SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Speak and respond in everyday situations in X

SAQA US ID	UNIT STANDARD TITLE
114999	Speak and respond in everyday situations 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 2	NQF Level 02	6
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 learners who expect to acquire a limited competence in X and to communicate orally in a situation where X is spoken. This unit standard will most likely be used as a springboard for X at levels 3 and 4.

People credited with this unit standard will be able to:

respond comprehensibly in simple situations

cope in simple situations

pronounce adequately for communication purposes

access information and use it to prepare simple oral communication

maintain a simple conversation

speak on a given topic

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The credit calculation is based on the assumption that the learners have already achieved the outcomes of NQF level 1 for the speaking skill, and have some ability in the listening, reading and writing skills, and:

can recognise sound and intonation in X

can sustain very simple dialogue about self and immediate environment (classroom/home/office, nationality) and can ask questions like "where" and "what" (days of week, directions, numbers)

can access information from signs and simple written instructions

UNIT STANDARD RANGE

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

"Everyday" includes own environment contexts/topics giving/eliciting opinions, preferences and comments.

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

Access information and use it to prepare simple oral communication.

OUTCOME RANGE

Information" includes signs, short texts, schedules, timetables, captions, maps, etc.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

A vocabulary list is compiled.

ASSESSMENT CRITERION 2

Selected material is appropriate to the topic.

SPECIFIC OUTCOME 2

Maintain a simple conversation.

OUTCOME RANGE

Conversation is coherently and meaningfully sustained in simple and mostly correct sentences for 60-90 seconds. Since sustained meaning is developed through practice, communication can be prepared or impromptu, based on contexts and language structures already encountered by the learner. These will include the asking and answering of simple questions and simple justifications of personal opinions. Only the most obvious transpositions are required - shift from first to third person, from one personal context to another such as I like/my brother likes, from home to school or holiday setting.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Content of communication is structured in a way that creates meaning.

ASSESSMENT CRITERION 2

The correct register for the most common everyday encounters is used.

ASSESSMENT CRITERION RANGE

"Common encounters" include those with immediate superior, known and unfamiliar persons.

ASSESSMENT CRITERION 3

Pronunciation and intonation are recognisable and the difference between question, statement and exclamation is clear.

ASSESSMENT CRITERION 4

Grammatical forms and structures used are recognisable enough to create meaning.

SPECIFIC OUTCOME 3

Speak on a given topic.

OUTCOME RANGE

"Topic" should be familiar and/or accessible.
Speaking must be sustained for 20-30 seconds, without notes.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Content is relevant.

ASSESSMENT CRITERION 2

Pronunciation and intonation are comprehensible.

ASSESSMENT CRITERION 3

Language forms and structures are recognisable enough to create meaning

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, thus 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

N/A

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

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

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

UNIT STANDARD CCFO COLLECTING

Collect and organise 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

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

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)

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
Fundamental	66589	National Certificate: Horticulture	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Fundamental	66429	National Certificate: Landscape Irrigation	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Elective	49556	National Certificate: Development Practice	Level 2	NQF Level 02	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.

1.	Early Inspiration
2.	EASY ENGLISH CENTRE CC