SAQA US ID

UNIT STANDARD TITLE

256154 

Interpret and implement instructions 

ORIGINATOR

ORIGINATING PROVIDER

SGB GET & FET Business, Commerce and Mngment Stud 

QUALITY ASSURING BODY

-  

FIELD

SUBFIELD

Field 03 - Business, Commerce and Management Studies

Finance, Economics and Accounting 

ABET BAND

UNIT STANDARD TYPE

OLD NQF LEVEL

NEW NQF LEVEL

CREDITS

Undefined 

Regular 

Level 1 

NQF Level 01 

8 

REGISTRATION STATUS

REGISTRATION START DATE

REGISTRATION END DATE

SAQA DECISION NUMBER

Registered 

2008-06-11 

2011-06-11 

SAQA 1477/08 

LAST DATE FOR ENROLMENT

LAST DATE FOR ACHIEVEMENT

2012-06-11  

2015-06-11  

In all of the tables in this document, both the old and the new NQF Levels are shown. In the text (purpose statements, qualification rules, etc), any reference to NQF Levels are to the old levels unless specifically stated otherwise. 

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 

This unit standard develops specific cognitive (thinking) skills in learners. It is designed to give the learner the ability to understand and follow instructions with clarity and precision. This includes a focus on the way in which information can be both encoded and decoded. This applies to verbal and written information as the difficulty in interpreting instructions is not in the meaning of the words themselves, although learners may occasionally be challenged by unfamiliar terms, but in the significance of the words and what they imply in context.

Learners will learn how to carry out complex instructions by integrating the instruction's explicit and implicit elements. An objective is to transform learners into generators of information, able to interpret and transmit complex instructions as a result of the insights gained from their successes and failures and the demand for clarity and precision in communication.

On completion of the unit standard, the learner will be able to:

·  Follow written instructions and convert pictorial instructions into words.

·  Carry out an instruction in a number of ways.

·  Identify and respond to the key words in an instruction.

·  Identify unclear instructions and illustrate how such instructions can be improved.

·  Show the importance of sequence in following instructions. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 

·  Mathematical Literacy at ABET Level 3.

·  Communication at NQF Level 3. 

UNIT STANDARD RANGE 

N/A 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 

Follow written instructions and convert pictorial instructions into words. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 

Written instructions are converted into actions. 

ASSESSMENT CRITERION 2 

Graphical instructions are translated into words. 

SPECIFIC OUTCOME 2 

Carry out an instruction in a number of ways. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 

Simple instructions in which there is an increase in the level of complexity are analysed to clarify how they may be carried out. 

ASSESSMENT CRITERION 2 

Examples of written and graphic instructions are analysed and at least three different ways of carrying out each set of instructions are outlined. 

ASSESSMENT CRITERION 3 

The use of punctuation in a set of instructions is explained with respect to its effect on meaning and interpretation. 

SPECIFIC OUTCOME 3 

Identify and respond to the key words in an instruction. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 

Key words are identified within an instruction. 

ASSESSMENT CRITERION 2 

The impact of key words in an instruction are analysed for their relative importance. 

ASSESSMENT CRITERION 3 

Determinations to see if instructions can be carried out accurately and successfully using only the key words. 

SPECIFIC OUTCOME 4 

Identify unclear instructions and illustrate how such instructions can be improved. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 

Examples are used to illustrate ambiguous instructions or parts thereof. 

ASSESSMENT CRITERION 2 

An analysis is made of various reasons leading to ambiguity in instructions. 

ASSESSMENT CRITERION 3 

Ambiguous instructions are made precise by amending the information in or relating to an instruction. 

SPECIFIC OUTCOME 5 

Show the importance of sequence in following instructions. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 

A clear understanding is shown of the meaning of sequence in both written and graphical instructions. 

ASSESSMENT CRITERION 2 

The importance of sequence in instructions is explained with examples. 

ASSESSMENT CRITERION 3 

Examples are provided of instructions where sequence is not relevant. 

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 

·  Anyone assessing a learner against this unit standard must be an assessor registered with the relevant ETQA.

·  Both internal and external moderation of the assessment will be quality assured by the relevant ETQA.

·  Any institution or provider offering learning that will enable achievement of this unit standard must be accredited by the relevant ETQA. 

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 

·  Literacy and numeracy relevant to interpreting and implementing instructions.

·  Cognitive theory relevant to instructions.

·  Relevant techniques for encoding and decoding instructions. 

UNIT STANDARD DEVELOPMENTAL OUTCOME 

·  Reflecting on and exploring a variety of strategies to learn more effectively.

·  Participating as responsible citizens in the life of local, national and global communities.

·  Being culturally and aesthetically sensitive across a range of social contexts.

·  Exploring education and career opportunities.

·  Developing entrepreneurial opportunities.