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All qualifications and unit standards 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:
Demonstrate a basic understanding of geographical space and spatial
relationships
SAQA US ID
UNIT STANDARD TITLE
116828
Demonstrate a basic understanding of geographical space
and spatial relationships
SGB NAME
REGISTERING PROVIDER
SGB Geographical Information Sciences
FIELD
SUBFIELD
Field 12 - Physical Planning and
Construction
Physical Planning, Design and
Management
ABET BAND
UNIT STANDARD NQF LEVEL
TYPE
CREDITS
Undefined
Regular
Level 5
12
REGISTRATION REGISTRATION
STATUS
START DATE
REGISTRATION
END DATE
SAQA
DECISION
NUMBER
Registered
2008-08-17
SAQA
0861/05
2005-08-17
PURPOSE OF THE UNIT STANDARD
The purpose of this unit standard is to introduce learners to basic geographical
concepts of space and spatial relationships and their representation in a
geographical information system. This unit standard will be useful to people
who wish to have a basic level of Geo-information literacy. This standard will
be an entry-level education for someone entering the GIS field.
People credited with this unit standard are able to:
• Demonstrate a basic understanding of geography in order to understand the
context within which a GIS is used.
• Demonstrate an awareness of geographical location in order to understand the
context within which a GIS is used.
• Read maps and aerial photographs in order to understand the context within
which a GIS is used.
• Demonstrate an understanding of elementary GIS concepts.
• Demonstrate knowledge of the nature of geographical data.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF
PRIOR LEARNING
The credit calculation is based on the assumption that learners are already
competent in terms of the following outcomes or areas of learning when starting
to learn towards this unit standard:
• Literacy and numeracy at NQF level 4.
• Computer literacy at NQF level 4.
• Geography at NQF level 4.
UNIT STANDARD RANGE
Specific range statements are provided in the body of the unit standard where
they apply to particular specific outcomes or assessment criteria. These include
inter alia: Absolute and relative location, Physical and Human geography,
locational data attribute data; data versus information, temporality,
dimensionality, measurement levels, resolution.
UNIT STANDARD OUTCOME HEADER
N/A
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Demonstrate a basic understanding of geography in order to understand the
context within which a GIS is used.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
Awareness of basic physical geography principles is demonstrated as required
for elementary GIS use.
ASSESSMENT CRITERION RANGE
Including but not limited to climatology, hydrology, geomorphology,
biogeography, urban and rural development.
ASSESSMENT CRITERION 2
Awareness of basic human geography principles is demonstrated as required for
elementary GIS use.
ASSESSMENT CRITERION RANGE
Including but not limited to urban and rural development, demographics,
economic geography, political geography, and epidemiology.
ASSESSMENT CRITERION 3
Awareness of basic relationships between humankind and the environment is
demonstrated as required for elementary GIS use.
ASSESSMENT CRITERION RANGE
Including but not limited to pollution, conservation, land degradation, landscape
transformation.
ASSESSMENT CRITERION 4
Awareness of basic spatial relationships is demonstrated as required for
elementary GIS use.
ASSESSMENT CRITERION RANGE
Including but not limited to spatial distribution, spatial co variation and
association, spatial differentiation and spatial interaction.
SPECIFIC OUTCOME 2
Demonstrate an awareness of geographical location in order to understand the
context within which a GIS is used.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
Orientation and location is understood and can be demonstrated by orientating
oneself by using a hardcopy map or aerial photo.
ASSESSMENT CRITERION RANGE
Includes but is not limited to compass points, compass bearings, coordinates,
measurement units.
ASSESSMENT CRITERION 2
Concepts of scale are understood through demonstrating the ability to identify
features and take measurements at different scales.
ASSESSMENT CRITERION RANGE
Includes but is not limited to scale ratios, large scale v/s small scale, scale
relationship between reality and representation.
ASSESSMENT CRITERION 3
Types of geo-information representation are recognized.
ASSESSMENT CRITERION RANGE
Includes but is not limited to topographical map, topo-cadastral map, cadastral
map, thematic map, chart, orthophoto map, aerial photograph and satellite
images.
SPECIFIC OUTCOME 3
Read maps and aerial photographs in order to understand the context within
which a GIS is used.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
Aerial photography as a valuable source of two and three dimensional data is
recognized.
ASSESSMENT CRITERION 2
Main features on aerial photographs are identified.
ASSESSMENT CRITERION RANGE
Includes but not limited to elementary topographical features.
ASSESSMENT CRITERION 3
Map furniture is identified, interpreted and explained in order to read a map.
ASSESSMENT CRITERION RANGE
Includes but not limited to map title, north arrows, scalebar, legend, graticule,
projection parameters, gridlines, edition, disclaimers, copyright, source, inset
map, annotation.
ASSESSMENT CRITERION 4
Features are identified according to symbology and classification.
ASSESSMENT CRITERION RANGE
Includes but not limited to landform, infrastructure, hydrology, land use.
ASSESSMENT CRITERION 5
Thematic maps are read, understood and explained in order to identify spatial
patterns within the theme.
SPECIFIC OUTCOME 4
Demonstrate an understanding of elementary GIS concepts.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
Geometric primitives are explained and identified as required for elementary
GIS use.
ASSESSMENT CRITERION RANGE
Includes but are not limited to point, line, polygon/area, surface and solids.
ASSESSMENT CRITERION 2
Spatial data formats are identified and the principle advantages and
disadvantages are known as required for elementary GIS use.
ASSESSMENT CRITERION RANGE
Includes but are not limited to raster, vector formats.
ASSESSMENT CRITERION 3
Geo Information sources are understood and explained as required for
elementary GIS use.
ASSESSMENT CRITERION RANGE
Includes but are not limited to primary (remote sensing and questionnaire
surveys), secondary (scanning and digitising).
ASSESSMENT CRITERION 4
GIS output are known and explained as required for elementary GIS use.
ASSESSMENT CRITERION RANGE
Includes but are not limited to hard copy maps, electronic maps, internet
mapping, PDA (Personal Digital Assistant), tables, business graphics and
reports.
ASSESSMENT CRITERION 5
Samples of GIS applications are illustrated.
ASSESSMENT CRITERION RANGE
For example census, marketing, natural resource management, local
government, crime prevention, utilities, exploration and navigation.
ASSESSMENT CRITERION 6
The basic elements of meta data are understood and described.
ASSESSMENT CRITERION RANGE
Contains at least: spatial accuracy, attribute accuracy, currency, logical
consistency, completeness and lineage, content, projection parameters,
geographical extent, data format.
SPECIFIC OUTCOME 5
Demonstrate knowledge of the nature of geographical data.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
The link between place, time and attributes is understood and explained.
ASSESSMENT CRITERION 2
The difference between data and information is understood and explained.
ASSESSMENT CRITERION 3
Data measurement levels and their application are understood and can be
explained.
ASSESSMENT CRITERION RANGE
Nominal, ordinal, interval, ratio.
ASSESSMENT CRITERION 4
Dimensionality of geographical data is understood, explained and recognised on
maps and aerial photographs.
ASSESSMENT CRITERION RANGE
Points, lines, areas, discrete surfaces, continuous surfaces.
ASSESSMENT CRITERION 5
The relationship between scale and the level of detail is understood and can be
explained.
ASSESSMENT CRITERION RANGE
Resolution, micro scale, meso scale, macro scale.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Moderation Options:
• Anyone assessing a learner against this unit standard must be registered as an
assessor 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.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
Essential embedded knowledge will be assessed through assessment of the
specific outcomes in terms of the stipulated assessment criteria. Candidates are
unlikely to achieve all the specific outcomes, to the standards described in the
assessment criteria, without knowledge of the listed embedded knowledge. This
means that for the most part, the possession or lack of the knowledge can be
directly inferred from the quality of the candidate`s performance. Where direct
assessment of knowledge is required, assessment criteria have been included in
the body of the unit standard.
The following embedded knowledge is addressed in an integrated way in the
unit standard:
• Sense of location and direction.
• Basic understanding of the world map.
• Basic understanding of units of measurements.
UNIT STANDARD DEVELOPMENTAL OUTCOME
N/A
UNIT STANDARD LINKAGES
N/A
Critical Cross-field Outcomes (CCFO):
UNIT STANDARD CCFO IDENTIFYING
Solve problems.
• Orientation and location is understood and can be demonstrated by orientating
oneself by using a hardcopy map or aerial photo.
• Concepts of scale are understood through demonstrating the ability to identify
features and take measurements at different scales.
• Main features on aerial photographs are identified.
• Map furniture is identified, interpreted and explained in order to read a map.
• Features are identified according to symbology and classification.
• Spatial data formats are identified and the principle advantages and
disadvantages are known as required for elementary GIS use.
UNIT STANDARD CCFO COLLECTING
Collect, organise and critically evaluate information.
• GIS output are known and explained as required for elementary GIS use.
• The basic elements of meta data are understood and described.
UNIT STANDARD CCFO COMMUNICATING
Communicate effectively using visual, mathematics and language skills in the
modes of oral and written presentations.
• Map furniture is identified, interpreted and explained in order to read a map.
• Features are identified according to symbology and classification.
• Thematic maps are read, understood and explained in order to identify spatial
patterns within the theme.
• Geometric primitives are explained and identified as required for elementary
GIS use.
• Geo Information sources are understood and explained as required for
elementary GIS use.
• GIS output are known and explained as required for elementary GIS use.
• The basic elements of meta data are understood and described.
UNIT STANDARD CCFO SCIENCE
Use science and technology effectively and critically (showing responsibility
towards the environment and health of others).
• Orientation and location is understood and can be demonstrated by orientating
oneself by using a hardcopy map or aerial photo.
• Concepts of scale are understood through demonstrating the ability to identify
features and take measurements at different scales.
• Types of geo-`information representation are recognized.
• Aerial photography as a valuable source of two and three dimensional data is
recognized.
• Main features on aerial photographs are identified.
• Map furniture is identified, interpreted and explained in order to read a map.
• Features are identified according to symbology and classification.
• Thematic maps are read, understood and explained in order to identify spatial
patterns within the theme.
• Geometric primitives are explained and identified as required for elementary
GIS use.
• Spatial data formats are identified and the principle advantages and
disadvantages are known as required for elementary GIS use.
• Geo Information sources are understood and explained as required for
elementary GIS use.
• GIS output are known and explained as required for elementary GIS use.
• Samples of GIS applications are illustrated.
• The basic elements of meta data are understood and described.
UNIT STANDARD CCFO DEMONSTRATING
Demonstrate an understanding of the world as a set of related systems.
• Awareness of basic physical geography principles is demonstrated as required
for elementary GIS use.
• Awareness of basic human geography principles is demonstrated as required
for elementary GIS use.
• Awareness of basic relationships between humankind and the environment is
demonstrated as required for elementary GIS use.
• Awareness of basic spatial relationships is demonstrated as required for
elementary GIS use.
UNIT STANDARD ASSESSOR CRITERIA
Notes to assessors:
Assessors should keep the following principles in mind when designing and
conducting assessments against this unit standard:
• Focus the assessment activities on gathering evidence in terms of the main
outcome expressed in the title to ensure assessment is integrated rather than
fragmented. Remember we want to declare the person competent in terms of the
title. Where assessment at title level is unmanageable, then focus assessment
around each specific outcome, or groups of specific outcomes.
• Make sure evidence is gathered across the entire range, wherever it applies.
Assessment activities should be as close to the real performance as possible, and
where simulations or role-plays are used, there should be supporting evidence to
show the candidate is able to perform in the real situation.
• Do not focus the assessment activities on each assessment criterion. Rather
make sure the assessment activities focus on outcomes and are sufficient to
enable evidence to be gathered around all the assessment criteria.
• The assessment criteria provide the specifications against which assessment
judgements should be made. In most cases, knowledge can be inferred from the
quality of the performances, but in other cases, knowledge and understanding
will have to be tested through questioning techniques. Where this is required,
there will be assessment criteria to specify the standard required.
• The task of the assessor is to gather sufficient evidence, of the prescribed type
and quality, as specified in this unit standard, that the candidate can achieve the
outcomes again and again and again. This means assessors will have to judge
how many repeat performances are required before they believe the performance
is reproducible.
• All assessments should be conducted in line with the following well
documented principles of assessment: appropriateness, fairness, manageability,
integration into work or learning, validity, direct, authentic, sufficient,
systematic, open and consistent.
UNIT STANDARD NOTES
N/A
All qualifications and unit standards 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.