SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Manage a learning environment appropriately for a learner group

SAQA US ID	UNIT STANDARD TITLE
13642	Manage a learning environment appropriately for a learner group
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	6
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2018-07-01	2023-06-30	SAQA 06120/18
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2026-06-30		2029-06-30

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 as junior environmental education practitioners in a fairly structured environment where they receive regular supervision. 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.

In general, candidates will be required to implement and evaluate environmental learning programmes and mediate learning up to and including level 4 on the NQF. They will be required to take responsibility for organising and implementing their own environmental learning programme group, either independently or with colleagues. They will not be required to design an original environmental learning programme or learning support materials, but will be required to draw on and adapt existing programmes and materials. Educators at this level will be required to manage a learning environment appropriately for a particular learner group. This means that they should have the skills to manage learning environments such as a classroom, or field excursion in a way that is sensitive to, and responsive to learners needs, and in a way that fosters learning.

A person credited with this unit standard will be able to:

Plan for learning interactions that respond to learner needs

Structure tasks and select learning support materials that will promote learning

Manage and reflect on learning interactions

Consider the role of language in learning

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

This unit standard must be completed in conjunction with the following unit standards:

Design, organise and critically evaluate an original environmental learning programme

Select, plan and adapt a contextually relevant environmental learning programme

This unit standard assumes competence in the following EETDP unit standards:

Work under supervision to prepare an environmental learning programme (in particular specific outcome 3: Identify and fulfil their own learning needs relating to the environmental learning programme)

Work with others to implement an environmental learning programme (in particular specific outcome 2: Mediate environmental learning effectively)

Fulfil administrative requirements of an environmental learning programme or action project

Reflect on own facilitation performance as an environmental education practitioner

Identify and support learners with special needs

Demonstrate knowledge of environmental education principles, processes and methods and their appropriateness in different contexts

Review a variety of approaches to learning, teaching and evaluation.

UNIT STANDARD RANGE

Candidates who have achieved this unit standard may implement an environmental learning programme at levels no higher than their own level of training and experience (e.g. Level 4 on the NQF), unless they are particularly competent within a certain environment or focus area.

Additional range statements are outlined in the following section as they relate to particular specific outcomes or assessment criteria.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Plan for learning interaction that respond to learner needs

OUTCOME RANGE

The learning interactions should be studied within a group that the candidate is working with.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The candidate describes characteristics of the learner group.

ASSESSMENT CRITERION RANGE

Age of learners, expectations of learners, special needs, contextual factors influencing learners experience, prior knowledge and experience of learners, language of learners etc.

ASSESSMENT CRITERION 2

2. The candidate plans a learning interaction and describes how characteristics of the learner group have been considered.

ASSESSMENT CRITERION RANGE

Learning interaction can include a lesson, an activity, a field trip, a workshop.

ASSESSMENT CRITERION 3

3. The candidate implements the learning process (as planned) and reflects on the interaction in relation to the characteristics of the learners.

ASSESSMENT CRITERION RANGE

Candidate reports on the learning interaction: Report should include consideration of the following aspects of the learning interaction: appropriateness for age group; relevance to expectations of learners, how the learning interaction drew on, or considered the prior knowledge and experience of the learners, how issues of language were considered and dealt with, and how learners with special needs were considered.

SPECIFIC OUTCOME 2

Structure tasks and select learning support materials that will promote learning

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The candidate selects and structures tasks and explains the choice and sequence of the tasks.

ASSESSMENT CRITERION RANGE

Explanation should include justification of selection in terms of how these tasks (and the sequence) are likely to promote learning (as outlined above).

ASSESSMENT CRITERION 2

2. The candidate selects learning support materials that will promote learning, and explains the choice of learning support materials.

ASSESSMENT CRITERION RANGE

Explanation should include a justification of why learning materials were selected and how they are likely to promote learning in a given context / learning process.

SPECIFIC OUTCOME 3

Manage and reflect on learning interactions

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The candidate is able to organise the educational environment, and learner group in ways that will promote learning.

ASSESSMENT CRITERION NOTES

Embedded knowledge:

Basic principles of classroom management & co-operative learning approaches; basic principles and practice of good audio visual techniques; basic presentation skills, time management skills.

ASSESSMENT CRITERION RANGE

Classroom organisation (eg. organisation of desks, learning support materials etc); Enabling co-operative learning where required (through group work); appropriate audio visual materials are displayed, time management etc.

ASSESSMENT CRITERION 2

2. The candidate is able to justify decisions made about management of the learning environment.

ASSESSMENT CRITERION RANGE

Include a critical reflection on how well the plans worked. Did they promote learning?

SPECIFIC OUTCOME 4

Consider the role of language in learning

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The candidate is able to make observations on, and report critically on the role of language in learning.

ASSESSMENT CRITERION NOTES

Embedded knowledge:

Some theoretical insights on language and learning (for example Vygotskian perspectives on learning; and theoretical perspectives on multi-lingual learning environments).

ASSESSMENT CRITERION RANGE

These observations should relate to the learning interactions as outlined in specific outcome 1 and 2 above, and should consider the multi-lingual educational environment in South Africa.

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

Essential embedded knowledge is included in the specific outcomes and assessment criteria contained in this unit standard.

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 CONTRIBUTING

Reflect on and explore a variety of strategies to learn more effectively.

Be culturally and aesthetically sensitive across a range of social contexts.

Explore education and career opportunities.

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	Passed the End Date - Status was "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