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 QUALIFICATION THAT HAS PASSED THE END DATE:

Certificate: Journalism

SAQA QUAL ID	QUALIFICATION TITLE
36108	Certificate: Journalism
ORIGINATOR
Varsity College
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
National Certificate	Field 04 - Communication Studies and Language		Communication Studies
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	140	Level 5	Level TBA: Pre-2009 was L5	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Registered"		SAQA 0144/02	2003-07-01	2006-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2007-06-30		2010-06-30

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 qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

The purpose of the qualification is to provide learners with the skills and knowledge to work in the print and electronic media sector. On successful completion of the programme, graduates will be able to seek entry level positions in the field of journalism in a range of areas such as publication editing, news reporting, news investigation, sub-editing, copywriting and freelance writing. Graduates will have developed a sound foundation to function in the media industry.Some key areas of study include news writing, media studies, law of libel and communication, copy-editing, communications, feature and magazine writing and internet journalism. Rationale A robust and critical media cornerstone to the promotion of democratic values in South Africa. The freedom and independence of the media is enshrined in the South African Constitution and commented on in a proliferation of documentation issued by government and various statutory bodies which support the goals of an independent, critical and free media industry. In order to build further capacity in the media industry, it is important to provide media practitioners with the requisite skills, knowledge and abilities to function in this expanding, globalised industry. As trained journalists, graduates will play a critical role in realising the ideals of a free and responsible media industry. It is equally important to prepare graduates to understand the global dynamics impacting on the media industry and their role as media practitioners within this environment.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that learners have English and communication skills at one level below that required for the fundamental components of the qualification. Recognition of prior learning(RPL) The structure of the qualification makes provision for the recognition of prior learning if the learner is able to provide evidence of competence in the knowledge, skills and abilities implicit in the exit-level outcomes and associated assessment criteria. The College has developed structured means for the recognition of prior learning against exit-level outcomes and associated assessment criteria of the qualification on an individual case-by-case basis. Such procedures, and the evaluation of individual cases, are subject to moderation by independent assessors. Generally, the recognition of prior learning allows for the gaining of credits for particular modules leading towards the award of the qualification. Recognition of prior learning will be achieved through the evaluation of a portfolio of evidence and an interview with the applicant through the RPL process as articulated by the College in the context of the relevant legislation and requirements of the Higher Education Quality Committee.

RECOGNISE PREVIOUS LEARNING?

Y

QUALIFICATION RULES

N/A

EXIT LEVEL OUTCOMES

Exit-level outcomes related to fundamental learning Qualifying learners can: 1. Engage in sustained oral communication and evaluate spoken texts 2. Read, analyse and respond critically to a variety of texts produced for a range of purposes, audiences and contexts 3. Write for a wide range of contexts 4. Use language and communication in occupational learning programmes Exit-level outcomes related to core learning Qualifying learners can: 1. Understand the fundamentals of news gathering 2. Understand and apply the fundamentals of news reporting 3. Understand the nature of news and select newsworthy items 4. Be able to write the body copy of news stories according to set criteria 5. Prepare copy for printing 6. Apply the principles of ethics and social responsibility 7. Apply the guidelines of style in writing 8. Research the basics of a news report 9. Conduct an interview 10. Contextualise the discipline of communication science and its relevance to journalism 11. Apply the principles of interpersonal communication in the work context 12. Apply small group communication techniques in a variety of settings 13. Construct convincing arguments 14. Write a brief that will solicit a persuasive advertisement 15. Write various organisational documents and letters 16. Understand the foundations of media studies 17. Understand the role of print in society 18. Understand the role of electronic media in society 19. Analyse content of news with a view to understanding the agenda of the particular media 20. Understand the audience profiles of various media 21. Understand various production techniques used by different media 22. Use new media technology to research and to forward reports based on research 23. Understand and justify the importance of copy-editing 24. Develop a sensibility for the role of a copy editor 25. Apply basic spelling skills 26. Apply the principles of grammar in writing news reports 27. Apply basic syntax in writing news reports 28. Use standard reference books in preparing news reports 29. Write headlines that encapsulate the content of news stories 30. Write concise and succinct captions for photographs and illustrations 31. Apply the vocabulary of printing in communicating with the production teams 32. Use editing and proof-reading signs and symbols 33. Understand the importance of language and meaning 34. Use a word processor to create and produce various documents 35. Proof-read from typed documents 36. Type edited documents 37. Understand the basic concepts underlying the study of the Law of Libel 38. Apply the principles of the Law of Defamation in writing news reports 39. Apply the principles of the protection of individual privacy 40. Apply the principles of copyright law in writing news reports 41. Apply the principles of vicarious liability 42. Conduct interviews that will form the basis of magazine articles 43. Apply a variety of writing styles 44. Research background information for magazine articles 45. Understand how and where magazine articles are placed 46. Know and understand the profiles of a representative sample of South African magazines 47. Understand the role and function of the feature article 48. Collect information for the writing of a feature article 49. Order and present information in a manner consistent with the typical structure of the feature article 50. Perform the basic Windows functions needed for personal and corporate use 51. Demonstrate the ability to construct a professional document for personal use as well as for the business environment 52. Develop the necessary skills to create and format a formula driven spreadsheet 53. Construct and deliver a well structured presentation to the specific parties involved in a project 54. Demonstrate the ability to browse the internet and display proficiency in MS-Outlook. Perform all the basic tasks expected from an employee in most fields

ASSOCIATED ASSESSMENT CRITERIA

Associated assessment criteria for fundamental learning Competence is evident when learners are able to: 1. Show a clear understanding of complex issues under discussion in one-on-one or group situations Manage discussions and/or conflicts sensitively identify and challenge the underlying assumptions, points of view and subtexts in spoken texts when appropriate, and clarify understanding or sustain interaction Analyse and adjust one`s responses to spoken texts in relation to audience, purpose and context accordingly Identify characteristics of a speaker`s style, tone and mannerisms that attract or alienate an audience with reference to the particular effect of each feature in creating audience response Describe, explain and judge the impact of spoken discourse 2. Adopt reading strategies appropriate to the purpose Draw conclusions from a synthesis of information from texts and make generalizations of patterns and trends about purpose and audience Understand surface and embedded meanings in the text and present a viewpoint Ientify and explain the effect of an author`s values and views on selected texts in terms of the impact on meaning and target audience Cite evidence from texts in defence of a position Explore the effects of content, language and style on readers` responses in specific texts Identify and explain the impact of different writing techniques on reader perspective in terms of the particular effect produced by each Analyse the influence of specific language structures and features 3. Write imaginative texts that are convincing and appropriate to the topic and purpose Write expository texts that are well developed with respect to clearly articulated purposes, using fully developed paragraphs and resulting in a unified text Choose the narrative voice appropriate to context, purpose and audience Sequence points in an argument logically and deliberately to build up to a convincing conclusion Check text for coherence, logical sequence and structure; identify and adjust weaknesses and errors to improve coherence and flow Rearrange information in ways that promote interest in, and impact of, the text for a defined target audience Check layout, spelling, punctuation and syntax for accuracy and readability Check the whole, completed text against the purposes for writing to verify that these purposes have been satisfied 4. Identify relevant learning resources Utilise and manage learning resources through appropriate selection and cross-referencing of information and acknowledgement of sources Formulate learning strategies by selection of specific tried techniques Summarise and use information in the learning process Synthesize and contextualise answers pertaining to relevant questions Read, interpret, analyse and synthesize texts for detail in a given context Communicate with others in groups or as individuals Organise and use occupational learning materials for optimum learning Understand and use layout, presentation and organisational features of learning materials effectively Engage with and, if needed, clarify technical language Conduct basic research, and analyse and present findings Identify and define appropriate topic and scope Plan and sequence research steps appropriately Apply research techniques Categorise, classify and sort information Analyse research findings in the appropriate format Make conclusions and recommendations Lead and participate actively in group learning situations Apply responsibilities in the team and group work conventions in learning situations Practise conflict management and negotiating techniques Work in a team to achieve meaningful products, outcomes and goals Describe and discuss features of the occupational environment describe and discuss ways in which these features affect learning processes Associated assesment criteria for core learning Competence is evident when learners are able to: 1. Identify the various sources of news Describe the various sources of news Explain how a journalist will use news sources to gather information for a news report 2. List, identify and describe the various news media Indicate how news is gathered, organised and presented Write different news reports based on given facts 3. Differentiate between what is considered newsworthy and not newsworthy Justify that different audiences consider different events to be news Briefly outline the history of newspapers and the concept of news 4. Understand the different guidelines used in writing news reports Structure raw information into news reports based on given information Use the same set of facts to write different news stories that will appeal to different audiences 5. Understand and describe different processes used to prepare copy for final publication Justify the importance of copy-editing in the preparation process Outline the responsibilities of the various departments involved in publishing news Justify the importance of a deadline 6. Understand and describe various ethical aspects of news reporting Apply this understanding in a variety of settings Justify the need for socially responsible reporting 7. Know the basics of style Write coherent reports in terms of stylistic guidelines 8. Justify the importance of researching the veracity of facts Outline various techniques used in researching news stories Apply these research techniques in writing news reports 9. Understand and know various techniques used in interviewing Prepare for interviews by applying research techniques Conduct a basic interview 10. Define what is meant by "communication science" Describe key aspects of communication Indicate the relationship between communication science and journalism principles 11. Define and describe the concept interpersonal communication Discuss the role played by perception in interpersonal communication Indicate how perception has positive and negative impacts on interpersonal communication 12. Define what is meant by "small group communication" List and describe a variety of small group communication techniques Demonstrate an ability to communicate effectively in various small group settings 13. Justify the importance of argumentation in decision-making processes Describe techniques used in constructing arguments Analyse the use of argumentation in the construction of journalism messages 14. Define what is meant by "persuasion" Discuss the dynamics of building a persuasive argument Differentiate between various techniques of persuasion and the legality of each Indicate the link between a creative brief and a persuasive argumentation 15. Define and describe the processes of organisational communication Justify the need for structured forms of communication, such as memoranda, letters, minutes and feature proposals Differentiate between the above organisational communication tools Describe the role played by these tools in facilitating organisational communication 16. Describe the nature of media studies as a discipline Justify the need for and understanding of media studies in the field of journalism 17. Know the history of the development of printed media, especially in South Africa Differentiate between various South African printed media Discuss the role of print as a fundamental aspect of public opinion 18. Know the history of the development of electronic media in South Africa Differentiate between various South African electronic media Discuss the role of electronic media as a fundamental aspect of public opinion 19. Understand what is meant by the concept "content" Analyse the given content of news reporting in a variety of media according to given guidelines Provide critical commentary on the content of these media 20. Justify why different media have different audience profiles Differentiate between media according to audience profiles Apply analysis of content in such a way as to reflect audience profiles 21. Differentiate between print and electronic production techniques Describe production processes for electronic and print media 22. understand the various new media technologies available, with specific reference to: Fax machines Internet Cell-phones Satellite broadcasting 23. Differentiate between copy writing, copy- editing and proof-reading Justify the role of the copy editor 24. Discuss the functions of the copy editor Indicate examples where an absence of copy-editing may lead to misunderstandings 25. Demonstrate the ability to look up and find correct spelling in the Oxford English dictionary Understand the importance of correct spelling Demonstrate the ability to use the correct words to describe events 26. Know and understand common grammatical rules Justify the use of correct grammar in written and spoken communication Know various common grammatical errors and avoid using same in written reports 27. Understand common rules of syntax 28. Understand the need for reference books Identify and briefly describe various standard reference books Justify the need for fact-checking by using reference books 29. Justify the role of the headline in news reporting Apply the principles of writing a good headline 30. Justify the role of captions in preparing news reports Justify the role of photographs and illustrations and their contribution to the communication of news reports 31. Know the various printing terms Describe these terms Correctly apply these terms in written communication 32. Know symbols used in editing and proof-reading Use these symbols in checking written copy Interpret symbols correctly by correcting copy that was proof-read 33. Analyse a written text in terms of correct usage of English Discuss various literary techniques used in written texts Apply understanding of grammar by commenting on grammatical style used in written texts Apply understanding of style by analysing styles used in written texts Apply spelling skills by commenting on spelling quirks found in written texts 34. Type using correct keyboard skills Copy-type from printed text Create letters, memos, facsimiles and emails using correct layout and format Type letters ready for signature from arranged material or manuscript Draw up various business forms using tabulation and tables Display documents creatively using different styles, fonts and applications 35. Identify errors in spelling, punctuation, grammar and spacing Extend abbreviations correctly Type corrected copy 36. Identify and apply correction signs used in an edited document 37. List and describe the concepts of "Law", "Libel" and "Defamation" Discuss the South African legal system and differentiate between civil law and criminal law Justify the need for legal protection of individual rights 38. Know the basic concepts contained in the Law of Defamation Discuss remedies in law for defamation Justify the need for journalists to avoid defaming individuals 39. Know the basic concepts contained in laws that protect individual rights to privacy Discuss remedies in law for invasion of privacy Justify the need for journalists to avoid invasion of privacy 40. Discuss and justify the need for copyright protection in law Discuss remedies in law for breach of copyright Justify the need for journalists to avoid breaching copyright protection 41. Differentiate between personal liability and vicarious liability Know the basic principles of laws governing vicarious liability 42. Differentiate between the interview held to obtain basic facts and the interview held to provide insight into the views or life of a newsworthy person List, discuss and apply a variety of interview techniques Use direct quotes in a correct manner to contribute to the meaning of the article Write an insightful article based on a given interview 43. Differentiate between different kinds of magazine articles Discuss the use of writing styles used in different magazines Write a variety of newspaper articles, including the news article, interview, factual and entertainment styles 44. Justify the need for researching background Analyse background information and indicate information gaps with a view to obtaining research information Indicate sources of information for magazine articles 45. Understand that different magazines have different lead times Differentiate between staff duties, commissioned articles and unsolicited material Analyse given magazines with a view to contributing material on a freelance basis Differentiate between the staff writer, stringer and freelance writer 46. Differentiate between readership profiles and their reading needs Indicate the link between readership profile and magazine content Analyse particular magazines and propose possible articles that would be accepted by that magazine 47. Differentiate between feature articles, headline articles, columns, editorial content and other content Explain the role of the feature article in educating, informing or entertaining readers Justify the need for feature articles in magazines or newspapers 48. Differentiate between various sources of information for feature articles Indicate where journalists obtain their information Justify the need for collecting properly substantiated information 49. Differentiate between different kinds of feature articles Discuss the structure of these kinds of feature articles Analyse given information and order the information in a coherent structure Apply the principles of style, grammar, punctuation and spelling in ordering the information 50. Start and logon to Windows Understand the Windows 98 screen Use the mouse Use the keyboard 51. Use menus and toolbars Create a new document Use the keyboard and mouse functions Use text formatting Save, close and open a document Format characters Preview and print a document 52. Create a new workbook Open and save a workbook Navigate a worksheet Enter labels and values in a worksheet Calculate value totals Enter formulas Format fonts 53. Create a new presentation Open, save and view a presentation Navigate a presentation Insert slides and text Promote and demote paragraphs Deliver a presentation Use slide transition, animation, text and objects 54. Display a specific web page Browse and search the web Add a web page to favourites Change their home page Compose, send and receive e-mail Add a name to the address book Reply, forward and delete a message Integrated assesment An integrated approach to assessment is adopted to ensure that the qualification is open, transparent, fair, valid and reliable. In this respect, both summative and formative assessment processes are accounted for. Integrated assessment provides the learner with an opportunity to display an ability to integrate practical performance, actions, concepts and theory across exit-level outcomes to achieve competence in relation to the purpose of this qualification.The competence that the learner is required to demonstrate is clearly articulated in the associated assessment criteria of the qualification. The learner must achieve all exit-level outcomes for the award of the qualification.

INTERNATIONAL COMPARABILITY

The exit-level outcomes and associated assessment criteria of the qualification have been benchmarked against similar qualifications from the following countries: New Zealand, Australia and Scotland.

ARTICULATION OPTIONS

The qualification articulates vertically with a Diploma or Degree in Journalism in the sub-field and may grant the learner exemption from the first year of study in full or part of such qualifications, depending on learning offerings and regulations of institutions. Articulation is also possible both vertically and horizontally with other fields and may enable the learner to apply for exemption from common learning offerings or modules which have been successfully completed in the qualification. On completion of this qualification, learners may be able to pursue a career at entry-level in, though not limited to: Journalism Publication editing Copywriting Freelance writing News reporting

MODERATION OPTIONS

Moderation includes both internal and external moderation of learner assessments at exit points in the qualification. Whilst the College accepts responsibility for moderation of assessments both internal and external, it will be guided by criteria and standards outlined by the Higher Education Quality Committee in the Programme Accreditation Framework documentation. The policies and procedures for moderation of assessments are detailed in the relevant handbooks of the College. Anyone assessing learners must have formal qualifications one level higher than the qualification being offered. External moderators must have at least an Honours level qualification or related qualification in the field of study and have assessed the qualification or similar qualification for a period of at least 5 years.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

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.

NONE

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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.