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 THAT HAS PASSED THE END DATE: |
Use language and communication strategies for vocational and occupational learning |
SAQA US ID | UNIT STANDARD TITLE | |||
115791 | Use language and communication strategies for vocational and occupational learning | |||
ORIGINATOR | ||||
SGB Communication Studies | ||||
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 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 |
The purpose of this unit standard is to facilitate learning through improving communication skills and to ensure that learners are able to cope with learning in the context of learnerships, skills programmes and other learning programmes. Learning and study strategies and skills are necessary to enable successful progression at this level.
Learners competent at this level will be able to deal with learning materials, to access and use useful resources, to seek clarification and help when necessary, and apply a range of learning strategies. They understand the features and processes of the workplaces, occupations and vocations to which their learning programmes refer through simulated learning activities. Learners credited with this standard are able to: |
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: NQF level 4:
|
UNIT STANDARD RANGE |
Range statement
Learning materials appropriate to the learners in a given workplace context, eg simulation of a hospitality reception area. Specific range statements are provided in the body of the unit standard where they apply to particular outcomes or assessment criteria. Unit standard range |
Specific Outcomes and Assessment Criteria: |
SPECIFIC OUTCOME 1 |
Formulate and use learning strategies. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Appropriate learning strategies are identified and applied. |
ASSESSMENT CRITERION RANGE |
Group activities such as brainstorming, group analysis, peer and self-assessment, probing, mind maps, note taking, memorising, key words, underlining, skimming and scanning. |
ASSESSMENT CRITERION 2 |
Information is evaluated, summarised and used in the learning process. |
ASSESSMENT CRITERION 3 |
Answers to relevant questions show evidence of synthesis and contextualisation. |
ASSESSMENT CRITERION RANGE |
Checking understanding, clarifying meaning, accessing information, confirm accuracy of information, usage of appropriate information. |
ASSESSMENT CRITERION 4 |
Texts are interpreted, analysed and re-organised to assist own learning. |
SPECIFIC OUTCOME 2 |
Use and apply occupational and vocational learning materials and resources. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Occupational and vocational learning materials are identified, selected, organised and used within the learning context. |
ASSESSMENT CRITERION RANGE |
Range of learning materials: videos, internet, texts, handouts, text books, charts, maps, plans, diagrams. |
ASSESSMENT CRITERION 2 |
Learning resources are used effectively through appropriate selection and cross- referencing of information and acknowledgement of sources. |
ASSESSMENT CRITERION RANGE |
Range of learning sources: resource centres, literature, internet, other people and workplace environment. |
ASSESSMENT CRITERION 3 |
Technical language/terminology is evaluated and applied appropriately. |
SPECIFIC OUTCOME 3 |
Conduct research and submit recommendations. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Appropriate or relevant topic and scope is identified and defined. |
ASSESSMENT CRITERION 2 |
Research steps are planned and sequenced appropriately. |
ASSESSMENT CRITERION 3 |
Research techniques are applied. |
ASSESSMENT CRITERION RANGE |
Formulate questions, gather information, read/view, interview. |
ASSESSMENT CRITERION 4 |
Information is sifted and categorised for relevance. |
ASSESSMENT CRITERION 5 |
Research findings are analysed and presented with recommendations. |
ASSESSMENT CRITERION RANGE |
Reports, research papers, presentations, report backs. |
SPECIFIC OUTCOME 4 |
Lead and function effectively in a team and as an individual. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Active leading and participation takes place in-group learning situations. |
ASSESSMENT CRITERION RANGE |
Meetings, site/field visits, excursions, discussions, activities, workshops. |
ASSESSMENT CRITERION 2 |
Responsibilities in the team are taken up and group work conventions are applied in learning situations. |
ASSESSMENT CRITERION RANGE |
Supervision, mentoring, own accountability and rotation of roles: conducting, chairing, recording, and reporting. |
ASSESSMENT CRITERION 3 |
Conflict management and negotiating techniques are practised. |
ASSESSMENT CRITERION RANGE |
People skills: sensitivity to socio-cultural differences and to the use of manipulative and offensive language, persuasive techniques and mediation skills. |
ASSESSMENT CRITERION 4 |
Team work results are demonstrated in meaningful products, outcomes or goals. |
ASSESSMENT CRITERION RANGE |
Reaching consensus, completing projects/assignments, managing time and transferring knowledge. |
SPECIFIC OUTCOME 5 |
Identify characteristics of workplace, evaluate specific needs of occupational / vocational context. |
OUTCOME NOTES |
Identify the characteristics of the workplace and evaluate the specific needs of the occupational and/or vocational context. |
ASSESSMENT CRITERIA |
ASSESSMENT CRITERION 1 |
Features of the occupational environment are described and analysed. |
ASSESSMENT CRITERION RANGE |
Range of workplace/occupational/vocational focus: Services, manufacturing, financial, educational, technological.
Range of organisation type: Government, parastatal, heavy/light industry, large organisation, small business. |
ASSESSMENT CRITERION 2 |
Ways in which these features affect learning processes and/or applications of learning are described and evaluated. |
ASSESSMENT CRITERION RANGE |
Technological resources, communication resources, communication strategies and multilingual needs in relation to necessary client or colleague interaction. |
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS |
Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQAs.
Moderation Option: The moderation requirements of the relevant ETQAs must be met in order to award credit to learners for this unit standard. |
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE |
The essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Learners are unlikely to achieve all the specific outcomes to the standards described in the assessment criteria without knowledge of the listed 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 learner's performance. The following embedded knowledge should be taken into consideration: learners have appropriate computer skills, supervisory and mentoring skills as well as basic research skills. Learners acquire further knowledge of the workplace context, protocol and culture. |
UNIT STANDARD DEVELOPMENTAL OUTCOME |
N/A |
UNIT STANDARD LINKAGES |
N/A |
Critical Cross-field Outcomes (CCFO): |
UNIT STANDARD CCFO IDENTIFYING |
Identify and solve problems: use learning materials and resources, and learning tasks to solve workplace related problems in a practical manner. |
UNIT STANDARD CCFO WORKING |
Work effectively with others and in teams: actively lead and participate in teams. |
UNIT STANDARD CCFO ORGANISING |
Organise and manage oneself and one's activities responsibly and effectively: through organising of learning materials and completion of tasks/assignments /projects. |
UNIT STANDARD CCFO COLLECTING |
Collect, analyse, organise and critically evaluate information: through information research and processing skills. |
UNIT STANDARD CCFO COMMUNICATING |
Communicate effectively about workplace related issues by using visual, mathematical, technical, commercial and language skills. |
UNIT STANDARD CCFO SCIENCE |
Understand how to use science and technology effectively and critically: by exploring the appropriate ways of using technological devices in occupational and vocational contexts. |
UNIT STANDARD CCFO DEMONSTRATING |
Understand the world as a set of inter-related parts of a system by exploring workplace contexts and global issues. |
UNIT STANDARD CCFO CONTRIBUTING |
Contribute to the full development of oneself by participating in simulations and other activities that enable understanding of the human condition. |
UNIT STANDARD ASSESSOR CRITERIA |
Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
|
REREGISTRATION HISTORY |
As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. |
UNIT STANDARD NOTES |
Glossary
Audience: The intended reader, listeners, or viewers of a particular text - in planning a piece of writing learners (speakers/writers) must take into consideration the purpose and audience in choosing an appropriate form of writing. Audience also refers to internal audiences, e.g. within the organisation and external audiences, e.g. partnerships - locally and internationally. Coherence: The underlying logical relationship, which links ideas together. Coherence is to do with ideas and meanings. A paragraph is coherent if all its sentences are connected logically so that they are easy to follow. An essay is coherent if its paragraphs are logically connected and the ideas have a unity, forming a logical whole. Cohesion: Linking ideas by means of language ( e.g. the grammar or syntax of a sentence or paragraph) - using logical connectors or linking words such as conjunctions, pronouns to hold a paragraph together and give it a linguistic unity. Consensus: An opinion or position reached by a group as a whole; general agreement or accord. Context: Conventions: Accepted practices or rules in the use of language. Some conventions help convey meaning (e.g. the rules of grammar of a language, punctuation typefaces, capital letters); others assist in the presentation of content (e.g. table of contents, headings, footnotes, charts, captions, lists, pictures, index). Creative thinking: The process of thinking about ideas or situations in inventive and unusual ways in order to understand them better and respond to them in a new and constructive manner. Learners think creatively in all subject areas when they imagine, invent, alter, or improve a concept or product. Critical thinking: The process of thinking about ideas or situations in order to understand them fully, identify their implications, and/or make a judgement about what is sensible or reasonable to believe or do. Editing: The process of correcting grammatical, usage, punctuation, and spelling errors to ensure that the writing is clear and correct. The editing process also includes checking writing for coherence of ideas and cohesion of structure. In media, editing involves the selection and juxtaposition of sounds and images. Fluency: The word comes from the flow of a river and suggests a coherence and cohesion that gives language use the quality of being natural easy to use and easy to interpret. Forms of writing: Any particular type of text, having specific and distinctive characteristics arising from its purpose, function, and audience. Grammar: A description of the structure of a language, particularly the way words and phrases are formed and combined to produce sentences. It takes into account the meanings, functions and organisation of these sentences in the system of the language. Graphics: A visual representation such as a chart, table, timeline, flowchart, or diagram used to record, analyse, synthesise, and assess information and ideas. Implicit meaning: Ideas and concepts that are present but stated indirectly. Index: Something that serves to guide, point out or otherwise facilitate reference such as a table, file or catalogue. Inference: A conclusion drawn from evidence. Information processing: A general term for the process by which information is identified, understood, stored, organised, retrieved, combined and communicated to form new knowledge. Jargon: Speech or writing used by a group of people who belong to a particular trade, profession, or any other group bound together by mutual interest, e.g. the jargon of law, medical jargon. Jargon is useful when used within a trade or profession, but when it is used to exclude listeners/readers from an interaction, it is potentially hurtful or even harmful. Key questions: There are five common questions that help discover the essential facts: who, what, where, when, and why? In newspaper reports, it is important to cover these questions at the beginning. Learnership: A coined word used in the place of what was formerly known as apprenticeship. It refers to structured, accredited learning taking place at the workplace. Three parties are involved in a learnership, namely the trainee (learner), the employer and the training provider. Mind-map: The preparation of a graphic representation of key words. Multimedia presentation: A work that uses a combination of media to present information and ideas (e.g. a presentation using slides, computer graphics, posters, and video clips). Non verbal language/communication: Communication without the use of words, which could be done by gestures or signs or could refer to total body language. Obfuscation: The deliberate use of words/phrases/jargon/idioms that will not be understood by the listener/reader. It is a clouding of the issue to avoid taking responsibility for an action or to confuse the listener into accepting something that should not be lightly accepted. Paraphrase: A restatement of an idea or text in one's own words. Point of view: The position of the speaker in relation to the text and audience (eg third-person/first-person). Power relations: When a particular individual or group dominates. This dominance could be related to gender, race, nationality, politics or language groups. In these unit standards, the focus is on how the use of language (the choice of words) indicates a relationship that is neutral, empowered or disempowered. Reading strategies: Skills and approaches used before, during and after reading to determine the meaning and increase understanding of a text. Examples are: A type of reading used to locate a particular piece of information without necessarily attending to other parts of a text; A type of reading used to identify only the main idea or ideas or to pick out any words in capitals/in italics/underlined, as well as any visuals or font indicators that would help a reader to understand a passage; Selecting the most important ideas, words, facts or finding only those details relevant to a task or purpose. Register: Speech variety used by a particular group of people, usually sharing the same occupation or the same interests. A speaker/writer/presenter must choose words/images that are easily understood by the listener/reader/viewer - the pitch must suit the purpose. Research: Involves a systematic investigation involving the study of materials and sources in order to establish facts and seek out truth. The following stages are involved: selecting a topic, narrowing the focus, locating appropriate resources, gathering information, analysing material and forming conclusions, presenting the information in written and/or oral form, and documenting the sources of information and ideas. Rhetorical question: A question not asked for information but for dramatic effect. The question is usually either one that does not need an answer, as the issue is self-evident, or one that the speaker/writer proceeds to answer immediately. Skills programme: Part of a full qualification which must have at least one credit. Slang: Casual, very informal speech, using expressive but informal words and expressions. Slang is usually related to age or social group rather than to trade or profession (jargon). It is used to stress an identity for those in the know and to exclude those who do not know the terms, for example, words to describe money, grown-ups, police, and activities. Syntax: The way in which words are arranged to form larger grammatical structures (eg phrases, clauses, and sentences). Technical language: The terminology used in a field or understood by a trade, profession or group of people, eg in metalworking, the term "pig" means a mould for casting metal. It differs from jargon in being more generally understood and used, for example, by many people rather than a few and it does not have the negative connotations that the word "jargon" carries. Text: Texts refer to spoken, written, or visual communications, including sign language that communicates meaning to an audience or reader. A text may be considered from the point of view of its structure, context and function. Conversations, speeches, interviews, presentations; Business correspondence, magazine and newspaper articles, paragraphs, reports, notices, agendas, memos and scripts; Photographs, posters, cartoons, advertisements, environmental prints (road signs), maps, diagrams, charts, and films. Tone: The quality and timbre (distinctive character) of the voice used in speaking; the height of pitch and change of pitch which is associated with the pronunciation of syllables or words and which affects the meaning of the word. Topic sentence: The sentence that expresses the central idea in a paragraph. Voice: In writing: a work's distinctive style of expression, personal or impersonal, conveyed through the writer's use of vocabulary, and sentence structure. In oral communication: the quality of sound produced by a speaker. In grammar: a property of verbs (e.g. active and passive voice). Writing process: The process involved in producing a polished piece of writing. It comprises several stages. The main stages are: Venn diagram: Graphs that use circles to present connections and intersections. |
QUALIFICATIONS UTILISING THIS UNIT STANDARD: |
ID | QUALIFICATION TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | STATUS | END DATE | PRIMARY OR DELEGATED QA FUNCTIONARY | |
Fundamental | 80946 | National Certificate: Community 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 | 49257 | National Certificate: Conflict Management and Transformation | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | PSETA |
Fundamental | 58394 | National Certificate: Film and Television Production | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | MICTS |
Fundamental | 49336 | National Certificate: Law Enforcement: Sheriffing | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | SAS SETA |
Fundamental | 62069 | National Certificate: Radio Production | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | MICTS |
Fundamental | 61592 | National Diploma: Human Resources Management and Practices | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | As per Learning Programmes recorded against this Qual |
Fundamental | 50333 | National Diploma: Occupationally Directed Education, Training and Development Practices | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | ETDP SETA |
Elective | 83446 | National Certificate: Electronics | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | MICTS |
Elective | 60549 | National Diploma: Aeronautical Information Management Practice | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2016-12-31 | TETA |
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. | A4 Consultancy CC |
2. | Accreditation & Training Services |
3. | Acorser Corporate & Business Consulting t/a Acorser Academy |
4. | AFRICA COMPETENCY DEVELOPMENT (PTY) LTD |
5. | Amadi Institute of Management And Technology (Pty) Ltd |
6. | Amaqamu Project Management and Consulting |
7. | ASSESSMENT COLLEGE OF SOUTH AFRICA PTY LTD |
8. | Aubrey Nyiko Business Enterprise cc |
9. | Audit Campus |
10. | AVAX SA 481 CC. T/A Mandisa Development Services |
11. | Ayoba Training Institute (Pty)Ltd |
12. | BLC Entertainment |
13. | Bohlali Provider Support |
14. | BORDERGATE EVENTS MANAGEMENT AND PROJECTS |
15. | Chartall Business College |
16. | Clean Heat Academy |
17. | Continuing Education For Africa |
18. | Dabulamanzi & Njabulo Ndaba Consulting cc |
19. | Department Of Justice (head Office) |
20. | Divine Inspiration Trading 704 PTY Ltd |
21. | EDUTEL SKILLS DEVELOPMENT PTY LTD |
22. | Elvis Koena Consulting (Pty) Ltd |
23. | Emergence Learning Academy (Pty) Ltd |
24. | Enjo Consultants (Pty) Ltd |
25. | Epitome Villa (Pty)Ltd |
26. | EXECUTIVE COACHING AND FACILITATION |
27. | EYETHU NATIONAL COMPUTER COLLEGE PTY LTD |
28. | FILM Mentorship & Training SA |
29. | Fourways Private College |
30. | Frayintermedia Cc |
31. | Future Discovery Training Academy CC |
32. | Gotsec Skills Training |
33. | HILLCROSS BUSINESS SCHOOL (PTY |
34. | Igugu Training and Investments |
35. | Infomage Pty Ltd |
36. | Information Technology Resource Centre |
37. | Inkwazi Learning Network |
38. | IQ Skills Academy (PTY) LTD. |
39. | Isamon Vocational College of Excellence Pty Ltd |
40. | Isibani Skills Academy |
41. | Jeppe College of Commerce and |
42. | Keetileafrika Training Institute |
43. | Khaas Training Academy |
44. | Learnership Support Systems (Pty) Ltd |
45. | Loago Business Consulting |
46. | Lusa Social Entrepreneurship Institute |
47. | MACCAUVLEI LEARNING ACADEMY (PTY) LTD |
48. | MBOWA COLLEGE PTY LTD |
49. | Media Village Training |
50. | MENTORNET (PTY) LTD |
51. | Metro Minds |
52. | Mortarboard Training Solutions |
53. | Motheo Training Institute Trust |
54. | N MAHARAJ ATTORNEYS |
55. | Neolebongi Trading Enterprise |
56. | Next Step Academy (Pty) Ltd |
57. | NTI College |
58. | OL Afrika Media |
59. | OMNI HR CONSULTING PTY LTD |
60. | OPELONG BUSINESS INSTITUTE (PT |
61. | Peo Entle HIV Wellness Management and Youth Skills Development NPO |
62. | Petra institute of Development (PTY) Ltd |
63. | Pitt Institute T/A Imithombo Institute |
64. | Progressive School of Business and Engineering (Pty) |
65. | PRX SCHOOL TEST |
66. | Radio Active Productions Publi |
67. | Radio Zibonele NPC |
68. | Reflections Development Institute |
69. | Regenesys Management (Pty) Ltd |
70. | Resonance Institute of Learning |
71. | Retshetse Training Project |
72. | Richfield Graduate Institute of Technology Pty Ltd |
73. | Saint Colonel Graduate Institute (PTY) Ltd |
74. | Sebenzisanane Human Capital |
75. | South African Corporate Training Association |
76. | SOUTH AFRICAN CORPORATE TRAINING ASSOCIATION (PTY) LTD |
77. | South West Gauteng Tvet College |
78. | Southern African Institute of Learning (SAIL) |
79. | T Mabuya & Associates (Pty) Ltd |
80. | Tasc Business Consulting and Training |
81. | Tembe Service Providers |
82. | The Brokers Learning Centre |
83. | The Finishing College (Pty) Lt |
84. | The Institute of People Development |
85. | Thinking Mind Trading |
86. | Thobologo Training and Education Group (Pty) Ltd |
87. | Thuto Adult Centre |
88. | TMG Quality Services |
89. | Together Lifestyle Resort Pty Ltd |
90. | Trainers Without Borders |
91. | Training Answers |
92. | Training Consultant and SD College |
93. | Ulwazi Training & Development |
94. | University of Johannesburg |
95. | VERYCOOLIDEAS |
96. | Vhutshilo Health And Training Organisation |
97. | VUTHLARI MARKETING CONSULTING |
98. | WEST COAST COLLEGE FET |
99. | ZA WIT (PTY) LTD |
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. |