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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Engage in speaking and listening interactions

SAQA US ID	UNIT STANDARD TITLE
12445	Engage in speaking and listening interactions
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 2	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 "Registered"		2002-10-09	2005-10-09	SAQA 0144/02
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2006-10-09		2009-10-09

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
5709	Engage in a range of speaking and listening interactions.	Below Level 1	Level TBA:Pre-2009 BelowL1	6

This unit standard is replaced by:

US ID	Unit Standard Title	Pre-2009 NQF Level	NQF Level	Credits	Replacement Status
119642	Engage in speaking/signing and listening interactions	Below Level 1	Level TBA:Pre-2009 BelowL1	6

PURPOSE OF THE UNIT STANDARD

This unit standard will be useful for learners who are acquiring an additional language, and wish to communicate orally with speakers of other languages on a simple level in various contexts and situations.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Listening and speaking skills in the target language at ABET Level 1.

UNIT STANDARD RANGE

This standard applies only to learners acquiring an additional language. Mother tongue speakers starting an ABET learning programme for the purposes of acquiring literacy are assumed to have these skills.

Notes on range:

Broadly, the settings and situations in which learners perform their oral 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

by telephone

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 routine situations:

social

work (e.g. simple accident reports)

study

community and religious contexts

doctor / clinic / hospital

official / commercial (e.g. post-office, bank)

3. Tasks and activities include:

reading aloud (prepared, not impromptu)

telling stories (personal, traditional, second-hand)

word games

songs and hymns

commenting on TV, movies, radio programmes, texts read, current topical issues

performing role plays, simple speeches, class presentations

making arrangements and plans, giving directions for finding places

everyday classroom interaction, giving and receiving feedback on performance

taking part in meetings.

4. Learners` vocabulary and language use shows the following:

Listening vocabulary embraces a variety of everyday contexts.

Speaking vocabulary is still limited, but with some range and variety.

A growing range of grammatical structures and idioms is used.

Grammar and vocabulary mistakes do not obscure meaning.

Pronunciation may not be entirely accurate but should be comprehensible.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Initiate and maintain conversation.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

ASSESSMENT CRITERION 2

2. Formal and informal register are distinguished and used appropriately.

ASSESSMENT CRITERION 3

3. Topic of conversation is followed or changed.

ASSESSMENT CRITERION 4

4. Turns in conversation are taken and yielded.

ASSESSMENT CRITERION 5

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

1. Personal information is asked for and given.

ASSESSMENT CRITERION 2

2. Questions are clearly phrased.

ASSESSMENT CRITERION 3

3. Questions are repeated and explained where necessary.

ASSESSMENT CRITERION 4

4. Answers given are sufficiently clear for the listener's purpose.

ASSESSMENT CRITERION 5

5. Answers are repeated and explained where necessary.

ASSESSMENT CRITERION 6

6. Clarification of questions and/ or answers is asked for where necessary.

ASSESSMENT CRITERION 7

7. Own and other person's understanding is checked.

ASSESSMENT CRITERION 8

8. Translation into other languages is used where helpful.

SPECIFIC OUTCOME 3

Make and respond to offers and requests.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Offers and requests are made, using polite or conversational language appropriately; allowing for acceptance or refusal; and with sensitivity to the listener.

ASSESSMENT CRITERION 2

2. Responses are made, using polite or conversational language appropriately; clearly showing acceptance, refusal or hesitation; and with sensitivity to the listener.

ASSESSMENT CRITERION 3

3. Own and other person's understanding is checked.

SPECIFIC OUTCOME 4

Express and respond to opinions and feelings.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Opinions are given.

ASSESSMENT CRITERION 2

2. Feelings are expressed in appropriate vocabulary.

ASSESSMENT CRITERION 3

3. Own opinions and feelings are linked to the topic of discussion.

ASSESSMENT CRITERION 4

4. The opinions and feelings expressed by others are responded to appropriately.

SPECIFIC OUTCOME 5

Listen and respond to oral text.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The main message is identified.

ASSESSMENT CRITERION 2

2. The literal meaning of the text is understood.

ASSESSMENT CRITERION 3

3. The likely purpose is identified reasonably accurately.

ASSESSMENT CRITERION 4

4. Own experience and knowledge is used to respond to an oral 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.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems: in groups in oral activities.

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

UNIT STANDARD CCFO WORKING

Work effectively with others and in teams: using interactive speech 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 DEMONSTRATING

Be culturally and aesthetically sensitive across a range of social contexts: listening and 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 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 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 speaking and listening skills throughout the course of study and specific oral performances assessed in context. (e.g. presentations, role plays, group discussions, speeches etc).

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 119642, "Engage in speaking/signing and listening interactions", ABET Level 2, 6 credits.

This unit standard replaces unit standard 5709, which was "Engage in a range of speaking and listening interactions", 6 credits, ABET Level 2.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Fundamental	48642	General Education and Training Certificate Housing: Housing Consumer Education	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2009-05-13	Was CETA until Last Date for Achievement

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.

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