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: 

Facilitate mother-tongue literacy 
SAQA US ID UNIT STANDARD TITLE
7391  Facilitate mother-tongue literacy 
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  16 
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 will be able to facilitate the acquisition of reading and writing skills in the mother-tongue language of an adult learner. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Communications in the language of the learner @ NQF level 4
  • Core unit standard nos. 4.01 to 4.07 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify two main approaches to teaching, reading and writing (synthetic and analytic) 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Each of the two approaches is described and explained in order to clarify the difference in learning focus between the two. 

    ASSESSMENT CRITERION 2 
    2. Approach used in different learning activities and materials is correctly identified. 

    ASSESSMENT CRITERION 3 
    3. Approach is used appropriately and effectively. 

    SPECIFIC OUTCOME 2 
    Use placement assessment effectively and appropriately 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Samples of learners' work are assigned to appropriate ABE levels. 

    ASSESSMENT CRITERION 2 
    2. New learners are interviewed effectively. 

    ASSESSMENT CRITERION 3 
    3. An appropriate screening test is administered and interpreted effectively. 

    ASSESSMENT CRITERION 4 
    4. Learners are assigned to appropriate levels/classes. 

    ASSESSMENT CRITERION 5 
    5. Physical difficulties commonly experienced by adult learners are recognised and accommodated. (These difficulties specifically include difficulty with fine muscle control, far sightedness, hearing difficulties.) 

    ASSESSMENT CRITERION 6 
    6. Remedial strategies appropriate to the problems are suggested [e.g. exercises to develop fine muscle control (like using scissors), fat pencils, reading glasses, positioning in class, eye / hearing tests, hearing aids] 

    ASSESSMENT CRITERION 7 
    7. Interviews and group discussions are used to discover particular needs of groups or individual learners 

    SPECIFIC OUTCOME 3 
    Use formative assessment effectively and appropriately 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. A range of formal and informal strategies, which reflect a valid judgment of learners' abilities in reading and writing, are used. 

    ASSESSMENT CRITERION 2 
    2. Constructive and regular feedback is given to learners. 
    ASSESSMENT CRITERION RANGE 
    (Suggestions for effective and useful feedback on samples of learners? work typifying poor to competent reading and writing, which identifies areas of weakness and suggests ways to improve skills)
     

    ASSESSMENT CRITERION 3 
    3. Strategies for learner-centred assessment are identified and used. (e.g. where learners edit and evaluate their own and peers? reading and writing) 

    ASSESSMENT CRITERION 4 
    4. Exemplars of learners work that typify learners who need to be allowed to progress at a slow, (step by step) pace and learners who could progress rapidly through several stages are correctly identified . 

    ASSESSMENT CRITERION 5 
    5. Pace of learning and teaching is appropriate to majority of learners 

    ASSESSMENT CRITERION 6 
    6. A range of strategies for assessing reading is employed in the classroom. 
    ASSESSMENT CRITERION RANGE 
    Both silent and aloud reading, through listening, checking of comprehension and observation of reading behaviours -such as fluent progress through the text, reading with appropriate vocal expression, learner?s degree of awareness of mistakes made, the kind of mistakes made - e.g.sense of text retained as opposed to obliviously lost.
     

    ASSESSMENT CRITERION 7 
    7. Feedback on reading, which promotes increased awareness of deriving meaning from the text, is given. 

    ASSESSMENT CRITERION 8 
    8. Feedback on writing, which promotes learners? ability to use writing effectively for a range of purposes, is given. 

    SPECIFIC OUTCOME 4 
    Use summative assessment effectively and appropriately 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Appropriate forms of summative assessment are identified. 

    ASSESSMENT CRITERION 2 
    2. Exemplars/samples of learners' work which typify readiness for examination or relevant form of assessment at ABET levels 1 and 2 are recognised. 
    ASSESSMENT CRITERION RANGE 
    Formal exams, completed portfolios.
     

    SPECIFIC OUTCOME 5 
    Teach reading 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Technical aspects of print are explained. 
    ASSESSMENT CRITERION RANGE 
    Print is arranged from left to right, top to bottom, words are separate clusters of letters, letters usually represent sounds, the function and appearance of headings, function of punctuation.
     

    ASSESSMENT CRITERION 2 
    2. A range of word attack skills to derive meaning are used appropriately. 
    ASSESSMENT CRITERION RANGE 
    Including sounding out, recognising common letter clusters and using context, including illustrations.
     

    ASSESSMENT CRITERION 3 
    3. Functions of traditional punctuation forms are taught in the context of making sense of print, at the appropriate time and pace. 
    ASSESSMENT CRITERION RANGE 
    Commas, sentence notation (full stops and capital letters), question marks, exclamation marks, paragraphs, titles, inverted commas and paragraphing
     

    ASSESSMENT CRITERION 4 
    4. Functions of standard print conventions appropriate to the level of learners are taught in context. 
    ASSESSMENT CRITERION RANGE 
    Headings, bold print, speech bubbles, captions, diagram labels, arrows
     

    ASSESSMENT CRITERION 5 
    5. A range of reading strategies is taught at the appropriate time, through appropriate situations and tasks and within a reading context. 
    ASSESSMENT CRITERION RANGE 
    Prediction, logical guessing, skimming scanning.
     

    ASSESSMENT CRITERION 6 
    6. Activities which promote practical application of reading skills necessary for extracting information, are facilitated. 
    ASSESSMENT CRITERION RANGE 
    Indexes, dictionaries, telephone directories, newspapers, calendars, timetables, diagrammatic instructions, simple maps and plans, sequential drawings -as in picture stories - and other conventional sources of information
     

    ASSESSMENT CRITERION 7 
    7. Strategies which encourage meaningful responses to text, are used. 
    ASSESSMENT CRITERION RANGE 
    Identify the main ideas and messages in a text, identify contradictory or misleading information, state own opinions in response to text, compare their experience and knowledge to what is read
     

    ASSESSMENT CRITERION 8 
    8. Learning activities which promote skills of analysis, deduction, inference, prediction, are facilitated. 

    ASSESSMENT CRITERION 9 
    9. Learning activities which develop the skills of distinguishing text types, are facilitated. 
    ASSESSMENT CRITERION RANGE 
    Fact and opinion, ascertaining the purpose of a text, and distinguishing between a range of text types including narrative, factual, persuasive, informational
     

    SPECIFIC OUTCOME 6 
    Teach learners to write for a range of purposes 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Suitable ways of holding pen or pencil are described. 

    ASSESSMENT CRITERION 2 
    2. Conventional letter formation, including pen/pencil direction and lifts, is described. 

    ASSESSMENT CRITERION 3 
    3. Stage at which the learner is encouraged to use reduced writing (ie. filling half the height of a line) is appropriately identified. 

    ASSESSMENT CRITERION 4 
    4. Learners are encouraged to practise newly attained writing skills by writing short meaningful units of language. (e.g. words, lists or short sentences) 

    ASSESSMENT CRITERION 5 
    5. Punctuation forms which are appropriate for learners to use at levels 1 and 2 are explained. 
    ASSESSMENT CRITERION RANGE 
    Commas, sentence notation, question marks, exclamation marks, paragraphs, headings, titles
     

    ASSESSMENT CRITERION 6 
    6. Activities which extend the writing skills of learners are facilitated. 
    ASSESSMENT CRITERION RANGE 
    Develop the skills of writing to express their own original thoughts, communicate with others, express and support their own opinions
     

    ASSESSMENT CRITERION 7 
    7. Activities in which learners develop understanding of the purpose of written tasks and create writing that is appropriate to the task, are facilitated. 

    ASSESSMENT CRITERION 8 
    8. Activities in which learners develop the skills of structuring and/or organising and/or formatting logical writing which is coherent according to theme and content, are facilitated. 

    ASSESSMENT CRITERION 9 
    9. Activities in which learners develop the skills of drafting and editing preparatory to writing final versions, are facilitated. 

    SPECIFIC OUTCOME 7 
    Integrate reading and writing to enable transfer of skills from classroom to general life situations 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Activities which combine and sequence stimulating and contrasting learning activities, which will prevent learning from being monotonous and dreary, are facilitated. 

    ASSESSMENT CRITERION 2 
    2. Activities which simulate practical application and combination of reading and writing skills in real-life contexts, are facilitated. 
    ASSESSMENT CRITERION RANGE 
    Range for the AC: where learners read a communication, and formulate and express their own response
     

    ASSESSMENT CRITERION 3 
    3. Activities which provide practice in a range of conventional written ways of responding to text, are facilitated. 
    ASSESSMENT CRITERION RANGE 
    Tick a box, one word answers, short sentences, extended writing.
     

    ASSESSMENT CRITERION 4 
    4. Opportunities for the application of reading and writing skills in different contexts and for different purposes, in everyday situations applicable to learners? contexts, are provided. 
    ASSESSMENT CRITERION RANGE 
    Notes, formal letters, lists, forms, novels, newspapers, legal documents, notices, advertising, poetry
     

    ASSESSMENT CRITERION 5 
    5. Strategies for practising and maintaining MTL literacy skills after learners have left MTL classes, are presented to learners. 



    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  20838   National Certificate: ABET Practice  Level 4  Level TBA: Pre-2009 was L4  Reregistered  2023-06-30  ETDP SETA 
    Elective  20159   National Diploma: 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. ATS Institute 
    4. Beam Sun Projects Training Centre International 
    5. BOTSHO BOTLE RESOURCES 
    6. CURMO Designs (Pty) Ltd Co 
    7. D M Management and Consulting 
    8. Faranang Marketing 
    9. Funda Africa Academy (Pty) Ltd 
    10. Hlengana Sibiya Training and Associates cc 
    11. Igugu Training and Investments 
    12. KITSO TRAINING AND DEVELOPMENT 
    13. Letlhabile Institute Of Management and Training 
    14. Libizona Training Centre 
    15. MENTORNET (PTY) LTD 
    16. MVIMBI BUSINESS ENTERPRISE 
    17. MWG Logistical Services 
    18. Nkinane Training Institute and Consulting (Pty) Ltd 
    19. Nomoyi Skills Development 
    20. Ntevho-Ketso Training and Recruitement Consultancy cc 
    21. Professional Development and Training Institute (Pty) Ltd 
    22. Project Literacy 
    23. Regenesys Management (Pty) Ltd 
    24. Resonance Institue of Learning 
    25. SEOPOSENGOE TRAINING CONSULTANCY CC 
    26. Siragelaphambili Abet Skills Development 
    27. T Mabuya & Associates (Pty) Ltd 
    28. Thuto Botshabelo Training Academy 
    29. Tinissa Trading 29 PTY Ltd 
    30. Triple E Training Holdings 
    31. Tshirologo Disability Training Services(Pty) Ltd 
    32. Ungaphelamandla Consultancy Private College (PTY) LTD 
    33. World Wide Education Providers(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.