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

Research a selected issue of the deaf community and deaf culture, using South African Sign Language 
SAQA US ID UNIT STANDARD TITLE
115806  Research a selected issue of the deaf community and deaf culture, using South African Sign Language 
ORIGINATOR
SGB SA Sign Language and Sign Lang Interpreting 
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  Level 6  Level TBA: Pre-2009 was L6  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
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 
People credited with this unit standard are able to:
  • Analyse Deaf culture in South Africa;
  • Analyse the impact of an issue affecting the Deaf community and/or Deaf culture;
  • Carry out research into Deaf culture and the Deaf community;
  • Carry out research on the background to an issue affecting the Deaf community and/or Deaf culture; and
  • Present research findings using SASL. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Level 4 and 5 SASL - Additional Language standards. 

    UNIT STANDARD RANGE 
  • Deaf is capitalised when it refers to the Deaf community and Deaf culture, as opposed to deaf in lower case, which relates to audiological hearing loss.
  • Deaf culture is defined globally as 'a way of life, a shared perspective, based on knowing the world primarily through vision' and includes the rules governing communication behaviour and social interaction within the Deaf community e.g. eye contact is maintained to allow conversation to proceed.
  • The rules of SASL refer to those accepted by the South African Deaf community, for use in South Africa, and may include any or all of the following: grammatical, visual, social and cultural elements.
  • Grammatical features may include but are not limited to:- spatial reference; sign formation including manual signs and non-manual features (parameters - handshape, movement, location, palm orientation and non manual features); non-manual and manual modification; all question types including yes/no, 'wh' and rhetorical questions; all sentence types including topicalisation and conditionals; number including quantifying sounds; pronouns; negation; classifiers; locative verbs; temporal aspects; idioms; compounds; numeral incorporation; eye gaze, negative sentences.
  • 'wh' questions refer to questions containing the words who, what, where, when, why, which and how. Yes/no questions refer to those where the answer is yes or no.
  • Requirements of academic research - includes a research proposal, a methodology or methodologies, use of varied resources, monitoring of research progress and discussion of findings, and proposed presentation with a tutor or research supervisor.
  • Selected issue refers to one that has a significant impact on the Deaf community and about which there has been debate. Examples are - human rights issues, educational issues, language issues, availability of services for the Deaf. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Analyse Deaf culture in South Africa. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The analysis examines and contrasts the definition of Deaf culture within the context of general definitions of culture. 

    ASSESSMENT CRITERION 2 
    The analysis establishes the historical development of Deaf culture in relation to the history of Deaf education in South Africa. 

    ASSESSMENT CRITERION 3 
    The analysis establishes the Deaf culture as a minority culture in terms of experiences. 
    ASSESSMENT CRITERION RANGE 
    Examples of experiences are - oppression, emancipation, enfranchisement, education, and language.
     

    ASSESSMENT CRITERION 4 
    The analysis establishes the development of Deaf culture in terms of cultural change and growth. 

    SPECIFIC OUTCOME 2 
    Analyse the impact of an issue affecting the Deaf community and/or Deaf culture. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The analysis determines the impact of the issue on the adult Deaf population in relation to the development of the community and the individual. 
    ASSESSMENT CRITERION RANGE 
    Examples of areas of development are - social, political, educational, personal, professional.
     

    ASSESSMENT CRITERION 2 
    The analysis determines the impact of the issue on the young members of the Deaf community in relation to the opportunities available to them. 
    ASSESSMENT CRITERION RANGE 
    Examples of areas of opportunity are - social, educational, personal.
     

    SPECIFIC OUTCOME 3 
    Carry out research into Deaf culture and the Deaf community. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Research establishes the similarities between the two cultures being compared. 

    ASSESSMENT CRITERION 2 
    Research establishes the differences between the two cultures being compared. 

    ASSESSMENT CRITERION 3 
    Research establishes reasons for, and consequences of, identified differences. 

    SPECIFIC OUTCOME 4 
    Carry out research on the background to an issue affecting the Deaf community and/or Deaf culture. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Research carried out establishes the historical development of the issue in relation to its genesis and evolution within the Deaf community. 

    ASSESSMENT CRITERION 2 
    Research carried out establishes the context and current status of the issue in relation to current debate and political activity within the Deaf community. 

    SPECIFIC OUTCOME 5 
    Present research findings using SASL. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Grammatical features used are consistent with the requirements of the communicative task and the rules of SASL. 

    ASSESSMENT CRITERION 2 
    The discourse is consistent with requirements relating to presenting research findings within Deaf culture and the rules of SASL. 

    ASSESSMENT CRITERION 3 
    Vocabulary used is consistent with the requirements of the communicative task and the rules of SASL. 

    ASSESSMENT CRITERION 4 
    Visual and other aids used to support the presentation are consistent with the requirements of the communicative task. 

    ASSESSMENT CRITERION 5 
    The presentation of findings contain information relevant to the topic, and provide coverage in terms of range and depth consistent with the requirements of academic research. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    The assessment will be governed by the policies and guidelines of the relevant Education and Training Quality Assurance Body (ETQA) that has jurisdiction over this field of learning.

    The assessor will be registered with the appropriate ETQA and will be qualified in this learning area.

    The learner can be assessed against this unit standard to obtain credits or as part of an integrated assessment for a qualification. All assessment activities must be fair, so that all candidates have equal opportunities. Activities must be free of gender, ethnic or other bias. Assessment and moderation procedures, activities and tools must be transparent, affordable and support development within the field, sub-field and NQF. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following knowledge is embedded within the unit standard, and will be assessed directly or implicitly through assessment of the specific outcomes in terms of the assessment criteria:
  • Research methodologies;
  • Research presentation techniques. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    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
    Elective  50331   National Certificate: Occupationally Directed Education, Training and Development Practices  Level 6  Level TBA: Pre-2009 was L6  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. Colleen Osorio Skills Development Consultancy cc 
    2. Petra institute of Development (PTY) Ltd 
    3. Resonance Institute of Learning 
    4. The Institute of People Development 


    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.