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: |
Motivate judgements on selected literary texts |
SAQA US ID | UNIT STANDARD TITLE | |||
8978 | Motivate judgements on 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 |
Undefined | Regular-Fundamental | Level 4 | NQF Level 04 | 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 |
119461 | Make and motivate judgements on selected literary texts | Level 4 | NQF Level 04 | 5 |
PURPOSE OF THE UNIT STANDARD |
Competence at this level will enable learners to respond to issues, characters and situations presented in literary contexts. They will use their developing ability to recognise and explain elements of genres to reflect on the socio-cultural values inherent in texts, how these values may have changed since the text was written and/or how texts are likely to be interpreted by different groups.
As learners increase their knowledge of writers and literary works, and as they experience, through literature, times, events, cultures, and values different from their own, they deepen their understanding of the many dimensions of human thought and human experience. They will explore their own interpretations to a range of literary texts and compare these with others`. Learners credited with this unit standard are able to: |
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 3 unit standard.
US: FET-S/13 Interpret a variety of literary texts |
UNIT STANDARD RANGE |
The learner can read for enjoyment, analyse elements of literary genres and engage with texts from a range of contexts
A variety of written and visual 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 |
Engage successfully with selected literary texts to discover meaning. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
1. A variety of listening/reading/viewing strategies are used to extract meaning from texts. |
ASSESSMENT CRITERION RANGE |
Skimming, scanning, prediction, questioning, knowledge of form of text types, pre-reading, rereading, using design features/visuals as clues to meaning. |
ASSESSMENT CRITERION 2 |
2. Interpretations of texts and insights are supported with a simple range of reasons and facts relevant to the discussion. |
ASSESSMENT CRITERION 3 |
3. Peer opinions are considered and own response confirmed or adapted as necessary. |
SPECIFIC OUTCOME 2 |
Explore and explain how certain features influence responses to literary texts. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
1. Find clues in texts that reveal values, attitudes or beliefs of authors. |
ASSESSMENT CRITERION 2 |
2. Analyse how readers' different backgrounds might influence the way they understand a text. |
ASSESSMENT CRITERION 3 |
3. Knowledge of elements of drama is used to understand and interpret examples of the genre. |
ASSESSMENT CRITERION RANGE |
Plot, subplot, character portrayal, conflict, dramatic structure, dialogue, stage directions. |
ASSESSMENT CRITERION 4 |
4. Knowledge of elements of the short story/folklore/short essays is used to understand and interpret examples of the genre. |
ASSESSMENT CRITERION RANGE |
Plot, characterisation, setting, conflict, theme, point of view, introductions. |
ASSESSMENT CRITERION 5 |
5. Knowledge of the elements of the novel are used to understand and interpret examples of the genre. |
ASSESSMENT CRITERION RANGE |
Plot, subplot, characterisation, setting, background, conflict, theme, point of view, narrative voice, cultural/historical contexts. |
ASSESSMENT CRITERION 6 |
6. Knowledge of the elements of poetry is used to understand and interpret examples of the genre. |
ASSESSMENT CRITERION RANGE |
Rhyme, punctuation, patterned/free verse forms, imagery, sound devices. |
ASSESSMENT CRITERION 7 |
7. Authors' techniques to help communicate ideas and to achieve particular effects are analysed. |
ASSESSMENT CRITERION RANGE |
Simile, metaphor, personification, imagery, onomatopoeia, alliteration, different fonts and typefaces, cinematographic techniques (camera angles, lighting, sound effects, dialogue) headlines, photographs, captions, visuals. |
SPECIFIC OUTCOME 3 |
Produce own texts in response to issues and ideas in literary texts. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
1. The way characters are revealed is analysed. |
ASSESSMENT CRITERION RANGE |
What they say, what they do, what others say to them/about them, what others do to them. |
ASSESSMENT CRITERION 2 |
2. The plot is outlined and related to the theme. |
ASSESSMENT CRITERION 3 |
3. Setting and background are described. |
ASSESSMENT CRITERION 4 |
4. Personal interpretation of selected passages is given. |
ASSESSMENT CRITERION 5 |
5. Relevant evidence from a text to support opinions and judgements is presented. |
ASSESSMENT CRITERION 6 |
6. Literature is interpreted in imaginative ways, responding creatively to texts in a variety of written and non-written forms. |
ASSESSMENT CRITERION RANGE |
Rewriting an incident in a text from the point of view of another character, responding in poetic form, writing as if one were a character, making visual or musical or dramatic responses to a text, writing a new ending/epilogue/ introduction/ prologue. |
ASSESSMENT CRITERION 7 |
7. One's writing is edited to improve grammar, style and content. |
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS |
Providers of learning towards this unit standard will need to meet the accreditation requirements of the FENFETQA.
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:
|
UNIT STANDARD NOTES |
This unit standard has been replaced by unit standard 119461, which is "Make and motivate judgements on selected literary texts", Level 4, 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 | 50329 | Further Education and Training Certificate: Radiation Protection | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | EWSETA |
Fundamental | 14854 | National Certificate: Agric Sales and Services | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | AgriSETA |
Fundamental | 20638 | National Certificate: Collective Investment Schemes | Level 4 | NQF Level 04 | Passed the End Date - Status was "Registered" |
2004-12-05 | INSETA |
Fundamental | 20639 | National Certificate: Healthcare Benefits Administration: Claims Assessing | Level 4 | NQF Level 04 | Passed the End Date - Status was "Registered" |
2004-12-05 | INSETA |
Fundamental | 20893 | National Certificate: Human Resources Management and Practices Support | Level 4 | NQF Level 04 | Passed the End Date - Status was "Registered" |
2005-02-13 | Was SABPP until Last Date for Achievement |
Fundamental | 20773 | National Certificate: Long Term Insurance | Level 4 | NQF Level 04 | Passed the End Date - Status was "Registered" |
2004-12-05 | INSETA |
Fundamental | 21792 | National Diploma: Contact Centre Management | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | SERVICES |
Fundamental | 48784 | National Diploma: Translation | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2018-12-31 | CHE |
Elective | 49049 | Further Education and Training Certificate: Lump Ore Beneficiation | Level 4 | NQF Level 04 | Passed the End Date - Status was "Reregistered" |
2009-02-18 | Was MQA until Last Date for Achievement |
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. | Balemi Consulting Pty Ltd |
2. | Cedara College of Agriculture |
3. | ELSENBURG AGRICULTURAL COLLEGE |
4. | FINSCH DIAMOND MINE(PTY) LTD |
5. | MODIKWA MINING PERSONNEL SERVICES PTY L TD |
6. | NWK Beperk |
7. | RCL Foods-Sugar & Milling (MP) |
8. | Sekhukhune FET College - Central Office |
9. | Senwes Beperk |
10. | Suidwes Beleggings Eiendoms Beperk |
11. | VKB LANDBOU (PTY) LTD |
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. |