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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Design and develop arts and culture-based education programmes and activities 
SAQA US ID UNIT STANDARD TITLE
123122  Design and develop arts and culture-based education programmes and activities 
ORIGINATOR
SGB Educators Schooling 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Schooling 
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
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 
A practitioner who has achieved this Unit Standard is competent to design and develop arts and culture-based programmes and activities for implementing given curricula, within any learning context, and for one learning phase. Learning in and through arts and culture assumes that educators' approach is learner-centred, holistic, experiential, varied, and skills-focused across the processes and products of various art forms; it is constructivist in nature to encourage creativity.

Learners credited with this Unit Standard are able to use learning outcomes, assessment standards, learning benchmarks, time management, sequencing of learning, assessment strategies, different assessment approaches and practices and can place these over a phase to encourage coordinated and holistic learning. The learners investigate advanced planning procedures which allow for cost effective resource management and effective implementation of learning. Learning programmes designed and developed can be used in schools, colleges, ABET centres, community centres, learnerships, etc. In the long term, programme planning improves the delivery from service providers and contributes towards quality teaching and learning. Effective planning and delivery should encourage well motivated work ethics and positive economics.

The Unit Standard contributes toward the development of a professional community of Education, Training and Development practitioners who are thoughtful methodological learning programme designers that ensure that teaching and learning is well planned, and who purposefully engage with their learners in direct experience and focused reflection in order to deepen and increase knowledge, develop skills, clarify values insightfully and critique contextual issues for change.

Credited learners are capable of:
  • Analysing information from curricula to guide planning and design of learning programmes and activities.
  • Planning arts and culture-based learning programmes and activities taking into consideration the development of learners.
  • Developing resources for planned arts and culture-based learning programmes and activities.
  • Evaluating arts and culture-based learning programmes and activities. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits and level assigned to this Unit Standard are based on the assumption that learners have already attained the following competencies:
  • Communication and language at NQF level 4.
  • Experience in the practice of a performing art form or a non-performing art form at NQF Level 4.
  • Delivery of learning experiences at NQF Level 4.
  • Planning of learning experiences for Arts and Culture at NQF Level 4. 

  • UNIT STANDARD RANGE 
    Learners are expected to plan learning programmes and activities in different time options, interpret specific curricula, select learning strategies, and design and evaluate learning programmes and activities for one phase of learning (e.g. early childhood, foundation, intermediate or senior phase).

    Learners are expected to demonstrate the following values and attitudes:
  • A non-judgemental, warm, respectful, enthusiastic attitude towards all learners regardless of class, gender, ability, race or culture.
  • Model life-long learning by observing and working with other teachers who can provide and impact specialist instruction and skills in arts and culture-based methodology.
  • Practice culture-fair and anti-bias attitudes which provide for human rights and inclusivity.
  • Affirm and honour the uniqueness of all learners and co-workers and celebrate individual qualities of creativity, inventiveness and ingenuity.
  • Is prepared to take risks in designing and presenting lessons using arts and culture-based methodologies.
  • Encourage and support their learners in their artistic pursuits.
  • Provide a mediated and rich experience of active and interactive learning in the arts and through arts and culture-based methodology in a constructivist manner.
  • Respect their learners' opinions, feelings and expression of ideas through arts and culture-based products, processes and performances.
  • Encourage learners to value the artistic expressions and responses of others.
  • Take a genuine interest in each learner's artistic growth through affirming and honouring learner's expressive or enactive arts processes and products.
  • Focus on achievement rather than failure.
  • Practitioners see their learner as the greatest resource, rehearsing and modelling qualities of questioning, reflection, problem-solving, creating and re-creating.

    Constructivist teaching and learning experiences involve an enquiring process that leads to conceptual change, essential to developing higher order thinking patters and problem solving techniques. The process involves that of a constant socially interactive environment, which seeks to stimulate questioning and thinking on behalf of the learner in developing their individual thought processes and problem solving strategies, as well as a unique identity. The process that is commonly used in such a learning environment and context is one which commits leaning activities to desired outcomes to be learnt, exposes prior individual or collective beliefs/understanding, confronts the beliefs and understanding through collective interaction and evaluation and accommodates the new concepts through the collective evaluation and measure of success of the learning products and then extends the new concepts into an unknown or applied environment of further discovery and creation and its associated thinking strategies.

    The arts and culture-based approach does not have to be materially resource-rich - an approach focusing on individual/communal resources or how to create and recreate fresh ways of thinking, doing and seeing the world, is recommended. The underlying qualities of using communication techniques, styles of questioning, intentionality, reciprocity, making connections, sharing and using waste and found materials from the learners' contextual environment to create and recreate, needs to be tapped into. A holistic approach promoting and education of the heart, mind, hand and spirit through arts and culture is envisaged.

    Learning in and through arts and culture involves learners in:
  • Perceiving: sensing, receiving, experiencing. This involves absorbing an experience through the senses. While perceiving can be a logical and convenient place to begin the learning process, it operates interactively with all other processes of the learning model, in a non-linear way.
  • Transforming: thinking, feeling, imagination, intuition and problem solving. This is the internal/intrinsic creative process - transforming and extending changes and experience into artistic ideas.
  • Expressing: revealing thoughts, feelings and understandings in an artistic form. This involves using artistic knowledge, imagination, thought and skill. An artistic expression may involve a learner in a process of making, creating, designing, remaking, refining, producing, performing and extending an artistic form.
  • Appreciating: reflecting, analysing, criticising and valuing art. This is concerned with developing the learner's understanding of their own works and those of others. Through appreciating, the learner can acquire artistic values, attitudes and an increased awareness of the social and cultural context in which art forms are made, performed, produced, designed and consumed. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Analyse information on curricula to guide planning and design of learning programmes and activities. 
    OUTCOME RANGE 
    Information includes policies, learning requirements and principles of the various curricula; policies could include the policy for Further Education and Training Certificates, Arts and Culture, White Paper on Education, White Paper on Arts and Culture 1996, etc. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Intended purpose, level of learning, learning outcomes and associated assessment criteria are identified in relation to curriculum. 

    ASSESSMENT CRITERION 2 
    Activities to achieve learning outcomes are identified for specific developmental and cultural needs and interests of learners. 
    ASSESSMENT CRITERION RANGE 
    Activities include a diverse range of arts and culture tools, techniques, strategies, skills, processes, products, practice and methods in dance, drama, music, and visual arts or design in African and other cultural traditions.
     

    ASSESSMENT CRITERION 3 
    Rationale for and importance of arts and culture-based methodology and methods are explained for specific learning programmes and activities. 
    ASSESSMENT CRITERION RANGE 
    Rationale includes the implications of arts and culture-based methodology in promoting and advancing creativity, relevance, doing, and diversity, and involves the awakening and involvement of the whole person, the transformation of abstract ideas into artistic forms in order to deepen and integrate understanding, and the development of cultural understanding, identity and respect.
     

    ASSESSMENT CRITERION 4 
    Education principles of outcomes and integration are explained according to relevant examples. 

    SPECIFIC OUTCOME 2 
    Plan arts and culture-based learning programmes and activities taking into consideration the development of learners. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    All resources required to deliver the programmes and activities are identified. 
    ASSESSMENT CRITERION RANGE 
    Resources include anything that is required to accomplish the arts and culture-based activities, for example: facilitators, materials, models, instruments, texts, etc.
     

    ASSESSMENT CRITERION 2 
    Planned learning activities are identified for specific target groups. 
    ASSESSMENT CRITERION RANGE 
    Activities can include social and cultural interactions, community problem solving processes and persons in communities.
     

    ASSESSMENT CRITERION 3 
    Timelines are drawn up for the entire phase of specific learning programmes. 
    ASSESSMENT CRITERION RANGE 
    Time plans could include three year learning activity phase plans, one year plans, curricular, cross-curricular and extra curricular activities, coordination of different assessment strategies, learning resources, both human and material, infusion of human rights principles, homework, field trips, performances and exhibitions, etc.
     

    ASSESSMENT CRITERION 4 
    Activities for learning are prepared for progression, clustering and sequencing over a learning phase. 
    ASSESSMENT CRITERION RANGE 
    Developing learning activities could take into consideration: time allocation, modules of learning, weighting of outcomes, grade, level, assessment standards, strategies and criteria, learning styles, prior learning, multiple intelligences, teaching approaches, designing down from outcomes and also delivering up to outcomes, patterning of learning activities etc.
     

    ASSESSMENT CRITERION 5 
    Appropriate arts and culture-based expressive models are used for specific learning contexts, including inclusivity. 

    ASSESSMENT CRITERION 6 
    Own biases, judgements and pre-conceptions and their influence on learning processes are identified and recommendations are made for addressing these. 

    SPECIFIC OUTCOME 3 
    Develop resources for planned arts and culture-based learning programmes and activities. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Activities expected of learners are justified and modelled to include opportunities to learn from natural consequences, mistakes and successes. 
    ASSESSMENT CRITERION RANGE 
    Activities can include recreating ceremonies (such as rituals, rites, religious practices, etc.) and celebrations from a world culture.
     

    ASSESSMENT CRITERION 2 
    Appropriate materials for learning activities acquired or developed are identified for needs of learners and requirements of learning activities. 
    ASSESSMENT CRITERION RANGE 
    Materials may vary from sophisticated instruments, costumes, paints, etc. to simple substitutes that serve the artistic/cultural purpose, and can include song, clapping, dance, praise poetry, masks, making artefacts, modelling, etching or markings, puppets, dramatic activities, creating instruments from reeds, notched sticks, boxes, bows and cans, creating costumes from cardboard, hats, cloths and string, etc.
     

    ASSESSMENT CRITERION 3 
    Facilities are arranged and organised in a manner appropriate for the requirements of the learning activities. 

    ASSESSMENT CRITERION 4 
    Appropriate arts and culture-based activities are designed for specific learning phases/programme activities and learner needs. 

    ASSESSMENT CRITERION 5 
    Resources are justified in terms of supporting all learners to achieve required outcomes. 

    SPECIFIC OUTCOME 4 
    Evaluate arts and culture-based learning programmes and activities. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Evaluation criteria are designed taking into account learner achievements. 

    ASSESSMENT CRITERION 2 
    Evaluation criteria are based on intended learning outcomes. 

    ASSESSMENT CRITERION 3 
    Aspects of planning and development that require improvement are identified and recommendations are justified in terms of evaluation findings. 
    ASSESSMENT CRITERION RANGE 
    Recommendations can relate to learning outcomes, activities, resources and assessments.
     

    ASSESSMENT CRITERION 4 
    Lessons learnt are recorded in a format accessible for future use in learning programme and activity design and development. 

    ASSESSMENT CRITERION 5 
    Arts and culture-based processes, products and styles are critically evaluated within past and present contexts. 

    ASSESSMENT CRITERION 6 
    Activities are integrated as a meaningful whole by combining the parts of an activity. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this Unit Standard.
  • Anyone assessing a learner against this Unit Standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this Unit Standard. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Arts and culture-based education theories and methodologies.
  • Constructivist teaching and learning.
  • Arts and culture-based experiences and forms.
  • Opportunities and methods for learners to, for example, compose, perform and listen to music from own and diverse cultures, choreograph, perform and appreciate dance from own and diverse cultures.
  • Use of role-play, poems, scripted and unscripted plays and oral traditions to reflect on own and diverse cultures; painting, drawing, printmaking, clay modelling or sculpting and other arts forms to express ideas; imagination in exploring the world through the senses, feeling, willing, intention, balance, movement, speech, thought and ego.
  • Production and reproduction of media.
  • The principles of outcome based education.
  • Different learning and assessment philosophies.
  • Methodologies for developing learning programmes and activities.
  • Government and organisational guidelines around the development and implementation of learning programmes, and education and training.
  • Existing national qualifications and Unit Standards.
  • The spectrum of learner support materials (e.g. print, audio-visual, electronic, equipment, etc.).
  • Forms of practice, which promote the values described in the Bill of Rights.
  • Curriculum structure and process. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when planned learning activities are authentic for specific target groups. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when activities for learning are prepared for progression, clustering and sequencing over a learning phase and time plans are drawn up for the entire phase of specific learning programmes. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information from curricula to guide planning and design of learning programmes and activities. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when artistic representations are generated that are appropriate for specific learning phases and programme, activity and learner needs. 

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

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when intended purpose, level of learning, learning outcomes and associated assessment criteria are identified in relation to curriculum, activities to achieve learning outcomes are identified for specific developmental and cultural needs and interests of learners, and artistic and cultural processes, products and styles are critically evaluated within past and present contexts. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    Notes to assessors:

    Assessors should keep the following established principles in mind when designing and conducting assessments against this Unit Standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this Unit Standard, that the learner can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent.

    It will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are learning or 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 are assessed.
  • The specific outcomes must be assessed through observation of performance or applied competence, including the embedded knowledge.
  • Evidence of the specified critical cross-field outcomes should be obtained.
  • 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.

    Supplementary information:
  • The term learner is meant to include student, client, trainee, participant, etc.
  • The term educator is meant to include facilitator, teacher, trainer, practitioner, etc.

    This Unit Standard is relevant to five roles defined in the Department of Education Norms and Standards for Educators:
  • Learning mediator: the practitioner mediates learning in a manner that is sensitive to the diverse and developmental needs and interests of the learners; constructs a learning environment to support and enhance learning; communicates effectively showing respect for others.
  • Assessor: the practitioner observes and assesses learners' learning and development continuously as part of the learning-teaching process, and keeps appropriate diagnostic records.
  • Interpreter and designer of learning programmes and materials: the practitioner knows how to provide a stimulating and developmentally appropriate learning programme based on learner needs, interests and national school curriculum requirements (where appropriate); selects and makes or adapts materials and resources; sequences and paces the learning to suit the developmental needs of learners.
  • Scholar, researcher and lifelong learner: the practitioner develops skills of reflection and self-evaluation allowing her/him to understand how best to meet the learning and developmental needs of learners.
  • Community, citizenship and pastoral role: the practitioner treats learners, their languages, cultures and families with respect and empowers the learners.

    Principles:
    These principles are to be used in the development, interpretation and implementation of Learning Programmes and the design of learning support materials.

    Learning programmes must be infused with the following principles, which address national imperatives including:
  • Issues of human rights.
  • All policies promoting of the rights of the child.
  • Culture fair and anti-bias values.
  • Inclusivity.
  • Impact of HIV/Aids.
  • Globalisation.
  • Social justice and environmental health.
  • Use of indigenous knowledge systems. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  65030   National Certificate: Arts and Culture Development Management  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  CATHSSETA 


    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.