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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Manage a learning environment appropriately for a learner group 
SAQA US ID UNIT STANDARD TITLE
13642  Manage a learning environment appropriately for a learner group 
ORIGINATOR
SGB Environmental Educators 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 
This unit standard is for people working as junior environmental education practitioners in a fairly structured environment where they receive regular supervision. Work contexts may include environmental education centres, heritage sites, community education projects, environmental health and safety training programmes in industry or environmental projects within government departments or the NGO sector.

In general, candidates will be required to implement and evaluate environmental learning programmes and mediate learning up to and including level 4 on the NQF. They will be required to take responsibility for organising and implementing their own environmental learning programme group, either independently or with colleagues. They will not be required to design an original environmental learning programme or learning support materials, but will be required to draw on and adapt existing programmes and materials. Educators at this level will be required to manage a learning environment appropriately for a particular learner group. This means that they should have the skills to manage learning environments such as a classroom, or field excursion in a way that is sensitive to, and responsive to learners needs, and in a way that fosters learning.

A person credited with this unit standard will be able to:
  • Plan for learning interactions that respond to learner needs
  • Structure tasks and select learning support materials that will promote learning
  • Manage and reflect on learning interactions
  • Consider the role of language in learning 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The candidate will be required to demonstrate an FETC or RPL equivalent in order to gain access to the National Certificate in Environmental Education, Training and Development Practice (EETDP) (NQF Level 5) for which this is a core unit standard.

    This unit standard must be completed in conjunction with the following unit standards:
  • Design, organise and critically evaluate an original environmental learning programme
  • Select, plan and adapt a contextually relevant environmental learning programme

    This unit standard assumes competence in the following EETDP unit standards:
  • Work under supervision to prepare an environmental learning programme (in particular specific outcome 3: Identify and fulfil their own learning needs relating to the environmental learning programme)
  • Work with others to implement an environmental learning programme (in particular specific outcome 2: Mediate environmental learning effectively)
  • Fulfil administrative requirements of an environmental learning programme or action project
  • Reflect on own facilitation performance as an environmental education practitioner
  • Identify and support learners with special needs
  • Demonstrate knowledge of environmental education principles, processes and methods and their appropriateness in different contexts
  • Review a variety of approaches to learning, teaching and evaluation. 

  • UNIT STANDARD RANGE 
    Candidates who have achieved this unit standard may implement an environmental learning programme at levels no higher than their own level of training and experience (e.g. Level 4 on the NQF), unless they are particularly competent within a certain environment or focus area.

    Additional range statements are outlined in the following section as they relate to particular specific outcomes or assessment criteria. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Plan for learning interaction that respond to learner needs 
    OUTCOME RANGE 
    The learning interactions should be studied within a group that the candidate is working with. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The candidate describes characteristics of the learner group. 
    ASSESSMENT CRITERION RANGE 
    Age of learners, expectations of learners, special needs, contextual factors influencing learners experience, prior knowledge and experience of learners, language of learners etc.
     

    ASSESSMENT CRITERION 2 
    2. The candidate plans a learning interaction and describes how characteristics of the learner group have been considered. 
    ASSESSMENT CRITERION RANGE 
    Learning interaction can include a lesson, an activity, a field trip, a workshop.
     

    ASSESSMENT CRITERION 3 
    3. The candidate implements the learning process (as planned) and reflects on the interaction in relation to the characteristics of the learners. 
    ASSESSMENT CRITERION RANGE 
    Candidate reports on the learning interaction: Report should include consideration of the following aspects of the learning interaction: appropriateness for age group; relevance to expectations of learners, how the learning interaction drew on, or considered the prior knowledge and experience of the learners, how issues of language were considered and dealt with, and how learners with special needs were considered.
     

    SPECIFIC OUTCOME 2 
    Structure tasks and select learning support materials that will promote learning 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The candidate selects and structures tasks and explains the choice and sequence of the tasks. 
    ASSESSMENT CRITERION RANGE 
    Explanation should include justification of selection in terms of how these tasks (and the sequence) are likely to promote learning (as outlined above).
     

    ASSESSMENT CRITERION 2 
    2. The candidate selects learning support materials that will promote learning, and explains the choice of learning support materials. 
    ASSESSMENT CRITERION RANGE 
    Explanation should include a justification of why learning materials were selected and how they are likely to promote learning in a given context / learning process.
     

    SPECIFIC OUTCOME 3 
    Manage and reflect on learning interactions 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The candidate is able to organise the educational environment, and learner group in ways that will promote learning. 
    ASSESSMENT CRITERION NOTES 
    Embedded knowledge:

    Basic principles of classroom management & co-operative learning approaches; basic principles and practice of good audio visual techniques; basic presentation skills, time management skills. 
    ASSESSMENT CRITERION RANGE 
    Classroom organisation (eg. organisation of desks, learning support materials etc); Enabling co-operative learning where required (through group work); appropriate audio visual materials are displayed, time management etc.
     

    ASSESSMENT CRITERION 2 
    2. The candidate is able to justify decisions made about management of the learning environment. 
    ASSESSMENT CRITERION RANGE 
    Include a critical reflection on how well the plans worked. Did they promote learning?
     

    SPECIFIC OUTCOME 4 
    Consider the role of language in learning 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The candidate is able to make observations on, and report critically on the role of language in learning. 
    ASSESSMENT CRITERION NOTES 
    Embedded knowledge:

    Some theoretical insights on language and learning (for example Vygotskian perspectives on learning; and theoretical perspectives on multi-lingual learning environments). 
    ASSESSMENT CRITERION RANGE 
    These observations should relate to the learning interactions as outlined in specific outcome 1 and 2 above, and should consider the multi-lingual educational environment in South Africa.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accreditation and moderation options:

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

    Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider through the relevant ETQA by SAQA.

    Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Essential embedded knowledge is included in the specific outcomes and assessment criteria contained in this unit standard. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation and community. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, symbolic and/or language skills in various modes. 

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

    Be culturally and aesthetically sensitive across a range of social contexts.

    Explore education and career opportunities. 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  22902   National Diploma: Environmental Education, Training and Development Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. DELTA ENVIRONMENTAL CENTRE NPC 



    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.