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 THAT HAS PASSED THE END DATE: 

Show a critical awareness of language usage 
SAQA US ID UNIT STANDARD TITLE
7524  Show a critical awareness of language usage 
ORIGINATOR
SGB Communication Studies 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Communication Studies 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular-Fundamental  Level 1  NQF Level 01 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Registered" 
2000-12-06  2003-12-06  SAQA 1333/00 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2004-12-06   2007-12-06  

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 is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
12462  Engage in a range of speaking and listening interactions for a variety of purposes  Level 1  NQF Level 01  Complete 

PURPOSE OF THE UNIT STANDARD 
The learner will be able to show how language is used as an instrument to reflect, shape and manipulate people`s beliefs, actions and relationships.

The complexity and sensitivity of a multilingual context requires the development of a learner`s skills to interpret and consciously reflect on how language is used.

For this reason the development of the decoding skills (reading and listening) is emphasised. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Listening, speaking, reading and writing skills at ABET 3 or equivalent. 

UNIT STANDARD RANGE 
At this level, learners engage with a wide range of texts which have different aims and purposes. The texts deal with a variety of contexts such as:

Civil society
Literary contexts
Media contexts
Gender and race contexts
Historical, social and political contexts
Institutional contexts
Workplace/industry contexts
Personal relations and interpersonal relations 

UNIT STANDARD OUTCOME HEADER 
Identify and analyse the likely purpose, audience 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Identify and analyse the likely purpose, audience and source of texts. 
OUTCOME RANGE 
At this level, learners engage with a wide range of texts which have different aims and purposes. The texts deal with a variety of contexts such as:

Civil society
Literary contexts
Media contexts
Gender and race contexts
Historical, social and political contexts
Institutional contexts
Workplace/industry contexts
Personal relations and interpersonal relations 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Likely purpose of text is identified. 

ASSESSMENT CRITERION 2 
2. Likely intended audience of text is identified. 

ASSESSMENT CRITERION 3 
3. Likely source of text is identified. 

ASSESSMENT CRITERION 4 
4. How purpose, intended audience and source influence the way in which a text is analysed. 

SPECIFIC OUTCOME 2 
Reflect critically on a writer's/speaker's point of view. 
OUTCOME NOTES 
1. The writer's/speaker's opinion on the topic is identified.
2. Emotions expressed in the text are identified.
3. Own emotions and opinions are given in response to writer's/speaker's point of view. 
OUTCOME RANGE 
Special Notes:

Several outcomes may be demonstrated together in one task.
Many of the assessment criteria apply across outcomes. The list of assessment criteria given under each outcome is not exhaustive for that outcome, but gives those that are specific to that outcome. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
Reflect critically on a writer's/speaker's point of view 
ASSESSMENT CRITERION NOTES 
1. The writer's/speaker's opinion on the topic is identified.
2. Emotions expressed in the text are identified.
3. Own emotions and opinions are given in response to writer's/ speaker's point of view. 
ASSESSMENT CRITERION RANGE 
At this level, learners engage with a wide range of texts which have different aims and purposes. The texts deal with a variety of contexts such as:
  • Civil society
  • Literary contexts
  • Media contexts
  • Gender and race contexts
  • Historical, social and political contexts
  • Institutional contexts
  • Workplace/ industry contexts
  • Personal relations and interpersonal relations
     

  • SPECIFIC OUTCOME 3 
    Make inferences from texts. 
    OUTCOME RANGE 
    At this level, learners engage with a wide range of texts which have different aims and purposes. The texts deal with a variety of contexts such as:

    Civil society
    Literary contexts
    Media contexts
    Gender and race contexts
    Historical, social and political contexts
    Institutional contexts
    Workplace/industry contexts
    Personal relations and interpersonal relations 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Misleading or contradictory information is identified. 

    ASSESSMENT CRITERION 2 
    2. The omission of necessary information is noted. 

    ASSESSMENT CRITERION 3 
    3. Meanings not stated directly in the text are noted. 

    ASSESSMENT CRITERION 4 
    4. Values and stereotypes are identified. 

    ASSESSMENT CRITERION 5 
    5. Fact and opinion are identified and distinguished. 

    ASSESSMENT CRITERION 6 
    6. Fact and fiction are identified and distinguished. 

    ASSESSMENT CRITERION 7 
    7. Possible reasons are given to explain why misleading and contradictory information has been included. 

    ASSESSMENT CRITERION 8 
    8. Possible reasons are given to explain the omission of relevant information in a text. 

    ASSESSMENT CRITERION 9 
    9. A critical response, with justification, is given to values and stereotypes presented in a text. 

    ASSESSMENT CRITERION 10 
    10 Possible reasons are given to explain why opinion is presented as fact. 

    SPECIFIC OUTCOME 4 
    Explain ways in which language is used to express and shape socio-cultural ideas and values. 
    OUTCOME RANGE 
    At this level, learners engage with a wide range of texts which have different aims and purposes. The texts deal with a variety of contexts such as:

    Civil society
    Literary contexts
    Media contexts
    Gender and race contexts
    Historical, social and political contexts
    Institutional contexts
    Workplace/industry contexts
    Personal relations and interpersonal relations 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Literary devices and colloquialisms that express and shape socio-cultural ideas and values are identified (e.g. metaphor, symbolism, slang, stereotyping, imagery, humour, etc.). 

    ASSESSMENT CRITERION 2 
    2. Literary devices and colloquialisms that express and shape socio-cultural ideas and values are explained in terms of the socio-cultural context in which they are used. 

    ASSESSMENT CRITERION 3 
    3. The effect that literary devices and colloquial language are intended to have on readers/other participants is explained. 

    SPECIFIC OUTCOME 5 
    Identify, analyse and respond to the manipulative, ideologically-driven and biased uses of language. 
    OUTCOME RANGE 
    At this level, learners engage with a wide range of texts which have different aims and purposes. The texts deal with a variety of contexts such as:

    Civil society
    Literary contexts
    Media contexts
    Gender and race contexts
    Historical, social and political contexts
    Institutional contexts
    Workplace/industry contexts
    Personal relations and interpersonal relations 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Manipulative uses of language and texts are identified (e.g. emotive pictures, rhetoric, emotive language, gestures, tone, persuasive language, distorted graphical and numerical information). 

    ASSESSMENT CRITERION 2 
    2. Biased uses of language and texts are identified (e.g. stereotypes, rhetoric, opinion being presented as fact, biased graphical and numerical information). 

    ASSESSMENT CRITERION 3 
    3. Ideologically driven uses of language and texts are identified (e.g. political jargon, persuasive language). 

    ASSESSMENT CRITERION 4 
    4. Judgements about manipulative, ideologically driven and biased uses of language and texts are effectively justified. 

    ASSESSMENT CRITERION 5 
    5. The use of manipulative, ideologically driven and biased language and texts is effectively challenged. 

    SPECIFIC OUTCOME 6 
    Explain, challenge and respond to attitudes towards languages and language varieties. 
    OUTCOME NOTES 
    Evidence for this outcome will probably be informally assessed through discussion and debate. 
    OUTCOME RANGE 
    At this level, learners engage with a wide range of texts which have different aims and purposes. The texts deal with a variety of contexts such as:

    Civil society
    Literary contexts
    Media contexts
    Gender and race contexts
    Historical, social and political contexts
    Institutional contexts
    Workplace/industry contexts
    Personal relations and interpersonal relations 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Different attitudes towards languages and language varieties are explained in terms of socio-cultural and economic factors. 

    ASSESSMENT CRITERION 2 
    2. Awareness of power relations between different languages and language varieties is shown. 

    ASSESSMENT CRITERION 3 
    3. The appropriateness of different communication norms and conventions as used in a multicultural society is discussed. 

    ASSESSMENT CRITERION 4 
    4. Tolerance is demonstrated and expressed towards people who speak different languages and language varieties. 

    ASSESSMENT CRITERION 5 
    5. Intolerant attitudes towards particular languages and language varieties are challenged. 

    SPECIFIC OUTCOME 7 
    Produce a text to show a critical awareness of language usage. 
    OUTCOME RANGE 
    At this level, learners engage with a wide range of texts which have different aims and purposes. The texts deal with a variety of contexts such as:

    Civil society
    Literary contexts
    Media contexts
    Gender and race contexts
    Historical, social and political contexts
    Institutional contexts
    Workplace/industry contexts
    Personal relations and interpersonal relations 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. A text is produced for a particular purpose and audience (e.g. pamphlets, posters, advertisements, learner's own purpose). 

    ASSESSMENT CRITERION 2 
    2. A text is produced to express opinions and/or emotions. 

    ASSESSMENT CRITERION 3 
    3. Language appropriate to the purpose of the text is used (e.g. manipulative, emotive, persuasive, biased, etc.). 

    ASSESSMENT CRITERION 4 
    4. Effective visual strategies appropriate to the purpose of the text are used for effect (e.g. emotive pictures, gestures). 



    UNIT STANDARD NOTES 
    This unit standard has been replaced by 12462, which is "Engage in a range of speaking and listening interactions for a variety of purposes", NQF Level 1, 6 Credits.

    Several outcomes may be demonstrated together in one task. Many of the assessment criteria apply across outcomes. The list of assessment criteria given under each outcome is not exhaustive for that outcome, but gives those that are specific to that outcome. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Fundamental  23114   Basic Certificate: Early Childhood Development  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered" 
    2009-01-10  ETDP SETA 
    Fundamental  22971   General Education and Training Certificate: Conservation  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered" 
    2012-06-30  CATHSSETA 
    Fundamental  22190   General Education and Training Certificate: Tourism  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered" 
    2012-06-30  CATHSSETA 
    Fundamental  23853   GETC: Domestic Services  Level 1  NQF Level 01  Reregistered  2023-06-30  SERVICES 
    Fundamental  22977   National Certificate: Construction: Roadworks  Level 1  NQF Level 01  Passed the End Date -
    Status was "Registered" 
    2005-12-04  CETA 
    Fundamental  14406   National Certificate: Early Childhood Development: Preschool Phase  Level 1  NQF Level 01  Passed the End Date -
    Status was "Registered" 
    2003-10-11  Was ETDP SETA until Last Date for Achievement 
    Fundamental  20287   National Certificate: Farming  Level 1  NQF Level 01  Reregistered  2023-06-30  AgriSETA 
    Fundamental  14891   National Certificate: Agricultural Machinery Technician  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered" 
    2007-10-18  Was AgriSETA until Last Date for Achievement 


    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. Balemi Consulting Pty Ltd 
    2. Centre for Creative Education/Iziko Labantu be Afrika 
    3. Compass Academy of Learning 
    4. Hot To Go Training College and Services 
    5. KayDee Project Management Cc 
    6. NWK Beperk 
    7. RCL Foods-Sugar & Milling 
    8. Rhodes University 
    9. Setlakala Business Development 
    10. Skills Fusion 
    11. Taletso FET College - Central Office 



    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.