Learner PoE Guide
Learner PoE Guide
Learner PoE Guide
SAQA ID 244283:
Facilitate the development, implementation and maintenance of a Safety, Health and Environment
management system
NQF Level 5, 10 Credits
Assessment in Outcomes Based Education is not only focused on what learners can
do, but intends to develop learners holistically. In other words, learners are also
required to demonstrate certain life-skills, which will not only enhance their learning,
but will also ensure that these skills are transferable to their private lives.
In Outcomes-based education and training we use both formative and summative
assessments:
• Formative assessment refers to assessment that takes place during the
process of learning and teaching.
• Summative assessment is assessment for making a judgement about
achievement. This is carried out when a learner is ready to be assessed at the
end of a programme of learning.
Results initially collected for formative assessment, can be used for summative
assessment, thus avoiding repetition.
Assessment Process
Step 4: Step 1:
Review and report Plan and prepare
on the assessment for the assessment
Step 3:
Step 2:
Provide
Conduct and
assessment
record the
feedback to the
assessment
learner
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Step 2:
Conduct and record the assessment
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Step 4:
Review and report on the assessment
Learner Learners will participate in the facilitated classroom training section of the learning
programme by participating in formative assessment class activities / exercises in
the Learner Workbook.
The learner needs to:
• Attend the learning / training session
• Participate in the learning and form part of syndicate group / small
workgroup for activities
• Do research and prepare for participation during the training session
• Complete the assignments, activities and portfolio
Learners will complete and submit their individual Portfolios of Evidence, using the
Learner Portfolio of Evidence Guide to successfully create, gather and submit the
required evidence for assessment, by completing the following:
• required administration documentation
• completed Learner Workbook containing the formative assessment Class
Activities and Programme Reflection
• individual assignments and practical workplace activities:
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o Knowledge Questions
o Practical Workplace Activity
o Witness Testimony – supervisor confirmation of application of the
knowledge and skills in the workplace
o Assessment Activities Checklist – control checklist to ensure all
required evidence is submitted by the learner
Assessments are meant to be as clear and transparent as possible, therefore
learners should know:
• the kinds of assessment activities that they would be asked to perform
• the standard and level of performance expected
• the type and amount of evidence to be collected
• their responsibility regarding the collection of evidence.
Facilitator It is the role of the facilitator to facilitate the theoretical classroom training and skills
practice sessions to groups of learners.
The facilitator is also responsible for:
• being available for questions regarding the assessment after the training
has been completed
• acting as Evidence Collection Facilitator, when facilitating formative
assessment using the Class Activities in the Learner Workbook
• facilitating only a section of the summative assessment - Knowledge
Questions in the Learner Portfolio of Evidence Guide
• guiding the learners on the use of the Portfolio of Evidence Guide
• learning programme administration, e.g. attendance register, training report
after the session, and any other related administration required by the
training provider
Assessor The assessor needs to be:
• qualified as an assessor
• registered as a constituent assessor with the relevant SETA
• proficient in the subject matter of the learning area in which they are
assessing and an expert in his/her knowledge of the unit standard
requirements or qualification for which he/she is registered to assess - the
assessor’s subject matter knowledge should be at least of a level higher
than the learner who is being assessed
• proficient in the process of assessment - this means that they should:
o Be familiar with the unit standards that they will be assessing
o Be familiar with and use the assessment guides
o Plan the assessment, which includes the selection, design and
implementation of assessment activities.
o Follow the assessment process, i.e. plan and agree on the
assessment with the learner; guide the learner in the collection of
evidence; conduct the assessment; provide feedback to the learner
about the assessment decision
o Record and report on assessment results
o Participate in moderation processes
o Review the assessment and make appropriate changes
The assessor needs to conduct an assessment subject to the following principles:
• the application of NQF principles
• the application of the principles of credible assessment
• the application of the principles of the collection of and quality of the
evidence
• the assessment being planned and designed on the basis of understanding
the requirements of the unit standard, part qualification or qualification that
the learner is seeking credit for
The assessor needs to establish a trusting relationship with learners – not only so
that they can perform optimally during an assessment, but also so that the learners
will trust that the assessor has their interests at heart.
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Moderator Internal moderators will be moderating assessment activities and supporting the
assessors. Their task will be to do the quality assurance of the assessment activities
in an ordered and structured way and develop the skills of assessors.
Moderation ensures that people who are being assessed are assessed in a
consistent, accurate and well-designed manner. It ensures that all assessors who
assess a particular unit standard or qualification are using comparable assessment
methods and are making similar and consistent judgements about the learners’
performance.
The moderator needs to be:
• qualified as a moderator
• registered as constituent moderator with the relevant SETA
• experienced in the related field of assessment and moderation
The moderator will, according to the Quality Management System of the training
provider:
• Moderate 25% of all portfolios within 2 weeks of assessment or as per the
requirements stated in the training provider QMS
• Validate the quality of the judgements made. The judgement is either
confirmed or overturned on valid grounds.
Verifier The moderation system will in turn be quality assured by the ETQAs who will have
qualified verifiers in place to monitor moderation systems and support moderators.
Some larger organisations will prefer to appoint internal verifiers to take a systemic
view of internal assessment and moderation
Training The training provider needs to ensure that qualified facilitators, assessors and
Provider moderators are employed or contracted to perform the required functions, using
quality materials as is required in the training provider quality management system.
The training provider also needs to provide for the appeals process. If the learner /
candidate is not happy about the process or findings of the assessment, he/she can
put in an appeal to have the assessment reviewed by the training provider. This will
ensure that candidates have a democratic right to overturn decisions that are not
fair, not properly motivated or simply not believed. The training provider and ETQA
should ensure that there is an appeals procedure in place, i.e. appeals against an
assessment decision. Learners should be secure in the knowledge that they can
appeal against an unfair assessment.
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Portfolio of Evidence
Please complete the following documents and submit as part of your Portfolio of
Evidence:
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Learner title
Equity code
Nationality code
Gender code
Province code
Telephone
Cell phone
Contact
Details
E-mail
Fax
Company
Name
Contact
Person
(Supervisor)
Company
Contact
Details
Person
Contact
Number
Postal
Address
Learner’s Designation
Date of Submission
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Learner ID
Insert a certified copy of your Identify Document here:
Learner CV
Insert a copy of your full CV (Curriculum Vitae) here:
Learner Qualifications
Insert certified copies of relevant qualifications here:
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244283
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N/A
SPECIFIC OUTCOME 1
Discuss fundamental issues pertaining to occupational safety, health and environment.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
Fundamental issues pertaining to occupational safety in the workplace are explained.
ASSESSMENT CRITERION RANGE
Fundamental issues include but are not restricted to, housekeeping; stacking and storage;
colour coding; symbolic safety signs; hand and portable power tools; lifting equipment;
ladders; scaffolds; vessels under pressure; compressed gas cylinders; machine guarding;
personal protective equipment; confined spaces; hot work; permit to work; lockout systems;
conveyors; disaster management.
ASSESSMENT CRITERION 2
Fundamental issues pertaining to occupational health in the workplace are explained in
terms of specified requirements.
ASSESSMENT CRITERION RANGE
Fundamental issues include but are not restricted to, the anticipation, identification;
evaluation and control of occupational hygiene stressors; the role of the occupational
hygienist; functions of occupational health services; legislative requirements; clinic
management; fitness-to-work and disability evaluation; health monitoring and surveillance;
AIDS in the workplace; absenteeism; hazards evaluation and control; disaster management;
drug screening; employee assistance and counselling; health promotion; health risk
assessment; primary health care.
ASSESSMENT CRITERION 3
Fundamental issues pertaining to the environment are explained according to specified
requirements.
ASSESSMENT CRITERION RANGE
Fundamental issues include but are not restricted to, applicable legislation; air; water, soil
and noise pollution; energy optimisation; waste management; emergency preparedness and
response; disaster management; environmental impact assessments; aspects and impacts;
social responsibility.
SPECIFIC OUTCOME 2
Demonstrate understanding of safety theories and principles.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
Fundamental theories of occupational safety are applied in a proposed occupational safety
management programme.
SPECIFIC OUTCOME 3
Apply the fundamentals of risk management.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
The fundamental principles of risk management are explained.
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ASSESSMENT CRITERION 2
The fundamental principles of risk management are applied during the implementation of risk
management strategies in the workplace.
SPECIFIC OUTCOME 4
Apply SHEQ Management systems.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
The various elements and general requirements of SHEQ Management systems are
explained and demonstrated.
ASSESSMENT CRITERION 2
The process of planning, implementing and maintaining SHEQ Management systems is
explained and demonstrated.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Anyone assessing a learner against this unit standard must be registered as an assessor
with the relevant ETQA or another ETQA that has a Memorandum of Understanding with the
relevant ETQA.
Any institution offering learning that will enable achievement of this unit standard must be
accredited as a provider through the relevant ETQA by SAQA.
Moderation of assessment will be overseen by the relevant ETQA according to the
moderation guidelines and the agreed ETQA procedures.
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Passed the
National Certificate: NQF End Date - 2015-
Core 79627 Level 5 MERSETA
Mechatronics Level 05 Status was 06-30
"Reregistered"
Level As per Learning
National Certificate: TBA: 2021- Programmes
Core 58625 Level 5 Reregistered
Occupational Safety Pre-2009 06-30 recorded against
was L5 this Qual
As per Learning
National Diploma: NQF 2023- Programmes
Core 79808 Level 5 Reregistered
Occupational Safety Level 05 06-30 recorded against
this Qual
Further Education
As per Learning
and Training
NQF 2021- Programmes
Elective 79807 Certificate: Level 4 Reregistered
Level 04 06-30 recorded against
Occupational
this Qual
Hygiene and Safety
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Learner ID
Assessor
Assessor Full Name
Number
Moderator
Moderator Full Name
Number
Please read the discussion points below. Tick yes, indicating that you have read and
understand the information provided. Please contact your facilitator or assessor if you
do not understand or need additional information on any of the points below:
I have read and understand the
Please take note of the following discussion points: information provided:
Yes No Comments
1. Were you welcomed and made to feel at ease?
2. Was the purpose and objectives of the meeting explained?
3. Was the Assessment process and principles of good
assessment is explained?
4. The purpose of the assessment is to determine and recognise
my competence against the unit standards in this qualification
5. I understand the roles and responsibilities of all parties
involved in the assessment:
• The learner: To complete and submit all required evidence by
submission date.
• The assessor: To assess evidence submitted and provide learner
with feedback.
• The moderator: To quality assure the assessment process.
Assessment results are subject to change pending moderation.
6. Were you informed of your rights, appeal process and
reassessment policies?
• You have the right to appeal against any judgement given as a result
of any assessment. You must have valid reasons for doing this
• You have the right to an interpreter if you need one to perform this
function. However if one of the learning assumptions for the standard
is that you are competent within the language of assessment, you may
not have an interpreter
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Assessment Plan
Use the assessment plan to write down the dates on which you plan to meet specific
targets. This document MUST be completed by the learner in the presence of the
Assessor / Facilitator conducting the Pre-Assessment Process:
Facilitate the development, implementation and maintenance of a Safety,
Programme
Health and Environment management system
SAQA ID 244283: Facilitate the development, implementation and maintenance of a
Unit Standard Safety, Health and Environment management system
NQF Level 5, 10 Credits
Learner Name
Learner ID Number
Facilitator Name
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Declaration of Authenticity
Where assistance or advice was received, or where I used resource material form a
Learner Guide, workbook, policy wording, internet or any other printed sources, this is
acknowledged and referenced below: (please list references here):
Learner signature
Date
Witness name
Witness signature
Assessor
Date
Signature
Moderator
Date
Signature
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Appeals Procedure
Familiarise yourself with the appeals procedure and sign the document as requested. You will
only use the Appeals Form if you would like to appeal against the assessment decision.
The Training Provider acknowledges a Learner’s right to appeal against or dispute any
assessment decision.
You can appeal under the following circumstances:
• I do not agree with my assessment decision – I feel I have provided sufficient evidence
• I was not briefed properly of the nature and requirements of assessment
• I was unfairly discriminated against
• My special needs for this assessment were not accommodated
Stage 1:
• Approach the workshop organiser to state your case for re-assessment within 14
working days of being informed of the assessment decision. Complete and submit the
appeals form within the 14 days.
• The Training Provider will respond to all appeals and disputes received within 14
working days.
• The workshop organiser will consider the appeal and forward to the assessor if
required.
• The assessor will respond with either:
• A clear explanation stating why the assessment decision is upheld combined with
a re-evaluation of the evidence.
• An amendment of the Learner’s Assessment Record, should this be appropriate.
Stage 2:
• Should the decision made by the assessor be unsatisfactory, the appeal will be
forwarded to the moderator for mediation and possible re-assessment.
Stage 3:
• The Training Provider management would be approached as the next step, should the
decision not be accepted. A panel will be selected to administer the appeal.
• The Learner is invited to attend the proceedings held by the panel.
Stage 4:
• Once all internal appeals and dispute systems have been exhausted, appeals and
disputes can be referred to the relevant ETQA for investigation.
Declaration: I hereby confirm that the above procedures have been explained to me and I
accept them.
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Appeals Form
CONDITION/S UNDER WHICH I AM SELECTING TO MAKE THIS APPEAL (select one)
▪ I do not agree with my assessment decision – I feel I have provided sufficient evidence
▪ I was not briefed properly of the nature and requirements of assessment
▪ I was unfairly discriminated against
▪ My special needs for this assessment were not accommodated
Stage 4: ETQA The appeal has been referred for investigation YES NO
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PoE: Formative Assessment
Formative Assessment
“Formative Assessment refers to assessment that takes place during the process of
learning and teaching”
(SAQA: Criteria and Guidelines for Assessment Policy Document, pg 26)
Please place the entire contents of your Learner Workbook here, so that it can be
assessed as your formative assessment:
During and after the initial training the learner will be required to complete a number of
class activities. These activities will be both individual and group activities (class
activities - formative). The activities are numbered and are to be included in the
learner’s portfolio of evidence. These activities will measure the progress of the learner
through the programme. For authenticity reasons these activities must be handwritten.
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Learner Workbook
Please insert your entire Learner Workbook, with all the Class Activities here.
• Ensure that all the Class Activities are completed, including the Reflection activity.
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PoE: Summative Assessment
Summative Assessment
Please complete the following summative assessment activities and submit as part of
your Portfolio of Evidence:
• Knowledge Questions
• Practical Activities
• Witness Testimony
• Logbook
The learner needs to individually complete the summative assessment activities. The
summative assessment is conducted by means of a knowledge questionnaire and
various integrated assessment activities. The learner needs to follow the summative
assessment activity instructions to create the evidence required for the portfolio of
evidence.
Note: The Critical Cross Field Outcomes are referenced in the following manner:
CCFO1- Identify and solve problems in which responses demonstrate that responsible decisions using
critical and creative thinking have been made
CCFO2- Work effectively with others as a member of a team, group, organisation, community
CCFO3- Organise and manage oneself and one's activities responsibly and effectively
CCFO4- Collect, analyse, organise and critically evaluate information
CCFO5- Communicate effectively using visual, mathematical and/or language skills in the modes of
oral and/or written presentation
CCFO6- Use science and technology effectively and critically, showing responsibility towards the
environment and health of others
CCFO7- Demonstrate an understanding of the world as a set of related systems by recognising that
problem-solving contexts do not exist in isolation
CCFO8- Be culturally sensitive across a range of social contexts so that all actions and decisions made
are acceptable to all stakeholders with broad cultural backgrounds
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Knowledge Questions
Please answer the following knowledge questions related to the unit standard
embedded knowledge and assessment criteria and place it in your portfolio of
evidence. Remember to number the answers according to the question numbers,
should you need to attach a document.
You have to complete this Knowledge Questionnaire individually based on the theory
that you covered in your Learner Guide and the formative assessments you completed
in your Learner Workbook.
1. Identify the PPE depicted in the following pictures and explain their
244283.1.1
use:
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(14)
2. Match the description with the stack name and write the answer in
244283.1.1
Column C:
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(6)
3. Give 5 examples each of hand and portable power tools: 244283.1.1
Hand tools:
Power tools:
(10)
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(5)
(3)
6. Define disaster management: 244283.1.1
(3)
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244283.1.2
7. What can workers do to help prevent occupational exposures?
244283 EEK1
(3)
8. What can workers do to help protect their own health and well- 244283.1.2
being? 244283 EEK1
(3)
244283.1.2
9. Define and explain the terms in the table below:
244283 EEK1
Medically
unfit
Impairment
(4)
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(4)
11. Match the description in Column A with its name in Column B and 244283.1.3
write the answer in Column C: 244283 EEK1
(4)
12. List 5 of the fundamental principles of risk management 244283.3.1
(5)
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(8)
14. Explain the following abbreviations for elements of SHEQ
244283.4.1
Management systems stand for:
OHSM
EMS
QMS
(3)
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(5)
Total / 80
Assessor Moderator
signature signature
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Practical Activities
Individually complete the following activities to show your ability to integrate and apply
your knowledge and skills in the workplace.
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3. Apply the fundamentals of risk management. Complete the following tasks and
provide workplace evidence to show that you have done the following:
a. Submit a copy of the organisational policies and procedures related to the
organisation’s risk management programme
b. Provide evidence that you have applied the fundamental principles of risk
management during the implementation of risk management strategies in the
workplace; 1 example each of avoidance, sharing, reducing and retaining
the risk
c. Ask your supervisor to sign and date your evidence to verify that it is
applicable and authentic
4. Apply SHEQ Management systems. Complete the following tasks and provide
workplace evidence to show that you have done the following:
a. Submit a copy of the organisational policies and procedures related to the
organisation’s SHEQ Management systems
b. Submit copies of the documents that you used during the process of planning
the SHEQ management system; e.g. safety standards, Hazard Identification
and Risk Assessments (HIRA), Managerial Instructions, etc.
c. Submit copies of the documents that you used during the process of
implementing the SHEQ management system; e.g. working guides, standard
procedures, equipment and materials specifications, etc.
d. Submit copies of the documents that you used during the process of
maintaining the SHEQ management system; e.g. reports, records, feedback
minutes, etc.
e. Ask your supervisor to sign and date your evidence to verify that it is accurate
and authentic
Remember: Provide workplace evidence to support your answers and show your ability to
do what is required of you in this activity.
Place your evidence after this page; clearly marked for easy reference.
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Witness Testimony
In the workplace, you need to show your ability to integrate what you have
learnt. This can be measured with the Specific Outcomes and the Critical
Cross Field Outcomes of the Unit Standard.
Request your supervisor (or workplace mentor) to complete the following form to show
that you are able to integrate your learning into everyday workplace application. It is
necessary that the supervisor also provides a short comment on the form:
5. Identify and solve problems and make decisions using critical and creative thinking.
Note: By participating in implementing a SHEQ management system the individual will be
required to have a basic knowledge on the specific requirements of a health and safety
risk assessment programme and so be able to solve problems and make decisions
6. Work effectively with others as members of a team, group, organisation or
community.
Note: The individual will have to take an active part in implementing a SHEQ management
system to ensure the requirements and needs of the represented people are addressed
7. Organise and manage themselves and their activities responsibly and effectively.
Note: As part of the team, the individual will take into account the activities around him/her
and ensure that his/her actions are complementary
8. Collect, organise, analyse and critically evaluate information.
Note: When implementing a SHEQ management system, the individual will have to collect,
organize and evaluate information in such a way that he/she will be able to contribute to
decision-making
9. Communicate effectively using visual, mathematics and/or language skills in the
modes of oral and written presentations.
Note: The expectations and contributions of the represented people is communicated
during the implementing a SHEQ management system and feedback on the progress and
results of the programme is provided
10. Use science and technology effectively and critically showing responsibility towards
the environment and health of others.
Note: Science and technology are used at the appropriate level, e.g. in interpreting
statistical data
11. Demonstrate an understanding of the world as a set of related systems by
recognising that problem-solving contexts do not exist in isolation.
Note: He/she must understand the impact of implementing a SHEQ management system
on the overall objectives of the working place
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Comments about how the learner applied the knowledge and skills in this programme:
Supervisor Name:
Supervisor Signature:
Supervisor Designation:
Learner Signature:
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Logbook
Complete this individually in your workplace. This logbook has been included to
record all the time spent on learning and preparation for the assessment and other
activities related to this programme:
• Time spent in class (training)
• Time spent completing an activity should be signed off by a supervisor, mentor
or witness where possible.
• Time spent applying the new knowledge and skills
• The logbook should show that the learner has spent at least 100 hours in
acquiring the required knowledge and skills of this programme:
o Discuss fundamental issues pertaining to occupational safety, health and
environment
o Demonstrate understanding of safety theories and principles
o Apply the fundamentals of risk management
o Apply SHEQ Management systems
Learner Name
Facilitate the development, implementation and maintenance of a Safety, Health
Programme
and Environment management system
SAQA ID 244283: Facilitate the development, implementation and maintenance of a
Unit Standard(s) Safety, Health and Environment management system
NQF Level 5, 10 Credits
Sign Off by
Number Running
Supervisor / Manager / Mentor / Witness
Activity Start Date of Total No.
Name & Relationship
Hours of Hours Signature
Surname to Learner
Classroom training
Classroom training
Classroom training
Classroom training
Sign Off by
Number Running
Supervisor / Manager / Mentor / Witness
Activity Start Date of Total No.
Name & Relationship
Hours of Hours Signature
Surname to Learner
Identify and list ten
fundamental issues
pertaining to the
environment
Draw up a table to
describe the listed
fundamental issues
pertaining to the
environment according
to specified
requirements
Provide a written
description of three
occupational hygiene
stressors
Identify and list
measures of control of
occupational hygiene
stressors
Arrange an interview
with an occupational
hygienist and discuss
and record his/her job
description
Summarise the concept
“Inherent Health
Requirements” in a
paragraph
Provide written
definitions of the terms
“unfit”, “disabled” and
“impairment”
Arrange a meeting with
colleagues to discuss
the occupational
therapy’s role in disaster
relief
Do research on the
fundamental theories of
occupational safety and
present it in a report to
your supervisor
Compile a Safety
Management Plan for
your company
Present the plan to your
supervisor and discuss
how to apply it
Do research on the
employee assistance
program (EAP) and
summarise their aims in
a report
Write down the Four-
Step Process of Risk
Assessment and explain
it to your supervisor
Draw up a diagram to
illustrate a disaster
management structure
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Sign Off by
Number Running
Supervisor / Manager / Mentor / Witness
Activity Start Date of Total No.
Name & Relationship
Hours of Hours Signature
Surname to Learner
List the ten occupational
safety principles and
explain it to a colleague
Define the term Risk
Management in a
paragraph
Draw up an example of
a Hazard-Risk Table
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Sign Off by
Number Running
Supervisor / Manager / Mentor / Witness
Activity Start Date of Total No.
Name & Relationship
Hours of Hours Signature
Surname to Learner
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Sign Off by
Number Running
Supervisor / Manager / Mentor / Witness
Activity Start Date of Total No.
Name & Relationship
Hours of Hours Signature
Surname to Learner
Assessor Moderator
Date Date
signature signature
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Once you have completed all the assessment activities, request your supervisor to
check that you have completed all the required activities and that they have all been
placed in your Portfolio of Evidence, in the following order:
Did the learner provide
Reference: Comments / Feedback Yes No
the required evidence:
244283.1.2
Class Activity 2
244283 EEK1
244283.1.3
Class Activity 3
244283 EEK1
Reflection 244283
Facilitator Observation
Checklist
244283
Question 1 244283.1.1
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PoE: Summative Assessment
Question 2 244283.1.1
Question 3 244283.1.1
Question 4 244283.1.1
Question 5 244283.1.1
Question 6 244283.1.1
244283.1.2
Question 7
244283 EEK1
244283.1.2
Question 8
244283 EEK1
244283.1.2
Question 9
244283 EEK1
244283.1.2
Question 10
244283 EEK1
244283.1.3
Question 11
244283 EEK1
Question 12 244283.3.1
Question 13 244283.3.1
Question 14 244283.4.1
Question 15 244283.4.2
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PoE: Summative Assessment
Summative – Logbook
Logbook 244283
Learner Name:
Learner Signature:
Date:
Supervisor Name:
Supervisor Signature:
Supervisor Designation:
Assessor Signature
Moderator Signature
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Re-assessment
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Re-assessment
Learner ID
Assessor
Assessor Full Name
Number
Moderator
Moderator Full Name
Number
Please read the discussion points below. Tick yes, indicating that you have read and
understand the information provided. Please contact your facilitator or assessor if you
do not understand or need additional information on any of the points below:
I have read and understand the
Please take note of the following discussion points: information provided:
Yes No Comments
1. Were you welcomed and made to feel at ease?
2. Was the purpose and objectives of the meeting explained?
3. The purpose of the re-assessment is to determine and
recognise my competence against the unit standards in this
qualification, that I have not met at this point in time
4. Were you provided with a copy of the Assessment Feedback
document in which the assessor has provided specific
feedback about the areas in which you were assessed as Not
Yet Competent:
• I understand what additional evidence I need to submit for
remediation
5. I am aware that all evidence has to be:
• Valid (evidence provided will speak to the unit standard)
• Authentic (all evidence submitted will be my own work, I will indicate
where this is not the case. If it found that I am guilty of plagiarism, I
will have to apply to be assessed again and pay the bearing
associated assessment costs)
• Reliable (evidence is from a reliable source)
• Current (evidence cannot be older than 3 years )
• Sufficient (prove consistent competence – not a “once-off”
occurrence)
6. The re-submission date of the remediation evidence has been Date:
communicated to me (fill in date on the right hand side here)
• No late submissions will be accepted. An extension request has to
be submitted 5 working days prior to the agreed submission date.
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Re-assessment
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Learner’s Review
Learner
Date
Review Dimensions Agree Disagree
1. The assessment related to the registered unit standard
3. The assessment was time efficient and cost effective and did not
interfere with my normal responsibilities
4. The assessment instruments and judgements were fair, clear
and understandable
5. My special needs, if any, were identified and the assessment
plan was adjusted (if required)
6. The feedback that I received was constructive, even when I
requested assistance
7. I was made aware of the opportunity to appeal against the
outcome of the assessment
8. Did you find any parts of the Learner Workbook and Learner Portfolio Guide particularly
helpful?
9. Did you find any parts of the Learner Workbook and Learner Portfolio Guide particularly
awkward or difficult to understand?
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Learner’s Review
Facilitator’s Name:
Dear Learner
In order to assist us to maintain the relevance and quality of your learning, please complete this reaction sheet
and hand it back to your facilitator. Please be honest and make additional comments where possible.
Yours in Learning
Below
Poor Average Good Excellent
Quality Indicator Average
=1 =2 =3 =4 =5
Did the Facilitator… Score
1. Clearly explain the outcomes of the course
2. Present an open and friendly approach towards the learners & made me feel welcome
3. Motivate & Encourage learning within the group
4. Use activities and training aids during the training making it exciting
5. Communicated Effectively and clearly
Additional Comments:
Total
25
How was the course Delivered?
1. Did you feel the knowledgeable on all of the training outcomes
2. There was enough time to practice what I had learnt through activities and exercises
I received enough useful "support" material (Handouts, checklists, templates, job aids etc.) to
3.
assist me back in the workplace
4. The trainer was well prepared
5. Cover the contents of the learning material adequately and in a logical sequence
Additional Comments:
Total
25
Tell us about the Venue & other Logistics?
1. Communication of training venue, date and time was received in advance
2. Was it well prepared by the facilitator prior to the session
Additional Comments
Total
10
Thank you for your feedback!
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Glossary
Glossary
A structured process for gathering evidence and making judgments about an
Assessment
individual's performance in relation to registered, national standards
The document sets out what will be assessed, and what evidence needs to
Assessment Guide
be generated
Assessment Plan Document used to plan the assessment process.
Assessment Process Incorporates all activities that form part of the assessment.
A training method in which an experienced individual guides the learner
Coaching
towards acquiring specific skills.
Learners are declared competent when they meet the outcomes of the unit
Competent
standard.
The Education Training Quality Assurance Body is responsible for ensuring
ETQA
quality training and development within a specific sector.
Refers to the assessment that takes place during the process of learning.
Formative
The assessment provides an indication of how the learning is progressing.
Assessment
Additional training needs may be identified during the process.
A Learnership is a work-based approach to learning and gaining
Learnership qualifications and includes both structured work experience (practical) and
structured learning (theory).
A multi-skilled individual who serves as a sponsor, teacher, coach, sounding
Mentor
board and counsellor.
A process of review that confirms that processes that have been followed are
Moderation
valid, consistent, fair and adequate.
The National Qualifications Framework provides a framework for nationally
NQF recognised qualifications. Qualifications are assessed according to ten
bands.
NYC Not Yet Competent
OBET Outcomes Based Education and Training
QMS Quality Management System
A group of unit standards that have been clustered together to make up a
Qualifications registered qualification. There are 3 types of qualifications on the NQF:
certificates (120cr), diplomas (240cr) and degree (360cr).
A process whereby learners are assessed and given credit for learning that
RPL
has already taken place within the workplace.
SAQA South African Qualifications Authority
SDA Skills Development Act
SDF Skills Development Facilitator
SETA Sector Education and Training Authority
SGB Standards Generating Bodies
Occupationally based learning intervention that uses providers to train
Skills Programmes
learners towards the achievement of national unit standards.
Occurs at the end of the learning process. Evidence is gathered and an
Summative
assessment is made as to whether a learner has met requirements for
Assessment
competence.
Organisations or individuals that provide learning. These include technical
Training Providers colleges, technikons, distance education institutions, universities, private
providers or company in-house training divisions.
A collection of knowledge, skills and attributes in which a candidate must
Unit Standards
prove competence (in a structured assessment) to gain credit on the NQF.
An assessment tool, which asks whether evidence is valid, authentic, current,
VACCS
consistent and sufficient.
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