![]() |
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: |
Sustain oral interaction across a wide range of contexts and critically evaluate spoken texts |
SAQA US ID | UNIT STANDARD TITLE | |||
115789 | Sustain oral interaction across a wide range of contexts and critically evaluate spoken texts | |||
ORIGINATOR | ||||
SGB Communication Studies | ||||
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 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 | |||
2026-06-30 | 2029-06-30 |
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 |
Competence at this level will enable learners to present and participate effectively in oral communication in various contexts.
Learners at this level have a fundamental knowledge base of the purposes and the context for communication as well as of target audiences. They effectively apply the style and language register required in different contexts. Learners can identify and make assumptions and inferences from and in oral communication. They speak fluently and confidently in both formal and informal settings and can articulate their purpose and meaning clearly. Language can be used to convey and evaluate detailed information, to express ideas and feelings and to use appropriate presentation skills and strategies. Learners use language correctly and effectively in their spoken communications. Learners credited with this unit standard are able to: |
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: NQF Level 4:
|
UNIT STANDARD RANGE |
Range statement:
The learner engages in and sustains extended oral interactions in a wide range of socio-cultural, learning and/or workplace contexts. Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria. Unit Standard Range: |
Specific Outcomes and Assessment Criteria: |
SPECIFIC OUTCOME 1 |
Interact critically and purposefully as a listener and/or speaker in oral communication. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Responses show a clear understanding of complex issues under discussion in one-on-one or group situations. |
ASSESSMENT CRITERION 2 |
Own understanding is clarified and further developed during discussions and opportunity is provided during interactions for the clarification of one another's understanding. |
ASSESSMENT CRITERION 3 |
Discussions and/or disagreements are managed sensitively and in a manner that supports the goal of group or one-on-one interaction. |
ASSESSMENT CRITERION RANGE |
Disagreements/agreements in groups; personality clashes; conflict management, resolving deadlocks, obfuscation, negotiating consensus, positively summarising conclusions. |
ASSESSMENT CRITERION 4 |
The underlying assumptions, points of view and subtexts in spoken texts are identified and evaluated when appropriate to clarify understanding, remove bias and/or sustain interaction. |
SPECIFIC OUTCOME 2 |
Analyse and critically evaluate oral presentations. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Point of view and information in spoken texts are identified and meaning described in relation to context and purpose of the interaction. |
ASSESSMENT CRITERION 2 |
Values, attitudes and assumptions in discourse are identified and their influence on the interaction described and evaluated. |
ASSESSMENT CRITERION 3 |
Techniques, skills and strategies used by speakers to evade, transfer or dissipate responsibility for an issue are identified and interpretations of the text reflect this insight. |
ASSESSMENT CRITERION 4 |
The impact is critically analysed, evaluated and synthesised. |
ASSESSMENT CRITERION RANGE |
Range of impact:
Clarity of purpose, communication of message, speaker's capability. |
SPECIFIC OUTCOME 3 |
Use and evaluate strategies for listening and speaking in sustained oral interactions. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Characteristics of a speaker's style and tone that attract or alienate an audience are identified with reference to the particular effect of each feature in creating audience response. |
ASSESSMENT CRITERION 2 |
Non-verbal cues/body language and signals are critically analysed for impact on audience and used appropriately. |
ASSESSMENT CRITERION 3 |
The influence of rhetorical devices is used and evaluated for effect. |
ASSESSMENT CRITERION RANGE |
Pause, rhetorical question, exclamation, analogy, emphasis, repetition, rhythm, use of inclusive/exclusive pronouns, stress, intonation, volume. |
SPECIFIC OUTCOME 4 |
Analyse and evaluate responses to spoken texts critically and adjust own as required. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Responses to spoken texts are analysed in relation to audience, purpose and context. Inappropriate responses are identified, evaluated and adjusted accordingly. |
ASSESSMENT CRITERION 2 |
When confronted by opposing views, own position is put forward with confidence and sensitivity in a manner appropriate to the interaction. |
ASSESSMENT CRITERION 3 |
Tone, approach, style, register and language usage are appropriate to context, and adapted so as to maintain oral interaction when it breaks down or is difficult to initiate or maintain. |
ASSESSMENT CRITERION RANGE |
Pedantic, illogical, aggressive or manipulative language is identified and modified to sustain interaction. |
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS |
Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQAs.
Moderation Option: The moderation requirements of the relevant ETQAs 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 have certain features and conventions which can be manipulated in a workplace environment. Learners can apply this knowledge and adapt language to suit different contexts, audiences and purposes. Learners 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 learners' performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard. Learners acquire further knowledge of the workplace context, protocol and culture. |
UNIT STANDARD DEVELOPMENTAL OUTCOME |
N/A |
UNIT STANDARD LINKAGES |
N/A |
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, in teams and individually: 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 growing language capability across language applications and fields of study. |
UNIT STANDARD CCFO COMMUNICATING |
Communicate effectively using visual, audio-visual and multimedia aids, mathematical, technological, commercial and language skills in formal and informal communications. |
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 oneself: by engaging with texts that stimulate awareness and development of life skills and the learning process in general and in the workplace. |
UNIT STANDARD ASSESSOR CRITERIA |
Notes to assessors:
Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard: |
REREGISTRATION HISTORY |
As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. |
UNIT STANDARD NOTES |
Glossary
Audience: The intended reader, listeners, or viewers of a particular text - in planning a piece of writing learners (speakers/writers) must take into consideration the purpose and audience in choosing an appropriate form of writing. Audience also refers to internal audiences, e.g. within the organisation and external audiences, e.g. partnerships - locally and internationally. Coherence: The underlying logical relationship, which links ideas together. Coherence is to do with ideas and meanings. A paragraph is coherent if all its sentences are connected logically so that they are easy to follow. An essay is coherent if its paragraphs are logically connected and the ideas have a unity, forming a logical whole. Cohesion: Linking ideas by means of language ( e.g. the grammar or syntax of a sentence or paragraph) - using logical connectors or linking words such as conjunctions, pronouns to hold a paragraph together and give it a linguistic unity. Consensus: An opinion or position reached by a group as a whole; general agreement or accord. Context: Conventions: Accepted practices or rules in the use of language. Some conventions help convey meaning (e.g. the rules of grammar of a language, punctuation typefaces, capital letters); others assist in the presentation of content (e.g. table of contents, headings, footnotes, charts, captions, lists, pictures, index). Creative thinking: The process of thinking about ideas or situations in inventive and unusual ways in order to understand them better and respond to them in a new and constructive manner. Learners think creatively in all subject areas when they imagine, invent, alter, or improve a concept or product. Critical thinking: The process of thinking about ideas or situations in order to understand them fully, identify their implications, and/or make a judgement about what is sensible or reasonable to believe or do. Editing: The process of correcting grammatical, usage, punctuation, and spelling errors to ensure that the writing is clear and correct. The editing process also includes checking writing for coherence of ideas and cohesion of structure. In media, editing involves the selection and juxtaposition of sounds and images. Fluency: The word comes from the flow of a river and suggests a coherence and cohesion that gives language use the quality of being natural easy to use and easy to interpret. Forms of writing: Any particular type of text, having specific and distinctive characteristics arising from its purpose, function, and audience. Grammar: A description of the structure of a language, particularly the way words and phrases are formed and combined to produce sentences. It takes into account the meanings, functions and organisation of these sentences in the system of the language. Graphics: A visual representation such as a chart, table, timeline, flowchart, or diagram used to record, analyse, synthesise, and assess information and ideas. Implicit meaning: Ideas and concepts that are present but stated indirectly. Index: Something that serves to guide, point out or otherwise facilitate reference such as a table, file or catalogue. Inference: A conclusion drawn from evidence. Information processing: A general term for the process by which information is identified, understood, stored, organised, retrieved, combined and communicated to form new knowledge. Jargon: Speech or writing used by a group of people who belong to a particular trade, profession, or any other group bound together by mutual interest, e.g. the jargon of law, medical jargon. Jargon is useful when used within a trade or profession, but when it is used to exclude listeners/readers from an interaction, it is potentially hurtful or even harmful. Key questions: There are five common questions that help discover the essential facts: who, what, where, when, and why? In newspaper reports, it is important to cover these questions at the beginning. Learnership: A coined word used in the place of what was formerly known as apprenticeship. It refers to structured, accredited learning taking place at the workplace. Three parties are involved in a learnership, namely the trainee (learner), the employer and the training provider. Mind-map: The preparation of a graphic representation of key words. Multimedia presentation: A work that uses a combination of media to present information and ideas (e.g. a presentation using slides, computer graphics, posters, and video clips). Non verbal language/communication: Communication without the use of words, which could be done by gestures or signs or could refer to total body language. Obfuscation: The deliberate use of words/phrases/jargon/idioms that will not be understood by the listener/reader. It is a clouding of the issue to avoid taking responsibility for an action or to confuse the listener into accepting something that should not be lightly accepted. Paraphrase: A restatement of an idea or text in one's own words. Point of view: The position of the speaker in relation to the text and audience (eg third-person/first-person). Power relations: When a particular individual or group dominates. This dominance could be related to gender, race, nationality, politics or language groups. In these unit standards, the focus is on how the use of language (the choice of words) indicates a relationship that is neutral, empowered or disempowered. Reading strategies: Skills and approaches used before, during and after reading to determine the meaning and increase understanding of a text. Examples are: A type of reading used to locate a particular piece of information without necessarily attending to other parts of a text; A type of reading used to identify only the main idea or ideas or to pick out any words in capitals/in italics/underlined, as well as any visuals or font indicators that would help a reader to understand a passage; Selecting the most important ideas, words, facts or finding only those details relevant to a task or purpose. Register: Speech variety used by a particular group of people, usually sharing the same occupation or the same interests. A speaker/writer/presenter must choose words/images that are easily understood by the listener/reader/viewer - the pitch must suit the purpose. Research: Involves a systematic investigation involving the study of materials and sources in order to establish facts and seek out truth. The following stages are involved: selecting a topic, narrowing the focus, locating appropriate resources, gathering information, analysing material and forming conclusions, presenting the information in written and/or oral form, and documenting the sources of information and ideas. Rhetorical question: A question not asked for information but for dramatic effect. The question is usually either one that does not need an answer, as the issue is self-evident, or one that the speaker/writer proceeds to answer immediately. Skills programme: Part of a full qualification which must have at least one credit. Slang: Casual, very informal speech, using expressive but informal words and expressions. Slang is usually related to age or social group rather than to trade or profession (jargon). It is used to stress an identity for those in the know and to exclude those who do not know the terms, for example, words to describe money, grown-ups, police, and activities. Syntax: The way in which words are arranged to form larger grammatical structures (eg phrases, clauses, and sentences). Technical language: The terminology used in a field or understood by a trade, profession or group of people, eg in metalworking, the term "pig" means a mould for casting metal. It differs from jargon in being more generally understood and used, for example, by many people rather than a few and it does not have the negative connotations that the word "jargon" carries. Text: Texts refer to spoken, written, or visual communications, including sign language that communicates meaning to an audience or reader. A text may be considered from the point of view of its structure, context and function. Conversations, speeches, interviews, presentations; Business correspondence, magazine and newspaper articles, paragraphs, reports, notices, agendas, memos and scripts; Photographs, posters, cartoons, advertisements, environmental prints (road signs), maps, diagrams, charts, and films. Tone: The quality and timbre (distinctive character) of the voice used in speaking; the height of pitch and change of pitch which is associated with the pronunciation of syllables or words and which affects the meaning of the word. Topic sentence: The sentence that expresses the central idea in a paragraph. Voice: In writing: a work's distinctive style of expression, personal or impersonal, conveyed through the writer's use of vocabulary, and sentence structure. In oral communication: the quality of sound produced by a speaker. In grammar: a property of verbs (e.g. active and passive voice). Writing process: The process involved in producing a polished piece of writing. It comprises several stages. The main stages are: Venn diagram: Graphs that use circles to present connections and intersections. |
QUALIFICATIONS UTILISING THIS UNIT STANDARD: |
ID | QUALIFICATION TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | STATUS | END DATE | PRIMARY OR DELEGATED QA FUNCTIONARY | |
Fundamental | 58820 | National Certificate: Advertising | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | MICTS |
Fundamental | 49257 | National Certificate: Conflict Management and Transformation | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | PSETA |
Fundamental | 66869 | National Certificate: Home Affairs Services | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | PSETA |
Fundamental | 50418 | National Certificate: Immigration Law Enforcement | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Registered" |
2009-06-29 | Was PSETA until Last Date for Achievement |
Fundamental | 50245 | National Certificate: Maintenance Coordination | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Registered" |
2010-11-11 | TETA |
Fundamental | 79406 | National Certificate: Maintenance Coordination | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2015-06-30 | MERSETA |
Fundamental | 50334 | National Certificate: Occupationally Directed Education Training and Development Practices | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | ETDP SETA |
Fundamental | 58395 | National Certificate: Project Management | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | SERVICES |
Fundamental | 50583 | National Certificate: Public Service Communication | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | PSETA |
Fundamental | 58840 | National Certificate: Submarine Operations | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | SAS SETA |
Fundamental | 64929 | National Certificate: Vessel Safety Practices | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | SAS SETA |
Fundamental | 58995 | National Certificate: Weather Observation | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | TETA |
Fundamental | 49419 | National Diploma: Business Consulting Practice | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | SERVICES |
Fundamental | 62610 | National Diploma: Copywriting | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | As per Learning Programmes recorded against this Qual |
Fundamental | 59304 | National Diploma: Freight Forwarding and Customs Compliance | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2020-07-30 | TETA |
Fundamental | 50333 | National Diploma: Occupationally Directed Education, Training and Development Practices | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | ETDP SETA |
Elective | 58394 | National Certificate: Film and Television Production | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | MICTS |
Elective | 58977 | National Certificate: Publishing | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2015-06-30 | FPMSETA |
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. | Academy of Personal Mastery |
2. | ASORIP NPC |
3. | Atlega For Woman Projects Enterprise |
4. | Azanian Community Development Pty Ltd |
5. | BLC Entertainment |
6. | Boston City Campus (Pty) Ltd formerly Boston City Campus and Business College (Pty) Ltd |
7. | College Africa Group (Pty) Ltd |
8. | Corporate Safety Training Academy PTY Ltd |
9. | CTU Training Solutions |
10. | Curoplex PTY LTD |
11. | Digital School of Marketing (Pty) Ltd |
12. | Empirical Training Agency (PTY) Ltd |
13. | Eshybrand Pty Ltd |
14. | EYETHU NATIONAL COMPUTER COLLEGE PTY LTD |
15. | Frayintermedia Cc |
16. | Giver of Givers Foundation Organisation |
17. | HLOSI SECURITY SOLUTIONS |
18. | Ikamva Projects Pty Ltd |
19. | Katlego Compliance Training |
20. | KDS Centre for Skills Development and Training Pty Ltd |
21. | Lehlabile Emergency Institute |
22. | Lionsden Africa Business Solutions Pty Ltd |
23. | Mabidi Funzani Trading And Projects Pty Ltd |
24. | MASHUSHE ETDP TRADING AND PROJECTS |
25. | Mentor Me Corporate Foundation |
26. | Metro Minds |
27. | MOKO SECURITY SERVICES |
28. | PHALANE SAFETY CONSULTANT AND TRAINING PROVIDERS PTY LTD |
29. | PRX SCHOOL TEST |
30. | Richfield Graduate Institute of Technology Pty Ltd |
31. | South African Weather Service |
32. | TDM Management Consulting Pty Ltd |
33. | The Finishing College (Pty) Lt |
34. | Totally Tailored Solutions Pty Ltd |
35. | Training Consultant and SD College |
36. | Tshepo Hope Consulting |
37. | UMO LEARNING SUPPORT SYSTEM |
38. | Vicresco (Pty) Ltd |
39. | VUWA PROJECTS |
40. | Workers Knowledge Centre Pty Ltd |
41. | XO EDUCATION (Pty) Ltd |
42. | Yes We Can Consulting Pty Ltd |
43. | ZA WIT (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. |