SAQA 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: 

Mediate language, literacies and mathematics across the curriculum 
SAQA US ID UNIT STANDARD TITLE
10293  Mediate language, literacies and mathematics across the curriculum 
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  20 
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 
Persons credited with this unit standard are able to display an understanding of the literacy, language and numeracy requirements in a specific learning context.
They are able to affirm literacy, language and mathematics skills of learners or refer learners to language, literacy or numeracy programmes. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
ETC or RPL equivalent. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Manage language in the learning situation. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Learners are consulted on the language(s) to be used for all activities.
(e.g. in whole group, small groups, materials, written and oral work) 

ASSESSMENT CRITERION 2 
2. Strategies for dealing with language difficulties which may affect learning are suggested.
(e.g. translation, peer assistance, pair work, use of MT) 

ASSESSMENT CRITERION 3 
3. Relevant terminology of the subject, including acronyms and abbreviations, is explained. 

ASSESSMENT CRITERION 4 
4. Language idiom and grammar, which are specific to the subject, are explained to learners.
(eg. boot-up a computer) 

ASSESSMENT CRITERION 5 
5. Language commonly used in academic discussion and assessment (eg. compare, contrast, consists of) is explained to learners. 

ASSESSMENT CRITERION 6 
6. Appropriate strategies are used to judge whether learners' comprehension problems are language-related. 

ASSESSMENT CRITERION 7 
7. Language-related comprehension problems are remedied.
(e.g. by using translation, illustration, demonstration, role play, practical tasks, rephrasing) 

ASSESSMENT CRITERION 8 
8. Different levels of oral and written language (in terms of ABET levels) are recognised when presented with exemplars. 

SPECIFIC OUTCOME 2 
Help learners with visual literacy. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Relevant symbols and units of measurement, and their uses, are explained to learners.
(e.g. &, X, =, @) 

ASSESSMENT CRITERION 2 
2. Layout and style of visuals used in materials are explained to learners.
(e.g. charts, graphs, tables, diagrams, conventional uses of colour, comic bubbles) 

ASSESSMENT CRITERION 3 
3. Visual aids used by practitioners is in line with learners visual literacy abilities.
(e.g. Practitioner does not write on board in cursive or italics if learners do not understand.) 

SPECIFIC OUTCOME 3 
Help learners with critical reading comprehension. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Learners are helped to use the different parts of a text.
(e.g. contents page, glossary, index, page numbers, captions, headings, boxes) 

ASSESSMENT CRITERION 2 
2. The meaning and use of punctuation, in texts used, is explained to learners. 

ASSESSMENT CRITERION 3 
3. Appropriate reading strategies are explained to learners.
(e.g. pre-reading, scanning, skimming, guessing from context, predicting) 

ASSESSMENT CRITERION 4 
4. Learners are questioned on the origins, purpose and intended audience of a text, fuller explanation is given when required. 

ASSESSMENT CRITERION 5 
5. Learners are questioned to ascertain how much is understood, fuller and alternative explanations are given when required. 

ASSESSMENT CRITERION 6 
6. Learners are encouraged to distinguish fact from opinion and persuasion where relevant. 

SPECIFIC OUTCOME 4 
Mediate skill and understanding in the use of mathematical and technical instruments to learners. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Appropriate use of a calculator is facilitated, demonstrated and explained. 

ASSESSMENT CRITERION 2 
2. Appropriate use of measuring instruments is facilitated, demonstrated and explained 

ASSESSMENT CRITERION 3 
3. Understanding of the practical implications of readings taken on technical and mathematical instruments is facilitated, demonstrated and explained.
(e.g. angle measurements, measurement of pH levels, air pressure) 

ASSESSMENT CRITERION 4 
4. Learners' own interpretations and estimation skills are developed and brought into context.
(e.g. use of personal measurements is linked with mathematical or technical notation) 

SPECIFIC OUTCOME 5 
Affirm learners' literacy, language and mathematical skills. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Learners' informal methods and processes and explanations are assessed for utility and appropriate meaning. 

ASSESSMENT CRITERION 2 
2. Learners' own, informal interpretation and estimation skills are encouraged.
(e.g. counting using fingers, estimating areas by association with common objects) 

ASSESSMENT CRITERION 3 
3. Strategies for dealing with limitations in numeracy and spatial skills, which may affect learning, are suggested.
(e.g. practical work, demonstration of the meaning and effect of readings on instruments, substitution of values in formulae) 

ASSESSMENT CRITERION 4 
4. Learners' understanding of all scientific, mathematical and technological concepts to be used, is assessed.
(e.g. relationship between variables where formulae or graphs are used) 

ASSESSMENT CRITERION 5 
5. Reference material (of subject-specific language and symbols) is provided for ongoing use by learners.
(e.g. charts, glossaries, translations of terms) 

ASSESSMENT CRITERION 6 
6. Meaningful communication by learners is acknowledged, even if linguistic errors are made.
(e.g. errors in spelling, grammar, expression ) 

ASSESSMENT CRITERION 7 
7. Learners' who do not make sense of required text or mathematical concepts are referred to appropriate communications or numeracy courses. 

SPECIFIC OUTCOME 6 
Help learners to produce texts and assignments. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Details of the text required are explained to learners.
Range for the AC: purpose, topic, length, time frame, medium 

ASSESSMENT CRITERION 2 
2. Learners are helped to structure texts.
(e.g. focus on subject, logical sequencing, coherence) 

ASSESSMENT CRITERION 3 
3. Learners' progress is monitored and constructive feedback is given at timely intervals. 

ASSESSMENT CRITERION 4 
4. Alternative modes for producing texts are offered to learners where possible.
(e.g. Learners are given the option of oral or written assignments.) 

ASSESSMENT CRITERION 5 
5. Learners are encouraged to produce texts which accurately reflect their own processes and methods instead of copying form without understanding 

SPECIFIC OUTCOME 7 
Help learners to access and manage information. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 
1. Learners are shown how to store and retrieve documents from relevant filing systems. 

ASSESSMENT CRITERION 2 
2. Logic of filing systems used is explained to learners.
(e.g. alphabetical, chronological, by surname, code or reference number) 

ASSESSMENT CRITERION 3 
3. Learners are shown how to maintain an organised file of all relevant documents and texts. 

ASSESSMENT CRITERION 4 
4. Local sources of information are identified.
(e.g. libraries, human resource departments, government offices) 

ASSESSMENT CRITERION 5 
5. Learners are helped to fill in forms relevant to the learning situation. 


UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
The practitioner is expected to:
  • Have basic knowledge of the development of language, literacy and numeracy concepts and skills involved in the learning area.
  • Have basic knowledge of the depth of understanding of language and numeracy needed for proficiency in the learning area. 
    		•


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying and solving problems in which responses display those responsible decisions, using critical and creative thinking have been made. 

    UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation, or community. 

    UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one`s actions responsibly and effectively. 

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation. 

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

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating and understanding of the world as a set of related system by recognising that problem solving contexts do not exist in isolation. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Contributing to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:
    (i) reflecting on and exploring a variety of strategies to learn more effectively;
    (ii) participating as responsible citizens in the life of local, national and global communities;
    (iii) being culturally and aesthetically sensitive across a range of social contexts;
    (iv) exploring education and career opportunities; and
    (v) developing entrepreneurial opportunities. 

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

    UNIT STANDARD NOTES 
    This standard is a response to the fact that adult learners in ABET programmes, within the GETC band, have relatively low levels of formal education and may not have assured literacy and mathematics skills. It enables practitioners to modify teaching practices to accommodate and assist these learners to learn effectively, especially if the learning areas being taught are not communications or mathematics.

    1) The term `text` is used here to mean all types of texts produced by learners written, oral, models etc.
    2) Values and insights which would enhance the application of this standard are identified as:
  • demonstrated respect for all languages;
  • appreciation of language as a tool for learning as opposed to a tool for asserting status;
  • awareness of how language and literacy factors affect the validity of assessment instruments.

    Assessment and accreditation notes:

    There is some overlap between this standard and unit standard in the level 4 qualification, `Help learners with literacy and language across the curriculum`. However this standard is substantially more complex and wide ranging.
    Most candidates will enter the level 5 qualification from a usual FETC, without having completed the level 4 standard.
    Providers of training to the minority of candidates who did complete the related level 4 standard (and qualification), can make adjustments when planning curricula to avoid duplication of material covered. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  20159   National Diploma: ABET Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2020-07-30  ETDP SETA 
    Core  20485   National First Degree: ABET Practice  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
    Status was "Reregistered"     		 2018-12-31  ETDP SETA 
    Fundamental  48968   National Diploma: Clothing, Textiles, Footwear and Leather (CTFL) Mechanician Processes  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2015-06-30  FPMSETA 


    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. African Learing and Development Academy for Adults ALDAA 
    2. African Learning & Development Academy (Pty) Ltd (ALDA) 
    3. Amaqamu Project Management and Consulting 
    4. B T Group of Companies Pty Ltd 
    5. CURMO Designs (Pty) Ltd Co 
    6. Early Learning Resource Unit (ELRU) 
    7. Guru Group of Learning (Pty) Ltd 
    8. Hlengana Sibiya Training and Associates cc 
    9. HOPE ACADEMIC AND SKILL CENTRE 
    10. Igugu Training and Investments 
    11. KITSO TRAINING AND DEVELOPMENT 
    12. Marematlou Training Institute 
    13. Ntevho-Ketso Training and Recruitement Consultancy cc 
    14. NTI College 
    15. Professional Development and Training Institute (Pty) Ltd 
    16. Project Literacy 
    17. Regenesys Management (Pty) Ltd 
    18. Resonance Institute of Learning 
    19. Retshetse Training Project 
    20. SEOPOSENGOE TRAINING CONSULTANCY CC 
    21. T Mabuya & Associates (Pty) Ltd 
    22. The Finishing College (Pty) Lt 
    23. Thembekile training consulting 
    24. Thuto-Botshabelo Training and Projects (Pty) Ltd 
    25. Ulwazi Training & Development 
    26. Ungaphelamandla Consultancy Private College (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.