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 THAT HAS PASSED THE END DATE: 

Engage in short conversations with a Deaf person on a familiar topic using SASL 
SAQA US ID UNIT STANDARD TITLE
115074  Engage in short conversations with a Deaf person on a familiar topic using SASL 
ORIGINATOR
SGB SA Sign Language and Sign Lang Interpreting 
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  Level 4  NQF Level 04  6 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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 
People credited with this unit standard are able to:
  • Introduce themselves and others;
  • Provide information about themselves;
  • Hold a short conversation with a Deaf person on a familiar topic;
  • Hold a conversation with a group of signers, using SASL. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    None 

    UNIT STANDARD RANGE 
    1. Deaf is capitalised when it refers to the Deaf community and Deaf culture, as opposed to deaf in lower case, which relates to audio logical hearing loss.

    2. Deaf culture is defined globally as 'a way of life, a shared perspective, based on knowing the world primarily through vision' and includes the rules governing communication behaviour and social interaction within the Deaf community e.g. eye contact is maintained to allow conversation to proceed.

    3. The rules of SASL refer to those accepted by the South African Deaf community, for use in South Africa, and may include any or all of the following: grammatical, visual, social and cultural elements.

    4. Grammatical features may include but are not limited to: spatial reference; sign formation including manual signs and non-manual features (parameters - handshape, movement, location, palm orientation and non manual features); non-manual and manual modification; all question types including yes/no, 'wh' and rhetorical questions; all sentence types including topicalisation and conditionals; number including quantifying sounds; pronouns; negation; classifiers; locative verbs; temporal aspects; idioms; compounds; numeral incorporation; eye gaze, negative sentences.

    5. 'wh' questions refer to questions containing the words who, what, where, when, why, which and how. Yes/no questions refer to those where the answer is yes or no. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Introduce yourself and others using SASL. 
    OUTCOME RANGE 
    To include greetings and farewells. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Grammatical features used are consistent with the requirements of the communicative task and the rules of SASL. 

    ASSESSMENT CRITERION 2 
    Vocabulary used is consistent with the requirements of the communicative task and the rules of SASL. 

    ASSESSMENT CRITERION 3 
    The discourse is consistent with requirements relating to the introduction process and rituals of encounter, including the identification of hearing and Deaf participants in the communication process, within Deaf culture and the rules of SASL. 

    ASSESSMENT CRITERION 4 
    Fingerspelling is used appropriately for names and provision of name signs. 

    SPECIFIC OUTCOME 2 
    Provide information about yourself and ask information of others using SASL. 
    OUTCOME RANGE 
    Examples of information include - name, address, age, likes, dislikes, work and/or study, interests, family, friends, school attended, place of birth, where you live. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Grammatical features used are consistent with the requirements of the communicative task and the rules of SASL. 

    ASSESSMENT CRITERION 2 
    The discourse is consistent with requirements relating to asking for and providing information within Deaf culture and the rules of SASL. 

    ASSESSMENT CRITERION 3 
    Vocabulary used is consistent with the requirements of the communicative task and the rules of SASL. 

    ASSESSMENT CRITERION 4 
    Responses given are consistent with the information received. 

    ASSESSMENT CRITERION 5 
    Questions elicit information in a culturally appropriate way. 

    SPECIFIC OUTCOME 3 
    Hold a short conversation with a Deaf person on a familiar topic. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Grammatical features used are consistent with the requirements of the communicative task and the rules of SASL. 

    ASSESSMENT CRITERION 2 
    Vocabulary used is consistent with the requirements of the communicative task and the rules of SASL. 

    ASSESSMENT CRITERION 3 
    The discourse is consistent with requirements relating to conversing, including head nodding, affirmation and eye contact, within Deaf culture and the rules of SASL. 

    ASSESSMENT CRITERION 4 
    Strategies used for opening and closing the conversation are consistent with Deaf culture and the rules of SASL. 

    ASSESSMENT CRITERION 5 
    Conversation is maintained and responses given are consistent with the information received. 

    ASSESSMENT CRITERION 6 
    The conversation is consistent with accepted rules for turn-taking. 

    ASSESSMENT CRITERION 7 
    Requests for repetition, clarification, and confirmation of the interpretation of information received are consistent with the requirements of the communicative task and Deaf culture and the rules of SASL. 

    ASSESSMENT CRITERION 8 
    Involvement in the conversation is sustained. 

    SPECIFIC OUTCOME 4 
    Hold a conversation with a group of signers, using SASL. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Grammatical features used are consistent with the requirements of the communicative task and the rules of SASL. 

    ASSESSMENT CRITERION 2 
    Vocabulary used is consistent with the requirements of the communicative task and the rules of SASL. 

    ASSESSMENT CRITERION 3 
    The discourse is consistent with requirements relating to holding an informal conversation within Deaf culture and the rules of SASL. 

    ASSESSMENT CRITERION 4 
    Strategies used for conversing with a group of signers are consistent with Deaf culture and the rules of SASL. 

    ASSESSMENT CRITERION 5 
    Responses given are consistent with the topic. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    The assessment will be governed by the policies and guidelines of the relevant Education and Training Quality Assurance Body (ETQA) that has jurisdiction over this field of learning.

    The assessor will be registered with the appropriate ETQA and will be qualified in this learning area.

    The learner can be assessed against this unit standard to obtain credits or as part of an integrated assessment for a qualification. All assessment activities must be fair, so that all candidates have equal opportunities. Activities must be free of gender, ethnic or other bias. Assessment and moderation procedures, activities and tools must be transparent, affordable and support development within the field, sub-field and NQF. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following knowledge is embedded within the unit standard, and will be assessed directly or implicitly through assessment of the specific outcomes in terms of the assessment criteria:
  • Requirements relating to conversing within Deaf culture;
  • Rules and vocabulary of SASL;
  • Deaf culture and the Deaf community. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    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  64697   Further Education and Training Certificate: Community Health Work  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  HW SETA 
    Elective  49531   Further Education and Training Certificate: Inclusive Education  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  20838   National Certificate: ABET Practice  Level 4  Level TBA: Pre-2009 was L4  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  50333   National Diploma: Occupationally Directed Education, Training and Development Practices  Level 5  NQF Level 05  Passed the End Date -
    Status was "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. AFRICA COMPETENCY DEVELOPMENT (PTY) LTD 
    2. Amaqamu Project Management and Consulting 
    3. ASSESSMENT COLLEGE OF SOUTH AFRICA PTY LTD 
    4. Bohlali Provider Support 
    5. Chartall Business College 
    6. Dabulamanzi & Njabulo Ndaba Consulting cc 
    7. Deaf Federation of South Africa DeafSA 
    8. DEAFNET CENTRE OF KNOWLEDGE 
    9. Divine Inspiration Trading 704 PTY Ltd 
    10. Emergence Learning Academy (Pty) Ltd 
    11. Employ and Empower Deaf (Pty) Ltd 
    12. Igugu Training and Investments 
    13. Infomage Pty Ltd 
    14. Inkwazi Learning Network 
    15. Isamon Vocational College of Excellence Pty Ltd 
    16. Khaas Training Academy 
    17. Learnership Support Systems (Pty) Ltd 
    18. MACCAUVLEI LEARNING ACADEMY (PTY) LTD 
    19. MENTORNET (PTY) LTD 
    20. Neolebongi Trading Enterprise 
    21. NTI College 
    22. OMNI HR CONSULTING PTY LTD 
    23. Regenesys Management (Pty) Ltd 
    24. Resonance Institute of Learning 
    25. Saint Colonel Graduate Institute (PTY) Ltd 
    26. Southern African Institute of Learning (SAIL) 
    27. The Finishing College (Pty) Lt 
    28. The Institute of People Development 
    29. Thobologo Training and Education Group (Pty) Ltd 
    30. Thuto Adult Centre 
    31. TMG Quality Services 
    32. TSHIROLOGO DISABILITY TRAINING SERVICES PTY TLD 
    33. Ulwazi Training & Development 
    34. University of Johannesburg 
    35. VERYCOOLIDEAS 


    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.