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

Use basic writing/signing skills 
SAQA US ID UNIT STANDARD TITLE
119638  Use basic writing/signing skills 
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  6 
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
12441  Use basic writing skills  Below Level 1  Level TBA:Pre-2009 BelowL1  6   

PURPOSE OF THE UNIT STANDARD 
Persons credited with this Unit Standard will gain initial mastery of writing/signing 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. Learners can speak/sign the target language. 

UNIT STANDARD RANGE 
A limited number of linked sentences using familiar vocabulary within a range of simple texts.

Notes on range:
  • Learners are able to produce a variety of texts types.

    Note: texts may be of mixed types.

    Text types to be produced include narrative texts, persuasive texts, practical and social texts. Examples are:
  • Narrative: life stories, stories, simple reports of incidents.
  • Persuasive: viewpoints given on personal, community and work-related concerns.
  • Practical and social:
    > Forms to fill in: simple forms or simplified versions of, for example, competition forms, registers, money withdrawal or deposit forms, voter registration.
    > Form vocabulary must include, but is not 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 for not applicable. Forms to be filled in using first party information only, with a maximum of six items per form.
    > Simple versions of other practical texts such as: notices, shopping lists, things to do lists, invitations, messages, telephone messages.
  • The length of text type to be produced depends on the text type and task.
    > Learners respond in writing/signing to tasks such as gap fill, sentence completion, matching, labelling, ticking boxes, yes/no, true/false responses and so on.
    > Learners write/sign single sentences, and linked sentences up to five sentences.
    > Dictation is limited to five sentences with familiar vocabulary, read slowly.
  • Stimulus Texts
    > Learners respond in writing/signing to written, oral and visual texts.
    > Stimulus texts cover the range of text types required in the reading/signing and/or speaking and listening components for this level.
    > The stimulus texts are easily understandable by learners at this level.
    > 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 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 
    Opinions are expressed. 

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

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Texts are structured and organised so that content is clearly and logically sequenced. 

    ASSESSMENT CRITERION 2 
    Sentences are thematically linked and coherent. 

    ASSESSMENT CRITERION 3 
    Sentences should be linked to form a story if the task requires this. 

    ASSESSMENT CRITERION 4 
    Headings are used when required or appropriate. 

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

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Sentence structure is simple but varied (eg using statements, questions, negatives). 

    ASSESSMENT CRITERION 2 
    Capitals and full stops or non-manual features are used correctly. 

    ASSESSMENT CRITERION 3 
    Vocabulary is limited but sufficient for everyday descriptions and events. 

    ASSESSMENT CRITERION 4 
    Writing/signed material is revised and corrected. 


    UNIT STANDARD ACCREDITATION AND MODERATION 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/signed persuasion. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Participate as responsible citizens in the life of local, national and global communities: using writing/signing 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/signing, viewing, writing, listening and speaking 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 12441, 'Use basic writing skills', ABET Level 1, 6 credits.

    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/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.
     
    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.