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: 

Read and write fully contracted standard Braille in any one language 
SAQA US ID UNIT STANDARD TITLE
117872  Read and write fully contracted standard Braille in any one language 
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  15 
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 
The purpose of the Unit Standard is that a credited learner will be able to read and write fully contracted standard Braille in any one language, as a means of communication with blind persons. Braille is the medium of communication for blind persons, and this Unit Standard addresses the set of competence required to communicate effectively when blind, or when assisting with the facilitation of learning of blind persons.

Credited learners are capable of:
  • Using equipment as indicated and suited for individual purpose.
  • Reading fully contracted standard Braille in any one language.
  • Writing fully contracted standard Braille in any one language.
  • Editing fully contracted standard Braille text in any one language.

    Range: Editing means correcting and adapting to specific contexts. 

  • 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
  • Reading and writing standard Braille which contains no contractions 

  • UNIT STANDARD RANGE 
    Range statements are provided in the body of the Unit Standard where relevant. The typical scope of this Unit Standard is reading and writing fully contracted standard Braille in any one language. Fully contracted standard Braille can vary in complexity from simple signs to shortforms and extensive sets of rules governing their use. For this Unit Standard, contractions include composite signs. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Use equipment as indicated and suited for individual purpose. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Various options of available equipment in specific contexts are considered. 

    ASSESSMENT CRITERION 2 
    Requisitioning of equipment is through proper channels in specific contexts. 

    ASSESSMENT CRITERION 3 
    Integrity and functionality of equipment is verified accurately in specific contexts. 

    ASSESSMENT CRITERION 4 
    Equipment selected is fit-for-purpose for specific contexts. 

    ASSESSMENT CRITERION 5 
    Use of equipment meets specified requirements. 
    ASSESSMENT CRITERION RANGE 
    Specified requirements can include prescribed functionality, manufacturer specifications and instructions, etc.
     

    ASSESSMENT CRITERION 6 
    All instructions for use are followed according to given specifications. 

    SPECIFIC OUTCOME 2 
    Read fully contracted standard Braille in any one language. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Contractions are accurately identified. 

    ASSESSMENT CRITERION 2 
    The meaning of contractions is correctly assigned for reading purposes. 

    ASSESSMENT CRITERION 3 
    Decoding of fully contracted standard Braille text is accurate. 

    ASSESSMENT CRITERION 4 
    Monitoring and self correcting when reading fully contracted standard Braille text are used where relevant. 

    ASSESSMENT CRITERION 5 
    Agreed methods of reading are adhered to. 

    ASSESSMENT CRITERION 6 
    Composite signs are interpreted according to specific contexts. 

    ASSESSMENT CRITERION 7 
    Undesirable Braille reading practice is corrected. 

    SPECIFIC OUTCOME 3 
    Write fully contracted standard Braille in any one language. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Description of rules governing the writing of contractions is accurate. 

    ASSESSMENT CRITERION 2 
    Application of rules governing the writing of contractions to produce written text meets specified requirements. 

    ASSESSMENT CRITERION 3 
    Production of fully contracted standard Braille text follows rules governing Braille codes. 

    ASSESSMENT CRITERION 4 
    Monitoring and self correcting when producing fully contracted standard Braille text are used where relevant. 

    ASSESSMENT CRITERION 5 
    Agreed methods of writing are adhered to. 

    ASSESSMENT CRITERION 6 
    Writing methods of Braille are used correctly according to given specifications. 
    ASSESSMENT CRITERION RANGE 
    Correct use includes correct hand and finger position for Braille writing.
     

    SPECIFIC OUTCOME 4 
    Edit fully contracted standard braille text in any one language. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Reading fully contracted standard Braille text in at least one Braille code is accurate. 

    ASSESSMENT CRITERION 2 
    Inaccurate contractions in Braille text according to Braille rules and common accepted practice are accurately identified. 

    ASSESSMENT CRITERION 3 
    Correction of inaccuracies in written fully contracted standard Braille text adheres to rules of relevant codes. 

    ASSESSMENT CRITERION 4 
    Verification of correction of inaccuracies in written fully contracted standard Braille text is effective in terms of verification sources. 


    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:
  • Fully contracted standard Braille and Braille code
  • Available equipment in specific contexts
  • Use and purpose of equipment in specific contexts
  • Integrity and functionality of equipment in specific contexts
  • Equipment requisitioning channels in specific contexts
  • Contractions and shortforms and their meaning
  • Decoding of fully contracted standard Braille text
  • Agreed methods of reading and writing
  • The order in which Braille characters and Braille contractions are taught
  • Cognitive and perceptual challenges presented due to the design of Braille
  • Correct Braille writing techniques Rules of Braille governing the writing of contractions and shortforms is accurate
  • Monitoring and self correcting when producing fully contracted standard Braille text is used where relevant
  • Inaccurate contractions in Braille text according to Braille rules and common accepted practice
  • Correction of inaccuracies in written fully contracted standard Braille text
  • Verification of correction of inaccuracies and verification sources 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

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

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when requisitioning of equipment is through proper channels, all instructions for use are followed correctly when using equipment, and monitoring and self correcting when reading fully contracted standard Braille text is used where relevant. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to decode fully contracted standard Braille text. 

    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 fully contracted standard Braille in any one language. 

    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 equipment selected is fit-for-purpose for 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.


    Glossary

    In this unit standard, the terms below have the following meanings:
  • Cell: 6-dot matrix which is the basis of braille
  • Character: any one of the 63 combinations of dots that can occupy a braille cell
  • Composite sign: a sign consisting of more than one character
  • Composition sign: a braille sign which has no print equivalent
  • Contraction: a braille sign which represents a word or a group of letters
  • Grade 1: standard braille which contains no contractions
  • Grade 2: fully contracted standard braille
  • Lettergroupsign: a contraction representing a group of letters
  • Lower sign: a sign lacking dots 1 and 4
  • Sequence: two or more words written in braille without a space
  • Shortform: a composite contraction representing a word, and which consists either of letters or of a combination of one or more letters and a contraction
  • Sign: one or more characters with indivisible meaning
  • Simple sign: a sign consisting of one character
  • Space: an empty cell
  • Upper sign: a sign containing dot 1 and _stor dot 4
  • Wordsign: a contraction which represents a word 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Fundamental  49277   National Diploma: Braille Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 
    Elective  59429   National Certificate: Inclusive Education  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  ETDP SETA 
    Elective  67373   National Diploma: Orientation and Mobility 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.