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: 

Write reports regarding learner progress 
SAQA US ID UNIT STANDARD TITLE
117876  Write reports regarding learner progress 
ORIGINATOR
SGB Inclusive Education 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  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 
The purpose of the Unit Standard is that a credited learner is able to write reports regarding (their) learners' progress, based on outcomes-based assessment results. This Unit Standard contributes to the set of competence required when assisting with the facilitation of learning.

Credited learners are capable of:
  • Identifying requirements for learner progress reporting
  • Analysing information regarding learner progress
  • Presenting learner progress results in written form
  • Storing learner progress reports according to specification 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits and level assigned to this Unit Standard are based on the assumption that learners have already attained the following competencies:
  • Communication and language at NQF Level 4
  • Conduct outcomes-based assessments (NQF Level 5) 
    		•

    UNIT STANDARD RANGE 
    Range statements are provided in the body of the Unit Standard where relevant. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify requirements for learner progress reporting. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    All relevant sources specifying requirements for learner progress reporting are consulted. 

    ASSESSMENT CRITERION 2 
    Identified requirements are appropriate for specific contexts. 

    ASSESSMENT CRITERION 3 
    Description of learner progress reporting requirements is accurate. 

    ASSESSMENT CRITERION 4 
    Organisation and preparation of learner progress reporting resources, schedule and documentation meets specific requirements. 

    ASSESSMENT CRITERION 5 
    Relevant legal and ethical requirements are met. 

    SPECIFIC OUTCOME 2 
    Analyse information regarding learner progress. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Information regarding learner progress is obtained from all relevant assessments. 

    ASSESSMENT CRITERION 2 
    Information regarding learner progress is verified against given records of assessment. 

    ASSESSMENT CRITERION 3 
    Analysis takes into account reporting requirements. 

    ASSESSMENT CRITERION 4 
    Method of analysis selected is appropriate for specific context and reporting requirements. 

    ASSESSMENT CRITERION 5 
    Results of analysis are accurate. 

    ASSESSMENT CRITERION 6 
    Specified ethical and professional requirements are adhered to. 

    SPECIFIC OUTCOME 3 
    Present learner progress results in written form. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Findings presented include formative and summative assessment comments, as is relevant. 

    ASSESSMENT CRITERION 2 
    Findings are presented in specified formats. 

    ASSESSMENT CRITERION 3 
    Findings are presented to all relevant persons. 

    ASSESSMENT CRITERION 4 
    Specified legal, ethical and professional requirements are adhered to. 

    ASSESSMENT CRITERION 5 
    Presentation of findings meets specific context requirements. 

    ASSESSMENT CRITERION 6 
    Reports regarding learner progress meet specified requirements. 

    SPECIFIC OUTCOME 4 
    Store learner progress reports according to specification. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Storage of learner progress reports meet specified requirements. 

    ASSESSMENT CRITERION 2 
    Specified ethical and professional requirements are adhered to. 

    ASSESSMENT CRITERION 3 
    Storage format allows future accessibility. 


    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:
  • Requirements for learner progress reporting
  • Relevant sources specifying requirements for learner progress reporting
  • Organisation and preparation of learner progress reporting resources, schedule and documentation
  • Relevant specified legal, ethical and professional requirements
  • Relevant assessments
  • Analysis takes into account reporting requirements
  • Method of analysis selected is appropriate for specific context and reporting requirements
  • Results of analysis are accurate
  • Formative and summative assessment
  • Presentation formats for presenting learning progress information
  • Storage of learner progress reports meet specified requirements
  • Storage formats that allow future accessibility 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when all relevant sources specifying requirements for learner progress reporting are consulted. 

    UNIT STANDARD CCFO ORGANISING 
    Organise, manage oneself and one's activities responsibly, and effectively when organisation and preparation of learner progress reporting resources, schedule and documentation meets specific requirements, and to adhere to specified legal, ethical and professional requirements. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to identify requirements for learner progress reporting and to analyse information regarding learner progress. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation to present learner progress results in written form. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others when storage format allows future accessibility. 

    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 analysis takes into account reporting requirements. 

    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 
    Notes to assessors

    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 for enabling the gathering of evidence 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. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  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 
    Fundamental  49277   National Diploma: Braille Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Fundamental  67373   National Diploma: Orientation and Mobility Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  20483   National Higher Certificate: ABET Practice  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. African Learing and Development Academy for Adults ALDAA 
    2. Aubrey Nyiko Business Enterprise cc 
    3. CURMO Designs (Pty) Ltd Co 
    4. Hlengana Sibiya Training and Associates cc 
    5. HOPE ACADEMIC AND SKILL CENTRE 
    6. Montague Education and Training (PTY)Ltd 
    7. Nsovo Learning Academy 
    8. OPELONG BUSINESS INSTITUTE (PT 
    9. Project Literacy 
    10. South African Guide-Dogs Association for the Blind 
    11. South West Gauteng Tvet College 
    12. Tembe Service Providers 
    13. TMG Quality Services 
    14. TSHIROLOGO DISABILITY TRAINING SERVICES PTY TLD 
    15. VUWA PROJECTS 
    16. 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.