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: |
Read/view and respond to a range of text types |
SAQA US ID | UNIT STANDARD TITLE | |||
119640 | Read/view and respond to a range of text types | |||
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 |
12469 | Read and respond to a range of text types | Level 1 | NQF Level 01 | 6 |
PURPOSE OF THE UNIT STANDARD |
This unit standard will enable learners to read or view a number of different kinds of texts developed for different purposes, audiences and contexts. Learners will understand how language is used to convey meaning, and to shape people`s views and relationships. Learners will be able to find, sort and use information through reading/viewing. |
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
Listening, Speaking/Signing, Reading/Viewing and Writing skills at ABET 3 or equivalent. |
UNIT STANDARD RANGE |
This standard covers written/signed and visual texts appropriate to the needs and interests of learners, including narrative, persuasive, factual, everyday information, practical and visual texts as well as multimedia.
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: Content includes: Text types include: Written/signed and visual texts at this level include narrative, persuasive, factual and everyday/information texts; texts may be of mixed types. |
Specific Outcomes and Assessment Criteria: |
SPECIFIC OUTCOME 1 |
Use reading/viewing strategies appropriately and effectively. |
OUTCOME RANGE |
Reading strategies include skimming, scanning, previewing, predicting, summarising, reading/viewing for detail etc. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Main message of text is extracted. |
ASSESSMENT CRITERION 2 |
Reading strategies appropriate to the text and task are chosen and used. |
ASSESSMENT CRITERION 3 |
Meaning of unfamiliar vocabulary is inferred through the use of context clues and word attack skills/sign analysis. |
ASSESSMENT CRITERION 4 |
Reading/viewing for detail is done. |
ASSESSMENT CRITERION 5 |
Specific information is found using basic referencing skills (eg numbering). |
ASSESSMENT CRITERION 6 |
Relationships between parts of words/signs, phrases or sentences (eg cause and effect) are used to understand the text. |
ASSESSMENT CRITERION 7 |
Text features (eg register, tone, etc) are identified and explained (eg mismatch between tone and content). |
ASSESSMENT CRITERION 8 |
Translation into other languages is used where helpful and appropriate. |
SPECIFIC OUTCOME 2 |
Identify the purpose, audience and context of texts. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Likely purpose of text is identified. |
ASSESSMENT CRITERION 2 |
Reason is given for identification of purpose. |
ASSESSMENT CRITERION 3 |
Likely intended audience(s) of text is/are identified. |
ASSESSMENT CRITERION 4 |
Likely source of text is identified. |
ASSESSMENT CRITERION 5 |
Text is interpreted in light of the purpose, audience, context and source. |
ASSESSMENT CRITERION 6 |
The possible cultural and social context in which the text was produced is inferred from contextual clues (eg historical period shown by vocabulary). |
SPECIFIC OUTCOME 3 |
Engage with meaning and organisation in texts. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Main ideas, topics, messages or themes are identified in a text. |
ASSESSMENT CRITERION 2 |
Surface/literal content is found, recalled, paraphrased or summarised as required. |
ASSESSMENT CRITERION 3 |
Understanding of how text is organised is used to extract meaning (introductions and conclusions, sequence of ideas and events, statements and supporting evidence such as examples or illustrative points, opinions and supporting points, linking words/signs or phrases etc). |
ASSESSMENT CRITERION 4 |
Statements and supporting evidence (eg examples, illustrations) are identified. |
ASSESSMENT CRITERION 5 |
Information is selected according to need. |
ASSESSMENT CRITERION 6 |
Information is categorised to suit particular purpose. |
SPECIFIC OUTCOME 4 |
Show a critical awareness of language usage in texts. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
The writer`s/signer's opinions and emotions are identified. |
ASSESSMENT CRITERION 2 |
Evidence from the text is given to support identification. |
ASSESSMENT CRITERION 3 |
Fact, fiction and opinions are identified and distinguished. |
ASSESSMENT CRITERION 4 |
Inferences are made from texts (eg misleading or contradictory information is identified, the omission of necessary information is noted, meanings not directly stated are noted). |
ASSESSMENT CRITERION 5 |
Possible reasons are given to explain why misleading or contradictory information is given, why opinions are presented as fact, or why relevant information is omitted. |
ASSESSMENT CRITERION 6 |
Manipulative (eg emotive language, gestures or tone, rhetorical devices), biased (eg use of stereotypes or subjective opinion presented as fact), or ideologically driven (eg use of political jargon, overt value statements) uses of language are identified. |
ASSESSMENT CRITERION 7 |
Own opinion on a text is given and justified. |
SPECIFIC OUTCOME 5 |
Identify and respond to aesthetic, emotive, cultural and social aspects of texts. |
OUTCOME RANGE |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Literary and stylistic devices are identified (eg symbolism, rhyme, rhythm, poetic devices). |
ASSESSMENT CRITERION 2 |
The effects of literary and stylistic devices are discussed with supporting evidence. |
ASSESSMENT CRITERION 3 |
Emotive language in texts is identified and discussed. |
ASSESSMENT CRITERION 4 |
Cultural and social values (eg cultural context) in a text are identified and explored. |
ASSESSMENT CRITERION 5 |
Attitudes expressed in texts towards languages and language varieties are identified and discussed. |
SPECIFIC OUTCOME 6 |
Understand the use of conventions and structures in texts. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Type of text (formal, informal, factual, persuasive, narrative, practical etc) and genre (poem, advertisement, article etc) are identified. |
ASSESSMENT CRITERION 2 |
Format (report, letter, CV, dialogue, signed narrative, etc) and its functions are identified. |
ASSESSMENT CRITERION 3 |
Layout features and their functions are recognised. |
ASSESSMENT CRITERION 4 |
Grammatical structures are identified and used to extract meaning (effect of tense on meaning; use of passive or active voice, etc). |
ASSESSMENT CRITERION 5 |
Structuring devices, typographical, graphic or visual features (table of contents, indices, graphs, titles, headings and sub-headings, captions, use of paragraphs etc) are recognised and used to extract meaning. |
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: using reading/viewing skills and accessing written/signed information to decode and make meaning individually and in groups.
Reflect on and explore a variety of strategies to learn more effectively: reading/viewing skills include reading/viewing for meaning and processing information which are essential strategies for learning. Explore education and career opportunities: reading/viewing skills at this level enable access to information on such opportunities, and provide the foundation for successful engagement in such opportunities. Develop entrepreneurial opportunities: reading/viewing and signing skills at this level enable access to information on such opportunities, and provides the foundation for successful engagement in such opportunities. |
UNIT STANDARD CCFO WORKING |
Work effectively with others and in teams: using reading,viewing and signing to inform activities, discussion and research projects. |
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: reading/viewing enhances understanding and discussion of such issues. |
UNIT STANDARD CCFO CONTRIBUTING |
Participate as responsible citizens in the life of local, national and global communities: reading/viewing 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 12469,'Read and respond to a range of text types',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. | African Apex Apparel (Pty) Ltd |
4. | Agrioperations Hub Pty Ltd |
5. | ALLOYS HEAD OFFICE |
6. | Andebe Group |
7. | Anglo American Platinum Amendelbult Concentrators |
8. | Arden School of Management (Pty) Ltd |
9. | ASSMANG (PTY) LTD |
10. | Aubrey Nyiko Business Enterprise cc |
11. | AVENG (AFRICA) (PTY) LTD |
12. | BAFOKENG RASIMONE MANAGEMENT SERVICES PTY LTD |
13. | BANA BA THARI MINING TRANING AND DEVELOPMENT ACADEMY |
14. | BARBERTON MINES (PTY) LTD |
15. | Bev Short Training Consultants |
16. | BOLAND COLLEGE |
17. | CHAMDOR DRIVER TRAINING CC |
18. | College of Cape Town - Athlone Campus |
19. | CONCOR PROJECTS PTY LTD |
20. | Cre8tion Projects 6 PTY LTD |
21. | Cumlaude Institute (PTY) Ltd |
22. | Dee-Bravo Training Centre |
23. | Dionysus Skills Development Initiative (Pty) Ltd |
24. | Dlamini The Siba PTY LTD |
25. | DWARSRIVER CHROME MINE (PTY) LTD |
26. | EASTERN CHROME MINES |
27. | EASTERN CHROME MINES SAMANCOR |
28. | ECPG PTY LTD |
29. | ERGO BUSINESS DEVELOPMENT ACADEMY NPC |
30. | Esayidi FET College - Central Office |
31. | FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE |
32. | FINSCH DIAMOND MINE(PTY) LTD |
33. | FOSKOR (PTY) LTD |
34. | Furniture World Training Centre |
35. | GEOSTRAT TRAINING |
36. | GLENCORE OPERATIONS SOUTH AFRICA PTY LTD |
37. | Green Earth Training & Development (Pty) Ltd |
38. | Greenrim Training |
39. | HARMONY GOLD MINING CO LTD |
40. | He and She Driver Training Centre |
41. | HLUVUKA TRAINING AND CONSULTING |
42. | IMPALA PLATINUM SERVICES LTD |
43. | Imperial Logistics & Transport A Div Of Imper |
44. | Innovative Shared Services |
45. | Intellect Management and Training |
46. | KDS Centre for Skills Development and Training Pty Ltd |
47. | Kelmik Training Centre (Pty) Ltd |
48. | Knoop Academy NPC |
49. | KUMBA IRON ORE (SISHEN) |
50. | Kumba Sishen HRD Centre |
51. | Learning Exchange Pty (Ltd) |
52. | Legal Environment Safety & Health Requirements cc |
53. | Leronsa Trading Enterprise |
54. | Longata Consultant |
55. | LYNAZY RESOURCES |
56. | Makwedeng Training |
57. | MANCAS CONSULTINGS CC |
58. | Marematlou Training Institute |
59. | MARULA PLATINUM PTY LTD |
60. | MATHOME TRAINING AND DEVELOPMENT (PTY) LTD |
61. | Meals on Wheels Community Services - South Africa |
62. | MMTI Holdings |
63. | Mnambithi TVET College |
64. | Modiehi Consulting & Projects (Pty) Ltd |
65. | MODIKWA MINING PERSONNEL SERVICES PTY L TD |
66. | MURRAY & ROBERTS CEMENTATION (PTY)LTD |
67. | Ncameni Kasizane Skills Development PTY LTD |
68. | Ndikho Ndinani Protection (Pty) Ltd |
69. | New Company FAT |
70. | Ngaphakathi Investments |
71. | NORTHAM PLATINUM LTD |
72. | Northlink College |
73. | NOSA LOGISTICS PTY LTD |
74. | Nurture-Nature Resources (Pty) Ltd |
75. | Operational Process Improvements (Pty) Ltd |
76. | OSR Trading |
77. | P and R Development and Training (Pty) Ltd |
78. | PALABORA COPPER (PTY) LTD |
79. | People Upliftments t/a POPUP Upliftment |
80. | PERENNIAL SERVICES PTY LTD |
81. | Phambile Skills Training (Pty) Ltd |
82. | PPC Ltd |
83. | Premier Agric (Pty) Ltd |
84. | PRISMA TRAINING SOLUTIONS (PTY) LTD |
85. | Professional Development and Training Institute (Pty) Ltd |
86. | PROGRESSIVE TRAINING DEVELOPMENT AND PROJECTS (PTY) LTD |
87. | Project Literacy |
88. | Quantum Leap College Pty Ltd |
89. | Redefined Skills Training & Development (Pty) Ltd |
90. | Retshetse Training Project |
91. | RICHARDS BAY MINING PTY LTD |
92. | Sanda Skills Development (Pty) Ltd |
93. | SASOL GLOBAL LEARNING |
94. | SENZEKO EXECUTIVE RISK CC |
95. | SEOPOSENGOE TRAINING CONSULTANCY CC |
96. | SIBANYE GOLD ACADEMY PROPRIETARY LIMITED |
97. | SIBANYE RUSTENBURG PLATINUM MINES PTY LTD |
98. | Skills For Life |
99. | South African Forestry Training College |
100. | South Cape Public FET College - George Campus |
101. | South West Gauteng Tvet College |
102. | Southern African Institute of Learning (SAIL) |
103. | Staffing Logistics |
104. | SUCAT Management |
105. | TAU LEKOA GOLD MINING COMPANY (PTY) LTD |
106. | Tebkhan Investments (Pty) Ltd |
107. | Tembe Service Providers |
108. | TEST 3_18 March 2019 |
109. | The Brokers Learning Centre |
110. | THUNGELA OPERATIONS (PTY) LTD |
111. | Trade Call Investments Apparel (Pty) LTD |
112. | Trade Call Investments Apparel (Pty) Ltd (Mobeni) |
113. | Training Force |
114. | Tshwane North College |
115. | TWO RIVERS PLATINUM (PTY) LTD |
116. | U AND G TRAINING (PTY) LTD |
117. | Vijay Bhagwan Consultancy and Solutions cc |
118. | VINE APPAREL (PTY)LTD |
119. | VPK BUSINESS VENTURE C C |
120. | WEST COAST COLLEGE FET |
121. | XTRACT TRAINING SERVICES (SA)(PTY)LTD |
122. | Yangantle Trading |
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. |