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: 

Present information in a public setting 
SAQA US ID UNIT STANDARD TITLE
13925  Present information in a public setting 
ORIGINATOR
SGB Sport 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 02 - Culture and Arts Sport 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5 
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 
Confidently conduct a presentation in various settings ranging from a corporate wellness program to a lecture, an informal discussion or a sports team. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Communication equivalent to NQF 4. 

UNIT STANDARD RANGE 
Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet 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 
Research and plan the content of the presentation in relation to the target audience. 
OUTCOME NOTES 
1. Research and plan the content of the presentation in relation to the target audience.
For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs. 

  • 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.

    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Material is presented in an organized manner.
    2. Visual aids are suitably prepared with appropriate content/wording/style for the audience.
    3. The content of the presentation is relevant to the audience in terms of its size, age, needs and objectives.
    4. Presents in a confident and professional manner.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. An environment is created for questions to be fielded and answered.
    6. Presentation is adapted according to the audience's responses. 

  • SPECIFIC OUTCOME 2 
    Prepare and organize presentation material. 
    OUTCOME NOTES 
    2. Prepare and organize presentation material.
    For Example:
  • Overheads. 

  • 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.

    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Material is presented in an organized manner.
    2. Visual aids are suitably prepared with appropriate content/wording/style for the audience.
    3. The content of the presentation is relevant to the audience in terms of its size, age, needs and objectives.
    4. Presents in a confident and professional manner.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. An environment is created for questions to be fielded and answered.
    6. Presentation is adapted according to the audience's responses. 

  • SPECIFIC OUTCOME 3 
    Apply technical presentation techniques with or without technical equipment. 
    OUTCOME NOTES 
    3. Apply technical presentation techniques with or without technical equipment.
    For Example:
  • Organisation of presentation material.
  • Use of colours in the (power point) presentation.
  • Adapt presentation given environmental circumstances.
  • Contingency measures. 

  • 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.

    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Material is presented in an organized manner.
    2. Visual aids are suitably prepared with appropriate content/wording/style for the audience.
    3. The content of the presentation is relevant to the audience in terms of its size, age, needs and objectives.
    4. Presents in a confident and professional manner.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. An environment is created for questions to be fielded and answered.
    6. Presentation is adapted according to the audience's responses. 

  • SPECIFIC OUTCOME 4 
    Display optimal presentation skills. 
    OUTCOME NOTES 
    4. Display optimal presentation skills.
    For Example:
  • Eye contact.
  • Body language.
  • Voice projection.
  • Dialogue. 

  • 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.

    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Material is presented in an organized manner.
    2. Visual aids are suitably prepared with appropriate content/wording/style for the audience.
    3. The content of the presentation is relevant to the audience in terms of its size, age, needs and objectives.
    4. Presents in a confident and professional manner.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. An environment is created for questions to be fielded and answered.
    6. Presentation is adapted according to the audience's responses. 

  • SPECIFIC OUTCOME 5 
    Perform self-monitoring and adapt the presentation. 
    OUTCOME NOTES 
    5. Perform self-monitoring and adapt the presentation.
    For Example:
  • Adjusting speech rate and volume and complexity of the content.
  • Observe the response from the audience and adjust if necessary.
  • Evaluate performance through the use of feedback tools. 

  • 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.

    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Material is presented in an organized manner.
    2. Visual aids are suitably prepared with appropriate content/wording/style for the audience.
    3. The content of the presentation is relevant to the audience in terms of its size, age, needs and objectives.
    4. Presents in a confident and professional manner.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. An environment is created for questions to be fielded and answered.
    6. Presentation is adapted according to the audience's responses. 

  • SPECIFIC OUTCOME 6 
    Determine and measure the outcome of the presentation. 
    OUTCOME NOTES 
    6. Determine and measure the outcome of the presentation.
    For Example:
  • Entertainment.
  • Education.
  • Motivation.
  • Informing.
  • Awareness creation. 

  • 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.

    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Material is presented in an organized manner.
    2. Visual aids are suitably prepared with appropriate content/wording/style for the audience.
    3. The content of the presentation is relevant to the audience in terms of its size, age, needs and objectives.
    4. Presents in a confident and professional manner.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. An environment is created for questions to be fielded and answered.
    6. Presentation is adapted according to the audience's responses. 


  • 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 ETQA.
  • Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQA (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.
  • Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification.

    Anyone wishing to be assessed against this qualification 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 
    1. Operation of technical equipment.
    2. Appropriate software programs.
    3. Content knowledge specific to the presentation.
    4. Public speaking skills.
    5. Facilitation skills.
    6. Research skills referring to content, environment, audience.
    7. Ability to structure and adapt presentation according to the characteristics and needs of the audience.
    8. Cultural considerations.
    9. Self-organisation skills.
    10. Factors of and ways of overcoming fear of public speaking.
    11. Techniques to deal with own anxiety.
    12. Techniques to research the environment. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Perform self-monitoring and adapt the presentation.
    For Example:
  • Adjusting speech rate and volume and complexity of the content.
  • Observe the response from the audience and adjust if necessary.
  • Evaluate performance through the use of feedback tools.

    Determine and measure the outcome of the presentation.
    For Example:
  • Entertainment.
  • Education.
  • Motivation.
  • Informing.
  • Awareness creation. 

  • UNIT STANDARD CCFO WORKING 
    Teamwork relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Apply technical presentation techniques with or without technical equipment.
    For Example:
  • Organisation of presentation material.
  • Use of colours in the (power point) presentation.
  • Adapt presentation given environmental circumstances.
  • Contingency measures.

    Determine and measure the outcome of the presentation.
    For Example:
  • Entertainment.
  • Education.
  • Motivation.
  • Informing.
  • Awareness creation. 

  • UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Prepare and organize presentation material.
    For Example:
  • Overheads.

    Apply technical presentation techniques with or without technical equipment.
    For Example:
  • Organisation of presentation material.
  • Use of colours in the (power point) presentation.
  • Adapt presentation given environmental circumstances.
  • Contingency measures.. 

  • UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Prepare and organize presentation material.
    For Example:
  • Overheads.

    Apply technical presentation techniques with or without technical equipment.
    For Example:
  • Organisation of presentation material.
  • Use of colours in the (power point) presentation.
  • Adapt presentation given environmental circumstances.
  • Contingency measures.

    Determine and measure the outcome of the presentation.
    For Example:
  • Entertainment.
  • Education.
  • Motivation.
  • Informing.
  • Awareness creation. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Display optimal presentation skills.
    For Example:
  • Eye contact.
  • Body language.
  • Voice projection.
  • Dialogue.

    Determine and measure the outcome of the presentation.
    For Example:
  • Entertainment.
  • Education.
  • Motivation.
  • Informing.
  • Awareness creation. 

  • UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Apply technical presentation techniques with or without technical equipment.
    For Example:
  • Organisation of presentation material.
  • Use of colours in the (power point) presentation.
  • Adapt presentation given environmental circumstances.
  • Contingency measures. 

  • UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Prepare and organize presentation material.
    For Example:
  • Overheads.

    Apply technical presentation techniques with or without technical equipment.
    For Example:
  • Organisation of presentation material.
  • Use of colours in the (power point) presentation.
  • Adapt presentation given environmental circumstances.
  • Contingency measures.

    Display optimal presentation skills.
    For Example:
  • Eye contact.
  • Body language.
  • Voice projection.
  • Dialogue.

    Perform self-monitoring and adapt the presentation.
    For Example:
  • Adjusting speech rate and volume and complexity of the content.
  • Observe the response from the audience and adjust if necessary.
  • Evaluate performance through the use of feedback tools.

    Determine and measure the outcome of the presentation.
    For Example:
  • Entertainment.
  • Education.
  • Motivation.
  • Informing.
  • Awareness creation. 

  • UNIT STANDARD CCFO CONTRIBUTING 
    Professional development relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Prepare and organize presentation material.
    For Example:
  • Overheads.

    Apply technical presentation techniques with or without technical equipment.
    For Example:
  • Organisation of presentation material.
  • Use of colours in the (power point) presentation.
  • Adapt presentation given environmental circumstances.
  • Contingency measures.

    Display optimal presentation skills.
    For Example:
  • Eye contact.
  • Body language.
  • Voice projection.
  • Dialogue.

    Perform self-monitoring and adapt the presentation.
    For Example:
  • Adjusting speech rate and volume and complexity of the content.
  • Observe the response from the audience and adjust if necessary.
  • Evaluate performance through the use of feedback tools.

    Determine and measure the outcome of the presentation.
    For Example:
  • Entertainment.
  • Education.
  • Motivation.
  • Informing.
  • Awareness creation. 

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

    UNIT STANDARD NOTES 
    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:

    1. Respecting the natural and cultural environment.
    2. Accepting and maintaining a non-discriminatory attitude towards diversity including, For example: differences in gender, race, religion, physical ability and culture. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  49107   National Certificate: Inspection and Enforcement Services  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  PSETA 
    Core  67691   National Diploma: Fitness  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Core  49055   National Certificate: Foreign Economic Representation  Level 6  Level TBA: Pre-2009 was L6  Reregistered  2023-06-30  PSETA 
    Fundamental  13741   Diploma: Occupation-directed Education, Training and Development Practice  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered" 
    2003-10-11  Was ETDP SETA until Last Date for Achievement 
    Fundamental  64649   Higher Certificate: Early Childhood Development  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  48872   National Certificate: Information Technology (Systems Development)  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MICTS 
    Fundamental  22902   National Diploma: Environmental Education, Training and Development Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 
    Fundamental  13742   Degree: Occupation-directed Education, Training and Development Practice  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
    Status was "Registered" 
    2003-10-11  ETDP SETA 
    Elective  48962   Further Education and Training Certificate: Manufacturing and Assembly Logistics (M&AL)  Level 4  NQF Level 04  Reregistered  2023-06-30  MERSETA 
    Elective  97228   National Certificate: Paralegal Practice  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 


    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. 2000 SIMUNYE SECURITY TRAINING ACADEMY 
    2. ABASUNGULI TRAINING SPESIALISTS (PTY) LTD 
    3. Abinet (PTY)LTD 
    4. Academy of Training and Development 
    5. Accenture Learning Solution (Pty) Ltd 
    6. Adelaine Training Solutions Pty Ltd 
    7. ATTI IT SOLUTIONS BLOEMFONTEIN 
    8. ATTI Nelspruit Pty Ltd 
    9. BMW SA (Pty) Ltd (ROSSLYN) (TP) 
    10. BOITUMELO TRAINING & RESOURCE CENTRE 
    11. BOSTON ADMINISTRATION SERVICES BELLVILLE 
    12. BOSTON ADMINISTRATION SERVICES BENONI 
    13. BOSTON ADMINISTRATION SERVICES BLOEMFONTEIN 
    14. BOSTON ADMINISTRATION SERVICES BRAAMFONTEIN 
    15. BOSTON ADMINISTRATION SERVICES GERMISTON 
    16. BOSTON ADMINISTRATION SERVICES KEMPTON PARK 
    17. BOSTON ADMINISTRATION SERVICES KIMBERLEY 
    18. BOSTON ADMINISTRATION SERVICES KRUGERSDORP 
    19. BOSTON ADMINISTRATION SERVICES ORANGE GROVE 
    20. BOSTON ADMINISTRATION SERVICES POLOKWANE 
    21. BOSTON ADMINISTRATION SERVICES PRETORIA 
    22. BOSTON ADMINISTRATION SERVICES RICHARDS BAY 
    23. BOSTON ADMINISTRATION SERVICES ROODEPOORT 
    24. BOSTON ADMINISTRATION SERVICES SOMERSET WEST 
    25. BOSTON ADMINISTRATION SERVICES STANGER 
    26. BOSTON ADMINISTRATION SERVICES WELKOM 
    27. BOSTON ADMINISTRATION SERVICES WITBANK 
    28. Boston Technology Campus (Pty) Ltd 
    29. Broadband College of Technology 
    30. Business Development Unit (PTY)Ltd 
    31. Bytes People Solutions A Division of Altron TMT (Pty) Ltd 
    32. Careers IT (Pty) Ltd 
    33. Caversham Education Institute 
    34. CENTRE FOR EARLY CHILDHOOD DEVELOPMENT 
    35. CHERYL CARTER & ASSOCIATES 
    36. College of Production Technology 
    37. Cool Ideas 1 (PTY) LTD. t/a VERYCOOLIDEAS 
    38. CTU Training Solutions 
    39. Custoda Trust 
    40. D M Management and Consulting 
    41. DELTA ENVIRONMENTAL CENTRE NPC 
    42. Directflo 
    43. DM Training Consultants 
    44. DVG Property (Pty)Ltd 
    45. Early Learning Foundation Montessori Teacher Training 
    46. Early Learning Resource Unit (ELRU) 
    47. EBENEZER TRAINING HOUSE FOR EARLY LEARNING 
    48. Edu Experts SA 
    49. EDUTAK PRE-SCHOOL TRAINING AND DEVELOPMENT 
    50. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    51. Ekasi IT Solutions CC 
    52. ELASON PRO-ACTIVE SECURITY (PTY) LTD 
    53. Elective Training Institute Enterprise CC 
    54. EOH Abantu (Pty) Ltd 
    55. Falcon Business Institute (Pty) Ltd 
    56. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
    57. Far-Ahead Computer Training Centre Cc 
    58. Faranang Business and Training Solutions PTY(LTD) 
    59. Faranang Marketing 
    60. Gijima Holdings (Pty) Ltd 
    61. Goldfields FET College 
    62. Grassroots Adult Education and Training Trust 
    63. HJN TRAINING CC Pretoria 
    64. HUGENOTE COLLEGE 
    65. IN TOTO LEGAL AND CORPORATE SERVICES 
    66. INTERACTIVE COLLABORATIVE TRAINING WORX PTY LTD 
    67. iSolve Business Solutions (Pty) Ltd 
    68. IT Certification Academy 
    69. Jabulani Training & Development 
    70. Jeppe College of Commerce and Computer Studies 
    71. Johannesburg Institute of Engineering & Technology 
    72. Jumpco (Pty) Ltd 
    73. JUSTICE COLLEGE 
    74. Katiso-kuno Consulting 
    75. Kgaka Kgolo Institute 
    76. KHANIMAMBA TRAINING AND RESOURCE CENTRE 
    77. Klein Karoo Resource Centre 
    78. LEGAL EAGLES ACADEMY 
    79. Legal Expenses Insurance SA 
    80. Leseding Computer Systems (Pty) Ltd 
    81. Limco Consulting and management (Pty) Ltd 
    82. Loago Business Consulting 
    83. Ma-Usi Education Training and Skills Development 
    84. Madzahisi College 
    85. Marematlou Training Institute 
    86. MAS SAFE SECURITY CC 
    87. MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE 
    88. Mass Computer Training And Printers 
    89. MATHS CENTRE INCORPORATING SCIENCES 
    90. Mbila Consulting Services 
    91. MENTORNET (PTY) LTD 
    92. Montessori Teacher Training Centre South Africa 
    93. Motheo Training Institute Trust 
    94. Mpande Technologies cc 
    95. MWG Logistical Services 
    96. National Computer College Cc 
    97. NetCampus (Pty) Ltd. 
    98. New Beginnings Training and Development Organisation 
    99. New Hope Revival Organisation 
    100. Northern Cape Urban College: Kimberley Campus 
    101. NORTHLINK COLLEGE 
    102. Northshore Trading 19CC t/a Makakhaunye Training and Development Agency 
    103. Orbit FET College - Rustenburg Campus 
    104. Organisation Development International (Pty) Ltd (CENTURION) (TP) 
    105. Organisation Test 1 
    106. OXY TRADING 735 CC 
    107. Peritum Agri Institute Pty LTD 
    108. Petra institute of Development (PTY) Ltd 
    109. Phokophela Investment Holdings (Pty) Ltd 
    110. Pineridge Training Centre 
    111. PMA Holding (Pty) Ltd 
    112. Production Management Institute of Southern Africa (PMI) - Johannesburg 
    113. PROFESSIONAL CHILD CARE COLLEGE PTY LTD 
    114. Qhakaza Management Services 
    115. RAMAZWI SECURITY SERVICES CC 
    116. Richfield Graduate Institute of Technology Pty Ltd 
    117. Right 4 u College 
    118. SANTS College 
    119. SEBATA Institute of Consulting and Development 
    120. SERITI INSTITUTE 
    121. SHEMULA TRADING ENTERPRISE 
    122. SNAP SOLUTIONS NETWX PTY LTD 
    123. SOUTH AFRICAN LAW SCHOOL 
    124. South Cape Public FET College - George Campus 
    125. Springfield Training (Pty) Ltd 
    126. SPS Consulting (Pty) Ltd 
    127. St Anthony's Education Centre (BOKSBURG) (TP) 
    128. Sustainability Institute Trust 
    129. T Mabuya & Associates (Pty) Ltd 
    130. Teachers Learning Centre PTY LTD 
    131. Tembe Service Providers 
    132. Tendazwau Trading 8 
    133. Thasha Training and Consulting 
    134. The Automobile Association of South Africa NPC T/A The AA Technical College(MIDRAND) (TP) 
    135. THE GMC GROUP PTY LTD 
    136. The Iscariota Group (Pty) Ltd 
    137. The Port Elizabeth Early Learning Centre 
    138. THUKAKGALADI INTEGRATED DEVELOPMENT PROJECT 
    139. Titan Trade Technologies (Pty) Ltd 
    140. TLHARIHANI TRAINING CENTRE (PTY) LTD 
    141. Tshase Education Group (Pty) Ltd 
    142. Tshedza Training Technologies (Pty) Ltd 
    143. Tshwane South College for (ECD Academy) 
    144. Turfloop Training Services Cc 
    145. Unathi Training 
    146. UNIVERSAL COLLEGE OUTCOMES SA 
    147. VH Consulting 
    148. Vuselela FET College - Potchefstroom Campus 
    149. Waterberg FET College - Central Office 
    150. West Coast Public FET College - Central Office 
    151. WonderKids Academy 
    152. Wonderkids Montessori Training Centre 
    153. Work Skills Resources 
    154. World Wide Education Providers(Pty)Ltd 
    155. Xtensive ICT Academy (Pty) Ltd 
    156. Xtyle Fitness and Entertainment Academy NPC 
    157. Xylo Trading 12 (Pty) Ltd 
    158. Yellow Media Learning Institute (Pty) Ltd 
    159. Yellow Media Publishers (Pty) Ltd 



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