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

Work in partnership with other interpreters 
SAQA US ID UNIT STANDARD TITLE
116806  Work in partnership with other interpreters 
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 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
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 to equip learners with the competence to work in partnerships with other interpreters. Co-operation between interpreters will enhance the effectiveness of the interpreting assignment.

Credited learners are capable of:
  • Monitoring their partner's performance
  • Behaving appropriately in the booth/ in relation to partner
  • Debriefing their partner
  • Monitoring their partner's operation of interpreting equipment 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits and level assigned to this unit standard is based on the assumption that learners have already attained the following competencies:
  • Analyse and communicate information
  • Communicate effectively using language skills in two languages
  • Situate messages in terms of culture 
    		•

    UNIT STANDARD RANGE 
    The typical scope of this unit standard is competence relating to the interpreting within professional contexts

    The context of this unit standard includes:
  • Legal interpreting (including high court)
  • Booth, or whispered interpreting
  • Business interpreting (this may include commercial transacting)
  • Diplomatic service interpreting
  • Health interpreting - mental health
  • Conference interpreting
  • Educational interpreting
  • Parliamentary/Legislature/Local Government Council interpreting 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Monitor partner's performance. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Interpreting partner(s) are assisted by listening and prompting/making notes 

    ASSESSMENT CRITERION 2 
    Performance of the partner is accurately assessed 

    ASSESSMENT CRITERION 3 
    Difficulties experienced by the partner are identified correctly 

    ASSESSMENT CRITERION 4 
    Description of performance criteria is accurate 

    ASSESSMENT CRITERION 5 
    Problems relating to the partner's performance are accurately identified 

    ASSESSMENT CRITERION 6 
    Assessment of own performance is justified in terms of evaluation criteria 

    ASSESSMENT CRITERION 7 
    Suggestions made concerning the improvement of the partner's performance, are made in a constructive manner 

    ASSESSMENT CRITERION 8 
    Taking over from partner occurs when necessary and is done in a constructive manner 

    ASSESSMENT CRITERION 9 
    Strategies selected for improving performance are appropriate for specific contexts 

    SPECIFIC OUTCOME 2 
    Behave appropriately in the booth in relation to partner. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Dress is appropriate and not distracting 

    ASSESSMENT CRITERION 2 
    Personal hygiene standards are satisfactory 

    ASSESSMENT CRITERION 3 
    No strong perfumes or other odours are present in the booth 

    ASSESSMENT CRITERION 4 
    There is no behaviour in the booth that is distracting to the partners (for example noise, movement, nervous ticks) 

    ASSESSMENT CRITERION 5 
    Partners in the booth behave professionally, politely and respectfully towards each other 

    SPECIFIC OUTCOME 3 
    Debrief partner (Johan). 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    A report is compiled on the performance of the partner which is comprehensive and accurate 

    ASSESSMENT CRITERION 2 
    Problems experienced by the partner is addressed constructively 

    ASSESSMENT CRITERION 3 
    Suggestions are made which will aid to improve the partner's performance 

    ASSESSMENT CRITERION 4 
    Difficulties experienced by the partner are identified correctly 

    ASSESSMENT CRITERION 5 
    Feedback on process errors is relevant to context 

    ASSESSMENT CRITERION 6 
    Feedback on process errors is in line with the brief 

    ASSESSMENT CRITERION 7 
    Feedback covers the extra and intra textual features 

    ASSESSMENT CRITERION 8 
    Adaptations suggested reflect existing interpreting rules 

    ASSESSMENT CRITERION 9 
    Adaptations suggested are in line with the brief 

    ASSESSMENT CRITERION 10 
    Codes of conduct and codes of ethics of the profession are adhered to 

    SPECIFIC OUTCOME 4 
    Monitor partner's operation of interpreting equipment. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Description of interpreting equipment operation is accurate 

    ASSESSMENT CRITERION 2 
    Problems experienced by the partner are accurately described 

    ASSESSMENT CRITERION 3 
    Assessment of equipment operation is justified in terms of equipment operation 

    ASSESSMENT CRITERION 4 
    Strategies selected for addressing interpreting equipment operation problems are appropriate for specific contexts 

    ASSESSMENT CRITERION 5 
    Partner(s) is assisted in operating equipment when necessary, in a amiable and supportive manner 

    ASSESSMENT CRITERION 6 
    Taking over from partner occurs in the event of equipment difficulties and is done in a constructive manner 


    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:
  • Structure, register and style of source and target messages
  • The role of the discourse field in relation to source and target messages
  • Cultural context of source and target messages
  • Source and target messages' norms and conventions
  • Communication barriers
  • Ethical requirements
  • Quality criteria 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions when behaving appropriately in the booth/ in relation to partner 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when debriefing their partner 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when monitoring their partner's performance 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information when debriefing their partner 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when debriefing their partner 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when interpreting in general 

    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 learner is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. 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 learner 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
    Fundamental  49062   National Diploma: Interpreting  Level 7  Level N/A: Pre-2009 was L7  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.
     
    NONE 


    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.