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: 

Prepare learning aids 
SAQA US ID UNIT STANDARD TITLE
9953  Prepare learning aids 
ORIGINATOR
SGB Occupationally-directed ETD Practitioners 
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 4  NQF Level 04 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Registered" 
2000-10-11  2003-10-11  SAQA 0532/00 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2004-10-11   2007-10-11  

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
117870  Conduct targeted training and development using given methodologies  Level 4  NQF Level 04  10  Complete 

PURPOSE OF THE UNIT STANDARD 
A practitioner who has achieved this unit standard will be able to prepare learning aids. This will include adapting existing training materials to suit the specific target group.

This competence complements other ETD competences and lays the basis for specialisation in the development of training materials at higher levels. It also contributes to the development of the practitioner's own practice.

In addition, the development of outcomes-based learning aids that are relevant to the South African context and learners' needs will support the forms and goals of education and training within the National Qualifications Framework. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Practitioners applying to enter a learning programme for this ETD standard -or applying to be assessed against this ETD standard -are assumed to have a qualification or equivalent competence in an occupation in which they will practice this ETD competence.

This standard describes the ETD competence, which will be needed for them to prepare learning aids within their occupational competence. 

UNIT STANDARD RANGE 
The following statements provide a general guide to the scope and complexity of the competence expected of a practitioner:
1. Practitioners are required to demonstrate that they can perform the specific outcomes with understanding and reflexivity. However, at this level they will be consciously following a set of "rules" or principles, which inform what they do, rather than performing "internalised rules".
2. The practitioner is required to demonstrate the competence described in this standard in the context of skills development courses.
3. The specific outcomes should be performed in line with an established methodology for preparing learning aids. At this level the practitioner should be able to describe one alternative methodology; to explain how their performance would differ if they used them and to justify their choice of methodology.
4. At this level, practitioners are not expected to draw on or integrate insights from beyond their occupational and ETD competences. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Select a range of available training materials. 
OUTCOME NOTES 
Select a range of available training materials by, e. g.,
  • ensuring the training materials are relevant to the learning area; and
  • ensuring the training materials are suitable for the target group. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    See Notes 
    ASSESSMENT CRITERION NOTES 
    The assessment of practitioners against this standard should meet the requirements of established assessment principles.

    It will be necessary to develop assessment activities and tools which are appropriate to the contexts in which practitioners are working. These activities and tools may include an appropriate combination of self assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledges are assessed.
    1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.
    2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.
    3. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should also not be assessed as competent.
    4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.
    5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.
    6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this. 

    SPECIFIC OUTCOME 2 
    Adapt training materials. 
    OUTCOME NOTES 
    Adapt training materials by, e. g.,
  • varying the sequence of activities;
  • editing, adding and /or removing materials;
  • modifying language and content to meet needs of the learners; and
  • ensuring the level of materials is suitable for the learners. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    See Notes 
    ASSESSMENT CRITERION NOTES 
    The assessment of practitioners against this standard should meet the requirements of established assessment principles.

    It will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge's are assessed.
    1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.
    2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.
    3. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should also not be assessed as competent.
    4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.
    5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.
    6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this. 

    SPECIFIC OUTCOME 3 
    Prepare learning aids. 
    OUTCOME NOTES 
    Prepare learning aids in which, e. g.
  • where writing or illustrations are used, these are clear and neat;
  • concepts and information are accurate and appropriately sequenced; and
  • learner involvement is encouraged. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    See Notes 
    ASSESSMENT CRITERION NOTES 
    The assessment of practitioners against this standard should meet the requirements of established assessment principles.

    It will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge's are assessed.
    1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.
    2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.
    3. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should also not be assessed as competent.
    4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.
    5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.
    6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this. 

    SPECIFIC OUTCOME 4 
    Evaluate own performance. 
    OUTCOME NOTES 
    Evaluate own performance by, e. g.,
  • identifying strengths and weaknesses
  • make plans to integrate lessons learned into future practice. 

  • ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    See Notes 
    ASSESSMENT CRITERION NOTES 
    The assessment of practitioners against this standard should meet the requirements of established assessment principles.

    It will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge's are assessed.
    1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.
    2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.
    3. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should also not be assessed as competent.
    4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.
    5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.
    6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    1. Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.
    2. Any institution offering learning that will enable achievement of this unit standard or will assess this unit standard must be accredited as a provider with the relevant ETQA.
    3. Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.

    Therefore anyone wishing to be assessed against this unit standard may apply to be assessed by any assessment agency, assessor or provider institution, which is accredited by the relevant ETQA. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The practitioner is able to demonstrate knowledge and understanding of:
    1. Potential resources, which can serve as training material.
    2. Principles and procedures for selecting materials.
    3. Learning principles relating to the adaptation of training materials
    - Learning styles and preferences;
    - Factors that help or hinder learning.
    4. How use of language in learning aids affects learning.
    5. Principles of copyright and acknowledgement of sources.
    6. Principles of design related to the preparation of learning aids
    - Clarity;
    - Accuracy;
    - Development; and
    - Relevance.
    7. Principles and procedures of resource-based learning.
    8. Outcomes-based forms of preparing learning aids, which are consistent with the aims and objectives of the National Qualifications Framework and Skills Development Strategy.
    9. Forms of practice, which promote the values described in the Bill of Rights and the principles underpinning the Employment Equity Act. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage by, e. g.,
  • Planning the adaptation of training materials. 

  • UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information by, e. g.,
  • Researching, selecting and adapting available material relevant to the required learning event. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively by, e. g.,
  • Adapting materials in a clear and concise way. 

  • UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 117870, which is "Conduct targeted training and development using given methodologies", Level 4, 10 credits.

    VALUES
    The ETD practice outlined in this unit standard should promote the values of affirmation and non-discrimination as described in the Bill of Rights and Employment Equity Act. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  13739   Certificate in Occupation-directed Education, Training and Development Practice  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2003-10-11  Was ETDP SETA until Last Date for Achievement 
    Elective  20893   National Certificate: Human Resources Management and Practices Support  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2005-02-13  Was SABPP until Last Date for Achievement 


    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.
     
    NONE 



    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.