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

Demonstrate knowledge and understanding of effective study methods and techniques 
SAQA US ID UNIT STANDARD TITLE
244568  Demonstrate knowledge and understanding of effective study methods and techniques 
ORIGINATOR
SGB Life Skills 
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
Undefined  Regular-Fundamental  Level 3  NQF Level 03  3 
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 is intended to capacitate learners to learn effectively. It is pegged at Level 3 for maximum use in FET Band Qualifications. It will be useful for learners doing occupational qualifications including learners in administrative positions, and for Community Development Practitioners, Teachers and Trainers (ECD, ABET, Adult Education, Schooling, Inclusive Education) to complement skills learnt in the compulsory, fundamental Communication Unit Standards.

The qualifying learner is capable of:
  • Assessing own abilities and weaknesses in order to optimise learning.
  • Demonstrating a variety of study techniques.
  • Process information for a specific purpose.
  • Preparing for assessment. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners are literate at least NQF Level 2 or at a level below the level of the Qualification to which this Unit Standard is attached. It is also assumed that the readability level of texts and sources used in delivering the learning required by this Unit Standard is at a level appropriate for the learner and the Qualification:
  • This implies that if this Unit Standard is used in a Level 2 qualification the learner only requires communication at level 1 and the readability and choice of texts will determine the level of cognitive complexity.
  • If the Unit Standard is used in a level 4 qualification the learner requires communication at level 3 and the readability and choice of texts will determine the level of cognitive complexity. 
    		•

    UNIT STANDARD RANGE 
    Texts and sources should be at a suitable readability level and should relate to the subject, learning area or field in which a learner is studying or learning. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Assess own abilities and weaknesses in order to optimise learning. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The impact of health and wellness on own ability to study is explained with authentic examples. 

    ASSESSMENT CRITERION 2 
    The difference between deep and surface learning is explained with reference to the appropriateness of each in different learning situations. 

    ASSESSMENT CRITERION 3 
    Own learning styles and potential barriers to learning are analysed in order to adapt own behaviour to optimise learning. 

    ASSESSMENT CRITERION 4 
    Techniques for organising self and own learning are demonstrated in terms of organisation of the study environment, time management, goal setting and planning. 
    ASSESSMENT CRITERION RANGE 
    Techniques for organising self include, but are not limited to discussion groups, the use of study guides and tutorial material, motivation and addressing barriers to learning.
     

    SPECIFIC OUTCOME 2 
    Demonstrate a variety of study techniques. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Memory enhancing techniques are used for a selected purpose. 
    ASSESSMENT CRITERION RANGE 
    Memory enhancing techniques include, but are not limited to memory joggers, triggers, aids, mnemonics, visualisation, pegs, association and visual techniques.
     

    ASSESSMENT CRITERION 2 
    Techniques for interrogating texts for study purposes are demonstrated and an indication is given of when each is appropriate. 
    ASSESSMENT CRITERION RANGE 
    Techniques include, but are not limited to skimming, scanning, reading for detail, SQ3R, techniques for navigating texts, use of keywords and techniques for note taking.
     

    SPECIFIC OUTCOME 3 
    Process information for a specific purpose. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Key information is selected for a specific purpose. 

    ASSESSMENT CRITERION 2 
    Different techniques for making notes are demonstrated with due regard for own preferred learning style and barriers to learning. 
    ASSESSMENT CRITERION RANGE 
    Techniques for making notes include, but are not limited to techniques for note taking, mind mapsŪ, geodesic mapsŪ, semantic maps, graphic organizers, diagrams and linear formats.
     

    ASSESSMENT CRITERION 3 
    Information is processed from verbal, written and visual texts. 
    ASSESSMENT CRITERION RANGE 
    Texts include, but are not limited to maps, charts, diagrams, graphs, electronic and print media, discussions, talks, lectures, radio broadcasts, TV or video, Internet, DVD, demonstrations, signed texts and Braille.
     

    SPECIFIC OUTCOME 4 
    Prepare for an assessment. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The purpose of selected assessments is explained with reference to formative and summative assessment and the relationship of each to own development and lifelong learning. 

    ASSESSMENT CRITERION 2 
    An assessment task or question is analysed to determine precisely what is required for the task or question. 

    ASSESSMENT CRITERION 3 
    Techniques for writing formal examinations are discussed with reference to preparation, dealing with stress, time allocation during the assessment and answering different types of questions. 

    ASSESSMENT CRITERION 4 
    Different types of formal assessment are discussed with reference to the study techniques appropriate to each. 
    ASSESSMENT CRITERION RANGE 
    Types of assessment include, but are not limited to portfolios of evidence, formal examinations, tests, multiple choice, oral assessments, presentations, open book tests, short questions, essays and paragraphs.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a candidate against this Unit Standard must be registered as an assessor with the relevant ETQA or ETQA where a Memorandum of Understanding (MOU) exists with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider through the relevant ETQA or ETQA where a Memorandum of Understanding (MOU) exists with the relevant ETQA.
  • Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines 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 ORGANISING 
    The learner is able to organise and manage him/herself in using techniques for organising him/herself in a learning situation. 

    UNIT STANDARD CCFO CONTRIBUTING 
    The learner is able to reflect on and explore a variety of strategies to learn more effectively in demonstrating a variety of study techniques and processing information from a variety of sources. 

    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
    Elective  66749   National Certificate: Community Development  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  49256   Further Education and Training Certificate: Counselling  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  HW SETA 
    Elective  49531   Further Education and Training Certificate: Inclusive Education  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  49529   Further Education and Training Certificate: Long-Term Risk Assessment  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  INSETA 


    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.
     
    NONE 


    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.