8967 LG

NQF Level: 2 US No: 8967
Learner Guide
Primary Agriculture
E f f e c ti ve
c o m m u ni c a ti o n
skills
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The availability of this product is due to the financial support of the National
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2 Use language and communication in occupational learning programmes
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Primary Agriculture NQF Level 2 Unit Standard No: 8967
Before we start…
Dear Learner - This Learner Guide contains all the information to acquire all the
knowledge and skills leading to the unit standard:
Title: Use language and communication in occupational learning programmes

US No: 8967 NQF Level: 2 Credits: 5
The full unit standard will be handed to you by your facilitator. Please read the unit
standard at your own time. Whilst reading the unit standard, make a note of your
questions and aspects that you do not understand, and discuss it with your
facilitator.
This unit standard is one of the building blocks in the qualifications listed below.
Please mark the qualification you are currently doing:
Title ID Number NQF Level Credits Mark

National Certificate in Animal Production 48976 2 120
National Certificate in Mixed Farming Systems 48977 2 120
National Certificate in Plant Production 48975 2 120
Are you enrolled in a: Y N

Please mark the learning program you
Learnership?
are enrolled in:
Skills Program?
Your facilitator should explain the above
Short Course?
concepts to you.
This Learner Guide contains all the information, and more, as well as the activities
that you will be expected to do during the course of your study. Please keep the
activities that you have completed and include it in your Portfolio of Evidence.
Your PoE will be required during your final assessment.
This Learner Guide contains all the information, and more, as well as the activities
that you will be expected to do during the course of your study. Please keep the
activities that you have completed and include it in your Portfolio of Evidence.
Your PoE will be required during your final assessment.
What is assessment all about?

You will be assessed during the course of your study. This is called formative
assessment. You will also be assessed on completion of this unit standard. This is
called summative assessment. Before your assessment, your assessor will discuss the
unit standard with you.
Assessment takes place at different intervals of the learning process and includes
various activities. Some activities will be done before the commencement of the
Version: 01 Version Date: July 2006

3
program whilst others will be done during programme delivery and other after
completion of the program.
The assessment experience should be user friendly, transparent and fair. Should you
feel that you have been treated unfairly, you have the right to appeal. Please ask
your facilitator about the appeals process and make your own notes.
How to use the activity sheets…

Your activities must be handed in from time to time on request of the facilitator for
the following purposes:
The activities that follow are designed to help you gain the skills, knowledge
and attitudes that you need in order to become competent in this learning
module.
It is important that you complete all the activities and worksheets, as directed
in the learner guide and at the time indicated by the facilitator.
It is important that you ask questions and participate as much as possible in

order to play an active roll in reaching competence.
When you have completed all the activities and worksheets, hand this
workbook in to the assessor who will mark it and guide you in areas where
additional learning might be required.
You should not move on to the next step in the assessment process until this
step is completed, marked and you have received feedback from the assessor.
Sources of information to complete these activities should be identified by

your facilitator.
Please note that all completed activities, tasks and other items on which you
were assessed must be kept in good order as it becomes part of your
Portfolio of Evidence for final assessment.
Enjoy this learning experience!

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How to use this guide …

Throughout this guide, you will come across certain re-occurring “boxes”. These
boxes each represent a certain aspect of the learning process, containing
information, which would help you with the identification and understanding of these
aspects. The following is a list of these boxes and what they represent:
What does it mean? Each learning field is characterized by unique terms and
definitions – it is important to know and use these terms and definitions correctly. These
terms and definitions are highlighted throughout the guide in this manner.
You will be requested to complete activities, which could be group activities, or individual
activities. Please remember to complete the activities, as the facilitator will assess it and
these will become part of your portfolio of evidence. Activities, whether group or individual
activities, will be described in this box.
Examples of certain The following box indicates a summary of

concepts or principles to concepts that we have covered, and offers
help you contextualise you an opportunity to ask questions to your
them easier, will be shown facilitator if you are still feeling unsure of
in this box. the concepts listed.
My Notes …
You can use this box to jot down questions you might have, words that you do not understand,
instructions given by the facilitator or explanations given by the facilitator or any other remarks that
will help you to understand the work better.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . .
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What are we going to learn?

What will I be able to do? ...................................................………….…………… 6
Learning outcomes ………………………………………………………..………………… 6
What do I need to know? ...............................................…..…….………………… 6
Session 1 Introduction...................................…………….………………….. 7
Session 2 Learning resources..........................………………….……………. 9
Session 3 Effective note taking......................………………….…………….. 16

Session 4 Working in groups…………………………………….……………….. 28
Session 5 Asking questions……………………………………………………….. 30
Am I ready for my test? .......................................................... 35
Checklist for Practical assessment ......................................... 36
Paperwork to be done ...............................….......................... 37
Bibliography ........................................................................... 38
Terms & Conditions................................................................. 38
Acknowledgements ................................................................ 39
SAQA Unit Standard ................................................................

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What will I be able to do?

When you have achieved this unit standard, you will be able to:
The purpose of this unit standard is to facilitate learning and to ensure that learners
are able to cope with learning in the context of learnerships, skills programmes and
other learning programmes. Many adult learners in the FET band have not been in
a learning situation for a long time, and need learning and study strategies and
skills to enable successful progression.
Learners competent at this level will be able to deal with learning materials, to
access and use useful resources, to seek clarification and help when necessary, and
apply a range of learning strategies. They do this with an understanding of the
features and processes of the workplaces of the workplaces and occupations to
which their learning programmes refer.
Learners credited with this standard are able to:
Find and use suitable learning resources; use learning strategies
Manage occupational learning programme materials
Plan and gather relevant information for use in a given context

Function in a team
Reflect on how characteristics of the workplace and occupational context affect

learning
Learning Outcomes
At the end of this learning module, you must is able to demonstrate a basic
knowledge and understanding of:
At the end of this section of the module learners will be able to describe and reflect
on:
Skills, strategies and resources that facilitates learning.
Understand the workplace context in which learning will be applied.
What do I need to know?

It is expected of the learner attempting this unit standard to demonstrate
competence against the unit standard:
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 and including GETC or
NQF level 1.

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Session 1 In t r od u c t i on
After completing this session, you should be able to:

SO 1: Find and use suitable learning resources.
In this session we explore the following concepts:

Introduction to language and communication
Written format used
Verbal format used
Applications that are covered
In the learning process we interact with and use language and communication for
the transfer of knowledge and skills.
The use of written / printed information as well as the transfer of information

through verbal communication forms part of this process both in terms of the
provision of information as well as the output required from learners in terms of class
work, discussions and the assessment of skills and knowledge forming part of the
learning programme and learning process.
Let us consider the form of communication used for the following sources of
information and learning activities during the learning process:
TYPE OF INFORMATION OF WRITTEN FORMAT USED VERBAL FORMAT USED.

INTERACTION
Qualification information Qualification and unit Requirements of learning
standards are presented in associated with the
printed format qualification is discussed and
explained.
Learning programme Discussion of learning
Learning material is provided
information programme content,
in printed format.
knowledge and information in
Additional information sourced the classroom is explained
for learning activities are often using verbal communication.
used in written format.
Notes are taken for purposes
of studying
Learning activities Activities and outputs required Class discussions and
from the learner is provided in clarifications of requirements
printed format as per are discussed using verbal
outcomes requirements communication
Preparation of assignments Feedback and explanations
and activities by learners are are provided in verbal format.
done in writing
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Practical work Outcomes requirements and Explanations and coaching or

details are provided in writing demonstrations use verbal
discussions.
Assessment Assessment tools and Requests, assessment
instructions are provided in activities and feedback is done
written format verbally
These are obviously only a few examples to stress the fact that learning and in
particular outcomes based learning, cannot take place successfully without the use of
both written and verbal communication in the learning environment.
The use and application of language and communication within the learning
environment requires that we apply the communication skills that we obtained in:
a. The maintaining and adapting of oral communication

b. The using and presenting of information from texts
c. The use of writing for a defined context.
This module aims to integrate the knowledge obtained to assist the learner to use
language and communication effectively for purposes of learning in the education,
training and development environment.
The following applications are covered in this module:

• Learning resources
• Learning strategies
• Managing learning materials
Effective note taking: Taking notes in class
Taking notes in the workplace
Notes when studying

• Working in groups
• Reading skills for retention
• Listening skills for retention
• Information gathering
• Learning in the workplace
I understand Questions that I still would

Concept (SO 1)
this concept like to ask
Relevant learning resources are

identified.
Learning resources are used effectively

through appropriate selection of
information and acknowledgement of
sources.

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Session 2 L e a r n i n g r e s ou r c e s

SO 2: Use learning strategies.
A variety of learning resources
Effective use of learning resources
Learning Material or textbooks
Workbooks and guides
Resource centers and libraries
Coaches and other employees
Personal resources
Other learners
Other workplace resources
For learning to take place effectively, a variety of resources are provided to learners
to enable learning.
These include
• Learning material or textbooks, working books and guides including

assessment guides
• Access to additional information that can be found in resource centers and
libraries – such as magazines, brochures, textbooks.
• Facilitators or lecturers
• Coaches in the workplace where learning takes place in the work

environment
• Other employees in the workplace familiar with the vocational area for
which learning takes place.
Also remember that you can access other types of resources in the learning
environment. These might include
• Personal resources that can be used in the learning process such as

dictionaries.
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• Other learners – where group discussions and study groups can add a lot
of value to the learning process.
The effective use of these resources will assist you as a learner to make most of the
learning opportunity and to complete your learning successfully.
2 .1 Effective use of learning resources

A resource cannot add value if it is not utilized. The effective utilization of resources
is therefore important to enable the adding of value to the learning environment and
learning experience. In addition it is important to consider where and how each type
of resource will add value in the learning process.
Learning Material or textbooks

Learning material and / or textbooks can be either provided or must be procured in
the learning environment. Learning material and textbooks provide the theoretical
knowledge, explanations and / or instructions that will enable you to obtain the
necessary skills and competencies required to reach a competence judgement
associated with the meeting of outcomes and assessment criteria for a qualification
or learning intervention.
This type of resource more than often informs the theoretical components of the
learning intervention and is usually what we study for purposes of assessment where
knowledge is applicable.
Textbooks or learning material can also provide descriptions or steps describing and
providing the relevant guidance on how things must be done – this is usually
information associated with the application of knowledge for practical competencies
incorporated in a learning programme. In this event it may provide the criteria or
steps or process to be followed to reach a practical outcome.
It is important to understand the way that learning material is compiled. The layout
and presentation of material when used effectively can add value to the learning
strategy and the effectiveness in which information is accessed and used.
Content page
The content page of a textbook or learning material provides information on the

different parts, modules or units of information contained in the book.
This is usually divided into headings, sub-headings and in some cases even sub-
sub-headings with relevant page referencing.
It is always useful to scan the context page of a textbook or learning material to

form an overview of the context. In this event, you will be able to find the correct
information easily without paging around in an undisciplined fashion.

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Index
The index in a textbook is usually found at the end of the publication as it

provides in alphabetical order, a list of the topical areas of important concepts in
the publication with all the relevant pages where reference is made to the specific
topic.
When specific information is required in for example conducting research, specific

topics or topic contexts can be found here to enable quick referral to the
information so that it is not necessary to read the whole book in order to find a
specific paragraph.
Glossaries
A glossary is a list of words contained in the textbook or learning material with an

explanation or definition of the meaning of such a word.
The following serves as an example:

• E-mail: electronic mail, a system of communication that permits users to send and
receive messages via the Internet.
• Electives: qualification components that are not compulsory but for which a certain
number of credits from this component should be selected according to the rules of
combination in a qualification.
• Evaluation: an assessment of the match between a product or activity and the criteria
it was intended to meet.
Technical language or terminology
Most areas of learning and most working environments of disciplines have words
and terminology very specific to that discipline or environment. It is necessary to
know technical language and terminology to communicate effectively so that
everyone understands exactly what is meant.
If in doubt, find out what words mean in order to use them correctly and in the
correct context.
Workbooks and guides
Workbooks and guides such as workplace guides or assessment guides often support
theoretical and instructional information; this type of resource enables the
application of skills and competencies and provides valuable information to the
learner.
Resource centers and libraries
Depending on your area and level of study, resource centers and libraries provide
access to additional information that is applicable to the area of learning. Additional
information is often sourced, used and analyzed to provide additional depth and
opportunities for self-study in a particular area of learning.
Some organizations also provide access to Internet facilities, enabling learners’

access to information on the World Wide Web – information that can add a lot of
value in the learning process.
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It is important to utilize resource centers and libraries effectively. Ask your resources
center assistant of the library to assist you with the necessary information on
services to enable optimum use of this type of resource.
Coaches and other employees
Where learning takes place in the workplace, and in particular for specific types of
provision such as learnerships – coaches and mentors are appointed to assist
learners with the skills and competencies that they need to obtain in the workplace
environment.
A coach is an individual that will assist with specific activities through:
a. Explaining the task
b. Demonstrating the task
c. Providing guidance whilst you attempt the task for the first time
d. Correcting mistakes or providing guidance where task completion did

not meet requirements
e. Assisting to ensure that the task is mastered with the relevant level of
competence.
Other employees in the workplace is a valuable resource in terms of information and

the clarification of tasks or requirements associated with competencies that needs to
be mastered. Ask for assistance, explanations, clarification, sources of information,
forms, the correct method and other information that can assist with the mastering
of skills and competencies according to the identified standard in the workplace
environment.
Personal resources
Personal resources such as dictionaries are very useful in the learning environment in
particular to look up words where you are not certain of the meaning. Also use your
dictionary to check the spelling of words when preparing assignments or tasks. There
is no excuse for words that are incorrect. It leaves a sloppy and uncaring impression
if care is not taken to ensure correct spelling.
Where work is completed in the workplace environment, this is even more important.
If you prepare work on a computer – make use of the tools used for the checking of
spelling and grammar to ensure that your work is neat and professional when
presented.
Other learners
Other learners and classmates are a wonderful source for discussions, clarification of
detail and teamwork in the learning environment. The establishment of study-groups
can add a lot of value to the learning environment.

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Other workplace resources
Resources in the workplace will depend largely on the type of working environment
as well as the type of learning programme that an individual is participating in. It is
however very important that the necessary resources, in particular tools and
equipment required for practical tasks is available in the working environment.
Where a learner is for example learning to be a secretary, a desk, chair, computer,

telephone, fax, filing system, stationery and Internet access could be cardinal to the
work environment.
These resources are job and skill specific by nature – and will as mentioned differ
depending on the environment and specific area of learning.
Please complete My Notes …

Activity 1 at the ..........................................
end of this . .........................................
session.
. .........................................
. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. .........................................
. ........................................

Concept (SO 2)
Information is summarised for

learning purposes.
Specific techniques are selected

and applied appropriately.
Relevant questions are asked.
Texts are read for detail.
Spoken input is listened to for

detail.
Learning takes place through

communicating with others in
groups or as individuals.
My Notes …
....................................................................
....................................................................
. . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
....................................................................
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1
Instructions: My Name:
Class activity ..................
My Workplace:
..................
My ID Number:
SO 2 AC 1 - 6
...................
1. Identify and list all the learning resources that you have available to
assist you in the learning environment.
2. Explain how will you use these resources to assist you in the learning
environment

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3. Identify the workplace resources required for the learning programme

that you are participating in.
Facilitator comments: Assessment:
My Notes …
...................................................................
...................................................................
. . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
...................................................................
...................................................................

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Session 3 E f f e c t i v e n ot e t a k i n g

SO 3: Manage occupational learning materials.

Preparation
Taking notes
Rules for effective note taking
Note taking when studying
Using diagrams for note taking
Note taking in the workplace
Note taking is a skill. Effective note taking requires preparation and planning and
does not mean writing down every word that the facilitator or instructor speaks.
3.1 Preparation
Good note taking that will add value to dealing effectively with learning programmes
require planning. In order to plan for good note taking it is important that you:
Identify the objectives of the learning module
It is important to identify the aim or objective of a specific area of learning. This is

usually found in the outcomes requirements for a module or unit of learning.
Consider once again the outcomes or objectives of this module:

• Find and use suitable learning resources
• Use learning strategies
• Manage occupational learning programme materials
• Plan and gather relevant information to use in a given context
• Function in a team within a learning context
• Reflect on how characteristics of the workplace and occupational context
affect learning.

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These outcomes clarify the main areas of importance in the module. Note taking will
therefore focus in particular on these areas.
Complete assignments and pre-reading before the learning session.
Prepare for a unit of learning by pre-reading the scheduled learning unit in

advance. This will provide you with an overview of what is important, and
prepare you to clarify areas that you do not understand in the learning
environment by asking the correct questions, clarifying words that you are not
familiar with in advance to enhance your understanding of the unit of learning.
Note-taking tools
Select suitable paper and writing tools. A pen is normally better than a pencil as
the writing is clearer and brighter and thus easier for studying. The use of
different colours can assist – one for key points and the other for material copied
from the whiteboard for example.
Use loose –leave punched notebooks and use only one side of the page for
writing to use when you are studying. One method of providing opportunity for
using notes actively in the studying process is to make space on the page for
later use when learning notes. This is done by drawing a line approximately five
centimetres from the right hand side of the page and keeping notes only to the
right of that line:
NOTES FOR STUDY USE
Write notes only on this side of the line Use this side to add ideas,
keywords and memory
bridges when studying.
3.2 Taking notes

Do you find that you start writing as quickly and as much of the facilitator’s words as
quickly as you can as soon as a class starts? This approach will result in simply
duplicating what you hear. The success of note taking is active listening. Active
listening is focussing on what is said, making sense of the information, thinking
about it and only recording what is necessary.
Not every word or sentence from a facilitator or lecturer is equally important. What
are important are the key ideas and main points. Beside the key point information
communicated consist of explanation and information that expands on the key idea.
Remember how we identified the topic sentence in dealing effectively with written
texts?
Consider the following paragraph:
Refiloe suddenly found herself facing the elephant. Her legs felt swollen and tired,
her tongue dry. She could hear her heart thumping in her chest. She closed her

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eyes and waited for the last sound that she would ever hear; that mighty trumpet.
But nothing came.
The topic sentence in this paragraph is the first sentence.
Refiloe suddenly found herself facing the elephant.
This sentence gives the central idea around which the rest of the paragraph is built.
The sentences following the topic sentence only expand on what you already know.
(The fact that Refiloe was facing the elephant) If you were to take the topic
sentence out, then the rest of the paragraph would no longer make sense. Without
the topic sentence, the paragraph reads as follows:
Her legs felt swollen and tired, her tongue dry. She could hear her heart thumping
in her chest. She closed her eyes and waited for the last sound that she would ever
hear; that mighty trumpet. But nothing came.
The topic sentence provides the essential information for a summary. A summary
should be built around the topic sentences extracted from each paragraph.
In a similar way – the key idea forms the topic sentence for what is communicated.
The key idea therefore becomes the focus of note taking. The main responsibility of
the listener when taking notes is to distinguish the main ideas form the supporting
information. The way we do this is listening for key words. Most facilitators or
instructors know what is important in their presentations – and indicate this by using
clues such as:
• “Do not forget….”
• “Remember that….”
• “ It is important to note….”
• “The most important thing to consider….”
• “You need to know…..”
Another important sign is repetition. If a facilitator, lecturer or instructor, repeats
information of a topic in several ways it is a clear indication that the information
under discussion is important. Listening also entails listening for what is NOT said. If
a topic is not covered in the learning environment or is only presented fleetingly you
can infer the relative importance in comparison with other areas that are being
emphasised.
3.3 Rules for effective note taking

Do NOT use full sentences.
When taking notes write in phrases using key words and terms. Use full sentences
only for definitions or quotes that the facilitator / lecturer clearly wants you to know
word for word.
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Consider the following extract from a theory session in class:

The Chisel plow is a common tool to get deep tillage with limited soil disruption. The main
function of this plow is to loosen and aerate the soils while leaving crop residue at the top
of the soil. This plow can be used to reduce the effects of compaction and to help break up
plowpan and hardpan. Unlike many other plows the chisel will not invert or turn the soil.
This characteristic has made it a useful addition to no-till and limited-tillage farming
practices which attempt to maximize the erosion prevention benefits of keeping organic
matter and farming residues present on the soil surface through the year. Because of these
attributes, the use of a chisel plow is considered by some to be more sustainable than other
types of plow, such as the moldboard plow. (Number of words: 135)
If you were taking notes, you might produce the following
NOTES FOR STUDY USE
Chisel plough
More suitable – than e.g. moldboard plough. Why?
Deep tillage and little soil disruption. Function: loosen

and aerate soil (crop residue on top)
Reduced effects of compaction (break up plowpan &
hardpan) Will not invert / turn soil.
Adds value to maximise erosion prevention – keeps
organic matter and residue on surface.
(Number of words: 55)
Use abbreviations
Use abbreviations to speed up note taking. Some of the most common abbreviations
used include:
TERM ABBREVIATION TERM ABBREVIATIO
N
and & or + Care of C/o
percent % That is i.e.
No good n.g. Page p.
More than > With w/
Leads to, Results in -> Without W/o
For example e.g. Important !!
Equal to = As a result of <-
Number # At @
And so forth Etc. Compared with c/w
Less than < Versus Vs.
Take notes in outline form
An outline form is a summary that uses short phrases and indicates the relationship
between concepts through the use of indentations. Outlining serves a number of
functions. It forces you to determine structure and organises key points and
connections that will assist in remembering information better. The effort involved
also ensures that the mind does not drift easily.

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Copy information written on the whiteboard or projected from overhead

projectors
Where a facilitator took the time to display information in class – it certainly stresses
that the information is regarded as important. This is specifically true for definitions,
quotations, phrases and formulas. Information displayed usually has value in terms
of possible areas for assessment.
Use different note-taking techniques for discussions
Sometimes learning takes place through the use of discussions rather than a formal
lecture session. Note taking for discussions are usually more difficult than in the case
of formal classes. Take your cue from the facilitator or instructor. Often he or she will
pose certain questions or scenarios to get the discussion going – this is usually the
key point or main focus for the topic. Listen to the reaction of the facilitator or
instructor to comments from the class.
Pay attention to points raised at the end of discussions and learning

sessions.
Summaries provided in the classroom are always worth including in notes.
Ask questions.
Raising questions will assist you to evaluate, clarify and understand. It will also
increase your involvement in the class as a whole.
Keep a balance between too much and too little.
The key to effective note taking is to keep a balance between too much and too
little. By paying close attention in the classroom, being alert and involved in the class
you will make most of note-taking techniques.
Employ effective listening skills
Techniques for good listening
The following are some guidelines that will assist you in becoming a good listener.
• Motivate yourself to listen properly. This can become second nature after a
while.
• Listen with empathy. This means trying to understand someone else’s point
of view, even if you don’t agree with it.
• Listen without pre-judging the contents of the message because of your own
prejudices.
• Listen to the whole message, and ensure that you have identified the key
facts. Since we think faster than we speak, use the spare time to summarise
what the speaker has said.
• Listen critically. Engage your brain in evaluating the message so you can
appropriately respond to it
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• Ask questions to ensure that you have the correct facts
• Don’t interrupt the speaker. Listen actively to the end, then ask questions or
query matters.
• Get into a position that aids listening. For example, lean forward in your chair
or face the speaker.
3.4 Note taking when studying

When taking study notes from learning material resources such as textbooks,
magazines, journals and websites a variety of strategies can be employed. The
approach followed will depend on whether you are able to write on the material you
wish to take notes on, or not.
Taking notes on material that can be written on
You may wish to create study notes on material that is yours – through the use of
annotations, (which could include comments, explanations or remarks) underlining,
highlighting or writing in the margins.
Any notes, once again, should be able to stand on their own and add value to the
studying and learning process.
Annotations – can be used effectively to include comments, explanations, remarks
or examples used in the lecture situation to recall the information.
Underlining - should be restricted to the main topic or idea for the module of
learning, which can be followed by the underlining of the relevant support
information. Do not underline everything. Underlining in this event becomes a
substitute for written notes – or can be translated into notes or a summary.
Refer back to our previous example:

22
Consider the following extract from a theory session in class:

types of plow, such as the moldboard plow.
Your underlining may look something like this:

types of plow, such as the moldboard plow.
Highlighting - can be used as a substitute for underlining or can refine summary of

notes by underlining. In some instances highlighting can be incorporated in notes to
emphasise important areas in the preparation for, for example specific questions.
It is obviously possible to integrate and use all of these methods together to assist
you in the studying process. The use of these methods usually becomes a personal
system where personal preferences should assist you with the handling of learning
material in learning programmes.
An integrated approach could really add benefit:

Here is an example of the same passage where a combination of the techniques
have been used:

23
TEXT MARGIN NOTES
The Chisel plow is a common tool to get deep tillage with

Chisel – 3 reasons >
limited soil disruption. The main function of this plow is to useful than
Moldboard
loosen and aerate the soils while leaving crop residue at the
- Loosen an
top of the soil. This plow can be used to reduce the effects of aerate
- Crop residue
compaction and to help break up plowpan and hardpan.
on top
Unlike many other plows the chisel will not invert or turn the - Reduces
compaction
soil. This characteristic has made it a useful addition to no-till
(plowpan &
and limited-tillage farming practices which attempt to hardpan)
How – does not
maximize the erosion prevention benefits of keeping organic
invert or turn soil.
matter and farming residues present on the soil surface Adds value ito no
and limited tillage
through the year. Because of these attributes, the use of a
farming Why NB?
chisel plow is considered by some to be more sustainable than Prevents erosion –
residue and org
other types of plow, such as the moldboard plow.
matter kept on
surface. More
sustainable
Taking notes on material that cannot be written on or that you do not want
to write on.
Library books, magazines, journal articles and other material that is shared with
others and do not belong to you require a different approach.
Approach written material as if it is lecture or training session in the classroom. In

this event, the techniques for taking notes is applied with the added benefit that you
will be able to refer back to the material in front of you to refine your note taking.
3.5 Using diagrams for note taking

A very useful technique for note taking is the use of concept maps or spider web
diagrams.
This method structures written material by graphically grouping and connecting key
ideas and themes. The difference between notes or an outline and concept mapping
is that the concept map illustrates how ideas fit together in a visual way. It is thus
almost a picture summary of the information.
Each idea is placed in a different part of the map and related ideas are clustered
near it. The structure and appearance of this method is not as rigid as that of the
outline or note but looks similar to a “spider web” or depiction of the solar system,
24
with the key topic or main idea in the centre and related ideas surrounding the main
idea.
The advantage of this approach is that it forces the individual to rethink material in
learning material of class notes in a new style and assists the individual to tie
information together.
Our previous example on the Chisel Plough is used again to illustrate the technique.
A diagram summary of this passage may possibly look something like this:
Main function
• Loosen and
Advantages:
aerate soil • Reduce
compaction
• Crop residue
• Prevents
left on top of soil
erosion
• Does not
• Deep tillage
invert or turn soil
• Limited soil
Chisel disruption
Plough
> Sustainable
than moldboard
The more information that can be clustered into information summaries, the more
the number of attachments to the main theme will be. In this instance we
summarised a relatively short passage, with the result that only two “attachments”
were required.
3.6 Note taking in the workplace

Note taking can be applied very effectively in the working environment both in the
event of being employed or when you are completing learning and application of
skills in the workplace.
Use and apply note-taking techniques to provide yourself with an advantage. Briefing
or instruction sessions and meetings can be handled like lectures or classroom
discussions. During such sessions or during meetings, this will entail the
identification of key topics and making note of the ideas that receive the most
emphasis.
Also note down instructions, requirements for practical performance, duties and
outputs. Taking notes when being instructed or when others are speaking in a
meeting indicates that you are paying attention. Ask relevant questions to clarify and
use notes to deal with the environment in an effective manner.

25

Activity 2 at the ..........................................
end of this ..........................................
session.
..........................................
. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
..........................................
................
GLOBAL WARMING
Global warming is the observed increase in the average temperature of the Earth's
atmosphere and oceans in recent decades and the projected continuation of rising
temperatures. Models referenced by the Intergovernmental Panel on Climate Change
(IPCC) predict that global temperatures are likely to increase by 1.1 to 6.4 °C (2.0 to
11.5 °F) between 1990 and 2100 The uncertainty in this range results from both
differing future greenhouse gas emission scenarios and uncertainties regarding
climate sensitivity.
Global average near-surface atmospheric temperature rose 0.6 ± 0.2 °Celsius (1.1 ±
0.4 °Fahrenheit) in the 20th century. The prevailing scientific opinion on climate
change is that "most of the observed increase in globally averaged temperatures
since the mid-20th century is very likely due to the observed increase in
anthropogenic greenhouse gas concentrations which leads to warming of the surface
and lower atmosphere by increasing the greenhouse effect. Greenhouse gases are
released by activities such as the burning of fossil fuels, land clearing, and
agriculture. Other phenomena such as solar variation have had smaller but non-
negligible effects on global temperature trends since 1950.
An increase in global temperatures can in turn cause other changes, including a
rising sea level and changes in the amount and pattern of precipitation. These
changes may increase the frequency and intensity of extreme weather events, such
as floods, droughts, heat waves, hurricanes, and tornados. Other consequences
include higher or lower agricultural yields, glacier retreat, reduced summer
streamflows, species extinctions and increases in the ranges of disease vectors.
Warming is expected to affect the number and magnitude of these events; however,
it is difficult to connect particular events to global warming. Although most studies
focus on the period up to 2100, even if no further greenhouse gases were released
after this date, warming (and sea level) would be expected to continue to rise for
more than a millennium, since CO2 has a long average atmospheric lifetime.
Remaining scientific uncertainties include the exact degree of climate change

expected in the future, and especially how changes will vary from region to region
across the globe. A hotly contested political and public debate has yet to be resolved,
regarding whether anything should be done, and what could be cost-effectively done
to reduce or reverse future warming, or to deal with the expected consequences.
Most national governments have signed and ratified the Kyoto Protocol aimed at
combating global warming.

26
SELF EVALUATION
Evaluate your notes
Take a set of notes that you made during a class and evaluate it in the provided evaluation grid. Then
assess your evaluation and identify where you should improve on note taking.
NOTE TAKING EVALUATION

STATEMENT Not at all Not really Reasonably Well Really
well well
I can read my notes without difficulty
Someone else can read the notes
without difficulty
I can identify the Key or Main ideas
when looking at the notes
Notes are complete, nothing 1
important is outstanding or missing
Notes reflect the issues emphasised
by the facilitator / instructor
Key points are clear
I understand the key points from the
note
Only important points are included
I will be able to remember the
important issues in class from the
notes in two month’s time
AREAS WHERE MY NOTE-TAKING CAN IMPROVE:

Concept (SO 3)
Occupational learning materials are

well organised.
Layout and presentation of learning

materials is understood and used
effectively.
Technical language/terminology is
engaged with, and clarification
sought if needed.

27
2
Class activity ..................
My Workplace:
..................
My ID Number:
SO 3 AC 1 - 3
...................
Practice note taking skills by summarising and producing a set of notes for the
provided text – GLOBAL WARMING
You may use any method that suits your style – and are required to evaluate your
note taking by making use of the provided evaluation activity on the page following
the provided passage.

28
Session 4 W or k i n g i n gr ou p s

SO 4: Plan and gather relevant information for a given
context.

Working in groups
Working in groups in the learning environment can add a lot of value to the learning
process. Working in a group does not mean that one person does the work whilst
the other members of the group get the benefit of this person’s efforts without
contributing to the work and activities of the group themselves.
Lack of meaningful contribution and participation by all members of the group will
very quickly become a negative factor in group dynamics because:
• The members taking responsibility for work will feel misused
• Members doing the work will become overloaded and disillusioned with their
group
• Members not participating or contributing to the group
• This could lead to conflict
• And ultimately the breaking up of the group.
When working in a group context in the learning and workplace environment it is
important to:
• Share work and responsibilities on an equal basis
• Take turns to lead the group
• Take turns to rotate responsibilities such as taking notes, making copies,
doing the research, making summaries and so forth.
• Take turn to report on group activities
To avoid conflict or to ensure that all members are provided with the opportunity to
contribute, it is often necessary to negotiate on issues such as taking turns, using
the specific skills of each member and ensuring an equal workload. This should be
clarified as soon as the group is established to ensure that it is dealt with even
before problems or conflict arise.
This type of problem can also arise when a member or some members are so
enthusiastic that they do not want to give other members of the group the
29
opportunity to contribute. Although it might be convenient for members at the onset

– this approach will also lead to feelings of dissatisfaction and should be avoided.
Where teamwork is shared and all members of the group is provided with
opportunities to contribute to enable personal growth and making a meaningful
contribution, output is also meaningful and value is added to each individual
participating in the group.

Concept (SO 4)
Appropriate or relevant topic and

scope is identified and defined.
Information gathering steps are

planned and sequenced
appropriately.
Information gathering techniques

are applied.
Information is sifted for relevance.
Information is classified,
categorised and sorted.
Conclusions are presented in the

appropriate format.
My Notes …
...................................................................
...................................................................
. . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
...................................................................
...................................................................
...................................................................
...................................................................
...................................................................
.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
...................................................................
.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

30
Session 5 A s k i n g q u e s t i on s

SO 5: Function in a team.
SO 6: Reflect on how characteristics of the workplace and
occupational context affect learning.

Types of questions
Closed questions
Open questions
Asking questions to clarify information or your understanding of issues, tasks,
concepts or the learning requirements can be a daunting task. In some cases
individuals may suffer from “stage fright” of feel self-conscious or afraid to ask
questions in front of a lot of people.
The asking of questions is in fact one of the most important things you can do in the
learning environment as well as the workplace environment
The following guidelines may assist to make clarifying a more comfortable issue:
Sit in front of the class
When you sit in front of the facilitator, lecturer or instructor it will be easier to ask
questions. In this event it is very unlikely that fellow learners will turn around to
“stare” at you – thus alleviating your feelings of anxiety and intimidation.
Write your question down

Writing it down before raising your hand. Writing it down will assist to organise your
thoughts and provides a safety net in case you “freeze” for a moment.
Ask first
Individuals often avoid asking for the fear of their question appearing silly when
compared with other questions raised. Be one of the first to ask, as it will ensure
that there is enough time to clarify your uncertainty, the issue might not be partially
addressed by others and there is no time to compare your question with that of
other learners.
Remember – there is no such thing as a stupid question.

31
5.1 Types of questions

The following types of questions can be identified:
Closed questions
A closed question is a question phrased to obtain a simple yes or a no answer. The

advantage of a closed question is that it can confirm a fact in a quick, clear manner –
the disadvantage is that it does not allow for additional information from the
receiver.
Example: Do you think that we will have to apply safety rules and regulations when
cleaning the machine?
Open questions
Open questions have the advantage that it provides an opportunity for an expansion
of the information in the answer provided. We can identify a number of open
question types and techniques that can be used to ensure that we have the relevant
information when not certain that we understood an intended message fully. These
include:
Factual
Used to get information or to open up a discussion.
Example: Why is communication in the workplace important?
Explanatory
To obtain reasons or explanations, broaden discussions and to learn additional

information.
Example: Can you explain why a lack of communication will impact negatively on
performance in the workplace?
Probing
Often used to challenge the information, develop discussions and to get
reasoning and proof of information provided.

32
Example: You say that the instruction was not clear – can you explain what you did not
understand?
Leading
A leading type of question can be used to move the information process on or the
advance the communication process by suggestion.
Example: If you agree that communication on the task is important – what would the
advantage of written communication be in this scenario?
Hypothetical
Used to develop ideas and to the course of the discussion.
Example: If for example, we support the instruction with an operational procedure and
job card; will this add value to the process?
Alternative
To make decisions between alternatives, to reach agreement.
Example: Since some of our employees are illiterate, will it help if we use safety
symbols rather than notices – or do you feel that a combination of the two will have the
best impact?
Mirroring
To test understanding or to convey empathy.
Example: It is a pity that you did not complete the assignment; you do understand
however that this will have a negative impact on your preparation for assessment?
Pausing
Used to seek further information, to pressure for a decision.
Example: So when will you hand in the assignment?
Summarising
To get agreement or to pave the way for action.

33
Example: Since your assessment is to take place tomorrow, and you have no classes
scheduled for tomorrow afternoon, could I expect the assignment by four tomorrow
or would it be more suitable to hand it in first thing on Friday prior to the
assessment taking place?

Activity 3 at the ..........................................
end of this ..........................................
session.
..........................................
. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
..........................................
................

Concept (SO 5)
Active participation happens in

group learning situations.
Responsibilities in the team are

taken up and group work
conventions are applied in learning
situations.
Conflict management and

negotiating techniques are
practised.
Teamwork results in meaningful

products or outcomes.

Concept (SO 6)
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.

34
3
Assignment ..................
My Workplace:
..................
My ID Number:
SO 5 & 6
AC 1 - 6 ...................
...................
List the different types of questions and develop two questions that can be used to
clarify information for each type of question handled in the learning material.
Hand the assignment in for inclusion in your portfolio of evidence.

35
Am I ready for my test?

Check your plan carefully to make sure that you prepare in good time.
You have to be found competent by a qualified assessor to be declared
competent.
Inform the assessor if you have any special needs or requirements before
the agreed date for the test to be completed. You might, for example,
require an interpreter to translate the questions to your mother tongue, or
you might need to take this test orally.
Use this worksheet to help you prepare for the test. These are examples of
possible questions that might appear in the test. All the information you
need was taught in the classroom and can be found in the learner guide that
you received.
1. I am sure of this and understand it well
2. I am unsure of this and need to ask the Facilitator or Assessor to explain what it means
Questions 1. I am sure 2. I am unsure
1. Identify the different resources that can be utilized

in the learning environment and explain how each
of these can assist you in the learning process.
2. Explain what should be considered in the

preparation for taking effective notes in the
learning environment.
3. Provide the eight rules of effective note taking.
4. Describe the techniques you will use to take notes:

i. During a class presentation
ii. Using material that can be written on
iii. Using material that cannot be written on
5. Explain how note-taking skills can add value in the

workplace environment.
6. Explain how groups should function to add value in

the learning environment.
7. Explain how questioning anxiety can be addressed

in the learning environment
8. Describe the types of questions that can be used

to clarify issues in the learning environment.
9. Prepare a summary on note taking applying note-

taking techniques

36
Checklist for practical assessment …

Use the checklist below to help you prepare for the part of the practical assessment
when you are observed on the attitudes and attributes that you need to have to
be found competent for this learning module.
Answer Motivate your Answer

Observations
Yes or No (Give examples, reasons, etc.)
Can you identify problems and deficiencies

correctly?
Are you able to work well in a team?
Do you work in an organised and

systematic way while performing all tasks
and tests?
Are you able to collect the correct and

appropriate information and / or samples
as per the instructions and procedures that
you were taught?
Are you able to communicate your

knowledge orally and in writing, in such a
way that you show what knowledge you
have gained?
Can you base your tasks and answers on

scientific knowledge that you have learnt?
Are you able to show and perform the

tasks required correctly?
Are you able to link the knowledge, skills

and attitudes that you have learnt in this
module of learning to specific duties in
your job or in the community where you
live?
The assessor will complete a checklist that gives details of the points that are
checked and assessed by the assessor.
The assessor will write commentary and feedback on that checklist. They will
discuss all commentary and feedback with you.
You will be asked to give your own feedback and to sign this document.
It will be placed together with this completed guide in a file as part of
you portfolio of evidence.
The assessor will give you feedback on the test and guide you if there are
areas in which you still need further development.

37
Paperwork to be done …
Please assist the assessor by filling in this form and then sign as instructed.
Learner Information Form
Unit Standard 8967
Program Date(s)
Assessment Date(s)
Surname
First Name
Learner ID / SETA
Registration
Number
Job / Role Title
Home Language
Gender: Male: Female:
Race: African: Coloured: Indian/Asian: White:
Employment: Permanent: Non-permanent:
Disabled Yes: No:
Date of Birth
ID Number
Contact Telephone
Numbers
Email Address
Signature:
Postal Address

38
Bibliography
Books:
1. Fielding, M. (2003) Effective Communication in Organisations, Juta & Co (Pty)
Ltd South Africa. ISBN 0-7021 4236 0.
2. Erasmus-Kritzinger, L.E, Bowler, A. and Goliath D (2002) Effective

Communication: Getting the message across in business, Afritech South
Africa. ISBN 1-874940-45
3. Feldman R.S, (2002) Power Learning: Strategies for Success in College and
Life 2nd edition, Mc Graw Hill Higher Education, New Yord. ISBN 0-07-248070-
X.
4. Christophersen P, Sandved A.O, (1969) An Advanced English grammar,

Macmillan Press London. ISBN 0 333 10643 1.
World Wide Web:

1. Wikipedia, the free encyclopedia http://en.wikipedia.org vir die insetsels oor
die ontwikkeling van die ploeg asook die twee foto’s.
2. http://www.africanfarmthemovie.com/schools.htm#afop vir die gedeelte oor

die skool projek – Story of an african farm.
Terms & Conditions

This material was developed with public funding and for that reason this material
is available at no charge from the AgriSETA website (www.agriseta.co.za).
Users are free to produce and adapt this material to the

maximum benefit of the learner.
No user is allowed to sell this material whatsoever.

39
Acknowledgements
Project Management:
M H Chalken Consulting
IMPETUS Consulting and Skills Development
Developer:
Full Circle ETD Advisory Services
Authenticator:
Mr D N Cronje
OBE Formatting:
Ms P Prinsloo
Design:
Didacsa Design SA (Pty) Ltd
Layout:
Ms A. du Plessis
Ms N Matloa

All qualifications and unit standards registered on the National Qualifications Framework are
public property. Thus the only payment that can be made for them is for service and
reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted,
the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD:
Use language and communication in occupational learning programmes
SAQA US ID UNIT STANDARD TITLE

SGB NAME REGISTERING PROVIDER
SGB GET/FET Language and Communication
FIELD SUBFIELD
Field 04 - Communication Studies and Language Language
ABET BAND UNIT STANDARD TYPE NQF LEVEL CREDITS
Undefined Regular-Fundamental Level 2 5
REGISTRATION REGISTRATION START REGISTRATION END SAQA DECISION
STATUS DATE DATE NUMBER
Passed the End Date - 2004-10-13 2006-02-09 SAQA 0356/04
Status was
"Reregistered"
PURPOSE OF THE UNIT STANDARD

The purpose of this unit standard is to facilitate learning and to ensure that learners are able to cope with
learning in the context of learnerships, skills programmes and other learning programmes. Many adult
learners in the FET band have not been in a learning situation for a long time, and need learning and study
strategies and skills to enable successful progression.
Learners competent at this level will be able to deal with learning materials, to access and use useful
resources, to seek clarification and help when necessary, and apply a range of learning strategies. They do
this with an understanding of the features and processes of the workplaces of the workplaces and
occupations to which their learning programmes refer.
Learners credited with this standard are able to:

• find and use suitable learning resources
• use learning strategies
• manage occupational learning programme materials
• plan and gather relevant information for use in a given context
• function in a team
• reflect on how characteristics of the workplace and occupational context affect learning
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

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 and including GETC or NQF level 1.
UNIT STANDARD RANGE

Learning materials appropriate to the learners in a given context.

41
Specific range statements are provided in the body of the unit standard where they apply to particular
outcomes or assessment criteria.
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Find and use suitable learning resources.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
1. Relevant learning resources are identified.
ASSESSMENT CRITERION RANGE
Resource centres, dictionaries, internet, other learners.
2. Learning resources are used effectively through appropriate selection of information and
acknowledgement of sources.
SPECIFIC OUTCOME 2
Use learning strategies.
ASSESSMENT CRITERIA
1. Information is summarised for learning purposes.
2. Specific techniques are selected and applied appropriately.
Mind maps, note taking, memorising, key words, underlining, skimming and scanning.
3. Relevant questions are asked.
Checking understanding, clarifying meaning, getting information, asking for help.
4. Texts are read for detail.
5. Spoken input is listened to for detail.

42
6. 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
1. Occupational learning materials are well organised.
Texts, handouts, textbooks, charts, maps, plans, and diagrams.
2. Layout and presentation of learning materials is understood and used effectively.
Index, contents page, or glossaries are used effectively.
3. Technical language/terminology is engaged with, and clarification sought if needed.
SPECIFIC OUTCOME 4
Plan and gather relevant information for a given context.
ASSESSMENT CRITERIA
1. Appropriate or relevant topic and scope is identified and defined.
2. Information gathering steps are planned and sequenced appropriately.
3. Information gathering techniques are applied.
Gathering information, reading, interviewing, using appropriate electronic sources.
4. Information is sifted for relevance.


43
5. Information is classified, categorised and sorted.
6. Conclusions are presented in the appropriate format.
SPECIFIC OUTCOME 5
Function in a team.
ASSESSMENT CRITERIA
1. Active participation happens in group learning situations.
Discussions, activities, workshops.
2. Responsibilities in the team are taken up and group work conventions are applied in learning situations.
Turn taking, rotation of roles: conducting, chairing, recording, and reporting.
3. Conflict management and negotiating techniques are practised.
4. Teamwork results in meaningful products or outcomes.
SPECIFIC OUTCOME 6
Reflect on how characteristics of the workplace and occupational context affect learning.
ASSESSMENT CRITERIA
1. Features of the occupational environment are described and discussed.
Workplace/occupational focus:
Services, manufacturing, financial, educational.
Organisation type:
Government, parastatal, heavy/light industry, large organisation, small business.
2. Ways in which these features affect learning processes and/or application of learning are described and
discussed.


44
Technological resources, communication resources, communication strategies and multilingual needs in
relation to necessary client or colleague interaction.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Providers of learning towards this unit standard will need to meet the accreditation requirements of the
GENFETQA.
Moderation Option: The moderation requirements of the GENFETQA must be met in order to award credit
to learners for this unit standard.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Learners can understand and explain that language has certain features and conventions, which can be
managed for learning purposes. Learners are aware that there are skills, strategies and resources, which
will facilitate learning. They are familiar with the workplace context in which their learning will be applied.
Critical Cross-field Outcomes (CCFO):
UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems: using learning programme material and learning tasks to solve problems.
UNIT STANDARD CCFO WORKING

Working effectively with others and in teams: using interactive speech and roles in activities, discussions
and projects.
UNIT STANDARD CCFO ORGANIZING

Organise and manage oneself and one`s activities responsibly and effectively: through organisation of
learning materials and assignments.
UNIT STANDARD CCFO COLLECTING

Collecting, analysing, organising and critically evaluating information: through application of information
processing skills in study.
UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematical and/or language skills in formal and informal learning
situations.
UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically: using electronic media for learning.
UNIT STANDARD CCFO DEMONSTRATING

Reflect on and explore a variety of strategies to learn more effectively.
UNIT STANDARD CCFO CONTRIBUTING

Explore education and career opportunities.
UNIT STANDARD ASSESSOR CRITERIA


45
It should be noted that these 5 credits do not necessarily represent 50 notional hours of learning time for
learners. As a standard aimed at facilitating learning, these outcomes should be integrated into the delivery
of a specific learning programme. They should also be assessed in context of the specific learning
programme, or any workplace training. The assessment of successful application of learning strategies and
techniques will be done through integrated assessment in relation to the designated outcomes of the
learning programme. The development of assessment tasks aimed directly at assessing these outcomes is
optional.
UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 119460 which is "Use language and communication
in occupational learning programmes", Level 2, 5 credits.
All qualifications and unit standards registered on the National Qualifications Framework are public property. Thus the only
payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is
reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

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8967 LG

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NQF Level: 2 US No: 8967

Title: Use language and communication in occupational learning programmes

Title ID Number NQF Level Credits Mark

Are you enrolled in a: Y N

What is assessment all about?

Version: 01 Version Date: July 2006

How to use the activity sheets…

It is important that you ask questions and participate as much as possible in

Sources of information to complete these activities should be identified by

Enjoy this learning experience!

Version: 01 Version Date: July 2006

How to use this guide …

Examples of certain The following box indicates a summary of

Version: 01 Version Date: July 2006

What are we going to learn?

Learning outcomes ………………………………………………………..………………… 6

What do I need to know? ...............................................…..…….………………… 6

Session 2 Learning resources..........................………………….……………. 9

Session 3 Effective note taking......................………………….…………….. 16

Session 5 Asking questions……………………………………………………….. 30

Am I ready for my test? .......................................................... 35

Checklist for Practical assessment ......................................... 36

Paperwork to be done ...............................….......................... 37

SAQA Unit Standard ................................................................

Version: 01 Version Date: July 2006

What will I be able to do?

Learners credited with this standard are able to:

Find and use suitable learning resources; use learning strategies

Manage occupational learning programme materials

Plan and gather relevant information for use in a given context

Reflect on how characteristics of the workplace and occupational context affect

Skills, strategies and resources that facilitates learning.

Understand the workplace context in which learning will be applied.

What do I need to know?

Version: 01 Version Date: July 2006

After completing this session, you should be able to:

In this session we explore the following concepts:

The use of written / printed information as well as the transfer of information

TYPE OF INFORMATION OF WRITTEN FORMAT USED VERBAL FORMAT USED.

Practical work Outcomes requirements and Explanations and coaching or

a. The maintaining and adapting of oral communication

c. The use of writing for a defined context.

The following applications are covered in this module:

Taking notes in the workplace

Notes when studying

• Reading skills for retention

• Listening skills for retention

• Learning in the workplace

I understand Questions that I still would

Relevant learning resources are

Learning resources are used effectively

Version: 01 Version Date: July 2006

After completing this session, you should be able to:

In this session we explore the following concepts:

A variety of learning resources

Effective use of learning resources

Learning Material or textbooks

Workbooks and guides

Resource centers and libraries

Coaches and other employees

Other workplace resources

• Learning material or textbooks, working books and guides including

• Coaches in the workplace where learning takes place in the work