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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Explain complex processes to Deaf individuals and groups of Deaf people, using South African Sign Language 
SAQA US ID UNIT STANDARD TITLE
115803  Explain complex processes to Deaf individuals and groups of Deaf people, 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 5  Level TBA: Pre-2009 was L5  3 
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:
  • Prepare to explain a complex process; and
  • Explain, and respond to questions on, a complex process, using SASL, using South African Sign Language (SASL). 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Level 4 SASL -Additional Language standards, plus the following level 5 standards:
  • Paraphrase and summarise signed monologues on familiar topics;
  • Hold conversations with Deaf individuals and groups of Deaf people on an unfamiliar topic using SASL. 
    		•

    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 audiological 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. Capabilities refer to the ability of members of the group to participate in the arrangements, and covers such limitations as time, physical demands, cost, cultural and/or religious prohibitions, family or other commitments.

    7. Complex processes refer to routines and procedures with over three complex steps such as, how to make something, how to change a tyre, how to use a piece of equipment. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Prepare to explain a complex process, using SASL. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Resources collected for users of SASL are relevant to the process to be explained and have the potential to assist the explanation. 
    ASSESSMENT CRITERION RANGE 
    Resources include props and visual aids.
     

    ASSESSMENT CRITERION 2 
    Information gathered is consistent with the topic and the time limitations on delivery of the explanation. 

    ASSESSMENT CRITERION 3 
    Research and verification of vocabulary and signs for unfamiliar words are consistent with the requirements of the communicative task and the rules of SASL. 

    SPECIFIC OUTCOME 2 
    Explain, and respond to questions on, a complex 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 
    The discourse is consistent with requirements relating to explaining a process 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 
    The explanation is consistent with the sequence and steps specific to the process. 

    ASSESSMENT CRITERION 5 
    Responses to questions demonstrate understanding of the questions and are consistent with the subject. 

    ASSESSMENT CRITERION 6 
    Responses to questions, including requests for repetition and clarification, are consistent with the requirements of the communicative task. 


    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 IDENTIFYING 
    Identify and solve problems. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams. 

    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 CCFO SCIENCE 
    Use Science and technology. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of related systems. 

    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  59429   National Certificate: Inclusive Education  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  20159   National Diploma: ABET Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2020-07-30  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. Amaqamu Project Management and Consulting 
    2. Nsovo Learning Academy 
    3. Professional Development and Training Institute (Pty) Ltd 
    4. Resonance Institute of Learning 
    5. Retshetse Training Project 
    6. TSHIROLOGO DISABILITY TRAINING SERVICES PTY TLD 
    7. Yellow Media Learning Institute (Pty) Ltd 


    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.