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: |
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: 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: 3. Tasks and activities can include: 4. Learners` vocabulary and language use shows the following: |
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:
|
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. |