SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Use basic learning and research skills

SAQA US ID	UNIT STANDARD TITLE
12534	Use basic learning and research skills
ORIGINATOR
SGB Tourism Guiding
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 11 - Services			Hospitality, Tourism, Travel, Gaming and Leisure
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 1	NQF Level 01	4
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 does not replace any other unit standard and is not replaced by any other unit standard.

PURPOSE OF THE UNIT STANDARD

A learner assessed as competent against this unit standard will be able to research, analyse and organise information in ways, which utilise efficient time management and study skills.
This competence will ensure that the learner is equipped with skills to study effectively.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

ABET Level 3 Communication and Language or equivalent is assumed.

UNIT STANDARD RANGE

Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in the outcomes and assessment criteria. These are prefaced by "e.g." since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Organise time.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Contextualizing the outcomes, embedded knowledge and Critical Cross-field Outcomes

Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed.

NB: at NQF Level 1 the learner's ability to make decisions and act may be restricted by the workplace or learning environment. The aim of many of the standards at this level is to provide a foundation of learning to enable application at higher levels.

Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
1. The need to allocate study time outside contact time is recognized.
2. The ability to prioritize how study time will be spent is shown.
3. Planned use of study time is shown to be practical and implementable.
4. Time planning for study is reviewed according to need and circumstances.
5. Learning materials (e.g. texts, handouts, text books) are well organized.
6. Layout and presentation of learning materials is understood and used e.g. index, contents page, or glossaries are used effectively.
7. Technical language/ terminology is engaged with, and clarification sought if needed.
8. Relevant learning resources are identified.
9. Learning resources are used effectively through appropriate selection of information and acknowledgement of sources.
10. Specific learning techniques are selected and applied appropriately e.g. problem solving questioning, communicating with others in groups or as individuals.
11. Information is organised e.g. relevance, purpose, context.
12. Information is classified, categorized and sorted.
13. Appropriate format for presentation of information is selected according to purpose and criteria.
14. Drafting and editing is undertaken before product is finalized and presented.

Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
15. Reflect on own performance in order to enhance future practice and learning.

When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which learners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

Please note: learners for this standard may be unemployed, self-employed or in full employment. Assessors must ensure that assessment methods are appropriate for the learner's context.

The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a learner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a learner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

METHOD OF ASSESSMENT

Please Note: The four credits for this unit standard do not necessarily represent 40 notional hours of learning time. As a standard aimed at facilitating learning, these outcomes should be integrated into any learning programme and assessed in the context of the learning materials and training activities with which learners are involved.

A range of assessment methods should be used, including:

Direct observation - watch the learner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
Product sample - examine the outcomes previously produced by the learner
Simulation of a specific task - set a specific task for the learner to demonstrate in a simulated environment
Questioning (verbal or written) - ask relevant questions linked to the unit standard
Testimony - collect a portfolio of evidence from suitable people (e.g. reports from a third party)

Integrated assessment

It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.

Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity. Please note: if a learner has no formal workplace, simulations or projects can be used to reflect a complete activity.

Work out how learners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 2

Use learning programme material.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Work out how learners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 3

Select and use appropriate resources.

OUTCOME RANGE

Materials, resource centres, internet, and other learners.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Work out how learners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 4

Use learning strategies.

OUTCOME RANGE

Summaries, mind maps, memorising, key words, skimming and scanning.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Work out how learners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 5

Analyse information.

OUTCOME RANGE

Categorising, problem solving, interrogating and evaluating.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Work out how learners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

SPECIFIC OUTCOME 6

Present information.

OUTCOME RANGE

Narrative presentation, setting out in tables, graphical representation, reports and visual presentations.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Work out how learners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards.

Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

1. Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.
2. Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
3. Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQAs policies and guidelines for assessment and moderation: in terms of agreements reached around assessment and moderation between ETQAs (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.
4. Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification.

Anyone wishing to be assessed against this standard within a qualification may apply to be assessed by any assessment agency, assessor or provider institution, which is accredited by the relevant ETQA.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The knowledge component of this standard is:
1. That there are learning strategies, which will improve learning abilities.
2. That the ability to engage with learning materials and processes within a learning and experiential context can be developed.
3. That a planned and systematic approach to studying is needed.
4. Entry into a study programme requires commitment and self-discipline.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015.

UNIT STANDARD NOTES

CRITICAL CROSFIELD OUTCOMES:

Because this standard deals with learning processes, it relates to and promotes all of the critical cross-field outcomes of the NQF, as these are aimed at the promotion of learning and the underpinning of all learning programmes.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Fundamental	22971	General Education and Training Certificate: Conservation	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2012-06-30	CATHSSETA
Fundamental	22190	General Education and Training Certificate: Tourism	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2012-06-30	CATHSSETA

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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