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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Demonstrate an understanding of soil types and their characteristics 
SAQA US ID UNIT STANDARD TITLE
376224  Demonstrate an understanding of soil types and their characteristics 
ORIGINATOR
Task Team - Fabrication and Extraction 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 06 - Manufacturing, Engineering and Technology Fabrication and Extraction 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04  6 
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 
Learners credited with this unit standard are able to:
  • Demonstrate an understanding of the principal soil types.
  • Demonstrate an understanding of the characteristics of the principal soil types.
  • Demonstrate an understanding of the importance of soils.
  • Demonstrate an understanding of the tests performed on soils. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are already competent in the following:
  • Communication and Mathematical Literacy at NQF Level 3. 
    		•

    UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate an understanding of the principle soil types. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Provide a general definition of a soil in terms of sound geological principles. 

    ASSESSMENT CRITERION 2 
    The principal processes involved in the generation of a typical soil are identified and explained in terms of sound geological principles. 

    ASSESSMENT CRITERION 3 
    The difference between transported and residual soil is explained in terms of sound geological principles. 

    ASSESSMENT CRITERION 4 
    The principal soil types are identified and described in terms of sound geological principles. 

    ASSESSMENT CRITERION 5 
    The distribution of the principal soil types in the world is discussed, identified on a world map and reasons for the distribution provided in terms of sound geological principles. 

    ASSESSMENT CRITERION 6 
    The relationship between weathering type and soils are identified and discussed in terms of sound geological principles. 

    ASSESSMENT CRITERION 7 
    The horizons within the principal soil types are identified, defined and discussed in terms of sound geological principles. 
    ASSESSMENT CRITERION RANGE 
    Must include:
  • A horizon.
  • B horizon.
  • C horizon.
     
    		•

    ASSESSMENT CRITERION 8 
    The principal soil types in South Africa are identified and defined and their distribution indicated on a geographical map in terms of sound geological principles. 

    SPECIFIC OUTCOME 2 
    Demonstrate an understanding of the characteristics of the principle soil types. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The typical characteristics, mineralogical, physical and chemical, used to describe soils are identified and defined in terms of sound geological principles. 

    ASSESSMENT CRITERION 2 
    The typical mineralogical, physical and chemical characteristics of the horizons within the principle soil types are identified and defined in terms of sound geological principles. 
    ASSESSMENT CRITERION RANGE 
    Must include:
  • A Horizon.
  • B Horizon.
  • C Horizon.
     
    		•

    ASSESSMENT CRITERION 3 
    The typical characteristics of the principal soil types in South Africa are identified and defined in terms of sound geological principles. 

    ASSESSMENT CRITERION 4 
    The relationship between soil characteristics and soil formation processes are discussed and described in terms of sound geological principles. 

    SPECIFIC OUTCOME 3 
    Demonstrate an understanding of the importance of soils. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The relationship between soil formation and the development of economic mineral deposits is discussed and examples provided in terms of sound geological principles. 

    ASSESSMENT CRITERION 2 
    The processes which result in the development of economic mineral deposits during soil formation are identified and discussed in terms of sound geological principles. 

    ASSESSMENT CRITERION 3 
    The mineralogical, chemical and physical characteristics of soil related economic mineral deposits are discussed and described in terms of sound geological principles. 

    ASSESSMENT CRITERION 4 
    The economic importance of soil related economic mineral deposits is discussed in terms of sound geological principles. 

    ASSESSMENT CRITERION 5 
    The economic and social importance of soils, other than as an economic mineral deposit host, is discussed in terms of sound geological principles. 

    SPECIFIC OUTCOME 4 
    Demonstrate an understanding of the tests performed on soils. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The commonly tested physical, mineralogical and chemical properties of soils are identified, described and discussed in terms of the relevant procedures. 

    ASSESSMENT CRITERION 2 
    The commonly performed in-situ soil tests are identified, described and discussed in terms of the relevant procedures and site-specific requirements. 

    ASSESSMENT CRITERION 3 
    The typical means used to sample soils are identified and described, and their relationship with individual tests discussed in terms of site-specific requirements. 

    ASSESSMENT CRITERION 4 
    The means of transporting soil samples are identified and their relationship to subsequent tests discussed in terms of site-specific requirements. 

    ASSESSMENT CRITERION 5 
    The commonly performed laboratory soil tests are identified, described and defined in terms of sound geological principles. 

    ASSESSMENT CRITERION 6 
    The purpose and use of commonly performed soil tests are identified and discussed in terms of sound geological principles. 

    ASSESSMENT CRITERION 7 
    The common means of soil storage are identified and their relationship to any subsequent tests discussed in terms of sound geological principles. 


    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 with the relevant Education, Training, Quality, Assurance (ETQA) Body, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant Education, Training, Quality, Assurance (ETQA) Body, or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant Education, Training, Quality, Assurance (ETQA) Body, or by an ETQA that has a Memorandum of Understanding with the relevant ETQA, according to the ETQA's policies and guidelines for assessment and moderation.
  • Moderation must include both internal and external moderation of assessments, unless ETQA policies specify otherwise.
  • Anyone wishing to be assessed against this unit standard may apply to be assessed by any assessment agency, assessor or provider institution that is accredited by the relevant ETQA. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following embedded knowledge is addressed in an integrated way in the context of the unit standard:
  • An understanding of the principle soil types.
  • An understanding of the characteristics of the principle soil types.
  • An understanding of the importance of soils.
  • An understanding of the tests performed on soils. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking:
  • The ability of the learner to identify characteristics of individual soil types, textures, structures and associated mineralisation contributes to his/her problem solving ability. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively:
  • The ability of the learner to integrate the geological data to provide a coherent model of the soil indicates that the learner can organise and manage activities. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information:
  • The ability of the learner to integrate the geological data pertaining to soils, their mineralogy, physical properties and chemistry into a model will enhance the learners proficiency to collect, analyse, organise and evaluate information. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentations:
  • The ability of the learner to reconcile the data from various sources will indicate the learner's proficiency in effective communication. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others:
  • The analysis of the geological data pertaining to the various soils described will indicate the learners understanding of science and technology. 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation:
  • The ability of the learner to understand the relationship between different soils, their means of formation, mineralogy, chemistry, physical properties and mineralisation will contribute to their understanding of the whole world. 
    		•

    UNIT STANDARD CCFO CONTRIBUTING 
    Reflect on, and explore a variety of strategies to learn more effectively and to contribute to the full development of each learner to enhance the social and economic development of the society at large:
  • The ability of the learner to explore more than one strategy to analyse the different soils, their means of formation, mineralogy, chemistry, physical properties and mineralisation can be applied inside and outside the work environment to enhance the socio-economic development of family-life and the community at large. 
    		•

    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 
    Terminology:

    Specified requirements and/or laid down procedures are contained in one or more of the following:
  • Training manuals.
  • Education manuals, including geological text books.
  • Geological illustrations. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  77963   Further Education and Training Certificate: Mining/Exploration Geology  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MQA 


    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.