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

Motivate judgements on selected literary texts 
SAQA US ID UNIT STANDARD TITLE
8978  Motivate judgements on selected literary texts 
ORIGINATOR
SGB GET/FET Language and Communication 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Language 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular-Fundamental  Level 4  NQF Level 04 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 
2004-10-13  2006-02-09  SAQA 0356/04 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2007-02-09   2010-02-09  

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
119461  Make and motivate judgements on selected literary texts  Level 4  NQF Level 04  Complete 

PURPOSE OF THE UNIT STANDARD 
Competence at this level will enable learners to respond to issues, characters and situations presented in literary contexts. They will use their developing ability to recognise and explain elements of genres to reflect on the socio-cultural values inherent in texts, how these values may have changed since the text was written and/or how texts are likely to be interpreted by different groups.

As learners increase their knowledge of writers and literary works, and as they experience, through literature, times, events, cultures, and values different from their own, they deepen their understanding of the many dimensions of human thought and human experience. They will explore their own interpretations to a range of literary texts and compare these with others`.

Learners credited with this unit standard are able to:
  • engage successfully with selected literary texts to discover meaning
  • explore and explain how certain features influence responses to literary texts
  • produce own texts in response to issues and ideas in literary texts 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard: NQF level 3 unit standard.

    US: FET-S/13 Interpret a variety of literary texts 

    UNIT STANDARD RANGE 
    The learner can read for enjoyment, analyse elements of literary genres and engage with texts from a range of contexts

    A variety of written and visual texts: picture books, folklore, traditional stories (written and oral), myths, legends, novels, feature films, short stories, poetry, learners` own speaking and writing, non-fiction (biographies and filmed documentaries), scripted and improvised drama/plays, television serials, video clips, cartoons and comics, song lyrics.

    Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Engage successfully with selected literary texts to discover meaning. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. A variety of listening/reading/viewing strategies are used to extract meaning from texts. 
    ASSESSMENT CRITERION RANGE 
    Skimming, scanning, prediction, questioning, knowledge of form of text types, pre-reading, rereading, using design features/visuals as clues to meaning.
     

    ASSESSMENT CRITERION 2 
    2. Interpretations of texts and insights are supported with a simple range of reasons and facts relevant to the discussion. 

    ASSESSMENT CRITERION 3 
    3. Peer opinions are considered and own response confirmed or adapted as necessary. 

    SPECIFIC OUTCOME 2 
    Explore and explain how certain features influence responses to literary texts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Find clues in texts that reveal values, attitudes or beliefs of authors. 

    ASSESSMENT CRITERION 2 
    2. Analyse how readers' different backgrounds might influence the way they understand a text. 

    ASSESSMENT CRITERION 3 
    3. Knowledge of elements of drama is used to understand and interpret examples of the genre. 
    ASSESSMENT CRITERION RANGE 
    Plot, subplot, character portrayal, conflict, dramatic structure, dialogue, stage directions.
     

    ASSESSMENT CRITERION 4 
    4. Knowledge of elements of the short story/folklore/short essays is used to understand and interpret examples of the genre. 
    ASSESSMENT CRITERION RANGE 
    Plot, characterisation, setting, conflict, theme, point of view, introductions.
     

    ASSESSMENT CRITERION 5 
    5. Knowledge of the elements of the novel are used to understand and interpret examples of the genre. 
    ASSESSMENT CRITERION RANGE 
    Plot, subplot, characterisation, setting, background, conflict, theme, point of view, narrative voice, cultural/historical contexts.
     

    ASSESSMENT CRITERION 6 
    6. Knowledge of the elements of poetry is used to understand and interpret examples of the genre. 
    ASSESSMENT CRITERION RANGE 
    Rhyme, punctuation, patterned/free verse forms, imagery, sound devices.
     

    ASSESSMENT CRITERION 7 
    7. Authors' techniques to help communicate ideas and to achieve particular effects are analysed. 
    ASSESSMENT CRITERION RANGE 
    Simile, metaphor, personification, imagery, onomatopoeia, alliteration, different fonts and typefaces, cinematographic techniques (camera angles, lighting, sound effects, dialogue) headlines, photographs, captions, visuals.
     

    SPECIFIC OUTCOME 3 
    Produce own texts in response to issues and ideas in literary texts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The way characters are revealed is analysed. 
    ASSESSMENT CRITERION RANGE 
    What they say, what they do, what others say to them/about them, what others do to them.
     

    ASSESSMENT CRITERION 2 
    2. The plot is outlined and related to the theme. 

    ASSESSMENT CRITERION 3 
    3. Setting and background are described. 

    ASSESSMENT CRITERION 4 
    4. Personal interpretation of selected passages is given. 

    ASSESSMENT CRITERION 5 
    5. Relevant evidence from a text to support opinions and judgements is presented. 

    ASSESSMENT CRITERION 6 
    6. Literature is interpreted in imaginative ways, responding creatively to texts in a variety of written and non-written forms. 
    ASSESSMENT CRITERION RANGE 
    Rewriting an incident in a text from the point of view of another character, responding in poetic form, writing as if one were a character, making visual or musical or dramatic responses to a text, writing a new ending/epilogue/ introduction/ prologue.
     

    ASSESSMENT CRITERION 7 
    7. One's writing is edited to improve grammar, style and content. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Providers of learning towards this unit standard will need to meet the accreditation requirements of the FENFETQA.

    Moderation Option: The moderation requirements of the GENFETQA must be met in order to award credit to learners for this unit standard. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria:

    Learners can understand and explain that language, when used figuratively or for storytelling, can be used to create an illusion of reality. Learners apply their knowledge of language and literature features and conventions to an awareness of how fictional texts differ from factual ones.

    Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the stated embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate`s performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems: using context to decode and make meaning individually and in groups in oral, reading and written activities. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams: using interactive speech in activities, discussion and research projects. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one`s activities responsibly and effectively through using language. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information: fundamental to the process of developing language capability across language applications and fields of study. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills: in formal and informal communications. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically: using technology to access and present texts. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of inter-related parts of a system: through using language to explore and express links, and exploring a global range of contexts and texts. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Contribute to the full development of self by engaging with texts that stimulate awareness and development of life skills and the learning process. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • 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. The goal is to declare the learner competent in terms of the title. Where assessment at title level is unmanageable, focus assessment around each specific outcome, or groups of specific outcomes
  • 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
  • do not focus the assessment activities on each assessment criterion. Ensure that the assessment activities focus on outcomes and that sufficient evidence around all the assessment criteria is gathered
  • the assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required
  • 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 in a number of different contexts. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible
  • all assessments should be conducted in line with the following well-documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning. Assessment should be valid, direct, authentic, sufficient, systematic, open and consistent. 

  • UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 119461, which is "Make and motivate judgements on selected literary texts", Level 4, 5 credits. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Fundamental  50329   Further Education and Training Certificate: Radiation Protection  Level 4  NQF Level 04  Reregistered  2023-06-30  EWSETA 
    Fundamental  14854   National Certificate: Agric Sales and Services  Level 4  NQF Level 04  Reregistered  2023-06-30  AgriSETA 
    Fundamental  20638   National Certificate: Collective Investment Schemes  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2004-12-05  INSETA 
    Fundamental  20639   National Certificate: Healthcare Benefits Administration: Claims Assessing  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2004-12-05  INSETA 
    Fundamental  20893   National Certificate: Human Resources Management and Practices Support  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2005-02-13  Was SABPP until Last Date for Achievement 
    Fundamental  20773   National Certificate: Long Term Insurance  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2004-12-05  INSETA 
    Fundamental  21792   National Diploma: Contact Centre Management  Level 5  NQF Level 05  Reregistered  2023-06-30  SERVICES 
    Fundamental  48784   National Diploma: Translation  Level 5  NQF Level 05  Reregistered  2021-06-30  CHE 
    Elective  49049   Further Education and Training Certificate: Lump Ore Beneficiation  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2009-02-18  Was MQA 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. Cedara College of Agriculture 
    3. Elsenburg Agricultural Training Institute 
    4. Finsch Diamonds Mine 
    5. Invuya Institute of Learning (Pty) Ltd 
    6. MODIKWA PLATINUM MINE 
    7. NWK Beperk 
    8. RCL Foods-Sugar & Milling 
    9. Sekhukhune FET College - Central Office 
    10. Senwes Beperk 
    11. Suidwes Beleggings Eiendoms Beperk 
    12. Thusang Metallurgical Engineering Training and Consulting 
    13. VKB LANDBOU (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.