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:

Demonstrate an understanding and use of data handling and probability concepts

SAQA US ID	UNIT STANDARD TITLE
119376	Demonstrate an understanding and use of data handling and probability concepts
ORIGINATOR
SGB Math. Literacy Mathematics and Math Sciences
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority
FIELD			SUBFIELD
Field 10 - Physical, Mathematical, Computer and Life Sciences			Mathematical Sciences
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
ABET Level 3	Regular-Fundamental	Below Level 1	Level TBA:Pre-2009 BelowL1	4
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

People credited with this unit standard are able to:

Collect data to answer questions related to human rights, social, economic, cultural, environmental and political matters

Summarise data into tables and summary statistics

Display data in diagrams

Critically analyse data in tables and diagrams in order to draw conclusions and make predictions

Interpret and determine chance variation

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that learners undertaking the learning of this unit standards have prior knowledge and skill of working with numbers, operations with numbers and relationships between numbers and understanding of data handling and probability at ABET level 2. It is also assumed that these learners are competent in reading and writing at ABET level 2.

UNIT STANDARD RANGE

N/A

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Collect data to answer questions related to:

OUTCOME RANGE

Data collection sheets; questionnaires with yes/no type of responses; questionnaires with a variety of possible responses.
Questions include: human rights, social, economic, cultural, environmental and political matters.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Appropriate sources of data (peers, family, newspapers, books, magazines) are identified.

ASSESSMENT CRITERION 2

A distinction between populations and samples is made.

ASSESSMENT CRITERION 3

Data is collected (alone and/or as a member of a group or team) that is appropriate to answer questions related to the investigation.

ASSESSMENT CRITERION 4

Data collection sheets are designed and used to collect data.

ASSESSMENT CRITERION 5

Questionnaires with yes/no type responses are designed and used to collect data.

ASSESSMENT CRITERION 6

Questionnaires with a variety of possible responses (quantitative and qualitative) are designed and used to collect data.

SPECIFIC OUTCOME 2

Summarise data into tables and summary statistics.

OUTCOME RANGE

Tally tables; frequency tables; two-way tables; stem-and-leaf diagrams; mode (most frequently occurring score); median (middle number or number between two middle numbers of a data set arranged in size order); mean (sum of all the scores divided by number of scores); range (difference between largest and smallest scores).

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Data is organised and recorded in tally tables.

ASSESSMENT CRITERION 2

Data is organised and recorded in frequency tables.

ASSESSMENT CRITERION 3

Data is organised and recorded in two-way tables.

ASSESSMENT CRITERION 4

Data is organised and recorded in stem-and-leaf diagrams.

ASSESSMENT CRITERION 5

The mode is used as a measure of central tendency to summarise ungrouped data.

ASSESSMENT CRITERION 6

The median is used as a measure of central tendency to summarise ungrouped data.

ASSESSMENT CRITERION 7

The mean is used as a measure of central tendency to summarise ungrouped data.

ASSESSMENT CRITERION 8

The range is used as a measure of dispersion (spread) to summarise ungrouped data.

SPECIFIC OUTCOME 3

Display data in diagrams.

OUTCOME RANGE

Bar diagrams with appropriate scales; double bar diagrams with appropriate scales and keys; pie diagrams in terms of proper fractions of circles.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Data is displayed manually and electronically in bar diagrams with appropriate scales.

ASSESSMENT CRITERION 2

Data is displayed manually and electronically in double bar diagrams with appropriate scales and keys.

ASSESSMENT CRITERION 3

Data is displayed manually and electronically in pie diagrams in terms of proper fractions of the circle.

ASSESSMENT CRITERION 4

Data is displayed manually and electronically in broken line diagrams with appropriate scales.

SPECIFIC OUTCOME 4

Critically analyse data in tables and diagrams in order to draw conclusions and make predictions.

OUTCOME RANGE

Tally tables; frequency tables; two-way tables; stem-and-leaf diagrams; bar diagrams; double bar diagrams; pie diagrams; broken line-diagrams.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Data in tally tables, frequency tables, two-way tables and stem-and-leaf diagrams is critically read and interpreted to draw conclusions and make predictions.

ASSESSMENT CRITERION 2

Data in bar diagrams, double bar diagrams, pie diagrams and broken line-diagrams (own and in the media) is critically read and interpreted to draw conclusions and make predictions.

ASSESSMENT CRITERION 3

The most suitable measure of central tendency is chosen appropriately.

ASSESSMENT CRITERION 4

The misuse of scales in diagrams as a source of error and bias is understood and explained with examples.

ASSESSMENT CRITERION 5

The role of context (e.g. rural or urban, national or provincial), categories within the data (e.g. age, gender, and race) and other human rights and inclusivity issues is explained with examples.

SPECIFIC OUTCOME 5

Interpret and determine chance variation.

OUTCOME RANGE

Words of chance; possible and actual outcomes of an experiment; relative frequency of an outcome.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The likelihood of events occurring in daily life based on observations are compared, classified, ordered, predicted and placed on a scale from 'impossible' to 'certain'.

ASSESSMENT CRITERION 2

The possible outcomes of simple experiments (of which the possible outcomes are equally likely) are listed.

ASSESSMENT CRITERION 3

Simple experiments are performed and the frequencies of the actual outcomes are counted.

ASSESSMENT CRITERION 4

The frequencies of the actual outcomes are used to calculate the relative frequency of an actual outcome (the number of times the outcome happens divided by the number of trials in the experiment).

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Accreditation option:
Providers of this Unit Standard must be accredited by the relevant Education and Training quality Authority (ETQA) before they can offer training against this unit standard.

Moderation option:
Moderation will be overseen by the relevant ETQA according to moderation guidelines in the relevant qualification and the agreed ETQA procedures.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

N/A

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems and make decisions using critical and creative thinking.

UNIT STANDARD CCFO WORKING

Work effectively with others as members of a team, group, organisation and community.

UNIT STANDARD CCFO ORGANISING

Organise and manage themselves and their activities responsibly and effectively.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, symbolic and/or language skills in various modes.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically showing responsibility towards the environment and the health of other.

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.

UNIT STANDARD CCFO CONTRIBUTING

Contribute to the full personal development of the learner and the social and economic development of the society at large, by making individuals aware of the importance of:

Reflecting on and exploring a variety of strategies to learn more effectively;

Participating as responsible citizens in the life of local, national and global communities;

Being culturally and aesthetically sensitive across a range of social contexts;

Exploring education and career opportunities;

Developing entrepreneurial opportunities.

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
Fundamental	58739	National Certificate: Mining Operations for Underground Hard Rock	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2023-06-30	MQA

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.	ADCORP TECHNICAL TRAINING (PTY) LTD
2.	ALLOYS HEAD OFFICE
3.	Anglo American Platinum Amendelbult Concentrators
4.	ASSMANG (PTY) LTD
5.	AVENG (AFRICA) (PTY) LTD
6.	BAFOKENG RASIMONE MANAGEMENT SERVICES PTY LTD
7.	BANA BA THARI MINING TRANING AND DEVELOPMENT ACADEMY
8.	BARBERTON MINES (PTY) LTD
9.	COLLIERY TRAINING COLLEGE (PTY) LTD
10.	CONCOR PROJECTS PTY LTD
11.	DWARSRIVER CHROME MINE (PTY) LTD
12.	EASTERN CHROME MINES
13.	EASTERN CHROME MINES SAMANCOR
14.	FINSCH DIAMOND MINE(PTY) LTD
15.	FOSKOR (PTY) LTD
16.	GEOSTRAT TRAINING
17.	HARMONY GOLD MINING CO LTD
18.	MANCAS CONSULTINGS CC
19.	Marematlou Training Institute
20.	MARULA PLATINUM PTY LTD
21.	MATHOME TRAINING AND DEVELOPMENT (PTY) LTD
22.	MMTI Holdings
23.	MODIKWA MINING PERSONNEL SERVICES PTY L TD
24.	NORTHAM PLATINUM LTD
25.	PALABORA COPPER (PTY) LTD
26.	PRISMA TRAINING SOLUTIONS (PTY) LTD
27.	RICHARDS BAY MINING PTY LTD
28.	SASOL GLOBAL LEARNING
29.	SENZEKO EXECUTIVE RISK CC
30.	SIBANYE GOLD ACADEMY PROPRIETARY LIMITED
31.	SIBANYE RUSTENBURG PLATINUM MINES PTY LTD
32.	TAU LEKOA GOLD MINING COMPANY (PTY) LTD
33.	TWO RIVERS PLATINUM (PTY) LTD
34.	XTRACT TRAINING SERVICES (SA)(PTY)LTD