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

Write/sign defined texts 
SAQA US ID UNIT STANDARD TITLE
119639  Write/sign defined texts 
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
12460  Write defined texts  Below Level 1  Level TBA:Pre-2009 BelowL1  6   

PURPOSE OF THE UNIT STANDARD 
Persons credited with this Unit Standard will be able to write/sign defined texts for different purposes in a variety of contexts. Writing/signing skills at this level will be applied in other learning situations. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Learners have language skills at ABET 2 or equivalent in the target language. 

UNIT STANDARD RANGE 
Continuous and other forms of writing for a range of purposes and contexts.

Notes on range:

A. Learners are able to produce a variety of text types.

Note: texts may be of mixed types.

Texts types to be produced include narrative texts, factual texts, persuasive texts, practical and social texts. Examples are:
  • Narrative: personal letters, life stories, stories (fiction and non-fiction), reports of incidents or events. Narratives can be based on personal or second-hand experience, or on reading and research.
  • Factual: reports, summaries, notes, short essay, completing tables, graphs and diagrams.
  • Persuasive: short advertising text, article for newsletter, letter to the editor, viewpoints given on personal, political, community or work-related concerns.
  • Practical and social: all kinds of forms, simple CVs, memos, notes, notices, lists, agendas, instructions and directions, appointments, diaries, invitations, messages, orders, letters, etc.

    B. The length of the texts to be produced depends on the text type and the task.
  • Learners respond in writing/signing to tasks such as gap fill, sentence completion, matching, labeling, ticking boxes, yes/no, true/false responses and so on.
  • Learners write/sign single sentences.
  • Learners write/sign single paragraphs which include linked sentences.
  • Learners write/sign up to five related paragraphs in continuous writing/signing (i.e. about 1 1/2 to 2 pages/at least 10 minutes).
  • Learners produce extended pieces of work, chunks of signs (eg a project) representing research, selection, and reworking over a longer period of time. These may be of mixed text types. The length is at least four pages/at least 20 minutes of the learner`s own writing/signing, with at least one page of supporting material.

    C. Stimulus Texts
  • Learners respond in writing/signing to written/signed, oral and visual texts.
  • Stimulus texts cover the range of text types required in the reading/viewing and speaking/signing and listening components.
  • The stimulus texts are easily understandable by learners at this level.
  • The nature of the writing/signing task required is clearly indicated. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Select and present content appropriate to the writing/signing task. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Content is consistent with what is called for in the task. 

    ASSESSMENT CRITERION 2 
    Irrelevant content and repetition has not been included. 

    ASSESSMENT CRITERION 3 
    Sufficient information is included so that purpose of task is achieved. 

    ASSESSMENT CRITERION 4 
    Appropriate information is given. 

    ASSESSMENT CRITERION 5 
    Awareness of purpose, context and audience is shown. 

    ASSESSMENT CRITERION 6 
    Opinions are expressed and supported. 

    ASSESSMENT CRITERION 7 
    Own experience and knowledge are related to an issue to illustrate, refute or support ideas. 

    SPECIFIC OUTCOME 2 
    Organise and format text appropriately. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    An appropriate text type is produced, using the correct format for the text type (business letter, dialogue, essay, memo, signed narrative etc). 

    ASSESSMENT CRITERION 2 
    Texts are structured and organised so that content is clearly and logically sequenced. 

    ASSESSMENT CRITERION 3 
    Topic sentence is clear. 

    ASSESSMENT CRITERION 4 
    Sentences are thematically linked and coherent. 

    ASSESSMENT CRITERION 5 
    Paragraphs follow in a logical order. 

    ASSESSMENT CRITERION 6 
    Paragraphs are internally coherent. 

    ASSESSMENT CRITERION 7 
    Links between sentences and paragraphs help the flow of ideas. 

    ASSESSMENT CRITERION 8 
    Conventions for chunks of signs/paragraphs must be used correctly. 

    ASSESSMENT CRITERION 9 
    Headings, indenting, numbering, point format are used when required or appropriate. 

    SPECIFIC OUTCOME 3 
    Use language conventions appropriate to the nature of the writing/signing task. 
    OUTCOME NOTES 
    Grammatical correctness will be interpreted in the light of established South African idiom for that language. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Spelling of common and regular words/signs is correct. 

    ASSESSMENT CRITERION 2 
    Simple and common grammatical structures are used correctly. 

    ASSESSMENT CRITERION 3 
    Use of main tenses or temporal aspect, commonly used verb forms, negative and question forms is largely consistent and accurate. 

    ASSESSMENT CRITERION 4 
    Grammatical reference and agreement is largely consistent and accurate (eg subject/ verb correlation; pronouns for English; class prefixes for other languages). 

    ASSESSMENT CRITERION 5 
    Sentences should reflect combination of ideas into complex and compound sentences. 

    ASSESSMENT CRITERION 6 
    Frequently used forms of punctuation/non-manual features (NMFS) are used correctly (eg full stops, questions marks, commas, inverted commas and exclamation marks, abbreviations). 

    ASSESSMENT CRITERION 7 
    Vocabulary is varied and shows features such as the use of vivid descriptions, specific detail, abstract terms, and logical arguments. 

    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 
    Writing/signing is revised and corrected. 

    ASSESSMENT CRITERION 4 
    Final version is neatly/clearly presented. 


    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: through application of writing/signing skills.
  • Reflect on and explore a variety of strategies to learn more effectively: learning how to make simple notes and use other writing devices for learning/ study.
  • Exploring education and career opportunities: using writing/signing skills in these contexts.
  • Developing entrepreneurial opportunities: using writing/signing skills in these contexts. 
    		•

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams: through doing writing tasks and activities with others. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one`s activities responsibly and effectively: through using language and referencing skills. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information: collecting and recording information in written/signed form. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written/signed persuasion. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically: writing/signing skills are used to produce texts of a basic scientific and technological nature, and to engage with technological applications. 

    UNIT STANDARD CCFO DEMONSTRATING 
  • Understand the world as a set of related systems: through using language to investigate and express links, and explore a 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 
  • Participating as responsible citizens in the life of local, national and global communities: using writing/signing to communicate. 
    		•

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • Reading, viewing, writing, listening and speaking/signing are learned, taught and assessed in an integrated way. ·
  • 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 errors are expected. 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 tasks done throughout the course, a portfolio of real life writing/signing done in the context of work and/or community life, and external examinations. 
    		•

    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 12460, "Write defined texts"; 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.