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: 

Inspect, care for and operate fire service equipment 
SAQA US ID UNIT STANDARD TITLE
115222  Inspect, care for and operate fire service equipment 
ORIGINATOR
SGB Fire and Rescue 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 11 - Services Cleaning, Domestic, Hiring, Property and Rescue Services 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  15 
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
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 
Brief description of competence
The qualifying learner achieving this unit standard will be able to use, care for and inspect basic emergency service equipment in a safe and effective manner.

Benefit to the learner
The learner will be in a position to ensure that any equipment she/he uses is safe for use, and that it will be used in a correct according to procedures. This furthers the safety of the individual.

Broader benefit of competent practitioners
Competent qualifying learners will be more effective in their duties and have higher levels of safety. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
It is assumed that anyone wishing to enter a programme leading to this unit standard will already be competent at communication and mathematical literacy at NQF level 4 or equivalent. 

UNIT STANDARD RANGE 
Where necessary, range statements have been included under specific outcomes, assessment criteria or essential embedded knowledge.

The range of equipment against which this unit standard will be assessed is that specified for NFPA codes 1001 for Fire Fighter I and Fire Fighter II. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Describe and identify all fire service equipment required. 
OUTCOME NOTES 
Describe and identify all fire service equipment required by an accredited training service provider. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
The purpose and uses of a given set of fire service equipment are described. 

ASSESSMENT CRITERION 2 
The limitations of pieces of the above equipment are discussed, and ways are explored of compensating for these limitations. 

SPECIFIC OUTCOME 2 
Demonstrate an ability to care for and operate all fire service equipment. 
OUTCOME NOTES 
Demonstrate an ability to care for and operate all fire service equipment required by an accredited training service provider. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
A working knowledge is demonstrated of the correct procedures for caring for the above range of equipment. 

ASSESSMENT CRITERION 2 
Equipment assigned to the learner is cared for according to stipulated procedures. 

ASSESSMENT CRITERION 3 
The ability to use all specified pieces of equipment is demonstrated. 

SPECIFIC OUTCOME 3 
Select appropriate fire service equipment or combinations of equipment. 
OUTCOME NOTES 
Select appropriate fire service equipment or combinations of equipment for any given emergency situation. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
An ability is demonstrated to make inter-connections between factors at an emergency scene and the appropriate equipment to use. 

ASSESSMENT CRITERION 2 
Complimentary combinations of equipment are selected and explained. 

ASSESSMENT CRITERION 3 
Equipment is used to effect a desired outcome at an emergency scene. 


UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor/moderator with the relevant ETQA.
  • Such registration assumes that the assessor has both ETDP competence as well as substantial functional competence in the relevant area of practice.
  • This point leads to the assumption that any assessor assessing this unit standard is not relying simply on the content of the unit standard to guide their practise. Rather the assessor is drawing on a wealth of experiential knowledge for which this unit standard provides a quality benchmark.

    Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
  • Such accreditation assumes that the institution has access to relevant resources and staff with a substantial functional competence in the relevant area of practice.
  • This point leads to the assumption that any person providing education or training leading to this unit standards is not relying simply on the content of the unit standard to guide their practise. Rather the trainer/educator is drawing on a wealth of experiential knowledge for which this unit standard provides a quality benchmark.

    Assessment and moderation of assessment will be overseen by the relevant ETQA according to:
  • The ETQA's policies and guidelines
  • Agreements reached concerning assessment and moderation between ETQAs (including professional bodies) 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • A basic The range of equipment utilised in Fire Fighter One and Two Level operations.
  • Equipment selection, application and limitations for a given set of circumstances. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Solve problems
    By adapting actions to the availability and suitability of equipment. 

    UNIT STANDARD CCFO SCIENCE 
    Use technology
    By selecting appropriate equipment for a given situation. 

    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 
    Notes about assessment

    Assessment of this unit standard should focus on signing off a learner as competent against the competence described in the purpose statement at the beginning of the standard. The implication of this is that no part of this unit standard is a mini-competence in and of itself, but is rather part of the bigger competence described in the purpose statement. The parts should be seen to be pieces of a jigsaw puzzle none of which make sense by themselves, and each one of which affects the others.

    For this reason, assessment criteria in this unit standard should be seen as orientated towards the standard as a whole. This does not mean that assessors should not check that a learner is competent at each outcome, but that they should not necessarily check this separately for each outcome. Similarly, assessors are encouraged not to assess essential embedded knowledge and critical cross-field outcomes separately.

    As each situation is different, 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 self-assessment, peer assessment, formative and summative 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. report from a third party.

    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.

    By checking for applied competence and critical cross-field competence as described below, the assessor must design a holistic assessment focused at the competence described in the purpose statement of this unit standard.

    The learner must demonstrate applied competence in the following way:

    The learner must demonstrate an ability to consider a range of options and make decisions about:
  • Matching appropriate and available equipment to a given set of circumstances and desired outcomes.
  • Adapting practice to available sources.

    The learner must demonstrate an understanding of:
  • A basic range of equipment utilised in Fire Fighter One and Two Level operations.
  • Equipment selection, application and limitations for a given set of circumstances.

    The learner must demonstrate an ability to learn from her/his actions and to adapt to changes by:
  • Reflecting on own practice, and adapting and modifying it accordingly.
  • Reflecting on their own patterns of learning and creating opportunities for future learning. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  57803   Further Education and Training Certificate: Fire and Rescue Operations  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  LG SETA 
    Core  64390   National Certificate: Emergency Services Supervision: Fire and Rescue Operations  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  LG SETA 
    Elective  48855   National Certificate: Emergency Services Operations  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2009-02-18  Was LG SETA 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.
     
    1. Fire Protection Association of Southern Africa 
    2. Goldfields Emergency Fire Services Training Academy 
    3. Josmap Training Institute 
    4. Mortarboard Training Solutions 
    5. Progressive School of Business and Engineering (Pty) 
    6. PTDEV (Pty) Ltd 
    7. Riverport Training Academy 
    8. RLSTP Training & Development (PTY) LTD. 
    9. Sebenzisanane Human Capital 
    10. South African Corporate Training Association 
    11. Tshwane Training Institute (PTY) LTD. 
    12. Vhutshilo Health And Training Organisation 


    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.