SAQA

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:

Recount a signed conversation on a complex topic, using South African Sign Language

SAQA US ID	UNIT STANDARD TITLE
115807	Recount a signed conversation on a complex topic, 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	3
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:

recount the main points of a complex signed conversations, and

Recount specific details of a complex signed conversation, using South African Sign Language (SASL).

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Level 4 and 5 SASL - Additional Language standards.

UNIT STANDARD RANGE

1. 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.

2. 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.

3. 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.

4. 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.

5. '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.

6. Complex topics refer to those that involve much detail concerning a variety of related areas, involving unfamiliar terms and concepts.

7. Main points refer to the most important ideas, the objective, of the signed text.

8. Specific details support, or amplify the main points.

9. For assessment purposes, the signed conversation being observed should be for a minimum of six minutes in duration. The conversations spoken and signed, and should take place between two people and also between three people.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Recount the main points of complex signed conversations, 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 recounting conversations 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

The main points recounted are consistent with those in the signed conversation.

ASSESSMENT CRITERION 5

Role shift is used effectively to recount the conversation.

SPECIFIC OUTCOME 2

Recount the specific details of complex signed conversation between two or three people 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

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

ASSESSMENT CRITERION 3

The discourse is consistent with requirements relating to recounting conversations within Deaf culture and the rules of SASL.

ASSESSMENT CRITERION 4

The specific details recounted are consistent with those in the signed conversation.

ASSESSMENT CRITERION 5

Role shift is used effectively to recount the conversation.

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:

Requirements relating to conversing within Deaf culture;

Rules and vocabulary of SASL;

Deaf culture and the Deaf community

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 ORGANISING

Organise and manage oneself and one's activities responsibly and effectively

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