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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Interpret a variety of literary texts

SAQA US ID	UNIT STANDARD TITLE
119466	Interpret a variety of literary texts
ORIGINATOR
SGB GET/FET Language and Communication
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 04 - Communication Studies and Language			Language
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular-Fundamental	Level 3	NQF Level 03	5
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 replaces:

US ID	Unit Standard Title	Pre-2009 NQF Level	NQF Level	Credits	Replacement Status
8972	Interpret a variety of literary texts	Level 3	NQF Level 03	5

PURPOSE OF THE UNIT STANDARD

Competence at this level will enable learners to discuss the style and purpose of the text, implied and stated meanings, themes, plot, the author's point of view and the context in which the text arose. They can use literature as a base to study and make judgements about human and social issues. They are aware of the drama and power of language. As a creative representation of life and experience, literature raises important questions about the human condition, now and in the past. Learners' increasing ability to reflect on their experiences and to compare them with those of others is encouraged, enhancing their capacity to deal with a selection of texts that explore moral, psychological and philosophical issues. Learners credited with this unit standard can: Extract meaning from a variety of literary texts Identify and explain features that influence response to texts Produce own texts in response to literary texts

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard: NQF Level 2 Unit Standards entitled Respond to selected literary texts.

UNIT STANDARD RANGE

The learner can read/view for enjoyment, analyse elements of literary genres and respond to issues, characters and situations presented in literary contexts. A variety of written/signed and visual texts: picture books, folklore, traditional stories (written and oral/signed), myths, legends, novels, feature films, short stories, poetry, learners' own speaking and writing and/or signing, non-fiction (biographies and filmed documentaries), scripted and improvised drama/plays, television serials, video clips, song lyrics, cartoons and comics. Specific range statements are provided in the body of the unit standard where they apply to particular Specific Outcomes or Assessment criteria.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Extract meaning from a variety of literary texts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Listening/signing/reading/viewing strategies appropriate to the texts studied are adopted.

ASSESSMENT CRITERION RANGE

Skimming, scanning, prediction, questioning, knowledge of form of text types, pre-reading, rereading, using design features/visuals as clues to meaning.

ASSESSMENT CRITERION 2

Key features of literary texts are identified and the role of each is explained.

ASSESSMENT CRITERION 3

Own responses are confirmed and/or adapted after interaction with others when discussing a text.

ASSESSMENT CRITERION 4

Evidence cited from texts in defence of a position is relevant.

SPECIFIC OUTCOME 2

Identify and explain features that influence response to texts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The human experiences and values in texts are explored and explained.

ASSESSMENT CRITERION 2

Clues in the text about experiences and beliefs of the author are found and explained.

ASSESSMENT CRITERION 3

A variety of texts are explored and explained in terms of social or personal relevance.

ASSESSMENT CRITERION 4

Responses to points of view in text are imaginative and an understanding of surface or embedded meaning in the text is reflected in presentations of own viewpoints.

ASSESSMENT CRITERION 5

The way in which people respond differently to texts is explored and discussed.

SPECIFIC OUTCOME 3

Produce own texts in response to literary texts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Content is outlined and related to theme and character development.

ASSESSMENT CRITERION 2

A good grasp of the significant ideas of the texts is demonstrated.

ASSESSMENT CRITERION 3

Use of certain stylistic devices is identified, and the effects created are described.

ASSESSMENT CRITERION RANGE

Similes, metaphors, sound/signing devices, length of sentence, use of visuals, layout.

ASSESSMENT CRITERION 4

Own understanding of characterisation is justified.

ASSESSMENT CRITERION 5

Selected literary texts are used as a basis for writing/signing in different formats and registers.

ASSESSMENT CRITERION RANGE

Writing/signing as a character (diary entries, dialogues, letters, songs, poems, obituaries, epitaphs); drawing/sketching/creating a collage/poster to show understanding of character, incident, atmosphere, setting; turning a story into a play; role play

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Accreditation Options: Providers of learning towards this unit standard will need to meet the accreditation requirements of relevant ETQA. Moderation Option: The moderation requirements of the relevant ETQA must be met in order to award credit to learners for this unit standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The essential embedded knowledge will be assessed through assessment of the Specific Outcomes in terms of the stipulated Assessment criteria. Learners can understand and explain that language, when used figuratively or for storytelling, can be used to create and illusion of reality. Learners apply their knowledge of language and literature features and conventions to an awareness of how fictional texts differ from factual ones. Knowledge of formats, conventions, protocols and contexts is acquired through the activities used to attain this standard. Learners are unlikely to achieve all the Specific Outcomes, to the standards described in the Assessment criteria, without knowledge of the stated embedded knowledge in the GETC (NQF level 1) outcomes. This means that for the most part, the possession or lack of knowledge can be directly inferred from the quality of the candidate's performance. Where direct assessment of knowledge is required, Assessment criteria have been included in the body of the unit standard.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems by exploring problem-solving situations in literary texts.

UNIT STANDARD CCFO WORKING

Work effectively with others and in teams to discover meaning in literary texts.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively through vicarious experiences gained through the study of literature.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and synthesise information in order to critically evaluate literary texts.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively about literature and the lessons to be learned from literary texts.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically by exploring the ethics of science and technology through literary texts about these fields.

UNIT STANDARD CCFO DEMONSTRATING

Understand the world as a set of inter-related parts of a system by exploring the world through literature and learning the common characteristics of the human condition.

UNIT STANDARD CCFO CONTRIBUTING

Contribute to the full development of oneself by discovering in literature ways of dealing with the human condition.

UNIT STANDARD ASSESSOR CRITERIA

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 that assessment is integrated rather than fragmented. The goal is to declare the learner competent in terms of the unit standard title. Where assessment at title level is unmanageable, then focus assessment around each Specific Outcome, or groups of Specific Outcomes. Make sure evidence is gathered across the range, as expressed under the Assessment criteria. 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 that the candidate is able to perform in the real situation. Do not focus the assessment activities on each assessment criterion. Ensure that the assessment activities focus on outcomes and that sufficient evidence is gathered around all the Assessment criteria. The Assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will be tested through questioning techniques. Where this is required, there will be Assessment criteria to specify the standard required. 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 in a number of different contexts. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible. All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning. Assessment should be valid, direct, authentic, sufficient, systematic, open and consistent.

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 8972, "Interpret a variety of literary texts", Level 3, 5 credits. GLOSSARY Acronym A pronounceable word formed from the first letter or letters in a phrase or name e.g. SADTU for South African Democratic Teachers Union . Additive multilingualism A form of bilingual education in which the language of instruction is not the 1st language of the children, and is not intended to replace it. In an additive bilingual education programme the first language is maintained and supported, but the language of learning and teaching is taught alongside it. When the language of instruction is likely to replace the children's first language, this is called subtractive bilingualism. Appropriate dress (footnote in u std): solid colour that contrasts your skin colour; appropriate for the context/audience, for example, jewellery. Audience The intended reader, listeners, or viewers of a particular text - in planning a piece of writing/signing learners (speakers/signers/writers/presenters) must take into consideration the purpose and audience in choosing an appropriate form of writing/signing. Author The creator or originator of a piece of narrative, whether signed or written. Coherence The underlying logical relationship, which links ideas together. Coherence is to do with ideas and meanings. A paragraph (see definition below) is coherent if all its sentences (see definition below) are connected logically so that they are easy to follow. An essay/signed narrative is coherent if its paragraphs are logically connected and the ideas have a unity, forming a logical whole. Cohesion Linking ideas by means of language (e.g. the grammar or syntax of a sentence or paragraph) and/or use of space, using logical connectors or linking words/signs such as conjunctions, non manual features (see definition below), pronouns to hold a paragraph together and give it a linguistic unity. Collage A form of art in which a variety of materials, such as photographs, fabric, objects, hand-drawn pieces, and printed text, are attached to a surface. Learners can demonstrate their understanding of many themes and issues through the choice of materials and design elements of a collage. Colloquialism A word or expression used in everyday conversation but not in formal language. Constructed dialogue/role shifting Constructed dialogue is when the signer alternately assumes the role of various characters within a story/narrative, using first person perspective. Ways of doing this can include use of space, head movements, eye gaze, body orientation and movements, etc. Context That which precedes or follows a word/sign or text and is essential to its meaning. The broader literal, social or cultural environment to which a text (or part of a text) is related and which affects its readers'/viewers' understanding. Controlling idea An important or central concept, theme, or argument that is used to unify a signed, written, oral, or media text. Conventions Accepted practices or rules in the use of language. Some conventions help convey meaning (e.g. use of space, the rules of grammar of a language, punctuation typefaces, capital letters, etc.); others assist in the presentation of content (e.g. use of sign placement, table of contents, headings, footnotes, charts, captions, lists, pictures, index, etc.) Creative thinking The process of thinking about ideas or situations in inventive and unusual ways in order to understand them better and respond to them in a new and constructive manner. Learners think creatively in all subject areas when they imagine, invent, alter, or improve a concept or product. Critical thinking The process of thinking about ideas or situations in order to understand them fully, identify their implications, and/or make a judgement about what is sensible or reasonable to believe or do. Discourse Connected speech or signing or writing which is longer than a conventional sentence; a formal term for a talk, a conversation, or the written/signed treatment of a subject. Diction The choice of words or phrases or signs in speech or writing or signing; the particular words or phrases or signs chosen to express an idea. Editing The process of correcting grammatical, usage, punctuation/non manual features, and spelling errors to ensure that the writing/signing is clear and correct. The editing process also includes checking writing/signing for coherence of ideas and cohesion of structure. In media, editing involves the selection and juxtaposition of sounds and/or images. Essay/signed narrative A prose composition that discusses a subject or makes an argument. This type of writing often presents the writer's/presenter's own ideas on a topic. The SASL equivalent of this would be a signed narrative. Etymology The origin and history of the form and meaning of a word/sign. Figurative language Words or signs or phrases used in a non-literal way to create a desired effect (e.g. simile, personification, metaphor). Fluency The word comes from the flow of a river and suggests a coherence and cohesion that gives language use the quality of being natural, easy to use and easy to interpret. Foreshadowing A device in literature in which an author provides an indication of future events in a plot. Forms of text Any particular type of text, having specific and distinctive characteristics arising from its purpose, function, and audience. Written/signed forms may include narratives (folklore/short stories/novels/dramas), dialogues, sets of instructions, advertisements, editorials, brochures, manuals, agendas and minutes, diary entries, journals, lists, charts, plays, reports, journals, essays/signed narratives, poems and letters. Oral/signed forms may include conversations, debates, seminars, panel discussions, interviews, role play, monologues, prayers, lectures, negotiations, and speeches/presentations Visual genres may include photographs, documentaries, travelogues, feature films, soap operas, and cartoons. These can be analysed into more specific genres, for example, feature films could be grouped as westerns, thrillers, dramas, romances, musicals and comedies. Free verse Poetry written/signed without a regular metrical pattern, but based on natural rhythms of speech/signing and free expression rather than on a predetermined form. Free verse may be rhymed or unrhymed. Genre The types or categories into which literary works are grouped (e.g. signed narrative, novel, short story, essay, poetry, drama, or film) Grammar A description of the structure of a language, particularly the way words, signs and phrases are formed and combined to produce sentences. It takes into account the meanings, functions and organisation of these sentences in the system of the language. Graphic organiser A visual representation such as a chart, table, timeline, flowchart, or diagram used to record, analyse, synthesise, and assess information and ideas. Hyperbole A literary device in which exaggeration is used deliberately for effect or emphasis (eg a flood of tears). Iconicity Iconicity as a poetic strategy is the use of signs to represent action/movement, and is often used in conjunction with repetition of parameters and rhythm. Idiom A group of words/signs that, through usage, has taken on a special meaning different from the literal meaning (e.g. "keep your shirt on! Or "It's raining cats and dogs"). Implicit meaning Ideas and concepts that are present but stated indirectly. Inference A conclusion drawn from evidence. Information processing A general term for the process by which information is identified, understood, stored, organised, retrieved, combined and communicated to form new knowledge. Irony A statement or situation that has underlying meaning different from its literal or surface meaning. Jargon Apeech, signing or writing used by a group of people who belong to a particular trade, profession, or any other group bound together by mutual interest, e.g. the jargon of law, medical jargon. Jargon is useful when used within a trade or profession, but when it is used to exclude listeners, /readers/viewers from an interaction, it is potentially hurtful or even harmful. Key questions There are five common questions that help discover the essential facts: who, what, where, when, and why? In newspaper reports, it is important to cover these questions at the beginning. Literary (stylistic) device A particular pattern of words/signs, a figure of speech, or a technique used in literature to produce a specific effect (e.g. hand shape repetition, rhythm, rhyme, parallel structure, analogy, comparison, contrast, irony, foreshadowing, simile, metaphor, personification, pun, oxymoron, symbol). Mind-map The preparation of a graphic representation of key words. Multimedia presentation A work that uses a combination of media to present information and ideas (e.g. a presentation using slides, computer graphics, posters, and video clips). Non verbal language/communication Communication without the use of words/signs, which could be done by gestures or could refer to total body language. Obfuscation The deliberate use of words/signs/phrases/jargon/idioms that will not be understood by the listener/reader/viewer. It is a clouding of the issue to avoid taking responsibility for an action or to confuse the listener/viewer into accepting something that should not be lightly accepted Onomatopoeia The use of a word having a sound that echoes its sense (e.g. buzz, hum, bang) Oxymoron A combination of words/signs with contradictory meanings, used deliberately for effect. It is usually formed by using an adjective to qualify a noun with an opposite meaning (e.g. an open secret). Paragraph(s) Where appropriate, 'paragraph (s)' should be read as 'chunks of sign'. Parameters Parameters are the building blocks of signs: handshape, location, movement, palm orientation, and non manual features. Paraphrase A restatement/expression of an idea or text using one's own words/signs. Point of view In fiction, the position of the narrator in relation to the story and audience (e.g. limited/ omniscient/ third-person/first-person narrator or multiple narrators. Power relations When a particular group dominates other groups. This dominance could be related to gender, race, nationality, disability or language groups. In this document, the focus is on how the use of language (the choice of words) indicates a relationship that is neutral, empowered or disempowered. Reading/viewing strategies Skills and approaches used before, during and after reading/viewing to determine the meaning and increase understanding of a text. Examples are: Scanning: a type of reading/viewing used to locate a particular piece of information without necessarily attending to other parts of a text Skimming: a type of reading/viewing used to identify only the main idea or ideas or to pick out any words in capitals/ in italics/underlined, as well as any visuals or font indicators that would help a reader/viewer to understand a passage. Sifting: selecting the most important ideas, words, facts or finding only those details relevant to a task or purpose Register Speech/signing variety used by a particular group of people, usually sharing the same occupation or the same interests. A speaker/writer/presenter/signer must choose signs/words/images that are easily understood by the listener/reader/viewer/audience - the pitch must suit the purpose. Research Involves a systematic investigation involving the study of materials and sources in order to establish facts and seek out truth. The following stages are involved: selecting a topics, narrowing the focus, locating appropriate resources, gathering information, analysing material and forming conclusions, presenting the information in written and/or oral/signed form, and documenting the sources of information and ideas. Rhetorical question A question not asked for information but for dramatic effect. The question is usually either one that does not need an answer, as the issue is self-evident, or one that the speaker/signer/writer/presenter proceeds to answer immediately. Role play A dramatic technique in which participants act the part of another character, usually in order to explore the character's thoughts, feelings, and values. Paragraph (in relation to SASL) A paragraph is a coherent and cohesive collection of sentences. Its boundaries may be indicated by manual or non manual devices. Presenting/signing (also refer to viewing) SASL does not have a written form. Therefore, reading and writing/presenting outcomes take on a different form, that is, a receptive and productive competence. For simplicity, the unit standards refer to viewing and presenting respectively. Sentence (in relation to SASL) A sentence is a unit of meaning made up of a collection of signs and non manual features, always including a verb, and adhering to specific grammatical rules of SASL . Sign devices Sign devices are visual strategies used in signed poetry, for example, rhythm, placement, role shifting, and repetition of handshape, location, movement, palm orientation, and non manual features. Sign parameter The building blocks of the sign/word: handshape, location, movement, palm orientation, non-manual sign. Sign devices These include register, non-manual features (NMFs), placement, role-shift, parameter Slang Casual, very informal speech/signing, using expressive but informal words and expressions. Slang is usually related to age or social group rather than to trade or profession (jargon). It is used to stress an identity for those in the know and to exclude those who do not know the terms, for example, words to describe money, grown-ups, police, and activities. Stylistic devices A particular pattern of words, a figure of speech or technique used in literature to produce a specific effect, e.g. rhyme, parallel structures, short or one word sentences, analogies, comparisons, contrasts, irony, foreshadowing, similes, metaphors. Symbol Something that stands for or represents an abstract idea. Syntax The way in which words are arranged to form larger grammatical structures (e.g. phrases, clauses, and sentences). Technical language The terminology used in a field or understood by a trade, profession or group of people e.g. in metal -working, the term "pig" means a mould for casting metal. It differs from jargon in being more generally understood and used, for example, by many people rather than a few and it does not have the negative connotations that the word "jargon" carries. Text Texts refer to signed, spoken, written, or visual communications, including sign language that communicates meaning to an audience or reader/viewer. A text may be considered from the point of view of its structure, context and function. Spoken/signed texts: May include conversations, speeches/presentations, prayers, and songs, Written/signed texts: May include poetry, drama, novels, letters, magazine and newspaper articles, paragraphs, essays/signed narratives, and scripts Visual texts: May include photographs, posters, cartoons, advertisements, environmental prints (road signs), maps, diagrams, charts, and films Tone The quality and timbre (distinctive character) of the voice used in speaking; the height of pitch and change of pitch which is associated with the pronunciation of syllables or words and which affects the meaning of the word. Topic sentence The sentence that expresses the central idea in a paragraph. In SASL, repetition of important signs occurs throughout the paragraph to express the topic of the paragraph or a number of paragraphs. Voice In writing: a work's distinctive style of expression, personal or impersonal, conveyed through the author's use of vocabulary, sentence structure, and imagery. In oral/signed communication: the quality of sound produced by a speaker. In grammar: a property of verbs (e.g. active and passive voice). Writing process The process involved in producing a polished piece of writing. It comprises several stages. The main stages are: Generating ideas Choosing a form of writing to suit the topic, purpose and audience Developing a plan for writing Organising ideas Writing and revising drafts Editing Proofreading Producing and publishing Venn diagram Graphs that use circles to present connections and intersections. Viewing (also referring to signing) SASL does not have a written form. Therefore, reading and writing/presenting outcomes take on a different form, that is, a receptive and productive competence. For simplicity, the unit standards refer to viewing and presenting respectively.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Fundamental	65489	National Certificate: Air-Conditioning, Refrigeration and Ventilation	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	MERSETA
Fundamental	64529	National Certificate: Automotive Body Repair	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	MERSETA
Fundamental	58497	National Certificate: Automotive Repair and Maintenance	Level 3	NQF Level 03	Passed the End Date - Status was "Registered"	2009-02-18	Was MERSETA until Last Date for Achievement
Fundamental	66649	National Certificate: Landscaping	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	AgriSETA
Fundamental	64829	National Certificate: Lifting Machine Operations	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	TETA
Fundamental	58785	National Certificate: Production Technology	Level 3	NQF Level 03	Passed the End Date - Status was "Reregistered"	2023-06-30	MERSETA
Fundamental	50543	National Certificate: Small Craft Construction	Level 3	NQF Level 03	Passed the End Date - Status was "Registered"	2009-08-31	Was MERSETA until Last Date for Achievement
Fundamental	48966	Further Education and Training Certificate: Air-conditioning, Refrigeration and Ventilation	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2009-03-12	Was MERSETA until Last Date for Achievement
Fundamental	65509	Further Education and Training Certificate: Air-conditioning, Refrigeration and Ventilation	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	MERSETA
Fundamental	64549	Further Education and Training Certificate: Automotive Body Repair	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	MERSETA
Fundamental	58539	Further Education and Training Certificate: Automotive Repair and Maintenance	Level 4	NQF Level 04	Passed the End Date - Status was "Registered"	2009-02-18	Was MERSETA until Last Date for Achievement
Fundamental	78529	Further Education and Training Certificate: Chemical Operations	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	As per Learning Programmes recorded against this Qual
Fundamental	79626	Further Education and Training Certificate: Commercial Property and Facilities Management	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	SERVICES
Fundamental	58163	Further Education and Training Certificate: Community Recreation	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA
Fundamental	66071	Further Education and Training Certificate: Computer Aided Drawing Office Practice (CAD)	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	CETA
Fundamental	61450	Further Education and Training Certificate: Film and Television Production Operations	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	MICTS
Fundamental	63669	Further Education and Training Certificate: Fitness	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	As per Learning Programmes recorded against this Qual
Fundamental	66349	Further Education and Training Certificate: General Forestry	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2015-06-30	FPMSETA
Fundamental	73189	Further Education and Training Certificate: Golfing and Golf Coaching	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA
Fundamental	58275	Further Education and Training Certificate: Lift Installation and Maintenance	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	MERSETA
Fundamental	59709	Further Education and Training Certificate: Mechanical Engineering: Fitting	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	As per Learning Programmes recorded against this Qual
Fundamental	61569	Further Education and Training Certificate: Power Plant Operations	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	EWSETA
Fundamental	58930	Further Education and Training Certificate: Professional Hunting	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA
Fundamental	57824	Further Education and Training Certificate: Public Administration	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	PSETA
Fundamental	59097	Further Education and Training Certificate: Real Estate	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	SERVICES
Fundamental	66370	Further Education and Training Certificate: Roof Truss Technology	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2015-06-30	FPMSETA
Fundamental	65650	Further Education and Training Certificate: Sewing Machine Mechanics	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2015-06-30	FPMSETA
Fundamental	50560	Further Education and Training Certificate: Small Craft Construction	Level 4	NQF Level 04	Passed the End Date - Status was "Registered"	2009-08-31	Was MERSETA until Last Date for Achievement
Fundamental	67697	Further Education and Training Certificate: Sport Administration	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	As per Learning Programmes recorded against this Qual
Fundamental	64369	Further Education and Training Certificate: Sport Coaching: Juniors/Beginners	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA
Fundamental	57887	Further Education and Training Certificate: Welding Application and Practice	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	As per Learning Programmes recorded against this Qual
Fundamental	79246	Further Education and Training Certificate: Wild Land Fire Fighting	Level 4	NQF Level 04	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.	ANGLO PLATINUM - ENGINEERING SKILLS TRAINING CENTRE
2.	Arden School of Management (Pty) Ltd
3.	BLC Entertainment
4.	Cathy Hill Solutions (Pty) Ltd
5.	COLLIERY TRAINING COLLEGE (PTY) LTD
6.	Dee's Training (PTY) LTD
7.	Diversity technology Training Institute
8.	DQ Staffing Solutions
9.	Drive for Africa Training and Evaluation
10.	Edu Wize Group Pty Ltd
11.	Educon Training and Development PTY LTD
12.	Epitome Villa (Pty)Ltd
13.	Excellect 209 (PTY) LTD
14.	Excellect 209 PTY LTD
15.	EYETHU NATIONAL COMPUTER COLLEGE PTY LTD
16.	FILM Mentorship & Training SA
17.	FOSKOR (PTY) LTD
18.	Greater Tzaneen Community Foundation
19.	HILLCROSS BUSINESS SCHOOL (PTY
20.	Information Technology Resource Centre
21.	K Boneng Consulting Services P
22.	Kelvin Power (Pty) Ltd
23.	Learning Exchange Pty (Ltd)
24.	Legal Environment Safety & Health Requirements cc
25.	Mediro Training Academy
26.	METSKILL PTY LTD
27.	Mitek Industries SA ( Pty) Ltd
28.	Mnambithi TVET College
29.	Mphatlalatsane Learning Resources
30.	MPUMELELO TRAINING
31.	Nurture-Nature Resources (Pty) Ltd
32.	OL Afrika Media
33.	Optimi Workplace
34.	PALABORA COPPER (PTY) LTD
35.	Peo Entle HIV Wellness Management and Youth Skills Development NPO
36.	Phambile Skills Training (Pty) Ltd
37.	Phephani Learnerships cc
38.	Posh Multimedia
39.	Premier Agric (Pty) Ltd
40.	Quantum Leap College Pty Ltd
41.	Redefined Skills Training & Development (Pty) Ltd
42.	Safety Haz Training (PTY) Ltd
43.	Staffing Logistics
44.	The Assessment Zone (Pty) Ltd
45.	The Skills Authority
46.	Trade Call Investments Apparel (Pty) LTD
47.	Varsity Institute of Science & Technology (Pty)Ltd
48.	VPK BUSINESS VENTURE C C
49.	VUTHLARI MARKETING CONSULTING

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