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:

Obtain and transfer sound

SAQA US ID	UNIT STANDARD TITLE
117562	Obtain and transfer sound
ORIGINATOR
SGB Audio-visual Media Production
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 5	Level TBA: Pre-2009 was L5	8
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Registered"		2004-12-02	2007-06-14	SAQA 0657/04
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2008-06-14		2011-06-14

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 is replaced by:

US ID	Unit Standard Title	Pre-2009 NQF Level	NQF Level	Credits	Replacement Status
243970	Obtain and transfer sound	Level 5	Level TBA: Pre-2009 was L5	8

PURPOSE OF THE UNIT STANDARD

The purpose of the learning is for learners to be able to access and transfer various sounds for use in radio. Not only do learners become competent in selecting such sounds, but also become competent in the operation of the relevant equipment.

The standard will aid industry in selecting competencies relevant to their requirements. Credited learners are able to increase their earning capacity, thereby contributing towards the upliftment of their communities.

Credited learners are capable of:

Selecting sound from various sources for use in radio

Recording sound for radio

Transferring sound for editing radio recordings

Selecting equipment and materials for sound recording and transfer

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The credits and level assigned to this unit standard is based on the assumption that learners have already attained the following competencies:

Language and communication: NQF 4.

UNIT STANDARD RANGE

The range of this Unit Standard is reflected in the Specific Outcomes and Assessment Criteria of the Unit Standard.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Select sound from various sources for use in radio.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Sound is selected which is relevant for specific purpose.

ASSESSMENT CRITERION 2

Sound is selected which meets specified requirements.

ASSESSMENT CRITERION 3

Sources are identified which are appropriate for sound requirements.

ASSESSMENT CRITERION 4

Sound is evaluated based on specified quality criteria and station format requirements.

SPECIFIC OUTCOME 2

Record sound for radio.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Equipment is identified which is correct for recording purposes.

ASSESSMENT CRITERION 2

Equipment is identified which is appropriate for recording contexts.

ASSESSMENT CRITERION 3

Sound is recorded whilst adhering to agreed protocols.

ASSESSMENT CRITERION 4

Sound is recorded whilst meeting technical requirements.

ASSESSMENT CRITERION RANGE

Technical aspects include levels, phasing, distortion, drop-out, etc.

ASSESSMENT CRITERION 5

Sound is evaluated based on specified quality criteria and station format requirements.

SPECIFIC OUTCOME 3

Transfer sound for editing radio recordings.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Sources for transfer are accurately identified.

ASSESSMENT CRITERION 2

Transfer modes are selected which are appropriate for editing.

ASSESSMENT CRITERION 3

Formats of sources are transferred to editing tools, appropriately.

ASSESSMENT CRITERION 4

Transfer is evaluated based on criteria for successful transfer.

ASSESSMENT CRITERION RANGE

Technical aspects include levels, phasing, distortion, drop-out, etc.

ASSESSMENT CRITERION 5

Formats are used which are appropriate for specific contexts.

ASSESSMENT CRITERION 6

Formats are used which meet broadcast requirements.

SPECIFIC OUTCOME 4

Select equipment and materials for sound recording and transfer.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Equipment is that is identified and sourced is suitable for the specific sound recording and transfer purpose.

ASSESSMENT CRITERION 2

Equipment and materials are selected which are appropriate for specific contexts.

ASSESSMENT CRITERION 3

Equipment and materials are assessed for functionality.

ASSESSMENT CRITERION 4

Equipment is commissioned in a way that is efficient and safe.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this unit standard.

Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.

Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.

The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Credited learners understand and can explain:

Specified procedures relevant to production and broadcasting (includes editing and directing)

Script interpretation

Time management for broadcasting

Idea generation techniques

Radio equipment

Industry characteristics, trends and developments

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions when sound is evaluated based on specified quality criteria and station format requirements.

UNIT STANDARD CCFO WORKING

Work effectively with others as a member of a team, group, organisation or community when equipment is sourced, which is suited to the purpose.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively when equipment and materials are assessed for functionality.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information when equipment and materials are assessed for functionality.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when equipment is sourced, which is suited to the purpose.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically, showing responsibility towards the environment and health of others when recording sound for radio.

UNIT STANDARD CCFO DEMONSTRATING

Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when obtain and transferring sound.

UNIT STANDARD ASSESSOR CRITERIA

Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:

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 person 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.

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.

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

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.

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.

All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent.

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 243970, which is "Obtain and transfer sound", Level 5, 8 credits.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	49125	National Certificate: Radio Production	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Registered"	2007-12-02	Was MICTS until Last Date for Achievement

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.

NONE