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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: |
| Develop and apply academic literacy skills |
| SAQA US ID | UNIT STANDARD TITLE | |||
| 14582 | Develop and apply academic literacy skills | |||
| ORIGINATOR | ||||
| SGB ABET Educators | ||||
| PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY | ||||
| - | ||||
| FIELD | SUBFIELD | |||
| Field 05 - Education, Training and Development | Adult Learning | |||
| ABET BAND | UNIT STANDARD TYPE | PRE-2009 NQF LEVEL | NQF LEVEL | CREDITS |
| Undefined | Regular | Level 5 | Level TBA: Pre-2009 was L5 | 25 |
| 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 |
| This unit standard enables candidates to learn more effectively, by providing them with skills to deal successfully with the demands of academic contexts and assignments. |
| LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING |
| Communications in the language of learning/instruction at NQF level 4 or equivalent. An equivalent could be achieved through entry level testing or RPL |
| UNIT STANDARD RANGE |
| This unit standard is not restricted in its application to traditional institutions of higher education. It can be achieved in any learning context where the associated qualification is being offered (e.g. learnerships). Academic literacy refers to tools or skills for learning in any context. |
| Specific Outcomes and Assessment Criteria: |
| SPECIFIC OUTCOME 1 |
| Use language appropriately for academic purposes |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 1 Terminology of the relevant field is used appropriately |
| ASSESSMENT CRITERION 2 |
| 2 Terminology and acronyms are used in a functional way |
| ASSESSMENT CRITERION 3 |
| 3 The meaning of acronyms or terminology used, can be explained |
| ASSESSMENT CRITERION 4 |
| 4 Language of academic discourse is used appropriately, e.g. compare, contrast, discourse, critique, correlation, variable, indicator, probability. |
| ASSESSMENT CRITERION 5 |
| 5 The nature of academic discourse is explained, e.g. formal, lexically correct. |
| SPECIFIC OUTCOME 2 |
| Access and process information |
| OUTCOME RANGE |
| This SO to be demonstrated in the context of what information is reasonably accessible to the candidate |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 1 Relevant sources of information can be identified (including human sources). |
| ASSESSMENT CRITERION 2 |
| 2 Relevant information is accessed using a system , e.g. search engine, filing system. |
| ASSESSMENT CRITERION 3 |
| 3 Strengths and limitations of different sources are explained, e.g. reliability, validity, credibility, time or geographic scale |
| ASSESSMENT CRITERION 4 |
| 4 Information gathered is organised systematically, e.g. categories, chronologically |
| ASSESSMENT CRITERION 5 |
| 5 Note-taking is concise, accurate and relevant |
| SPECIFIC OUTCOME 3 |
| Critically evaluate texts for academic purposes |
| OUTCOME NOTES |
| This SO involves responding critically to written, oral or audio-visual texts. The texts being critiqued may include those which are academic (e.g. a journal article) or popular (e.g. advertisement), but the critique must meet the assessment criteria. |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 1 Pre-reading selection strategies are used to identify most relevant texts/parts, e.g. skimming, scanning, use of contents page |
| ASSESSMENT CRITERION 2 |
| 2 Text mapping is used to enhance comprehension, e.g. underlining, highlighting |
| ASSESSMENT CRITERION 3 |
| 3 Main points in/ relevance of a text can be summarised, annotated |
| ASSESSMENT CRITERION 4 |
| 4 Basic critique of a text is rational and coherent, e.g. qualities of author, intended audience, purpose, bias, social and historical context, fact versus opinion, tone |
| ASSESSMENT CRITERION 5 |
| 5 Own response and relevance of the text to own context can be formulated and supported with reasons |
| ASSESSMENT CRITERION 6 |
| 6 Information from a number of texts can be synthesised and organised. |
| SPECIFIC OUTCOME 4 |
| Interpret and use data in graphic or statistical forms |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 1 Graphic representations of information can be interpreted and explained, e.g. charts, graphs, tables |
| ASSESSMENT CRITERION 2 |
| 2 Relevant symbols and units of measurement are used accurately, e.g. @, +ve, -ve,>,<. |
| ASSESSMENT CRITERION 3 |
| 3 Simple sets of statistics can be represented graphically, e.g. bar graph, pie chart |
| ASSESSMENT CRITERION 4 |
| 4 Ideas and information can be represented graphically, e.g. mind maps |
| ASSESSMENT CRITERION 5 |
| 5 Basic statistical terms are used appropriately, e.g. mean (average), norm, median, mode, percentile, range (distribution), norm-referenced, criterion-referenced. |
| SPECIFIC OUTCOME 5 |
| Produce academic texts |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 1 Planning and pre-writing is adequate |
| ASSESSMENT CRITERION 2 |
| 2 Scope of the assignment is appropriate to the set task |
| ASSESSMENT CRITERION 3 |
| 3 Structure is logical and appropriate to the assignment |
| ASSESSMENT CRITERION 4 |
| 4 Development of arguments is cumulative, logical, rational |
| ASSESSMENT CRITERION 5 |
| 5 Own position can be critiqued in terms of strengths, weaknesses, bias |
| ASSESSMENT CRITERION 6 |
| 6 Visual aids are used appropriately, e.g. maps, diagrams |
| ASSESSMENT CRITERION 7 |
| 7 Text is edited and necessary changes made |
| ASSESSMENT CRITERION 8 |
| 8 Knowledge and information is reproduced in a form which adheres to ethical, legal and academic conventions, e.g. use quotes, references, awareness of plagiarism |
| SPECIFIC OUTCOME 6 |
| Produce a learning schedule |
| OUTCOME RANGE |
| The learning schedule would be produced according to the parameters of the learning programme on which candidate is currently enrolled, usually an occupational ETD qualification |
ASSESSMENT CRITERIA |
| ASSESSMENT CRITERION 1 |
| 1 The time frame of the schedule is appropriate to the duration of the learning programme |
| ASSESSMENT CRITERION 2 |
| 2 All relevant dates are included, e.g. dates of learning events, assessments, assignment deadlines |
| ASSESSMENT CRITERION 3 |
| 3 Details of all assignments/assessments are complete and accessible, e.g. topic, format, scope etc. |
| ASSESSMENT CRITERION 4 |
| 4 Adequate time is allocated for preparation, execution of required assignment and assessment tasks |
| ASSESSMENT CRITERION 5 |
| 5 Plans are made for ensuring implementation of the learning schedule, e.g. negotiating time off from employers, transport, child care arrangements |
| UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS |
| The relevant ETQA awarding this qualification must make adequate arrangements for assessment, moderation and accreditation of this unit standard |
| UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE |
| The essential embedded knowledge required for this unit standard has been carefully built into the assessment criteria. It is not detailed in a separate notes section. This is not an omission, but a decision made by the ABET Practitioner SGB and is detailed in the introduction to the qualifications. |
| UNIT STANDARD DEVELOPMENTAL OUTCOME |
| Reflecting on and exploring a variety of strategies to learn more effectively. |
| Critical Cross-field Outcomes (CCFO): |
| UNIT STANDARD CCFO ORGANISING |
| Organise and manage oneself and one's activities responsibly and effectively - in SO4. |
| UNIT STANDARD CCFO COLLECTING |
| Collect, analyse, organise and critically evaluate information - entire unit standard. |
| UNIT STANDARD CCFO COMMUNICATING |
| Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/ or written presentation - in all SOs |
REREGISTRATION HISTORY |
| As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. |
| UNIT STANDARD NOTES |
| These outcomes can be achieved in the context of an existing learning programme within the whole ETD field |
| QUALIFICATIONS UTILISING THIS UNIT STANDARD: |
| ID | QUALIFICATION TITLE | PRE-2009 NQF LEVEL | NQF LEVEL | STATUS | END DATE | PRIMARY OR DELEGATED QA FUNCTIONARY | |
| Fundamental | 13741 | Diploma: Occupation-directed Education, Training and Development Practice | Level 5 | Level TBA: Pre-2009 was L5 | Passed the End Date - Status was "Registered" |
2003-10-11 | Was ETDP SETA until Last Date for Achievement |
| Fundamental | 64650 | National Diploma: Early Childhood Development | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2020-07-30 | As per Learning Programmes recorded against this Qual |
| Fundamental | 22902 | National Diploma: Environmental Education, Training and Development Practice | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | ETDP SETA |
| Fundamental | 13742 | Degree: Occupation-directed Education, Training and Development Practice | Level 6 | Level TBA: Pre-2009 was L6 | Passed the End Date - Status was "Registered" |
2003-10-11 | ETDP SETA |
| Elective | 20159 | National Diploma: ABET Practice | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2020-07-30 | ETDP SETA |
| Elective | 20483 | National Higher Certificate: ABET Practice | Level 5 | NQF Level 05 | Passed the End Date - Status was "Reregistered" |
2023-06-30 | ETDP SETA |
| 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. | ABM COLLEGE SA (PTY) LTD |
| 2. | Dynamic Safety Solutions |
| 3. | Gender Education & Development Institute (GEDI |
| 4. | HLOSI SECURITY SOLUTIONS |
| 5. | HLUVUKA TRAINING AND CONSULTING |
| 6. | Kenako Jwale Skills Development and Training Centre |
| 7. | PNJ TRAINING ACADEMY NPC |
| 8. | The Finishing College (Pty) Lt |
| 9. | Ubuntu Care and Development |
| 10. | Vicresco (Pty) Ltd |
| 11. | WESTERN COLLEGE FOR FURTHER EDUCATION AND TRAINING |
| 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. |