SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Write/Sign for a variety of different purposes

SAQA US ID	UNIT STANDARD TITLE
119636	Write/Sign for a variety of different purposes
ORIGINATOR
SGB GET/FET Language and Communication
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
ABET Level 4	Regular-Fundamental	Level 1	NQF Level 01	6
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 replaces:

US ID	Unit Standard Title	Pre-2009 NQF Level	NQF Level	Credits	Replacement Status
12470	Write for a variety of different purposes	Level 1	NQF Level 01	6

PURPOSE OF THE UNIT STANDARD

This unit standard will enable learners to produce a range of different text types for different purposes, audiences and contexts. Learners will be able to write/sign reasonably clearly in order to communicate meaning, and show some control of grammar and style. Learners will be familiar with a range of structuring devices and conventions that help convey meaning, and will develop competence in the writing process through reflecting on and correcting their own written/signed work. They will use language appropriate to the socio-cultural, learning, or workplace/technical environments as required.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Listening, Speaking/Signing Reading and/or Writing/Viewing skills at ABET 3 or equivalent.

UNIT STANDARD RANGE

Texts are produced using appropriate language patterns and structures which take account of context, purpose and audience.

Specific range statements are provided in the body of the unit standards where they apply to particular specific outcomes or assessment criteria.

Notes on range:

Contexts include:

Civil society

Literary contexts

Media contexts

Gender and race contexts

Historical, social and political contexts

Institutional context

Workplace/industry contexts

Personal relations and interpersonal relations

Content includes:

Knowledge (eg related to social conditions, human experiences, human rights, workplace issues, learning experiences).

Aesthetics (eg some use of creative techniques, innovative use of language in consumer society (eg slogans, logos, marketing techniques)).

Relationships (eg workplace interactions, group interactions, personal interactions, social sensibility, power relations).

Emotions (eg sympathy, empathy, identification, rejection) Text types to be produced include narrative, factual, persuasive, practical, visual and creative texts.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Produce texts appropriate to purpose, audience and context.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Appropriate text type, format and conventions are used for specific purposes, audiences and contexts.

ASSESSMENT CRITERION 2

Sufficient, accurate and relevant content is selected and presented to achieve the requirements of the task set.

ASSESSMENT CRITERION 3

ASSESSMENT CRITERION 4

Own experience, knowledge and opinions are expressed and supported where required.

SPECIFIC OUTCOME 2

Use grammatical structures to organise texts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Common grammatical structures are used correctly (eg subject/verb agreement; pronouns, tenses, parts of speech, commonly used verb forms).

ASSESSMENT CRITERION 2

Clear, simple sentences are used.

ASSESSMENT CRITERION 3

A variety of sentence lengths and types are used appropriately (eg negatives, question forms, statements, imperatives).

ASSESSMENT CRITERION 4

Punctuation/non-manual features (NMFS) and spelling conventions are used appropriately.

ASSESSMENT CRITERION 5

Grammatical link devices (eg conjunctions) are used correctly to write sustained pieces.

ASSESSMENT CRITERION 6

Sentence structure and word/sign order are used accurately.

SPECIFIC OUTCOME 3

Use writing/signing conventions to organise texts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Texts are structured and organised so that content or information is clearly and logically sequenced and arranged.

ASSESSMENT CRITERION 2

Conventions for paragraphs/chunks of signs are used appropriately.

ASSESSMENT CRITERION 3

Links between sentences and paragraphs are correctly used and help the flow of ideas.

ASSESSMENT CRITERION 4

Arguments or positions are supported and illustrated.

ASSESSMENT CRITERION 5

Structuring devices, typographical, graphic or visual features are used appropriately (eg table of contents, headings, numbering etc).

ASSESSMENT CRITERION 6

Stylistic devices are used for specific effects (eg simple imagery, use of dialogue, use of manipulative or biased language etc).

SPECIFIC OUTCOME 4

Plan, draft and edit own writing/signing.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Evidence of planning and drafting is shown.

ASSESSMENT CRITERION 2

Feedback is incorporated.

ASSESSMENT CRITERION 3

Text is revised, proof-read/checked and corrected.

ASSESSMENT CRITERION 4

Final version is produced and appropriately presented.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Providers of learning towards this unit standard will need to meet the accreditation requirements of Umalusi, the ETQA for General and Further Education.

Moderation Options:

The moderation requirements of this ETQA must be met in order to award credit to learners for this unit standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Learners can understand and explain that languages have certain features and conventions, which can be manipulated. Language has aesthetic, affective, cultural, social and political dimensions. Learners can apply this knowledge and adapt language to suit different contexts, audiences and purposes.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems: writing/signing skills are used to present solutions to problems.

Explore education and career opportunities: writing/signing enables people to access information on such opportunities, and provides the foundation for successful engagement in such opportunities.

Develop entrepreneurial opportunities: writing enables people to access information on such opportunities, and to produce texts which may be required for the realisation of such opportunities (eg business plan, funding or bank applications).

Reflect on and explore a variety of strategies to learn more effectively: writing/ signing skills enable strategies for learning such as note taking, summarising, mind mapping.

UNIT STANDARD CCFO WORKING

Work effectively with others and in teams: using writing/signing skills in groupwork and project activities.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one`s activities responsibly and effectively: through using language.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information: fundamental to the process of growing language capability across language applications and fields of study.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematical and/or language skills: in formal and informal communications.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically: language makes it possible for people to access and use scientific and technological information and applications.

UNIT STANDARD CCFO DEMONSTRATING

Understand the world as a set of related systems: through using language to explore and express links, and exploring a global range of contexts and texts.

Be culturally and aesthetically sensitive across a range of social contexts: writing/ signing enables people to express creativity and their cultural identity.

UNIT STANDARD CCFO CONTRIBUTING

Participate as responsible citizens in the life of local, national and global communities: writing/signing enables people to formally express opinions in public fora.

UNIT STANDARD ASSESSOR CRITERIA

Assessors should keep the following general 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. 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.

At this level some errors are acceptable, as long as these do not obscure the meaning conveyed by the learner. Assessors must use professional judgement in evaluating competence

Make sure evidence is gathered across the range as expressed under the title. Specific range statements under individual outcomes or assessment criteria are illustrations, from which learning programme developers can select. 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 candidate is able to perform in the real situation.

The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance can be reproduced.

All assessments should be conducted in line with the following well documented principles: assessment should be appropriate, fair, manageable, integrated into work or learning, valid, and consistent. Evidence should be authentic, sufficient, and current.

Evidence can be gathered through a range of assessment methods: external written assessments; internal, ongoing assessment of tasks; portfolio of continuous assessment tasks; assignments and projects; etc.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015.

UNIT STANDARD NOTES

This unit standard replaces unit standard 12470, " Write for a variety of different purposes", ABET Level 4, 6 credits.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Fundamental	71751	General Education and Training Certificate: Adult Basic Education and Training	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2023-06-30	As per Learning Programmes recorded against this Qual
Fundamental	73249	General Education and Training Certificate: Adult Basic Education and Training: Academic Curriculum	Level 1	NQF Level 01	Reregistered	2028-06-30	UMALUSI
Fundamental	61755	General Education and Training Certificate: Business Practice	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2023-06-30	SERVICES
Fundamental	66029	General Education and Training Certificate: Chemical Operations	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2023-06-30	As per Learning Programmes recorded against this Qual
Fundamental	50584	General Education and Training Certificate: Clothing Manufacturing Processes	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2023-06-30	FPMSETA
Fundamental	58493	General Education and Training Certificate: Equine and Equestrian Practices	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Fundamental	58026	General Education and Training Certificate: Food and Beverage Handling Processes	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2023-06-30	FOODBEV
Fundamental	50225	General Education and Training Certificate: General Forestry	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2023-06-30	FPMSETA
Fundamental	57829	General Education and Training Certificate: Grain Handling Processes	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Fundamental	65969	General Education and Training Certificate: Human Settlements Development	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2023-06-30	CETA
Fundamental	57937	General Education and Training Certificate: Hygiene and Cleaning	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2023-06-30	SERVICES
Fundamental	66269	General Education and Training Certificate: Lumber Milling	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2023-06-30	FPMSETA
Fundamental	58267	General Education and Training Certificate: Mining and Minerals Processes	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2023-06-30	MQA
Fundamental	59300	General Education and Training Certificate: Transport	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2023-06-30	TETA
Fundamental	58760	National Certificate: Rock Breaking Underground Hard Rock	Level 3	NQF Level 03	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.	1 Classie Africa
2.	ADCORP TECHNICAL TRAINING (PTY) LTD
3.	Advanced Assessments and Training Pty Ltd
4.	African Apex Apparel (Pty) Ltd
5.	Agrioperations Hub Pty Ltd
6.	ALLOYS HEAD OFFICE
7.	Altitude Skills Development (Pty) Ltd
8.	Andebe Training and Skills Development
9.	Anglo American Platinum Amendelbult Concentrators
10.	Arden School of Management (Pty) Ltd
11.	ASSMANG (PTY) LTD
12.	Aubrey Nyiko Business Enterprise cc
13.	AVENG (AFRICA) (PTY) LTD
14.	BAFOKENG RASIMONE MANAGEMENT SERVICES PTY LTD
15.	BANA BA THARI MINING TRANING AND DEVELOPMENT ACADEMY
16.	BARBERTON MINES (PTY) LTD
17.	BOKONI PLATINUM MINES (PTY) LTD
18.	BOLAND COLLEGE
19.	College of Cape Town - Athlone Campus
20.	Cre8tion Projects 6 PTY LTD
21.	Cumlaude Institute (PTY) Ltd
22.	Dlamini The Siba PTY LTD
23.	DWARSRIVIER CHROME MINE (PTY) LTD
24.	EASTERN CHROME MINES
25.	EASTERN CHROME MINES SAMANCOR
26.	ERGO BUSINESS DEVELOPMENT ACADEMY NPC
27.	Esayidi FET College - Central Office
28.	FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE
29.	FINSCH DIAMOND MINE(PTY) LTD
30.	FOSKOR (PTY) LTD
31.	Furniture World Training Centre
32.	GEOSTRAT TRAINING
33.	GLENCORE OPERATIONS SOUTH AFRICA PTY LTD
34.	Greenrim Training
35.	HARMONY GOLD MINING CO LTD
36.	He and She Driver Training Centre
37.	HLUVUKA TRAINING AND CONSULTING
38.	IMPALA PLATINUM SERVICES LTD
39.	KDS Centre for Skills Development and Training Pty Ltd
40.	Kelmik Training Centre (Pty) Ltd
41.	KLM Empowered Human Solutions Pty Ltd
42.	KUMBA IRON ORE (SISHEN)
43.	Kumba Sishen HRD Centre
44.	Legal Environment Safety & Health Requirements cc
45.	Leronsa Trading Enterprise
46.	LYNAZY RESOURCES
47.	MANCAS CONSULTINGS CC
48.	Marematlou Training Institute
49.	MARULA PLATINUM PTY LTD
50.	MATHABA MINING GROUP
51.	MATHOME TRAINING AND DEVELOPMENT (PTY) LTD
52.	Mnambithi TVET College
53.	Modiehi Consulting & Projects (Pty) Ltd
54.	MODIKWA MINING PERSONNEL SERVICES PTY L TD
55.	MURRAY & ROBERTS CEMENTATION (PTY)LTD
56.	Ncameni Kasizane Skills Development PTY LTD
57.	New Company FAT
58.	NORTHAM PLATINUM LTD
59.	Northlink College
60.	Operational Process Improvements (Pty) Ltd
61.	P and R Development and Training (Pty) Ltd
62.	People Upliftments t/a POPUP Upliftment
63.	Premier Agric (Pty) Ltd
64.	PRISMA TRAINING SOLUTIONS (PTY) LTD
65.	Professional Development and Training Institute (Pty) Ltd
66.	PROGRESSIVE TRAINING DEVELOPMENT AND PROJECTS (PTY) LTD
67.	Project Literacy
68.	Quantum Leap College Pty Ltd
69.	RCH Investments (Pty) Ltd
70.	Redefined Skills Training & Development (Pty) Ltd
71.	Retshetse Training Project
72.	RICHARDS BAY MINING PTY LTD
73.	SAMANCOR CHROME LTD
74.	Sanda Skills Development (Pty) Ltd
75.	SASOL SOUTH AFRICA (PTY) LTD - SECUNDA
76.	SENZEKO EXECUTIVE RISK CC
77.	SEOPOSENGOE TRAINING CONSULTANCY CC
78.	SIBANYE GOLD ACADEMY PROPRIETARY LIMITED
79.	SIBANYE RUSTENBURG PLATINUM MINES PTY LTD
80.	Siyaloba Training Academy
81.	SIYANDA BAKGATLA PLATINUM MINE
82.	South African Forestry Training College
83.	South Cape Public FET College - George Campus
84.	South West Gauteng Tvet College
85.	Southern African Institute of Learning (SAIL)
86.	Staffing Logistics
87.	TAU LEKOA GOLD MINING COMPANY (PTY) LTD
88.	Tebkhan Investments (Pty) Ltd
89.	Tembe Service Providers
90.	TEST 3_18 March 2019
91.	The Brokers Learning Centre
92.	THUNGELA OPERATIONS (PTY) LTD
93.	TRAIN THE NATION AND ASSOCIATES (PTY) LTD
94.	Training Force
95.	TWO RIVERS PLATINUM (PTY) LTD
96.	U AND G TRAINING (PTY) LTD
97.	VENETIA MINE
98.	VINE APPAREL (PTY)LTD
99.	VPK BUSINESS VENTURE C C
100.	WEST COAST COLLEGE FET
101.	XTRACT TRAINING SERVICES (SA)(PTY)LTD
102.	Yangantle Trading