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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Engage with aesthetic, affective, cultural and social values in texts

SAQA US ID	UNIT STANDARD TITLE
7526	Engage with aesthetic, affective, cultural and social values in texts
ORIGINATOR
SGB Communication Studies
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 04 - Communication Studies and Language			Communication Studies
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular-Fundamental	Level 1	NQF Level 01	3
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Registered"		2000-12-06	2003-12-06	SAQA 1333/00
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2004-12-06		2007-12-06

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 is replaced by:

US ID	Unit Standard Title	Pre-2009 NQF Level	NQF Level	Credits	Replacement Status
12469	Read and respond to a range of text types	Level 1	NQF Level 01	6

PURPOSE OF THE UNIT STANDARD

The learner will be able to appreciate, use and create texts as an expression of thoughts, feelings, attitudes and values. Learners are exposed to a wide variety of genres.
The learners` ability to recognse and use literary devices improves their own language use, and develops listening, reading and viewing skills.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Listening, speaking, reading and writing skills at ABET 3 or equivalent.

UNIT STANDARD RANGE

1. "Text" refers to written, visual and spoken texts.
2. The term "engage with" covers both reception (reading, listening and viewing) and production (writing and speaking) of texts.
3 Reading or listening texts:
Texts at this level include narrative, persuasive, factual and everyday/information texts.
Texts may be of mixed types.
Texts at appropriate level may be chosen and provided by the learner.
Vocabulary is extensive yet accessible.
Difficult or unfamiliar vocabulary can generally be inferred from context.
The full range of punctuation marks is used in texts.
4 Written or spoken texts:
Texts produced at this level are less complex than those which learners read or hear.
Texts produced include narrative, persuasive, factual and everyday information texts.
The full range of punctuation marks is expected at this level.
Written or spoken products are not expected to be completely free of error.
5. Examples are given under specific outcomes in order to illustrate the kinds of evidence required by the assessment criterion. The examples given are not all-inclusive.

At this level, learners engage with a wide range of texts in a variety of contexts.
The emphasis is to develop a learner`s ability to appreciate, use and create texts in relation to:
Knowledge (e.g. related to history, social conditions, human experiences, human rights, workplace issues);
Aesthetics (e.g. appreciation of the artistic elements, innovative use of language in consumer society such as slogans, logos, marketing techniques);
Relationships (e.g. social sensibility, power relations);
Emotions (e.g. sympathy, empathy, identification, rejection).

UNIT STANDARD OUTCOME HEADER

Identify, analyse, evaluate and use literary and

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Identify, analyse, evaluate and use literary and stylistic devices.

OUTCOME RANGE

1. "Text" refers to written, visual and spoken texts.
2. The term "engage with" covers both reception (reading, listening and viewing) and production (writing and speaking) of texts.
3. Reading or listening texts:
Texts at this level include narrative, persuasive, factual and everyday/information texts.
Texts may be of mixed types.
Texts at appropriate level may be chosen and provided by the learner.
Vocabulary is extensive yet accessible.
Difficult or unfamiliar vocabulary can generally be inferred from context.
The full range of punctuation marks is used in texts.
4. Written or spoken texts:
Texts produced at this level are less complex than those which learners read or hear.
Texts produced include narrative, persuasive, factual and everyday information texts.
The full range of punctuation marks is expected at this level.
Written or spoken products are not expected to be completely free of error.
5. Examples are given under specific outcomes in order to illustrate the kinds of evidence required by the assessment criterion. The examples given are not all-inclusive.

At this level, learners engage with a wide range of texts in a variety of contexts.
The emphasis is to develop a learner's ability to appreciate, use and create texts in relation to:
Knowledge (e.g. related to history, social conditions, human experiences, human rights, workplace issues);
Aesthetics (e.g. appreciation of the artistic elements, innovative use of language in consumer society, such as slogans, logos, marketing techniques);
Relationships (e.g. social sensibility, power relations);
Emotions (e.g. sympathy, empathy, identification, rejection).

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Aesthetic and creative language is identified and used (e.g. descriptive vocabulary).

ASSESSMENT CRITERION 2

2. Literary devices are identified and explained in context (e.g. symbolism, metaphor, simile and other poetic devices).

ASSESSMENT CRITERION 3

3. The effects of the literary devices are discussed with supporting evidence.

ASSESSMENT CRITERION 4

4. Stylistic devices are recognised in context (e.g. humour, emotive, persuasive language, tone and register).

SPECIFIC OUTCOME 2

Give and justify opinions on texts.

OUTCOME RANGE

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Theme or message of text is identified.

ASSESSMENT CRITERION 2

2. An opinion is given.

ASSESSMENT CRITERION 3

3. Conclusions, opinions and judgements derived from texts are supported.

SPECIFIC OUTCOME 3

Review opinions in relation to the opinions of others.

OUTCOME NOTES

Evidence for this outcome could be assessed through discussion and debate.

OUTCOME RANGE

1. "Text" refers to written, visual and spoken texts.
2. The term "engage with" covers both reception (reading, listening and viewing) and production (writing and speaking) of texts.
3. Reading or listening texts:
Texts at this level include narrative, persuasive, factual and everyday/information texts.
Texts may be of mixed types.
Texts at appropriate level may be chosen and provided by the learner.
Vocabulary is extensive yet accessible.
Difficult or unfamiliar vocabulary can generally be inferred from context.
The full range of punctuation marks is used in texts.
4. Written or spoken texts:
Texts produced at this level are less complex than those which learners read or hear.
Texts produced include narrative, persuasive, factual and everyday information texts.
The full range of punctuation marks is expected at this level.
Written or spoken products are not expected to be completely free of error.
5. Examples are given under specific outcomes in order to illustrate the kinds of evidence required by the assessment criterion. The examples given are not all-inclusive.

At this level, learners engage with a wide range of texts in a variety of contexts.
The emphasis is on developing a learner's ability to appreciate, use and create texts in relation to:
Knowledge (e.g. related to history, social conditions, human experiences, human rights, workplace issues);
Aesthetics (e.g. appreciation of the artistic elements, innovative use of language in consumer society such as slogans, logos, marketing techniques);
Relationships (e.g. social sensibility, power relations);
Emotions (e.g. sympathy, empathy, identification, rejection).

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Own opinions are effectively communicated to others.

ASSESSMENT CRITERION 2

2. Opinions of others are acknowledged.

ASSESSMENT CRITERION 3

3. Opinions of others are clarified.

ASSESSMENT CRITERION 4

4. Opinions of others are discussed.

ASSESSMENT CRITERION 5

5. Original own opinion is reviewed in the light of discussion.

SPECIFIC OUTCOME 4

Relate texts to own personal lives and lives of others.

OUTCOME RANGE

1. "Text" refers to written, visual and spoken texts.
2. The term "engage with" covers both reception (reading, listening and viewing) and production (writing and speaking) of texts.
3. Reading or listening texts:
Texts at this level include narrative, persuasive, factual and everyday/information texts.
Texts may be of mixed types.
Texts at appropriate level may be chosen and provided by the learner.
Vocabulary is extensive yet accessible.
Difficult or unfamiliar vocabulary can generally be inferred from context.
The full range of punctuation marks is used in texts.
4. Written or spoken texts:
Texts produced at this level are less complex than those which learners read or hear.
Texts produced include narrative, persuasive, factual and everyday information texts.
The full range of punctuation marks is expected at this level.
Written or spoken products are not expected to be completely free of error.
5. Examples are given under specific outcomes in order to illustrate the kinds of evidence required by the assessment criterion. The examples given are not all-inclusive.

At this level, learners engage with a wide range of texts in a variety of contexts.
The emphasis is on developing a learner's ability to appreciate, use and create texts in relation to:
Knowledge (e.g. related to history, social conditions, human experiences, human rights, workplace issues);
Aesthetics (e.g. appreciation of the artistic elements, innovative use of language in consumer society such as slogans, logos, marketing techniques);
Relationships (e.g. social sensibility, power relations);
Emotions (e.g. sympathy, empathy, identification, rejection).

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Own experience, knowledge and emotions are drawn on when responding to and producing texts.

ASSESSMENT CRITERION 2

2. Conclusions, opinions and judgements derived from a text are expressed and supported.

ASSESSMENT CRITERION 3

3. Knowledge of other people's lives is drawn on when responding to and producing texts.

SPECIFIC OUTCOME 5

Identify ways in which context affects meaning and understanding.

OUTCOME RANGE

1. "Text" refers to written, visual and spoken texts.
2.The term "engage with" covers both reception (reading, listening and viewing) and production (writing and speaking) of texts.
3. Reading or listening texts:
Texts at this level include narrative, persuasive, factual and everyday/information texts.
Texts may be of mixed types.
Texts at appropriate level may be chosen and provided by the learner.
Vocabulary is extensive yet accessible.
Difficult or unfamiliar vocabulary can generally be inferred from context.
The full range of punctuation marks is used in texts.
4. Written or spoken texts:
Texts produced at this level are less complex than those which learners read or hear.
Texts produced include narrative, persuasive, factual and everyday information texts.
The full range of punctuation marks is expected at this level.
Written or spoken products are not expected to be completely free of error.
5. Examples are given under specific outcomes in order to illustrate the kinds of evidence required by the assessment criterion. The examples given are not all-inclusive.

At this level, learners engage with a wide range of texts in a variety of contexts.
The emphasis is on developing a learner's ability to appreciate, use and create texts in relation to:
Knowledge (e.g. related to history, social conditions, human experiences, human rights, workplace issues);
Aesthetics (e.g. appreciation of the artistic elements, innovative use of language in consumer society such as slogans, logos, marketing techniques);
Relationships (e.g. social sensibility, power relations);
Emotions (e.g. sympathy, empathy, identification, rejection).

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Contextual clues are used to support understanding of the text.

ASSESSMENT CRITERION 2

2. The possible cultural and social context in which the text was produced is inferred from contextual clues (e.g. historical period shown by vocabulary).

ASSESSMENT CRITERION 3

3. The text is understood in terms of the inferred socio-cultural context in which it was produced.

ASSESSMENT CRITERION 4

4. The effects of socio-cultural context on the interpretation of text are identified (e.g. the effect of a text on the role of women in the 19th C may be different from the effect of the same text in the 20th C).

UNIT STANDARD NOTES

This unit standard has been replaced by 12469 which is "Read and respond to a range of text types", level 1 credits 6

Special Notes:

The terms `aesthetic`, affective` and `genre` in this unit standard are understood as follows:
`aesthetic`: artistic, creative and innovative qualities;
`affective`: relating to emotions and feelings;
`genre`: category or type, such as types of texts and styles of writing.

Several outcomes may be demonstrated together in one task.

Many of the assessment criteria apply across outcomes. The list of assessment criteria given under each outcome is not exhaustive for that outcome, but gives those that are specific to that outcome.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Fundamental	23114	Basic Certificate: Early Childhood Development	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2009-01-10	ETDP SETA
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
Fundamental	22977	National Certificate: Construction: Roadworks	Level 1	NQF Level 01	Passed the End Date - Status was "Registered"	2005-12-04	CETA
Fundamental	14406	National Certificate: Early Childhood Development: Preschool Phase	Level 1	NQF Level 01	Passed the End Date - Status was "Registered"	2003-10-11	Was ETDP SETA until Last Date for Achievement
Fundamental	20287	National Certificate: Farming	Level 1	NQF Level 01	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Fundamental	14891	National Certificate: Agricultural Machinery Technician	Level 2	NQF Level 02	Passed the End Date - Status was "Reregistered"	2007-10-18	Was AgriSETA 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.	ASSMANG (PTY) LTD
2.	ASSMANG BEESHOEK MINE
3.	Balemi Consulting Pty Ltd
4.	BARBERTON MINES (PTY) LTD
5.	Centre for Creative Education/Iziko La Bantu Be Afrika NPC
6.	Compass Academy of Learning
7.	CONCOR PROJECTS PTY LTD
8.	ERGO BUSINESS DEVELOPMENT ACADEMY NPC
9.	EXXARO COAL (PTY) LTD
10.	FOSKOR (PTY) LTD
11.	HARMONY GOLD MINING CO LTD
12.	Hot To Go Training College and Services
13.	IMPALA PLATINUM SERVICES LTD
14.	KayDee Project Management Cc
15.	KUMBA IRON ORE (SISHEN)
16.	MATHOME TRAINING AND DEVELOPMENT (PTY) LTD
17.	MODIKWA MINING PERSONNEL SERVICES PTY L TD
18.	MURRAY & ROBERTS CEMENTATION (PTY)LTD
19.	New Heights 1082 Pty Ltd
20.	NORTHAM PLATINUM LTD
21.	NWK Beperk
22.	PALABORA COPPER (PTY) LTD
23.	RCL Foods-Sugar & Milling (MP)
24.	Rhodes University
25.	RICHARDS BAY MINING PTY LTD
26.	SENZEKO EXECUTIVE RISK CC
27.	Setlakala Business Development
28.	SIBANYE GOLD ACADEMY PROPRIETARY LIMITED
29.	Taletso FET College - Central Office
30.	The Skills Development Hub (Pty) Ltd
31.	THUNGELA OPERATIONS (PTY) LTD