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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Present journalistic story ideas 
SAQA US ID UNIT STANDARD TITLE
117545  Present journalistic story ideas 
ORIGINATOR
SGB Journalism 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Media Studies 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 
This unit standard requires learners to be able to come up with story ideas that are usable within specific contexts. Learners credited against this unit standard are able to develop ideas in line with requirements given for a specific context, and to present the ideas to obtain feedback. The unit standard also requires learners to reflect on feedback received. Credited learners are capable of:
  • Originating story ideas for specific contexts
  • Selecting story ideas according to given criteria
  • Presenting story ideas to obtain feedback
  • Justifying story idea revisions in terms of given feedback 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits assigned to this unit standard is based on the assumption that the following competencies have already been attained:
  • Engage in sustained oral communication and evaluate spoken texts (NQF Level 4)
  • Read, analyse and respond to a variety of texts (NQF Level 4)
  • Write for a wide variety of texts (NQF Level 4) 

  • UNIT STANDARD RANGE 
    This unit standard requires learners to put forward ideas for news stories, as is required in production environments in the media industry. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Originate story ideas for specific contexts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Evaluation of identified recent events and actions is justified with reference to news value and in terms of their newsworthiness for specific contexts 

    ASSESSMENT CRITERION 2 
    Recent statements are identified and evaluated with reference to news values and in terms of their newsworthiness for specific contexts 

    ASSESSMENT CRITERION 3 
    Identified sources of possible stories are contacted regularlys 

    ASSESSMENT CRITERION 4 
    Contact and other details of sources are stored securely in an easily retrievable manner 

    ASSESSMENT CRITERION 5 
    Selected resources for ideas are relevant for specific contexts 
    ASSESSMENT CRITERION RANGE 
    Resources could include competitors, agencies, other media and own organisation stories, data and statistics, for follow-up possibilities, trends and other information that could lead to stories
     

    ASSESSMENT CRITERION 6 
    Interaction with members of the public meets agreed requirements for professionalism and does not hamper encouragement to provide information that could lead to storie 

    SPECIFIC OUTCOME 2 
    Select story ideas according to given criteria. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Selection of story ideas is justified in terms of given news value, appeal to target recipients and give organisational missions and strategies 

    ASSESSMENT CRITERION 2 
    Selection of story ideas serve the public interest 

    ASSESSMENT CRITERION 3 
    Story ideas are feasible in terms of available resources 

    SPECIFIC OUTCOME 3 
    Justify story idea revisions in terms of given feedback. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Interpretation of feedback is clarified if unclear 

    ASSESSMENT CRITERION 2 
    Implications of feedback regarding story ideas are justified in terms of specific contexts 

    ASSESSMENT CRITERION 3 
    Revision of story ideas are justified for idea improvement 

    SPECIFIC OUTCOME 4 
    Present story ideas to obtain fedback. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Story ideas are presented in agreed forums and formats and at the agreed time 

    ASSESSMENT CRITERION 2 
    Story ideas are presented clearly and concisely with reference to the context, new elements, news values, mission and strategies, and appeal to target recipients 

    ASSESSMENT CRITERION 3 
    Story ideas are presented in terms of their achievability within given time frames 

    ASSESSMENT CRITERION 4 
    Possible legal and ethical problems relating to story ideas are accurately identified 


    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:
  • News values in specific contexts
  • Target audiences in specific contexts
  • Mission of a specific organisation
  • Strategies in specific contexts
  • Media law
  • Journalism ethics
  • Interpersonal communication skills 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community to present and obtain feedback regarding story ideas. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively to present story ideas in agreed forums and formats and at the agreed time. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to select resources for ideas that are relevant for specific contexts and to evaluate identified recent events and actions with reference to news values and in terms of their news worthiness for specific contexts. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and language skills in the modes of oral and written presentation to present story ideas clearly and concisely with reference to the context, new elements, news values, mission and strategies, and appeal to target recipients. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others. 

    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 when justifying story idea revisions in terms of given feedback. 

    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 learner is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. 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 learner 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  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 
    Core  58978   National Certificate: Journalism  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MICTS 
    Elective  58394   National Certificate: Film and Television Production  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MICTS 


    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. Artshub Institute (Pty) Ltd 
    2. ATTI Nelspruit Pty Ltd 
    3. Big Fish School of Digital Filmmaking (Pty) Ltd 
    4. eMedia Investment 
    5. Falcon Business Institute (Pty) Ltd 
    6. FILM Mentorship & Training 
    7. Footprint Media academy Pty ltd 
    8. Gauteng Central College PTY LTD 
    9. IALE School of Advanced Learning and Education (Pty) Ltd 
    10. In Excess Trading 22 T/A ATTI Polokwane 
    11. Jeppe College of Commerce and Computer Studies 
    12. Kundani Trading 
    13. Media Village Communication 
    14. South African Film Institute 
    15. The Media Workshop cc 



    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.