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 a range of speaking/signing and listening interactions for a variety of purposes 
SAQA US ID UNIT STANDARD TITLE
119635  Engage in a range of speaking/signing and listening interactions for a variety of purposes 
ORIGINATOR
SGB GET/FET Language and Communication 
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
ABET Level 4  Regular-Fundamental  Level 1  NQF Level 01  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 replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
12462  Engage in a range of speaking and listening interactions for a variety of purposes  Level 1  NQF Level 01  6   

PURPOSE OF THE UNIT STANDARD 
This unit standard will enable learners to interact orally/in signing with others in various contexts and situations for a variety of purposes. Learners will be able to communicate reasonably confidently through developing an understanding of how listening and speaking/signing strategies and skills can improve understanding between individuals and in groups. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Listening, Speaking/Signing Reading Viewing and Writing/Signing skills at ABET 3 or equivalent. 

UNIT STANDARD RANGE 
This standard covers Speaking/Signing and Listening in defined oral/signed interactions in socio-cultural, learning and workplace situations, in both formal and informal contexts for a variety of purposes. Broadly, the settings and situations in which learners perform their oral/signing ability are similar across levels. What differs is the extent and complexity of the vocabulary and grammatical structures that they bring to the task, as well as an increasing level of clarity, fluency and confidence.

Specific range statements are provided in the body of the unit standards where they apply to particular specific outcomes or assessment criteria.
Notes on range:

Contexts include:
  • Civil society
  • Media contexts
  • Gender and race contexts
  • Historical, social and political contexts
  • Institutional contexts
  • Workplace/industry contexts
  • Personal relations and interpersonal relations
  • One to one, in a small or large group, with an audience, by telephone (not applicable to deaf learners).

    Content includes:
  • Knowledge (eg related to social conditions, human experiences, human rights, workplace issues, learning experiences)
  • Aesthetics (eg appreciation of the artistic elements, innovative use of language in consumer society (eg slogans, logos, marketing techniques))
  • Relationships (eg workplace interactions, group interactions, personal interactions, social sensibility, power relations) > Emotions (eg sympathy, empathy, identification, rejection)

    Text types include:

    Oral/signed or spoken texts at this level include narrative, persuasive, factual and everyday/information texts; texts may be of mixed types. Examples of received oral/signed or spoken/signed texts are conversations, speeches, report backs, instructions, directions, descriptions, prepared talks, lectures, interviews, stories. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Use speaking/signing and listening strategies. 
    OUTCOME NOTES 
    All outcomes refer to oral/signed communication produced by the learner as a speaker/signer, and oral communication received by the learner as a listener. Assessment criteria generally refer to both, unless specified as `received oral/signed text` or `spoken/signed text. 
    OUTCOME RANGE 
    Listening strategies include listening for detail, listening for specific information, listening for learning, asking for clarification, repetition etc. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Main message of oral/signed communication is successfully understood. 

    ASSESSMENT CRITERION 2 
    Main message of oral/signed communication is successfully communicated. 

    ASSESSMENT CRITERION 3 
    Speech/sign features (eg register, tone, body language,non-manual features(NMFs),tempo, volume/sign size and pace, stress) are interpreted (eg mismatch between tone and content). 

    ASSESSMENT CRITERION 4 
    Speech/sign features (eg as above) are appropriately used. 

    ASSESSMENT CRITERION 5 
    Processes for checking that effective communication is taking place are successfully employed (checking on own and other`s understanding; rephrasing; asking for clarification; asking for feedback; etc). 

    ASSESSMENT CRITERION 6 
    Translation into other languages/sign systems is used where helpful and appropriate. 

    SPECIFIC OUTCOME 2 
    Identify the purpose, audience and context of the communication. 
    OUTCOME NOTES 
    All outcomes refer to oral/signed communication produced by the learner as a speaker/signer, and oral/signed communication received by the learner as a listener. Assessment criteria generally refer to both, unless specified as `received oral/signed text` or `spoken/signed text. 
    OUTCOME RANGE 
  • Purpose: to inform, to persuade, to establish and maintain communication, to query, to question, to challenge, to criticise etc.
  • Context: formal, informal, one-on-one, group discussions, presentations, speech, different socio-cultural contexts etc. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Likely purpose of oral/signed communication is identified. 

    ASSESSMENT CRITERION 2 
    Likely intended audience(s) is/are identified. 

    ASSESSMENT CRITERION 3 
    Likely source of received oral/signed communication is identified. 

    ASSESSMENT CRITERION 4 
    Features of the context in which communication happens are described. 

    ASSESSMENT CRITERION 5 
    Ways in which purpose, audience, context and source influence the communication are discussed with supporting evidence from a received oral/signed text. 

    ASSESSMENT CRITERION 6 
    A spoken/signed text is produced that is appropriate for purpose, audience and context. 

    SPECIFIC OUTCOME 3 
    Use strategies to engage with meaning and organisation in communication. 
    OUTCOME NOTES 
    All outcomes refer to oral/signed communication produced by the learner as a speaker/signer, and oral/signed communication received by the learner as a listener. Assessment criteria generally refer to both, unless specified as `received oral/signed text` or `spoken/signed text. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Main ideas, topics, messages or themes are identified in a received oral/signed text. 

    ASSESSMENT CRITERION 2 
    Main ideas, topics, messages or themes are communicated effectively in a spoken/signed text. 

    ASSESSMENT CRITERION 3 
    Surface/ literal content is found, recalled, paraphrased or summarised as required in a received oral/signed text. 

    ASSESSMENT CRITERION 4 
    Understanding of organising features of oral/signed text is used to extract meaning (eg openings and conclusions, sequence of ideas and events, statements and supporting evidence such as examples or illustrative points, opinions and supporting points, linking words/signs or phrases use of space and repetition). 

    ASSESSMENT CRITERION 5 
    Organising principles are used to produce meaningful spoken/signed text (examples as above). 

    SPECIFIC OUTCOME 4 
    Show a critical awareness of language use in oral/signed texts. 
    OUTCOME NOTES 
    All outcomes refer to oral/signed communication produced by the learner as a speaker/signer, and oral/signed communication received by the learner as a listener. Assessment criteria generally refer to both, unless specified as `received oral/signed text` or `spoken/signed text. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The speaker`s/signers opinions and emotions are identified, and a justified response is given. 

    ASSESSMENT CRITERION 2 
    Fact, fiction and opinions are identified and distinguished. 

    ASSESSMENT CRITERION 3 
    Inferences are made from received oral/signed texts (misleading or contradictory information is identified, the omission of necessary information is noted, meanings not directly stated are noted etc). 

    ASSESSMENT CRITERION 4 
    Possible reasons are given to explain why misleading or contradictory information is given, why opinions are presented as fact, or why relevant information is omitted. 

    ASSESSMENT CRITERION 5 
    Manipulative (eg emotive language, gestures or tone, rhetorical devices), biased (eg use of stereotypes or subjective opinion presented as fact), or ideologically driven (eg use of political jargon, overt value statements) uses of language are identified. 

    ASSESSMENT CRITERION 6 
    A spoken/signed text using manipulative or emotive strategies is produced (a speech, radio/TV advertisement etc). 

    ASSESSMENT CRITERION 7 
    Own opinion on an oral/signed communication is given and justified. 

    SPECIFIC OUTCOME 5 
    Use and respond to aesthetic, emotive, cultural and social aspects of oral/signed texts. 
    OUTCOME NOTES 
    All outcomes refer to oral/signed communication produced by the learner as a speaker/signer, and oral/signed communication received by the learner as a listener. Assessment criteria generally refer to both, unless specified as `received oral/signed text` or `spoken/signed text. 
    OUTCOME RANGE 
  • Aesthetic texts include oral/signed poetry, folklore, creative oral/signed advertising, creative multi-media texts etc.
  • Emotive texts include advertisements, speeches, persuasive communication, debates dealing with emotive issues.
  • Cultural and social texts include oral/signed poetry, received oral/signed texts dealing with cultural and social issues, communications reflecting attitudes towards language and language varieties, and power relations between different languages and language varieties, and communications reflecting spoken/signed workplace conventions. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Literary and stylistic devices (symbolism, rhyme, rhythm, poetic devices etc) are identified and used. 

    ASSESSMENT CRITERION 2 
    The effects of literary and stylistic devices are discussed with supporting evidence. 

    ASSESSMENT CRITERION 3 
    Emotive language is recognised and used in appropriate ways. 

    ASSESSMENT CRITERION 4 
    Cultural and social values (eg cultural context) in a received oral/signed text are identified and explored. 

    ASSESSMENT CRITERION 5 
    Attitudes expressed in oral/signed texts towards languages and language varieties are identified and discussed. 

    SPECIFIC OUTCOME 6 
    Use and respond to conventions and structures in communication. 
    OUTCOME NOTES 
    All outcomes refer to oral/signed communication produced by the learner as a speaker/signer, and oral/signed communication received by the learner as a listener. Assessment criteria generally refer to both, unless specified as `received oral/signed text` or `spoken/signed text. 
    OUTCOME RANGE 
  • Conventions: eg introductions and conclusions for speeches; turn taking and understanding of roles in group discussions; greetings and leave taking in conversations.
  • Structures: eg tenses/time makers, parts of speech, concord, active and passive voice, complex and compound sentences. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Type of interaction is identified (formal talks or presentations; discussions and debates; interviews; informal conversations; one-on-one discussions; group/ meeting discussions etc). 

    ASSESSMENT CRITERION 2 
    An oral/signed text is produced using conventions appropriate to the identified type of interaction. 

    ASSESSMENT CRITERION 3 
    Grammatical structures are identified and used to extract meaning in received oral/signed texts. 

    ASSESSMENT CRITERION 4 
    Appropriate grammatical structures are used to convey meaning effectively in spoken/signed texts. 

    ASSESSMENT CRITERION 5 
    Vocabulary is relevant and appropriate. 

    ASSESSMENT CRITERION 6 
    Choice of conventions and structure in spoken/signed text is justified. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Providers of learning towards this unit standard will need to meet the accreditation requirements of Umalusi, the ETQA for General and Further Education.

    Moderation Options:
    The moderation requirements of this ETQA must be met in order to award credit to learners for this unit standard. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Learners can understand and explain that languages have certain features and conventions, which can be manipulated. Language has aesthetic, affective, cultural, social and political dimensions. Learners can apply this knowledge and adapt language to suit different contexts, audiences and purposes. 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
  • Identify and solve problems: using context to decode and make meaning individually and in groups in oral/signed activities.
  • Reflect on and explore a variety of strategies to learn more effectively: listening skills include listening for meaning in order to promote study skills such as note-taking, asking for clarification etc.
  • Explore education and career opportunities: speaking/signing and listening skills at this level enable access to information on such opportunities, and provides the foundation for successful engagement in such opportunities.
  • Develop entrepreneurial opportunities: speaking/signing and listening skills at this level enable access to information on such opportunities, and provides the foundation for successful engagement in such opportunities. 
    		•

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams: using interactive speech/signing in activities, discussion and research projects. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one`s activities responsibly and effectively: through using language. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information: fundamental to the process of growing language capability across language applications and fields of study. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills: in formal and informal communications. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically: language makes it possible for people to access and use scientific and technological information and applications. 

    UNIT STANDARD CCFO DEMONSTRATING 
  • Understand the world as a set of related systems: through using language to investigate and express links, and to explore a global range of contexts and texts.
  • Be culturally and aesthetically sensitive across a range of social contexts: listening and speaking skills enhance understanding and discussion of such issues. 
    		•

    UNIT STANDARD CCFO CONTRIBUTING 
  • Participate as responsible citizens in the life of local, national and global communities: listening and speaking/signing skills enable people to participate effectively in such processes. 
    		•

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following general 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. 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.
  • At this level some errors are acceptable, as long as these do not obscure the meaning conveyed by the learner. Assessors must use professional judgement in evaluating competence.
  • Make sure evidence is gathered across the range as expressed under the title. Specific range statements under individual outcomes or assessment criteria are illustrations, from which learning programme developers can select. 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 candidate is able to perform in the real situation.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance can be reproduced.
  • All assessments should be conducted in line with the following well documented principles: assessment should be appropriate, fair, manageable, integrated into work or learning, valid, and consistent. Evidence should be authentic, sufficient, and current.
  • Assessment of this standard can be carried out through continuous assessment of speaking/signing and listening skills throughout the course of study and specific oral/signed performances assessed in context (presentations, role plays, group discussions, speeches etc). 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    This unit standard replaces unit standard 12462,"Engage in a range of speaking and listening interactions for a variety of purposes",ABET level 4,6 credits. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Fundamental  71751   General Education and Training Certificate: Adult Basic Education and Training  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  73249   General Education and Training Certificate: Adult Basic Education and Training: Academic Curriculum  Level 1  NQF Level 01  Reregistered  2028-06-30  UMALUSI 
    Fundamental  61755   General Education and Training Certificate: Business Practice  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  SERVICES 
    Fundamental  66029   General Education and Training Certificate: Chemical Operations  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  50584   General Education and Training Certificate: Clothing Manufacturing Processes  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  FPMSETA 
    Fundamental  58493   General Education and Training Certificate: Equine and Equestrian Practices  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  AgriSETA 
    Fundamental  58026   General Education and Training Certificate: Food and Beverage Handling Processes  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  FOODBEV 
    Fundamental  50225   General Education and Training Certificate: General Forestry  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  FPMSETA 
    Fundamental  57829   General Education and Training Certificate: Grain Handling Processes  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  AgriSETA 
    Fundamental  65969   General Education and Training Certificate: Human Settlements Development  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CETA 
    Fundamental  57937   General Education and Training Certificate: Hygiene and Cleaning  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  SERVICES 
    Fundamental  66269   General Education and Training Certificate: Lumber Milling  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  FPMSETA 
    Fundamental  58267   General Education and Training Certificate: Mining and Minerals Processes  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MQA 
    Fundamental  59300   General Education and Training Certificate: Transport  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  TETA 
    Fundamental  58760   National Certificate: Rock Breaking Underground Hard Rock  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MQA 


    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. ADCORP TECHNICAL TRAINING (PTY) LTD 
    2. Advanced Assessments and Training Pty Ltd 
    3. African Apex Apparel (Pty) Ltd 
    4. Agrioperations Hub Pty Ltd 
    5. ALLOYS HEAD OFFICE 
    6. Altitude Skills Development (Pty) Ltd 
    7. Andebe Training and Skills Development 
    8. Anglo American Platinum Amendelbult Concentrators 
    9. Arden School of Management (Pty) Ltd 
    10. ASSMANG (PTY) LTD 
    11. AVENG (AFRICA) (PTY) LTD 
    12. BAFOKENG RASIMONE MANAGEMENT SERVICES PTY LTD 
    13. BANA BA THARI MINING TRANING AND DEVELOPMENT ACADEMY 
    14. BARBERTON MINES (PTY) LTD 
    15. BOKONI PLATINUM MINES (PTY) LTD 
    16. College of Vocational Studies (Pty) Ltd 
    17. Cre8tion Projects 6 PTY LTD 
    18. Cumlaude Institute (PTY) Ltd 
    19. Dlamini The Siba PTY LTD 
    20. DWARSRIVIER CHROME MINE (PTY) LTD 
    21. EASTERN CHROME MINES 
    22. ERGO BUSINESS DEVELOPMENT ACADEMY NPC 
    23. Esayidi FET College - Central Office 
    24. FINSCH DIAMOND MINE(PTY) LTD 
    25. FOSKOR (PTY) LTD 
    26. FUTURE DISCOVERY TRAINING ACADEMY 
    27. GEOSTRAT TRAINING 
    28. GLENCORE OPERATIONS SOUTH AFRICA PTY LTD 
    29. HARMONY GOLD MINING CO LTD 
    30. He and She Driver Training Centre 
    31. HLUVUKA TRAINING AND CONSULTING 
    32. IMPALA PLATINUM SERVICES LTD 
    33. KDS Centre for Skills Development and Training Pty Ltd 
    34. Kelmik Training Centre (Pty) Ltd 
    35. Khanyisa Business and Management Consultancy 
    36. KLM Empowered Human Solutions Pty Ltd 
    37. KUMBA IRON ORE (SISHEN) 
    38. Kumba Sishen HRD Centre 
    39. Legal Environment Safety & Health Requirements cc 
    40. LOKO TRADING PTY LTD 
    41. LYNAZY RESOURCES 
    42. MARULA PLATINUM PTY LTD 
    43. MATHABA MINING GROUP 
    44. Mnambithi TVET College 
    45. Modiehi Consulting & Projects (Pty) Ltd 
    46. MURRAY & ROBERTS CEMENTATION (PTY)LTD 
    47. Ncameni Kasizane Skills Development PTY LTD 
    48. New Company FAT 
    49. NORTHAM PLATINUM LTD 
    50. P and R Development and Training (Pty) Ltd 
    51. PERENNIAL SERVICES PTY LTD 
    52. Premier Agric (Pty) Ltd 
    53. PRISMA TRAINING SOLUTIONS (PTY) LTD 
    54. Quantum Leap College Pty Ltd 
    55. RCH Investments (Pty) Ltd 
    56. Redefined Skills Training & Development (Pty) Ltd 
    57. SAMANCOR CHROME LTD 
    58. Sanda Skills Development (Pty) Ltd 
    59. SASOL SOUTH AFRICA (PTY) LTD - SECUNDA 
    60. SENZEKO EXECUTIVE RISK CC 
    61. SIBANYE GOLD ACADEMY PROPRIETARY LIMITED 
    62. SIBANYE RUSTENBURG PLATINUM MINES PTY LTD 
    63. Siyaloba Training Academy 
    64. SIYANDA BAKGATLA PLATINUM MINE 
    65. South African Forestry Training College 
    66. Staffing Logistics 
    67. TAU LEKOA GOLD MINING COMPANY (PTY) LTD 
    68. Tebkhan Investments (Pty) Ltd 
    69. TEST 3_18 March 2019 
    70. The Brokers Learning Centre 
    71. THUNGELA OPERATIONS (PTY) LTD 
    72. TRAIN THE NATION AND ASSOCIATES (PTY) LTD 
    73. Training Force 
    74. TWO RIVERS PLATINUM (PTY) LTD 
    75. U AND G TRAINING (PTY) LTD 
    76. Value Logistics Limited 
    77. VENETIA MINE 
    78. VINE APPAREL (PTY)LTD 
    79. XTRACT TRAINING SERVICES (SA)(PTY)LTD 
    80. Yangantle Trading 


    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.