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: 

Manage venomous animals 
SAQA US ID UNIT STANDARD TITLE
113823  Manage venomous animals 
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 capture, restrain and move venomous animals.

This competence will contribute towards proper occupational health and safety and animal welfare. Learners who have achieved this standard, together with other relevant skills, will increase their chances of employment within the industry which comprises of institutions such as 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)
  • Maintain occupational health and safety (NQF 2) 

  • 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 
    Access and leave enclosures safely. 
    OUTCOME NOTES 
  • Determine the position/location of animals
  • Operate enclosures appropriately doors, screens 

  • 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, and 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
  • Safe working practices are observed
  • Enclosure is accessed in a safe way
  • Animals are captured correctly
  • Enclosure is secured
  • Emergencies are handled correctly

    Foundational Competence
  • Reasons for using particular techniques to capture animals are explained
  • Safety procedures are explained and consequences of not following them described
  • Importance of animal care is explained
  • Importance of interpreting animal behaviour

    Reflexive Competence
  • Effectiveness of decisions made is evaluated
  • Reflect on the soundness of decisions made
  • Incorporate lessons learnt to improve future performance
  • 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 
    Use appropriate techniques to capture animals safely. 

    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, and 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
  • Safe working practices are observed
  • Enclosure is accessed in a safe way
  • Animals are captured correctly
  • Enclosure is secured
  • Emergencies are handled correctly

    Foundational Competence
  • Reasons for using particular techniques to capture animals are explained
  • Safety procedures are explained and consequences of not following them described
  • Importance of animal care is explained
  • Importance of interpreting animal behaviour

    Reflexive Competence
  • Effectiveness of decisions made is evaluated
  • Reflect on the soundness of decisions made
  • Incorporate lessons learnt to improve future performance
  • 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 
    Use appropriate techniques to restrain and relocate animals. 
    OUTCOME NOTES 
    Use of tubes 

    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, and 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
  • Safe working practices are observed
  • Enclosure is accessed in a safe way
  • Animals are captured correctly
  • Enclosure is secured
  • Emergencies are handled correctly

    Foundational Competence
  • Reasons for using particular techniques to capture animals are explained
  • Safety procedures are explained and consequences of not following them described
  • Importance of animal care is explained
  • Importance of interpreting animal behaviour

    Reflexive Competence
  • Effectiveness of decisions made is evaluated
  • Reflect on the soundness of decisions made
  • Incorporate lessons learnt to improve future performance
  • 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 
    Secure enclosure appropriately. 
    OUTCOME NOTES 
  • Gates, doors 

  • 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, and 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
  • Safe working practices are observed
  • Enclosure is accessed in a safe way
  • Animals are captured correctly
  • Enclosure is secured
  • Emergencies are handled correctly

    Foundational Competence
  • Reasons for using particular techniques to capture animals are explained
  • Safety procedures are explained and consequences of not following them described
  • Importance of animal care is explained
  • Importance of interpreting animal behaviour

    Reflexive Competence
  • Effectiveness of decisions made is evaluated
  • Reflect on the soundness of decisions made
  • Incorporate lessons learnt to improve future performance
  • 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 
    Handle bites, stings and other emergency situations. 
    OUTCOME NOTES 
  • Follow emergency procedures
  • Dealing with escapees
  • Report relevant situations to supervisor immediately 

  • 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, and 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
  • Safe working practices are observed
  • Enclosure is accessed in a safe way
  • Animals are captured correctly
  • Enclosure is secured
  • Emergencies are handled correctly

    Foundational Competence
  • Reasons for using particular techniques to capture animals are explained
  • Safety procedures are explained and consequences of not following them described
  • Importance of animal care is explained
  • Importance of interpreting animal behaviour

    Reflexive Competence
  • Effectiveness of decisions made is evaluated
  • Reflect on the soundness of decisions made
  • Incorporate lessons learnt to improve future performance
  • 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 
    Interpret animal behaviour and respond appropriately. 
    OUTCOME NOTES 
  • Follow emergency procedures
  • Dealing with escapees
  • Determine when not to handle animals 

  • 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, and 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
  • Safe working practices are observed
  • Enclosure is accessed in a safe way
  • Animals are captured correctly
  • Enclosure is secured
  • Emergencies are handled correctly

    Foundational Competence
  • Reasons for using particular techniques to capture animals are explained
  • Safety procedures are explained and consequences of not following them described
  • Importance of animal care is explained
  • Importance of interpreting animal behaviour

    Reflexive Competence
  • Effectiveness of decisions made is evaluated
  • Reflect on the soundness of decisions made
  • Incorporate lessons learnt to improve future performance
  • 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 ESSENTIAL EMBEDDED KNOWLEDGE 
    The qualifying learner is able to demonstrate knowledge and understanding of:
  • Emergency procedures associated with bites and stings
  • Knowledge of animal toxins and their impact on humans
  • The ecological importance of animal toxins
  • Contingency planning
  • Biology of venomous animals, including evolution
  • Risk assessment
  • Correct response to the behaviour of animals
  • Health and safety regulations and procedures
  • Techniques to capture, restrain and relocate venomous animals 

  • 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:
  • Access and leave enclosures safely
  • Use appropriate techniques to capture animals safely
  • Handle bites, stings and other emergency situations
  • Interpret animal behaviour and respond appropriately 

  • UNIT STANDARD CCFO WORKING 
    Team work relates to the following specific outcomes:
  • Access and leave enclosures safely
  • Use appropriate techniques to capture animals safely
  • Use appropriate techniques to restrain and relocate animals
  • Handle bites, stings and other emergency situations 

  • UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to the following specific outcomes:
  • Access and leave enclosures safely
  • Use appropriate techniques to capture animals safely
  • Use appropriate techniques to restrain and relocate animals
  • Secure enclosure appropriately
  • Handle bites, stings and other emergency situations
  • Interpret animal behaviour and respond appropriately 

  • UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to the following specific outcomes:
  • Use appropriate techniques to capture animals safely
  • Handle bites, stings and other emergency situations
  • Interpret animal behaviour and respond appropriately 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to the specific outcomes:
  • Use appropriate techniques to capture animals safely
  • Use appropriate techniques to restrain and relocate animals
  • Handle bites, stings and other emergency situations
  • Interpret animal behaviour and respond appropriately 

  • UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to the following specific outcomes:
  • Use appropriate techniques to capture animals safely
  • Use appropriate techniques to restrain and relocate animals
  • Secure enclosure appropriately
  • Handle bites, stings and other emergency situations 

  • UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relates to the following specific outcomes:
  • Use appropriate techniques to capture animals safely
  • Use appropriate techniques to restrain and relocate animals
  • Handle bites, stings and other emergency situations
  • Interpret animal behaviour and respond appropriately 

  • UNIT STANDARD CCFO CONTRIBUTING 
    Professional development relates to the following specific outcomes:
  • Access and leave enclosures safely
  • Use appropriate techniques to capture animals safely
  • Use appropriate techniques to restrain and relocate animals
  • Secure enclosure appropriately
  • Handle bites, stings and other emergency situations
  • Interpret animal behaviour and respond appropriately 

  • 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
  • Natural resource protection
  • 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.