SAQA 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: 

Develop original learning support materials for an environmental learning programme 
SAQA US ID UNIT STANDARD TITLE
13654  Develop original learning support materials for an environmental learning programme 
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  10 
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 fairly independently as environmental education practitioners. 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.

Candidates at this level will be required to develop, evaluate and improve original environmental learning support materials at a level appropriate to their own training and experience on the NQF.

A person credited with this unit standard will be able to:
  • Identify a need for environmental learning support materials
  • Conduct research to determine form and content of materials required
  • Design and develop draft materials for the particular context
  • Pilot-test the materials and get feedback from stakeholders
  • Revise the materials based on feedback and field-testing 

  • 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 Diploma in Environmental Education, Training and Development Practice (EETDP) (NQF Level 5) for which this is a core unit standard.

    Depending on the type of learning support materials developed (e.g. worksheet, booklet, poster, video, etc.) the candidate will be required to demonstrate technical competence in the relevant medium. It is strongly recommended that, context permitting, the candidate demonstrate basic competence in using a word processing package.

    Although the National Certificate in EETDP (NQF Level 5) is not a prerequisite for candidates taking the Diploma, this unit standard assumes competence in a number of level 4 and 5 EETDP unit standards, including:
  • Demonstrate knowledge of environmental systems and ecology
  • Identify and describe learning processes
  • Identify and support learners with special needs
  • Demonstrate knowledge of environmental education goals, principles and methods and their appropriateness in different contexts
  • Implement and evaluate an environmental learning programme
  • Select, adapt and use existing environmental learning support materials and develop own supplementary learning aids
  • Demonstrate a general understanding of people-environment relationships and current environmental challenges
  • Review a variety of approaches to learning, teaching and evaluation

    The candidate should work towards this unit standard concurrently with the following Level 6 EETDP unit standards:
  • Design, organise and critically evaluate an original environmental learning programme
  • Critically evaluate a range of environmental learning programmes in different contexts
  • Analyse a range of environmental issues and propose appropriate educational responses for different contexts
  • Manage a learning environment appropriately for a learner group
  • Develop learning programmes to enhance participation of learners with special needs
  • Investigate options for improved environmental management and sustainable living 

  • UNIT STANDARD RANGE 
    Learning support materials include a range of media and resources to enhance the learning experience, including worksheets, booklets, pamphlets, posters, games, models, slide presentations, videos and computer programs.

    At this level, the candidate is required to produce a relatively simple resource or set of resources to support a specific environmental learning programme. The materials should fulfil the needs of both learners and tutors, for example a worksheet and materials for learner activities, plus background reading and a worksheet memorandum for the tutors.

    The candidate will not be expected to develop learning support materials at a level above his or her own level of training or experience.

    The candidate is expected to take full responsibility for the process of resource material development, and the development and refinement of the final product. The process should, however, involve consultation with others and may necessitate delegation of certain tasks. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify a need for environmental learning support materials 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The candidate carries out an assessment in a particular context and identifies particular learning support materials required. 
    ASSESSMENT CRITERION RANGE 
    Discussions, workshop, review of existing materials.
     

    ASSESSMENT CRITERION 2 
    2. The candidate clarifies the context in which the materials will be used. 
    ASSESSMENT CRITERION RANGE 
    Learning group, environmental focus, physical context, learning programme context.
     

    ASSESSMENT CRITERION 3 
    3. The candidate clarifies the purpose and scope of the learning support materials. 
    ASSESSMENT CRITERION RANGE 
    Intended environmental and learning outcomes; extent of application.
     

    SPECIFIC OUTCOME 2 
    Conduct research to determine form and content of materials required 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The candidate liaises with stakeholders (colleagues, potential users) to establish specific needs and to share and gather ideas and support. 
    ASSESSMENT CRITERION RANGE 
    Details of final form and content of the resource; Assistance with specific aspects of the resource development process, e.g. illustration, DTP, photography, etc.
     

    ASSESSMENT CRITERION 2 
    2. The candidate conducts research to fulfil own learning needs around the environmental focus. 
    ASSESSMENT CRITERION NOTES 
    Embedded knowledge:

    Information relevant to the environmental focus. 
    ASSESSMENT CRITERION RANGE 
    Information, issues and debates at an appropriate level for the learners and tutors.
     

    ASSESSMENT CRITERION 3 
    3. The candidate establishes the most cost-effective and contextually appropriate materials to use for the resource. 
    ASSESSMENT CRITERION RANGE 
    Selects and sources appropriate materials.
     

    ASSESSMENT CRITERION 4 
    4. The candidate develops guidelines and a plan to inform development of the materials, based on research. 

    SPECIFIC OUTCOME 3 
    Design and develop draft materials for the particular context 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Materials are clearly related to the intended outcomes, focus and context of the programme in which they will be used and to the resources available. 

    ASSESSMENT CRITERION 2 
    2. Materials are appropriate for the users. 
    ASSESSMENT CRITERION RANGE 
    Language and literacy levels, age level, context and expectations of the group.
     

    ASSESSMENT CRITERION 3 
    3. Materials are well designed, fit for purpose and easy to use. 
    ASSESSMENT CRITERION RANGE 
    Conceptual, physical and artistic design features appropriate for context and learners; pleasing and appealing; well illustrated with appropriate images; Font sizes and styles appropriate in written materials.
     

    ASSESSMENT CRITERION 4 
    4. Information is accurate, appropriately pitched and sources are acknowledged if relevant. 

    ASSESSMENT CRITERION 5 
    5. Language use is correct and appropriate for the learner. 
    ASSESSMENT CRITERION RANGE 
    Spelling, grammar, level, idiom; free from bias.
     

    ASSESSMENT CRITERION 6 
    6. The candidate identifies, finds and organises supplementary resources to support the learning experience. 
    ASSESSMENT CRITERION RANGE 
    Artefacts, specimens, equipment, information.
     

    ASSESSMENT CRITERION 7 
    7. The materials are appropriate in terms of available resources and support. 
    ASSESSMENT CRITERION RANGE 
    Available budget, infrastructure (e.g. photocopying or video facilities).
     

    SPECIFIC OUTCOME 4 
    Pilot-test the materials and get feedback from stakeholders 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The candidate briefs stakeholders clearly on the need to evaluate the draft materials, and provides guidance in terms of the evaluation. 
    ASSESSMENT CRITERION RANGE 
    Stakeholders include colleagues, users, supervisors, sponsors (if available) and others involved in production (e.g. illustrator, designer).
     

    ASSESSMENT CRITERION 2 
    2. The candidate participates in the evaluation of the draft materials. 
    ASSESSMENT CRITERION RANGE 
    Participant observation, survey techniques.
     

    ASSESSMENT CRITERION 3 
    3. The candidate gathers and analyses feedback from stakeholders. 
    ASSESSMENT CRITERION RANGE 
    Discussions, workshops, questionnaires, marked-up copies of materials, etc.
     

    SPECIFIC OUTCOME 5 
    Revise the materials based on feedback and field-testing 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The candidate incorporates recommended changes and informs relevant stakeholders, e.g. illustrator. 

    ASSESSMENT CRITERION 2 
    2. The candidate submits an original or full set of the revised materials, which are neat, well-designed, original and accurate. 

    ASSESSMENT CRITERION 3 
    3. The candidate submits a comprehensive report on the process of developing learning support materials. 


    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 
    The following essential embedded knowledge will be assessed through assessment of the specific outcomes, in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. For the most part, the possession or lack of this knowledge can be directly inferred from the quality of the candidate's performance.
  • Criteria for assessing learning support materials
  • Information relevant to the environmental focus
  • Issues of copyright, permission and how to acknowledge sources
  • Principles of outcomes-based education
  • Principles of sound education practice
  • Principles of learning support material design
  • Principles of environmental education 


  • 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 SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others. 

    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. 

    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.