SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Analyse, appreciate and evaluate selected and unseen visual/written texts in X

SAQA US ID	UNIT STANDARD TITLE
114995	Analyse, appreciate and evaluate selected and unseen visual/written texts in X
ORIGINATOR
SGB Foreign Languages
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	Level 5	Level TBA: Pre-2009 was L5	5
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 does not replace any other unit standard and is not replaced by any other unit standard.

PURPOSE OF THE UNIT STANDARD

This unit standard will be useful to people who wish to acquire further reading skills in X. This unit standard will most likely be taken in conjunction with standards for listening, speaking and writing.

The unit standard will also be useful to learners who wish to use X for:

Practical purposes

Cultural and vocabulary enrichment

Reinforcement of language structures

Enjoyment

Knowledge and understanding of socio-cultural and historical elements

Learners credited with this unit standard are able to:

Analyse texts

Respond to texts

Evaluate texts

This level provides very useful communication skills for the workplace.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The credit calculation is based on the assumption that learners have already achieved the outcomes of NQF level 4 for the reading skill and have a developing ability in listening, speaking and writing skills.

UNIT STANDARD RANGE

The following scope and context apply to the whole unit standard:

"Appreciate" involves learning to value and enjoy rather than critically evaluating.

"Visual/written texts" should be of differing lengths in which language structures and vocabulary are appropriate to NQF level 5.

Texts are to be selected with the needs and context of learners in mind. The texts should as far as possible be authentic and must include a wide range of non-literary and some literary texts such as songs, poetry, short stories, prose and dramas, or extracts from these.

At this level assessment of reading relies heavily on written/spoken responses: the focus of the assessment must be on the reading comprehension skills and not on the ability to write or to speak. Formulation of questions/tasks should be easily understood: the degree of linguistic difficulty of the question/task must not be a barrier in itself.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Analyse texts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The main ideas and themes are explained.

ASSESSMENT CRITERION 2

Main and supporting ideas are distinguished.

ASSESSMENT CRITERION 3

Specific information and details are extracted.

ASSESSMENT CRITERION 4

Opinions and feelings expressed in the text are identified and discussed.

ASSESSMENT CRITERION 5

Language structures are recognised and their use/effects explained.

ASSESSMENT CRITERION 6

Cultural elements and their influence are considered and discussed.

ASSESSMENT CRITERION 7

Nuances are understood and inferences justified.

ASSESSMENT CRITERION 8

The techniques, style and form are discussed with reference to the purpose, context and audience.

SPECIFIC OUTCOME 2

Respond to texts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Personal responses to the texts are given and justified.

ASSESSMENT CRITERION 2

Characters/players and their roles are evaluated from a personal point of view.

ASSESSMENT CRITERION 3

Figurative and rhetorical language and literary devices are explored and their effectiveness motivated.

SPECIFIC OUTCOME 3

Evaluate texts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The text is assessed and critically appraised.

ASSESSMENT CRITERION 2

Critical language awareness is demonstrated through analysis.

ASSESSMENT CRITERION RANGE

Choice of words, punctuation, language structures, images, icons, symbols, repetition, style, fonts, layout, headings, sub/titles, captions. Illustrations, graphics, film techniques, etc.

ASSESSMENT CRITERION 3

How choice of language and images may reflect and shape values and attitudes is explored and explained.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Anyone assessing a candidate against this unit standard must be registered as an assessor with the relevant ETQA. In particular, this means the assessors must be competent to assess learners of X.

Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider through the relevant ETQA by SAQA.

Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines and the agreed ETQA procedures.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The following essential embedded knowledge will be assessed against the specific outcomes stipulated in the assessment criteria. Achievement of the specific outcomes depends on mastery of the listed 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 learner's performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard.

Vocabulary, language conventions and structures

Dictionary skills

Socio-cultural and political awareness in X countries

Geographical situation and features

Similarities across languages

Areas of interference between languages

Evolution of language

UNIT STANDARD DEVELOPMENTAL OUTCOME

Show responsibility towards the environment and the health of others (texts from other countries increase awareness and promote reflection)

Develop cultural and aesthetic sensitivity across a range of social contexts (texts present diverse ways of thinking and creating)

Reflect on and explore a variety of strategies to learn more effectively (reading, note-taking, summarising, etc)

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems seeking information appropriate to tasks, deciding on appropriate action and seeking appropriate resources for tasks; increasing complex decisions are made without guidance, eg concerning format, style, register, cultural approach, finalising processes of independent thought

UNIT STANDARD CCFO WORKING

Work effectively with others as a member of a team / group / organisation / community (activities such as role play, group planning and achievement teach interpersonal skills, sharpen capacity to recognise various types of potential contributions by others, mediate understanding and resolve conflict)

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively : homework, regular revision and commitment to extra-mural activities; increased complexity of activities (academic, extra-mural, home) results in training in choices and self-discipline and intrinsic satisfaction at accomplishments is perceptible

UNIT STANDARD CCFO COLLECTING

Organise, analyse and critically evaluate information

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively, in the modes of aural, oral, audio-visual and written presentations, using visual, numerical, graphic and/or specific, learnt, inter-language skills as well as applicable forms of gesture and other cultural attitudes and actions

UNIT STANDARD CCFO SCIENCE

Use information and communication technology effectively and critically, incorporating international styles, formats, conventions and techniques

UNIT STANDARD CCFO CONTRIBUTING

Understand the world as a set of inter-related parts of a system and appreciate the role of language in geographical, political and cultural diversity

UNIT STANDARD ASSESSOR CRITERIA

Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:

The goal is to declare the learner competent in terms of the title. To ensure that assessment is integrated rather than fragmented, focus the assessment on gathering evidence in terms of the main outcome expressed in the title. Where assessment at title level is unmanageable, focus assessment around each specific outcome or, preferably, 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.

Do not focus 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 other 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.

REREGISTRATION HISTORY

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

UNIT STANDARD NOTES

Kindly note that the letter 'X' used in this Unit Standard denotes a foreign language from the Germanic and Romance languages. This Unit Standard is generic.

Although the focus of each unit standard may be on one particular skill, the teaching and learning of all skills is integrated. Form and function should be contextualised. This integration is best achieved through a pragmatic and communicative text-based approach.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Elective	49710	National Diploma: Development Practice	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	ETDP SETA

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.

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