Inspecting the Foundations - Umalusi

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2.3 Algebraic techniques are selected and used to solve mathematical problems.• Range: Techniques include percentage, ratio, rate and proportion (direct and indirect).2.4 Patterns are identifi ed, described and represented for various contexts using differentmathematical forms.2.5 Shape and space are analysed in terms of their uses and purposes.2.6 Historical development of number systems is described and illustrated using a variety ofhistorical and cultural contexts.2.7 Rational and irrational numbers are differentiated in terms of their properties andapplied in different contexts.2.8 Equations are solved through various processes.• Range: Processes include inspection, trial-and-improvement, algebraic (additive andmultiplicative inverses and factorisation) and simplifi cation through using laws of exponents,distributive law and manipulative skills.2.9 Results are interpreted with awareness of sources of error and manipulation in order todraw conclusions and discuss differences from predictions.Associated Assessment Criteria for Exit Level Outcome 3:3.1 Geometrical shapes are identifi ed and described in terms of their uses andmeasurement in different contexts.3.2 Mathematical scales are used to interpret and draw maps for specifi c purposes andgiven equations.3.3 Measurement problems are solved using a variety of strategies.3.4 Everyday real objects are measured using correct measuring instruments and units ofmeasurement.3.5 Data is collected, analysed and interpreted to show relationships and variations.3.6 Number calculations are performed to solve realistic and abstract problems.3.7 A variety of mathematical techniques and strategies are used to calculate problemsacross a range of contexts to develop awareness of life issues.• Range: Contexts includes across Learning Areas: fi nancial (e.g. Economic andManagement Science), measurement (e.g. Natural Sciences and Technology), statistics(e.g. Social Sciences), proportion (e.g. Arts and Culture).• Range: Problems include time, distance, speed, measurement, volume and temperature.• Range: Life issues include human rights, social, economic, cultural and environmental issuesinvolving known geometric fi gures and solids, or measurement, estimation, calculation anduse of formulae and measurement selection.3.8 Data is collected through the selection of appropriate methods to investigate a questionon an issue.• Range: Methods include using questionnaires, interviews, experiments, and/or consultingtextbooks, libraries, Internet, media articles and documentaries.• Range: Issues include social, economic, environmental and political issues, human rightsand inclusivity issues, characteristics of target groups, attitudes or opinions of people onissues.3.9 Data is organised using a variety of techniques appropriate to the purpose of theinvestigation.• Range: Techniques include summarising, sorting, sequencing and classifying.Associated Assessment Criteria for Exit Level Outcome 4:4.1 The nature, transmission and prevention of sexually transmitted infections including HIVAIDS are understood and explained in terms of outlining coping mechanisms for infectedand affected individuals.4.2 Factors infl uencing a healthy lifestyle are analysed to make own personal choices.• Range: Factors include social, ecological, political, economic and cultural.4.3 The role of personal hygiene is understood and explained in terms of the consequencesof poor nutrition and abuse of drugs and medicines.65
4.4 The role of sport and recreation is explored and explained in terms of promoting ahealthy lifestyle.4.5 Ways of promoting positive relationships are explored to develop strategies to deal withpersonal and emotional challenges.4.6 The rights and responsibilities of individuals are explained in relation to ethical behaviourin the workplace and how they contribute to nation building in South Africa.4.7 Ways to engage oneself in the community are explored in terms of promoting selfesteem and self-concept and defi ning one`s role and responsibility.4.8 A budget is drawn up in line with agreed goals and priorities.4.9 A schedule/action plan is drawn up to reach own personal goals outlining tasks andresponsibilities.4.10 Safety, security and environmental risks are identifi ed and explained in terms ofpotential risks.Additional Learning Areas:The following set of generic Associated Assessment Criteria apply to all the AdditionalLearning Areas associated with the Qualifi cation:5.1:• The underlying knowledge and concepts are understood and communicated in a varietyof ways including discussions, in writing, in basic community research assignments and inoral presentations.• An argument is constructed using the Learning Area knowledge and presented orally or inwriting, which is defended using appropriate evidence.• Media and primary and secondary sources are used to gather Learning Area knowledge.5.2:• Explore and explain ideas/topics for a basic community/work context, using the skillsassociated with a relevant Learning Area.• Models are produced to depict concepts using related skills, where applicable.• Deductions and conclusions are drawn, cause and effect are deduced and opinions areformed about probable future outcomes, using a Learning Area skills and knowledge.• Products are produced/made using relevant knowledge and skills.5.3• The values related to a Learning Area are understood and are explained in various modesof delivery.• The values pertaining to a Learning Area are analysed in terms of own value systemsprinciples of behaviour.Integrated Assessment:Assessment practices must be open, transparent, fair, valid, and reliable and ensure that nolearner is disadvantaged in any way whatsoever, so that an integrated approach toassessment is incorporated into the Qualifi cation.Learning, teaching and assessment are inextricably interwoven. Whenever possible, theassessment of knowledge, skills, attitudes and values shown in the Unit Standards should beintegrated.Assessment of Communication and Mathematical Literacy/Mathematics andMathematical Sciences should be integrated as far as possible with the Core and Elective66
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INSPECTING THE FOUNDATIONSTowards a
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AcknowledgementsThis report is the
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AcronymsABEABETAETAHCDoEECDETDPETQA
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describe Public Adult Learning Cent
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literacy campaigns. They attribute
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determine learner competence. But w
Page 16 and 17: 3. Methodology usedThis research co
Page 18 and 19: some offer FET subjects only. Numbe
Page 20 and 21: 4. Findings4.1 NQF LEVEL 1 QUALIFIC
Page 22 and 23: This history of a qualifi cation th
Page 24 and 25: the weighting used for Learning Are
Page 26 and 27: Table 3: GETC: ABET Learning Outcom
Page 28 and 29: (if this is seen to be in the inter
Page 30 and 31: was circulated at a national ABET m
Page 32 and 33: 4.2.1.5 Private ABET provider docum
Page 34 and 35: electives. Some of the examples of
Page 36 and 37: to maintain and improve the norms a
Page 38 and 39: the following:• The completion of
Page 40 and 41: The problem of English being the la
Page 42 and 43: This pattern of Setas’ being able
Page 44 and 45: learnership has been completed, it
Page 46 and 47: While the occupational qualifi cati
Page 48 and 49: • The associated curricula should
Page 50 and 51: Singizi (2007). Employment Pormotio
Page 52 and 53: PURPOSE AND RATIONALE OF THE QUALIF
Page 54 and 55: UNIT STANDARDS:Core 7511ID UNIT STA
Page 56 and 57: Appendix BGeneral Education and Tra
Page 58 and 59: This Recognition of Prior Learning
Page 60 and 61: Elective Component:The Elective Com
Page 62 and 63: ID Number; Unit Standard Title; Cre
Page 64 and 65: • ID 14569; Demonstrate an unders
Page 68 and 69: learning components and should use
Page 70 and 71: A choice of three Reading Core Skil
Page 72 and 73: Numeracy and Mathematics:• VBQU26
Page 74 and 75: Currently, there are over one hundr
Page 76 and 77: wider selection of vocational subje
Page 78 and 79: UNIT STANDARDS (continued):Fundamen
Page 80 and 81: PROVIDERS CURRENTLY ACCREDITED TO O
Page 82 and 83: ESSENTIAL ELEMENTS FOR CURRICULUM D
Page 84: Where possible and necessary, the c
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Inspecting the Foundations - Umalusi

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