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: 

Identify and respond to selected literary texts 
SAQA US ID UNIT STANDARD TITLE
12473  Identify and respond to selected literary texts 
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  5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Registered" 		 2002-10-09  2005-10-09  SAQA 0144/02 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2006-10-09   2009-10-09  

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
7530  Use appropriate communication skills, conventions and structures for specific purposes and situations  Level 1  NQF Level 01  4   

This unit standard is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
119641  Identify and respond to selected literary texts  Level 1  NQF Level 01  5   

PURPOSE OF THE UNIT STANDARD 
This unit standard will enable learners to extend and strengthen their literacy skills whilst gaining an introduction to the study of literature. They will be able to use basic skills and strategies to read and interpret literary texts. Literature involves the use of language and the imagination to represent, recreate, shape and explore human experience. Reading literary texts in the target language gives perspectives on the culture of the people whose mother tongue it is, as well as an idea of the history of the language. Learners achieving this standard will be better equipped to continue with literary studies in the FET band if they wish to do so. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Listening, speaking, reading and writing skills at ABET 3 or equivalent. 

UNIT STANDARD RANGE 
Learners can read for enjoyment, recognise basic elements of literary genres and respond to characters, events and contexts.

Range of texts: folklore, traditional stories (written and oral), novels, short stories, poetry, learners` own speaking and writing, non-fiction (biographies and speeches), short plays, television serials, cartoons and comics, song lyrics.

Texts should be selected on the basis of length, language and accessibility
appropriate to this level.

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

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Explore the idea of what constitutes a literary text. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. General descriptions of what makes a text literary are given. 

ASSESSMENT CRITERION 2 
2. Literary and non-literary texts are compared. 

ASSESSMENT CRITERION 3 
3. Examples of literary texts are given. 

SPECIFIC OUTCOME 2 
Distinguish between different literary text types. 
OUTCOME RANGE 
Poetry, novels, short stories and drama. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. The main features, conventions and literary devices of poetry are listed. 
ASSESSMENT CRITERION RANGE 
Structure (eg verses, division into lines), rhyme, metaphor, simile, personification, alliteration and assonance, onomatopoeia, imagery and symbolism, theme, purpose (to be read or heard for enjoyment, instruction, social commentary, stimulation of creativity and senses etc).
 

ASSESSMENT CRITERION 2 
2. The main features, conventions and literary devices of novels are listed. 
ASSESSMENT CRITERION RANGE 
Structure (eg continuous prose, division into sections and chapters), plot, theme, characterisation, narrative voice, imagery and symbolism, setting, purpose (to be read for entertainment, social commentary, information etc).
 

ASSESSMENT CRITERION 3 
3. The main features, conventions and literary devices of short stories are listed. 
ASSESSMENT CRITERION RANGE 
Structure (eg length, usually one focus or event, usually follows statement of situation, exposition, climax/ anticlimax, denouement and resolution), theme, characterisation (usually few characters and little development), narrative voice, setting, imagery and symbolism, purpose (to be read for entertainment, social commentary etc).
 

ASSESSMENT CRITERION 4 
4. The main features, conventions and literary devices of drama are listed. 
ASSESSMENT CRITERION RANGE 
Structure (eg divided into scenes and acts, stage directions), dialogue, plot, theme, characterisation, setting, imagery and symbolism, purpose (written to be performed: stage, costumes, visual and aural techniques, etc).
 

ASSESSMENT CRITERION 5 
5. The text types are compared using these distinctive features. 

SPECIFIC OUTCOME 3 
Use a range of strategies to understand selected literary texts. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Listening/reading/viewing strategies are used to discover meaning. 
ASSESSMENT CRITERION RANGE 
Asking key questions, skimming, scanning, taking note of layout, design and/or visual features, learning to recognise key features of genre.
 

ASSESSMENT CRITERION 2 
2. The literal meaning of the language used is understood. 

ASSESSMENT CRITERION 3 
3. The implied meaning of the languages used is understood. 

ASSESSMENT CRITERION 4 
4. The literary features of a text are used to extract meaning. 

ASSESSMENT CRITERION 5 
5. Information, ideas, opinions and themes are identified. 

SPECIFIC OUTCOME 4 
Respond to selected literary texts. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Own response to selected literary text is given. 

ASSESSMENT CRITERION 2 
2. Own and others' responses to texts are compared. 

ASSESSMENT CRITERION 3 
3. Response is related to own life where applicable. 

ASSESSMENT CRITERION 4 
4. Responses are supported by reference to the text. 


UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
Accreditation 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. 


Critical Cross-field Outcomes (CCFO): 

UNIT STANDARD CCFO IDENTIFYING 
Identify and solve problems: use reading and literary analysis skills to develop critically thinking for problem solving.

Reflect on and explore a variety of strategies to learn more effectively: literary reading skills include reading for meaning and processing information, which are essential strategies for learning. 

UNIT STANDARD CCFO WORKING 
Work effectively with others and in teams: through discussion, projects and exchange of opinions on literary texts. 

UNIT STANDARD CCFO ORGANISING 
Collect, analyse, organise and critically evaluate information: studying literary texts promotes the development of these skills. 

UNIT STANDARD CCFO COLLECTING 
Communicate effectively using visual, mathematical and/or language skills: engaging with literary texts improves general communication skills, as does interacting with others whilst discussing literary texts. 

UNIT STANDARD CCFO COMMUNICATING 
Use science and technology effectively and critically: through using electronic media for learning and accessing information, and understanding the application of technology in literary performances, eg in stage roductions. 

UNIT STANDARD CCFO SCIENCE 
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. 

UNIT STANDARD CCFO DEMONSTRATING 
Be culturally and aesthetically sensitive across a range of social contexts: reading literary texts enhances understanding and discussion of such issues, and promotes cultural and aesthetic appreciation and tolerance. 

UNIT STANDARD CCFO CONTRIBUTING 
Participate as responsible citizens in the life of local, national and global communities: reading skills enable people to participate effectively in such processes, and reading literary texts gives people wider perspectives on relevant issues. 

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.
  • 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 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.
  • Evidence can be gathered through a range of assessment methods: external written assessments; internal, ongoing assessment of tasks; portfolio of continuous assessment tasks; assignments and projects; informal assessment through debate and discussion; oral work; etc. 
    		•

    UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 119641, "Identify and respond to selected literary texts", ABET Level 4, 5 credits.

    This unit standard replaces unit standard 7530, which was "Use appropriate communication skills, conventions and structures for specific purposes and situations", 4 credits, NQF Level 1. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Fundamental  23093   General Education and Training Certificate: Development Practice  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Fundamental  49583   General Education and Training Certificate: Poultry Processing  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  AgriSETA 
    Fundamental  48495   General Education and Training Certificate: Water Services  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  EWSETA 
    Fundamental  23253   National Certificate (GETC): Manufacturing, Engineering and Related Activities  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MERSETA 
    Fundamental  24296   National Certificate: Construction: Installation of Floor Coverings  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CETA 
    Fundamental  21798   Certificate: Telecommunications for Customer Premises Equipment  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2009-10-03  Was MICTS until Last Date for Achievement 
    Fundamental  24133   National Certificate: Construction: Roadworks  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CETA 


    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. Abasizi Contractor Development Services Pty Ltd 
    2. Academy for Construction Skills (Pty) Ltd (ACS) 
    3. Aveng Grinaker -LTA Civil Engineering 
    4. Big Tree Group 
    5. BOLAND COLLEGE (Paarl) 
    6. Bright Storm Projects 
    7. Construction Resource Development College 
    8. Dabulamanzi & Njabulo Ndaba Consulting cc 
    9. Double ST Training and Skills Development 
    10. Eastcape Training Centre 
    11. Future-Teacher (Pty) Ltd 
    12. Goldfields FET College 
    13. In Touch Community Development & Project Managers 
    14. INKWENKWEZI PRIVATE COLLEGE - SKILLS DEVELOPMENT cc 
    15. Madzahisi College 
    16. Mavco Engineering 
    17. MENTORNET (PTY) LTD 
    18. Microzone Training CC 
    19. Moraba Training and Civil Construction (Pty) Ltd 
    20. MVIMBI BUSINESS ENTERPRISE 
    21. Ndoma Mathodi Trading Enterprise 
    22. Nkqubela Community Developers 
    23. Othandweni Training Centre 
    24. PIONEER BUSINESS CONSULTING (PTY) LTD 
    25. Raubex Construction Pty (Ltd) 
    26. Regen Technical Institute Pty Ltd 
    27. Sonani Training and Communications 
    28. SPS Consulting (Pty) Ltd 
    29. THE GMC GROUP PTY LTD 
    30. Tovani Traiding 299 
    31. Training Force (Pty) Ltd 
    32. TSK Projects(PTY)LTD 
    33. WEST COAST COLLEGE FET 


    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.