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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Use basic reading/receptive skills to respond to defined simple texts

SAQA US ID	UNIT STANDARD TITLE
119633	Use basic reading/receptive skills to respond to defined simple texts
ORIGINATOR
SGB GET/FET Language and Communication
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority
FIELD			SUBFIELD
Field 04 - Communication Studies and Language			Language
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
ABET Level 1	Regular-Fundamental	Below Level 1	Level TBA:Pre-2009 BelowL1	8
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 replaces:

US ID	Unit Standard Title	Pre-2009 NQF Level	NQF Level	Credits	Replacement Status
12440	Use basic reading skills to respond to defined simple texts	Below Level 1	Level TBA:Pre-2009 BelowL1	8

PURPOSE OF THE UNIT STANDARD

This unit standard replaces unit standard 5707, which was "Read and respond to a range of text types", 8 credits, ABET Level 1.

This unit standard will give a learner initial mastery of reading/ receptive skills for a range of simple texts.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Learners may be unable to read and write in the target language. SASL is not a written language, therefore this point is not applicable to SASL users. Learners can speak/ sign the target language.

UNIT STANDARD RANGE

Simple texts of limited length and vocabulary.

Notes on range:

Text types to be read/ viewed at this level include narrative, persuasive, factual and everyday information/practical texts. Texts may be of mixed types. For example:
> Narrative: stories, very simple readers, simple songs, personal letters, dialogues, drawings or photographs.
> Factual: simplified information.
> Persuasive: simplified advertisements, posters, slogans.
> Everyday information/practical: simple forms, lists, number combinations in everyday contexts (e.g. telephone numbers, dates, times, prices), simple written instructions, signs and notices (street, shop, warning), simple linear timetables, calendars, simple recipes, letters, cartoons, simple messages, newspaper headlines, product labels, symbols (e.g. logos), and so on.

Text length is up to approximately 150 words and/or 5 minutes up to four paragraphs/chunks of signs for assessment purposes. (Longer texts are appropriate for teaching purposes).

Text content is appropriate for chronological age, and covers everyday topics.

Vocabulary is limited and accessible, not specialised or technical. Difficult vocabulary is explained in the text itself.

Texts consist mainly of simple sentences but may have a limited range of complex and/or compound sentences.

Text is explicit, clear and non-ambiguous (repetition is used, references throughout text are clearly signalled, text is not densely packed with information, etc).

Text is readable and well-spaced/paced.

The following punctuation marks are avoided: colons, semi-colons, dashes and slashes, brackets, inverted commas, hyphens.

Texts have format and style features such as paragraphs, headings, numbering, and sections.

If illustrations are used they should be clear, appropriate, well-placed.

Evidence of comprehension is established through responses to texts which include:
> Relevant single sentences are given orally/through sign or in writing in answer to questions on a text.
> Correct responses are given to yes/no, true/false, gap fill, matching and multiple-choice exercises on a text.
> Appropriate oral/signed or written answers are given to open ended and interpretive questions on a text.
> Discussions and debates are held in response to texts.
> role plays and drama are performed in response to texts.
> The main idea of a text is given orally/in sign, or in writing.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Use appropriate reading/receptive strategies to suit the text and the purpose of the task.

OUTCOME RANGE

This outcome can be demonstrated through a number of activities such as oral/receptive responses or discussions, and simple written/signed answers to specific questions on a text.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Reading/receptive strategies appropriate to the text and task are chosen and used.

ASSESSMENT CRITERION 2

Meaning of unfamiliar vocabulary is inferred through use of context clues and word attack skills/sign analysis.

ASSESSMENT CRITERION 3

Specific information is found using basic referencing skills (e.g. numbering, alphabetical order).

ASSESSMENT CRITERION 4

Typographical/organizational features are recognised (e.g. headings, numbering, bold, emphasis etc).

SPECIFIC OUTCOME 2

Understand the literal meaning of a text.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Main ideas and topics are identified.

ASSESSMENT CRITERION 2

Surface/literal content is found and recalled.

ASSESSMENT CRITERION 3

Visual or graphic information is found and recalled.

SPECIFIC OUTCOME 3

Relate text to own experience and knowledge.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Own experience and knowledge is drawn on to respond to text.

ASSESSMENT CRITERION 2

Conclusions and opinions derived from reading/signing are expressed.

SPECIFIC OUTCOME 4

Identify features of a text.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Purpose of the text is identified reasonably accurately.

ASSESSMENT CRITERION 2

Possible audience for text is identified reasonably accurately.

ASSESSMENT CRITERION 3

Possible source of the text is identified reasonably accurately.

ASSESSMENT CRITERION 4

Aesthetic and creative uses of language are recognised (e.g. rhyme, simple comparisons).

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Accreditation Options:

Providers of learning towards this unit standard will need to meet the accreditation requirements of Umalusi, the ETQA for General and Further Education.

Moderation Options:

The moderation requirements of this ETQA must be met in order to award credit to learners for this unit standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Learners can understand and explain that languages have certain features and conventions, which can be manipulated. Language has aesthetic, affective, cultural, social and political dimensions. Learners can apply this knowledge and adapt language to suit different contexts, audiences and purposes.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems: through application of reading/receptive skills.

Reflect on and explore a variety of strategies to learn more effectively: learning how to use reading/signing for learning/ study.

UNIT STANDARD CCFO WORKING

Work effectively with others and in teams: through doing reading/receptive tasks and activities with others.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively: through using language and referencing skills.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information: collecting information at a basic level.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematical and/or language skills in the modes of oral/signed and/or written persuasion.

UNIT STANDARD CCFO DEMONSTRATING

Be culturally and aesthetically sensitive across a range of social contexts: through reading selected simple texts that create awareness.

UNIT STANDARD CCFO CONTRIBUTING

Participate as responsible citizens in the life of local, national and global communities: reading/viewing newspapers and accessing information.

UNIT STANDARD ASSESSOR CRITERIA

Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:

Reading, viewing, writing, listening and speaking/signing are learned, taught and assessed in an integrated way.

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. 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.

At this level errors are expected. Assessors must use professional judgement in evaluating competence.

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.

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. This means assessors will have to judge how many repeat performances are required before they believe the performance can be reproduced.

All assessments should be conducted in line with the following well-documented principles: assessment should be appropriate, fair, manageable, integrated into work or learning, valid, and consistent. Evidence should be authentic, sufficient, and current.

Assessment of this standard can be carried out through continuous assessment of tasks done throughout the course and external examinations.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015.

UNIT STANDARD NOTES

This unit standard replaces unit standard 12440, "Use basic skills to respond to defined simple texts", ABET Level 1, 8 credits.

Special Note:

For initial literacy learning (to which this standard refers), it is recommended that learners do this in their first language prior to doing it in an additional language. If, however, learners are beginning literacy learning in an additional language, it is strongly recommended that they have oral/signed competence in that language so that they are not learning to read and write/or sign in a language with which they are not familiar: that is, they are not learning literacy skills and a new language at the same time.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

NONE

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.

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