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: 

Engage with aesthetic, affective, cultural and social values in texts 
SAQA US ID UNIT STANDARD TITLE
7526  Engage with aesthetic, affective, cultural and social values in texts 
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
12469  Read and respond to a range of text types  Level 1  NQF Level 01  Complete 

PURPOSE OF THE UNIT STANDARD 
The learner will be able to appreciate, use and create texts as an expression of thoughts, feelings, attitudes and values. Learners are exposed to a wide variety of genres.
The learners` ability to recognse and use literary devices improves their own language use, and develops listening, reading and viewing skills. 

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 
1. "Text" refers to written, visual and spoken texts.
2. The term "engage with" covers both reception (reading, listening and viewing) and production (writing and speaking) of texts.
3 Reading or listening texts:
Texts at this level include narrative, persuasive, factual and everyday/information texts.
Texts may be of mixed types.
Texts at appropriate level may be chosen and provided by the learner.
Vocabulary is extensive yet accessible.
Difficult or unfamiliar vocabulary can generally be inferred from context.
The full range of punctuation marks is used in texts.
4 Written or spoken texts:
Texts produced at this level are less complex than those which learners read or hear.
Texts produced include narrative, persuasive, factual and everyday information texts.
The full range of punctuation marks is expected at this level.
Written or spoken products are not expected to be completely free of error.
5. Examples are given under specific outcomes in order to illustrate the kinds of evidence required by the assessment criterion. The examples given are not all-inclusive.


At this level, learners engage with a wide range of texts in a variety of contexts.
The emphasis is to develop a learner`s ability to appreciate, use and create texts in relation to:
Knowledge (e.g. related to history, social conditions, human experiences, human rights, workplace issues);
Aesthetics (e.g. appreciation of the artistic elements, innovative use of language in consumer society such as slogans, logos, marketing techniques);
Relationships (e.g. social sensibility, power relations);
Emotions (e.g. sympathy, empathy, identification, rejection). 

UNIT STANDARD OUTCOME HEADER 
Identify, analyse, evaluate and use literary and 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Identify, analyse, evaluate and use literary and stylistic devices. 
OUTCOME RANGE 
1. "Text" refers to written, visual and spoken texts.
2. The term "engage with" covers both reception (reading, listening and viewing) and production (writing and speaking) of texts.
3. Reading or listening texts:
Texts at this level include narrative, persuasive, factual and everyday/information texts.
Texts may be of mixed types.
Texts at appropriate level may be chosen and provided by the learner.
Vocabulary is extensive yet accessible.
Difficult or unfamiliar vocabulary can generally be inferred from context.
The full range of punctuation marks is used in texts.
4. Written or spoken texts:
Texts produced at this level are less complex than those which learners read or hear.
Texts produced include narrative, persuasive, factual and everyday information texts.
The full range of punctuation marks is expected at this level.
Written or spoken products are not expected to be completely free of error.
5. Examples are given under specific outcomes in order to illustrate the kinds of evidence required by the assessment criterion. The examples given are not all-inclusive.


At this level, learners engage with a wide range of texts in a variety of contexts.
The emphasis is to develop a learner's ability to appreciate, use and create texts in relation to:
Knowledge (e.g. related to history, social conditions, human experiences, human rights, workplace issues);
Aesthetics (e.g. appreciation of the artistic elements, innovative use of language in consumer society, such as slogans, logos, marketing techniques);
Relationships (e.g. social sensibility, power relations);
Emotions (e.g. sympathy, empathy, identification, rejection). 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Aesthetic and creative language is identified and used (e.g. descriptive vocabulary). 

ASSESSMENT CRITERION 2 
2. Literary devices are identified and explained in context (e.g. symbolism, metaphor, simile and other poetic devices). 

ASSESSMENT CRITERION 3 
3. The effects of the literary devices are discussed with supporting evidence. 

ASSESSMENT CRITERION 4 
4. Stylistic devices are recognised in context (e.g. humour, emotive, persuasive language, tone and register). 

SPECIFIC OUTCOME 2 
Give and justify opinions on texts. 
OUTCOME RANGE 
1. "Text" refers to written, visual and spoken texts.
2. The term "engage with" covers both reception (reading, listening and viewing) and production (writing and speaking) of texts.
3. Reading or listening texts:
Texts at this level include narrative, persuasive, factual and everyday/information texts.
Texts may be of mixed types.
Texts at appropriate level may be chosen and provided by the learner.
Vocabulary is extensive yet accessible.
Difficult or unfamiliar vocabulary can generally be inferred from context.
The full range of punctuation marks is used in texts.
4. Written or spoken texts:
Texts produced at this level are less complex than those which learners read or hear.
Texts produced include narrative, persuasive, factual and everyday information texts.
The full range of punctuation marks is expected at this level.
Written or spoken products are not expected to be completely free of error.
5. Examples are given under specific outcomes in order to illustrate the kinds of evidence required by the assessment criterion. The examples given are not all-inclusive. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Theme or message of text is identified. 

ASSESSMENT CRITERION 2 
2. An opinion is given. 

ASSESSMENT CRITERION 3 
3. Conclusions, opinions and judgements derived from texts are supported. 

SPECIFIC OUTCOME 3 
Review opinions in relation to the opinions of others. 
OUTCOME NOTES 
Evidence for this outcome could be assessed through discussion and debate. 
OUTCOME RANGE 
1. "Text" refers to written, visual and spoken texts.
2. The term "engage with" covers both reception (reading, listening and viewing) and production (writing and speaking) of texts.
3. Reading or listening texts:
Texts at this level include narrative, persuasive, factual and everyday/information texts.
Texts may be of mixed types.
Texts at appropriate level may be chosen and provided by the learner.
Vocabulary is extensive yet accessible.
Difficult or unfamiliar vocabulary can generally be inferred from context.
The full range of punctuation marks is used in texts.
4. Written or spoken texts:
Texts produced at this level are less complex than those which learners read or hear.
Texts produced include narrative, persuasive, factual and everyday information texts.
The full range of punctuation marks is expected at this level.
Written or spoken products are not expected to be completely free of error.
5. Examples are given under specific outcomes in order to illustrate the kinds of evidence required by the assessment criterion. The examples given are not all-inclusive.

At this level, learners engage with a wide range of texts in a variety of contexts.
The emphasis is on developing a learner's ability to appreciate, use and create texts in relation to:
Knowledge (e.g. related to history, social conditions, human experiences, human rights, workplace issues);
Aesthetics (e.g. appreciation of the artistic elements, innovative use of language in consumer society such as slogans, logos, marketing techniques);
Relationships (e.g. social sensibility, power relations);
Emotions (e.g. sympathy, empathy, identification, rejection). 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Own opinions are effectively communicated to others. 

ASSESSMENT CRITERION 2 
2. Opinions of others are acknowledged. 

ASSESSMENT CRITERION 3 
3. Opinions of others are clarified. 

ASSESSMENT CRITERION 4 
4. Opinions of others are discussed. 

ASSESSMENT CRITERION 5 
5. Original own opinion is reviewed in the light of discussion. 

SPECIFIC OUTCOME 4 
Relate texts to own personal lives and lives of others. 
OUTCOME RANGE 
1. "Text" refers to written, visual and spoken texts.
2. The term "engage with" covers both reception (reading, listening and viewing) and production (writing and speaking) of texts.
3. Reading or listening texts:
Texts at this level include narrative, persuasive, factual and everyday/information texts.
Texts may be of mixed types.
Texts at appropriate level may be chosen and provided by the learner.
Vocabulary is extensive yet accessible.
Difficult or unfamiliar vocabulary can generally be inferred from context.
The full range of punctuation marks is used in texts.
4. Written or spoken texts:
Texts produced at this level are less complex than those which learners read or hear.
Texts produced include narrative, persuasive, factual and everyday information texts.
The full range of punctuation marks is expected at this level.
Written or spoken products are not expected to be completely free of error.
5. Examples are given under specific outcomes in order to illustrate the kinds of evidence required by the assessment criterion. The examples given are not all-inclusive.

At this level, learners engage with a wide range of texts in a variety of contexts.
The emphasis is on developing a learner's ability to appreciate, use and create texts in relation to:
Knowledge (e.g. related to history, social conditions, human experiences, human rights, workplace issues);
Aesthetics (e.g. appreciation of the artistic elements, innovative use of language in consumer society such as slogans, logos, marketing techniques);
Relationships (e.g. social sensibility, power relations);
Emotions (e.g. sympathy, empathy, identification, rejection). 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Own experience, knowledge and emotions are drawn on when responding to and producing texts. 

ASSESSMENT CRITERION 2 
2. Conclusions, opinions and judgements derived from a text are expressed and supported. 

ASSESSMENT CRITERION 3 
3. Knowledge of other people's lives is drawn on when responding to and producing texts. 

SPECIFIC OUTCOME 5 
Identify ways in which context affects meaning and understanding. 
OUTCOME RANGE 
1. "Text" refers to written, visual and spoken texts.
2.The term "engage with" covers both reception (reading, listening and viewing) and production (writing and speaking) of texts.
3. Reading or listening texts:
Texts at this level include narrative, persuasive, factual and everyday/information texts.
Texts may be of mixed types.
Texts at appropriate level may be chosen and provided by the learner.
Vocabulary is extensive yet accessible.
Difficult or unfamiliar vocabulary can generally be inferred from context.
The full range of punctuation marks is used in texts.
4. Written or spoken texts:
Texts produced at this level are less complex than those which learners read or hear.
Texts produced include narrative, persuasive, factual and everyday information texts.
The full range of punctuation marks is expected at this level.
Written or spoken products are not expected to be completely free of error.
5. Examples are given under specific outcomes in order to illustrate the kinds of evidence required by the assessment criterion. The examples given are not all-inclusive.

At this level, learners engage with a wide range of texts in a variety of contexts.
The emphasis is on developing a learner's ability to appreciate, use and create texts in relation to:
Knowledge (e.g. related to history, social conditions, human experiences, human rights, workplace issues);
Aesthetics (e.g. appreciation of the artistic elements, innovative use of language in consumer society such as slogans, logos, marketing techniques);
Relationships (e.g. social sensibility, power relations);
Emotions (e.g. sympathy, empathy, identification, rejection). 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Contextual clues are used to support understanding of the text. 

ASSESSMENT CRITERION 2 
2. The possible cultural and social context in which the text was produced is inferred from contextual clues (e.g. historical period shown by vocabulary). 

ASSESSMENT CRITERION 3 
3. The text is understood in terms of the inferred socio-cultural context in which it was produced. 

ASSESSMENT CRITERION 4 
4. The effects of socio-cultural context on the interpretation of text are identified (e.g. the effect of a text on the role of women in the 19th C may be different from the effect of the same text in the 20th C). 



UNIT STANDARD NOTES 
This unit standard has been replaced by 12469 which is "Read and respond to a range of text types", level 1 credits 6

Special Notes:

The terms `aesthetic`, affective` and `genre` in this unit standard are understood as follows:
`aesthetic`: artistic, creative and innovative qualities;
`affective`: relating to emotions and feelings;
`genre`: category or type, such as types of texts and styles of writing.

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  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. Anglo American Platinum Limited 
2. ANGLOGOLD ASHANTI LTD (V/R) 
3. ASSOCIATED MANGANESE MINES OF SA LTD 
4. Balemi Consulting Pty Ltd 
5. Compass Academy of Learning 
6. Concor Projects (pty) Ltd 
7. Eastcape Midlands Public FET College - Uitenhage (High Street)Campus 
8. EASTERN PLATINUM LIMITED 
9. ERGO BUSINESS DEVELOPMENT ACADEMY 
10. Exxaro Coal Pty Ltd 
11. FOSKOR Pty Ltd 
12. Fundisa Zonke Training Academy 
13. HARMONY GOLD MINING COMPANY LIMITED 
14. Hot To Go Training College and Services 
15. IMPALA PLATINUM LIMITED 
16. IMPALA PLATINUM LIMITED - RUSTENBURG 
17. KayDee Project Management Cc 
18. KHUTALA COLLIERY 
19. LAFARGE SOUTH AFRICA PTY LTD 
20. Mathome Training & Development 
21. MATLA COLLIERY 
22. MESSINA PLATINUM MINES 
23. MINTEK 
24. MODIKWA PLATINUM MINE 
25. MURRAY & ROBERTS CEMENTATION PTY LTD 
26. NORTHAM PLATINUM LIMITED 
27. NWK Beperk 
28. Palabora Copper Pty Ltd 
29. RCL Foods-Sugar & Milling 
30. Rhodes University 
31. Richtrau No 177 Pty Ltd t/a Bokoni Platinum Mines (Lebowa Platinum Mines) 
32. SENZEKO EXECUTIVE RISK CC 
33. Setlakala Business Development 
34. SHAFT SINKERS MINING PTY LTD 
35. SIBANYE GOLD ACADEMY PROPRIETARY LIMITED 
36. Skills Fusion 
37. Taletso FET College - Central Office 
38. VENETIA MINE 
39. WESTERN PLATINUM KAREE MINE 
40. Xtrata SA Pty Ltd t/a Xstrata Alloys Business Unit Western mines 



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.