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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Understand, analyse and respond to a variety of texts in X 
SAQA US ID UNIT STANDARD TITLE
114965  Understand, analyse and respond to a variety of texts in X 
ORIGINATOR
SGB Foreign Languages 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Communication Studies 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04 
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 useful to learners who wish to acquire further reading skills in X. This standard will most likely be taken in conjunction with standards for listening, speaking and writing.

This unit standard will be useful to learners who wish to use X for:
  • Practical purposes (directions, menus etc).
  • Cultural and vocabulary enrichment.
  • Reinforcement of language structures.
  • Enjoyment.
  • Introduction to socio-cultural and historical elements.

    Learners credited with this unit standard are able to:
  • Extract the main idea/s from selected texts.
  • Read for salient and specific detail.
  • Demonstrate critical language awareness.
  • Respond to literary/professional texts.

    This level provides very useful communication skills for the workplace. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners have already achieved the outcomes of NQF level 3 for the reading skill and have a developing ability in speaking, listening and writing skills. 

    UNIT STANDARD RANGE 
    The following scope and context apply to the whole unit standard:
  • "A variety of texts" includes visual and written texts of differing lengths and types in which language structures and vocabulary are appropriate to NQF level 4.
  • Texts are to be selected with the needs and context of learners in mind. The texts should as far as possible be authentic, and must include literary texts such as songs, poetry, short stories and prose, or extracts thereof.
  • Formulation of questions/tasks should be easily understood: the degree of linguistic difficulty of the question/task must not be a barrier in itself. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Extract the main idea/s from selected texts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The theme/topic is identified. 

    ASSESSMENT CRITERION 2 
    Main and supporting ideas are distinguished. 

    ASSESSMENT CRITERION 3 
    The development of the ideas is understood and indicated. 

    SPECIFIC OUTCOME 2 
    Read for salient and specific detail. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Information and detail are found in the text and indicated. 

    ASSESSMENT CRITERION 2 
    The techniques, style and form are recognised and explained. 

    ASSESSMENT CRITERION 3 
    Language structures are identified. 

    ASSESSMENT CRITERION 4 
    The tone and register are recognised and explained. 

    SPECIFIC OUTCOME 3 
    Demonstrate critical language awareness. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Emotive language is identified and explained. 

    ASSESSMENT CRITERION 2 
    Socio-cultural values, attitudes and beliefs are recognised and explained. 

    ASSESSMENT CRITERION 3 
    The writer's and/or character's viewpoint is explained. 

    ASSESSMENT CRITERION 4 
    Personal responses to the text are given and motivated. 

    SPECIFIC OUTCOME 4 
    Respond to literary/professional texts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The main ideas and themes are identified. 

    ASSESSMENT CRITERION 2 
    Characters/players and their roles are identified. 
    ASSESSMENT CRITERION RANGE 
    Texts are needs specific to the learners' context and might include newspaper articles, advertisements, songs, poems, drama, etc.
     

    ASSESSMENT CRITERION 3 
    The writer's and/or character's viewpoint is explained. 

    ASSESSMENT CRITERION 4 
    Socio-cultural values, attitudes and beliefs are recognised and explained. 

    ASSESSMENT CRITERION 5 
    Figurative and rhetorical language and literary devices are identified and their effect on the meaning explained. 


    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following essential embedded knowledge will be assessed against the specific outcomes stipulated in the assessment criteria. Achievement of the specific outcomes depends on mastery of the listed 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 learner's performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard:
  • Vocabulary, language conventions and structures.
  • Dictionary skills.
  • Socio-cultural and political awareness in X countries.
  • Geographical situation and features.
  • Similarities across languages.
  • Areas of interference between languages.
  • Evolution of language. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems seeking information appropriate to tasks, deciding on appropriate action and seeking appropriate resources for tasks; more complex decisions are made under guidance, eg concerning format, style, register, cultural approach.

    Reflect on and explore a variety of strategies to learn more effectively (reading, note-taking, summarising, etc). 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team / group / organisation / community (activities such as role play, group planning and achievement teach interpersonal skills, sharpen capacity to recognise various types of potential contributions by others, mediate understanding and resolve conflict). 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively : homework, regular revision and commitment to extra-mural activities; increased complexity of activities (academic, extra-mural, home) results in training in choices and self-discipline and intrinsic satisfaction at accomplishments is perceptible. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, organise, analyse and critically evaluate information. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, in the modes of aural, oral, audio-visual and written presentations, using visual, numerical, graphic and/or specific, learnt, inter-language skills as well as applicable forms of gesture and other cultural attitudes and actions. 

    UNIT STANDARD CCFO SCIENCE 
    Use information and communication technology effectively and critically, incorporating international styles, formats, conventions and techniques. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of inter-related parts of a system and appreciate the role of language in geographical, political and cultural diversity. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Show responsibility towards the environment and the health of others (texts from other countries increase awareness and promote reflection).

    Develop cultural and aesthetic sensitivity across a range of social contexts (texts present diverse ways of thinking and creating). 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • The goal is to declare the learner competent in terms of the title. To ensure that assessment is integrated rather than fragmented, focus the assessment on gathering evidence in terms of the main outcome expressed in the title. Where assessment at title level is unmanageable, focus assessment around each specific outcome or, preferably, 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.
  • Do not focus 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 other 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. 

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

    UNIT STANDARD NOTES 
    Although the focus of each unit standard may be on one particular skill, the teaching and learning of all skills is integrated. Form and function should be contextualised. This integration is best achieved through a pragmatic and communicative text-based approach. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  23094   Further Education and Training Certificate: Development Practice  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2009-09-09  ETDP SETA 
    Elective  48761   National Certificate: Mission Administration  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered" 
    2020-07-30  PSETA 
    Elective  49852   National Diploma: Applied Military Intelligence  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2020-07-30  SAS 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. SIMS KHULA TRAINING SKILLS DEVELOPMENT 
    2. The Diplomatic 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.