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:

Interpret guiding for tourists

SAQA US ID	UNIT STANDARD TITLE
8533	Interpret guiding for tourists
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 4	NQF Level 04	5
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

The learner achieving this unit standard will be able to:

Reflect a commitment to authenticity, avoid simple stereotyping and respect the integrity of the subject of the interpretation when constructing and conducting a guided experience that informs and entertains visitors.
Assess the requirements, interests and sensitivities of culturally diverse tour groups and ensure that their interpretation is sensitive to these.
Utilise information and research skills to present well-informed, balanced interpretation of general aspects of South African society as well as specific sites and resources.
Reflect, diverse and changing views and protect the social and cultural integrity of the host communities.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Literacy and communication skills to level 3, preferably level 4, are assumed. It is recommended that the learner has completed or is concurrently engaged in completing the unit standard on designing a guided experience. Alternatively, the unit standard on guiding at level 2 will form a good entry level qualification.

UNIT STANDARD RANGE

Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in ranges/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

Tell the story in a lively, interesting and imaginative way such that the listener can 'live' it.

OUTCOME RANGE

Of a place, community, environment, custom or resource.

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.

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

Research, plan and present a formal interpretive talk.

OUTCOME NOTES

Research, plan and present a formal interpretive talk as well as informal and occasional commentary on aspects of landscape, natural and cultural heritage.

OUTCOME RANGE

Formal talk should last five-ten minutes. It should provide both background and sufficient detailed information to satisfy tourist interests and answer general questions on the major attractions of the tour. It would always be an advantage if the interpreter could relate the interpretation to similar sites/events in the visitor's own experience.

Informal commentary requires a general knowledge of local history and environment so that the guide is able to identify significant features of natural and cultural landscape that the group encounters in passing.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

Demonstrate an understanding of both cultural and natural heritage.

OUTCOME NOTES

Demonstrate an understanding that both cultural and natural heritage are not simply 'things to be discovered', but that they are constructed and given meaning by living communities as they continually develop new ways of seeing themselves and the world around them.

OUTCOME RANGE

How different groupings may interpret a site differently and that the significance and meaning changes over time.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

Reflect, in their interpretation, the full richness and diversity of the South African experience.

OUTCOME RANGE

Present differing views and interpretations wherever relevant. Ensure that the full range of local experience is represented.

Interpret the South African experience in a way that reflects different and changing perspectives and respects the dignity and integrity of people.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

Recognise that there are aspects of local heritage that are painful.

OUTCOME NOTES

Recognise that there are aspects of local heritage that are painful and find ways of presenting the happy and the sad, the proud and the painful, the shared and the disputed.

OUTCOME RANGE

The changing and contested perspectives regarding protected areas, national parks and game reserves where these have led to forced removals and alienation from the land. Also historical battle sites and where young people or others relate differently to aspects of local culture.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

Remain sensitive to the requirements, interests and perspectives of culturally diverse tour groups.

OUTCOME RANGE

Avoid simple one-sided interpretations that some people might find offensive - but be willing to present diverse views even if there might be intense disagreement.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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 7

Strive for authenticity and avoid shallow stereotyping.

OUTCOME NOTES

Strive for authenticity and avoid shallow stereotyping - especially in respect of living cultural experiences, such as township tours, theme parks, cultural villages etc, that are constructed as commodities for tourist consumption.

OUTCOME RANGE

Requires some understanding as to how South African cultures have been represented in the past by certain groups and how western media, tourist literature etc. may still reinforce these stereotypes.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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 8

Reflect on the interpretation experience.

OUTCOME NOTES

Reflect on the interpretation experience and on his/her own performance in order to improve the quality of the guided experience.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

1. Anyone assessing a learner 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 a basic knowledge and understanding of:

1. The most significant and relevant aspects of the Constitution, the Bill of rights, the World Tourism Code of Ethics and the South African Heritage Act
2. South Africa's rich and diverse cultural heritage.
3. Diverse and changing perspectives and debates on aspects of South African history and identity.
4. Interpretation methodologies.
5. Presentation and communication techniques.
6. Information on a

significant heritage site or period of history within their selected area.

aspect of the landscape or natural heritage within their selected area.

aspect of living culture, practises, artefacts, life ways etc within their selected area.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Problem solving relates to all specific outcomes.

UNIT STANDARD CCFO WORKING

Teamwork relates to the following specific outcomes:

Research, plan and present a formal interpretive talk as well as informal and occasional commentary on aspects of landscape, natural and cultural heritage.

Reflect, in their interpretation, the full richness and diversity of the South African experience.

Reflect on the interpretation experience and on his/her own performance in order to improve the quality of the guided experience.

UNIT STANDARD CCFO ORGANISING

Self-organisation and -management relates to the following specific outcomes:

Research, plan and present a formal interpretive talk as well as informal and occasional commentary on aspects of landscape, natural and cultural heritage.

Reflect, in their interpretation, the full richness and diversity of the South African experience.

Reflect on the interpretation experience and on his/her own performance in order to improve the quality of the guided experience.

UNIT STANDARD CCFO COLLECTING

Information evaluation relates to all specific outcomes.

UNIT STANDARD CCFO COMMUNICATING

Communication relates to the following specific outcomes:

Tell the story in a lively, interesting and imaginative way such that the listener can 'live' it.

Research, plan and present a formal interpretive talk as well as informal and occasional commentary on aspects of landscape, natural and cultural heritage.

Reflect, in their interpretation, the full richness and diversity of the South African experience.

Reflect on the interpretation experience and on his/her own performance in order to improve the quality of the guided experience.

UNIT STANDARD CCFO SCIENCE

Use of science and technology relates to the following specific outcomes:

Tell the story in a lively, interesting and imaginative way such that the listener can 'live' it.

Research, plan and present a formal interpretive talk as well as informal and occasional commentary on aspects of landscape, natural and cultural heritage.

Reflect, in their interpretation, the full richness and diversity of the South African experience.

Recognise that there are aspects of local heritage that are painful and find ways of presenting the happy and the sad, the proud and the painful, the shared and the disputed.

UNIT STANDARD CCFO DEMONSTRATING

Inter-relatedness of systems relates to all specific outcomes.

REREGISTRATION HISTORY

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

UNIT STANDARD NOTES

Values

1. Interpret in a gender and race sensitive manner e.g.: how gender terminology is presented in narratives.
2. Distinguish between and be sensitive to communities' public, private, secret and sacred domains.
3. Viewing artefacts, events and communities from different perspectives could enhance the guiding experience.
4. Remain sensitive to the diverse cultural backgrounds of clients.
5. Contextualise South Africa within a broader worldview.
6. Understand, describe and explain South Africa's cultural and natural heritage.
7. Access information that will enhance the interpretation of the guided experience.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	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.

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