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:

Facilitate an additional language at ABET levels 1 and 2

SAQA US ID	UNIT STANDARD TITLE
7393	Facilitate an additional language at ABET levels 1 and 2
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 4	NQF Level 04	16
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 will be able to teach an additional language at ABET levels 1 and 2, to learners who have demonstrated literacy competence in mother-tongue at ABET level 2.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Apply the requirements of the unit standards.

OUTCOME NOTES

Apply the requirements of the unit standards for ABET Levels 1 and 2 Communications to teaching an additional language.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Knowledge and skills required by learners in terms of unit standards for Communications at ABET Levels 1 and 2 are described.

ASSESSMENT CRITERION 2

2. Unit standards for Communications at ABET Levels 1 and 2 are used to plan and facilitate learning.

ASSESSMENT CRITERION 3

3. Learners' performance can be described in relation to the ABET levels and outcomes.

ASSESSMENT CRITERION 4

4. Exemplars of learners' work in the target language are identified as being at ABET Level 1, 2 or above.

ASSESSMENT CRITERION 5

5. Differences between the processes used in additional language teaching and in mother-tongue literacy teaching, to enable learners to achieve the outcomes stated in the unit standards, are explained.

ASSESSMENT CRITERION 6

6. The role of competence in mother-tongue literacy in assisting learners to learn an additional language is explained.

ASSESSMENT CRITERION 7

7. The influence of learners' mother-tongues in common errors made in the target language can be explained.

SPECIFIC OUTCOME 2

Provide opportunities for learners to use language communicatively and critically.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. All learners are given opportunities to express themselves and practise the target language.

ASSESSMENT CRITERION 2

2. Language elements (e.g. vocabulary, grammar, spelling) are taught within a meaningful, real-life context.

ASSESSMENT CRITERION 3

3. Language elements taught (e.g. vocabulary, grammar, spelling) are useful for everyday interaction in the target language.

ASSESSMENT CRITERION 4

4. Speaking, listening, reading and writing activities are integrated and reinforce one another.

ASSESSMENT CRITERION 5

5. A variety of language teaching techniques (e.g. role-plays, dialogues, reading comprehension tasks, vocabulary building games, drills) is used.

ASSESSMENT CRITERION 6

6. Learners' understanding of new language is supported by the use of teaching aids (e.g. pictures).

ASSESSMENT CRITERION 7

7. Meaningful communication by learners is acknowledged, even if linguistic errors are made.

ASSESSMENT CRITERION 8

8. Learners are encouraged to express personal opinions and critical viewpoints in the target language.

ASSESSMENT CRITERION 9

9. Language learnt in previous lessons is reinforced and recycled.

SPECIFIC OUTCOME 3

Reinforce prior learning about literacy from mother-tongue.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Use of mother-tongue languages by learners is permitted during the learning event where it enhances learning and increases understanding.

ASSESSMENT CRITERION 2

2. Application of reading strategies acquired in mother tongue is discussed with reference to the target language.
(e.g. word attack skills, recognition of spelling patterns, guessing from context, using picture and layout clues, skimming, scanning, prediction and personal interpretation)

ASSESSMENT CRITERION 3

3. Application of writing strategies acquired in mother tongue is discussed with reference to the target language
(e.g. planning written work, structuring, drafting and self-checking).

ASSESSMENT CRITERION 4

4. Critical responses to text are elicited from learners (e.g. identifying purpose, distinguishing fact from opinion).

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 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.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Elective	20838	National Certificate: ABET Practice	Level 4	Level TBA: Pre-2009 was L4	Passed the End Date - Status was "Reregistered"	2023-06-30	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

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.	ATS Institute
5.	B T Group of Companies Pty Ltd
6.	CURMO Designs (Pty) Ltd Co
7.	D M Management and Consulting
8.	Faranang Business and Training Solutions PTY(LTD)
9.	Guru Group of Learning (Pty) Ltd
10.	Hlengana Sibiya Training and Associates cc
11.	HOPE ACADEMIC AND SKILL CENTRE
12.	Igugu Training and Investments
13.	KITSO TRAINING AND DEVELOPMENT
14.	Lebzatainment Foundation NPC
15.	M Power Learning and Development
16.	Mafamawethu Consultants
17.	MENTORNET (PTY) LTD
18.	Mlamuli M Connect (Pty) Ltd
19.	MVIMBI BUSINESS ENTERPRISE
20.	MWG Logistical Services
21.	Nomoyi Skills Development
22.	Ntevho-Ketso Training and Recruitement Consultancy cc
23.	NTI College
24.	OPELONG BUSINESS INSTITUTE (PT
25.	Professional Development and Training Institute (Pty) Ltd
26.	Project Literacy
27.	Regenesys Management (Pty) Ltd
28.	Resonance Institute of Learning
29.	Retshetse Training Project
30.	SEOPOSENGOE TRAINING CONSULTANCY CC
31.	South Cape Public FET College - George Campus
32.	T Mabuya & Associates (Pty) Ltd
33.	The Finishing College (Pty) Lt
34.	The Fundamentals Training Centre
35.	Thembekile training consulting
36.	Thuto-Botshabelo Training and Projects (Pty) Ltd
37.	Ulwazi Training & Development
38.	Unathi Training
39.	Ungaphelamandla Consultancy Private College (PTY) LTD
40.	World Wide Education Providers(Pty)Ltd