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: 

Use generic functions in a Graphical User Interface (GUI)-environment 
SAQA US ID UNIT STANDARD TITLE
258883  Use generic functions in a Graphical User Interface (GUI)-environment 
ORIGINATOR
SGB Computer Sciences and Information Systems 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 10 - Physical, Mathematical, Computer and Life Sciences Information Technology and Computer Sciences 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 1  NQF Level 01 
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 replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
117902  Use generic functions in a Graphical User Interface (GUI)-environment  Level 1  NQF Level 01  Complete 

PURPOSE OF THE UNIT STANDARD 
This Unit Standard is intended for people who need to produce and edit documents using a GUI-based word processor either as a user of computers or as basic knowledge for a career in the ICT industry.

A person credited with this unit standard is capable of:
  • Using the desktop of a Graphical User Interface (GUI)-based operating system.
  • Using the features of a GUI Window.
  • Using of the Help facility in a GUI environment.
  • Using a pointing device in a GUI environment.
  • Using generic print options in a GUI environment.

    The performance of all elements is to a standard that allows for further learning in this area. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that the learner is competent in the following:
  • Communication at ABET Level 3 or equivalent. 

  • UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Use the desktop of a GUI-based operating system. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    GUI-based operating systems are defined using examples. 

    ASSESSMENT CRITERION 2 
    The main components are described to reflect what is found on a typical desktop. 
    ASSESSMENT CRITERION RANGE 
    Main components refer to any two of Icons taskbar (or action bar), Background, Themes, Display settings. Activation button (Start).
     

    ASSESSMENT CRITERION 3 
    The term "ICON" is described and standard icons identified on the GUI "desktop". 
    ASSESSMENT CRITERION RANGE 
    Standard icons include but are not limited to any two of My Computer, My Documents, Network Neighbourhood/My Network Places.
     

    ASSESSMENT CRITERION 4 
    ICONS are rearranged on the "desktop" and showing the different methods. 
    ASSESSMENT CRITERION RANGE 
    Methods include but are not limited to any two of:
  • Auto arrange, manual, by file type, aligned.
     

  • ASSESSMENT CRITERION 5 
    A desktop shortcut icon is created to facilitate easy access to filed documents in folders. 
    ASSESSMENT CRITERION RANGE 
    Filed documents in folders include but are not limited to one of text document, presentation file, spreadsheet file.
     

    ASSESSMENT CRITERION 6 
    The elements on the Start Menu are described in terms of their purpose. 
    ASSESSMENT CRITERION RANGE 
    Elements include but are not limited to Programs, Documents, Settings, Find, Help, Run.
     

    SPECIFIC OUTCOME 2 
    Use of the features of a GUI Window. 
    OUTCOME RANGE 
    Any GUI applications available to the learner can be chosen for this outcome. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Different types of windows are described and an example given for each. 
    ASSESSMENT CRITERION RANGE 
    Types of windows include but are not limited to any 3 of Modal/Non-Modal, pop-up, warning, error, information, application.
     

    ASSESSMENT CRITERION 2 
    An application is started from the Start Menu. 

    ASSESSMENT CRITERION 3 
    The parts of a window are described in terms of their features and use. 
    ASSESSMENT CRITERION RANGE 
    Parts of a window include but are not limited to any four (4) of Title Bar, Minimize Button, Maximize Button, Restore Button, Close Button, Menu Bar, Toolbar, Status Bar.
     

    ASSESSMENT CRITERION 4 
    GUI application windows are manipulated on a desktop. 
    ASSESSMENT CRITERION RANGE 
    Manipulated include but are not limited to Opened, minimized, maximized, moved and closed.
     

    ASSESSMENT CRITERION 5 
    The impact of having more than one window open at the same is described in terms of their implications. 
    ASSESSMENT CRITERION RANGE 
    Window includes but are not limited to active and inactive windows, impact on speed, switching between open windows.
     

    ASSESSMENT CRITERION 6 
    Multiple applications are started in accordance with the requirements of the circumstances. 

    ASSESSMENT CRITERION 7 
    The "active" window is changed between applications using keyboard and mouse. 

    SPECIFIC OUTCOME 3 
    Use the Help facility in a GUI environment. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Different methods to launch the Help facility are explained to reflect what sources of assistance are available. 
    ASSESSMENT CRITERION RANGE 
    Methods include but are not limited to Menu option, key.
     

    ASSESSMENT CRITERION 2 
    Help facility is launched to source required assistance. 

    ASSESSMENT CRITERION 3 
    Different methods are explained and applied to show how to find information within the help facility. 
    ASSESSMENT CRITERION RANGE 
    Methods include but are not limited to any 2 of Content, Index and Search.
     

    SPECIFIC OUTCOME 4 
    Use a pointing device in a GUI environment. 
    OUTCOME RANGE 
    Any one of:
  • Mouse, trackball, touchpad, touch screen. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Different methods to select objects by using the device are demonstrated. 
    ASSESSMENT CRITERION RANGE 
    Single-click, Double-click, Left-click, Right-click.
     

    ASSESSMENT CRITERION 2 
    Different methods to select groups of objects by using the device are demonstrated. 
    ASSESSMENT CRITERION RANGE 
    Device + (Range), Device + (Multiple individual).
     

    ASSESSMENT CRITERION 3 
    A method of changing device setting is demonstrated, but changing the settings to allow alternate hand settings. 
    ASSESSMENT CRITERION RANGE 
    From right- to left-handed users, and back.
     

    ASSESSMENT CRITERION 4 
    Different methods to use the "drag-and-drop" concept are demonstrated in a GUI environment, allowing graphical objects to be moved around on in a GUI environment. 
    ASSESSMENT CRITERION RANGE 
    Drag with SELECT button.
     

    SPECIFIC OUTCOME 5 
    Use generic print options in a GUI environment. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A document is previewed in print format to check conformance to requirements. 

    ASSESSMENT CRITERION 2 
    Various print options are selected before printing an object. 
    ASSESSMENT CRITERION RANGE 
    Print options include but not limited to Select the printer, number of copies, collate sequence.
     

    ASSESSMENT CRITERION 3 
    A whole document or a selected part is printed to the selected printer. 

    ASSESSMENT CRITERION 4 
    The printer properties are altered, either from within Print Options or "Page setup". 
    ASSESSMENT CRITERION RANGE 
    Printer properties, Print Options or "Page setup include not limited to any 3 of Paper size, orientation, paper source, resolution, scaling.
     

    ASSESSMENT CRITERION 5 
    Print job is submitted and job progress is viewed using print queue managing software. 

    ASSESSMENT CRITERION 6 
    Print jobs are manipulated in the print queue. 
    ASSESSMENT CRITERION RANGE 
    Manipulated include but not limited to any one of pause, re-start, delete, refresh.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • An individual wishing to be assessed (including through RPL) against this Unit Standard may apply to an assessment agency, assessor or provider institution accredited by the relevant ETQA, or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Anyone assessing a learner against this Unit Standard must be registered as an assessor with the relevant ETQA or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this Unit Standard or assessing this Unit Standard must be accredited as a provider with the relevant ETQA or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Moderation of assessment will be conducted by the relevant ETQA at its discretion. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Relevant GUI software package.
  • Organisation standards and procedures, unless otherwise stated.
    This covers but is not limited to: quality assurance, documentation, security, communication, health and safety, and personal behaviour.
  • Laws of South Africa, especially with regard to copyright, privacy, health and safety, and consumer rights.
  • Components of a desk top.
  • The functions and uses of icons.
  • Purposes and uses of menus.
  • Uses of various windows.
  • Methods or using different functions.
  • Devices and settings.
  • Print options. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made when:
  • Understanding a Graphical User Interface (GUI) environment. 

  • UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation, and community during:
  • Applying generic GUI functions. 

  • UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one's activities responsibly and effectively when:
  • Using generic functions a Graphical User Interface (GUI) environment. 

  • UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information to better understand and explain:
  • Understanding the different parts of a Graphical User Interface (GUI) environment. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when:
  • Producing and editing documents using a GUI-based word processor either as a user of computers or as basic knowledge. 

  • UNIT STANDARD CCFO SCIENCE 
    Using science and technology effectively and critically, showing responsibility towards the environment and health of others when:
  • Using generic functions a Graphical User Interface (GUI) environment effectively and responsibly. 

  • UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when:
  • Producing and editing documents using a GUI-based word processor either as a user of computers or as basic knowledge. 

  • UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    This unit standard replaces unit standard 117902, "Use generic functions in a Graphical User Interface (GUI)-environment", Level 1, 4 credits.

    Supplementary Information:

    Where not specified otherwise, all options in the range statement must be covered to confirm that a learner is competent in the specific outcome.

    Assessor Notes:
  • The learner must demonstrate skills for an object that spans multiple pages, where applicable.

    Definitions:
  • Modal: A window that can be sized, moved, and does not force the focus on the screen (typically any application window).
  • Non-Modal: A window that cannot be sized and forces the focus on the screen to it. Other windows cannot be used until this window is closed (typically any error msg window that forces an answer). 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  61591   National Certificate: Information Technology: End User Computing  Level 3  NQF Level 03  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. Abetech 
    2. Abongile Computer Co-operative Limited 
    3. Academy of Guilds ''design in the making'' 
    4. AccTech Systems (PTY)LTD 
    5. Act of Grace 97 
    6. Affirmations Training 
    7. Anderson College (Pty) Ltd 
    8. Ankalite (Pty) Limited 
    9. Artshub Institute (Pty) Ltd 
    10. Aspirations Communication Training CC 
    11. ATTI Nelspruit Pty Ltd 
    12. BOLAND COLLEGE 
    13. Bonalesedi Computer Training 
    14. Broadband College of Technology 
    15. Cape Town Society for the Blind 
    16. Centretech Broadcasting 
    17. Claas Illustration 
    18. Clean Heat Academy 
    19. Columbus Consulting Pty Ltd 
    20. Come Again Printing Services cc 
    21. Community Shakers Skills Development 
    22. Competence computer and business management 
    23. Creative Minds - UPINGTON 
    24. Creative Minds Brackenfell 
    25. Creative Minds Worcester 
    26. CYBER MINDS (PTY) LIMITED 
    27. Damelin Correspondence College (Pty) Ltd 
    28. Ditlotlo Trading Enterprise Cc 
    29. Educom 
    30. Elchees Software Solutions 
    31. Enviroparks Riverlea 
    32. Fakazani Management Services 
    33. False Bay College 
    34. Fort Hare Solutions (PTY) LTD 
    35. Futurevista cc 
    36. Gabasega Consulting and Training Centre 
    37. Gegana Computer Academy and Business Solutions cc 
    38. Giga Skills Training 
    39. Global Softech Skills Academy 
    40. iLearn Corporate Services PTY LTD 
    41. In Excess Trading 22 T/A ATTI Polokwane 
    42. Indonsa Consulting and Training cc 
    43. Infinity Deals CC 
    44. Information Technology Resource Centre 
    45. Intec College 
    46. ISAMON VOCATIONAL COLLEGE OF EXCELLENCE 
    47. iSolve Business Solutions (Pty) Ltd 
    48. IT SA Computer Services Solutions (Pty) Ltd 
    49. IT Schools Innovation (Pty) Ltd 
    50. Johannesburg Institute of Engineering & Technology 
    51. John Taolo Gaetsewe Developmental Trust 
    52. Keybase Training Solutions Cc 
    53. Kingsway College of Computing and Business Studies Pty (Ltd) 
    54. Knowledge Base Sales (Pty) Ltd 
    55. Kuhle Projects Cc 
    56. Kwahlwa Kwasa Multimedia Centre 
    57. KWAZULU NATAL AVUXENI COMPUTER AND TRAINING CENTRE (PTY) LTD 
    58. Leading Edge Business Solutions (Pty) Ltd 
    59. Limco Consulting and management (Pty) Ltd 
    60. Loja Trading cc 
    61. Luthando Training Centre 
    62. Lwazi Lwethu Training Centre and Trading Enterprise 
    63. M-cot Corporate Training 
    64. Magnifica (Pty) Ltd 
    65. Magnitude College of education 
    66. Makhophila Business Enterprise 
    67. Mosadikago Trading Cc 
    68. Mpande Technologies cc 
    69. MSC Education Holdings Pty Ltd 
    70. NCM Computer and Business Academy 
    71. Ocule IT cc 
    72. PEARSON EDUCATION ACHIEVEMENT SOLUTIONS (PTY) LTD 
    73. Peritum Agri Insitute (PTY) LTD 
    74. Phokophela Investment Holdings (Pty) Ltd 
    75. Picawood Trading (Pty) Ltd 
    76. Prestige Business College 
    77. Prompt It Solutions 
    78. Protech Business and Computer College Pty Ltd. 
    79. Richfield Graduate Institute of Technology Pty Ltd 
    80. Ropzide Training Centre 
    81. SILVER SOLUTIONS CC 1360 
    82. Sivile Housing Association RSA 
    83. Southern Africa Youth Project NPC 
    84. Speccon (Pty) Ltd 
    85. STAFFING DIRECT CC 
    86. Star Light Consulting 
    87. Taballos Business Services 
    88. Terry Computer Services 
    89. Thalita Koume Directions (Pty) Ltd 
    90. The Graduate Institute of South Africa 
    91. The Ulwazi Computer Training Center 
    92. Torque Technical Computer Training (Pty) Ltd 
    93. Tshedza Training Technologies (Pty) Ltd 
    94. Tshiredo Training Academy Cc 
    95. Turnstone Trading 183 (Pty) Ltd 
    96. Waterberg TVET College 
    97. Work Skills Resources 
    98. Y2K COLLEGE 
    99. Youmessi Trading cc 
    100. Zealot Business College cc 



    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.