us 8975: read, analyse and respond to a variety of texts

Portfolio of Evidence: Human Resources Management NQF 4: SAQA ID 67463 US 8975

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Human Resources Management NQF 4- POE 3 - US 8975 – Issue 3 – 01-01-2021

US 8975: READ, ANALYSE AND RESPOND TO A VARIETY

OF TEXTS

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: Read, analyse and respond to a variety of texts

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

8975

1. Study the titles of 3 different types of texts about Time Management in a retail environment and identify the type of text (newspaper article, magazine article, or training module) and explain the features of each:

Title Features

Lack of effective time management leads to business failure

Plan wisely to live better


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Effective Time Management

2. Discuss the surface and embedded meaning in the following text:


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3. Identify the author’s values and views in the following text. Explain them in terms of the impact on meaning and target audience:

Sunday Times Editorial Comment

NNP's death gives DA a crucial task

The cries of outrage over NNP leader Marthinus van Schalkwyk's decision to dissolve his party and throw in his lot with the ANC, are, thankfully, petering out. It's time to get on with the business of showing him how wrong he was to believe members of his party were ready to make a beeline to Luthuli House, the headquarters of the ANC. As unpalatable as the ANC's marriage to the party of H F Verwoerd may be, it has happened and South Africa must live with it.

Now the Democratic Alliance - which described Van Schalkwyk's action as the "final betrayal" of a multiparty democracy - is faced with the mammoth task of showing how to sustain the plurality of voices.


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4. Choose a topic for debate in your group and then find evidence in a newspaper article in defence of your position:

Paste the article here.


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5. What do the following paragraph tell us about the writer of the piece’s attitudes, beliefs and intentions?

Time is a non-renewable resource. Learn to manage it or it will manage you. Managing your precious time is essential to making the most of each day. Embrace the latest technology.

Start using e-mail more; stop spending so much time on the telephone. Keep your replies to telephone and e-mail messages short and simple. Caller ID will allow you to screen most incoming calls, thereby determining which calls are the most important. Customer calls can then be returned promptly, and should take priority over sales and other business calls.

Send your messages and orders by fax instead of the phone. Become more Internet and computer savvy. Work with a Webmaster that responds easily

by e-mail for quick changes and updates. Organise your market buys and orders on your computer.

Record and print all cheques from your computer. Anything you can do by hand, you can do more efficiently on your computer. Invest in the time to continually update your computer programs. It will pay off in the long run.

Writer’s attitude

Writer’s beliefs

Writer’s intentions


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6. Write down five instructions regarding time management aimed at employees of any business 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:

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


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Reflection

Individually complete the following: 8975

The purpose of reflection is for you to consider what you have learnt and how you will use it in the future. Answer the following questions as honestly as you can:

1. After the training programme, I can now (tick):

Read, analyse and respond to a variety of texts

2. How would you apply what you have learnt during this unit standard in the workplace?

3. What was the most significant thing you have learnt in this programme?

4. What do you think you still need to learn more about? (Action Plan)

5. What did you enjoy most about the training?

6. If there was something about the training that you could change, what would it be?


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Facilitator Observation Checklist


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

8975

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. Read, analyse and respond to a variety of texts

2. Reflection Individual

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

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


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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:

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.

1. Explain how you use the following reading strategies:

Skimming

Scanning

Prediction

8975.1.1 EEK2

(3)

2. Explain the purpose of the following:

Title

Paragraphs

Summaries

Icons

8975.1.2 EEK3


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(4)

3. Explain what is meant by:

Surface meaning

Embedded meaning

8975 .2.1 EEK 1

(2)


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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:

8975. Related EEKs

CCFO1-8 ELO1, 3, 5, 7

You need to show that you can:

Read, analyse and respond to a variety of texts Article to read in order to complete the practical activities

The impact of Covid-19 on education By: Zandile Bangani

Illustrator: Anastasya Eliseeva 31 Aug 2020

Analysis

The coronavirus pandemic forced schools to shut abruptly, exposing the huge inequality between

impoverished and privileged pupils as learning moved online and schoolgirls faced exploitation.

The abrupt move from the classroom to remote, online learning at the outbreak of the coronavirus

pandemic interrupted learning for children in low-incomes areas around the world. Those whose families

lacked the financial means to afford computers and Wi-Fi internet access were immediately at a

disadvantage. And parents, many of whom lacked the skills and capacity to take on the role of a teacher,

had to start homeschooling their children at short notice.

Remote learning has had additional negative consequences for schoolgirls. “When schools shut down, early

marriages increase, more children are recruited into militias, sexual exploitation of girls and young women

rises, teenage pregnancies become more common, and child labour grows,” according to the United

Nations Educational, Scientific and Cultural Organisation (Unesco).

The pandemic’s impact on education has been colossal. Unesco reports staggering numbers: “Over

1.5 billion learners in 165 countries are affected by Covid-19 school closures.” And “in Africa, about

https://www.newframe.com/writer/zandile-bangani/

https://www.newframe.com/illustrators/anastasya-eliseeva/

https://www.newframe.com/category/editorial-and-analysis/analysis/

https://en.unesco.org/covid19/educationresponse/consequences

https://en.unesco.org/news/unesco-rallies-international-organizations-civil-society-and-private-sector-partners-broad


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297 million learners have been affected”, writes research scientist Moses Ngware. “Never before have we

witnessed educational disruption on such a scale,” said Unesco director general Audrey Azoulay.

Despite the challenges of limited internet access, electricity and computers, “countries are keeping learning

actively through various remote learning methods such as radio and television programmes, in addition to

online platforms and social media,” writes Franck Kuwonu for the Africa Renewal website.

End of article

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

evidence to show that you understand.

Read the attached article above and submit a report covering the below: a. Analyse the main purpose(s) of the author

b. List all possible audiences

c. The role of titles and headings,

d. Role paragraphs and font size and/or type,

e. Write your views on how this article was going to affect other staff members if it was having tables, graphics, photographs, captions and visuals.

f. Highlight the author’s views on the impact of Covid 19 in Education

g. Criticise the length of sentence, punctuation, diction/choice of words, use of figurative language/jargon/technical terms/slang/dialect/irony/humour/satire/sarcasm/legalisms.

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.

https://theconversation.com/delivering-education-online-coronavirus-underscores-whats-missing-in-africa-134914

https://www.un.org/africarenewal/magazine/may-2020/coronavirus/africa-schools-are-closed-learning-goes


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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


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Attribute 1-Not acceptable

2-Below expectations

3-Meets expectations

4-Exceeds expectations

Score

Benefits no discussion of benefits

limited discussion of benefits

benefits clearly listed


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 / Recommen-dations

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


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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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 supervisor also provides a short comment on the form:

Learner Name Date

Did the Learner: Yes No

1. Analyse and criticise texts produced for a range of purposes, audiences and contexts.

2. Reading strategies appropriate to the purposes for reading are adopted.

3. Organisational features of texts are identified. The role of each of the features is explained in relation to usefulness in making meaning of readings and viewing.

4. Synthesis of information from texts, and generalisation of patterns and trends, result in appropriate conclusions about purpose and audience.

5. Identify and explain the values, attitudes and assumptions in texts?

6. An understanding of surface and embedded meaning in the text is reflected in presentations of viewpoints.

7. Evidence cited from texts in defence of a position is relevant.

8. The impact of different writing techniques on reader perspective are identified and explained?

9. Content is outlined and its possible effects on different readers are explored.

10. Choose language structures and features to suit communicative purposes?

11. The influence of specific language structures and features is analysed?

12. The effect of selected production techniques in visuals is explained?

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 unit standard. 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 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 8975: Read, analyse and respond to a variety of texts; NQF Level 4, 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 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 practical tasks related to the following:

o Read, analyse and criticise the article on the impact of Covid 19 on Education.

o Analyse the main purpose(s) of the author o List all possible audiences o The role of titles and headings o Role paragraphs and font size and/or type, o Write your views on how this article was going to affect other staff

members if it was having tables, graphics, photographs, captions and visuals.

o Highlight the author’s views on the impact of Covid 19 in Education o Criticise the length of sentence, punctuation, diction/choice of words,

use of figurative language/jargon/technical terms/slang/dialect/irony/humour/satire/sarcasm/legalisms.

o Submit the report to your Facilitator / Supervisor.

Activity Start Date

End Date

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


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Activity Start Date

End Date


Hours


Witness

Name & Surname


Signature

Classroom training

Classroom training

Classroom training

Total notional hours

Completion of assessment activities


Workplace / Practical activities


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Activity Start Date

End Date


Hours


Witness

Name & Surname


Signature


Other related workplace activities:



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Assessment Activities Checklist The learner needs to complete all the required activities that are guided by the Specific Outcomes and Assessment criteria of the Unit Standard:

Programme LP1: Business Communication and Writing Skills

Unit Standards US 8975: Read, analyse and respond to a variety of texts; NQF Level 4, 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 8975

Reflection 8975


8975

Summative - Knowledge Questions

Question 1 8975.1.1

8975 EEK2

Question 2 8975.1.2

8975 EEK3

Question 3 8975 .2.1

8975 EEK1

Summative – Practical Activities

Practical Activity 1

8975. Related EEKs

CCFO1-8 ELO1, 3, 5, 7

As per the Practical Activity 1 Checklist:

Summative – Witness Testimony

Witness Testimony 1 8975

Summative – Logbook


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Did the learner provide the required evidence:

Reference: Comments / Feedback Yes No

Logbook 8975

Learner Name:

Learner Signature:

Date:

Facilitator / Supervisor Name:

Facilitator / Supervisor Signature:

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

us 8975: read, analyse and respond to a variety of texts

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