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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Help learners with language and literacies across the curriculum 
SAQA US ID UNIT STANDARD TITLE
7389  Help learners with language and literacies across the curriculum 
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 4  NQF Level 04  12 
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 
This unit standard is intended for all ETD practitioners who work in the GET band with adult learners who have relatively low levels of formal education. It enables practitioners to modify teaching practices to accommodate and assist these learners to learn effectively and to provide support for these basic skills. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Manage language in the learning situation 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Learners are consulted on language(s) to be used for all activities. (e.g. in whole group, small groups, materials, written and oral work) 

ASSESSMENT CRITERION 2 
2. Strategies for dealing with language difficulties which may affect learning are suggested. (e.g. translation, peer assistance, pair work, use of MT) 

ASSESSMENT CRITERION 3 
3. Relevant terminology of the subject, including acronyms and abbreviations, is explained. 

ASSESSMENT CRITERION 4 
4. Level and style of language used for instruction is suitable for learners. 

SPECIFIC OUTCOME 2 
Help learners with visual literacy 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Relevant symbols and their uses are explained to learners. (eg. &, X, =, @) 

ASSESSMENT CRITERION 2 
2. Layout and style of visuals used in materials are explained to learners. (e.g. charts, graphs, tables, diagrams, conventional uses of colour, comic bubbles) 

ASSESSMENT CRITERION 3 
3. Use of visual aids by practitioners is in line with learners visual literacy abilities. (e.g. Practitioner does not write on board in cursive or italics if learners do not understand.) 

SPECIFIC OUTCOME 3 
Help learners to use printed materials 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Learners are helped to use the different parts of a text. (eg. contents page, glossary, index, page numbers, captions, headings, boxes) 

ASSESSMENT CRITERION 2 
2. Learners are questioned on the purpose of a text, fuller explanation is given when required. 

ASSESSMENT CRITERION 3 
3. Learners are questioned to ascertain how much is understood, fuller and alternative explanations are given when required. 

ASSESSMENT CRITERION 4 
4. Learners are shown how to store and retrieve documents from relevant filing systems. 

ASSESSMENT CRITERION 5 
5. Learners are shown how to maintain an organised file of all relevant documents and texts. 

SPECIFIC OUTCOME 4 
Help learners to produce texts and assignments 
OUTCOME NOTES 
Special notes:

1. The term 'text' is used here to mean all types of texts produced by learners written, oral, models etc.
2. Values and insights which would enhance the application of this standard are:
  • demonstrated respect for all languages
  • appreciation of language as a tool for learning as opposed to a tool for asserting status
  • awareness of how language and literacy factors affect the validity of assessment instruments. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Details of the text required are explained to learners. 
    ASSESSMENT CRITERION RANGE 
    Purpose, topic, length, time frame, medium.
     

    ASSESSMENT CRITERION 2 
    2. Learners' progress is monitored and constructive feedback is given at timely intervals. 

    ASSESSMENT CRITERION 3 
    3. Alternative modes for producing texts are offered to learners where possible. (e.g. Learners are given the option of oral or written assignments.) 

    ASSESSMENT CRITERION 4 
    4. Learners are helped to fill in forms relevant to the learning situation. 



    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
    Core  20838   National Certificate: ABET Practice  Level 4  Level TBA: Pre-2009 was L4  Reregistered  2023-06-30  ETDP SETA 
    Elective  50332   Further Education and Training Certificate: Occupationally-Directed Education Training and Development Practices  Level 4  NQF Level 04  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. Enjo Consultants 
    2. Maccauvlei Learning Academy 



    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.