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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Communicate in technical Braille Code 
SAQA US ID UNIT STANDARD TITLE
117846  Communicate in technical Braille Code 
ORIGINATOR
SGB Inclusive Education 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  12 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 
This Unit Standard aims to ensure that learners are able to read and represent technical content using technical Braille code. Credited learners gain access to information and improve access of other blind persons to information.

Credited learners are capable of:
  • Reading technical code accurately
  • Writing technical code according to specified requirements
  • Differentiating technical code based on based on specific contexts
  • Contributing to the standardisation of technical code through provision of appropriate input in code development 

  • 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:
  • Communication and language at NQF Level 4
  • Read and write contracted Braille in any one language 

  • UNIT STANDARD RANGE 
    Technical code is the same across languages, in South Africa, but can differ between countries. This unit standard refers to South African technical codes. Range statements are provided in the body of the Unit Standard where relevant. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Read technical code accurately. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Braille signs and symbols as contained in technical Braille codes are accurately identified. 

    ASSESSMENT CRITERION 2 
    The meanings of technical code are correctly assigned for reading purposes. 

    ASSESSMENT CRITERION 3 
    Decoding of signs and symbols of the technical Braille code is accurate. 

    ASSESSMENT CRITERION 4 
    Self correction occurs where relevant. 

    ASSESSMENT CRITERION 5 
    Agreed Braille reading techniques are adhered to. 

    ASSESSMENT CRITERION 6 
    Agreed rules governing the Braille code are adhered to. 

    ASSESSMENT CRITERION 7 
    Use of equipment meets specified requirements. 

    SPECIFIC OUTCOME 2 
    Write technical code according to specified requirements. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Description of rules and appropriate terminology governing the writing of technical signs and symbols is accurate. 

    ASSESSMENT CRITERION 2 
    Application of rules governing the writing of technical signs and symbols as contained in the technical Braille code to produce written text is correct. 

    ASSESSMENT CRITERION 3 
    Production of technical signs and symbols follows rules governing Braille technical codes. 

    ASSESSMENT CRITERION 4 
    Monitoring and self correcting when producing technical signs and symbols is used where relevant. 

    ASSESSMENT CRITERION 5 
    Agreed Braille writing techniques are adhered to. 

    ASSESSMENT CRITERION 6 
    Writing methods of Braille are used according to specified requirements. 

    ASSESSMENT CRITERION 7 
    Use of equipment meets specified requirements. 

    SPECIFIC OUTCOME 3 
    Differentiate technical code based on specific contexts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Technical signs are interpreted according to specific contexts. 

    ASSESSMENT CRITERION 2 
    Specific contexts of technical code are accurately identified. 

    ASSESSMENT CRITERION 3 
    Understanding of technical code is accurate. 

    ASSESSMENT CRITERION 4 
    Description of different technical signs and symbols is correct. 

    ASSESSMENT CRITERION 5 
    Interpretation and application of rules is in accordance with rules governing each technical Braille code. 

    ASSESSMENT CRITERION 6 
    Identification of inaccurate technical code is according to rules and common accepted practice. 

    SPECIFIC OUTCOME 4 
    Contribute to the standardisation of technical code. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Information regarding standard technical code and standardisation of technical code is obtained from relevant sources. 

    ASSESSMENT CRITERION 2 
    Application of rules is creative/innovative where technical code is not standardised. 

    ASSESSMENT CRITERION 3 
    Where technical code is not standardised, proposals regarding standardisation are discussed with and disseminated to relevant persons. 
    ASSESSMENT CRITERION RANGE 
    Relevant persons can include the standard setting body, Braille SA.
     


    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:
  • Technical Braille code, signs and symbols
  • Decoding of technical signs and symbols
  • Monitoring and self correcting when reading technical signs and symbols
  • Agreed methods of reading and writing
  • Rules governing technical Braille code, and the writing of technical signs and symbols
  • Production of technical signs and symbols
  • Writing methods of Braille
  • Specific contexts of technical Braille code
  • Different technical signs and symbols
  • Interpretation and application of rules
  • Identification of inaccurate technical Braille code
  • Standardisation of technical Braille code
  • Relevant sources of information regarding standard technical Braille code and standardisation of technical code 

  • 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 applying rules creatively and innovatively where technical code is not standardised. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when agreed Braille writing techniques are adhered to. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when monitoring and self correcting when reading and writing technical text is used where relevant. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information when decoding technical signs and symbols and interpreting technical code. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation to read and write technical code. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others when use of equipment meets specified requirements. 

    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 technical signs are interpreted according to specific contexts. 

    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 
    Notes to assessors

    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 for enabling the gathering of evidence 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. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  49277   National Diploma: Braille Practice  Level 5  NQF Level 05  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.
     
    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.