LEARNER”S WORKBOOK

US ID: 115792
LEVEL 5 – 5 CREDITS
ACCESS, PROCESS, ADAPT AND USE DATA FROM A WIDE RANGE OF TEXTS

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Learner Information (Please Complete this Section)
Name & Surname:
ID Number
Tel/Cellphone Number
Email Address
Organisation/Venue:
Workplace Unit/Dept:
Facilitator Name:
Date Started
Date completed

©Copyright©
All rights reserved. The copyright of this document and any annexures thereof is protected and expressly reserved.
No part of this document may be reproduced, stored in a retrievable system, or transmitted, in any form or by any
means, electronic, mechanical, photocopying, recording or otherwise without the prior permission.

Declaration
I(Learner)…………………………………………………………………………………………….herewith declare
that I am ready for the assessment, that we have reviewed the assessment preparation and plan, I understand the
assessment process and I am happy that the assessment will be conducted in a fair manner.
Learner Signature: Date: Facilitator Signature: Date:

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Learner Workbook Information
This Workbook has been designed and developed to evaluate learners’ level of understanding relating to the
following skills program or unit standard: ACCESS, PROCESS, ADAPT AND USE DATA FROM A WIDE
RANGE OF TEXTS, which has been developed for the qualification: ……………………………………….
Learners will be evaluated on the specific outcomes and/or assessment criteria of the following SAQA Registered
Unit Standard(s), which represent the Formative Assessment component:
US ID US Title Level Credits
ACCESS, PROCESS, ADAPT AND USE DATA FROM A WIDE RANGE
115792 5 5
OF TEXTS

Instructions to Facilitators and Learners

Facilitators will be required to:
 Explain the completion of the workbook to each learner.
 Interview the learner on similar questions, should he/she not be able to write.
Learners will be required to:
 Complete the workbook as per the instructions.
 Ensure that all questions are completed.
 Ensure that the workbook is completed and authentic.
 Ensure that all annexure are attached to the workbook and clearly referred to.

Total Marks & Equipment

In order to meet the pass mark, learners are required to achieve a minimum of 80% of the total marks, and learners
are required to have the following equipment in order to complete this workbook:
 Pen and Pencil
 Ruler
 Exam Pad – for additional paper.

Outcomes
The qualifying learner is capable of:
Assessment Criteria
The assessment process involves collecting and interpreting evidence about the learner’s ability to perform a task,
which will be achieved through a combination of formative and summative assessments. In this guide there may be
assessments in the form of activities, assignments, tasks or projects, as well as workplace practical tasks. The learner
is to perform these tasks and provide required and authentic evidence in their portfolio of evidence.
To qualify and receive credits towards the learning programme or unit standard, a registered assessor and moderator
will conduct an evaluation and assessment of the learner’s portfolio of evidence and competency.

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Learner Responsibility
The responsibility of learning rest with the learner, so:
 Be proactive and ask questions,
 Seek assistance and help from your facilitators, if required.

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 LEARNING UNIT
US: 115792, NQF LEVEL 5 WORTH 5 CREDITS
ACCESS, PROCESS, ADAPT AND USE DATA FROM A WIDE RANGE OF

1 TEXTS

 Competence at this level will enable learners to use analytical reading and
viewing skills and strategies to extract meaning and to make informed judgements
about cultural, social and workplace issues. They are knowledgeable about, and
can critique, language use and textual features in texts.
 Learners are critical, reflective and responsive readers and viewers of written and
visual texts. They are able to compare and contrast data in texts with those in real
Unit Standard life situations. Learners are able to make and challenge the assumptions,
Purpose inferences and values expressed in texts. They can access, process and use data
from different texts and adapt it for a wide variety of purposes and contexts.
Learners credited with this unit standard are able to:
 Analyse and respond to texts produced for a range of purposes, audiences and
contexts in the workplace
 Identify and critically explore textual features and language usage in texts
 Access, index and process data from various texts.

 The credit calculation is based on the assumption that learners are already
Learning Assumed to
competent in terms of the following outcomes or areas of learning: NQF Level 4:
be in Place
 Interpret and use information from texts.

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 SESSION 1 ANALYSE AND RESPOND TO TEXTS PRODUCED FOR A RANGE OF
SO 1 PURPOSES, AUDIENCES, CONTEXTS IN THE WORKPLACE.

 Reading and viewing strategies are adopted for a wide range of reading and viewing
purposes.
 Organisational features of texts are identified.
Learning
 The role of each of the features is explained and evaluated in relation to usefulness in
Outcomes
making meaning.
(Assessment
 Synthesis and evaluation of information from texts, and generalisation of patterns and
Criteria)
trends, result in appropriate conclusions about purpose and audience.
 Information gathered across different workplace texts is compared, contrasted and
critically evaluated.

Complete the following formative activities as per requirements

Activity
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Identify organisational features of texts
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Activity
2

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Identify good Reading Strategies

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 SESSION 2 IDENTIFY AND CRITICALLY EXPLORE TEXTUAL FEATURES AND
SO 2 LANGUAGE USAGE IN TEXTS.

 The way textual features affect meaning is understood and evaluated.

 Selections and omissions in texts are analysed in terms of how they shape meaning.
Learning  Writer's or presenter's viewpoint is analysed with convincing supporting evidence from
Outcomes the text.
(Assessment  The effect on meaning of the socio-political and cultural background of texts is explained
Criteria) and analysed.
 An understanding of explicit and implicit meaning in the text is reflected in responses.
 The nature of bias, prejudice and discrimination in texts is analysed.

Activity
3
Describe Language and Style of a text

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 SESSION 3
ACCESS, PROCESS AND INDEX DATA FROM VARIOUS TEXTS.
SO 3

 Content is analysed and evaluated and its possible effects on different readers are
Learning explored.
Outcomes  The impact of different writing techniques on reader perspective is analysed in terms of
(Assessment the particular effect produced by each.
Criteria)  The influence of specific language structures and features is analysed.
 The effect of various production techniques in visuals is explored and analysed.

Activit
y
4
Identify range of visuals and techniques that can be used in a text

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Activit
y
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Identify different forms of Bias
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Facilitator Feedback & Remarks

Assessment Judgement

Competent(Tick/Cross) Not Yet Competent(Tick/Cross)

Action/s required (if any):

By when:
Learner Feedback & Comments

Declaration by the Learner

I …………………………………………………………………………………. (Learner) declare that I am satisfied
that the feedback given to me by the Facilitator was relevant, sufficient and done in a constructive manner. I accept
the assessment judgment and have no further questions relating to this particular assessment event.
Declaration by the Facilitator
I …………………………………………….............................................. (Facilitator) hereby certify that I have
examined the learner workbook and I am satisfied with the evidence provided by the learner.
Declaration by the Assessor
I ……………………………………………............. (Assessor) hereby certify that I have examined the learner
workbook and I am satisfied with the Facilitator Judgment of this assessment.

Learner (Sign) Date Facilitator (Sign) Date

Assessor (Sign) Date Moderator (Sign) Date

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