ASSESSMENT GUIDE

NATIONAL CERTIFICATE: MIXED FARMING SYSTEM

SAQA ID 48971 LEVEL 1 – 120 CREDITS..

SAQA -7451
COLLECT, ANALYSE, USE AND COMMUNICATE NUMERICAL DATA

1
Learner Information (Please Complete this Section)
Name & Surname:
ID Number
Tel/Cellphone Number
Email Address
Assessor Name:
Tel/Cellphone Number:
Moderator Name:
Tel/Cellphone Number

Declaration
I………………………………………………………………………………………… (Assessor) hereby declare
that the information contained in the attached documentation is, to my knowledge, correct and valid.
Learner Signature: Date: Assessor Signature: Date:

Moderator Signature Date

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 Copy of the Unit Standard

All qualifications and part qualifications 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: 

Collect, analyse, use and communicate numerical data 

SAQA US UNIT STANDARD TITLE

ID

7451  Collect, analyse, use and communicate numerical data 

ORIGINATOR ORIGINATING PROVIDER

SGB Math. Literacy Mathematics  

and Math Sciences 

QUALITY ASSURING BODY

- 

FIELD SUBFIELD

Field 10 - Physical, Mathematical, Computer and Life Mathematical Sciences 

Sciences

ABET UNIT STANDARD PRE-2009 NQF NQF LEVEL CREDITS

BAND TYPE LEVEL

ABET Level Regular-Fundamental Level 1  NQF Level 01  2 

4 

REGISTRATION STATUS REGISTRATION REGISTRATION SAQA DECISION

START DATE END DATE NUMBER

Reregistered  2012-07-01  2015-06-30  SAQA 0695/12 

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LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT

2016-06-30   2019-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text
(purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 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 

People credited with this unit standard are able to: 

 Identify situations for investigation and data collection, collect data;

 Classify and analyse data;

 Summarise and display organised data;

 Extract and interpret information from various forms of display, communicate findings and
critically evaluate information; and

 Demonstrate understanding of the concept of chance and simple probabilities. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 

The following competency at ABET Numeracy level 3 is assumed to be in place: 

The ability to construct and use tables and graphs to organise and interpret information. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 

Identify situations for investigation and data collection and collect numerical data. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 

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1. Situations for data collection are identified in terms of the purpose for data collection. 

ASSESSMENT CRITERION 2 

2. Appropriate methods are selected to collect data. 

ASSESSMENT CRITERION 3 

3. A variety of appropriate data collection methods are used to collect data from primary and
secondary sources. 

ASSESSMENT CRITERION RANGE 

Surveys, books, interviews, observations, tally sheets and questionnaires.

 

ASSESSMENT CRITERION 4 

4. The potential misuse of data achieved through the data collection method is described. 

ASSESSMENT CRITERION 5 

5. Reasons for and limitations of using sampling are described. 

SPECIFIC OUTCOME 2 

Classify and analyse numerical data. 

OUTCOME RANGE 

Grouped and ungrouped data. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 

1. Data is organised for meaningful analysis. 

ASSESSMENT CRITERION RANGE 

Classification, ordering, listing.

21
 

ASSESSMENT CRITERION 2 

2. Analytical tools are used correctly and appropriately to analyse the data. 

ASSESSMENT CRITERION RANGE 

Median, mean, modes, frequency, range.

 

ASSESSMENT CRITERION 3 

3. The differences between and uses of mean, median and mode are described. 

SPECIFIC OUTCOME 3 

Summarise and display organised numerical data. 

OUTCOME RANGE 

Graphs: pie, frequency polygon, histogram, simple bar graph, stem and leaf. 
Tables, basic tree diagrams. 
Display may be through different technologies. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 

1. The form of display is appropriate to the data and context, and is justified in terms of its
appropriateness. 

ASSESSMENT CRITERION 2 

2. The scale is selected and used for a reasonable presentation of the data, and the scale is justified
in terms of its reasonableness. 

ASSESSMENT CRITERION 3 

3. Different forms of display are identified and evaluated in terms of their purposes. 

SPECIFIC OUTCOME 4 

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Extract, interpret and critically evaluate information from various forms of display. 

OUTCOME NOTES 

Extract, interpret and critically evaluate information from various forms of display and communicate
findings. 

OUTCOME RANGE 

Graphs: pie, frequency polygon, histogram, simple bar graph, stem and leaf. 
Tables, basic tree diagrams. 
Display may be through different technologies. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 

1. The information extracted from the display is consistent with the display. 

ASSESSMENT CRITERION 2 

2. The information is interpreted to form informed opinions. 

ASSESSMENT CRITERION 3 

3. Displays that distort information are identified and the manner in which they distort information is
described. 

ASSESSMENT CRITERION 4 

4. The effect of distortions in displays is described in terms of the impact on meaning in social, socio-
historical, political and economic contexts. 

ASSESSMENT CRITERION 5 

5. Projections or predictions are made in a manner that is consistent with the display. 

ASSESSMENT CRITERION 6 

6. The information is analysed to determine and report on the validity of data collection methods,
forms of display and projections that are made. 

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ASSESSMENT CRITERION 7 

7. Communication of findings is clear, consistent with the display and makes use of accepted
terminology. 

SPECIFIC OUTCOME 5 

Demonstrate understanding of the concept of chance and calculate simple probabilities. 

OUTCOME RANGE 

Limited to systematic counting strategies. 

ASSESSMENT CRITERIA 

ASSESSMENT CRITERION 1 

1. Situations are identified in which chance arises. 

ASSESSMENT CRITERION 2 

2. Simple probabilities are determined. 

ASSESSMENT CRITERION 3 

3. Statements of chance are correctly interpreted. 

ASSESSMENT CRITERION 4 

4. The number of combinations and the probability of a particular event are determined. 

ASSESSMENT CRITERION 5 

5. Probabilities are used to address simple real or simulated problems. 

Critical Cross-field Outcomes (CCFO): 

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UNIT STANDARD CCFO IDENTIFYING 

Identify and solve mathematical problems in which responses display that responsible decisions using
critical and creative thinking have been made. 

UNIT STANDARD CCFO ORGANISING 

Organise and manage oneself and one`s activities responsibly and effectively. 

UNIT STANDARD CCFO COLLECTING 

Collect, analyse, organise critically evaluate numerical data. 

UNIT STANDARD CCFO COMMUNICATING 

Communicate effectively using numerical data. 

UNIT STANDARD CCFO DEMONSTRATING 

Understand the world as a set of related systems by recognising that problem-solving contexts do not
exist in isolation. 

QUALIFICATIONS UTILISING THIS UNIT STANDARD: 

PRE-
QUALITY
QUALIFICATION 2009 NQF END
  ID STATUS ASSURING
TITLE NQF LEVEL DATE
BODY
LEVEL

Passed the End

Basic Certificate:
NQF Date -  2009-
Fundamental  23114  Early Childhood Level 1  ETDP SETA 
Level 01  Status was 01-10 
Development 
"Reregistered" 

General Education
Passed the End
and Training CETA until
NQF Date -  2009-
Fundamental  48642  Certificate Housing: Level 1  Last Date for
Level 01  Status was 05-13 
Housing Consumer Achievement 
"Reregistered" 
Education 

General Education NQF Passed the End 2008- Was ETDP

Fundamental  24153  Level 1 
and Training Level 01  Date -  09-13  SETA until
Certificate: Adult Status was Last Date for

21
 Basic Education and
"Reregistered"  Achievement 
Training 

General Education
and Training NQF 2015-
Fundamental  49606  Level 1  Reregistered  HW SETA 
Certificate: Ancillary Level 01  06-30 
Health Care 

General Education
and Training
NQF 2015-
Fundamental  50584  Certificate: Clothing Level 1  Reregistered  FPMSETA 
Level 01  06-30 
Manufacturing
Processes 

General Education Passed the End

and Training NQF Date -  2012-
Fundamental  22971  Level 1  CATHSSETA 
Certificate: Level 01  Status was 06-30 
Conservation  "Reregistered" 

General Education
and Training NQF 2015-
Fundamental  49411  Level 1  Reregistered  CETA 
Certificate: Level 01  06-30 
Construction 

General Education
and Training
NQF 2015-
Fundamental  23093  Certificate: Level 1  Reregistered  ETDP SETA 
Level 01  06-30 
Development
Practice 

General Education
and Training
NQF 2015-
Fundamental  49552  Certificate: Level 1  Reregistered  LG SETA 
Level 01  06-30 
Environmental
Practice 

General Education
and Training NQF 2015-
Fundamental  50225  Level 1  Reregistered  FPMSETA 
Certificate: General Level 01  06-30 
Forestry 

General Education
and Training NQF 2015-
Fundamental  49668  Level 1  Reregistered  AgriSETA 
Certificate: Level 01  06-30 
Horticulture 

General Education
and Training NQF 2015-
Fundamental  57937  Level 1  Reregistered  SERVICES 
Certificate: Hygiene Level 01  06-30 
and Cleaning 

General Education NQF 2015-

Fundamental  49583  Level 1  Reregistered  AgriSETA 
and Training Level 01  06-30 
Certificate: Poultry

21
 Processing 

General Education
and Training NQF 2015-
Fundamental  49580  Level 1  Reregistered  AgriSETA 
Certificate: Poultry Level 01  06-30 
Production 

Passed the End

General Education
NQF Date -  2012-
Fundamental  22190  and Training Level 1  CATHSSETA 
Level 01  Status was 06-30 
Certificate: Tourism 
"Reregistered" 

General Education
and Training NQF 2015-
Fundamental  48495  Level 1  Reregistered  EWSETA 
Certificate: Water Level 01  06-30 
Services 

GETC: Domestic NQF 2015-

Fundamental  23853  Level 1  Reregistered  SERVICES 
Services  Level 01  06-30 

GETC: Wood Products NQF 2015-

Fundamental  49082  Level 1  Reregistered  FPMSETA 
Processing  Level 01  06-30 

National Certificate
(GETC):
NQF 2015-
Fundamental  23253  Manufacturing, Level 1  Reregistered  MERSETA 
Level 01  06-30 
Engineering and
Related Activities 

National Certificate: NQF 2015-

Fundamental  48970  Level 1  Reregistered  AgriSETA 
Animal Production  Level 01  06-30 

Passed the End Was CHIETA

National Certificate: NQF Date -  2005- until Last Date
Fundamental  22865  Level 1 
Chemical Operations  Level 01  Status was 10-09  for
"Registered"  Achievement 

National Certificate: Passed the End Was ETDP

Early Childhood NQF Date -  2003- SETA until
Fundamental  14406  Level 1 
Development: Level 01  Status was 10-11  Last Date for
Preschool Phase  "Registered"  Achievement 

National Certificate: NQF 2015-

Fundamental  20287  Level 1  Reregistered  AgriSETA 
Farming  Level 01  06-30 

Was
Passed the End
National Certificate: SERVICES
NQF Date -  2007-
Fundamental  20173  Hygiene and Level 1  until Last Date
Level 01  Status was 02-21 
Cleaning  for
"Reregistered" 
Achievement 

Fundamental  48971  National Certificate: Level 1  NQF Reregistered  2015- AgriSETA 

Mixed Farming

21
 Systems  Level 01  06-30 

National Certificate: NQF 2015-

Fundamental  48972  Level 1  Reregistered  AgriSETA 
Plant Production  Level 01  06-30 

Certificate: Passed the End

MICTS until
Telecommunications NQF Date -  2009-
Fundamental  21798  Level 2  Last Date for
for Customer Level 02  Status was 10-03 
Achievement 
Premises Equipment  "Reregistered" 

National Certificate: Passed the End

Was MQA until
Rockbreaking: NQF Date -  2007-
Fundamental  49014  Level 3  Last Date for
Underground Hard Level 03  Status was 08-16 
Achievement 
Rock  "Reregistered" 

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 ASSESSMENT STRATEGY

QUALIFICATIO GENERAL EDUCATION AND TRAINING

SAQA QUAL ID 57937
N TITLE CERTIFICATE: HYGIENE AND CLEANING
NQF LEVEL 1 TOTAL 120
LEVEL CREDIT
VALUE

Target Group

The Purpose of the Assessment

Assessment
Context of

Range Addressed

 The range covered, refers to all the unit standards, specific outcomes and assessment
criteria as outlined by the Qualification.
Assessment Approach

Assessment is focused on the applied competence of the learner and the relevant unit
standards determine the assessment criteria.

Summative Assessment

This is a summative assessment and assesses candidates for GENERAL EDUCATION

AND TRAINING CERTIFICATE: HYGIENE AND CLEANING

Rating

Learners are rated “Competent" or "Not Yet Competent”.

Assessment Instruments

Types of Evidence Assessment Method

Knowledge Questionnaire:

Knowledge will be assessed by a knowledge questionnaire.

Product Sampling:

All your documented evidence on completion of the assessment

Direct process will be evaluated.

Assessment Conditions

13
The collection of evidence for the purposes of this assessment will take place in either the
candidate’s home-based environment or in the classroom. The candidate will be expected to
manage basic personal finance as stipulated by the Unit Standards specific outcomes, range
statements and assessment criteria.
Assessment Team

The assessment team consists of the following:

 Evidence Collection Facilitator

 Assessor
 Internal Moderator (20% of all portfolios are moderated)
 External Moderator (20% of portfolios are moderated)

Special Assessment Needs

Special needs are dealt with in the Assessment Preparation Interview. Should the candidate
present any special needs requests, the assessment will be adjusted, provided that the
fairness, validity and reliability of the assessment are not compromised.
In addition the knowledge test may be administered as an oral interview or as a written test
depending on the confidence and language levels of the candidates.

21
 ASSESSMENT PROCESS

The Steps: How:

1. Review this assessment guide to:

 Ensure that you understand all the requirements of the assessment in terms of
evidence required to prove competence.
 Validate the assessment instruments against the candidate’s context.
 Ensure that you have familiarised yourself with all the policies and procedures
referred to in the assessment guide.
Prepare for the
Assessment
2. Identify and prepare the candidate for the assessment by:

 Conducting the “Assessment Preparation Interview, Sheet” where all the details
regarding the assessment are discussed and agreed to by all parties.
OR

 Provide the candidate with a letter detailing all the specifications covered in the
“Assessment Preparation Interview Sheet.”
1. Review the assessment plan with the candidate.
2. Collect the evidence in accordance with the instrument requirements.
Please note that the checklist covers the following:

Conduct Knowledge Questioning

Assessment
This assessment covers all the foundational competence as outlined by the specific
outcomes, range statements and assessment criteria in the unit standard and may be
conducted as a written or oral test.

Gather, record and make judgments on all the evidence.

21
 The Steps: How:

1. Make assessment decision and discuss the results with the learner in a face-to-
face interview.

2. Ensure that your feedback is developmental and supportive in nature.

3. Advise the candidate on what action to follow in the event of a “Not-Yet-
Competent”.

Make assessment 4. Advise the candidate on what action to take where he/she feels the need to
appeal your decision.
Decision
5. Allow the candidate time to provide you with feedback relevant to the process.
6. Ensure the candidate counter-signs the “Assessment Decision” to indicate
his/her agreement to the feedback and overall score.
7. Record the candidate’s feedback in this guide and ensure that it is provided to
the person responsible for the quality assurance of assessment tools.

8. Handle any disputes and identify matter that requires contingency planning.

Review the
Complete the “Assessment Review” documents and submit to the assessment co-
Assessment
ordinator.
Process

Assessor Signature Date

21
 ASSESSMENT CONFIRMATION

Dear :

(Candidate Name & Surname)

This serves as a confirmation that your “Assessment Preparation Interview” will be conducted on the
_________________ (date) at _____________________ (venue).

We will discuss:

 The purpose of the assessment.

 The date, time and venue of your assessment.
 The context of the NQF.
 And select the Unit Standard against which you will be assessed.
 The credit value, level, of the unit standard against which you will be assessed.
 The assessment procedure.
 The assessment methods to be used in your assessment.
 How the evidence will be collected.
 What evidence you are required to present on the day, whether direct, historical or indirect.
 Your special requirements, whether medical or personal, that will affect the assessment procedure.
 And agree to feedback procedures.
 The moderation process.
 Appeals procedure.
 Agree to and sign the assessment plan.

Please do not hesitate to contact me should you have any further queries.

Thank you

Assessor Signature Date

Candidate Signature Date

ASSESSMENT PREPARATION INTERVIEW SHEET

21
 DESCRIPTION YE NO COMMENTS/CONTINGENCY
S
This assessment is a formative assessment and it is based on the
outlined unit standard/s for the Collect, analyze, use and
communicate numerical data module.
Your assessment evidence for the Collect, analyze, use and
communicate numerical data module needs to be submitted
on .......(day) of...............(month)...........(year) at the following
address/place................................................................
You will be assessed based on the outlined Unit Standards. The
assessment activities are linked to specific outcomes/assessment
criteria of the outlined Unit Standards.
To determine your competence level, the following are the
methods to be used for this assessment:
1. Knowledge questionnaire
2. Product Sampling
To be declared competent on the Collect, analyze, use and
communicate numerical data module (formative assessment),
you should have obtained at least 80% of the total mark of this
assessment.
You will be provided with detailed feedback on your performance
of this assessment as follows:
1. Written Feedback
2. Verbal Feedback
Should you be declared “not yet competent” on this assessment,
you will be entitled for re-assessment opportunity/ies.
You will be required to re-submit evidence (only for areas) you
were declared not yet competent. A date for re-submission will be
agreed with the assessor.
You will be entitled to lodge an appeal should you not be satisfied
with the assessment decision of your assessment.
You will be required to provide the assessor feedback on
assessment procedure – this is to assist in improving the
assessment practices.
Your results of assessment and portfolio of evidence information
will not be provided to any person without your written consent.

Learner’s Declaration

21
I…………………………………………………………………………………………….herewith declare that I am ready for
the assessment, that we have reviewed the assessment preparation and plan, I understand the assessment process
and I am happy that the assessment will be conducted in a fair manner.

Learner Signature: Date: Assessor Signature: Date:

21
 COMPETENCE JUDGEMENT

OVERALL COMPETENCE RECORD

Candidate Assessor

Venue Date

NATIONAL CERTIFICATE: MIXED FARMING SYSTEM

QUALIFICATIO
N SAQA ID 48971 LEVEL 1 – 120 CREDITS..

Evidence evaluation Relevant Valid Authentic Consistent Current Sufficient

Knowledge questionnaire

EVIDENCE SUMMARY

TYPES OF ASSESSMENT FEEDBACK REQUIREMENTS

EVIDENCE METHODS
MET

YES NO

DIRECT KNOWLEDGE
QUESTIONNAIRE

Additional Feedback From Assessor

20
 ASSESSMENT DECISION

The candidate has submitted evidence that is valid, relevant, current, sufficient and authentic against the
listed specific outcomes and covered all range statements. (Yes/No)

The candidate is competent in all the assessment criteria listed. (Yes/No)

The candidate is not yet competent in the following The following items needed some corrective action or
criteria: improvement:

RE-ASSESSMENT DECISION: 1

The candidate has submitted additional evidence that was required. The evidence is valid, relevant, sufficient
and authentic against the listed specific outcomes and covered all range statements. (Yes/No)

The candidate is competent in all the assessment criteria listed. (Yes/No)

RE-ASSESSMENT DECISION: 2

The candidate has submitted additional evidence that was required. The evidence is valid, relevant, sufficient
and authentic against the listed specific outcomes and covered all range statements. (Yes/No)

The candidate is competent in all the assessment criteria listed. (Yes/No)

21
 Assessor’s name, surname and signature Date

Declaration by candidate

I, …………………………………………………………………….declare that I am satisfied that the feedback given

to me by the Assessor was relevant, sufficient and done in a constructive manner. I accept the assessment decisions
and have no further questions relating to this particular assessment process.

Candidate Date Assessor Date Moderator Date

21
 APPEALS APPLICATION

Candidate Application Date

Assessor Assessment Date

Assessment Venue

NATIONAL CERTIFICATE: MIXED FARMING SYSTEM

Qualification against
which you were SAQA ID 48971 LEVEL 1 – 120 CREDITS..
assessed

What was the purpose of the

assessment?

Explain how you were assessed?

List the reasons why you disagree with

the assessment decisions.

Another Assessor

Different Assessment Instrument

Which one of the following options could

Different Assessment Method
resolve the matter?

Different Venue for Assessment

Different Time

List any special needs you may have.

Candidate signature Date

Moderator signature Date

21
 RE-ASSESSMENT POLICY

The following will apply with reference to the (Insert company name) re-assessment policy:
1. When a candidate has to undergo re-assessment, he/she will be given specific feedback and guidance so
as to concentrate on areas of weakness.
2. The onus is on the candidate to communicate with the assessor to inform him/her when he/she is ready
for assessment
3. The re-assessment will take place in the same/similar situation or context and under the same conditions
4. The same assessment methods and/or instruments may be used, but the task and materials will be
different but at the same level and complexity as the previous task
5. Re-assessment can take place a maximum of 2 times per candidate, per unit standard. Any further
reassessment must be discussed with clients so as to arrive at the best solution and advice for the
learner.
6. A maximum of 3 months will be allowed in between each re-assessment, unless otherwise discussed
between the parties
7. Guidance will be given to those candidates who are unsuccessful after 3 attempts, and possible and
more suitable learning avenues will be offered to learners. Costs will be discussed with the SETA and
client and any costs incurred will be at a learners’ cost.

20
 ASSESSMENT REVIEW

Candidate Assessor
Venue Review date
Qualification NATIONAL CERTIFICATE: MIXED FARMING SYSTEM
SAQA ID 48971 LEVEL 1 – 120 CREDITS..

Review Dimension ASSESSOR CANDIDATE ACTION

The principles/criteria for good assessment Agree Agree

were achieved. Disagree Disagree
The assessment related to the registered unit Agree Agree
standard. Disagree Disagree
Agree Agree
The assessment was practicable.
Disagree Disagree
It was time efficient and cost-effective and
Agree Agree
did not interfere with my normal
Disagree Disagree
responsibilities.
The assessment instruments were fair, clear Agree Agree
and understandable. Disagree Disagree
The assessment judgements were made Agree Agree
against set requirements. Disagree Disagree
Agree Agree
The venue and equipment were functional.
Disagree Disagree
Special needs were identified and assessment Agree Agree
plan was adjusted. Disagree Disagree
Feedback was constructive against the Agree Agree
evidence required. Disagree Disagree
Agree Agree
An opportunity to appeals was given.
Disagree Disagree
Agree Agree
The evidence was recorded.
Disagree Disagree

CANDIDATES DECLARATION OF UNDERSTANDING

I am aware of the moderation process and understand that the moderator could declare the assessment decision invalid

Candidate Date Assessor Date Moderator Date

21
 Unit Standard Alignment

Assessment Matrix: US ID: 7451

Collect, analyze, use and communicate numerical data NQF

Unit standard ID: 7451 Credits: 2
Level: 1
Unit standard range

Summative
Media Aids, Assessment
Specific outcomes and Delivery Formative Formative Specific Outcome Date &
Resources Instruments
assessment criteria Methods Assessment activities Reference signature
&
Instruments
Questions

P = Project Q = Questioning B = Brainstorming R = Role-play CS = Case Study

Formative Assessment Strategy Legend
W = Workplace Activity S = Self Assessment Checklist

O = Observation Q = Questioning PS = Product Sampling R = Role-play CS = Case

Summative Assessment Strategy Legend
Study T = Testimonial P = Project

Specific Outcome 1 Identify situations for investigation and data collection and collect numerical data.

Outcome Range

AC1.1 Facilitation. Learner Manual, Q, Activity 1 PS, Q Learner Guide:

Situations for data Classroom discussion. Classroom Identifying p.5 - 9
collection are identified in equipment
Written question
terms of the purpose for Workbook:
displaying data
data collection. p.7 - 10
graphically

AC1.2 Facilitation. Learner Manual, Q, Activity 1 PS, Q Learner Guide:

Classroom discussion. Classroom

37
Sufficient, accurate and equipment Identifying p.5 - 9
relevant content is selected Written question
and presented to achieve the Workbook:
displaying data
requirements of the task set. p.7 - 10
graphically

AC 1.3 Facilitation. Learner Manual, Q, Activity 1 PS, Q Learner Guide:

A variety of appropriate Classroom discussion. Classroom Identifying p.5 - 9
data collection methods are equipment
Written question
used to collect data from Workbook:
displaying data
primary and secondary p.7 - 10
graphically
sources.

AC 1.4 Facilitation. Learner Manual, Q, Activity 1 PS, Q Learner Guide:

Own experience, knowledge Classroom discussion. Classroom Identifying p.5 - 9
and opinions are expressed equipment
Written question
and supported where Workbook:
displaying data
required. p.7 - 10
graphically

AC 1.5 Facilitation. Learner Manual, Q, Activity 1 PS, Q Learner Guide:

Reasons for and limitations Classroom discussion. Classroom Identifying p.5 - 9
of using sampling are equipment
Written question
described. Workbook:
displaying data
p.7 - 10
graphically

Summative
Media Aids, Assessment Specific
Specific outcomes and Formative Formative Date &
Delivery Methods Resources Instruments Outcome
assessment criteria Assessment activities signature
& Reference
Instruments
Questions

37
 P = Project Q = Questioning B = Brainstorming R = Role-play CS = Case Study W=
Formative Assessment Strategy Legend
Workplace Activity S = Self Assessment Checklist

Summative Assessment Strategy O = Observation Q = Questioning PS = Product Sampling R = Role-play CS = Case Study
Legend T = Testimonial P = Project

Specific Outcome 2 Classify and analyse numerical data.

Outcome Range

AC 2.1 Facilitation. Learner Manual, Classroom Q, Activity 2 PS, Q Learner Guide:

Data is organised for Classroom discussion. equipment Identifying p. 10 - 11
meaningful analysis. Written question
Workbook:
displaying data
p. 11 - 12
graphically

AC 2.2 Facilitation. Learner Manual, Classroom Q, Activity 2 PS, Q Learner Guide:

Analytical tools are used Classroom discussion. equipment Identifying p. 10 - 11
correctly and appropriately to Written question
analyse the data. Workbook:
displaying data
p. 11 - 12
graphically

AC 2.3 Facilitation. Learner Manual, Classroom Q, Activity 2 PS, Q Learner Guide:

The differences between and Classroom discussion. equipment Identifying p. 10 - 11
uses of mean, median and Written question
mode are described. Workbook:
displaying data
p. 11 - 12
graphically

37
 Summative
Media Aids, Assessment Specific
Specific outcomes and Formative Formative Date &
Delivery Methods Resources Instruments Outcome
assessment criteria Assessment activities signature
& Reference
Instruments
Questions

P = Project Q = Questioning B = Brainstorming R = Role-play CS = Case Study W

Formative Assessment Strategy Legend
= Workplace Activity S = Self Assessment Checklist

O = Observation Q = Questioning PS = Product Sampling R = Role-play CS = Case Study

Summative Assessment Strategy Legend
T = Testimonial P = Project

Specific Outcome 3 Summarise and display organised numerical data.

Outcome Range

AC 3.1 Facilitation. Classroom Learner Manual, Q, Activity 3 PS, Q Learner Guide:

The form of display is discussion. Classroom Identifying p. 12 - 15
appropriate to the data and equipment
Written question
context, and is justified in Workbook:
displaying data
terms of its appropriateness. p. 13 - 14
graphically

AC 3.2 Facilitation. Classroom Learner Manual, Q, Activity 3 PS, Q Learner Guide:

The scale is selected and used discussion. Classroom Identifying p. 12 - 15
for a reasonable presentation equipment
Written question
of the data, and the scale is Workbook:
displaying data
justified in terms of its p. 13 - 14
graphically
reasonableness.

37
AC 3.3 Facilitation. Classroom Learner Manual, Q, Activity 3 PS, Q Learner Guide:
Different forms of display are discussion. Classroom Identifying p. 12 - 15
identified and evaluated in equipment
Written question
terms of their purposes. Workbook:
displaying data
p. 13 - 14
graphically

37
 Summative
Media Aids, Assessment Specific
Specific outcomes and Formative Formative Date &
Delivery Methods Resources Instruments Outcome
assessment criteria Assessment activities signature
& Reference
Instruments
Questions

P = Project Q = Questioning B = Brainstorming R = Role-play CS = Case Study W

Formative Assessment Strategy Legend
= Workplace Activity S = Self Assessment Checklist

O = Observation Q = Questioning PS = Product Sampling R = Role-play CS = Case Study

Summative Assessment Strategy Legend
T = Testimonial P = Project

Specific Outcome 4 Extract, interpret and critically evaluate information from various forms of display.

Outcome Range

AC 4.1 Facilitation. Classroom Learner Manual, Q, Activity 4 PS, Q Learner Guide:

discussion. Classroom Identifying p. 16 - 17
The information extracted equipment
Written question
from the display is consistent Workbook:
displaying data
with the display. p. 15 - 17
graphically

AC 4.2 Facilitation. Classroom Learner Manual, Q, Activity 4 PS, Q Learner Guide:

The information is interpreted discussion. Classroom Identifying p. 16 - 17
to form informed opinions. equipment Written question
displaying data Workbook:
graphically p. 15 - 17

37
AC 4.3 Facilitation. Classroom Learner Manual, Q, Activity 4 PS, Q Learner Guide:
Displays that distort discussion. Classroom Identifying p. 16 - 17
information are identified and equipment
Written question
the manner in which they Workbook:
displaying data
distort information is p. 15 - 17
graphically
described.

AC. 4.4 Facilitation. Classroom Learner Manual, Q, Activity 4 PS, Q Learner Guide:
Final version is produced and discussion. Classroom Identifying p. 16 - 17
appropriately presented. equipment
Written question
Workbook:
displaying data
p. 15 - 17
graphically

AC. 4.5 Facilitation. Classroom Learner Manual, Q, Activity 4 PS, Q Learner Guide:
Final version is produced and discussion. Classroom Identifying p. 16 - 17
appropriately presented. equipment
Written question
Workbook:
displaying data
p. 15 - 17
graphically

AC. 4.6 Facilitation. Classroom Learner Manual, Q, Activity 4 PS, Q Learner Guide:
The information is analysed discussion. Classroom Identifying p. 16 - 17
to determine and report on the equipment
Written question
validity of data collection Workbook:
displaying data
methods, forms of display p. 15 - 17
graphically
and projections that are made.

AC. 4.7 Facilitation. Classroom Learner Manual, Q, Activity 4 PS, Q Learner Guide:
Communication of findings is discussion. Classroom Identifying p. 16 - 17
clear, consistent with the equipment
Written question

37
display and makes use of displaying data Workbook:
accepted terminology. graphically p. 15 - 17

Specific outcomes and Delivery Methods Formative Summative Specific Date &
assessment criteria Media Aids, Formative activities Assessment Outcome signature

Resources Assessment Instruments Reference

Instruments &

Questions

37
 P = Project Q = Questioning B = Brainstorming R = Role-play CS = Case Study W
Formative Assessment Strategy Legend
= Workplace Activity S = Self Assessment Checklist

O = Observation Q = Questioning PS = Product Sampling R = Role-play CS = Case Study

Summative Assessment Strategy Legend
T = Testimonial P = Project

Specific Outcome 5 Demonstrate understanding of the concept of chance and calculate simple probabilities.

Outcome Range

AC 5.1 Facilitation. Classroom Learner Manual, Q, Activity 5 PS, Q Learner Guide:

discussion. Classroom Identifying p. 16 - 17
Situations are identified in equipment
Written question
which chance arises.  Workbook:
displaying data
p. 15 - 17
graphically

AC 5.2 Facilitation. Classroom Learner Manual, Q, Activity 5 PS, Q Learner Guide:

Simple probabilities are discussion. Classroom Identifying p. 16 - 17
determined. equipment Written question
displaying data Workbook:
graphically p. 15 - 17

AC 5.3 Facilitation. Classroom Learner Manual, Q, Activity 5 PS, Q Learner Guide:

Statements of chance are discussion. Classroom Identifying p. 16 - 17
correctly interpreted. equipment
Written question
Workbook:
displaying data
p. 15 - 17
graphically

37
AC. 5.4 Facilitation. Classroom Learner Manual, Q, Activity 5 PS, Q Learner Guide:
The number of combinations discussion. Classroom Identifying p. 16 - 17
and the probability of a equipment
Written question
particular event are Workbook:
displaying data
determined. p. 15 - 17
graphically

AC. 5.5 Facilitation. Classroom Learner Manual, Q, Activity 5 PS, Q Learner Guide:
Probabilities are used to discussion. Classroom Identifying p. 16 - 17
address simple real or equipment
Written question
simulated problems. Workbook:
displaying data
p. 15 - 17
graphically

Critical cross-field outcomes Description

Unit standard Identify and solve mathematical problems in which responses display that responsible decisions using critical and creative thinking
CCFO IDENTIFYING have been made.

UNIT STANDARD CCFO Organise and manage oneself and one`s activities responsibly and effectively.
ORGANISING

Unit standard Collect, analyse, organise critically evaluate numerical data.

CCFO COLLECTING

Unit standard Communicate effectively using numerical data.

CCFO COMMUNICATING 

37
Unit Standard Understand the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
CCFO DEMONSTRATING

37