FORM 3 (FOR A UNIT STANDARD)
[Please use MS Word. Do not use a tabular format.]
1.
Title:
2.
NQF level:
3.
Credit:
4a.
Field:
4b.
Sub-field:
5.
Purpose:
ACTIVE VERB, NOUN (MODIFIER where necessary)
The purpose statement focuses on:
 The discipline/ field: knowledge, skills, attitudes
 The student: goals, enhanced ability/ learning
 The context/ social and economic transformation/ NQF goals: stakeholder
consultation (professional bodies, employers, etc.)
It needs to be concise because of calendar restrictions. It also needs to be an
informative marketing tool.
The purpose statement should be phrased as follows:
 Those who achieve this unit standard can …
 Qualifying students can …
 Students credited with this unit standard will be credited with …
Often, the best way to capture the purpose is by paraphrasing or listing the
specific outcomes in the context of the associated range statements. There
must be a direct correlation between the purpose in the coversheet and the
name of the unit standard and the purpose in the unit standard.
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 at NQF level 4
when starting to learn towards this unit standard:
 learn from predominantly written material in the language of instruction
 read, analyse and respond to a variety of texts
Information in italics is added to offer additional guidance.
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
with minimum guided support, take responsibility for their own progress and
be willing to take part in learning of a personal nature
.
7.
Range statement for the whole unit standard:
context apply to the whole unit standard:


The following scope and
Range statements include any specific limits, exclusions or inclusions that may
apply; it must clearly indicate the scope and context.
8.
Specific outcomes and assessment criteria:
Unpack the purpose statement to arrive at the outcomes (design down). Include
discipline-related competencies that are measurable and verifiable. Use action
verbs (any verb that logically follows ‘can’: ‘apply’, ‘explain’, ‘generate’, ‘critique’,
‘formulate’) that reflect higher order cognitive skills. Determine 2 – 4 outcomes
per 12 credit unit standard. Outcomes must be stated as verb – noun – modifier
(see below).
Verb
formulate
process and
evaluate
prepare
Specific outcome 1:
Noun
an argument
information
Modifier
in support of …
on matters pertaining to …
a status report
for …
Active verb, noun, modifier (where necessary)
Range: e.g.:
Add the range statement only where necessary, it is not necessary in every
outcome. State what is included in the scope of the outcome; what contexts are
involved. Range statements include any specific limits, exclusions or inclusions
that may apply.
Information in italics is added to offer additional guidance.
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Assessment criteria

NOUN (or object), VERB, STANDARD
Range: a range can be added for further clarification or definition as
part of a specific assessment criterion
The assessment criteria describe the quality of the expected performance and
product. They are phrased as noun – verb – standard (see below).
Noun
Interpretations
Verb
Standard
are consistent with the information supplied in
and are justified by
the financial statements.
Materials on culture and are analysed
in line with subject-specific
law
legal arguments.
Explanations
psychological
interventions
of identify
the key features, actions
and expected results of the
interventions.
A useful question to ask is: If I walked into the room and a competent person
was doing/had done this (insert specific outcome here), what would I expect to
see in terms of their performance and in terms of any product they produce?
The assessment criteria must serve two functions: to enable a range of
assessors to consistently produce similar marks for a student (reliably) and to
provide students with transparent standards that make the mark they receive
clear to them.
Specific outcome 2:
ACTIVE VERB, NOUN, MODIFIER (where necessary)
Range:
Assessment criteria



.
Specific outcome 3:
ACTIVE VERB, NOUN, MODIFIER (where necessary)
Range:
Assessment criteria
Information in italics is added to offer additional guidance.
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

9.
Accreditation and moderation options:
1.
2.
10.
Any institution offering learning that will enable the achievement of this unit
standard must be registered as a higher education provider by the
Department of Education and accredited by the CHE/HEQC to offer the
unit standard.
Moderation of assessment will be conducted according to principles
established by SAQA and the CHE/HEQC.
Notes:
Select only those critical cross-field outcomes that the module supports.
Particularise the outcomes as appropriate to reflect their development in the
context of this module: ‘students can gather and process data using laboratory
experimentation’; ‘qualifying students can communicate/ solve problems/ use
technology appropriately in a small business environment’.
10.1
Critical cross-field outcomes:
This unit standard promotes, in particular, the following critical cross-field
outcomes:
Information in italics is added to offer additional guidance.
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1.
Identify and solve problems and make decisions using critical and creative
thinking.
Note: The ability of the student to identify hazardous conditions, to assess
these and to take appropriate action.
2.
Work effectively with others as members of a team, group, organisation or
community.
Note: The ability and willingness of the student 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 student 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 student 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 student to identify hazard conditions. The effect of noncompliance 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.
Information in italics is added to offer additional guidance.
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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
10.2
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:

Briefly list the key areas of knowledge addressed in the unit standard.
Consider the syllabus or content as described in the cover sheet.
Information in italics is added to offer additional guidance.
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