SAQA All qualifications and unit standards 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: 

Access, process, adapt and use data from a wide range of texts 
SAQA US ID UNIT STANDARD TITLE
115792  Access, process, adapt and use data from a wide range of texts 
ORIGINATOR ORIGINATING PROVIDER
SGB Communication Studies   
QUALITY ASSURING BODY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Language 
ABET BAND UNIT STANDARD TYPE OLD NQF LEVEL NEW NQF LEVEL CREDITS
Undefined  Regular-Fundamental  Level 5  New Level Assignment Pend.  5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2010-08-11  2013-08-11  SAQA 0480/09 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2014-08-11   2017-08-11  

In all of the tables in this document, both the old and the new NQF Levels are shown. In the text (purpose statements, qualification rules, etc), any reference to NQF Levels are to the old 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 
Competence at this level will enable learners to use analytical reading and viewing skills and strategies to extract meaning and to make informed judgements about cultural, social and workplace issues. They are knowledgeable about, and can critique, language use and textual features in texts.

Learners are critical, reflective and responsive readers and viewers of written and visual texts. They are able to compare and contrast data in texts with those in real life situations. Learners are able to make and challenge the assumptions, inferences and values expressed in texts. They can access, process and use data from different texts and adapt it for a wide variety of purposes and contexts.

Learners credited with this unit standard are able to:
  • Analyse and respond to texts produced for a range of purposes, audiences and contexts in the workplace
  • Identify and critically explore textual features and language usage in texts
  • Access, index and process data from various 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: NQF Level 4:
  • Interpret and use information from texts. 
    		•

    UNIT STANDARD RANGE 
    Range Statement:

    A wide range of written and visual texts from socio-cultural, learning and workplace contexts.

    Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.

    Unit Standard Range:
  • Recognition requires the learner to access or identify information explicitly stated in the text itself or in exercises that use the explicit ideas and information presented in the text without any analysis thereof.
  • Re-organisation requires the learner to use the data explicitly stated in texts in a new sequence or format.
  • Texts and sources include written, oral, visual, audio-visual and multimedia texts such as radio broadcasts, video recordings, advertisements, Internet, graphics.
  • Written texts include workplace specific documents, reports, policy wordings, brochures, pamphlets, information documents, newspapers, journals, magazines, legislation, gazettes, regulations, rules, business correspondence, articles and any other texts used within the workplace and field of learning.
  • Identification requires the learner to use reading skills to access information explicitly stated in the text.
  • Accessing, processing and re-organisation of data require the learner to analyse, synthesise and /or organise ideas or information. The learner must know where to source the data, how to sift it for relevance and authenticity, and how to organise and reformat it according to need.
  • Comprehension includes reading for inference. This skill is demonstrated when a learner uses the ideas and information both explicitly stated and implied in a text and bases conjectures and hypotheses on personal experience and industry knowledge. Inference requires thinking that goes beyond the stated information.
  • Critical evaluation involves a critique of the content and of the language used in texts. It requires the learner to compare and contrast ideas in the text with external criteria from a variety of sources, also using criteria provided by own experiences, industry knowledge and ethics. Evaluation is about judgement and focuses on qualities of accuracy, acceptability, worth and probability of occurrence.
  • Exploring includes all the above cognitive dimensions. It also deals with the psychological impact of a text on a reader which depends on an engagement with the text to make and negotiate meaning. It includes appreciation of and response to form, style, textual features and structure of a text as well as its appropriateness for the intended audience and purpose. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Analyse and respond to texts produced for a range of purposes, audiences, contexts in the workplace. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Reading and viewing strategies are adopted for a wide range of reading and viewing purposes. 
    ASSESSMENT CRITERION RANGE 
    Range of strategies:
  • Skimming, scanning, prediction, knowledge of form of text types.

    Range of purposes:
  • Reading for: meaning, inference, gist, detail, context, critique and judgement.
     
    		•

    ASSESSMENT CRITERION 2 
    Organisational features of texts are identified. The role of each of the features is explained and evaluated in relation to usefulness in making meaning. 
    ASSESSMENT CRITERION RANGE 
    Role of titles, headings, introductions, paragraphs, conclusions, outcome statements, chapters, summaries, contents, diagrams, appendices or addenda, foreword, index, content lists glossary, hyper-links, layout, icons, tables, graphics, font size and/or type, photographs, captions, visuals.
     

    ASSESSMENT CRITERION 3 
    Synthesis and evaluation of information from texts, and generalisation of patterns and trends, result in appropriate conclusions about purpose and audience. 

    ASSESSMENT CRITERION 4 
    Information gathered across different workplace texts is compared, contrasted and critically evaluated. 

    SPECIFIC OUTCOME 2 
    Identify and critically explore textual features and language usage in texts. 
    OUTCOME RANGE 
    Values, attitudes and assumptions in texts from socio-cultural, learning and/or workplace contexts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The way textual features affect meaning is understood and evaluated. 

    ASSESSMENT CRITERION 2 
    Selections and omissions in texts are analysed in terms of how they shape meaning. 

    ASSESSMENT CRITERION 3 
    Writer's or presenter's viewpoint is analysed with convincing supporting evidence from the text. 

    ASSESSMENT CRITERION 4 
    The effect on meaning of the socio-political and cultural background of texts is explained and analysed. 

    ASSESSMENT CRITERION 5 
    An understanding of explicit and implicit meaning in the text is reflected in responses. 

    ASSESSMENT CRITERION 6 
    The nature of bias, prejudice and discrimination in texts is analysed. 

    SPECIFIC OUTCOME 3 
    Access, process and index data from various texts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Content is analysed and evaluated and its possible effects on different readers are explored. 

    ASSESSMENT CRITERION 2 
    The impact of different writing techniques on reader perspective is analysed in terms of the particular effect produced by each. 
    ASSESSMENT CRITERION RANGE 
    Length of sentence, punctuation, diction/choice of words, use of figurative language/jargon/technical terms/slang/dialect/irony/humour/satire/sarcasm/legalisms.
     

    ASSESSMENT CRITERION 3 
    The influence of specific language structures and features is analysed. 
    ASSESSMENT CRITERION RANGE 
    Bias (cultural, religious or peer preferences, misrepresentation, discrimination, racist, sexist, ageist), humour, irony, sarcasm, use of omission and silence, figurative expressions, repetition, hyperbole, generalisations, stereotyping, pictures and captions, typography and grammar.
     

    ASSESSMENT CRITERION 4 
    The effect of various production techniques in visuals is explored and analysed. 
    ASSESSMENT CRITERION RANGE 
    Range of visuals:
  • Photographs, transparencies, slides, posters, graphics, videos, films, drawings.

    Range of techniques:
  • Use of colour/black and white, borders, layout features, cinematographic devices, foregrounding, backgrounding, overlays, selection and/or omission, scale, size.
     
    		•


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQAs.

    Moderation Option:

    The moderation requirements of the relevant ETQAs 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 have certain features and conventions which can be manipulated in a workplace environment. Learners can apply this knowledge and adapt language to suit different contexts, audiences and purposes.

    Learners 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 learners' performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard. Learners acquire further knowledge of the workplace context, protocol and culture. 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    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, in teams and individually: 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 growing language capability across language applications and fields of study. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, audio-visual and multimedia aids, mathematical, technological, commercial and language skills in formal and informal communications. 

    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 oneself: by engaging with texts that stimulate awareness and development of life skills and the learning process in general and in the workplace. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE OLD LEVEL NEW LEVEL STATUS END DATE QUALITY ASSURING BODY
    Core  50585   National Certificate: Public Service Communication  Level 6  New Level Assignment Pend.  Reregistered  2012-11-03  PSETA 
    Fundamental  58820   National Certificate: Advertising  Level 5  New Level Assignment Pend.  Passed the End Date -
    Status was "Registered"     		 2010-08-16  MAPPP 
    Fundamental  58394   National Certificate: Film and Television Production  Level 5  New Level Assignment Pend.  Passed the End Date -
    Status was "Registered"     		 2010-06-14  MAPPP 
    Fundamental  60070   National Certificate: Inspection and Assessment (Non-Metallics)  Level 5  New Level Assignment Pend.  Registered  2011-03-12  MERSETA 
    Fundamental  58840   National Certificate: Submarine Operations  Level 5  New Level Assignment Pend.  Registered  2010-09-12  SAS SETA 
    Fundamental  64929   National Certificate: Vessel Safety Practices  Level 5  New Level Assignment Pend.  Registered  2012-02-18  SAS SETA 
    Fundamental  58995   National Certificate: Weather Observation  Level 5  New Level Assignment Pend.  Registered  2010-10-18  TETA 
    Fundamental  62610   National Diploma: Copywriting  Level 5  New Level Assignment Pend.  Reregistered  2012-11-03  As per Learning Programmes recorded against this Qual 
    Fundamental  59304   National Diploma: Freight Forwarding and Customs Compliance  Level 5  New Level Assignment Pend.  Registered  2010-11-28  TETA 
    Fundamental  49784   National Diploma: Labour Relations Practice: Dispute Resolution  Level 5  New Level Assignment Pend.  Reregistered  2011-05-13  SERVICES 
    Fundamental  50333   National Diploma: Occupationally Directed Education, Training and Development Practices  Level 5  New Level Assignment Pend.  Reregistered  2012-11-03  ETDP SETA 
    Fundamental  58309   National Diploma: Project Management  Level 5  New Level Assignment Pend.  Reregistered  2013-06-14  SERVICES 
    Elective  50479   Further Education and Training Certificate: Advertising  Level 4  NQF Level 04  Reregistered  2012-06-29  MAPPP 
    Elective  58977   National Certificate: Publishing  Level 5  New Level Assignment Pend.  Registered  2010-10-18  MAPPP 


    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 Quality Assuring Bodies 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 Quality Assuring Body should be notified if a record appears to be missing from here.
     
    1. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    2. Isamon Integrated 
    3. KNOWLEDGE QUEST PTY LTD 
    4. Learnership Support Systems 
    5. SOUTH AFRICAN WEATHER SERVICE 
    6. Southern African Institute of Learning 
    7. SQ DATA AND CONSULTING CC 
    8. Ulwazi Training & Development 
    9. University of Johannesburg 


    All qualifications and unit standards 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.