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: 

Interpret and implement instructions 
SAQA US ID UNIT STANDARD TITLE
256154  Interpret and implement instructions 
ORIGINATOR
SGB GET & FET Business, Commerce and Mngment Stud 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 03 - Business, Commerce and Management Studies Finance, Economics and Accounting 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 1  NQF Level 01  8 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 develops specific cognitive (thinking) skills in learners. It is designed to give the learner the ability to understand and follow instructions with clarity and precision. This includes a focus on the way in which information can be both encoded and decoded. This applies to verbal and written information as the difficulty in interpreting instructions is not in the meaning of the words themselves, although learners may occasionally be challenged by unfamiliar terms, but in the significance of the words and what they imply in context.

Learners will learn how to carry out complex instructions by integrating the instruction's explicit and implicit elements. An objective is to transform learners into generators of information, able to interpret and transmit complex instructions as a result of the insights gained from their successes and failures and the demand for clarity and precision in communication.

On completion of the unit standard, the learner will be able to:
  • Follow written instructions and convert pictorial instructions into words.
  • Carry out an instruction in a number of ways.
  • Identify and respond to the key words in an instruction.
  • Identify unclear instructions and illustrate how such instructions can be improved.
  • Show the importance of sequence in following instructions. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Mathematical Literacy at ABET Level 3.
  • Communication at NQF Level 3. 
    		•

    UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Follow written instructions and convert pictorial instructions into words. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Written instructions are converted into actions. 

    ASSESSMENT CRITERION 2 
    Graphical instructions are translated into words. 

    SPECIFIC OUTCOME 2 
    Carry out an instruction in a number of ways. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Simple instructions in which there is an increase in the level of complexity are analysed to clarify how they may be carried out. 

    ASSESSMENT CRITERION 2 
    Examples of written and graphic instructions are analysed and at least three different ways of carrying out each set of instructions are outlined. 

    ASSESSMENT CRITERION 3 
    The use of punctuation in a set of instructions is explained with respect to its effect on meaning and interpretation. 

    SPECIFIC OUTCOME 3 
    Identify and respond to the key words in an instruction. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Key words are identified within an instruction. 

    ASSESSMENT CRITERION 2 
    The impact of key words in an instruction are analysed for their relative importance. 

    ASSESSMENT CRITERION 3 
    Determinations to see if instructions can be carried out accurately and successfully using only the key words. 

    SPECIFIC OUTCOME 4 
    Identify unclear instructions and illustrate how such instructions can be improved. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Examples are used to illustrate ambiguous instructions or parts thereof. 

    ASSESSMENT CRITERION 2 
    An analysis is made of various reasons leading to ambiguity in instructions. 

    ASSESSMENT CRITERION 3 
    Ambiguous instructions are made precise by amending the information in or relating to an instruction. 

    SPECIFIC OUTCOME 5 
    Show the importance of sequence in following instructions. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    A clear understanding is shown of the meaning of sequence in both written and graphical instructions. 

    ASSESSMENT CRITERION 2 
    The importance of sequence in instructions is explained with examples. 

    ASSESSMENT CRITERION 3 
    Examples are provided of instructions where sequence is not relevant. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner against this unit standard must be an assessor registered with the relevant ETQA.
  • Both internal and external moderation of the assessment will be quality assured by the relevant ETQA.
  • Any institution or provider offering learning that will enable achievement of this unit standard must be accredited by the relevant ETQA. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Literacy and numeracy relevant to interpreting and implementing instructions.
  • Cognitive theory relevant to instructions.
  • Relevant techniques for encoding and decoding instructions. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
  • Reflecting on and exploring a variety of strategies to learn more effectively.
  • Participating as responsible citizens in the life of local, national and global communities.
  • Being culturally and aesthetically sensitive across a range of social contexts.
  • Exploring education and career opportunities.
  • Developing entrepreneurial opportunities. 
    		•

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made and that correct and accurate interpretation of instructions has take place. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation and community by accurately interpreting instructions to enhance collective action. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively in order to correctly understand and respond to instructions. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information involved in following instructions. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation in order to ensure that instructions are clear and precise. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that properly giving and following instructions are dependant on external factors. 

    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 
    This unit standard is part of a series that has been developed to address the development of cognitive literacy. Obviously no one unit standard can address the multiplicity of cognitive functions that are required for effective thinking. Taken as a whole however, the series is designed to address most of the cognitive functions required at the input, elaboration and output phases of the mental act. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  61755   General Education and Training Certificate: Business Practice  Level 1  NQF Level 01  Reregistered  2023-06-30  SERVICES 


    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.
     
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    6. ALIC GLOBAL PROJECT TRADE 
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    8. Amasu Consulting 
    9. AMPHI SA 
    10. Aretsweleng-Pele Thru Skills 
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    45. Heartlines College 
    46. Heirs Training and Development 
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    64. KWAZI TRAINING ACADEMY PTY LTD 
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    66. Lentswe La Motheo Trading Enterprise 
    67. LICHAZA DELIGHT SEEVICES 
    68. Lulwandle Training Consultants 
    69. MAHUBE PROJECT NPO 
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    79. Mzulwini Traders 
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    93. Reaitirela investments 
    94. ROBIN T J THOMAS BUSINESS CONSULTANT 
    95. SA CAMPUS ON THE GO 
    96. SADHANA GOVENDER PROJECT CONSULTANTS 
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    98. Sezela Training Academy 
    99. SirSam Consulting 
    100. SirSam EDU 
    101. Siyakha Learning 
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    111. TRUE REAL ESTATE COLLEGE 
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    117. Yellow Media Publishers 
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    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.