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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Identify and respond to selected literary texts 
SAQA US ID UNIT STANDARD TITLE
119641  Identify and respond to selected literary texts 
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 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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
12473  Identify and respond to selected literary texts  Level 1  NQF Level 01   

PURPOSE OF THE UNIT STANDARD 
This unit standard will enable learners to extend and strengthen their literacy skills whilst gaining an introduction to the study of literature. They will be able to use basic skills and strategies to read/view and interpret literary texts. Literature involves the use of language and the imagination to represent, recreate, shape and explore human experience. Reading/viewing literary texts in the target language gives perspectives on the culture of the people whose mother tongue/first language it is, as well as an idea of the history of the language. Learners achieving this standard will be better equipped to continue with literary studies in the FET band if they wish to do so. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Listening, speaking, reading and writing/signing skills at ABET 3 or equivalent. 

UNIT STANDARD RANGE 
Learners can read/view for enjoyment, recognise basic elements of literary genres and respond to characters, events and contexts.

Range of texts: folklore, traditional stories (written/signed and/or oral), novels, short stories, poetry, learners` own speaking/signing and writing, non-fiction (biographies and speeches), short plays, television serials, cartoons and comics, song lyrics.

Texts should be selected on the basis of length, language and accessibility appropriate to this level.

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

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Explore the idea of what constitutes a literary text. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
General descriptions of what makes a text literary are given. 

ASSESSMENT CRITERION 2 
Literary and non-literary texts are compared. 

ASSESSMENT CRITERION 3 
Examples of literary texts are given. 

SPECIFIC OUTCOME 2 
Distinguish between different literary text types. 
OUTCOME RANGE 
Poetry, novels, short stories and drama. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
The main features, conventions and literary devices of poetry are listed. 
ASSESSMENT CRITERION RANGE 
Structure (eg verses, division into lines), rhyme, metaphor, simile, personification, alliteration and assonance, onomatopoeia, imagery and symbolism, theme, purpose (to be read or heard for enjoyment, instruction, social commentary, stimulation of creativity and senses etc).
 

ASSESSMENT CRITERION 2 
The main features, conventions and literary devices of novels are listed. 
ASSESSMENT CRITERION RANGE 
Structure (eg continuous prose, division into sections and chapters), plot, theme, characterisation, narrative voice, imagery and symbolism, setting, purpose (to be read for entertainment, social commentary, information etc).
 

ASSESSMENT CRITERION 3 
The main features, conventions and literary devices of short stories are listed. 
ASSESSMENT CRITERION RANGE 
Structure (eg length, usually one focus or event, usually follows statement of situation, exposition, climax/ anticlimax, denouement and resolution), theme, characterisation (usually few characters and little development), narrative voice, setting, imagery and symbolism, purpose (to be read for entertainment, social commentary etc).
 

ASSESSMENT CRITERION 4 
The main features, conventions and literary devices of drama are listed. 
ASSESSMENT CRITERION RANGE 
Structure (eg divided into scenes and acts, stage directions), dialogue, plot, theme, characterisation, setting, imagery and symbolism, purpose (written to be performed: stage, costumes, visual and aural techniques, etc).
 

ASSESSMENT CRITERION 5 
The text types are compared using these distinctive features. 

SPECIFIC OUTCOME 3 
Use a range of strategies to understand selected literary texts. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
Listening/reading/viewing strategies are used to discover meaning. 
ASSESSMENT CRITERION RANGE 
Asking key questions, skimming, scanning, taking note of layout, design and/or visual features, learning to recognise key features of genre.
 

ASSESSMENT CRITERION 2 
The literal meaning of the language used is understood. 

ASSESSMENT CRITERION 3 
The implied meaning of the languages used is understood. 

ASSESSMENT CRITERION 4 
The literary features of a text are used to extract meaning. 

ASSESSMENT CRITERION 5 
Information, ideas, opinions and themes are identified. 

SPECIFIC OUTCOME 4 
Respond to selected literary texts. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
Own response to selected literary text is given. 

ASSESSMENT CRITERION 2 
Own and others` responses to texts are compared. 

ASSESSMENT CRITERION 3 
Response is related to own life where applicable. 

ASSESSMENT CRITERION 4 
Responses are supported by reference to the 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: use reading/signing and literary analysis skills to develop critically thinking for problem solving.
  • Reflect on and explore a variety of strategies to learn more effectively: literary reading/signing skills include reading/signing for meaning and processing information, which are essential strategies for learning. 

  • UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams: through discussion, projects and exchange of opinions on literary texts. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information: studying literary texts promotes the development of these skills. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills: engaging with literary texts improves general communication skills, as does interacting with others whilst discussing literary texts. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically: through using electronic media for learning and accessing information, and understanding the application of technology in literary performances, eg in stage roductions. 

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

    UNIT STANDARD CCFO CONTRIBUTING 
  • Be culturally and aesthetically sensitive across a range of social contexts: reading literary texts enhances understanding and discussion of such issues, and promotes cultural and aesthetic appreciation and tolerance.
  • Participate as responsible citizens in the life of local, national and global communities: reading skills enable people to participate effectively in such processes, and reading literary texts gives people wider perspectives on relevant issues. 

  • 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.
  • 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.
  • 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; informal assessment through debate and discussion; oral work; 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 12473, "Identify and respond to selected literary texts", ABET Level 4, 5 credits. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Fundamental  50584   General Education and Training Certificate: Clothing Manufacturing Processes  Level 1  NQF Level 01  Reregistered  2023-06-30  FPMSETA 
    Fundamental  58026   General Education and Training Certificate: Food and Beverage Handling Processes  Level 1  NQF Level 01  Reregistered  2023-06-30  FOODBEV 
    Fundamental  57829   General Education and Training Certificate: Grain Handling Processes  Level 1  NQF Level 01  Reregistered  2023-06-30  AgriSETA 
    Fundamental  65969   General Education and Training Certificate: Human Settlements Development  Level 1  NQF Level 01  Reregistered  2023-06-30  CETA 


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    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.
     
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