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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Respond to selected literary texts 
SAQA US ID UNIT STANDARD TITLE
8966  Respond to selected literary texts 
ORIGINATOR
SGB GET/FET Language and Communication 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Language 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular-Fundamental  Level 2  NQF Level 02 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 
2004-10-13  2006-02-09  SAQA 0356/04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2007-02-09   2010-02-09  

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 is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
119455  Respond to selected literary texts  Level 2  NQF Level 02  Complete 

PURPOSE OF THE UNIT STANDARD 
Competence at this level will enable learners to expand their intellectual horizons and to extend and strengthen their literacy skills. Literature involves the use of language and the imagination to represent, recreate, shape and explore human experience. Reading literary texts in the target language gives perspectives on the culture of the people whose mother tongue it is, as well as an idea of the history of the language.

Learners credited with this unit standard can:
  • use a range of strategies to understand selected literary texts
  • explore the way listeners/readers/viewers are influenced
  • demonstrate understanding of literary texts by responding orally and/or in writing 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard: NQF Level 1 - GETC literature outcomes:
  • learners will listen for information and enjoyment and respond appropriately and critically in a wide range of situations
  • learners will read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts
  • learners will write different kinds of factual and imaginative texts for a wide range of purposes. 

  • UNIT STANDARD RANGE 
    The learner can read for enjoyment, recognise basic elements of literary genres and respond to characters, events and contexts.

    Range of texts: picture books, folklore, traditional stories (written and oral), myths, legends, novels, feature films, short stories, poetry, learners` own speaking and writing, non-fiction (biographies and filmed documentaries), scripted and improvised drama/plays, television serials, video clips, cartoons and comics, song lyrics.

    Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Use a range of strategies to understand selected literary texts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Listening/reading/viewing strategies are used to discover meaning. 
    ASSESSMENT CRITERION RANGE 
    Asking key questions, skimming, scanning, taking note of layout, design and/or visual features, learning to recognise key features of genre.
     

    ASSESSMENT CRITERION 2 
    2. Information, ideas, opinions and themes are identified. 

    ASSESSMENT CRITERION 3 
    3. Responses show an understanding of issues under discussion. 

    ASSESSMENT CRITERION 4 
    4. Points of view are supported by reference to the text. 

    ASSESSMENT CRITERION 5 
    5. Own and peers' reactions to texts are compared and explained. 

    SPECIFIC OUTCOME 2 
    Explore the way readers/viewers/listeners are influenced in selected texts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The way different backgrounds of readers might influence the way people understand and interpret a text is discussed. 

    ASSESSMENT CRITERION 2 
    2. The influence of own values and perspectives on the way that one responds to selected texts is identified. 

    ASSESSMENT CRITERION 3 
    3. The influence of historical context is identified and explained with reference to changes in both context and response. 

    ASSESSMENT CRITERION 4 
    4. Figurative expressions in texts are identified and their meaning determined. 

    SPECIFIC OUTCOME 3 
    Demonstrate understanding of literary texts by responding orally and/or in writing. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Elements of genre are discussed in a limited range of written forms. 
    ASSESSMENT CRITERION RANGE 
    Plot is outlined, character described, setting detailed -paragraphs or short answers written.
     

    ASSESSMENT CRITERION 2 
    2. One's response to character described and justified with reference to the text. 

    ASSESSMENT CRITERION 3 
    3. Selected elements of the literary genres are recognised and described. 
    ASSESSMENT CRITERION RANGE 
    Verse forms, rhyme, rhythm, imagery, sound devices in poetry; plot and sub-plot, characterisation, background, setting, action, conflict, theme, point of view in novels/short stories/folklore.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Providers of learning towards this unit standard will need to meet the accreditation requirements of the GENFETQA.

    Moderation Option: The moderation requirements of the GENFETQA must be met in order to award credit to learners for this unit standard. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria:

    Learners can understand and explain that language, when used figuratively or for storytelling, can be used to create an illusion of reality. Learners apply their knowledge of language and literature features and conventions to an awareness of how fictional texts differ from factual ones.

    Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the stated embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate`s performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems: using context to decode and make meaning individually and in groups in oral, reading and written activities. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams: using interactive speech in activities, discussion and research projects. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one`s activities responsibly and effectively through using language. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information: fundamental to the process of developing language capability across language applications and fields of study. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills: in formal and informal communications. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically: using technology to access and present texts. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of inter-related parts of a system: through using language to explore and express links, and exploring a global range of contexts and texts. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Contribute to the full development of self by engaging with texts that stimulate awareness and development of life skills and the learning process. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. The goal is to declare the learner competent in terms of the title. Where assessment at title level is unmanageable, focus assessment around each specific outcome, or groups of specific outcomes
  • make sure evidence is gathered across the range as expressed under the title. Specific range statements under individual outcomes or assessment criteria are illustrations, from which Learning Programme developers can select. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation
  • do not focus the assessment activities on each assessment criterion. Ensure that the assessment activities focus on outcomes and that sufficient evidence around all the assessment criteria is gathered
  • the assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required
  • the task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes in a number of different contexts. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible
  • all assessments should be conducted in line with the following well-documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning. Assessment should be valid, direct, authentic, sufficient, systematic, open and consistent. 

  • UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 119455 which is "Respond to selected literary texts", Level 2, 5 credits. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Fundamental  14851   National Certificate: Agri Trade Processes  Level 2  NQF Level 02  Reregistered  2023-06-30  AgriSETA 
    Fundamental  20183   National Certificate: Banking  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2015-06-30  BANKSETA 
    Fundamental  67466   National Certificate: Contact Centre Support  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2009-05-05  As per Learning Programmes recorded against this Qual 
    Fundamental  20418   National Certificate: Electrical Engineering  Level 2  NQF Level 02  Passed the End Date -
    Status was "Registered" 
    2004-02-10  Was EWSETA until Last Date for Achievement 
    Fundamental  20151   National Certificate: Grain Handling Processes  Level 2  NQF Level 02  Reregistered  2023-06-30  AgriSETA 
    Fundamental  48648   National Certificate: Grain Milling  Level 2  NQF Level 02  Reregistered  2023-06-30  AgriSETA 
    Fundamental  49581   National Certificate: Poultry Processing  Level 2  NQF Level 02  Reregistered  2023-06-30  AgriSETA 
    Fundamental  49582   National Certificate: Poultry Production  Level 2  NQF Level 02  Reregistered  2023-06-30  AgriSETA 
    Fundamental  14892   National Certificate: Agricultural Machinery Technician  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered" 
    2008-09-13  AgriSETA 


    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. Deloitte 
    2. GUEST RESOURCE SERVICES PTY LTD 
    3. Knowledge For Ever 
    4. Mpontshe Training 
    5. Nedbank Ltd 
    6. NWK Beperk 
    7. Senwes Beperk 
    8. Suidwes Beleggings Eiendoms Beperk 
    9. VKB LANDBOU (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.