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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Select technical terminology

SAQA US ID	UNIT STANDARD TITLE
115018	Select technical terminology
ORIGINATOR
SGB Translation, Interpreting and Language Editing
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 7	Level TBA: Pre-2009 was L7	10
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

The purpose of the learning is that standardised and non-standardised technical terms are selected or generated for a specific field of information. This unit standard requires learners to be able to select the correct terms, or to generate suitable terms, to ensure that the impact of errors in terminology within a specific field can be eliminated. Errors in terminology may lead to life and economic losses, for example, in the health sciences in the event of incorrect terminology in prescription medication documentation. Where no terminology exists, the creation of new terms that are culture and language appropriate, facilitates multi lingualism, access and equality.

Credited learners are capable of:

Consulting specialised sources relevant to the context

Distinguishing between standardised and non-standardised terms for classification purposes

Selecting strategies to translate terms for specific contexts and purposes

Generating terms for specific contexts

Justifying strategies for identifying and selecting terms

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The credits and level assigned to this unit standard are based on the assumption that learners have already attained the following competencies:

Collect, analyse, organise and communicate information

Communicate effectively using language skills in the mode of written presentation in two languages

Situate text in terms of culture

Translate pragmatic text

Collect and organise information resources for pragmatic text translation

Range: Networking, storing information, annotation of text, etc.

Organise and manage quality of own translation and translation activities responsibly and effectively ensuring quality of own and other translations

UNIT STANDARD RANGE

The typical scope of this unit standard is competence relating to the translation of specialised text for specialised readership, rather than general readership, and pragmatic text.

Fields/contexts include agriculture and nature conservation; culture and arts; business, commerce and management; communication studies and language; education, training and development; manufacturing, engineering and technology; human and social sciences; law, military science and security; health sciences and social services; physical, mathematical, computer and life sciences; services; physical planning and construction.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Consult specialised sources relevant to the context.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Specialised sources are considered

ASSESSMENT CRITERION 2

Terms used are relevant to specific context

ASSESSMENT CRITERION 3

Specialised sources consulted are relevant to the context

ASSESSMENT CRITERION 4

Recognised selection methods are used

SPECIFIC OUTCOME 2

Distinguish between standardised and non-standardised terms for classification purposes.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Context-specific terminology is considered

ASSESSMENT CRITERION RANGE

Standardised, non-standardised

ASSESSMENT CRITERION 2

Description of identified terms is accurate in terms of recognised sources

ASSESSMENT CRITERION 3

Classification of identified terms is accurate in terms of recognised language norms

SPECIFIC OUTCOME 3

Select strategies to translate terms for specific contexts and purposes.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Selected strategies to generate terms are justified

ASSESSMENT CRITERION 2

Strategies selected are in accordance with agreed purpose

ASSESSMENT CRITERION 3

Strategies selected to determine correct terms are considered in relation to given context

ASSESSMENT CRITERION 4

Strategies selected are appropriate to context

ASSESSMENT CRITERION 5

Selected strategies for generating terms are consistent

SPECIFIC OUTCOME 4

Generate terms for specific contexts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Terms generated are relevant for specific contexts

ASSESSMENT CRITERION 2

Terms generated promote easy reading for the specific audience in the specific context

ASSESSMENT CRITERION 3

Terms generated are in accordance with agreed purpose

ASSESSMENT CRITERION 4

Terms generated are in accordance with recognised guidelines

ASSESSMENT CRITERION 5

Terms generated are correct in terms of and correspond to target language conventions

SPECIFIC OUTCOME 5

Justify strategies for identifying and selecting terms.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Strategies identified for selecting terms correspond to recognised target language norms

ASSESSMENT CRITERION 2

Strategies identified for selecting terms correspond to recognised procedural guidelines

ASSESSMENT CRITERION 3

Strategies selected are evaluated in terms of recognised procedural guidelines

ASSESSMENT CRITERION 4

Explanation of strategies selected is appropriate in terms of recognised guidelines

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this unit standard.

Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.

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

The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Credited learners understand and can explain:

The role of specialised sources for a context

Context-specific terminology used

Standardised and non-standardised terms

Recognised source selection methods

Classification of identified terms

Context-specific guidelines for generating terms

Ethical requirements

Quality criteria

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identifying and solving problems where responses to terminology problems show that such critical and creative thinking has been used to make responsible decisions regarding selecting and/or generating technical terms.

UNIT STANDARD CCFO WORKING

Working effectively with others as a member of a team, group, organisation or community to consult specialised sources relevant to the context.

UNIT STANDARD CCFO ORGANISING

Organising and managing oneself and one's activities responsibly and effectively to account for selected strategies to generate terms and when using recognised procedural guidelines.

UNIT STANDARD CCFO COLLECTING

Collecting, analysing, organising and critically evaluating information regarding context-specific terminology.

UNIT STANDARD CCFO COMMUNICATING

Communicating effectively using language skills in the mode of written presentation of terms.

UNIT STANDARD CCFO SCIENCE

Using science and technology effectively and critically, showing responsibility towards the environment and health of others. Not applicable, unless the context of technical translation is scientific and/or technological.

UNIT STANDARD CCFO DEMONSTRATING

Demonstrating an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation as selected strategies are in accordance with agreed purpose and are context appropriate.

UNIT STANDARD ASSESSOR CRITERIA

Assessors should keep the following 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. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.

Make sure evidence is gathered across the entire range, wherever it applies. 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 in isolation. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.

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 again and again and again. 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, validity, 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

N/A

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	48801	National Diploma: Specialised Translation	Level 7	Level N/A: Pre-2009 was L7	Passed the End Date - Status was "Reregistered"	2018-12-31	CHE
Fundamental	48785	National Certificate: Specialised Translation	Level 6	Level TBA: Pre-2009 was L6	Passed the End Date - Status was "Reregistered"	2018-12-31	CHE
Elective	49316	National Certificate: Text Editing and Document Design	Level 7	NQF Level 07	Passed the End Date - Status was "Reregistered"	2018-12-31	CHE

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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