SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Understand the origins and functions of South African cultures through promoting indigenous Arts and Culture forms and practices

SAQA US ID	UNIT STANDARD TITLE
7527	Understand the origins and functions of South African cultures through promoting indigenous Arts and Culture forms and practices
ORIGINATOR
SGB ABET CA
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 02 - Culture and Arts			Cultural Studies
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
ABET Level 4	Regular	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

Persons credited with this unit standard will be able to:

Demonstrate knowledge of diverse cultures;

Demonstrate an understanding of the origins of diverse cultures;

Demonstrate an understanding of the functions of diverse cultures and explore creative ways of promoting historically marginalized arts and culture forms and practices.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The learners are able to explore and express an appreciation of visual and physical arts forms from diverse cultures They have an understanding of basic research practises. They are able to identify and share artistic styles and conventions.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Understand the origins of diverse cultures to promote inclusive practice.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Information on the origins of own and others' arts and culture practises is collected and recorded to reflect key findings.

ASSESSMENT CRITERION 2

2. Research of the origins of diverse cultures is undertaken to isolate similar intentions expressed in unique forms.

ASSESSMENT CRITERION RANGE

Understanding of the dynamic nature of culture

Respect and appreciation for different cultures, arts works and experiences

Research includes the social construction of

environmental, economic and technological base of culture

cultural traditions, customs , behaviour patterns and roles

the role of language, belief, knowledge, perceptions,

SPECIFIC OUTCOME 2

Understand the functions of diverse cultures to promote inclusive practise.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

2. Knowledge is acquired through the experiential examples of cultural diversity

ASSESSMENT CRITERION RANGE

Experiential examples and documentation includes

different cultures in immediate community, Southern Africa and globally

contributions made by people of diverse communities that shape South African cultural heritage

works that reflect specific cultural traditions and change

works that shape our sense of cultural identity and nationhood

ASSESSMENT CRITERION 2

1. Recognition of the functions of own and others' culture and practises are demonstrated in an affirming way.

SPECIFIC OUTCOME 3

Explore creative ways to promote historically marginalized arts and culture forms and practices.

OUTCOME RANGE

Understand, recognise and creatively respond to historical exclusion and marginalisation of certain artistic forms and practises to promote and preserve such cultural expressions.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Oral traditions and processes are explored to engage with examples that reflect previously marginalized arts and culture.

ASSESSMENT CRITERION RANGE

Various oral traditions of diverse cultures using

Story-telling

Oral History

ASSESSMENT CRITERION 2

2. Creative responses to traditions and customs are examined to understand the links between cultural tradition and artistic forms.

ASSESSMENT CRITERION 3

3. Cultural rights and constitutional protection are recognised to promote arts forms and practises.

SPECIFIC OUTCOME 4

Present an arts product which promotes historically marginalized forms and practises.

OUTCOME RANGE

Community resources includes cultural sites, heritage sites and people in the community.
Cultural sites-Identify places in their community where they can learn about and experience aspects of culture, how to make use of such places and explain why certain types of behaviour are appropriate at such places.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The influence of culture on self and community is explored in the presentation of a product.

ASSESSMENT CRITERION 2

2. Community resources are used in presenting an arts product.

ASSESSMENT CRITERION 3

3. Designs, performances and processes are developed and created to promote historically marginalized arts and culture forms and practises.

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. Problem solving is used in finding creative ways of promoting historically marginalized forms and practises.

UNIT STANDARD CCFO WORKING

Work effectively with others as a member of a team, group, organisation and community in research process and community input for presentation.

UNIT STANDARD CCFO COLLECTING

Collect, analyse organise and critically evaluate information through the research process.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation to plan and present a product.

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 such as problem solving with regard to artistic forms is influenced by cultural traditions.

REREGISTRATION HISTORY

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

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Elective	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
Elective	73249	General Education and Training Certificate: Adult Basic Education and Training: Academic Curriculum	Level 1	NQF Level 01	Reregistered	2028-06-30	UMALUSI

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.	College of Cape Town - Athlone Campus
2.	FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE
3.	SEOPOSENGOE TRAINING CONSULTANCY CC
4.	Tembe Service Providers