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Unit Standard 119467 Learner Guide

119467 LG Occ LearnING



This learning programme is aligned to the following unit standard:

SAQA Number


Unit Standard

Use language and communication in occupational learning programs

NQF Level




Learning Assumptions

The credit calculation is based on the assumption that learners are already competent in terms of the full spectrum of language knowledge and communication skills laid down in the national curriculum statements up to NQF level 2.

Outcomes And Assessment Criteria

Specific Outcome 1: Access and use suitable learning resources

Assessment criteria

  • Relevant learning resources are identified Resource centres, general texts, printed and visual media, internet, other people
  • Learning resources are used effectively through appropriate selection of information and acknowledgement of sources

Specific Outcome 2: Use learning strategies

Assessment criteria

  • Information is summarised and used for learning purposes
  • Specific techniques are selected and applied appropriately: Group activities such as brainstorming, group analysis, peer and self-assessment mind maps, note taking, memorising, key words, underlining, skimming and scanning
  • Relevant questions are asked: Checking understanding, clarifying meaning, getting information, confirming accuracy of information.
  • Texts are read/viewed for detail, interpreted and analysed for a given context
  • Spoken/signed input is listened to/viewed for detail, interpreted and analysed for a given context
  • Learning takes place through communicating with others in groups or as individuals: Facilitators, other learners, colleagues


Specific Outcome 3: Manage occupational learning materials

Assessment criteria

  • Occupational learning materials are organized for efficient use: Videos, internet, texts, handouts, textbooks, charts, maps, plans, diagrams
  • Layout and presentation of learning materials are understood and used effectively: Index, contents page, glossaries, electronic texts
  • Technical language/ terminology is engaged with, and clarification sought if needed

Specific Outcome 4: Conduct basic research and analyse and present findings

Assessment criteria

  • Appropriate or relevant topic and scope is identified and defined
  • Research steps are planned and sequenced appropriately
  • Research techniques are applied: Gathering information, reading/viewing, interviewing, observing, using appropriate electronic sources
  • Information is evaluated for relevance
  • Information is classified, categorized and sorted
  • Research findings are analysed and presented in the appropriate format

Specific Outcome 5: Function in a team

Assessment criteria

  • Active participation takes place in group learning situations: Meetings, site/field visits, excursions, discussions, activities, workshops
  • Responsibilities in the team are taken up and group work conventions are applied in learning situations: Turn taking, rotation of roles: conducting, chairing, recording, reporting
  • Conflict management and negotiating techniques are practised in a defined context
  • Team work results in meaningful product or outcomes: Reaching consensus, completed tasks

Specific Outcome 6: Reflect on how characteristics of the workplace and occupational context affect learning.

Assessment criteria

  • Sector and organisation type is identified: Sector/occupational focus: Services, manufacturing, financial, educational, etc. Organisation type: Government, parastatal, heavy/light industry, large organisation, small business
  • Features of the occupational environment are described and discussed
  • Ways in which these features affect learning processes and/or application of learning are described and discussed



Critical Cross-Field Outcomes

  • Identify and solve problems using learning programme material and learning tasks to solve problems
  • Working effectively with others and in teams: using interactive speech and roles in activities, discussions and projects.
  • Organise and manage oneself and one’s activities responsibly and effectively: through organisation of learning materials and assignments.
  • Collecting, analysing, organising and critically evaluating information: through application of information processing skills in study.
  • Communicate effectively using visual, mathematical and/or language skills in formal and informal learning situations..
  • Use science and technology effectively and critically: using electronic media for learning
  • Reflect on and explore a variety of strategies to learn more effectively. Explore education and career opportunities