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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Sub-edit non-specialist text 
SAQA US ID UNIT STANDARD TITLE
110358  Sub-edit non-specialist text 
ORIGINATOR
SGB Journalism 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Media Studies 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  10 
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 will be to assist those learners who work in journalism and sub-edit text at a cadet or junior level, as part of a supervised team.
  • Learners credited with this standard will be able to:
  • prepare for sub-editing,
  • sub-edit non-specialist text
  • write headlines and other text elements
    (Range: Text is regarded as non-specialist if it is intended to be read by the general public.) 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners accessing this unit standard will be competent in:
  • Reading, writing and oral communication to NQF Level 5 in the language of publication
  • Basic computer literacy skills
  • Appropriate information retrieval skills 

  • UNIT STANDARD RANGE 
    Text is in the category of either general news or sport news or entertainment news or general features and is intended for the general public. The assessment should take place at a non-specialised level and as part of a supervised team. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Prepare for sub-editing of non-specialist text. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Resources supplied and available in the work environment are checked to be ready for use. 
    ASSESSMENT CRITERION RANGE 
    Computer software, reference materials, text from external and internal sources, photographs, graphics and internet access, contact details for source of text.
     

    ASSESSMENT CRITERION 2 
    Editing requirements are identified through an assessment of the source text and accompanying instructions or briefing from a supervisor. 
    ASSESSMENT CRITERION RANGE 
    The assessment of source text includes editing for news values, clarity, simplicity, structures, fairness, accuracy, balance, context, readability, focus, style, potential legal problems, the need to break the story into components, compliance with layout specifications and deadlines.
     

    ASSESSMENT CRITERION 3 
    The intended position and purpose of text within the publication is known prior to editing. 

    ASSESSMENT CRITERION 4 
    Issues related to the text - length, structure, style, tone and impact - are identified and justified. 

    SPECIFIC OUTCOME 2 
    Sub-edit non-specialist text appropriately. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The introduction or lead reflects the appropriate news values and has the potential to appeal to the readers. 

    ASSESSMENT CRITERION 2 
    The language is appropriate to the style of the publication. 

    ASSESSMENT CRITERION 3 
    The language is unambiguous and free of grammatical, syntax, spelling and punctuation errors. 

    ASSESSMENT CRITERION 4 
    The flow and linkages are logical and ensure the text is comprehensible to intended readers. 

    ASSESSMENT CRITERION 5 
    Focus and length of the story is achieved within the agreed upon deadline. 

    ASSESSMENT CRITERION 6 
    Facts, figures and names in the text are verified for accuracy. 

    ASSESSMENT CRITERION 7 
    Potential legal and ethical problems are identified and referred upward to line authority. 

    ASSESSMENT CRITERION 8 
    Text is submitted to line authority timeously. 

    SPECIFIC OUTCOME 3 
    Write headlines and other layout text elements needed by the publication. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Headlines are concise and reflect the news values of the story accurately and in a manner that draws attention to its importance, without distorting the facts. 

    ASSESSMENT CRITERION 2 
    Headlines meet the design specifications for the page. 

    ASSESSMENT CRITERION 3 
    All layout text elements contain the necessary information, are relevant to the text, support the story-line and have the potential to draw the attention of readers. 
    ASSESSMENT CRITERION RANGE 
    Layout text elements include straps, pull quotes, blurbs, kickers, teasers and cross-heads.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Providers of learning towards this unit:
    Standard will need to meet the accreditation requirements of the appropriate ETQA
    Anyone assessing a learner against this unit standard must be registered as an assessor with the appropriate ETQA.

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

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Learners are unlikely to achieve all the specific outcomes, to the level of the standards described in the assessment criteria, without knowledge of the listed embedded knowledge.

    This means that for the most part, the possession or lack of knowledge can be directly inferred from the quality of the learners` performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard.

    The following embedded knowledge is addressed in an integrated way in the unit standard:
    1. General knowledge related to the text.
    2. Knowledge of the target market for the text.
    3. Knowledge of house style, layout and design requirements of the organisation`s product.
    4. Knowledge of the processes involved in production of the organisation`s product.
    5. Knowledge of laws applicable to media and publication.
    6. Knowledge of the written language of the text to NQF Level 5.
    7. Operating systems used in sub-editing text in the organisation. 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems (in the source text) and make decisions using critical and creative thinking to take remedial action to improve text. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others (to sub-edit text) as a member of a (sub-editing) team contributing to the final published product. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively to complete their assigned text tasks within deadlines. 

    UNIT STANDARD CCFO COLLECTING 
    Collect and analyse information obtained (from supervisor and the text), and critically evaluate it for its relevance and usefulness for the product (final text). 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively with writers and supervisor, using visual and/ or language skills. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology (computer hardware and software systems) effectively and show responsibility towards the environment and health of others (editorial staff). 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding that the editorial production world is a set of related systems and that problem-solving does not occur in isolation. 

    UNIT STANDARD ASSESSOR CRITERIA 
    At least four edited texts, submitted for publication and intended to be read by the general public should be assessed. Assessors should refer to the original source text in assessing the final submitted text.
    Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:

    1. 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. Remember we want to declare the learner competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.


    2. Make sure evidence is gathered across the entire range, wherever it applies. 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 learner is able to perform in the real situation.

    3. Do not focus the assessment activities on each assessment criterion in isolation. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.

    4. 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.

    5. The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the learner can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.

    6. All assessments should be conducted in line with the following well-documented principles that assessment should be: appropriate, fair, manageable, integrated into work or learning, valid, direct, authentic, sufficient, systematic, open and consistent. 

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

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  58978   National Certificate: Journalism  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MICTS 
    Elective  49123   National Certificate: Journalism  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered" 
    2007-10-18  Was MICTS until Last Date for Achievement 
    Elective  50585   National Certificate: Public Service Communication  Level 6  Level TBA: Pre-2009 was L6  Reregistered  2023-06-30  PSETA 


    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. Artshub Institute (Pty) Ltd 
    2. ATTI Nelspruit Pty Ltd 
    3. Falcon Business Institute (Pty) Ltd 
    4. Jeppe College of Commerce and Computer Studies 
    5. South African Film Institute 



    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.