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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Present information in a public setting 
SAQA US ID UNIT STANDARD TITLE
13925  Present information in a public setting 
ORIGINATOR
SGB Sport 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 02 - Culture and Arts Sport 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  5 
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 does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
Confidently conduct a presentation in various settings ranging from a corporate wellness program to a lecture, an informal discussion or a sports team. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Communication equivalent to NQF 4. 

UNIT STANDARD RANGE 
Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to scope and complexity of what is required. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Research and plan the content of the presentation in relation to the target audience. 
OUTCOME NOTES 
1. Research and plan the content of the presentation in relation to the target audience.
For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    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 practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner 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 practitioner 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
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner 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 practitioner
    Simulation of a specific task - set a specific task for the practitioner 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.
  • Work out how practitioners 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.

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

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Material is presented in an organized manner.
    2. Visual aids are suitably prepared with appropriate content/wording/style for the audience.
    3. The content of the presentation is relevant to the audience in terms of its size, age, needs and objectives.
    4. Presents in a confident and professional manner.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. An environment is created for questions to be fielded and answered.
    6. Presentation is adapted according to the audience's responses. 
    		•

    SPECIFIC OUTCOME 2 
    Prepare and organize presentation material. 
    OUTCOME NOTES 
    2. Prepare and organize presentation material.
    For Example:
  • Overheads. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    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 practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner 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 practitioner 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
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner 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 practitioner
    Simulation of a specific task - set a specific task for the practitioner 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.
  • Work out how practitioners 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.

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

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Material is presented in an organized manner.
    2. Visual aids are suitably prepared with appropriate content/wording/style for the audience.
    3. The content of the presentation is relevant to the audience in terms of its size, age, needs and objectives.
    4. Presents in a confident and professional manner.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. An environment is created for questions to be fielded and answered.
    6. Presentation is adapted according to the audience's responses. 
    		•

    SPECIFIC OUTCOME 3 
    Apply technical presentation techniques with or without technical equipment. 
    OUTCOME NOTES 
    3. Apply technical presentation techniques with or without technical equipment.
    For Example:
  • Organisation of presentation material.
  • Use of colours in the (power point) presentation.
  • Adapt presentation given environmental circumstances.
  • Contingency measures. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    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 practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner 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 practitioner 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
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner 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 practitioner
    Simulation of a specific task - set a specific task for the practitioner 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.
  • Work out how practitioners 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.

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

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Material is presented in an organized manner.
    2. Visual aids are suitably prepared with appropriate content/wording/style for the audience.
    3. The content of the presentation is relevant to the audience in terms of its size, age, needs and objectives.
    4. Presents in a confident and professional manner.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. An environment is created for questions to be fielded and answered.
    6. Presentation is adapted according to the audience's responses. 
    		•

    SPECIFIC OUTCOME 4 
    Display optimal presentation skills. 
    OUTCOME NOTES 
    4. Display optimal presentation skills.
    For Example:
  • Eye contact.
  • Body language.
  • Voice projection.
  • Dialogue. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    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 practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner 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 practitioner 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
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner 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 practitioner
    Simulation of a specific task - set a specific task for the practitioner 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.
  • Work out how practitioners 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.

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

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Material is presented in an organized manner.
    2. Visual aids are suitably prepared with appropriate content/wording/style for the audience.
    3. The content of the presentation is relevant to the audience in terms of its size, age, needs and objectives.
    4. Presents in a confident and professional manner.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. An environment is created for questions to be fielded and answered.
    6. Presentation is adapted according to the audience's responses. 
    		•

    SPECIFIC OUTCOME 5 
    Perform self-monitoring and adapt the presentation. 
    OUTCOME NOTES 
    5. Perform self-monitoring and adapt the presentation.
    For Example:
  • Adjusting speech rate and volume and complexity of the content.
  • Observe the response from the audience and adjust if necessary.
  • Evaluate performance through the use of feedback tools. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    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 practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner 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 practitioner 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
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner 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 practitioner
    Simulation of a specific task - set a specific task for the practitioner 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.
  • Work out how practitioners 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.

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

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Material is presented in an organized manner.
    2. Visual aids are suitably prepared with appropriate content/wording/style for the audience.
    3. The content of the presentation is relevant to the audience in terms of its size, age, needs and objectives.
    4. Presents in a confident and professional manner.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. An environment is created for questions to be fielded and answered.
    6. Presentation is adapted according to the audience's responses. 
    		•

    SPECIFIC OUTCOME 6 
    Determine and measure the outcome of the presentation. 
    OUTCOME NOTES 
    6. Determine and measure the outcome of the presentation.
    For Example:
  • Entertainment.
  • Education.
  • Motivation.
  • Informing.
  • Awareness creation. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    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 practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner 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 practitioner 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
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner 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 practitioner
    Simulation of a specific task - set a specific task for the practitioner 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.
  • Work out how practitioners 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.

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

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Material is presented in an organized manner.
    2. Visual aids are suitably prepared with appropriate content/wording/style for the audience.
    3. The content of the presentation is relevant to the audience in terms of its size, age, needs and objectives.
    4. Presents in a confident and professional manner.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. An environment is created for questions to be fielded and answered.
    6. Presentation is adapted according to the audience's responses. 
    		•


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • 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.
  • Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQA (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.
  • 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 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 
    1. Operation of technical equipment.
    2. Appropriate software programs.
    3. Content knowledge specific to the presentation.
    4. Public speaking skills.
    5. Facilitation skills.
    6. Research skills referring to content, environment, audience.
    7. Ability to structure and adapt presentation according to the characteristics and needs of the audience.
    8. Cultural considerations.
    9. Self-organisation skills.
    10. Factors of and ways of overcoming fear of public speaking.
    11. Techniques to deal with own anxiety.
    12. Techniques to research the environment. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Perform self-monitoring and adapt the presentation.
    For Example:
  • Adjusting speech rate and volume and complexity of the content.
  • Observe the response from the audience and adjust if necessary.
  • Evaluate performance through the use of feedback tools.

    Determine and measure the outcome of the presentation.
    For Example:
  • Entertainment.
  • Education.
  • Motivation.
  • Informing.
  • Awareness creation. 
    		•

    UNIT STANDARD CCFO WORKING 
    Teamwork relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Apply technical presentation techniques with or without technical equipment.
    For Example:
  • Organisation of presentation material.
  • Use of colours in the (power point) presentation.
  • Adapt presentation given environmental circumstances.
  • Contingency measures.

    Determine and measure the outcome of the presentation.
    For Example:
  • Entertainment.
  • Education.
  • Motivation.
  • Informing.
  • Awareness creation. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Prepare and organize presentation material.
    For Example:
  • Overheads.

    Apply technical presentation techniques with or without technical equipment.
    For Example:
  • Organisation of presentation material.
  • Use of colours in the (power point) presentation.
  • Adapt presentation given environmental circumstances.
  • Contingency measures.. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Prepare and organize presentation material.
    For Example:
  • Overheads.

    Apply technical presentation techniques with or without technical equipment.
    For Example:
  • Organisation of presentation material.
  • Use of colours in the (power point) presentation.
  • Adapt presentation given environmental circumstances.
  • Contingency measures.

    Determine and measure the outcome of the presentation.
    For Example:
  • Entertainment.
  • Education.
  • Motivation.
  • Informing.
  • Awareness creation. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Display optimal presentation skills.
    For Example:
  • Eye contact.
  • Body language.
  • Voice projection.
  • Dialogue.

    Determine and measure the outcome of the presentation.
    For Example:
  • Entertainment.
  • Education.
  • Motivation.
  • Informing.
  • Awareness creation. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Apply technical presentation techniques with or without technical equipment.
    For Example:
  • Organisation of presentation material.
  • Use of colours in the (power point) presentation.
  • Adapt presentation given environmental circumstances.
  • Contingency measures. 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Prepare and organize presentation material.
    For Example:
  • Overheads.

    Apply technical presentation techniques with or without technical equipment.
    For Example:
  • Organisation of presentation material.
  • Use of colours in the (power point) presentation.
  • Adapt presentation given environmental circumstances.
  • Contingency measures.

    Display optimal presentation skills.
    For Example:
  • Eye contact.
  • Body language.
  • Voice projection.
  • Dialogue.

    Perform self-monitoring and adapt the presentation.
    For Example:
  • Adjusting speech rate and volume and complexity of the content.
  • Observe the response from the audience and adjust if necessary.
  • Evaluate performance through the use of feedback tools.

    Determine and measure the outcome of the presentation.
    For Example:
  • Entertainment.
  • Education.
  • Motivation.
  • Informing.
  • Awareness creation. 
    		•

    UNIT STANDARD CCFO CONTRIBUTING 
    Professional development relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Prepare and organize presentation material.
    For Example:
  • Overheads.

    Apply technical presentation techniques with or without technical equipment.
    For Example:
  • Organisation of presentation material.
  • Use of colours in the (power point) presentation.
  • Adapt presentation given environmental circumstances.
  • Contingency measures.

    Display optimal presentation skills.
    For Example:
  • Eye contact.
  • Body language.
  • Voice projection.
  • Dialogue.

    Perform self-monitoring and adapt the presentation.
    For Example:
  • Adjusting speech rate and volume and complexity of the content.
  • Observe the response from the audience and adjust if necessary.
  • Evaluate performance through the use of feedback tools.

    Determine and measure the outcome of the presentation.
    For Example:
  • Entertainment.
  • Education.
  • Motivation.
  • Informing.
  • Awareness creation. 
    		•

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

    UNIT STANDARD NOTES 
    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:

    1. Respecting the natural and cultural environment.
    2. Accepting and maintaining a non-discriminatory attitude towards diversity including, For example: differences in gender, race, religion, physical ability and culture. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  49107   National Certificate: Inspection and Enforcement Services  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  PSETA 
    Core  67691   National Diploma: Fitness  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Core  49055   National Certificate: Foreign Economic Representation  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  PSETA 
    Fundamental  13741   Diploma: Occupation-directed Education, Training and Development Practice  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered"     		 2003-10-11  Was ETDP SETA until Last Date for Achievement 
    Fundamental  64649   Higher Certificate: Early Childhood Development  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  48872   National Certificate: Information Technology (Systems Development)  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MICTS 
    Fundamental  22902   National Diploma: Environmental Education, Training and Development Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Fundamental  13742   Degree: Occupation-directed Education, Training and Development Practice  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
    Status was "Registered"     		 2003-10-11  ETDP SETA 
    Elective  48962   Further Education and Training Certificate: Manufacturing and Assembly Logistics (M&AL)  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MERSETA 
    Elective  97228   National Certificate: Paralegal Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 


    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. ABASUNGULI TRAINING SPESIALISTS (PTY) LTD 
    2. Academy at Vaal Triangle (AVT 
    3. Acorser Corporate & Business Consulting t/a Acorser Academy 
    4. Africa Learn (Pty) Ltd 
    5. Amadi Institute of Management And Technology (Pty) Ltd 
    6. Amilak Training Center 
    7. Answer The Call Skills and Entrepreneurship 
    8. ATTI IT SOLUTIONS (Bloemfontei 
    9. ATTI Nelspruit Pty Ltd 
    10. Aubrey Nyiko Business Enterprise cc 
    11. Bakho Skills Development 
    12. Belgium Campus 1 
    13. Bells Technical College 
    14. BOLAND COLLEGE 
    15. Business Development Unit (PTY)Ltd 
    16. Capricorn College for FET 
    17. Careers IT 
    18. Caversham Education Institute 
    19. CENTRE FOR EARLY CHILDHOOD DEVELOPMENT 
    20. CHILI PEPPER INFORMATION TECHNOLOGY SOLUTIONS 
    21. College of Cape Town - Athlone Campus 
    22. COLLINS SEBOLA FINANCIAL SERVICES (PTY) 
    23. Columbus Consulting Pty Ltd 
    24. CTU Training Solutions 
    25. Custoda Trust 
    26. D M Management and Consulting 
    27. Damelin 
    28. Damelin Correspondence College (Pty) Ltd 
    29. DC Academy (PTY)LTD 
    30. DELTA ENVIRONMENTAL CENTRE NPC 
    31. Department Of Justice (head Office) 
    32. Digix Computers Services 
    33. Directflo 
    34. DM Training Consultants 
    35. Dru A Professional Further Education and Training College DAPFETC PT 
    36. Early Learning Foundation Montessori Teacher Training 
    37. Early Learning Resource Unit (ELRU) 
    38. EASTCAPE MIDLANDS COLLEGE BUSINESS UNIT (Uitenhage) (WA) 
    39. EBENEZER TRAINING HOUSE FOR EARLY LEARNING 
    40. Edu Experts SA 
    41. Edu-Prof Training Centre 
    42. EDUTAK PRE-SCHOOL TRAINING AND DEVELOPMENT 
    43. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    44. Ekasi IT Solutions Centre 
    45. ELASON PRO-ACTIVE SECURITY (PTY) LTD 
    46. Enjo Consultants (Pty) Ltd 
    47. Epitome Villa (Pty)Ltd 
    48. EXPLORE SOFTWARE 
    49. Facilitation Development (PTY) LTD 
    50. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
    51. Faranang Business and Training Solutions PTY(LTD) 
    52. Finweb Business Consultancy 
    53. FLAVIUS MAREKA FET COLLEGE 
    54. Foster-Melliar (Pty) Ltd 
    55. Gert Sibande Public FET College - Central Office 
    56. Global Institute for Capacity 
    57. Goldfields TVET College 
    58. Grassroots Adult Education and Training Trust 
    59. Greater Tzaneen Community Foundation 
    60. HILLCROSS BUSINESS SCHOOL (PTY 
    61. Hlanganani ICT (Pty) Ltd 
    62. Ikusasa Technology Solutions 
    63. Information Technology Resource Centre 
    64. INGWE FET COLLEGE 
    65. IT Academy 
    66. Jabulani Training & Development 
    67. Jeppe College of Commerce and 
    68. JUMPCO PTY LTD 
    69. K Boneng Consulting Services P 
    70. K2014266944 (SA) t/a Hyperion Development 
    71. Katiso-kuno Consulting 
    72. Keep The Dream 285 
    73. Kgaka Kgolo Institute (Pty) Ltd 
    74. KHANIMAMBA TRAINING AND RESOURCE CENTRE 
    75. Klein Karoo Resource Centre 
    76. Lehlabile Emergency Institute 
    77. LETAGO DEVELOPMENT CONSULTING 
    78. Lionsden Africa Business Solutions Pty Ltd 
    79. Loago Business Consulting 
    80. Makhophila Training 
    81. Marematlou Training Institute 
    82. MAS SAFE SECURITY CC 
    83. Mash Computer Training 
    84. MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE 
    85. MATHS CENTRE INCORPORATING SCIENCES 
    86. MBOWA COLLEGE PTY LTD 
    87. MENTORNET (PTY) LTD 
    88. Metanoia Ratings PTY LTD 
    89. MIDRAND TRAINING ACADEMY PTY LTD 
    90. MINDWORX CONSULTING GAUTENG PTY LTD 
    91. MMELA VILLAGE TECHNOLOGIES (PT 
    92. MND Training and Projects 
    93. Mogapi Education Group (Pty) Ltd 
    94. Montessori Teacher Training Centre South Africa 
    95. Motheo Training Institute Trust 
    96. Moving Ahead Development Agenc 
    97. Mpande Technologies cc 
    98. Mufuka Business and Technical 
    99. MWG Logistical Services 
    100. N MAHARAJ ATTORNEYS 
    101. NCC - Vereeniging 
    102. Ndulita Solutions 
    103. New Beginnings Training and Development Organisation 
    104. Northern Cape Urban College: Kimberley Campus 
    105. Northlink College 
    106. Northshore Trading 19CC t/a Makakhaunye Training and Development Agency 
    107. Nyathela Business College 
    108. On the Ball College Pty ltd 
    109. OPELONG BUSINESS INSTITUTE (PT 
    110. Orbit FET College - Central Office 
    111. OXY TRADING 735 CC 
    112. Peritum Agri Institute Pty LTD 
    113. Petra institute of Development (PTY) Ltd 
    114. Pineridge Training Centre 
    115. PMA Holding (Pty) Ltd 
    116. PNJ TRAINING ACADEMY NPC 
    117. Port Elizabeth TVET College 
    118. Posh Multimedia 
    119. Priha Projects Pty Ltd 
    120. PROFESSIONAL CHILD CARE COLLEGE PTY LTD 
    121. Progressive School of Business 
    122. Prophesy Training College (Pty) Ltd 
    123. QUARPHIX (PTY) LTD 
    124. QUBELISA MTIYA SKILLS DEVELOPMENT ACADEMY (PTY) LTD 
    125. RAMAZWI SECURITY SERVICES CC 
    126. Read Educational Trust 
    127. Redefine Human Capital (PTY) L 
    128. Reflections Development Institute 
    129. Retshetse Training Project 
    130. Richfield Graduate Institute of Technology Pty Ltd 
    131. Right 4 u College 
    132. Rostec Technical FET College (Pty) Ltd 
    133. SANTS College 
    134. SERITI INSTITUTE 
    135. Sisekelo Sustainability Institute 
    136. Siyahluma Education Institute 
    137. SIYANIVIKELA SECURITY SERVICES 
    138. SOUTH AFRICAN CORPORATE TRAINING ASSOCIATION (PTY) LTD 
    139. SOUTH AFRICAN LAW SCHOOL 
    140. SOUTH AFRICAN LAW SCHOOL RANDBURG 
    141. South Cape Public FET College - George Campus 
    142. South West Gauteng Tvet College 
    143. SPLS Consultants (Pty) Ltd 
    144. SPS Consulting (Pty) Ltd 
    145. SUCCESS BUILDERS INTERNATIONAL CC 
    146. Sunshine Community Outreach Ministry of Youth With A Mission 
    147. SUPREME ICT CONSULTANTS 
    148. Sustainability Institute Trust 
    149. T Mabuya & Associates (Pty) Ltd 
    150. TDM Management Consulting Pty Ltd 
    151. Teachers Learning Centre (Pty) Ltd 
    152. Tembe Service Providers 
    153. Terry Computer Services cc 
    154. Thasha Training and Consulting 
    155. The College of Modern Montessori 
    156. The Finishing College (Pty) Lt 
    157. THE GMC GROUP PTY LTD 
    158. The Iscariota Group (Pty) Ltd 
    159. The Port Elizabeth Early Learning Centre 
    160. THUKAKGALADI INTEGRATED DEVELOPMENT PROJECT 
    161. Titan Trade Technologies 
    162. TLHARIHANI TRAINING CENTRE (PTY) LTD 
    163. Tlou Foundation College 
    164. TORQUE TECHNICAL COMPUTER TRAINING PTY LTD 
    165. Train 2 Teach (PTY) Ltd 
    166. Trainers Without Borders 
    167. Tshwane South College for (ECD Academy) 
    168. Tsima Consulting Development S 
    169. TSP COLLEGE 
    170. Ubuntu Care and Development 
    171. Umgungundlovu FET College 
    172. Unathi Training 
    173. UNIVERSAL COLLEGE OUTCOMES SA 
    174. Varsity Institute of Science & Technology (Pty)Ltd 
    175. VERYCOOLIDEAS 
    176. VH Consulting 
    177. Vuselela TVET College 
    178. VUTHLARI MARKETING CONSULTING 
    179. Waterberg TVET College 
    180. We Think Code 
    181. Wellinkwise Pty Ltd 
    182. WEST COAST COLLEGE FET 
    183. WESTERN COLLEGE FOR FURTHER EDUCATION AND TRAINING 
    184. Whitestone College 
    185. WonderKids Academy 
    186. Woosh Consultants (Pty) Ltd 
    187. WORK SKILLS RESOURCES CC 
    188. World Wide Education Providers(Pty)Ltd 
    189. World Wise Industries & Systems Engineering 
    190. Xylo Trading 12 (Pty) Ltd 
    191. Yellow Media Learning Institute (Pty) Ltd 
    192. YITRO INNOVATIONS 
    193. ZA WIT (PTY) LTD 


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