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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Compile a portfolio in ECD practice 
SAQA US ID UNIT STANDARD TITLE
12841  Compile a portfolio in ECD practice 
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 3  NQF Level 03 
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 is an elective unit standard at Level 3, which can be credited to the Basic Certificate in ECD at Level 1 and/or the National Certificate in ECD at Level 4.

Learners are able to compile a portfolio to present evidence of ECD knowledge and skills for recognition of prior learning and/or for assessment on completion of a learning programme. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Functional literacy (ABET 3 or equivalent). 

UNIT STANDARD RANGE 
This unit standard is suitable for all those already working in ECD services who have developed their knowledge and skills through experience, by attending non-formal training programmes and through informal learning opportunities, and who need to be assessed so that their prior learning can be recognised at Levels 1 to 4.

The unit standard is also suitable for all learners in ECD training at Levels 1 to 4 who need to learn how to compile a portfolio for assessment purposes.

Learners are required to compile a portfolio providing evidence of applied competence in one of the following phases/settings:
  • 0 - 3 years (group, informal or family settings)
  • 2 - 6 years (group, informal or family settings)
  • 5 - 9 years (group or informal settings)

    At this level, learners demonstrate the ability to compile a well-organised portfolio providing information on the following:
  • List of contents;
  • ECD qualification (exit-level outcomes) or list of unit standards to be assessed;
  • Personal details, including a CV;
  • Copies of any certificates obtained (formal education and training and non-formal training), information on the content of courses attended with an evaluation of what was most useful;
  • Course assignments (if any) and written feedback received or evaluations;
  • Work history and description of current work;
  • Learning products (e.g. resources made, records, minutes of meetings), descriptions and reflections presented as evidence for learning outcomes;
  • Reports by others (e.g. supervisor, co-workers, parents, trainers) to support learning achievements;
  • Self-evaluation and reflections on own practice. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Explain the basic principles of lifelong learning 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The principles and structure of the NQF (levels, bands) are described in relation to the concept of lifelong learning. 

    ASSESSMENT CRITERION 2 
    2. The level attained on the NQF in terms of one's own prior learning (education and training) is identified. 

    ASSESSMENT CRITERION 3 
    3. The basic principles of outcomes-based education and training are described simply and clearly using appropriate terminology. 

    ASSESSMENT CRITERION 4 
    4. A portfolio is defined in terms of assessing applied competence. 

    SPECIFIC OUTCOME 2 
    Match ECD competence to an ECD qualification and/or unit standards 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The competences required achieving the learning outcomes of the relevant ECD qualifications and unit standards are described. 

    ASSESSMENT CRITERION 2 
    2. The learner's own learning and experience are evaluated in relation to the ECD learning outcomes and assessment criteria. 

    ASSESSMENT CRITERION 3 
    3. Aspects of the learner's own learning and experience that provide evidence of ECD knowledge and skills required by the standards are identified. 

    ASSESSMENT CRITERION 4 
    4. The learner's ECD competence is matched to an ECD qualification and/or specific unit standards, and gaps are identified where applicable. 

    SPECIFIC OUTCOME 3 
    Develop skills in presenting evidence of own experience, learning and competence 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The concept of presenting evidence of knowledge and skills is explained. 

    ASSESSMENT CRITERION 2 
    2. Assessment methods used to evaluate ECD competence (knowledge and skills) are described. 

    ASSESSMENT CRITERION 3 
    3. Different ways of presenting evidence of competence are identified in relation to the assessment criteria of relevant standards. 

    ASSESSMENT CRITERION 4 
    4. In the preparation of evidence of the learner's knowledge and skills, descriptions (or other modes of presentation) and written reflections on the learner's own practice and on what one has learned are included. 

    SPECIFIC OUTCOME 4 
    Compile a portfolio to present evidence of competence relating to specify learning outcomes 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The purpose of compiling a portfolio is described. 

    ASSESSMENT CRITERION 2 
    2. Appropriate material is selected for inclusion in the portfolio. 

    ASSESSMENT CRITERION 3 
    3. The material in the portfolio is organised in a way that makes sense to others. 

    ASSESSMENT CRITERION 4 
    4. A detailed list of the content of the portfolio is provided to show how it is organised. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    o Structured interview(s) to assess understanding of the following:
    - Lifelong learning,
    - The NQF,
    - Outcomes-based education and training,
    - The purpose of building a portfolio,
    - ECD qualifications and unit standards,
    - Reasons for inclusion of certain materials in the portfolio.

    o Portfolio includes evidence that is:
    - Valid (relevant evidence)
    - Reliable (sufficiently clear so that different assessors will agree)
    - Sufficient (neither too little or too much)
    - Authentic (individual work),
    - Current (reflects present competence)

    o Moderation: Scrutiny of assessment records relating to interviews and portfolios; scan portfolios to check presentation; random assessment of portfolio evidence and discussions with learners. 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    1. Reflect on and explore strategies to learn how to present evidence of one's competence more effectively;

    2. Explore opportunities for further education and a career path through understanding the NQF and lifelong learning.

    3. Access possible entrepreneurial opportunities through presentation of a portfolio. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems in selecting and organising material for the portfolio showing evidence of critical and creative thinking. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage the compilation of a portfolio that provides sufficient evidence of one's ECD competence. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information, which provides evidence of one's ECD competence. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively verbally, in writing and visually in presenting evidence of one's ECD competence in a portfolio. 

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

    UNIT STANDARD NOTES 
    Information on RPL policy is available from SAQA Draft Policy Document: Recognition of Prior Learning: The Development, Implementation and Quality Assurance of RPL Systems, Programmes and Services by ETQA, Assessors and Providers. Pretoria, March 2002. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  23114   Basic Certificate: Early Childhood Development  Level 1  NQF Level 01  Passed the End Date -
    Status was "Reregistered" 
    2009-01-10  ETDP SETA 
    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 


    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. Rhodes University 



    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.