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: 

Use information for learning and study purposes 
SAQA US ID UNIT STANDARD TITLE
244569  Use information for learning and study purposes 
ORIGINATOR
SGB Life Skills 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 07 - Human and Social Studies People/Human-Centred Development 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular-Fundamental  Level 1  NQF Level 01  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
2024-06-30   2027-06-30  

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 
This Unit Standard is intended to capacitate learners to learn effectively. It is recommended that it be included in all qualifications at NQF Level 1. It will be useful for people seeking employment, youth and people in learnerships at General Education and Training Certificate (GETC) level who have a basic level of literacy and need study skills to enable them to make decisions about their own lifelong learning. Learners may be manual workers in trades, mines, agriculture or community development workers or teachers in schools and adult education who teach study skills at GETC and FETC level and need the skills themselves.

The qualifying learner is capable of:
  • Demonstrating knowledge of self in a learning situation.
  • Demonstrating techniques to improve memory and concentration.
  • Selecting key information for a specific purpose.
  • Identifying learning resources in own environment. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are literate at ABET Level 3. 

    UNIT STANDARD RANGE 
    Information from texts should be at a suitable readability level and should relate to the subject, learning area or field in which a learner is studying or learning. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate knowledge of self in a learning situation. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Own strengths and weaknesses are identified in relation to the learning situation. 

    ASSESSMENT CRITERION 2 
    Matters of wellness that impact on learning are identified with authentic examples. 
    ASSESSMENT CRITERION RANGE 
    Wellness includes, but is not limited to nutrition, exercise, sleep, balanced lifestyle, emotional wellbeing, social acceptance, positive self image, health and physical well being.
     

    ASSESSMENT CRITERION 3 
    Techniques for organising self and learning are explained with reference to planning and time management. 
    ASSESSMENT CRITERION RANGE 
    Techniques include, but are not limited to schedules, timetables, to do list, goal setting and balancing different roles.
     

    ASSESSMENT CRITERION 4 
    Barriers to own learning are identified for different situations and an indication is given of possible ways of addressing own identified barriers. 
    ASSESSMENT CRITERION RANGE 
    Barriers may be external barriers at home, work or school or internal barriers and may include, but are not limited to a lack of skills, emotional immaturity and relationships, drugs and alcohol. Ways of addressing barriers may include knowledge and application of own learning style.
     

    SPECIFIC OUTCOME 2 
    Demonstrate techniques to enhance memory and concentration. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    A variety of memory enhancing techniques is explored in order to identify techniques that work best in different situations. 
    ASSESSMENT CRITERION RANGE 
    Techniques include, but are not limited to memory joggers, triggers, aids, mnemonics, visualisation, pegs, association and visual techniques.
     

    ASSESSMENT CRITERION 2 
    Techniques for enhancing concentration are explored with reference to internal and external factors. 

    ASSESSMENT CRITERION 3 
    The use of active and passive learning is discussed with reference to the impact of each on concentration. 

    SPECIFIC OUTCOME 3 
    Select key information for a specific purpose. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Key words and ideas are selected from verbal and written texts. 

    ASSESSMENT CRITERION 2 
    The main ideas or themes are identified in a selected text in order to create a basic summary. 
    ASSESSMENT CRITERION RANGE 
    Summaries include, but are not limited to techniques for making notes such as, mind mapsŪ, geodesic mapsŪ, semantic maps, graphic organisers, diagrams, and linear formats.
     

    ASSESSMENT CRITERION 3 
    Information is organised under appropriate headings. 
    ASSESSMENT CRITERION RANGE 
    Organisation includes, but is not limited to techniques for note taking, mind mapsŪ, geodesic mapsŪ, semantic maps, graphic organizers, and linear formats.
     

    ASSESSMENT CRITERION 4 
    Questions are asked to interrogate a text. 
    ASSESSMENT CRITERION RANGE 
    Questions include, but are not limited to who, what, when, why, where and how.
     

    SPECIFIC OUTCOME 4 
    Identify learning resources in own environment. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Sources of information are identified in own environment. 
    ASSESSMENT CRITERION RANGE 
    Sources include, but are not limited to people, printed, visual, audio and electronic media, museums and libraries.
     

    ASSESSMENT CRITERION 2 
    Information is accessed for a specific purpose. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a candidate against this Unit Standard must be registered as an assessor with the relevant ETQA or ETQA where a Memorandum of Understanding (MOU) exists with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider through the relevant ETQA or ETQA where a Memorandum of Understanding (MOU) exists with the relevant ETQA.
  • Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines and the agreed ETQA procedures. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    N/A 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO ORGANISING 
    The learner is able to organise and manage him/herself in using techniques for organising him/herself in a learning situation. 

    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  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 


    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. 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.