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:

Respond to literary texts

SAQA US ID	UNIT STANDARD TITLE
8965	Respond to 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
Undefined	Regular-Fundamental	Level 2	NQF Level 02	5
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2004-10-13	2006-02-09	SAQA 0356/04
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2007-02-09		2010-02-09

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 is replaced by:

US ID	Unit Standard Title	Pre-2009 NQF Level	NQF Level	Credits	Replacement Status
119464	Respond to literary texts	Level 2	NQF Level 02	5

PURPOSE OF THE UNIT STANDARD

Competence at this level will enable learners to cope with the more challenging demands of the FET reading curriculum, which requires learners to consider increasingly abstract concepts, as well as to use language structures that are more complex and vocabulary that is more specialised than in the GETC band.

The study of literature is central in the language curriculum for schools; it offers learners opportunities to expand their intellectual horizons and to extend and strengthen their literacy skills. Literature involves the use of language and the imagination to represent, recreate, shape and explore human experience.

Learners credited with this unit standard are able to:

identify main ideas in literary texts

identify and explain how readers/viewers/listeners are influenced in texts

use interpretation of literary texts

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard: NQF Level 1 - GETC literature outcomes:

learners will listen for information and enjoyment and respond appropriately and critically in a wide range of situations

learners will read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts

learners will write different kinds of factual and imaginative texts for a wide range of purposes.

UNIT STANDARD RANGE

The learner can read for enjoyment, recognise elements of literary genres and respond to characters, events and contexts.

Range of texts: picture books, folklore, traditional stories (written and oral), myths, legends, novels, feature films, short stories, poetry, learners` own speaking and writing, non-fiction (biographies and filmed documentaries), scripted and improvised drama/plays, television serials, video clips, cartoons and comics, song lyrics.

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

Identify main ideas in literary texts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Listening strategies are employed to respond sensitively.

ASSESSMENT CRITERION 2

2. Reading strategies employed in searching for meaning are flexible and appropriate to the particular text and the nature of the search.

ASSESSMENT CRITERION 3

3. Own and peers' reactions to texts are compared and explained.

ASSESSMENT CRITERION 4

4. Implicit and explicit messages in texts are identified.

ASSESSMENT CRITERION RANGE

Form of details in context, denotative and connotative meanings of words, selection and/or omission of facts.

ASSESSMENT CRITERION 5

5. Information, ideas, opinions and themes in print, film, and electronic texts are described.

ASSESSMENT CRITERION 6

6. Responses show an understanding of issues under discussion.

SPECIFIC OUTCOME 2

Identify and explain how readers/viewers/listeners are influenced.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The influence of own values and perspectives on the way that one responds to selected texts is identified.

ASSESSMENT CRITERION 2

2. The influence of context is identified with reference to values, points of view and perspectives.

ASSESSMENT CRITERION 3

3. The influence of historical context is identified and explained with reference to changes in both context and response.

ASSESSMENT CRITERION 4

4. The way different backgrounds of readers might influence the way people understand and interpret a literary text is explored and explained.

ASSESSMENT CRITERION 5

5. Figurative expressions in texts are identified and their role in shaping meaning is explained.

ASSESSMENT CRITERION 6

6. Enjoyment or non-enjoyment of a text is explained.

SPECIFIC OUTCOME 3

Use interpretation of literary texts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Sequence of events is summarised.

ASSESSMENT CRITERION 2

2. The use of stylistic devices is described, and specific effects explained.

ASSESSMENT CRITERION 3

3. Elements of the literary genres are recognised and described.

ASSESSMENT CRITERION RANGE

Verse forms, rhyme, rhythm, imagery, sound devices in poetry; plot and sub-plot, narrative mode, characterisation, background, setting, action, conflict, time, theme, point of view, style in novels/short stories.

ASSESSMENT CRITERION 4

4. Particular elements of the genre are identified and explained.

ASSESSMENT CRITERION RANGE

Distinguish between round and flat characters; describe the plot; identify the message of the text; describe the background and setting (milieu) of the text; describe the atmosphere.

ASSESSMENT CRITERION 5

5. The human experiences and values in literary texts are explored and responded to imaginatively.

ASSESSMENT CRITERION 6

6. Understanding of plot/character/setting is demonstrated by responding creatively to the text.

ASSESSMENT CRITERION RANGE

Retelling an incident from another point of view, dramatising an incident, writing the dialogue between a character and the reader/the author and the reader; turning a story into a play.

ASSESSMENT CRITERION 7

7. Literary texts are used as a point of departure for and writing in different registers and formats.

ASSESSMENT CRITERION RANGE

Letters, poems, songs, diary entries, epitaphs, obituaries, posters, flyers.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Providers of learning towards this unit standard will need to meet the accreditation requirements of the GENFETQA.

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

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria:

Learners can understand and explain that language, when used figuratively or for storytelling, can be used to create an illusion of reality. Learners apply their knowledge of language and literature features and conventions to an awareness of how fictional texts differ from factual ones.

Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the stated embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate`s performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard.

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, reading and written activities.

UNIT STANDARD CCFO WORKING

Work effectively with others and in teams: using interactive speech 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 developing 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: using technology to access and present texts.

UNIT STANDARD CCFO DEMONSTRATING

Understand the world as a set of inter-related parts of a system: through using language to explore and express links, and exploring a global range of contexts and texts.

UNIT STANDARD CCFO CONTRIBUTING

Contribute to the full development of self by engaging with texts that stimulate awareness and development of life skills and the learning process.

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. The goal is to declare the learner competent in terms of the title. Where assessment at title level is unmanageable, focus assessment around each specific outcome, or groups of specific outcomes

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. Ensure that the assessment activities focus on outcomes and that sufficient evidence around all the assessment criteria is gathered

the assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required

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 in a number of different contexts. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible

all assessments should be conducted in line with the following well-documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning. Assessment should be valid, direct, authentic, sufficient, systematic, open and consistent.

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 119464 which is "Respond to literary texts", Level 2, 5 credits.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Fundamental	14851	National Certificate: Agri Trade Processes	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Fundamental	49689	National Certificate: Automotive Repair and Maintenance	Level 2	NQF Level 02	Passed the End Date - Status was "Registered"	2008-11-30	Was MERSETA until Last Date for Achievement
Fundamental	23833	National Certificate: Business Administration Services	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	SERVICES
Fundamental	67466	National Certificate: Contact Centre Support	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2009-05-05	As per Learning Programmes recorded against this Qual
Fundamental	20418	National Certificate: Electrical Engineering	Level 2	NQF Level 02	Passed the End Date - Status was "Registered"	2004-02-10	Was EWSETA until Last Date for Achievement
Fundamental	20151	National Certificate: Grain Handling Processes	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Fundamental	48648	National Certificate: Grain Milling	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Fundamental	64652	National Certificate: Hairdressing	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2009-04-08	As per Learning Programmes recorded against this Qual
Fundamental	50226	National Certificate: Rooibos Processing	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Fundamental	50227	National Certificate: Rooibos Production	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Fundamental	17174	National Certificate: Tourism: Guiding	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA
Fundamental	50228	National Certificate: Wool and Mohair Handling	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Fundamental	14892	National Certificate: Agricultural Machinery Technician	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2008-09-13	AgriSETA

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.	Abattoir Skills Training
2.	Abattoir Skills Training (Pty) Ltd
3.	Balemi Consulting Pty Ltd
4.	Deloitte
5.	Guest Resource Services (Pty) Ltd
6.	Knowledge For Ever
7.	Mpontshe Training
8.	NWK Beperk
9.	Senwes Beperk
10.	Suidwes Beleggings Eiendoms Beperk
11.	VKB LANDBOU (PTY) LTD