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

Cover a specialist beat as a journalist 
SAQA US ID UNIT STANDARD TITLE
117541  Cover a specialist beat as a journalist 
ORIGINATOR
SGB Journalism 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Media Studies 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  6 
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
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 requires learners to be able to cover a specialist beat in a specific medium with journalistic integrity and professionalism. Learners credited against this unit standard are able to write accurately and comprehensively regarding a specific beat (area), network with relevant persons who play various roles in the area, and ultimately add to the public's understanding of the beat.

Credited learners are capable of:
  • Adhering to relevant specialist beat protocols and interaction requirements
  • Reporting accurately and comprehensively for a specialist beat
  • Contributing to public understanding of a specialist beat
  • Building networks of contacts relevant for a specialist beat 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits assigned to this unit standard is based on the assumption that the following competencies have already been attained:
  • Engage in sustained oral communication and evaluate spoken texts (NQF Level 4)
  • Read, analyse and respond to a variety of texts (NQF Level 4)
  • Write for a wide variety of texts (NQF Level 4)
  • Report for general journalistic purposes (NQF Level 5)
  • Present journalistic story ideas (NQF Level 5) 
    		•

    UNIT STANDARD RANGE 
    The typical scope of this unit standard is competence relating to the statements, events, people, proceedings, findings, topics and issues relating to a specialist beat (area). 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Adhere to relevant specialist beat protocols and interaction requirements. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Contacts and sources represent all role players/stakeholders in a specialist beat area 

    ASSESSMENT CRITERION 2 
    Dress is in accordance with the norms of a specialist beat 

    ASSESSMENT CRITERION 3 
    Conduct encourages cooperation and produces information relevant to a specialist beat 

    ASSESSMENT CRITERION 4 
    Behaviour and interaction with role-players and stakeholders are in accordance with the norms of a specialist beat area 

    SPECIFIC OUTCOME 2 
    Report accurately and comprehensively for a specialist beat. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Relevant persons are consistently informed of news implications and news possibilities arising from current and historic actions or statements, or events, developments, plans, topics or issues in the area covered by a specialist beat 

    ASSESSMENT CRITERION 2 
    Advice, reports and stories delivered are accurate, and comprehensive in terms of the content of a specialist beat being covered 

    ASSESSMENT CRITERION 3 
    Advice, reports and stories delivered are appropriate for specific contexts and background 

    ASSESSMENT CRITERION 4 
    A range of reports and stories relating to a specialist beat is delivered 

    ASSESSMENT CRITERION 5 
    Opportunities to enhance understanding and knowledge of a specialist beat area are identified and utilised as resources, operations and specific context requirements allow 

    SPECIFIC OUTCOME 3 
    Contribute to public understanding of a specialist beat. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Interpretation of statements, actions, events, proceedings, findings, topics, and issues relating to a specialist beat are justified in terms of levels of public understanding 

    ASSESSMENT CRITERION 2 
    Use of terminology, language and concepts specific to a specialist beat are justified in terms of levels of public understanding 

    ASSESSMENT CRITERION 3 
    Reports and stories originated meet given requirements for coverage of a specialist beat area 

    SPECIFIC OUTCOME 4 
    Build networks of contacts relevant for a specialist beat. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Selected contacts are appropriate for specified contexts 

    ASSESSMENT CRITERION 2 
    Selected methods for identifying contacts that are relevant are appropriate for the purpose of specific networks 

    ASSESSMENT CRITERION 3 
    Information storage regarding contacts meets agreed contact management requirements 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this unit standard.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Role-players and stakeholders in the area covered by a specialist beat
  • History of a specialist beat area
  • Current trends, issues, debates as well as future significant events in the area covered by a specialist beat
  • Protocols, regulations, legislation or ethics applicable to the area covered by a specialist beat
  • Terminology, slang and jargon used in the area covered by a specialist beat
  • Sources of information in the area covered by a specialist beat
  • Knowledge of the world of newspapers 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community to build networks of contacts in a specialist beat area. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively to adhere to relevant specialist beat protocols and interaction requirements. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to report for a specialist beat and to build networks of contacts relevant for a specialist beat. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and language skills in the modes of oral and written presentation to contribute to public understanding of a specialist beat. 

    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 by building networks of contacts relevant for a specialist beat and justifying interpretation of statements, actions, events, proceedings, findings, topics, and issues relating to a specialist beat in terms of levels of public understanding. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following 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. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. 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 learner is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • 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 learner can achieve the outcomes again and again and again. 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, validity, direct, authentic, sufficient, systematic, open and consistent 
    		•

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

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  49123   National Certificate: Journalism  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered"     		 2007-10-18  Was MICTS until Last Date for Achievement 
    Elective  58978   National Certificate: Journalism  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MICTS 


    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. Frayintermedia Cc 
    2. HILLCROSS BUSINESS SCHOOL (PTY 
    3. Jeppe College of Commerce and 
    4. MBOWA COLLEGE PTY LTD 
    5. Musengavhadzimu Media 
    6. Posh Multimedia 
    7. Pretoria Technical College 
    8. Together Lifestyle Resort Pty Ltd 
    9. TSP COLLEGE 
    10. Varsity Institute of Science & Technology (Pty)Ltd 
    11. VUTHLARI MARKETING CONSULTING 
    12. Whitestone College 


    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.