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: 

Develop analytical perception 
SAQA US ID UNIT STANDARD TITLE
256155  Develop analytical perception 
ORIGINATOR
SGB GET & FET Business, Commerce and Mngment Stud 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 03 - Business, Commerce and Management Studies Finance, Economics and Accounting 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  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 does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This unit standard develops specific cognitive (thinking) skills in learners. Learners are taught strategies to differentiate (dividing whole concepts and objects into parts) and integrate (joining parts into a whole concept or object). Attitudinal and motivational changes in an individual's approach to reality are encouraged by developing these cognitive strategies. Adaptation to the world depends upon a balance between these two perceptual processes.

On completion of the unit standard, the learner will be able to:
  • Divide whole concepts and objects into parts in accordance with specific goals.
  • Combine parts into a whole concept or object according to specific needs.
  • Link components to restructure a given concept or object.
  • Conduct a structural versus an operational analysis of a concept or object. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • Mathematical literacy at ABET Level 3.
  • Communication at ABET Level 3. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Divide whole concepts and objects into parts in accordance with specific goals. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The whole is divided into component parts. 

    ASSESSMENT CRITERION 2 
    Each component part is analysed as an independent whole unit itself. 

    ASSESSMENT CRITERION 3 
    The purpose and reason for dividing the whole into parts is clarified in terms of aiding understanding. 

    ASSESSMENT CRITERION 4 
    Concepts and objects are divided in a number of different ways according to time and need. 

    SPECIFIC OUTCOME 2 
    Combine parts into a whole concept or object according to specific needs. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Combine parts into a whole concept or object according to specific needs. 

    ASSESSMENT CRITERION 2 
    A systematic approach and plan to combine parts are established and implemented. 

    ASSESSMENT CRITERION 3 
    Different strategies are employed to suit the changing demands of the task. 

    SPECIFIC OUTCOME 3 
    Link components to restructure a given concept or object. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    An analysis is made of the different elements of the concept or object. 

    ASSESSMENT CRITERION 2 
    The elements are recombined in a manner which enables the concept or object to be organised in a different way. 

    ASSESSMENT CRITERION 3 
    Synthesis and analysis are combined to determine the specific elements which are able to be put together to create the whole. 

    SPECIFIC OUTCOME 4 
    Conduct a structural versus an operational analysis of a concept or object. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    An inventory of all the parts is made. 

    ASSESSMENT CRITERION 2 
    All the parts are categorised in terms of relevant criteria. 

    ASSESSMENT CRITERION 3 
    The stages and steps in the process are clearly outlined. 

    ASSESSMENT CRITERION 4 
    Steps in the process are labelled and sequenced. 

    ASSESSMENT CRITERION 5 
    A comparison is made between the structural and operational analyses. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner against this unit standard must be an assessor registered with the relevant ETQA.
  • Both internal and external moderation of the assessment will be quality assured by the relevant ETQA.
  • Any institution or provider offering learning that will enable achievement of this unit standard must be accredited by the relevant ETQA. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Cognitive theory relevant to analytical perception.
  • Relevant techniques for comparison and analysis. 


  • Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively, using analytical techniques to do so. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information, using analytical perception to do so. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation, coupled with the ability to both dis-embed its parts and synthesise parts into the whole. 

    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 is part of a series that has been developed to address the development of cognitive literacy. Obviously no one unit standard can address the multiplicity of cognitive functions that are required for effective thinking. Taken as a whole however, the series is designed to address most of the cognitive functions required at the input, elaboration and output phases of the mental act.

    Unit standard developmental outcomes:

    This unit standard also supports the development of the following Developmental Outcomes:
  • Reflecting on and exploring a variety of strategies to learn more effectively.
  • Participating as responsible citizens in the life of local, national and global communities.
  • Being culturally and aesthetically sensitive across a range of social contexts.
  • Exploring education and career opportunities.
  • Developing entrepreneurial opportunities. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  61755   General Education and Training Certificate: Business Practice  Level 1  NQF Level 01  Reregistered  2023-06-30  SERVICES 


    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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    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.