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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Use standardised technical language 
SAQA US ID UNIT STANDARD TITLE
115020  Use standardised technical language 
ORIGINATOR
SGB Translation, Interpreting and Language Editing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Communication Studies 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 6  Level TBA: Pre-2009 was L6  10 
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 
The purpose of the learning is to use standardised language in a way that meets the requirements of specific readerships. Access to and readability of specialised text is enhanced if the register, style and convention of the target text are of such high quality that it is an autonomous text. It is often the register, style and convention of text that causes misunderstandings, rather than just the terms used. Technical translators must ensure that the target text does not lead to such misunderstanding, or even misrepresentation, and ambiguity.

Credited learners are capable of:
  • Identifying register and style of source text to be used appropriate for specific contexts
  • Evaluating text/context/genre-specific structures in terms of recognised target text purpose
  • Transferring structure, register, and style to reflect target text and language norms and conventions
  • Comparing source language and target language conventions within the same field
  • Selecting register, style, and convention for target language to meet reader requirements 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits and level assigned to this unit standard is based on the assumption that learners have already attained the following competencies:
  • Collect, analyse, organise and communicate information
  • Communicate effectively using language skills in the mode of written presentation in two languages
  • Situate text in terms of culture
  • Translate pragmatic text
  • Collect and organise information resources for pragmatic text translation
  • Range: Networking, storing information, annotation of text, etc.
  • Organise and manage quality of own translation and translation activities responsibly and effectively ensuring quality of own and other translations 
    		•

    UNIT STANDARD RANGE 
    The typical scope of this unit standard is competence relating to the translation of specialised text for specialised readership, rather than general readership, and pragmatic text. Standardised technical language encompasses tenor and mode.

    Fields/contexts include agriculture and nature conservation; culture and arts; business, commerce and management; communication studies and language; education, training and development; manufacturing, engineering and technology; human and social sciences; law, military science and security; health sciences and social services; physical, mathematical, computer and life sciences; services; physical planning and construction. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify register and style of source text to be used appropriate for specific contexts. 
    OUTCOME NOTES 
    Identify register and style of source text to be used appropriate for specific contexts 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Different styles/register of source text are considered 

    ASSESSMENT CRITERION 2 
    Description of style/register of source text is accurate in terms of recognised source text norms 

    ASSESSMENT CRITERION 3 
    Communication barriers of source text are considered 

    ASSESSMENT CRITERION 4 
    Discourse field is considered 

    ASSESSMENT CRITERION 5 
    Description of cultural context is accurate in relation to source text norms and conventions 

    SPECIFIC OUTCOME 2 
    Evaluate text/context/genre-specific structures in terms of recognised target text purpose 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Justification of brief is appropriate in terms of purpose 

    ASSESSMENT CRITERION 2 
    Justification of brief is in line with ethical requirements 

    ASSESSMENT CRITERION 3 
    Justification of changes/amendments to genre-specific structure is appropriate in terms of recognised target text purpose 

    ASSESSMENT CRITERION 4 
    Justification of adaptations of content is in accordance with brief 

    ASSESSMENT CRITERION 5 
    Consolidation of various structures is appropriate in terms of recognised source and target language norms and conventions 

    SPECIFIC OUTCOME 3 
    Transfer structure, register, and style to reflect target text and language norms and conventions. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Transference strategies used are justified in terms of requirement of target language 

    ASSESSMENT CRITERION 2 
    A variety of structures is considered in terms of purpose 

    ASSESSMENT CRITERION 3 
    A variety of registers is considered in terms of purpose 

    ASSESSMENT CRITERION 4 
    A variety of styles is considered in terms of purpose 

    ASSESSMENT CRITERION 5 
    Application of transferring strategies reflect target text/language norms and conventions 

    SPECIFIC OUTCOME 4 
    Compare source language and target language conventions within the same field. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Analyses of source language and target language are appropriate in relation to source language and target language conventions, respectively 

    ASSESSMENT CRITERION 2 
    Recognised methods of comparison are adhered to 

    ASSESSMENT CRITERION 3 
    Comparison of source language and target language conventions is within the same field 

    ASSESSMENT CRITERION 4 
    Classification of conventions is accurate in terms of specific specialised field 

    SPECIFIC OUTCOME 5 
    Select register, style, and convention for target language to meet reader requirements. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Selection of register conforms to readership 

    ASSESSMENT CRITERION 2 
    Selection of style conforms to readership 

    ASSESSMENT CRITERION 3 
    Selection of conventions conforms to context and target norms 

    ASSESSMENT CRITERION 4 
    Selection of register, style and convention to facilitate purpose of text is accounted for 

    ASSESSMENT CRITERION 5 
    Selection of register, style, and convention adheres to correctness, consistency, correspondence and aspects of text quality of specialised texts 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this unit standard.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Structure, register and style of source and target text
  • The role of the discourse field in relation to source and target text
  • Cultural context of source and target text
  • Source and target text norms and conventions
  • Communication barriers
  • Brief/technical translation specification
  • Reader requirements
  • Ethical requirements
  • Quality criteria 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one's activities responsibly and effectively to justify that brief is in line with ethical requirements. 

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information regarding structure, register and style of source and target text. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using language skills in the mode of written presentation of standardised technical language. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation when selecting register, style and convention to facilitate that the purpose of text is accounted for. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following 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. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. 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 in isolation. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • 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 again and again and again. 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, validity, direct, authentic, sufficient, systematic, open and consistent 
    		•

    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
    Core  48801   National Diploma: Specialised Translation  Level 7  Level N/A: Pre-2009 was L7  Passed the End Date -
    Status was "Reregistered"     		 2018-12-31  CHE 
    Fundamental  48785   National Certificate: Specialised Translation  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
    Status was "Reregistered"     		 2018-12-31  CHE 
    Elective  58978   National Certificate: Journalism  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MICTS 
    Elective  49123   National Certificate: Journalism  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered"     		 2007-10-18  Was MICTS until Last Date for Achievement 
    Elective  49316   National Certificate: Text Editing and Document Design  Level 7  NQF Level 07  Passed the End Date -
    Status was "Reregistered"     		 2018-12-31  CHE 


    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. ATTI (Advanced Technonogy Training Institute) 
    2. ATTI Nelspruit Pty Ltd 
    3. Frayintermedia Cc 
    4. HILLCROSS BUSINESS SCHOOL (PTY 
    5. Jeppe College of Commerce and 
    6. Kundani Trading 
    7. MBOWA COLLEGE PTY LTD 
    8. Musengavhadzimu Media 
    9. Posh Multimedia 
    10. Pretoria Technical College 
    11. Rand Training College 
    12. Together Lifestyle Resort Pty Ltd 
    13. TSP COLLEGE 
    14. Varsity Institute of Science & Technology (Pty)Ltd 
    15. VUTHLARI MARKETING CONSULTING 
    16. Whitestone College 


    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.