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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Facilitate Communications at ABET levels 3 and 4 
SAQA US ID UNIT STANDARD TITLE
10297  Facilitate Communications at ABET levels 3 and 4 
ORIGINATOR
SGB ABET Educators 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  20 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 
Persons credited with this unit standard are able to teach communications at ABET Levels 3 and 4 to learners. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
FETC or RPL equivalent, including demonstrated competence in the target language at FETC level. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Apply the requirements of relevant unit standards to the teaching of Communications at ABET levels 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Knowledge and skills required by learners in terms of the unit standards are described. 

ASSESSMENT CRITERION 2 
2. Examples of suitable reading texts for learners at ABET Levels 3 and 4 are identified, with reference to the range statements in the unit standards. 

ASSESSMENT CRITERION 3 
3. Real-world texts are adapted and simplified for learners in accordance with the range statements in the unit standards. 

ASSESSMENT CRITERION 4 
4. Exemplars of learners' work in the target language are identified as being at ABET Level 3, 4 or below Level 3 or above Level 4. 

SPECIFIC OUTCOME 2 
Apply key principles of language development within a communicative language teaching framework 
OUTCOME NOTES 
The term 'communicative' is used to refer to any approach or methodology that is learner-centred, interactive, and emphasises the use of authentic contexts for language teaching tasks, with the purpose of enabling learners to communicate effectively in the target language. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. All learners are given opportunities to express themselves and practise the target language. 

ASSESSMENT CRITERION 2 
2. Language elements (e.g. vocabulary, grammar, spelling) are taught within a meaningful, real-life context. 

ASSESSMENT CRITERION 3 
3. Speaking, listening, reading and writing activities are integrated and reinforce one another. 

ASSESSMENT CRITERION 4 
4. Vocabulary, structures and conventions taught are appropriate to the purpose.
(e.g. standard conventions for a formal letter, persuasive vocabulary for a debate) 

ASSESSMENT CRITERION 5 
5. A variety of language teaching techniques is used.
(e.g. role-plays, dialogues, reading comprehension tasks, vocabulary building games, drills) 

ASSESSMENT CRITERION 6 
6. Language learnt in previous lessons is reinforced and recycled. 

ASSESSMENT CRITERION 7 
7. Appropriate, authentic texts are used to supplement course materials.
(e.g. magazines, brochures, advertisements, newspapers) 

ASSESSMENT CRITERION 8 
8. Choices for activities and texts can be justified in terms of key principles of communicative language teaching.
(Examples: the role of learners' life experiences in language learning, the role of authentic contexts and purposes for activities, the role of structured drills as opposed to free practice, the role of group work, the concept of appropriateness) 

ASSESSMENT CRITERION 9 
9. Learners' linguistic errors are analysed and, where relevant to the outcomes being taught, are used as the basis for further learning. 

SPECIFIC OUTCOME 3 
Encourage critical thinking and critical language awareness. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Learners are asked to give and justify their own opinions on topics and texts discussed in class. 

ASSESSMENT CRITERION 2 
2. Critical responses to text, and justifications for these responses, are elicited.
(e.g. identifying purpose, distinguishing fact from opinion) 

ASSESSMENT CRITERION 3 
3. An attitude of tolerance towards different opinions is encouraged. 

ASSESSMENT CRITERION 4 
4. Learners are shown how to analyse language usage to detect hidden purpose, bias, misrepresentation of facts, unstated power relationships between author and reader or speaker and listener, etc. 

ASSESSMENT CRITERION 5 
5. Learners are encouraged to challenge language usage that is demeaning or disrespectful. 

ASSESSMENT CRITERION 6 
6. Learners are given tools for participating in constructive debate.
(e.g. persuasive vocabulary, ways to access information on a topic, techniques for listening to others and summarising/ paraphrasing both sides of the argument) 

SPECIFIC OUTCOME 4 
Help learners develop skills in the target language as a foundation for further learning 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Learners are shown how to use a variety of writing strategies, and the purpose of each strategy is explained to them.
(e.g. planning written work, structuring, drafting and self-checking) 

ASSESSMENT CRITERION 2 
2. Learners are shown how to use a variety of reading strategies and the purpose of each strategy is explained to them.
(e.g. skimming; scanning; guessing meaning from context; predicting; using clues of layout, headings, pictures, captions; summarising; seeking answers to specific questions) 

ASSESSMENT CRITERION 3 
3. Learners are shown how to access information.
[e.g. from books, libraries, Internet (if available), interviews with appropriate people] 

ASSESSMENT CRITERION 4 
4. Learners are shown how to take notes and store/ file them for later reference. 



Critical Cross-field Outcomes (CCFO): 

UNIT STANDARD CCFO IDENTIFYING 
Identifying and solving problems in which responses display those responsible decisions, using critical and creative thinking have been made. 

UNIT STANDARD CCFO WORKING 
Working effectively with others as a member of a team, group, organisation, or community. 

UNIT STANDARD CCFO ORGANISING 
Organising and managing oneself and ?one?s? actions responsibly and effectively 

UNIT STANDARD CCFO COLLECTING 
Collecting, analysing, organising and critically evaluating information. 

UNIT STANDARD CCFO COMMUNICATING 
Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation. 

UNIT STANDARD CCFO DEMONSTRATING 
Demonstrating and understanding of the world as a set of related system by recognising that problem solving contexts do not exist in isolation. 

UNIT STANDARD CCFO CONTRIBUTING 
Contributing to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:
(i) reflecting on and exploring a variety of strategies to learn more effectively;
(ii) participating as responsible citizens in the life of local, national and global communities;
(iii) being culturally and aesthetically sensitive across a range of social contexts;
(iv) exploring education and career opportunities; and
(v) developing entrepreneurial opportunities. 

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

QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
  ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
Elective  20159   National Diploma: ABET Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 
Elective  49277   National Diploma: Braille Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 
Elective  20483   National Higher Certificate: ABET Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 


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. African Learning & Development Academy (Pty) Ltd (ALDA) 
2. Amaqamu Project Management and Consulting 
3. Beam Sun Projects Training Centre International 
4. CURMO Designs (Pty) Ltd Co 
5. Early Learning Resource Unit (ELRU) 
6. Hlengana Sibiya Training and Associates cc 
7. Igugu Training and Investments 
8. INKWENKWEZI PRIVATE COLLEGE - SKILLS DEVELOPMENT cc 
9. Josmap Training Institute 
10. Jothavir Skilling t/a Eduskills Rainbow 
11. KITSO TRAINING AND DEVELOPMENT 
12. Letlhabile Institute Of Management and Training 
13. M Power Learning and Development 
14. Namsi Training and Catering Services 
15. Nduvheni Consulting and Associates 
16. Nkinane Training Institute and Consulting (Pty) Ltd 
17. Ntevho-Ketso Training and Recruitement Consultancy cc 
18. Nyelati Trading Enterprise 
19. Organisation Test 1 
20. Professional Development and Training Institute (Pty) Ltd 
21. Project Literacy 
22. Regenesys Management (Pty) Ltd 
23. Resonance Institue of Learning 
24. SEOPOSENGOE TRAINING CONSULTANCY CC 
25. T Mabuya & Associates (Pty) Ltd 
26. The Fundamentals Training Centre 
27. Thuto Botshabelo Training Academy 
28. Ulwazi Training & Development 
29. Ungaphelamandla Consultancy Private College (PTY) LTD 



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.