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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Review a variety of approaches to learning, teaching and evaluation 
SAQA US ID UNIT STANDARD TITLE
13651  Review a variety of approaches to learning, teaching and evaluation 
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  4 
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 any person who intends working as an environmental education practitioner in any of a variety of contexts, including formal education, environmental education centres, community groups, industry and the government service. The unit standard enables educators at this level to review a variety of approaches to learning, teaching and evaluation, with an applied focus. It provides theoretical and practical insights into learning, teaching and evaluation, which are required for application in the context of the other unit standards in this qualification. As such, it is a specified as a core unit standard in the National Certificate in Environmental Education, Training and Development Practice (EETDP) (NQF Level 5) which is relevant to entry-level environmental education practitioners. All environmental education practitioners are required to demonstrate competence in this unit standard.

A person credited with this unit standard will be able to:
  • Observe and review a range of approaches to teaching and learning
  • Review different approaches to evaluation 
    		•

    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 EETDP (NQF Level 5) for which this is a core unit standard. This unit standard does not assume prior environmental education training or experience.

    This unit standard is to be undertaken concurrently with the following unit standard:
  • Demonstrate knowledge of environmental education goals, principles and methods and their appropriateness in different contexts. 
    		•

    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, unless they are particularly competent within a certain environment or area of focus.

    Undertake observations of approaches to teaching and learning in three different contexts (eg. three different lessons, three different kinds of activities etc).

    Review at least two different approaches to evaluation, drawing on the experience of others. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Observe and review a range of approaches to teaching and learning 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The learner identifies three different contexts in which to observe different approaches to teaching and learning. 

    ASSESSMENT CRITERION 2 
    2. The learner observes and reports on the role of educators and learners in the different learning interactions being observed. 
    ASSESSMENT CRITERION RANGE 
    Educators role to include observations on: planning of interactions, setting of tasks and why these are set in particular ways, organisation of learners into groups (and why) and why certain learning support materials are selected are used. Also to include notes on the learner responses, and comments on interactions amongst learners, particularly observations associated with language in learning.
     

    ASSESSMENT CRITERION 3 
    3. The candidate applies the continuum of teacher centred to learner centred to the observations, noting whether the interactions are learning centred. 
    ASSESSMENT CRITERION NOTES 
    Embedded knowledge:

    A broad overview of historical and historical explanations that clarify the origins of the teacher centred, learner centred debate in education (to include a broad description of changes in thinking about learning, and introductory perspectives on different theories of learning for example eg. Piagetian developmental theories, constructivist theories, social constructivist theories). 
    ASSESSMENT CRITERION RANGE 
    Should not be simplistic oppositions (eg. teacher centred vs learner centred) but rather include descriptions of when learning became more teacher centred, and learner centred, and how this facilitated better learning.
     

    SPECIFIC OUTCOME 2 
    Review different approaches to evaluation 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The candidate identifies two evaluation activities or reports relevant to his/her context. 

    ASSESSMENT CRITERION 2 
    2. The candidate compares the approaches to evaluation used in the reports or activities. 

    ASSESSMENT CRITERION 3 
    3. The candidate identifies the general approach to the evaluations. 
    ASSESSMENT CRITERION RANGE 
    Evaluation of someone else's practice by an outsider; evaluation in practice by practitioners; action research approaches to evaluation; criterion-based approaches to evaluation etc.
     

    ASSESSMENT CRITERION 4 
    4. The candidate designs a simple evaluation tool for a particular programme or learning interaction. 
    ASSESSMENT CRITERION RANGE 
    Questionnaire or interview schedule to gain evaluative feedback on a programme, lesson or learning interaction.
     


    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 
    Refer to 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 COLLECTING 
    Collect, analyse, organise and critically evaluate information. 

    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  22901   National Certificate: Environmental Education, Training and Development Practice  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    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 
    Core  22903   Bachelor of Environmental Education, Training and Development Practice  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CHE 


    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. Assessment and Entrepreneurship Centre 
    2. DELTA ENVIRONMENTAL CENTRE NPC 
    3. M3i Skills Development 
    4. NTI College 
    5. Reflections Development Institute 
    6. Retshetse Training Project 
    7. South West Gauteng Tvet College 
    8. SPS Consulting (Pty) Ltd 
    9. THE GMC GROUP PTY LTD 
    10. Ulwazi Training & Development 
    11. Wildlife and Enviroment Society of South Africa 


    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.