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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Demonstrate an understanding and use of data handling and probability concepts 
SAQA US ID UNIT STANDARD TITLE
119376  Demonstrate an understanding and use of data handling and probability concepts 
ORIGINATOR
SGB Math. Literacy Mathematics and Math Sciences 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
ETDP SETA - Education, Training and Development Practices Sector Education and Training Authority 
FIELD SUBFIELD
Field 10 - Physical, Mathematical, Computer and Life Sciences Mathematical Sciences 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
ABET Level 3  Regular-Fundamental  Below Level 1  Level TBA:Pre-2009 BelowL1 
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 
People credited with this unit standard are able to:
  • Collect data to answer questions related to human rights, social, economic, cultural, environmental and political matters
  • Summarise data into tables and summary statistics
  • Display data in diagrams
  • Critically analyse data in tables and diagrams in order to draw conclusions and make predictions
  • Interpret and determine chance variation 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners undertaking the learning of this unit standards have prior knowledge and skill of working with numbers, operations with numbers and relationships between numbers and understanding of data handling and probability at ABET level 2. It is also assumed that these learners are competent in reading and writing at ABET level 2. 

    UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Collect data to answer questions related to: 
    OUTCOME RANGE 
    Data collection sheets; questionnaires with yes/no type of responses; questionnaires with a variety of possible responses.
    Questions include: human rights, social, economic, cultural, environmental and political matters. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Appropriate sources of data (peers, family, newspapers, books, magazines) are identified. 

    ASSESSMENT CRITERION 2 
    A distinction between populations and samples is made. 

    ASSESSMENT CRITERION 3 
    Data is collected (alone and/or as a member of a group or team) that is appropriate to answer questions related to the investigation. 

    ASSESSMENT CRITERION 4 
    Data collection sheets are designed and used to collect data. 

    ASSESSMENT CRITERION 5 
    Questionnaires with yes/no type responses are designed and used to collect data. 

    ASSESSMENT CRITERION 6 
    Questionnaires with a variety of possible responses (quantitative and qualitative) are designed and used to collect data. 

    SPECIFIC OUTCOME 2 
    Summarise data into tables and summary statistics. 
    OUTCOME RANGE 
    Tally tables; frequency tables; two-way tables; stem-and-leaf diagrams; mode (most frequently occurring score); median (middle number or number between two middle numbers of a data set arranged in size order); mean (sum of all the scores divided by number of scores); range (difference between largest and smallest scores). 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Data is organised and recorded in tally tables. 

    ASSESSMENT CRITERION 2 
    Data is organised and recorded in frequency tables. 

    ASSESSMENT CRITERION 3 
    Data is organised and recorded in two-way tables. 

    ASSESSMENT CRITERION 4 
    Data is organised and recorded in stem-and-leaf diagrams. 

    ASSESSMENT CRITERION 5 
    The mode is used as a measure of central tendency to summarise ungrouped data. 

    ASSESSMENT CRITERION 6 
    The median is used as a measure of central tendency to summarise ungrouped data. 

    ASSESSMENT CRITERION 7 
    The mean is used as a measure of central tendency to summarise ungrouped data. 

    ASSESSMENT CRITERION 8 
    The range is used as a measure of dispersion (spread) to summarise ungrouped data. 

    SPECIFIC OUTCOME 3 
    Display data in diagrams. 
    OUTCOME RANGE 
    Bar diagrams with appropriate scales; double bar diagrams with appropriate scales and keys; pie diagrams in terms of proper fractions of circles. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Data is displayed manually and electronically in bar diagrams with appropriate scales. 

    ASSESSMENT CRITERION 2 
    Data is displayed manually and electronically in double bar diagrams with appropriate scales and keys. 

    ASSESSMENT CRITERION 3 
    Data is displayed manually and electronically in pie diagrams in terms of proper fractions of the circle. 

    ASSESSMENT CRITERION 4 
    Data is displayed manually and electronically in broken line diagrams with appropriate scales. 

    SPECIFIC OUTCOME 4 
    Critically analyse data in tables and diagrams in order to draw conclusions and make predictions. 
    OUTCOME RANGE 
    Tally tables; frequency tables; two-way tables; stem-and-leaf diagrams; bar diagrams; double bar diagrams; pie diagrams; broken line-diagrams. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Data in tally tables, frequency tables, two-way tables and stem-and-leaf diagrams is critically read and interpreted to draw conclusions and make predictions. 

    ASSESSMENT CRITERION 2 
    Data in bar diagrams, double bar diagrams, pie diagrams and broken line-diagrams (own and in the media) is critically read and interpreted to draw conclusions and make predictions. 

    ASSESSMENT CRITERION 3 
    The most suitable measure of central tendency is chosen appropriately. 

    ASSESSMENT CRITERION 4 
    The misuse of scales in diagrams as a source of error and bias is understood and explained with examples. 

    ASSESSMENT CRITERION 5 
    The role of context (e.g. rural or urban, national or provincial), categories within the data (e.g. age, gender, and race) and other human rights and inclusivity issues is explained with examples. 

    SPECIFIC OUTCOME 5 
    Interpret and determine chance variation. 
    OUTCOME RANGE 
    Words of chance; possible and actual outcomes of an experiment; relative frequency of an outcome. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The likelihood of events occurring in daily life based on observations are compared, classified, ordered, predicted and placed on a scale from 'impossible' to 'certain'. 

    ASSESSMENT CRITERION 2 
    The possible outcomes of simple experiments (of which the possible outcomes are equally likely) are listed. 

    ASSESSMENT CRITERION 3 
    Simple experiments are performed and the frequencies of the actual outcomes are counted. 

    ASSESSMENT CRITERION 4 
    The frequencies of the actual outcomes are used to calculate the relative frequency of an actual outcome (the number of times the outcome happens divided by the number of trials in the experiment). 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accreditation option:
    Providers of this Unit Standard must be accredited by the relevant Education and Training quality Authority (ETQA) before they can offer training against this unit standard.

    Moderation option:
    Moderation will be overseen by the relevant ETQA according to moderation guidelines in the relevant qualification and the agreed ETQA procedures. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    N/A 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation and community. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, symbolic and/or language skills in various modes. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and the health of other. 

    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. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Contribute to the full personal development of the learner and the social and economic development of the society at large, by making individuals aware of the importance of:
  • 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. 

  • UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    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
    Fundamental  58739   National Certificate: Mining Operations for Underground Hard Rock  Level 2  NQF Level 02  Reregistered  2023-06-30  MQA 


    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. AVENG (AFRICA) (PTY) LTD 
    2. BANA BA THARI MINING TRADING AND DEVELOPMENT ACADEMY 
    3. BARBERTON MINES (PTY) LTD 
    4. BOKONI PLATINUM MINES (PTY) LTD 
    5. CONCOR PROJECTS PTY LTD 
    6. DIGGERS TRAINING AND DEVELOPMENT SERVICES 
    7. EASTERN CROME MINES SAMANCOR 
    8. FOSKOR (PTY) LTD 
    9. HARMONY GOLD MINING CO LTD 
    10. KROONDAL OPERATIONS (PTY) LTD 
    11. MANCAS CONSULTINGS CC 
    12. Marematlou Training Institute 
    13. MARULA PLATINUM PTY LTD 
    14. MATHOME TRAINING AND DEVELOPMENT (PTY) LTD 
    15. NORTHAM PLATINUM LTD 
    16. PALABORA COPPER (PTY) LTD 
    17. SIBANYE GOLD ACADEMY PROPRIETARY LIMITED 
    18. SIBANYE RUSTENBURG PLATINUM MINES PTY LTD 
    19. VENETIA MINE 
    20. WESTERN PLATINUM MINE 



    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.