SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Analyse and respond to a variety of literary texts

SAQA US ID	UNIT STANDARD TITLE
8971	Analyse and respond to a variety of literary texts
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
Undefined	Regular-Fundamental	Level 3	NQF Level 03	5
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2004-10-13	2006-02-09	SAQA 0356/04
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2007-02-09		2010-02-09

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 is replaced by:

US ID	Unit Standard Title	Pre-2009 NQF Level	NQF Level	Credits	Replacement Status
119458	Analyse and respond to a variety of literary texts	Level 3	NQF Level 03	5

PURPOSE OF THE UNIT STANDARD

Competence at this level will enable learners to use analytical skills to discuss the style and purpose of the text, both implied and stated meanings, themes as well as plot, the author`s point of view and the context in which the text arose. They can use literature as a base to study and make judgements about complex human and social issues. They are aware of both the functions of language and of its drama and power.

As a creative representation of life and experience, literature raises important questions about the human condition, now and in the past. Learners` increasing ability to reflect on their experiences and to compare them with others` is encouraged, enhancing their capacity to deal with a selection of texts that explore moral, psychological and philosophical issues.

Learners credited with this unit standard can:

analyse and discuss the main ideas in texts

identify and explain the values, attitudes and assumptions in texts that influence response

discuss the effects of content, language and style on readers` responses in specific texts

respond creatively to literary texts

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard: NQF Level 2 unit standards.

US: FET S/10 Respond to literary texts

UNIT STANDARD RANGE

The learner can read for enjoyment, analyse elements of literary genres and respond to issues, characters and situations presented in literary contexts.

A wide variety of written and visual texts: picture books, folklore, traditional stories (written and oral), myths, legends, novels, feature films, short stories, poetry, learners` own speaking and writing, non-fiction (biographies and filmed documentaries), scripted and improvised drama/plays, television serials, video clips, cartoons and comics, song lyrics.

Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Analyse and discuss the main ideas in texts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Listening and reading strategies appropriate to the purposes for reading are adopted.

ASSESSMENT CRITERION RANGE

Skim, scan, prediction, key questions, knowledge of form of text types and different genres.

ASSESSMENT CRITERION 2

2. Organisational features of literary texts are identified. The role of each of the features is explained in relation to usefulness in making meaning of reading and viewing.

ASSESSMENT CRITERION RANGE

Verse/stanza forms, chapters, chapter headings, index, table of contents, resume (summary) on flap, visuals, layout, design, film techniques.

ASSESSMENT CRITERION 3

3. Responses to points of view in text are imaginative and an understanding of surface or embedded meaning in the text is reflected in presentations of balanced and original viewpoints.

ASSESSMENT CRITERION 4

4. A comprehensive grasp of the significant ideas of the texts is demonstrated.

SPECIFIC OUTCOME 2

Identify and explain the values, attitudes and beliefs in texts that influence response.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Human experiences and values in texts are explored and discussed.

ASSESSMENT CRITERION 2

2. Narrative voice is discussed.

ASSESSMENT CRITERION 3

3. Clues in the text about experiences and beliefs of the author are found and explained.

ASSESSMENT CRITERION 4

4. Evidence cited from texts in defence of a position is relevant.

ASSESSMENT CRITERION 5

5. A variety of texts are explored and explained in terms of social or personal relevance.

ASSESSMENT CRITERION 6

6. Perceived ambiguities, nuances and complexities within the text are identified and assessed.

ASSESSMENT CRITERION 7

7. Texts are interpreted from a variety of perspectives other than own.

ASSESSMENT CRITERION RANGE

Perspectives include age, gender, class, and political positions, spiritual positions.

SPECIFIC OUTCOME 3

Discuss the effects of content, language and style on readers' responses in specific texts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Content is outlined and related to theme and character development.

ASSESSMENT CRITERION 2

2. Awareness of the author's use of stylistic devices, and an appreciation of the effects created are demonstrated.

ASSESSMENT CRITERION 3

3. The impact of different writing techniques on reader perspective are identified and explained in terms of the particular effect produced by each.

ASSESSMENT CRITERION 4

4. Enjoyment or non-enjoyment of a text is justified.

ASSESSMENT CRITERION 5

5. The power of language is explored and explained through analysis of specific language structures and features.

ASSESSMENT CRITERION 6

6. Tools used for humour are identified and judged for effectiveness.

ASSESSMENT CRITERION RANGE

Puns, climax, anti-climax, innuendo, hyperbole, and litotes.

ASSESSMENT CRITERION 7

7. The effect of selected techniques in visuals is explained.

ASSESSMENT CRITERION RANGE

Visuals:
Photographs, slides, posters, graphics, videos, films, illustrations and advertisements.
Techniques:
Use of colour/black and white, borders, layout features, cinematographic devices, e.g. perspective, camera angles, foregrounding, backgrounding, overlays, selection and/or omission, scale, size.

SPECIFIC OUTCOME 4

Respond creatively to literary texts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Awareness of elements of the genre is demonstrated in creative responses to texts.

ASSESSMENT CRITERION RANGE

Retelling an incident from another point of view, dramatising an incident, writing the dialogue between a character and the reader/the author and the reader; turning a story into a play, role playing.

ASSESSMENT CRITERION 2

2. Literature is used as a base for writing/presenting in different formats and registers.

ASSESSMENT CRITERION RANGE

Writing as a character (diary entries, dialogues, letters, songs, poems, obituaries, epitaphs); drawing/sketching/creating a collage/poster to show understanding of character, incident, atmosphere, setting.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Providers of learning towards this unit standard will need to meet the accreditation requirements of the GENFETQA.

Moderation Option: The moderation requirements of the GENFETQA must be met in order to award credit to learners for this unit standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria:

Learners can understand and explain that language, when used figuratively or for storytelling, can be used to create an illusion of reality. Learners apply their knowledge of language and literature features and conventions to an awareness of how fictional texts differ from factual ones.

Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the stated embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate`s performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems: using context to decode and make meaning individually and in groups in oral, reading and written activities.

UNIT STANDARD CCFO WORKING

Work effectively with others and in teams: using interactive speech in activities, discussion and research projects.

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: fundamental to the process of developing language capability across language applications and fields of study.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematical and/or language skills: in formal and informal communications.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically: using technology to access and present texts.

UNIT STANDARD CCFO DEMONSTRATING

Understand the world as a set of inter-related parts of a system: through using language to explore and express links, and exploring a global range of contexts and texts.

UNIT STANDARD CCFO CONTRIBUTING

Contribute to the full development of self by engaging with texts that stimulate awareness and development of life skills and the learning process.

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. The goal is to declare the learner competent in terms of the title. Where assessment at title level is unmanageable, focus assessment around each specific outcome, or groups of specific outcomes

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

do not focus the assessment activities on each assessment criterion. Ensure that the assessment activities focus on outcomes and that sufficient evidence around all the assessment criteria is gathered

the assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required

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 in a number of different contexts. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible

all assessments should be conducted in line with the following well-documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning. Assessment should be valid, direct, authentic, sufficient, systematic, open and consistent.

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 119458, which is "Analyse and respond to a variety of literary texts", Level 3, 5 credits.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Fundamental	20184	National Certificate: Banking	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	BANKSETA
Fundamental	65111	National Certificate: Beauty Technology	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2011-02-16	As per Learning Programmes recorded against this Qual
Fundamental	20814	National Certificate: Construction Plastering	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2009-03-12	Was CETA until Last Date for Achievement
Fundamental	50266	National Certificate: Forestry: Silviculture	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	FPMSETA
Fundamental	50022	National Certificate: General Draughting	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	CETA
Fundamental	23154	National Certificate: Grain Handling Processes	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Fundamental	48743	National Certificate: Hairdressing	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2009-04-08	Was SERVICES until Last Date for Achievement
Fundamental	20177	National Certificate: Insurance	Level 3	NQF Level 03	Passed the End Date - Status was "Registered"	2004-10-10	Was INSETA until Last Date for Achievement
Fundamental	49579	National Certificate: Poultry Processing	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Fundamental	49578	National Certificate: Poultry Production	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Fundamental	23893	National Certificate: Rail Operations (Functional Yard Operations)	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2009-06-17	Was TETA until Last Date for Achievement
Fundamental	49083	National Certificate: Wood Products Processing	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	FPMSETA
Fundamental	48797	Further Education and Training Certificate: Beauty Technology	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2011-02-16	Was SERVICES until Last Date for Achievement
Fundamental	49142	Further Education and Training Certificate: Cigarette Packaging Technology	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Fundamental	48397	Further Education and Training Certificate: Cigarette Production Technology	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Fundamental	50018	Further Education and Training Certificate: Computer Aided Drawing Office Practice	Level 4	NQF Level 04	Passed the End Date - Status was "Registered"	2009-02-09	Was CETA until Last Date for Achievement
Fundamental	48856	Further Education and Training Certificate: Criminology	Level 4	NQF Level 04	Passed the End Date - Status was "Registered"	2007-10-13	Was SAS SETA until Last Date for Achievement
Fundamental	64651	Further Education and Training Certificate: Hairdressing	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2009-04-08	As per Learning Programmes recorded against this Qual
Fundamental	48396	Further Education and Training Certificate: Metallised Paper Production Technology	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Fundamental	50082	Further Education and Training Certificate: Minerals Surveying	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2012-06-30	MQA
Fundamental	20638	National Certificate: Collective Investment Schemes	Level 4	NQF Level 04	Passed the End Date - Status was "Registered"	2004-12-05	INSETA
Fundamental	23513	National Certificate: Fisheries Observation: Inshore	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Fundamental	20639	National Certificate: Healthcare Benefits Administration: Claims Assessing	Level 4	NQF Level 04	Passed the End Date - Status was "Registered"	2004-12-05	INSETA
Fundamental	20774	National Certificate: Insurance: Long Term: Risk Assessment	Level 4	NQF Level 04	Passed the End Date - Status was "Registered"	2004-12-05	Was INSETA until Last Date for Achievement
Fundamental	36436	National Certificate: Local Economic Development	Level 4	Level TBA: Pre-2009 was L4	Passed the End Date - Status was "Reregistered"	2023-06-30	LG SETA
Fundamental	20773	National Certificate: Long Term Insurance	Level 4	NQF Level 04	Passed the End Date - Status was "Registered"	2004-12-05	INSETA
Fundamental	24218	National Certificate: Thermoplastic Fabrication	Level 4	Level TBA: Pre-2009 was L4	Passed the End Date - Status was "Reregistered"	2023-06-30	MERSETA
Fundamental	24216	National Certificate: Welding Application and Practice	Level 4	NQF Level 04	Passed the End Date - Status was "Registered"	2006-12-03	MERSETA

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.	Arden School of Management (Pty) Ltd
2.	Assured Vocational Skills Institute (Pty) Ltd
3.	Blanket Security and SHEQ Solutions
4.	Bull's Business and Skills Training Institute
5.	Deloitte
6.	Dru-A Professional Training Consultancy
7.	Duzi-Corp 56
8.	Ekurhuleni Artisans & Skills Training Centre (Pty) Ltd
9.	ELSENBURG AGRICULTURAL COLLEGE
10.	Faithworks Development Consultants (Pty) Ltd
11.	Falcon Business Institute (PTY
12.	Furniture World Training Centre
13.	Honey Cube Projects & Services (Pty) Ltd
14.	Kwamahlati Training Services cc
15.	Legal Environment Safety & Health Requirements cc
16.	Life Long ABET Consulting
17.	Longata Consultant
18.	Mahayi HRD Services cc
19.	Makhuba Development Projects CC
20.	Malitinne (Pty) Ltd
21.	Mamuhle Academy
22.	Matsila Holdings
23.	Mlasimbi Catering Primary Co-operative Limited
24.	MUHANGWENE DEVELOPMENT ENTERPRISE
25.	Ngcebo Consulting (Pty) Ltd
26.	Nolwazi Dev Centre (Pty) Ltd
27.	Ntunzela Trading Enterprise
28.	NWK Beperk
29.	Optimum Capacity (Pty) Ltd
30.	Phambile Skills Training (Pty) Ltd
31.	PMA Holdings (PTY ) LTD.
32.	Premier Agric (Pty) Ltd
33.	PTDEV (Pty) Ltd
34.	Redefined Skills Training & Development (Pty) Ltd
35.	Reflections Development Institute
36.	Resonance Institue of Learning
37.	Sebenzisanane Human Capital
38.	SEJ Skills Academy Pty Ltd
39.	South African Corporate Training Association
40.	South African Forestry Training College
41.	Suidwes Beleggings Eiendoms Beperk
42.	T Mabuya & Associates CC
43.	Talent Centre Training
44.	Tasc Business Consulting and Training
45.	Thunderflex3 Pty (Ltd)
46.	Tirhani SkillsTraining Pty Ltd
47.	Try Easy Electrical Solutions
48.	Tshwane Training Institute (PTY) LTD.
49.	VKB LANDBOU (PTY) LTD
50.	VPK BUSINESS VENTURE C C
51.	WEINVEST INVESTMENT CC
52.	World Pace Development & Training Institute (Pty) Ltd
53.	Yangantle Trading
54.	Zerben Management Solutions