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

Write/sign simple defined texts 
SAQA US ID UNIT STANDARD TITLE
119634  Write/sign simple defined 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 2  Regular-Fundamental  Below Level 1  Level TBA:Pre-2009 BelowL1 
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
12447  Write simple defined texts  Below Level 1  Level TBA:Pre-2009 BelowL1   

PURPOSE OF THE UNIT STANDARD 
Persons credited with this Unit Standard will be able to write/sign simple texts for defined purposes and different contexts. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners have language skills at ABET 1 or equivalent in the target language. 

UNIT STANDARD RANGE 
Simple texts using familiar vocabulary within a range of text types.

Notes on range:
A. Learners are able to produce a variety of text types:

Note: Texts may be of mixed types.

Texts types to be produced include narrative texts, factual texts, persuasive texts, practical and social texts. Examples are:
1. Narrative: postcards, personal letters, life stories, stories (fiction and non-fiction), reports of incidents or events. Narratives can be based on personal or second-hand experience.

2. Factual: simple summaries, simple notes, short essay, completing simple tables, graphs and diagrams.

3. Persuasive: short adverts, viewpoints on personal, political, community or work-related concerns.

4. Practical and social:
  • Forms to be filled in: simple forms or simplified versions of, for example, competition forms, registers, leave forms application forms, time sheets, money withdrawal or deposit forms, voter registration, mail order or other order forms.
  • Form vocabulary must include, but not be limited to: first name, family name, date of birth, address (home and work), occupation (if applicable), id number, marital status, number of dependants, gender, use of n/a not applicable. Forms to be filled in using first or third party information.
  • Simple versions of other practical texts such as: notices, lists, instructions and directions, diaries, invitations, messages and telephone messages.

    B. The length of the texts to be produced depends on the text type and task.

    1. Learners respond in writing/signing to tasks such as gap fills, sentence completion, matching, labeling, ticking boxes, yes/no or true/false responses.

    2. Learners write/sign single sentences and linked sentences.

    3. Learners write/sign single paragraphs.

    4 Learners write/sign 2-3 related paragraphs/chunks of signs, i.e. about 1 to 2 pages of continuous writing/ ±10 minutes of signing.

    5. Learners may produce extended pieces of work, eg projects. This may be of mixed text types. The length is about 2 - 3 written pages, with 1 page of supporting material, or ±15 minutes of signing on video.

    C. Stimulus Texts

    1. Learners respond in writing/signing to written/signed, oral and visual texts.

    2. Stimulus texts cover the range of text types required in the reading/viewing and speaking and listening or signing components.

    3. The stimulus texts are easily understandable by learners at this level.

    4. The nature of the writing/signing task required is clearly indicated. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Select and present content appropriate to the writing/signing task. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Content is consistent with what is called for in the task. 

    ASSESSMENT CRITERION 2 
    Irrelevant content and repetition has not been included. 

    ASSESSMENT CRITERION 3 
    Sufficient information must be included so that the purpose of the task is achieved. 

    ASSESSMENT CRITERION 4 
    Appropriate information is given. 

    ASSESSMENT CRITERION 5 
    Awareness of purpose and context is shown. 

    ASSESSMENT CRITERION 6 
    Opinions are expressed and supported. 

    ASSESSMENT CRITERION 7 
    Own experience and knowledge are related to the given issue. 

    SPECIFIC OUTCOME 2 
    Organise and format text appropriately to the writing/signing task. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The specified text type is produced using the correct format (eg a letter). 

    ASSESSMENT CRITERION 2 
    Texts are structured and organised so that content is clearly and logically sequenced. 

    ASSESSMENT CRITERION 3 
    Sentences are thematically linked and coherent. 

    ASSESSMENT CRITERION 4 
    Links between sentences help the flow of ideas. 

    ASSESSMENT CRITERION 5 
    Paragraphs follow in a logical order. 

    ASSESSMENT CRITERION 6 
    Paragraphing conventions are used correctly. 

    ASSESSMENT CRITERION 7 
    Headings and numbering are used when required or appropriate. 

    SPECIFIC OUTCOME 3 
    Use appropriate language conventions. 
    OUTCOME NOTES 
    Grammatical correctness will be interpreted in the light of established South African idiom for that language. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Use of main tenses/time markers, commonly used verb forms, negative and question forms is largely consistent. 

    ASSESSMENT CRITERION 2 
    Grammatical reference and agreement are used well enough not to obscure meaning (eg subject/verb correlations; pronouns in English; class prefixes in other languages). 

    ASSESSMENT CRITERION 3 
    Sentences should reflect a combination of ideas into simple or easy compound sentences. 

    ASSESSMENT CRITERION 4 
    Punctuation marks/non manual features(NMFs) are used. 
    ASSESSMENT CRITERION RANGE 
    Capitals, full stops and question marks or non manual features(NMFs) are used correctly. Some familiarity with other forms of punctuation is shown (eg commas, inverted commas, exclamation marks).
     

    ASSESSMENT CRITERION 5 
    Vocabulary is varied and is sufficient for descriptions and events. 

    SPECIFIC OUTCOME 4 
    Plan, draft and edit own writing/signing. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Evidence of planning and drafting is shown. 

    ASSESSMENT CRITERION 2 
    Writing/signing is revised and corrected. 

    ASSESSMENT CRITERION 3 
    Final version is neatly/clearly presented. 


    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 writing/signing skills.

    Reflecting on and exploring a variety of strategies to learn more effectively: learning how to make simple notes and use other writing/signing devices for learning/ study. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams: through doing writing/signing 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 and recording information at a basic level. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Be culturally and aesthetically sensitive across a range of social contexts: through using writing to show an awareness of this. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Participate as responsible citizens in the life of local, national and global communities: using writing skills to produce socially required documents (eg voting ballots, forms). 

    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, a portfolio of real life writing done in the context of work and/or community life, 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 12447, "Write simple defined texts", ABET Level 2, 6 credits. 

    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.
     
    NONE 



    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.