us 8973: use language and communication in …

Portfolio of Evidence: Human Resources Management NQF 4: SAQA ID 67463 US 8973 (119467)

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Human Resources Management NQF 4- US 8973 (119467) – Issue 3 – 01-01-2021

US 8973: USE LANGUAGE AND COMMUNICATION IN OCCUPATIONAL LEARNING PROGRAMMES

[2ND LANGUAGE]

Learner Name: Learner ID #: Learner Student Number:

Formative Assessment

Class Activities

During and after the initial training the learner will be required to complete a number of activities. These activities will be both individual and group activities (class activities formative activities). The activities are numbered and are to be included in the learner’s portfolio of evidence. These activities will measure the progress of the learner through the programme. For authenticity reasons these activities must be handwritten.

Class Activity 1: Learning resources, strategies and materials

Complete the following in small groups / individually as per the instructions from your facilitator:

8973.1 8973.2 8973.3

1. List the learning resources at your disposal in your workplace under the following headings: a) Communication resources

b) Human resources


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c) Financial resources

d) Physical resources

e) Technological resources


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f) Information resources

2. Explain how you can use the knowledge of subject matter experts and your peers to enhance your learning in the workplace.

3. Explain in what way a qualification can impact your future career and education opportunities.


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4. Identify and list the criteria that you will apply to determine whether a website is reliable:

5. Summarise the following passage in no more than 60 words and supply an appropriate title: Every second, 1 hectare of the world's rainforest is destroyed. That's equivalent to two football fields. An area the size of New York City is lost every day. In a year, that adds up to 31 million hectares - more than the land area of Poland. This alarming rate of destruction has serious consequences for the environment; scientists estimate, for example, that 137 species of plant, insect or animal become extinct every day due to logging. In British Columbia, where, since 1990, thirteen rainforest valleys have been clear cut, 142 species of salmon have already become extinct, and the habitats of grizzly bears, wolves and many other creatures are threatened. Logging, however, provides jobs, profits, taxes for the government and cheap products of all kinds for consumers, so the government is reluctant to restrict or control it.


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6. Try to memorise the facts in this passage and retell them to your partner. A group member must sign to verify that your work meets the following criteria in your second language:

The learner has correctly

Yes

No

1. Summarised the passage

2. Retold the facts

Name of member

Signature

Date


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7. Draw a mind map of the passage you summarised in no 5:

8. Memorise the main points of the passage and then retell them to your partner in your second

language. S/he will make a note of the items you have forgotten. How does this attempt compare with your first attempt?


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9. Devise a memory aid to help you remember the main facts of the passage:

10. A group member must sign to verify that your work meets the following criteria in your second

language:


Yes No

1. Drawn a mind map

2. Retold the main points of the passage

3. Devised a memory aid

Name of member

Signature

Date


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11. Draw up 10 test questions based on the passage below. You must have at least one question starting with each of the following words: Who, what, where, when, why, how.

Much of Canada's forestry production goes towards making pulp and paper. According to the Canadian Pulp and Paper Association, Canada supplies 34% of the world's wood pulp and 49% of its newsprint paper. If these paper products could be produced in some other way, Canadian forests could be preserved. Recently, a possible alternative way of producing paper has been suggested by agriculturalists and environmentalists: a plant called hemp. Hemp has been cultivated by many cultures for thousands of years. It produces fibre, which can be made into paper, fuel, oils, textiles, food, and rope. For centuries, it was essential to the economies of many countries, because it was used to make the ropes and cables used on sailing ships; colonial expansion and the establishment of a world-wide trading network would not have been feasible without hemp. Nowadays, ships' cables are usually made from wire or synthetic fibres, but scientists are now suggesting that the cultivation of hemp should be revived for the production of paper and pulp. According to its proponents, four times as much paper can be produced from land using hemp rather than trees, and many environmentalists believe that the large-scale cultivation of hemp could reduce the pressure on Canada's forests.

12. Ask your partner to answer the questions you drew up in your second language.


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13. A group member must sign to verify that your work meets the following criteria:


Yes

No

1. Drawn up ten questions in writing

2. Asked the questions verbally

Name of member

Signature

Date

14. Skim read the complete passage and then answer the questions that follow. You have 2 minutes:

Pulp Friction

Every second, 1 hectare of the world's rainforest is destroyed. That's equivalent to two football fields. An area the size of New York City is lost every day. In a year, that adds up to 31 million hectares - more than the land area of Poland. This alarming rate of destruction has serious consequences for the environment; scientists estimate, for example, that 137 species of plant, insect or animal become extinct every day due to logging. In British Columbia, where, since 1990, thirteen rainforest valleys have been clear cut, 142 species of salmon have already become extinct, and the habitats of grizzly bears, wolves and many other creatures are threatened. Logging, however, provides jobs, profits, taxes for the government and cheap products of all kinds for consumers, so the government is reluctant to restrict or control it. Much of Canada's forestry production goes towards making pulp and paper. According to the Canadian Pulp and Paper Association, Canada supplies 34% of the world's wood pulp and 49% of its newsprint paper. If these paper products could be produced in some other way, Canadian forests could be preserved. Recently, a possible alternative way of producing paper has been suggested by agriculturalists and environmentalists: a plant called hemp. Hemp has been cultivated by many cultures for thousands of years. It produces fibre, which can be made into paper, fuel, oils, textiles, food, and rope. For centuries, it was essential to the economies of many countries, because it was used to make the ropes and cables used on sailing ships; colonial expansion and the establishment of a world-wide trading network would not have been feasible


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without hemp. Nowadays, ships' cables are usually made from wire or synthetic fibres, but scientists are now suggesting that the cultivation of hemp should be revived for the production of paper and pulp. According to its proponents, four times as much paper can be produced from land using hemp rather than trees, and many environmentalists believe that the large-scale cultivation of hemp could reduce the pressure on Canada's forests. However, there is a problem: hemp is illegal in many countries of the world. This plant, so useful for fibre, rope, oil, fuel and textiles, is a species of cannabis, related to the plant from which marijuana is produced. In the late 1930s, a movement to ban the drug marijuana began to gather force, resulting in the eventual banning of the cultivation not only of the plant used to produce the drug, but also of the commercial fibre-producing hemp plant. Although both George Washington and Thomas Jefferson grew hemp in large quantities on their own land, any American growing the plant today would soon find himself in prison -- despite the fact that marijuana cannot be produced from the hemp plant, since it contains almost no THC (the active ingredient in the drug). In recent years, two major movements for legalisation have been gathering strength. One group of activists believes that ALL cannabis should be legal - both the hemp plant and the marijuana plant - and that the use of the drug marijuana should not be an offence. They argue that marijuana is not dangerous or addictive, and that it is used by large numbers of people who are not criminals, but productive members of society. They also point out that marijuana is less toxic than alcohol or tobacco. The other legalisation movement is concerned only with the hemp plant used to produce fibre; this group wants to make it legal to cultivate the plant and sell the fibre for paper and pulp production. This second group had a major triumph in 1997: Canada legalised the farming of hemp for fibre. For the first time since 1938, hundreds of farmers are planting this crop, and soon we can expect to see pulp and paper produced from this new source.

a. The main idea of paragraph 1 is:

b. The main idea of paragraph 2 is:


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c. The main idea of paragraph 3 is:

d. The main idea of paragraph 4 is:


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e. The main idea of paragraph 5 is:

15. Now you have a minute to scan the passage for the following details:

a. How many species of salmon have become extinct in British Columbia?

b. How much of the world's newsprint paper is supplied by Canada?

c. What equipment on a ship was made from hemp?

d. What drug can be obtained from a relative of hemp?

e. Where was hemp farming recently legalised

16. How can skimming and scanning text help you to learn more effectively?


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17. Explain how you keep your learning material in an orderly way and store it safely at home and in the workplace.


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18. Identify the features of the following book:

Title: Sub-title: Author:

19. List 5 technical terms used in your workplace and explain them so that a lay person can understand what you are referring to. Also provide the explanation in your second language:

Technical term Explanation and my translation to my second language

Place any extra evidence after this page, clearly marked for easy reference.


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Class Activity 2: Conduct basic research


8973.4

1. You are required to conduct basic research and present it to your peers. List the research steps that you will undertake.

2. Make notes here of your findings in your research:


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3. Present your research to the class in your second language. Ask 3 group members to sign to verify that you have covered the topic adequately:

Name Signature


Class Activity 3: Function in a team and the occupational context of learning


8973.5 8973.6

1. List the opportunities you have for group learning in your workplace:

2. List the advantages and disadvantages of group learning in your view:


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3. Describe 3 issues that have arisen in your own workplace where you have had to negotiate with your team members / colleagues / managers / customers. Describe how each was resolved (or not):

4. Based on your experience, formulate 3 rules for effective negotiation:


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5. Explain how you reach consensus in your team when you have to make decisions:

6. Which words best describe your occupational environment (workplace)? Tick all the answers that apply:

Workplace/ occupational focus:

Services

Manufacturing

Financial services

Educational

Type of organisation:

Government

Parastatal (para = beside)/ semi- government

Heavy industry

Light industry

Large organisation

Small business

7. Discuss how the learning conditions and learning environment in your workplace influence your ability to study and learn:


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8. Describe how you overcome the negative aspects of your working environment and working conditions when it comes to studying and learning in your second language. Then translate your answer to English and request your partner to sign and date your translation as being a correct translation:



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Facilitator Observation Checklist


The facilitator needs to provide feedback on the participation of each learner in the class:

8973

The purpose of the facilitator observation checklist is to provide the learner with feedback about his/her participation during the formative class activities and also to highlight the observed strengths and perceived weaknesses that the learner displayed during the workshop and/or learning programme. The facilitator is required to complete the Facilitator Observation checklist for each learner in his/her Learner Workbook. The learner needs to sign-off the

document to confirm that he/she has received the observation feedback.

Learner Name

Facilitator Name

Date

Class Activity Group /

Individual Completed

Participation Comments on perceived strengths and weaknesses of the learner

1. Learning resources, strategies and materials

2. Conduct basic research

3. Function in a team and the occupational context of learning

4. Reflection Individual


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Has the learner sufficiently demonstrated application of the following CCFO’s during the facilitated session?

CCFO1: Identify and solve problems in which responses demonstrate that responsible decisions using critical and creative thinking have been made

CCFO2: Work effectively with others as a member of a team, group, organisation, community

CCFO3: Organise and manage oneself and one's activities responsibly and effectively

CCFO4: Collect, analyse, organise and critically evaluate information

Yes / No Yes / No Yes / No Yes / No

CCFO5: Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation

CCFO6: Use science and technology effectively and critically, showing responsibility towards the environment and health of others

CCFO7: Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation

CCFO8: Be culturally sensitive across a range of social contexts so that all actions and decisions made are acceptable to all stakeholders with broad cultural backgrounds

Yes / No Yes / No Yes / No Yes / No

Statement by the facilitator: The learner has demonstrated sufficient knowledge and skill during class to proceed with the summative assessment (circle)

Yes No

Additional comments: (optional)

Learner Signature Facilitator Signature

During and after the initial training the learner will be required to complete a number of class activities. These activities will be both individual and group activities (class activities - formative). The activities are numbered and are to be included in the learner’s portfolio of evidence. These activities will measure the progress of the learner through the programme. For authenticity reasons these activities must be handwritten.


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Summative Assessment “Summative Assessment is assessment for making a judgement about achievement. This is carried out when a learner is ready to be assessed at the end of a programme of learning”

(SAQA: Criteria and Guidelines for Assessment Policy Document, pg 26)

Please complete the following summative assessment activities and submit as part of your Portfolio of Evidence:

Knowledge Questions

Practical Activities

Witness Testimony

Logbook

The learner needs to individually complete the summative assessment activities. The summative assessment is conducted by means of a knowledge questionnaire and various integrated assessment activities. The learner needs to follow the summative assessment activity instructions to create the evidence required for the portfolio of evidence.

Note: The Critical Cross Field Outcomes are referenced in the following manner:

CCFO1- Identify and solve problems in which responses demonstrate that responsible decisions using critical and creative thinking have been made

CCFO2- Work effectively with others as a member of a team, group, organisation, community

CCFO3- Organise and manage oneself and one's activities responsibly and effectively

CCFO4- Collect, analyse, organise and critically evaluate information

CCFO5- Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation

CCFO6- Use science and technology effectively and critically, showing responsibility towards the environment and health of others

CCFO7- Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation

CCFO8- Be culturally sensitive across a range of social contexts so that all actions and decisions made are acceptable to all stakeholders with broad cultural backgrounds


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Knowledge Questions Please answer the following knowledge questions related to the unit standard embedded knowledge and assessment criteria and place it in your portfolio of evidence. Remember to number the answers according to the question numbers, should you need to attach a document. You have to complete this Knowledge Questionnaire individually based on the theory that you covered in your Learner Guide and the formative assessments you completed in your Learner Workbook.

Note: The marks shown merely gives you an indication of how much to answer on the question.

Knowledge Questions Individually complete the following:

Unit Standard Reference

1. Identify and list 3 learning resources 8973.1.1

(3)

2. Identify and list 3 learning strategies 8973.2.2 8973 EEK 1

(3)

3. Identify and list 3 types of questions to obtain information to facilitate learning

8973.2.3 8973 EEK 1


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(3)

4. Identify and list 3 types of occupational learning materials 8973.3.1

(3)

5. List 3 group learning situations in the workplace 8973.5.1

(3)

6. Name 3 types of organisations 8973.6.1 8973 EEK 2

(3)


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Practical Activities

Individually complete the following activities to show your ability to integrate and apply your knowledge and skills in the workplace.

Practical Activity 1: Business Communication and Writing Skills

Individually complete the following:

8973. .

Related EEKs CCFO1-8

ELO1, 3, 5, 7

You need to show that you can:

Use language and communication in occupational learning programmes

Complete the following in your workplace: 1. Business Communication and Writing Skills. Complete the following tasks and provide

workplace evidence to show that you have done the following:

a. Organise a Covid-19 Awareness Day to teach staff members on the new regulations.

b. Access and use available Covid-19 pamphlet in your company.

c. Use these pamphlet as learning resources to raise a Covid-19 awareness

d. Submit a letter to your Facilitator / Supervisor on the learning strategies you have used.

e. Conduct basic research and analyse and present findings on how to manage learning material.

f. Draft a memo to your colleagues on how to manage occupational learning materials.

Submit all your documents to your Facilitator / Supervisor or a colleague who

must complete and sign and date the evaluation form below. They need to complete the feedback document by entering either Yes or No in the column provided and then provide comments to substantiate their rating:

Learner Name

Date

Accommodate audience and context needs in oral communication during this session Did the learner:

Yes/No

Comments

1. Make sure that he/she follows presentation conventions, namely start with introduction and end by restating the key point?

2. Convince the audience through presentation of facts and thorough research?

3. Establish rapport with the audience; for example, through eye contact and inclusive language?


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4. Deliver an accurate translation into a second South African language?

5. Use persuasive language in order to convince the audience of the validity of his/her argument?

6. Ensure that his/her body language reinforces the message and conveys an impression of sincerity?

7. Use visual aids (handouts or multi-media) to reinforce his/her message?

1. Name

Signature

2. Name

Signature

Remember: Provide workplace evidence to support your answers and show your ability to do what is required of you in this activity.

Place your evidence after this page, clearly marked for easy reference.


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Rubric for Evaluating Written Report

Attribute 1-Not acceptable 2-Below expectations

3-Meets expectations

4-Exceeds expectations

Score

Report Mechanics Organisation inappropriate content of

several sections of report

some content placed incorrectly in report

content appropriate to all section of report

excellent organisation enhances readability and/or understandability of report

Complete information is incomplete

a few aspects of information missing

information is complete material added enhances quality of information

Aesthetics unacceptable appearance e.g., tables and figures cannot be read or understood, fonts difficult to read; style unclear

some portions are sloppy and difficulty to read; style needs improvement

text, tables, figures readable and understandable; style is acceptable

text, tables, figures so clear and understandable as to enhance report impact; style enhances readability

Format so many format errors as to make report ineffective

a few format errors followed specified format

unique format aspects that enhance report impact

Spelling any spelling errors only spelling errors are different spellings for same pronunciation

no spelling errors

Grammar and Punctuation

pages or paragraphs with multiple grammar and punctuation errors

a few significant grammar and punctuation errors

minor grammar or punctuation errors

no grammar or punctuation errors

Length more than 20% too long or too short

10% to 20% too long or too short

length is appropriate

Content

Problem stated, constraints explained

not present simply says “here it is”

Clearly explained problem and constraints

so clear and complete as to enhance impact of report

Benefits no discussion of benefits limited discussion of benefits

benefits clearly listed so clear and complete as to enhance impact of report

Procedures many ambiguous statements, incomplete or inconsistent set of requirement, or poorly written statements

some ambiguous statements, some wording could be improved

all requirements clearly stated

so clear and complete as to eliminate any questions about what is required

Conclusions / Recommendations

not stated, includes ideas not already discussed in report

includes ideas not already discussed in report, some recommendations not supported in document

clear, clearly follow report discussion, meaningful recommendations

so clear and complete as to enhance impact of report

References provided as appropriate

incorrect format, not cited in report

correct format, all cited in report

Effective use of Software to prepare written report

sloppy, format for graphs and figures not followed

poor, some format errors

appropriate, all formats followed

superior clarity, all formats followed


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Practical Activity Checklist

Please tick that you have submitted the following evidence as per the instructions above:

Learner Name

Date

Practical Activity 1 Submitted

Yes/No Name of my document

/ Comments

Business Communication and Writing Skills

a. Submit a copy of the organisational policies related to training and development in the organisation

b. Underline references to any training and development that will help you in your career path

c. Select one of the training/development options and conduct research to obtain more information about what you need to do and how it will benefit you in your future career. Submit copies/ printouts of websites or documents that you accessed during the course of your research.

d. Draw a mind-map of the main points of your research

e. Summarise the main points of your research in both English and a second South African language.

f. Prepare a written report on your research findings in both English and a second South African language. Your report will be assessed using the rubric below

g. Prepare a verbal presentation (with notes and slides) on your research findings in both English and a second South African language.

h. Deliver your presentation to your Facilitator / Supervisor and a colleague who must both complete and sign and date the evaluation form below.

Learner Name & ID #

Learner

Signature

Date

Facilitator

Signature

Date


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Witness Testimony

In the workplace, you need to show your ability to integrate what you have learnt. This can be measured with the Specific Outcomes and the Critical Cross Field Outcomes of the Unit Standard.

Request your Facilitator / Supervisor (or workplace mentor) to complete the following form to show that you are able to integrate your learning into everyday workplace application. It is necessary that the Facilitator / Supervisor also provides a short comment on the form:

Learner Name Date

Did the Learner: Yes No

1. Relevant learning resources are identified?

2. Learning resources are used effectively through appropriate selection of information and acknowledgement of sources?

3. Manage occupational learning materials?

4. Conduct basic research and analyse and present findings?

5. Function in a team?

6. Reflect on how characteristics of the workplace and occupational context affect learning?

7. Information is summarised for learning purposes?

8. Specific techniques are selected and applied appropriately?

9. Relevant questions are asked?

10. Texts are read for detail and interpreted and analysed for a given context?

11. Write for a specified audience and purpose?

12. Use language structures and features to produce coherent and cohesive texts for a wide range of contexts?

13. Learning takes place through communicating with others in groups or as individuals?

14. Occupational learning materials are well organised?

15. Active participation takes place in group-learning situations?

16. Team work results in meaningful product or outcomes?

17. Features of the occupational environment are described and discussed?

18. Ways in which these features affect learning processes and/or application of learning are described and discussed?

19. Work effectively with others as a member of a team, group, organisation, community?

20. Organise and manage oneself and one's activities responsibly and effectively?

Comments about how the learner applied the knowledge and skills in this programme:

Facilitator Name

Facilitator Signature:

Learner Signature:


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PERSONAL NARRATIVE

Answer the following questions based on your experience during the completion of this module. Discuss what you did well and what you would like to do differently.

What went well? What would I do differently?

1 I was able to identify and solve problems effectively throughout the various activities

completed in this module.

2 I was able to understand how different workplace activities have an impact on each other.

3 I was able to use new technology effectively in my daily tasks that I carried out.

4 I was able to communicate effectively with my team members and Facilitator / Supervisors.

5 I was able to complete all my work in an organized and efficient manner.

6 Additional Comments

Learner Name: Signature

Facilitator Name: Signature

Date


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Practical / Workplace Logbook

Learner Name

Skills Programme

LP1: Business Communication and Writing Skills

Unit Standards

US 8973: Use language and communication in occupational learning programmes [2nd language]; NQF Level 3, 5 Credits

Complete this individually in your workplace. This logbook has been included to record all the time spent on learning and preparation for the assessment and other activities related to this programme:

Time spent in class (training)

Time spent completing a task / activity should be signed off by a Facilitator / Supervisor, mentor or witness where possible.

Time spent applying the new knowledge and skills

The logbook should show that the learner has spent at least 50 hours in acquiring the required knowledge and skills of this programme, including tasks related to the following:

o Organise a Covid-19 Awareness Day to teach staff members on the new regulations.

o Access and use available Covid-19 pamphlet in your company. o Use these pamphlet as learning resources to raise a Covid-19 awareness o Submit a letter to your Facilitator / Supervisor on the learning strategies

you have used. o Conduct basic research and analyse and present findings on how to

manage learning material. o Draft a memo to your colleagues on how to manage occupational learning

materials.

Activity Start Date

Number of Hours

Running Total No. of

Hours

Sign Off by Facilitator / Supervisor / Manager / Mentor /

Witness

Name & Surname

Relationship to Learner

Signature

Classroom training

Classroom training

Classroom training

Classroom training

Classroom training

Classroom training

Classroom training

Total notional hours


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Activity Start Date

Number of Hours


Hours


Witness

Name & Surname


Signature

Completion of assessment activities


Workplace / Practical activities



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Activity Start Date

Number of Hours


Hours


Witness

Name & Surname


Signature

Other related workplace activities:



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Assessment Activities Checklist learner needs to complete all the required activities that are guided by the Specific Outcomes and Assessment criteria of the Unit Standard(s) in this skills programme:

Programme LP1: Business Communication and Writing Skills

Unit Standards US 8973: Use language and communication in occupational learning programmes [2nd language]; NQF Level 3, 5 Credits

Once you have completed all the assessment activities, request your Facilitator / Supervisor to check that you have completed all the required activities and that they have all been placed in your Portfolio of Evidence, in the following order:

Did the learner provide the required evidence:

Reference: Comments / Feedback Yes No

Formative – Class Activities

Class Activity 1

8973.1 8973.2 8973.3

Class Activity 2 8973.4

Class Activity 3 8973.5 8973.6

Reflection 8973


8973

Summative - Knowledge Questions

Question 1 8973.1.1

Question 2 8973.2.2

8973 EEK1

Question 3 8973.2.3

8973 EEK1

Question 4 8973.3.1

Question 5 8973.5.1


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Did the learner provide the required evidence:

Reference: Comments / Feedback Yes No

Question 6 8973.6.1

8973 EEK 2

Summative – Practical Activities

Practical Activity 1

8973. .

Related EEKs CCFO1-8

ELO1, 3, 5, 7

As per the Practical Activity 1 Checklist:

Summative – Witness Testimony

Witness Testimony 1 8973

Summative – Logbook

Logbook 8973

Learner Name:

Learner Signature:

Date:

Facilitator / Supervisor Name:

Facilitator / Supervisor Signature:


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FOR STUDENT This is to verify that the above work is my own / authentic. Learner Name: ___________________________Learner Student No:___________________ Learner Signature: ________________________ Date: _____________________________ FOR FACILITATOR File Checked:

This is to verify that the learner has completed all the above and is awaiting final assessment / moderation. Facilitator Name:__________________________ Facilitator Signature________________________Date:______________________________

Date Facilitator Signature

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