
  • A food culture system is correctly implemented
  • Food culture is monitored and maintained
  • Adjustments to size and volume of culture are made where necessary
  • Unused materials are disposed of in a prescribed manner
  • Accurate records are maintained
  • Health and safety procedures are followed

    Foundational competence
  • Reasons for adjusting size and volume of culture are given
  • Importance of implementing a food culture systems is explained

    Reflexive competence
  • Reflect on own activities and integrate lessons to improve future performances

    Method of assessment
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)


    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment `events`.
  • Consider a complete activity in the workplace (the `whole of work` approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 2 
    Maintain and monitor food culture. 
    OUTCOME NOTES 
  • Clean sieves, wash ponds
  • Feed organisms
  • Handle problems that may arise 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, Critical Cross-Field Outcomes and essential embedded knowledge.

    As each situation is different, 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 self-assessment, peer assessment; formative and summative assessment.

    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.

    In particular assessors should check for the following

    Practical competence
  • A food culture system is correctly implemented
  • Food culture is monitored and maintained
  • Adjustments to size and volume of culture are made where necessary
  • Unused materials are disposed of in a prescribed manner
  • Accurate records are maintained
  • Health and safety procedures are followed

    Foundational competence
  • Reasons for adjusting size and volume of culture are given
  • Importance of implementing a food culture systems is explained

    Reflexive competence
  • Reflect on own activities and integrate lessons to improve future performances

    Method of assessment
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)


    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment `events`.
  • Consider a complete activity in the workplace (the `whole of work` approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 3 
    Adapt size and volume of culture as required. 
    OUTCOME NOTES 
  • Determine harvest rates 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, Critical Cross-Field Outcomes and essential embedded knowledge.

    As each situation is different, 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 self-assessment, peer assessment; formative and summative assessment.

    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.

    In particular assessors should check for the following

    Practical competence
  • A food culture system is correctly implemented
  • Food culture is monitored and maintained
  • Adjustments to size and volume of culture are made where necessary
  • Unused materials are disposed of in a prescribed manner
  • Accurate records are maintained
  • Health and safety procedures are followed

    Foundational competence
  • Reasons for adjusting size and volume of culture are given
  • Importance of implementing a food culture systems is explained

    Reflexive competence
  • Reflect on own activities and integrate lessons to improve future performances

    Method of assessment
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)


    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment `events`.
  • Consider a complete activity in the workplace (the `whole of work` approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 4 
    Dispose of unused and surplus materials. 
    OUTCOME NOTES 
  • Apply biological waste procedures 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, Critical Cross-Field Outcomes and essential embedded knowledge.

    As each situation is different, 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 self-assessment, peer assessment; formative and summative assessment.

    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.

    In particular assessors should check for the following

    Practical competence
  • A food culture system is correctly implemented
  • Food culture is monitored and maintained
  • Adjustments to size and volume of culture are made where necessary
  • Unused materials are disposed of in a prescribed manner
  • Accurate records are maintained
  • Health and safety procedures are followed

    Foundational competence
  • Reasons for adjusting size and volume of culture are given
  • Importance of implementing a food culture systems is explained

    Reflexive competence
  • Reflect on own activities and integrate lessons to improve future performances

    Method of assessment
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)


    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment `events`.
  • Consider a complete activity in the workplace (the `whole of work` approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 5 
    Maintain appropriate records. 
    OUTCOME NOTES 
  • Daily records and log books 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, Critical Cross-Field Outcomes and essential embedded knowledge.

    As each situation is different, 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 self-assessment, peer assessment; formative and summative assessment.

    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.

    In particular assessors should check for the following

    Practical competence
  • A food culture system is correctly implemented
  • Food culture is monitored and maintained
  • Adjustments to size and volume of culture are made where necessary
  • Unused materials are disposed of in a prescribed manner
  • Accurate records are maintained
  • Health and safety procedures are followed

    Foundational competence
  • Reasons for adjusting size and volume of culture are given
  • Importance of implementing a food culture systems is explained

    Reflexive competence
  • Reflect on own activities and integrate lessons to improve future performances

    Method of assessment
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)


    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment `events`.
  • Consider a complete activity in the workplace (the `whole of work` approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 

  • SPECIFIC OUTCOME 6 
    Maintain required health and safety procedures. 
    OUTCOME NOTES 
  • Maintain personal hygiene 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, Critical Cross-Field Outcomes and essential embedded knowledge.

    As each situation is different, 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 self-assessment, peer assessment; formative and summative assessment.

    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.

    In particular assessors should check for the following

    Practical competence
  • A food culture system is correctly implemented
  • Food culture is monitored and maintained
  • Adjustments to size and volume of culture are made where necessary
  • Unused materials are disposed of in a prescribed manner
  • Accurate records are maintained
  • Health and safety procedures are followed

    Foundational competence
  • Reasons for adjusting size and volume of culture are given
  • Importance of implementing a food culture systems is explained

    Reflexive competence
  • Reflect on own activities and integrate lessons to improve future performances

    Method of assessment
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)


    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment `events`.
  • Consider a complete activity in the workplace (the `whole of work` approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment. 


  • UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    N/A 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The qualifying learner is able to demonstrate a basic knowledge and understanding of:
  • Growth and harvest rates of culture
  • Appropriate ethics and legal framework (requirements)
  • Biology of culture species
  • Relevant equipment
  • Disposal of biological waste
  • Maintaining data
  • Health and safety procedures
  • Maintenance of hygiene 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to the following specific outcomes:
  • Maintain and monitor food culture
  • Adapt size and volume of culture as required 

  • UNIT STANDARD CCFO WORKING 
    Team work relates to specific outcomes:
  • Maintain appropriate records
  • Maintain required health and safety procedures 

  • UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to specific outcomes:
  • Implement a food culture system
  • Maintain and monitor food culture
  • Dispose of unused and surplus materials
  • Maintain appropriate records
  • Maintain required health and safety procedures 

  • UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to specific outcomes:
  • Maintain and monitor food culture
  • Adapt size and volume of culture as required 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to the following specific outcome:
  • Maintain appropriate records 

  • UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to specific outcome:
  • Adapt size and volume of culture as required 

  • UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relates to specific outcomes:
  • Implement a food culture system
  • Maintain and monitor food culture 

  • UNIT STANDARD CCFO CONTRIBUTING 
    Professional development relates to specific outcomes:
  • Implement a food culture system
  • Maintain and monitor food culture
  • Adapt size and volume of culture as required
  • Dispose of unused and surplus materials
  • Maintain appropriate records
  • Maintain required health and safety procedures 

  • UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    Values

    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:
  • The role captive facilities play in terms of general environmental education
  • Ecological and social rights, benefits and responsibilities
  • Empathy towards living natural resources 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  48435   Further Education and Training Certificate: Captive Animal Management  Level 4  NQF Level 04  Reregistered  2023-06-30  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.
     
    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.