SAQA 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 and listening interactions (Revised) 
SAQA US ID UNIT STANDARD TITLE
12449  Engage in a range of speaking and listening interactions (Revised) 
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 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 "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
5712  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
119637  Engage in a range of speaking/signing and listening interactions  Below Level 1  Level TBA:Pre-2009 BelowL1  6   

PURPOSE OF THE UNIT STANDARD 
This standard marks the formalisation of speaking and listening skills (for own or other language) in terms of understanding of structured conventions for oral communication. Learners will be able to interact orally 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 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 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, with an audience
  • 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 both routine and non-routine situations:
  • social
  • work (eg on-the-job training, meetings)
  • study
  • community and religious contexts
  • doctor / clinic / hospital
  • official / commercial (eg bank, government office)

    3. Tasks and activities can include:
  • reading aloud (prepared, not impromptu), reciting
  • telling stories (personal, traditional, second-hand)
  • word games, riddles and jokes
  • songs and hymns
  • commenting on plays, TV, movies, radio programmes, texts read, current topical issues
  • performing role plays and short play, speeches, class presentations, debates
  • making arrangements and plans, giving directions for finding places
  • everyday classroom interaction, giving and receiving feedback on performance
  • taking part in meetings
  • practising self-assertion.

    4. Learners` vocabulary and language use shows the following:
  • Listening vocabulary extends to broader contexts beyond the everyday.
  • Speaking vocabulary is fairly extensive.
  • Grammatical structures are varied and idioms are used.
  • Common mistakes do not obscure meaning.
  • Incorrect pronunciation, stress and intonation do not obscure meaning. 
    		•

    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 formal situations. 

    ASSESSMENT CRITERION 2 
    2. Register, tone and language variety (slang, code switching etc) are varied according to situation. 

    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. Questions are specific, clear and a range of questioning techniques are used. 

    ASSESSMENT CRITERION 2 
    2. Questions are rephrased and explained where necessary. 

    ASSESSMENT CRITERION 3 
    3. Answers given are sufficiently clear and detailed for listener's / listeners' purpose. 

    ASSESSMENT CRITERION 4 
    4. Answers are rephrased and explained where necessary. 

    ASSESSMENT CRITERION 5 
    5. Clarification of questions and/or answers is asked for where necessary. 

    ASSESSMENT CRITERION 6 
    6. Own and other person's / persons' understanding is checked. 

    ASSESSMENT CRITERION 7 
    7. Translation into other languages is used where helpful. 

    SPECIFIC OUTCOME 3 
    Make and respond to suggestions, offers and requests. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    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 
    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 3 
    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 
    1. Feelings, opinions and arguments are expressed with supporting examples. 

    ASSESSMENT CRITERION 2 
    2. Responses acknowledge the points of view of other speakers. 

    ASSESSMENT CRITERION 3 
    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 language. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Emotive language is recognised. 

    ASSESSMENT CRITERION 2 
    2. Emotive language is used appropriately. 

    ASSESSMENT CRITERION 3 
    3. Non-literal use of language is recognised (humour, symbolism, rhythm, poetic devices etc). 

    ASSESSMENT CRITERION 4 
    4. Creative/ entertaining oral performances are produced (role plays, recitations, reading aloud etc). 

    SPECIFIC OUTCOME 6 
    Listen and respond critically to oral text. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The main message is identified. 

    ASSESSMENT CRITERION 2 
    2. The likely purpose is identified reasonably accurately. 

    ASSESSMENT CRITERION 3 
    3. Fact and opinion are identified. 

    ASSESSMENT CRITERION 4 
    4. Omission of necessary information is noted. 

    ASSESSMENT CRITERION 5 
    5. Values, views of the world and stereotypes are identified. 

    ASSESSMENT CRITERION 6 
    6. Effects of tone, volume, body language, appearance etc on the message are noted (eg discrepancy between angry tone and polite words). 

    ASSESSMENT CRITERION 7 
    7. 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.
  • Explore education and career opportunities: speaking 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 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 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 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 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.
  • 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. (eg presentations, role plays, group discussions, speeches etc). 
    		•

    UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 119637, which is "Engage in a range of speaking and listening interactions", Level :Below Level 1: ABET Level 3, 6 credits.

    This unit standard replaces unit standard 5712, which was "Engage in a range of speaking and listening interactions", 6 credits, ABET Level 3. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Fundamental  49411   General Education and Training Certificate: Construction  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CETA 
    Fundamental  20173   National Certificate: Hygiene and Cleaning  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2007-02-21  Was SERVICES until Last Date for Achievement 
    Fundamental  49013   National Certificate: Mining Operations: Underground Hard Rock  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2007-08-16  Was MQA 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.
     
    1. CONCOR PROJECTS PTY LTD 
    2. FINSCH DIAMOND MINE(PTY) LTD 
    3. FOSKOR (PTY) LTD 
    4. HARMONY GOLD MINING CO LTD 
    5. MATHOME TRAINING AND DEVELOPMENT (PTY) LTD 
    6. MODIKWA MINING PERSONNEL SERVICES PTY L TD 
    7. NORTHAM PLATINUM LTD 
    8. PALABORA COPPER (PTY) LTD 
    9. SENZEKO EXECUTIVE RISK CC 


    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.