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

Explain the relationship between events, time and space and the effect on society 
SAQA US ID UNIT STANDARD TITLE
115471  Explain the relationship between events, time and space and the effect on society 
ORIGINATOR
SGB Democracy, Human Rights, Peace and Elections 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 07 - Human and Social Studies People/Human-Centred Development 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
ABET Level 4  Regular  Level 1  NQF Level 01  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 replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
7489  Show, explain, discuss and analyse the relationship between society and natural environment  Level 1  NQF Level 01  4   

PURPOSE OF THE UNIT STANDARD 
This Unit Standard is for a learner who needs to be able to interpret geographical information in relation to society and the South African environment. Learners will engage with important concepts and patterns, and develop an understanding of the relationship between space, place, time and events. Learners will be able to understand the various factors that contribute to interpreting events over time. Overall this will help learners to communicate effectively and make informed judgments through using enquiry skills, and engaging with a variety of written and oral sources.

A person credited with this Unit Standard is capable to:
  • Explaining the relationship between space, place, time, and events
  • Identifying and recording information graphically
    Range: Sources can include maps, pictures, diagrams, tables, charts and graphs
  • Understanding and analysing the cause and effect linked to a local historical event
  • Demonstrating an understanding of an past or present event in the South African community using a range of sources and interpret the effects on people and the community 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that the learner has the following knowledge and skills:
  • Language and communication at ABET Level 3
  • Numeracy at ABET Level 3 
    		•

    UNIT STANDARD RANGE 
    This Unit Standard is intended for learners who have life experience to make independent judgements using a range of enquiry skills and techniques appropriate to Human and Social Science. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Explain the relationship between events, time, space and place. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The concept of time is explained in relation to significant events, people, changes using a chronological framework. 
    ASSESSMENT CRITERION RANGE 
    Concept of time may be explained using sequence events by creating timelines, sorting pictures, and facts according to age or periods. Use at least two examples.
     

    ASSESSMENT CRITERION 2 
    The concepts of space and place are explained with practical examples in the environment. 

    ASSESSMENT CRITERION 3 
    Comparisons between different events with regards to change are interpreted to indicate the difference between past and present. 

    ASSESSMENT CRITERION 4 
    Biases shaping interpretations of the relationship between events, time and space are recognised in relation to people's values and attitudes. 

    SPECIFIC OUTCOME 2 
    Identify and record information graphically. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Important and significant places relating to events, time and space are identified using maps. 
    ASSESSMENT CRITERION RANGE 
    Places include within South Africa, Africa and the world.
     

    ASSESSMENT CRITERION 2 
    Data relating to a particular event in the South African context is identified, collected, recorded, interpreted and analysed using various fieldwork skills and taking into account changing contexts. 
    ASSESSMENT CRITERION RANGE 
  • Data can include information contained in maps, graphs, photos, aerial photos, tables.
  • Fieldwork skills include observation, interviews, measuring, recording, mapping information.
     
    		•

    SPECIFIC OUTCOME 3 
    Demonstrate an understanding of an event in the past or present and its effect on people and the community. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Information from various sources in the local community is sourced to identify factors that have influenced a local historical event. 
    ASSESSMENT CRITERION RANGE 
    Sources can include oral histories, and written text.
     

    ASSESSMENT CRITERION 2 
    The role of communication is explained and described by indicating the way it influences and shapes society and events. 
    ASSESSMENT CRITERION RANGE 
    Communication may refer to publicising, lobbying, protesting, petitioning around a number of issues, oral histories, and media.
     

    ASSESSMENT CRITERION 3 
    The role of different value systems and traditions are explained in relation to the influence it has on the way people interpret and analyse historical events. 

    ASSESSMENT CRITERION 4 
    The way people respond to events and change are explained to record significant patterns in relation to interpreting factual events. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • The assessment will be governed by the policies and guidelines of the relevant Education and Training Quality Assurance Body (ETQA) that has jurisdiction over this field of learning.
  • The assessor will be accredited and have a relevant qualification and/or be a subject matter expert in this learning area.
  • The learner can be assessed against this Unit Standard to obtain credits or as part of an integrated assessment for a qualification.
  • Internal moderation and external moderation will be conducted.
  • An assessor, accredited by the relevant ETQA in the learning area, will assess the learner's competency.
  • Assessment procedures will be supplied by the ETQA in alignment with NSB requirements.
  • All assessment activities must be fair, so that all learners will have equal opportunities.
  • Activities must be free of gender, ethnic or other bias.
  • Assessment and moderation procedures, activities and tools must be transparent, affordable and support development within. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Names, functions and locations of:
  • Skills demonstrated to understand, appreciate and promote relationships between people and their environment.

    Purpose of:
  • Skill to demonstrate that relationships are contextualised with due consideration of time and space and ability to recognize the social, political, economic, environmental and spiritual dimensions

    Cause and effect, implications of:
  • Skills demonstrated to understand, appreciate and promote relationships between people and their environment

    Theory, rules, principles, laws
  • Understanding chronology.
  • Understanding change and continuity.
  • Explaining changes and continuity.
  • Understanding the use of evidence in constructing and understanding past lives.
  • Understanding how to question evidence.
  • Understanding the limitations of evidence e.g. missing, biased.
  • Understanding different interpretations of the past. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made when:
  • Identification of problems informed by decisions using critical and creative thinking. 
    		•

    UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation, and community when:
  • The learner is able to participate as a responsible citizen by understanding of the relationship between events, time and space. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one's activities responsibly and effectively when:
  • The learner is able to participate as a responsible citizen by understanding the use of theories to interpret spatial arrangements. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information to better understand and explain:
  • Through the ability to use a range of skills and techniques appropriate to HSS. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion when:
  • Engaging in different modes of communication when using a range of skills and techniques appropriate to HSS. 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when:
  • Demonstrate mastering of skill to demonstrate that relationships are contextualised with due consideration of time and space and ability to recognize the social, political, economic, environmental and spiritual dimensions. 
    		•

    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 
    This unit standard replaces unit standard 7489, "Show, explain, discuss and analyse the relationship between society and natural environment", ABET Level 4, 4 credits.

    Supplementary Information:

    Notes to Assessors

    Assessors should keep the following general 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. 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.
  • At this level some errors are to be expected. Assessors must use professional judgement in evaluating competence.
  • Make sure evidence is gathered across the range as expressed under the title. Specific range statements under individual outcomes or assessment criteria are illustrations, from which learning programme developers can select. 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 candidate is able to perform in the real situation.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this Unit Standard, that the candidate can achieve the outcomes again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance can be reproduced.
  • All assessments should be conducted in line with the following well-documented principles: assessment should be appropriate, fair, manageable, integrated into work or learning, valid, and consistent. Evidence should be authentic, sufficient, and current.
  • Assessment of this standard can be carried out through continuous assessment throughout the course of study and specific performances assessed. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  71751   General Education and Training Certificate: Adult Basic Education and Training  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  73249   General Education and Training Certificate: Adult Basic Education and Training: Academic Curriculum  Level 1  NQF Level 01  Reregistered  2028-06-30  UMALUSI 


    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. Aubrey Nyiko Business Enterprise cc 
    2. College of Cape Town - Athlone Campus 
    3. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
    4. Northlink College 
    5. People Upliftments t/a POPUP Upliftment 
    6. Professional Development and Training Institute (Pty) Ltd 
    7. SEOPOSENGOE TRAINING CONSULTANCY CC 
    8. South Cape Public FET College - George Campus 
    9. South West Gauteng Tvet College 
    10. Tembe Service Providers 


    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.