SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Inform and explain about simple arrangements and processes using South African Sign Language

SAQA US ID	UNIT STANDARD TITLE
115075	Inform and explain about simple arrangements and processes using South African Sign Language
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	10
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:

Inform a group of people about simple arrangements;

Prepare an explanation of a simple process; and

Explain a simple process, using South African Sign Language (SASL).

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

N/A

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.

6. Simple process refers to a set of activities with a defined sequence and a desired aim. Examples of simple processes include baking a cake, planning a part, wrapping a present.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Inform a group of people about simple arrangements, 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 making arrangements within Deaf culture and the rules of SASL.

ASSESSMENT CRITERION 4

The arrangements suggested are consistent with the capabilities and interests of the group.

ASSESSMENT CRITERION 5

Feedback is integrated and adjustments are incorporated effectively into the arrangements.

ASSESSMENT CRITERION 6

Finalised details are consistent with the capabilities and interests of the group.

SPECIFIC OUTCOME 2

Prepare an explanation of a simple process, using SASL.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Information gathered is relevant to and consistent with the process to be explained.

ASSESSMENT CRITERION 2

Information is structured to meet the discourse requirements of SASL.

ASSESSMENT CRITERION 3

Planning demonstrates familiarisation with the sequence of steps in the process.

SPECIFIC OUTCOME 3

Explain a simple process, 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

New vocabulary is explained or referenced on its first use, and is appropriate to the communicative task.

ASSESSMENT CRITERION 4

The discourse is consistent with requirements relating to explaining a process and answering questions within Deaf culture and the rules of SASL.

ASSESSMENT CRITERION 5

The explanation is consistent with the sequence and steps specific to the process.

ASSESSMENT CRITERION 6

Responses to questions demonstrate understanding of the questions and are consistent with the subject matter.

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 indirectly through assessment of the specific outcomes in terms of the assessment criteria:

Rules and vocabulary of SASL;

Aesthetic, affective, cultural, social and political dimensions of South African Sign Language;

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 ORGANISING

Organise and manage oneself and one's activities responsibly and effectively.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information.

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	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.	Divine Inspiration Trading 704 PTY Ltd
9.	Emergence Learning Academy (Pty) Ltd
10.	Igugu Training and Investments
11.	Isamon Vocational College of Excellence Pty Ltd
12.	Khaas Training Academy
13.	Learnership Support Systems (Pty) Ltd
14.	MACCAUVLEI LEARNING ACADEMY (PTY) LTD
15.	MENTORNET (PTY) LTD
16.	NTI College
17.	OMNI HR CONSULTING PTY LTD
18.	Regenesys Management (Pty) Ltd
19.	Resonance Institute of Learning
20.	Saint Colonel Graduate Institute (PTY) Ltd
21.	Southern African Institute of Learning (SAIL)
22.	The Finishing College (Pty) Lt
23.	Thobologo Training and Education Group (Pty) Ltd
24.	Thuto Adult Centre
25.	TMG Quality Services
26.	TSHIROLOGO DISABILITY TRAINING SERVICES PTY TLD
27.	University of Johannesburg
28.	VERYCOOLIDEAS