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 THAT HAS PASSED THE END DATE: 

Facilitating a Life Skills Learning Programme in the Reception Year 
SAQA US ID UNIT STANDARD TITLE
7408  Facilitating a Life Skills Learning Programme in the Reception Year 
ORIGINATOR
SGB Early Childhood Development 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Early Childhood Development 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  12 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 
2006-01-10  2007-10-18  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2008-10-18   2011-10-18  

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 is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
244260  Facilitate a Life Skills Learning Programme in the Reception Year  Level 5  Level TBA: Pre-2009 was L5  15  Complete 

PURPOSE OF THE UNIT STANDARD 
This is an elective unit standard at Level 5 which can be credited to a National Certificate in ECD at Level 4 and/or towards a higher education qualification in ECD at Level 5 or 6 for specialisation in Grade R teaching.

The learners are able to plan, implement and evaluate a developmentally appropriate life skills learning programme in Grade R and to assess the children's progress on a continuous basis. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • The ability to read, write and use written resource material for learning and teaching in at least two South African languages.
  • An understanding of the holistic development of children from birth to nine years and how young children learn through play and a variety of activities.
  • A basic understanding of the national school curriculum. 

  • UNIT STANDARD RANGE 
    This elective unit standard is designed primarily for educators working with children aged 5 - 6 years in the Reception Year (Grade R). Practitioners are required to demonstrate applied competence in a Grade R programme in one of the following developmental phases in a group setting:
  • 2 - 6 years (community-based group setting)
  • 5 - 9 years (foundation phase group setting)

    At this level practitioners demonstrate the ability to:
  • plan a developmentally appropriate life skills learning programme to help children achieve the specific outcomes of the national curriculum for the Reception Year;
  • use a range of educational skills to facilitate the acquisition of life skills and empower the learners;
  • select activities and resources that are appropriate to the developmental needs, interests, culture, languages, gender and religion of the children.
  • plan individualised learning experiences to support and challenge each child based on continuous observation and assessment;
  • evaluate the effectiveness of the life skills learning programme to improve implementation. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Plan a developmentally appropriate life skills learning programme. 
    OUTCOME NOTES 
    Plan a developmentally appropriate life skills learning programme according to the national curriculum for children, the interests and the experience of the children. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The life skills learning programme is planned to achieve the specific outcomes of the relevant learning areas for Grade R in an integrated manner. 

    ASSESSMENT CRITERION 2 
    2. Learning activities and experiences are planned on a daily, weekly and longer term basis. 

    ASSESSMENT CRITERION 3 
    3. The life skills learning programme is based on the life experiences of the children and should be contextually appropriate. 

    ASSESSMENT CRITERION 4 
    4. The planned learning activities and experiences are appropriate to the developmental needs of individual children. 

    ASSESSMENT CRITERION 5 
    5. Planning is sufficiently flexible to respond to the interests of individual children. 

    SPECIFIC OUTCOME 2 
    Prepare appropriate learning activities and materials. 
    OUTCOME NOTES 
    Prepare appropriate learning activities and materials based on an understanding of the principles, processes and content of the relevant learning areas in the Foundation Phase. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Learning experiences are provided to help children learn about themselves in a holistic way that supports the development of a positive self-concept and respect for others, different lifestyles, religions, languages, gender and cultures. 

    ASSESSMENT CRITERION 2 
    2. Activities are set up to help children develop scientific and technological process skills. 

    ASSESSMENT CRITERION 3 
    3. Learning activities and materials are prepared to encourage children to explore and value their environment and society. 

    ASSESSMENT CRITERION 4 
    4. A variety of activities and materials are prepared to encourage children to explore the arts including their cultural heritage. 

    ASSESSMENT CRITERION 5 
    5. Various opportunities are organised to facilitate children's physical development and understanding of health and safety issues. 

    SPECIFIC OUTCOME 3 
    Implement the planned life skills learning programme in Grade R. 
    OUTCOME NOTES 
    Implement the planned life skills learning programme in Grade R using a range of appropriate techniques and strategies to facilitate active learning. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The learning activities and experiences are organised so that children are able to work in a variety of settings including individual work, pairs, small groups and large groups. 

    ASSESSMENT CRITERION 2 
    2. Opportunities for critical thinking and problem-solving are apparent in all of the activities. 

    ASSESSMENT CRITERION 3 
    3. Children are encouraged to plan, select their own materials and carry out projects according to their own ability. 

    ASSESSMENT CRITERION 4 
    4. A range of mediational/facilitation skills are used appropriately to support and extend children's learning, including helping children to talk about, communicate and reflect on their learning experiences and achievements. 

    SPECIFIC OUTCOME 4 
    Observe and assess children's progress. 
    OUTCOME NOTES 
    Observe and assess children's progress in the life skills learning programme on a continuous basis to assist individual children. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Observation and assessment of children's development in the life skills programme is an integral part of the learning-teaching process. 

    ASSESSMENT CRITERION 2 
    2. Assessment tools/instruments and procedures used for recording observations and assessments provide comprehensive evidence of children's life skills, but their use does not interfere unduly with the teaching and learning process. 

    ASSESSMENT CRITERION 3 
    3. Facilitation techniques are adapted to individual children's needs and learning style based on observation. 

    ASSESSMENT CRITERION 4 
    4. Observation and assessment records are used to plan individualised learning experiences for children. 

    SPECIFIC OUTCOME 5 
    Evaluate the effectiveness of the life skills learning programme. 
    OUTCOME NOTES 
    Evaluate the effectiveness of the life skills learning programme on a continuous basis and adapt the activities and materials provided to improve the programme and to inform practice and planning. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The effectiveness of the life skills programme is evaluated systematically and critically on a daily, weekly and longer term basis as reflected in programme records. 

    ASSESSMENT CRITERION 2 
    2. The modification of facilitation techniques and strategies as a result of reflection on one's own practice is described. 

    ASSESSMENT CRITERION 3 
    3. Learning activities and materials are changed or adapted in response to children's needs and interests. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Workplace assessment of life skills learning programme implementation and scrutiny of records of programme planning and evaluation, observation and assessment of children.
  • Child study of three children over a period of three months showing the each child's development in terms of life skills and including the following:
    analysed samples of work;
    descriptions of activities the child becomes involved in;
    indications of particular interests and strengths; and
    focusing on how the classroom programme has empowered the learner.
  • Portfolio including written work in the form of course work, assignments, notes, etc. and examples of children's work.
  • Moderation: Scrutiny of all assessment records and portfolio evidence, including the child study; random workplace assessment including an interview with the learner by an external assessor. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Learners can understand, analyse and explain the following:
  • relevant child development theories and research, which include indigenous theories of child development practice, and the implications for practice in a life skills learning programme;
  • social and emotional development as it relates to cognitive development;
  • the principles, processes and content of science for young children and appropriate technological applications;
  • the development of creative thinking and expression through the arts and its importance in learning;
  • cultural traditions and social processes, including environmental issues, that can be introduced to young children;
  • the requirements of the national curriculum in the foundation phase, especially with regard to the reception year;
  • principles of planning, integrating and sequencing learning programmes and activities;
  • assessment methods and tools/instruments for assessing young children's learning and development.

    Learners demonstrate the following attitudes and values:
  • respect for cultural and religious diversity (anti-bias practice);
  • gender sensitivity;
  • democratic values and appreciation of the different customs and traditions present in our country (UBUNTU);
  • recognition of the importance of life skills in the foundation phase through an appreciation of the importance of offering a rich programme designed to empower all learners;
  • sensitivity to the views of parents and family members;
  • explicit recognition of the importance of social relationships in building families and communities;
  • explicit recognition of the importance of respecting the environment. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    1. Reflect on and explore a variety of strategies to learn more effectively through the study of underpinning disciplines for the life skills programme.

    2. Participate as responsible citizens in the life of local communities through discussions with children, parents and family members about the importance of the development of life skills for lifelong learning.

    3. Be culturally and aesthetically sensitive across a range of social contexts through the selection of art and cultural activities and materials for children to explore. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems with regard to young children's acquisition of life skills showing that responsible decisions have been made with regard to maintaining respect for the home languages of the children; their cultures and families; the local environments and children's growing abilities to develop a social and thinking beings. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with co-workers (where applicable), with children, families and communities. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's teaching activities effectively in order to implement a planned life skills learning programme successfully. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information relating to the children's development and to programme implementation through observation and self-reflection. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively with learners verbally and through visual materials, and keep written records and reports. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Show responsibility towards the environment and health of others through activities planned to promote children's health and respect for the environment. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Appreciate that the world is a set of related systems by planning an integrated life skills learning programme. 

    UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 244260, which is "Facilitate a Life Skills Learning Programme in the Reception Year", Level 5, 12 credits. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  23116   National Certificate: Early Childhood Development  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered" 
    2007-10-18  Was ETDP SETA until Last Date for Achievement 
    Elective  15982   National Certificate: Early Childhood Development: Preschool Phase  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2003-10-11  Was ETDP SETA until Last Date for Achievement 
    Elective  64649   Higher Certificate: Early Childhood Development  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Elective  15985   National Certificate: Early Childhood Development: Preschool Phase  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered" 
    2003-10-11  ETDP SETA 
    Elective  64650   National Diploma: Early Childhood Development  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Elective  15983   National Diploma: Early Childhood Development: Preschool Phase  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered" 
    2003-10-11   


    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. Motheo Training Institute Trust 
    2. Renaissance Training Services cc 
    3. Teachers Learning Centre (Pty) Ltd 
    4. Thuto Ya Setshaba Training Services (Pty) Ltd 



    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.