115790 Write and Present Contexts

COURSE SUMMARY

  • Short name:   Write purposes, audiences and contexts
  • Full description:   Write and present for a wide range of purposes, audiences and contexts
  • Accredited: Yes, ETDP SETA NQF Accredited
  • SETA: Education, Training, Development & Practices Sector Education & Training Authority (ETDP Seta)  www.etdpseta.org.za
  • NQF: 5
  • Credits: 5
  • Duration: 1 day
  • Re-Assessment fees: None
  • Assignment extensions: Up to 18 months at no additional cost.
  • Hidden fees: None
  • Workshops: Weekly in Durban
  • Recognition: Based on the National Qualifications Framework that is Nationally Accepted in South Africa
  • Success rate of learner: Our success rate for complete assignments and certified learners currently is estimated at 99%.
  • Short-cuts: We don’t take any short-cuts such as POE building in the class and follow all the guidelines stipulated by SAQA and the SETA.
  • Discounts: We offer a members discount for returning students, pensioners and NGO discount. Group discounts on own venues are also offered.

SUPPORTING STRUCTURES

Currently we have the following supporting structures in place for our members:

  • Telephone support 7 days a week.
  • Whatsapp –
    • Cell. 0825507946 Tel. 0867227014 English.
    • Cell. Zulu 0727372733 Tel. 0318115749 English/Zulu.
  • Helpdesk – www.help.trainyoucan.co.za – 7 days a week (integrated email and sms notifications).
  • Weekly workshops in Durban on Fridays between 8am and 12am.
  • Skype support – contact helpdesk for details.
  • Members private forum with model answers to all  activities including JOB opportunities.

COURSE DETAIL

  •  This course is based on the Unit Standards 115790 – click here to read more
  • People credited with this unit standard are able to:
    • Use writing skills for specific purposes, audiences and contexts.
    • Access, process, re-organise, and synthesise information in order to present it.
    • Use appropriate language conventions, textual features and style for specific workplace purposes.
    • Draft and edit texts.
  • Purpose of the course:
    • This unit standard is intended to promote clear, unambiguous communication. It requires learners to follow a process in writing workplace specific texts. The ability to write plain language will improve the quality of business correspondence and other texts that are specific to a workplace environment. The achievement of this unit standard enables learners to recognise and use effectively textual conventions and features specific to business texts including those that require a particular format and/or specified legislated requirements. They carefully scrutinise their own and others’ writing for accuracy, appropriateness and impact on different audiences and contexts. They edit and change where appropriate.
  • Each learner will receive a learner guide and workbook during the contact session that will assist them with the building of their POE (Portfolio of Evidence).
  • Learner will receive full instruction from us before the course to assist with the preparation of the course. Where possible additional resources will be provided to learners who are not able to get there resources.
  • Learners are required to apply skills and knowledge obtained on the course in the workplace. As learners apply these skills, they produce evidence, which needs to be compiled into a portfolio of evidence (POE). This POE is submitted to Trainyoucan for assessment. Learners will receive a workbook and portfolio guide, which will guide them through the process. Any additional resources required will be provided by Trainyoucan to the learner, free of charge.

WHO SHOULD ATTEND

  • Training Manager
  • Mentors & Coaches
  • HR Persons
  • Managers who need to assess their staff
  • Persons with no formal experience of the SETA and the NQF
  • Recruitment Staff
  • Learning material developers looking to enhance their programmes
  • Anyone else who can benefit from assessment methodologies
  • New training providers applying for accreditation
  • Employers running learnerships

Also learners who study towards their ODETDP SETA Qualification. Click here for more detail

ENROLMENT REQUIREMENTS

  • The credit calculation is based on the assumption that learners are already competent in the learning area in which they will provide training. (Have scope or experience to train in a specific field.)
  • Minimum of 14 days workplace experience in training or facilitation. (part time or full time)
  • Basic communication skills (English = reading and writing skills on a NQF level 4 (Grade 12 or equal))
  • Able to attend the contact session and any of our workshops offered.
  • Access to email and where possible to the internet for research.

Learner preparation for the contact session (Classroom Training)

a) COMPULSORY:

  • Attending the full contact session. (Classroom Session)
  • Copy of ID and CV for registration purposes. (Indicating previous workplace experience)
  • Pen and paper.
  • A4 lever arch file + 12 dividers. (Cheap dividers)

b) OPTIONAL: (Not required but for those who want to start with the research)

  • Laptop
  • Organisation or Provider policies where available or at least knowledge of the organisations policies if any. These might include: Where possible will TRAINYOUCAN provide template policies to learners who do not have access to these policies.
  • Visit your SETA’s website and determine if they have any policies or rules of contact for their assessors available. Where not possible will TRAINYOUCAN provide a copy of this.
  • Visit any SETA of your choice and obtain a copy of the Assessors Registration template that you must complete on completion and submit to your SETA. This is very helpful if you have any questions or answers regarding the completion of this document. (Where possible will TRAINYOUCAN provide copies of this.
  • Internet access to view additional support on our Forum

PROCESS FLOW

  1. Enrol as a learner with Trainyoucan by completing the application form. (PDF document or the online enrolment)
  2. Attend the contact session with Trainyoucan. (Each course starts with a 2 hour induction on the SETA’s and explaining the accreditation process. (Most of the learners find this very useful.)
  3. We provide you with all the learning material that you need, including a workbook that you must complete. (Outside the classroom as required by the Unit Standard and OBE Learning)
  4. You complete the workbook and submit this to our offices for assessments, or you can attend any of our FREE workshops for additional support. Any person who attended any of our courses can attend our workshops for FREE. One of the assessors can also evaluate your POE (Portfolio of Evidence) during the workshop and provide you feedback immediately.
  5. Your POE is submitted to our Assessors that will complete the assessment process and provide directly feedback to you through our online tracking system.
  6. Your file is scheduled for verification with the relevant SETA and uploaded on completion. Your final Certificate will only be issued once the SETA verified your POE for security reasons and a final SOR will be issues. (SOR, also called the “Statement of Results” will be issued by the relevant SETA once the process was completed). You MUST receive your SOR one completion from any provider as proof that you were registered. NO SOR = NO ACCREDITATION. (Bear in mind that this process can take up to 3 months to complete.
  7. We provide you with all the guidance and resources to register with the relevant SETA of your choice.

ACCREDITATION AND QUESTIONS YOU SHOULD ASK

The criteria for the accreditation of training providers define a number of requirements that include:

  • Administrative procedures and record keeping and policies.
  • Management review
  • Authorization of affiliates
  • Tutor selection, training and performance review
  • Issuance of training certificates
  • Learner Support
  • Delivery, Assessment and Moderation practices

NOTE: There are basically two different types of accreditation:

  1. The training provider or the institute must be accredited by a SETA. “ETQA” (Their offices, policies and procedures. This can be any SETA = does not matter what type of courses they offer.)
  2. Each learning programme or qualification is accredited with the relevant SETA “ETQA” who is responsible for this programme. Also note that the word “accreditation” does not mean they SETA accredited. It must say “NQF Accredited”.

 Before you can start with any course you should ask the following questions:

  • Is the course accredited and with what SETA?
  • What is the process and duration from start to completion?
  • Are there any additional fees for support to re-submission?
  • Entry Requirements? Do you charge for registration and why?
  • What discount can I get if I do more courses with your institute?
  • What after support and resources to you offer?

 COPY OF THE UNIT STANDARD

logoAll 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:

Write and present for a wide range of purposes, audiences and contexts
SAQA US ID UNIT STANDARD TITLE
115790 Write and present for a wide range of purposes, audiences and contexts
ORIGINATOR ORIGINATING PROVIDER
SGB Communication Studies
QUALITY ASSURING BODY
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 5 Level TBA: Pre-2009 was L5 5
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered 2012-07-01 2015-06-30 SAQA 0695/12
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30 2019-06-30

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 promote clear, unambiguous communication. It requires learners to follow a process in writing workplace specific texts. The ability to write plain language will improve the quality of business correspondence and other texts that are specific to a workplace environment. The achievement of this unit standard enables learners to recognise and use effectively textual conventions and features specific to business texts including those that require a particular format and/or specified legislated requirements. They carefully scrutinise their own and others’ writing for accuracy, appropriateness and impact on different audiences and contexts. They edit and change where appropriate.

Learners credited with this unit standard are able to:

  • Use writing skills for specific purposes, audiences and contexts.
  • Access, process, re-organise, and synthesise information in order to present it.
  • Use appropriate language conventions, textual features and style for specific workplace purposes.
  • Draft and edit 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: NQF level 4:
Write texts for a range of communicative contexts.

UNIT STANDARD RANGE
Range Statement

Write on/present workplace specific and complex topics in a wide range of written, visual, audio-visual and multimedia texts from socio-cultural, learning and workplace contexts.

Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.
Unit Standard Range

  • Texts and sources include written, oral, visual, audio-visual and multimedia texts such as recordings, interviews, formal and informal discussions, radio broadcasts, video recordings, advertisements, Internet and graphic illustrations.
  • Workplace related texts include texts specific to a particular function in a business or other context such as sector specific documents, written comparisons of products, explanations, reviews, a wide range of report types, proposals and any other texts used within the specific sector and field of learning.
  • The target audience may include audiences internal to the organisation or external audiences in a wide range of contexts.
  • Identification and research of information requires the learner to access, analyse, evaluate, process, re-organise, synthesise and apply data for specific workplace or other related purposes.
  • Appropriate use of layout includes visual and multimedia presentations, headings, bullets, indexes, numbering and other layout features, appropriate phrasing of headings, and the use of stem/sentences and phrases for bullets.
  • Appropriate planning skills include time management pertaining to the specific purpose of a particular function in a business environment. The steps of the writing process such as planning, writing a first draft, editing, proofreading, final draft and presenting are followed.
  • Language usage in texts should include sector related vocabulary and terminology. Sentences must be meaningful, well structured, concise, unambiguous, clear and functional. Over complex sentence constructions refer to long constructions and the inappropriate use of the passive voice. Grammar, vocabulary, punctuation and language conventions must be appropriate to audience, purpose and context.
  • A variety of presentation formats include presenting the same information in different text formats such as graphs, tables, flow charts and diagrams.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1
Use writing skills for specific purposes, audiences and contexts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Time management skills are demonstrated in the planning of the text.

ASSESSMENT CRITERION 2
Texts used in the workplace or other environments are identified for specific transactional functions and an indication is given of the purpose of each text.

ASSESSMENT CRITERION 3
The narrative voice appropriate to context, purpose and audience must be chosen.
ASSESSMENT CRITERION RANGE
Passive for scientific writing, adopting a persona for narrative, first person for memos, third person for minute taking or report writing, authorial comment within narrative voice, subjective or objective options, summarising, paraphrasing.

ASSESSMENT CRITERION 4
Texts produced demonstrate considered choice of content and justification for inclusion of decisions/incidents/requirements.

SPECIFIC OUTCOME 2
Access, process, re-organise, and synthesise information in order to present it.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Ideas and information are gathered, organised and explicitly stated in a text.

ASSESSMENT CRITERION 2
Selection of information in the text is appropriate to purpose, target audience and workplace context.

ASSESSMENT CRITERION 3
Topic sentences clearly state the main idea of a paragraph and be relevant to the text as a whole.

ASSESSMENT CRITERION 4
Information and explicit ideas from more than one source are consolidated into a coherent and cohesive, synthesised text.

ASSESSMENT CRITERION 5
Techniques used in the presentation are appropriate and effective.
ASSESSMENT CRITERION RANGE
Choice of form of presentation, text type, visual aids, graphics, multimedia effects, design features.

SPECIFIC OUTCOME 3
Use appropriate language conventions, textual features and style for specific workplace purposes.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Conventions common to a specific workplace are used appropriately.
ASSESSMENT CRITERION RANGE
Legislation, industry requirements, company policy, electronic correspondence.

ASSESSMENT CRITERION 2
Terminology specific to a particular business function is applied.

ASSESSMENT CRITERION 3
Textual features and style enhance the message and/or purpose.

SPECIFIC OUTCOME 4
Draft and edit texts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
A checklist is created to facilitate reflection, editing and checked for accuracy and factual correctness of all information.

ASSESSMENT CRITERION 2
Information accessed is checked for accuracy, bias, stereo-typing and other possibly offensive details or language.

ASSESSMENT CRITERION 3
Texts are edited for coherence of ideas and relevance to the focus.

ASSESSMENT CRITERION 4
Drafts are checked for cohesion and redrafted where necessary.
ASSESSMENT CRITERION RANGE
Syntax, punctuation, grammar, linking devices, plain accessible language.

ASSESSMENT CRITERION 5
Workplace jargon is interpreted and rephrased in plain language or used appropriately in the correct context when the terminology is essential to the understanding of the text.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQAs.

Moderation Option: The moderation requirements of the relevant ETQAs must be met in order to award credit to learners for this unit standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
The following 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 have certain features and conventions which can be manipulated in a workplace environment. Learners can apply this knowledge and adapt language to suit different contexts, audiences and purposes.

Learners are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the stated embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the learners’ performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard. Learners acquire further knowledge of the workplace context, protocol and culture.

UNIT STANDARD DEVELOPMENTAL OUTCOME
N/A

UNIT STANDARD LINKAGES
N/A
Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING
Identify and solve problems: using context to decode and make meaning individually and in groups in oral, reading and written activities.

UNIT STANDARD CCFO WORKING
Work effectively with others, in teams and individually: using interactive speech in activities, discussion and research projects.

UNIT STANDARD CCFO ORGANISING
Organise and manage oneself and one’s activities responsibly and effectively through using language.

UNIT STANDARD CCFO COLLECTING
Collect, analyse, organise and critically evaluate information: fundamental to the process of developing language capability across language applications and fields of study.

UNIT STANDARD CCFO COMMUNICATING
Communicate effectively using visual, audio-visual and multimedia aids, mathematical, technological, commercial and language skills in formal and informal communications.

UNIT STANDARD CCFO DEMONSTRATING
Understand the world as a set of inter-related parts of a system: through using language to explore and express links, and exploring a global range of contexts and texts.

UNIT STANDARD CCFO CONTRIBUTING
Contribute to the full development of oneself: by engaging with texts that stimulate awareness and development of life skills and the learning process in general and in the workplace.