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: 

Apply a basic training and enrichment programme for captive animals 
SAQA US ID UNIT STANDARD TITLE
113824  Apply a basic training and enrichment programme for captive 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 apply a simple training and enrichment programme for captive animals.

This competence will contribute towards improved animal management, welfare and wellbeing. The learner who has achieved this standard together with other skills will increase their marketability within the industry which includes bird parks, aquaria, zoos, circuses, other animal holding facilities, breeding facilities and rehabilitation centres. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Care for animals within area of responsibility (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 
Apply basic training techniques. 
OUTCOME NOTES 
For example:
  • Targeting
  • Operant conditioning
  • Training philosophy and ethics 

  • 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
  • Animal behaviour is interpreted correctly
  • Animal response is evaluated
  • An enrichment programme is implemented and maintained
  • Results of the training programme are communicated

    Foundational competence
  • Explanation of animal behaviour is accurately given
  • Various animal training techniques are described
  • Reasons for choosing a particular training techniques are given
  • Need for an enrichment programme is explained

    Reflexive competence
  • Effectiveness of training programme is evaluated and adjustments made
  • 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 
    Evaluate an animal`s response to training. 
    OUTCOME NOTES 
    For example:
  • Animals reaction to training and trainer. 

  • 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
  • Animal behaviour is interpreted correctly
  • Animal response is evaluated
  • An enrichment programme is implemented and maintained
  • Results of the training programme are communicated

    Foundational competence
  • Explanation of animal behaviour is accurately given
  • Various animal training techniques are described
  • Reasons for choosing a particular training techniques are given
  • Need for an enrichment programme is explained

    Reflexive competence
  • Effectiveness of training programme is evaluated and adjustments made
  • 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 
    Interpret the animals response and adjust training accordingly. 
    OUTCOME NOTES 
    For example:
  • Compliance
  • Animals attitude
  • Trainer reflects on own attitude towards training 

  • 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
  • Animal behaviour is interpreted correctly
  • Animal response is evaluated
  • An enrichment programme is implemented and maintained
  • Results of the training programme are communicated

    Foundational competence
  • Explanation of animal behaviour is accurately given
  • Various animal training techniques are described
  • Reasons for choosing a particular training techniques are given
  • Need for an enrichment programme is explained

    Reflexive competence
  • Effectiveness of training programme is evaluated and adjustments made
  • 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 
    Implement and maintain an enrichment programme. 
    OUTCOME NOTES 
    For example:
  • Use of props when required. 

  • 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
  • Animal behaviour is interpreted correctly
  • Animal response is evaluated
  • An enrichment programme is implemented and maintained
  • Results of the training programme are communicated

    Foundational competence
  • Explanation of animal behaviour is accurately given
  • Various animal training techniques are described
  • Reasons for choosing a particular training techniques are given
  • Need for an enrichment programme is explained

    Reflexive competence
  • Effectiveness of training programme is evaluated and adjustments made
  • 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:
  • Advantages of training animals
  • Animal behaviour, reaction and response
  • Animal training philosophy and ethics
  • Anthropomorphism
  • Animal enrichment 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to specific outcomes:
  • Evaluate an animal`s response to training.
  • Interpret the animals response and adjust training accordingly.
  • Implement and maintain an enrichment programme. 

  • UNIT STANDARD CCFO WORKING 
    Team work relates to specific outcome:
  • Apply basic training techniques.
  • Evaluate an animal`s response to training.
  • Interpret the animals response and adjust training accordingly. 

  • UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to specific outcomes:
  • Apply basic training techniques.
  • Evaluate an animal`s response to training.
  • Interpret the animals response and adjust training accordingly.
  • Implement and maintain an enrichment programme. 

  • UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to specific outcomes:
  • Evaluate an animal`s response to training.
  • Interpret the animals response and adjust training accordingly. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to specific outcome:
  • Implement and maintain an enrichment programme. 

  • UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to specific outcomes:
  • Apply basic training techniques.
  • Evaluate an animal`s response to training.
  • Interpret the animals response and adjust training accordingly.
  • Implement and maintain an enrichment programme. 

  • UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relates to specific outcomes:
  • Apply basic training techniques.
  • Evaluate an animal`s response to training.
  • Interpret the animals response and adjust training accordingly. 

  • UNIT STANDARD CCFO CONTRIBUTING 
    Professional development relates to specific outcomes:
  • Apply basic training techniques.
  • Evaluate an animal`s response to training.
  • Interpret the animals response and adjust training accordingly.
  • Implement and maintain an enrichment programme. 

  • 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:
  • Natural resource protection
  • The role captive facilities play in terms of general environmental education
  • Ecological and social rights, benefits and responsibilities
  • Compassion and respect animals 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  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.