SAQA 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.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Review and create documents using a Graphical User Interface (GUI)-based word processor 
SAQA US ID UNIT STANDARD TITLE
258898  Review and create documents using a Graphical User Interface (GUI)-based word processor 
ORIGINATOR
SGB Computer Sciences and Information Systems 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 10 - Physical, Mathematical, Computer and Life Sciences Information Technology and Computer Sciences 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 3  NQF Level 03 
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 is intended for people who need to apply styles, references and electronic links on a document using a GUI-based word processor.

A person credited with this Unit Standard is capable of:
  • Inserting and deleting sections within a document while maintaining document integrity.
  • Inserting, editing and deleting headers and footers within a document.
  • Facilitating online review of documents using comments and tracking changes.
  • Creating and using Styles in a document.
  • Creating, editing and/or deleting references in a document.
  • Creating, editing and using electronic links in a document. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that the learner is competent in the following:
  • Communication at NQF Level 2.
  • Computer Literacy at NQF Level 2. 

  • UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Insert and delete sections within a document while maintaining document integrity. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Different types of sections are described in relation to their use in a given situation. 
    ASSESSMENT CRITERION RANGE 
    Next Page, Continuous, Even, Odd, suppressing orphans and widows.
     

    ASSESSMENT CRITERION 2 
    Different types of sections are inserted to meet the requirements of a given situation. 
    ASSESSMENT CRITERION RANGE 
    Next Page, Continuous, Even, Odd.
     

    ASSESSMENT CRITERION 3 
    Sections are edited to maintain document integrity. 
    ASSESSMENT CRITERION RANGE 
    Integrity includes but is not limited to Page setup, format of numbering.
     

    ASSESSMENT CRITERION 4 
    Sections are deleted while maintaining document integrity according to user requirements. 

    SPECIFIC OUTCOME 2 
    Insert, edit and delete headers and footers within a document. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Different types of headers and footers are described in relation to their use in different situations. 
    ASSESSMENT CRITERION RANGE 
    1st page, Standard, Odd and Even.
     

    ASSESSMENT CRITERION 2 
    Different types of headers and footers are inserted, modified and/or removed for a given situation. 
    ASSESSMENT CRITERION RANGE 
  • 1st page, Standard, Odd and Even (open Office has left/right).
  • Given situation must cover multiple sections.
     

  • ASSESSMENT CRITERION 3 
    Headers and footers features are applied in different scenarios. 
    ASSESSMENT CRITERION RANGE 
    Page number, number of pages, date, time.
     

    SPECIFIC OUTCOME 3 
    Facilitate online review of documents using comments and tracking changes. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Comments are inserted, modified or removed to meet user requirements. 
    ASSESSMENT CRITERION RANGE 
    At least two (2) comments.
     

    ASSESSMENT CRITERION 2 
    Highlighting options are used and removed to track changes in a document. 

    ASSESSMENT CRITERION 3 
    Changes are made to the original document to show comments received and track changes. 
    ASSESSMENT CRITERION RANGE 
    At least five (5) changes are made.
     

    ASSESSMENT CRITERION 4 
    Changes are accepted or rejected in a document. 
    ASSESSMENT CRITERION RANGE 
    At least three (3) changes are accepted or rejected.
     

    SPECIFIC OUTCOME 4 
    Create and use styles in a document. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The use of styles in a document is explained in terms of their function. 
    ASSESSMENT CRITERION RANGE 
    Functions include but not limited to Paragraph, Character, List.
     

    ASSESSMENT CRITERION 2 
    A style is created according to user requirements. 
    ASSESSMENT CRITERION RANGE 
    Including but not limited to Paragraph, Character, List.
     

    ASSESSMENT CRITERION 3 
    A style is modified or deleted according to user requirements. 

    SPECIFIC OUTCOME 5 
    Create, edit and/or delete references in a document. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The application of references in a document is explained in terms of its use. 
    ASSESSMENT CRITERION RANGE 
    Uses include but not limited to Heading Format, Table of Contents, Table of Figures, Index, Caption, Cross Referencing.
     

    ASSESSMENT CRITERION 2 
    Styles are applied to, modified or removed from a selected text in order to achieve desired output. 
    ASSESSMENT CRITERION RANGE 
    Styles include but not limited to Heading Format, Table of Contents.
     

    ASSESSMENT CRITERION 3 
    An index is created, modified or removed from according to the features of the GUI based WP being used. 

    ASSESSMENT CRITERION 4 
    Cross referencing is created modified or removed from to allow quick access to specific references within documents. 
    ASSESSMENT CRITERION RANGE 
    Quick access includes but are not limited to at least two of Numbered item, heading, bookmark.
     

    ASSESSMENT CRITERION 5 
    Captions are created, modified or removed from to automate further referencing. 
    ASSESSMENT CRITERION RANGE 
    Automated includes but are not limited to Figure/Illustration, table.
     

    ASSESSMENT CRITERION 6 
    The editing of a reference is explained in relation to the particular reference. 
    ASSESSMENT CRITERION RANGE 
    Referencing includes but is not limited to Table of Contents, Index, Captions.
     

    ASSESSMENT CRITERION 7 
    A reference is edited to reflect required changes. 
    ASSESSMENT CRITERION RANGE 
  • Referencing includes but is not limited to at least two of but not limited to Table of Contents, Index, Captions.
  • Editing includes but is not limited to Updating, inserting new item, deleting item.
     

  • SPECIFIC OUTCOME 6 
    Create, edit and use electronic links in a document. 
    OUTCOME RANGE 
    Electronic links include hyperlinks and bookmarks. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Electronic links are explained in terms of their use. 
    ASSESSMENT CRITERION RANGE 
    Electronic links include but not limited to Hyperlink, Bookmark.
     

    ASSESSMENT CRITERION 2 
    Electronic links are deleted to meet the requirements of the user and the document. 

    ASSESSMENT CRITERION 3 
    The editing of electronic links is explained in relation to the particular reference. 

    ASSESSMENT CRITERION 4 
    Electronic links are edited to reflect required changes. 
    ASSESSMENT CRITERION RANGE 
    Editing includes but are not limited to updating, inserting new item, deleting item.
     

    ASSESSMENT CRITERION 5 
    Hyperlinks are created to demonstrate their different uses. 
    ASSESSMENT CRITERION RANGE 
    Hyperlinks include but are not limited to File, Web page, email.
     

    ASSESSMENT CRITERION 6 
    A hyperlink is modified according to user requirements. 

    ASSESSMENT CRITERION 7 
    A hyperlink is used to navigate to other source documents. 

    ASSESSMENT CRITERION 8 
    A bookmark is created to demonstrate its purpose and use in utilising documents. 

    ASSESSMENT CRITERION 9 
    A bookmark is modified according to user requirements. 

    ASSESSMENT CRITERION 10 
    A bookmark is used to navigate within a document. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • An individual wishing to be assessed (including through RPL) against this Unit Standard may apply to an assessment agency, assessor or provider institution accredited by the relevant ETQA, or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Anyone assessing a learner against this Unit Standard must be registered as an assessor with the relevant ETQA or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this Unit Standard or assessing this Unit Standard must be accredited as a provider with the relevant ETQA or with an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Moderation of assessment will be conducted by the relevant ETQA at its discretion. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Policies, procedures and requirements of the organisations.
  • Ethical codes of relevant professional bodies.
  • Relevant legislative and/or regulatory requirements.
  • Nature of electronic information.
  • What are styles, referencing and electronic links.
  • Indexing and cross referencing.
  • Preserving documents.
  • Locations and functions of menu items.
  • Implications of application and formatting settings.
  • Relevant application packages.
  • Performance of all elements is to be carried out in accordance with organisation standards and procedures, unless otherwise stated. Organisation standards and procedures may cover: quality assurance, documentation, security, communication, health and safety, and personal behaviour.
  • Performance of all elements complies with the laws of South Africa, especially with regard to copyright, privacy, health and safety, and consumer rights.
  • Performance of all elements is to be completed within the normal range of time and cost that would be expected in a professional environment (e.g. In a commercial or government organisation). 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made when:
  • Determining where electronics links or references are required.
  • Effectively applying collaborative editing, headers and footers and sections. 

  • UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation, and community during:

    Scheduling calendar events. 

    UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one's activities responsibly and effectively when:
  • Identifying source documents and information.
  • Tracking and reviewing changes in an original document.
  • Applying appropriate headers and footers to a document.
  • Inserting appropriate sections within a document. 

  • UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information when:
  • Determining electronic links.
  • Structuring documents.
  • Reviewing changes proposed in a document before accepting or rejecting changes.
  • Placing appropriate sections, headers and footers within a document. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when:
  • Appropriately placing electronics links/references.
  • Engaging with the subject when applying collaborative editing within a document.
  • Engaging with the subject when working with sections and headers and footers. 

  • UNIT STANDARD CCFO SCIENCE 
    Using science and technology effectively and critically, showing responsibility towards the environment and health of others when:
  • Applying of Styles, References and Electronic Links in a Graphical User Interface (GUI)-based word processor.
  • Demonstrating responsibility in the setup and use of collaborative editing, sections and headers and footers. 

  • UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when:
  • Implications of application and formatting settings.
  • Creating links to external and internal sites. 

  • UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
  • This standard is applicable to any application that runs on any Graphical User Interface (GUI) operating systems.
  • Where wording is not exact for the chosen operating system or application, the learner can choose the equivalent item or option to demonstrate competence in the specific outcome or assessment criteria. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  61591   National Certificate: Information Technology: End User Computing  Level 3  NQF Level 03  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 


    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. Abetech 
    2. Academy of Training and Development 
    3. AccTech Systems (PTY)LTD 
    4. Act of Grace 97 
    5. Added Advantage Academy (Durban) 
    6. Affirmations Training 
    7. Anderson College (Pty) Ltd 
    8. Ankalite (Pty) Limited 
    9. Artshub Institute (Pty) Ltd 
    10. ATTI Nelspruit Pty Ltd 
    11. Bokamoso Competence (Pty) Ltd 
    12. Bonalesedi Computer Training 
    13. Calandra Trading 523(PTY) 
    14. Cape Innovation Technology Initiative 
    15. Cape Town Society for the Blind 
    16. Centretech Broadcasting 
    17. Clean Heat Academy 
    18. Columbus Consulting Pty Ltd 
    19. Competence computer and business management 
    20. Denwin's Computer & Business School 
    21. DIGMAC PTY LTD 
    22. Ditlotlo Trading Enterprise Cc 
    23. Elchees Software Solutions 
    24. False Bay College 
    25. Gabasega Consulting and Training Centre 
    26. Gauteng College of Engineering and Technology (PTY) LTD 
    27. Gegana Computer Academy and Business Solutions cc 
    28. Giga Skills Training 
    29. Goodwill Institute Of Technology 
    30. iLearn Corporate Services PTY LTD 
    31. In Excess Trading 22 T/A ATTI Polokwane 
    32. Indonsa Consulting and Training cc 
    33. Information Technology Resource Centre 
    34. ISAMON VOCATIONAL COLLEGE OF EXCELLENCE 
    35. iSolve Business Solutions (Pty) Ltd 
    36. IT SA Computer Services Solutions (Pty) Ltd 
    37. IT Schools Innovation (Pty) Ltd 
    38. Johannesburg Institute of Engineering & Technology 
    39. John Taolo Gaetsewe Developmental Trust 
    40. Keybase Training Solutions Cc 
    41. King Sabata Dalindyebo TVET College 
    42. Kylix Information Systems 
    43. LA Gomme Training Centre 
    44. Leading Edge Business Solutions (Pty) Ltd 
    45. Limco Consulting and management (Pty) Ltd 
    46. Loja Trading cc 
    47. M-cot Corporate Training 
    48. Mackeys Computing (Pty) Ltd 
    49. Mash Computer Training 
    50. Mkoneni Consulting (Pty) Ltd 
    51. Mosadikago Trading Cc 
    52. Mpande Technologies cc 
    53. MSC Education Holdings Pty Ltd 
    54. Mthonyama Technologies cc 
    55. Mveelaphanda Development and Projects cc 
    56. Nyankwavi Inverstment 
    57. Ocule IT cc 
    58. PEARSON EDUCATION ACHIEVEMENT SOLUTIONS (PTY) LTD 
    59. Prompt It Solutions 
    60. Prophesy Training College (Pty) Ltd 
    61. Protech Business and Computer College Pty Ltd. 
    62. Sankin Computer Training Pty Ltd 
    63. Sed General Trading Enterprise 
    64. Sivile Housing Association RSA 
    65. Southern Africa Youth Project NPC 
    66. Speccon (Pty) Ltd 
    67. Star Light Consulting 
    68. Taballos Business Services 
    69. Terry Computer Services cc 
    70. The Graduate Institute of South Africa 
    71. The Ulwazi Computer Training Center 
    72. Tira Telecoms 
    73. Torque Technical Computer Training (Pty) Ltd 
    74. Tshiredo Training Academy Cc 
    75. Turnstone Trading 183 (Pty) Ltd 
    76. Waterberg TVET College 
    77. Woosh Consultants (Pty) Ltd 
    78. Work Skills Resources 
    79. Y2K COLLEGE 
    80. ZJ Africa Learn (Pty) Ltd 



    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.