University of South Africa
Form 3 (for a Unit Standard)
[Please use MS Word or Word Perfect. Don’t use a tabular format]
1. Title: ACTIVE VERB, NOUN, (MODIFIER where necessary)
2. NQF Level:
3. Credit:
4a. Field:
4b. Sub-Field:
5. Purpose: This unit standard will be useful to people who [broad indication of who would find it useful]….
People credited with this unit standard are able to [often the best way to capture this is by paraphrasing the specific outcomes and associated range statements] …
6. Learning Assumptions: 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:
7. Range statement for the whole unit standard: The following scope and context apply to the whole unit standard:
·
·
Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.
8. Specific Outcomes and Assessment Criteria:
REMEMBER THIS FORMULATION:
We will know you are competent to [INSERT SPECIFIC OUTCOME]
within this situation or using these items or under these conditions [INSERT RANGE]
If/when: [INSERT ASSESSMENT CRITERIA]
Specific outcome 1: ACTIVE VERB, NOUN, MODIFIER (where necessary)
e.g. Make a table.
Range: e.g. wooden tables, regular shapes, no carvings,
Assessment criteria
1.1 NOUN (or object), VERB, STANDARD
Range: further clarification or definition
1.2 A result has these characteristics
[The dimensions of the table] [are] [within the margin of error specified in work instructions]
1.3 This is done to this standard
E.g. Tools are used in accordance with their design
1.4 This is known/described/explained to this standard
e.g. The importance of following safe working procedures is described in terms of the potential impact on productivity and personal safety.
Specific outcome 2: ACTIVE VERB, NOUN, MODIFIER (where necessary).
Range:
Assessment criteria
2.1 .
2.2
2.3
Specific outcome 3: ACTIVE VERB, NOUN, MODIFIER (where necessary).
Range:
Assessment criteria
3.1 .
Range:
9. Accreditation and Moderation Options:
1. Anyone assessing a candidate against this unit standard must be registered as an assessor with the relevant ETQA.
2. Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider through the relevant ETQA by SAQA.
3. Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines and the agreed ETQA procedures.
10. Notes:
10.1 Critical Cross Field Outcomes:
This unit standard promotes, in particular, the following critical cross-field outcomes:
MAKE LINKS WITH THE OUTCOMES IN THE BODY OF THE UNIT STANDARD
1.1 Identify and solve problems and make decisions using critical and creative thinking.
Note: The ability of the candidate to identify hazardous conditions, assess and take appropriate action.
1.2 Work effectively with others as members of a team, group, organisation or community.
Note: The ability and willingness of the candidate to accept and interpret work instructions correctly and to request assistance with making safe in an appropriate manner as a team member.
1.3 Organise and manage themselves and their activities responsibly and effectively.
Note: The preparation for making safe, the candidate must indicate what tools and personnel protective equipment is required and communicate to fellow workers his/her intentions.
1.4 Collect, analyse, organise and critically evaluate information.
Note: The ability of the candidate to reconcile the information from the visual examination and constantly evaluate the changing situation.
1.5 Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and / or written presentations.
Note: The appropriate communication with the relevant personnel with regard to the reporting of hazards and sub-standard conditions will indicate his/her proficiency in effective communication.
1.6 Use science and technology effectively and critically showing responsibility towards the environment and health of others.
Note: The use of science and technology is not relevant for this unit standard.
1.7 Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
Note: The ability of the candidate to identify hazard conditions. The effect of non-compliance and deviation from mine procedures will indicate his her proficiency in understanding that a specific action or decision taken has more than one effect.
10.2 Embedded Knowledge:
The following knowledge is embedded within the unit standard, and will be assessed directly or indirectly through assessment of the specific outcomes in terms of the assessment criteria:
· BRIEF LIST OF THE KEY AREAS OF KNOWLEDGE ADDRESSED IN THE UNIT STANDARD
.