APPENDIX B
(Example of FORM 3)
FORM 3 (FOR A UNIT STANDARD)
[Please use MS Word. Do not 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 students who (broad indication of who
would find it useful.] ....
Students 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 students 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 specific
outcomes or assessment criteria.
8.
Specific outcomes and assessment criteria:
REMEMBER THIS FORMULATION:
We will know you are competent to [INSERT SPECIFIC OUTCOME]
In this situation, or when 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
Approved Senate – 18 May 2005
Approved Council – 29 July 2005
Revised – Senex – 19 July 2007
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1.2
A result has these characteristics:
[The dimensions of the table (are) within the margin of error specified in the 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 adhering to 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
3.2
3.3
9.
10.
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.
Notes
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.
Identify and solve problems and make decisions using critical and creative
thinking.
Note: The ability of the candidate to identify hazardous conditions, to assess these and to take
appropriate action.
Approved Senate – 18 May 2005
Approved Council – 29 July 2005
Revised – Senex - 19 July 2007
Page 2 of 4
2. Work effectively with others as members of a team, group, organisation or
community.
Note: The ability and willingness of the candidate to accept work instructions, to interpret these
correctly and to request assistance in establishing safe conditions in an appropriate manner as a
team member.
3. Organise and manage himself/herself and his/her activities responsibly and
effectively.
Note: In making the necessary preparations for establishing safe conditions, the candidate must
indicate what tools and protective equipment are required and must communicate his/her intentions to
fellow workers.
4. Collect, analyse, organise and critically evaluate information.
Note: The ability of the candidate to reconcile the information from the visual examination and to
constantly evaluate the changing situation.
5. Communicate effectively using visual, mathematical and/or language skills in the
modes of oral and/or written presentations.
Note: Appropriate communication with the relevant personnel with regard to the reporting of hazards
and sub-standard conditions will indicate his/her proficiency to communicate effectively.
6. Use science and technology effectively and critically, displaying responsibility
towards the environment and the health of others.
Note: The use of science and technology is not relevant for this unit standard.
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 with,
and of deviations from, mine procedures will indicate his/her proficiency in understanding that a
specific action or decision that is taken has more than one effect.
In order to contribute to the full personal development of each student and the
social and economic development of the society at large, it must be the intention
underlying any programme of learning to make an individual aware of the
importance of:
1. Reflecting on and exploring a variety of strategies to learn more effectively.
2. Participating as responsible citizens in the life of local, national and global
communities.
3. Being culturally and aesthetically sensitive across a range of social contexts.
4. Exploring education and career opportunities.
5. Developing entrepreneurial opportunities.
ALSO MAKE LINKS WITH THESE OUTCOMES IN THE BODY OF THE UNIT
STANDARD
Embedded knowledge
The following knowledge is embedded in the unit standard and will be assessed
directly or indirectly through assessment of the specific outcomes in terms of the
assessment criteria:
Approved Senate – 18 May 2005
Approved Council – 29 July 2005
Revised – Senex – 19 July 2007
Page 3 of 4
•
Brief list of the key areas of knowledge addressed in the unit standard
REFERENCES AND SOURCES CONSULTED
Erens, G., Louw, J. B. Z., Venter, R. H. (1982). South African Post-secondary Education Programme
Classification Structure Manual, First Edition (Manual SAPSE-002).
Minutes of Task Team Meetings on "Surplus Sharing", 10th July 2003, 18 September 2003 and
3 December 2003.
Policy on the Presentation of Non-formal Programmes in Centres and Units in the Faculty of
Economic and Management Sciences. Approved by the Executive Committee of the Faculty of
Economic and Management Sciences of Unisa on 13 November 2001 and by the Executive
Committee of Senate on 28th February 2002.
Regulations Governing Participation in Outside Work by Teaching Staff (RBW) (1983).
SAQA (2004). Criteria and Guidelines for Short Courses and Skills Programmes. Adopted on 13
August 2003.
Singh, D. (October 2003). Report: Consolidation/Rationalisation of Short Learning Programme
Training at TSA. Approved by TSA's MANCO, October 2003.
The World Bank. (2003). Lifelong Learning in the Global Knowledge Economy: Challenges for
Developing Countries. The World Bank: New York.
Van Ede, OM (2003). Policy Regarding the Time Academics Must Spend on Tuition, Research and
Community Participation. Approved by Unisa's Executive Committee of Senate, 12 November 2003.
Van Ede, OM (2003). Policy, Rules and Procedures regarding Non-formal Offerings (Short Learning
Programmes, Short Courses, Skills Programmes and Workshops) in Unisa. Submitted to
Management on 8 December 2003.
Approved Senate – 18 May 2005
Approved Council – 29 July 2005
Revised – Senex - 19 July 2007
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