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

Engage in a range of speaking/signing and listening interactions 
SAQA US ID UNIT STANDARD TITLE
119637  Engage in a range of speaking/signing and listening interactions 
ORIGINATOR
SGB GET/FET Language and Communication 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority 
FIELD SUBFIELD
Field 04 - Communication Studies and Language Language 
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  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
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 replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
12449  Engage in a range of speaking and listening interactions (Revised)  Below Level 1  Level TBA:Pre-2009 BelowL1  6   

PURPOSE OF THE UNIT STANDARD 
This standard marks the formalisation of speaking/signing and listening skills (for own or other language) in terms of understanding of structured conventions for oral/signing communication. Learners will be able to interact orally/in signing with others in various contexts and situations for a variety of purposes. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Additional language learners should have ABET Level 2 Listening and Speaking/signing skills in the target language. There are no learning assumptions for home language learners. 

UNIT STANDARD RANGE 
This standard applies to learners of both home and additional language.

Notes on range:

Broadly, the settings and situations in which learners perform their oral/signing ability are similar across ABET levels 1-3. What differs is the extent and complexity of the vocabulary and grammatical structures that they bring to the task, as well as an increasing level of clarity, fluency and confidence.

1. Learners should be able to communicate:
  • One to one, in small groups, in larger discussion groups, with an audience
  • By telephone (not applicable to deaf learners)
  • With friends and family, acquaintances and strangers
  • With professionals, officials and colleagues
  • With peers, subordinates and superiors

    2. Learners should be able to communicate in the following settings, in both routine and non-routine situations; Deaf SASL users may require a SASL interpreter to fulfil this requirement:
  • Social
  • Work (eg on-the-job training, meetings)
  • Study
  • Community and religious contexts
  • Doctor/clinic/hospital
  • Official/commercial (eg bank, government office)

    3. Tasks and activities can include:
  • Reading aloud (prepared, not impromptu), reciting
  • Telling stories (personal, traditional, second-hand)
  • Word games, riddles and jokes
  • Songs and hymns
  • Commenting on plays, TV, movies, radio programmes, texts read/viewed, current topical issues
  • Performing role plays and short play, speeches, class presentations, debates
  • Making arrangements and plans, giving directions for finding places
  • Everyday classroom interaction, giving and receiving feedback on performance
  • Taking part in meetings
  • Practising self-assertion.

    4. Learners` vocabulary and language use shows the following:
  • Listening vocabulary extends to broader contexts beyond the everyday.
  • Speaking/signing vocabulary is fairly extensive.
  • Grammatical structures are varied and idioms are used.
  • Common mistakes do not obscure meaning.
  • Incorrect pronunciation/production, stress and intonation/non-manual features(NMFs) do not obscure meaning. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Initiate and maintain conversation. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Greetings and leave taking conventions are used appropriately in informal and formal situations. 

    ASSESSMENT CRITERION 2 
    Register, tone and language variety (slang, code switching etc) are varied according to situation. 

    ASSESSMENT CRITERION 3 
    Topic of conversation is followed or changed. 

    ASSESSMENT CRITERION 4 
    Turns in conversation are taken and yielded. 

    ASSESSMENT CRITERION 5 
    Cross-cultural differences in body language are identified and used appropriately. 

    SPECIFIC OUTCOME 2 
    Ask for and give information, explanations, directions and instructions. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Questions are specific, clear and a range of questioning techniques are used. 

    ASSESSMENT CRITERION 2 
    Questions are rephrased and explained where necessary. 

    ASSESSMENT CRITERION 3 
    Answers given are sufficiently clear and detailed for listener`s/listeners` purpose. 
    ASSESSMENT CRITERION RANGE 
    'Listener' refers to auditory and/ or visual recipient of the communication.
     

    ASSESSMENT CRITERION 4 
    Answers are rephrased and explained where necessary. 

    ASSESSMENT CRITERION 5 
    Clarification of questions and/or answers is asked for where necessary. 

    ASSESSMENT CRITERION 6 
    Own and other person`s/persons` understanding is checked. 

    ASSESSMENT CRITERION 7 
    Translation into other languages/sign system is used where helpful. 

    SPECIFIC OUTCOME 3 
    Make and respond to suggestions, offers and requests. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Suggestions, offers and requests are made, using appropriate forms (polite, formal, informal, conversational etc); and allowing for acceptance or refusal; and with sensitivity to the listener. 

    ASSESSMENT CRITERION 2 
    Responses are made using appropriate forms (polite, formal etc); clearly showing acceptance, refusal, conditional acceptance or hesitation; and with sensitivity to the listener. 
    ASSESSMENT CRITERION RANGE 
    Own and other person`s/persons` understanding is checked.
     

    ASSESSMENT CRITERION 3 
    Own and other person`s/persons` understanding is checked. 

    SPECIFIC OUTCOME 4 
    Express and respond to feelings, opinions and arguments. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Feelings, opinions and arguments are expressed with supporting examples. 

    ASSESSMENT CRITERION 2 
    Responses acknowledge the points of view of other speakers/signers. 

    ASSESSMENT CRITERION 3 
    Responses express agreement, disagreement, questioning, challenging or defending of the position given. 

    SPECIFIC OUTCOME 5 
    Use and respond to emotive, aesthetic and creative aspects of oral/signed language. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Emotive language is recognised. 

    ASSESSMENT CRITERION 2 
    Emotive language is used appropriately. 

    ASSESSMENT CRITERION 3 
    Non-literal use of language is recognised (humour, symbolism, rhythm, poetic devices etc). 

    ASSESSMENT CRITERION 4 
    Creative/entertaining oral/signed performances are produced (role plays, recitations, reading aloud etc). 

    SPECIFIC OUTCOME 6 
    Listen and respond critically to oral/signed text. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The main message is identified. 

    ASSESSMENT CRITERION 2 
    The likely purpose is identified reasonably accurately. 

    ASSESSMENT CRITERION 3 
    Fact and opinion are identified. 

    ASSESSMENT CRITERION 4 
    Omission of necessary information is noted. 

    ASSESSMENT CRITERION 5 
    Values, views of the world and stereotypes are identified. 

    ASSESSMENT CRITERION 6 
    Effects of tone/register volume, sign size and pace body language, appearance etc on the message are noted (eg discrepancy between angry tone and polite words/signs). 

    ASSESSMENT CRITERION 7 
    Own experience and knowledge is used to respond to an oral/signed text. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accreditation 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: in groups in oral/signed activities.

    Reflect on and explore a variety of strategies to learn more effectively: listening skills include listening for meaning in order to learn.

    Explore education and career opportunities: speaking/signing and listening skills at this level enable access to information on such opportunities, and provide the foundation for successful engagement in such opportunities.

    Develop entrepreneurial opportunities: speaking/signing and listening skills at this level enable access to information on such opportunities, and provide the foundation for successful engagement in such opportunities. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams: using interactive speech/sign in activities and discussion in a group. 

    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: collecting information at a basic level. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills: in formal and informal situations. 

    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 identify links, and to explore a range of contexts and texts.

    Be culturally and aesthetically sensitive across a range of social contexts: listening and speaking/speaking skills enhance understanding and discussion of such issues. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Participate as responsible citizens in the life of local, national and global communities: listening and speaking/signing skills enable people to participate effectively in such processes. 

    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.
  • Assessment of this standard can be carried out through continuous assessment of speaking/signing and listening skills throughout the course of study and specific oral/signing performances assessed in context. (eg presentations, role plays, group discussions, speeches 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 12449, "Engage in a range of speaking and listening interactions (Revised)", ABET Level 3, 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  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. MARULA PLATINUM PTY LTD 
    20. MATHOME TRAINING AND DEVELOPMENT (PTY) LTD 
    21. MMTI Holdings 
    22. MODIKWA MINING PERSONNEL SERVICES PTY L TD 
    23. NORTHAM PLATINUM LTD 
    24. PALABORA COPPER (PTY) LTD 
    25. PRISMA TRAINING SOLUTIONS (PTY) LTD 
    26. RICHARDS BAY MINING PTY LTD 
    27. SASOL GLOBAL LEARNING 
    28. SENZEKO EXECUTIVE RISK CC 
    29. SIBANYE GOLD ACADEMY PROPRIETARY LIMITED 
    30. SIBANYE RUSTENBURG PLATINUM MINES PTY LTD 
    31. TAU LEKOA GOLD MINING COMPANY (PTY) LTD 
    32. TWO RIVERS PLATINUM (PTY) LTD 
    33. XTRACT TRAINING SERVICES (SA)(PTY)LTD 


    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.