SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Mediate active learning in ECD programmes

SAQA US ID	UNIT STANDARD TITLE
13853	Mediate active learning in ECD programmes
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 5	Level TBA: Pre-2009 was L5	36
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 replaces:

US ID	Unit Standard Title	Pre-2009 NQF Level	NQF Level	Credits	Replacement Status
7399	Facilitating Active Learning	Level 5	Level TBA: Pre-2009 was L5	36

PURPOSE OF THE UNIT STANDARD

This is a core unit standard of the Higher Certificate in ECD and the National Diploma in ECD at Level 5.

The learners are able to:

o Explain and apply consistent theories of child development within the national curriculum framework;

o Systematically observe the development of individual learners to inform own practice and planning on an individual basis.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The applied competence outlined in Facilitate Active Learning in ECD Programmes at Level 4.

UNIT STANDARD RANGE

This unit standard is suitable for practitioners working with children between birth and the age of 9 in all types of settings. Practitioners are required to demonstrate applied competence in one of the following developmental phases/settings:

? 0 - 3 years (group or informal or family settings)
? 2 - 6 years (group or informal or family settings)
? 5 - 9 (group or informal settings)

At this level practitioners demonstrate the ability to:

o Use a wide and appropriate range of pedagogic/facilitation/mediational skills to both support and extend children's learning across all areas of learning,

o Use specific techniques and skills for working with individuals, small groups and large groups;

o Use a range of techniques and culturally and developmentally appropriate resources to promote the acquisition of a second language,

o Plan in relation to children's interests, ages and needs as well as against the learning outcomes in the foundation phase, where applicable,

o Show skills of self-analysis in terms of the role played in supporting and extending learning,

o Interact with children in a range of situations, using theories of scaffolding, to help children become self-reflective and independent learners,

o Implement systems for assessing and recording children's progress continuously and consistently for growth and development;

o Demonstrate that theory influences practice.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Provide developmentally appropriate learning activities.

OUTCOME NOTES

Provide developmentally appropriate learning activities to meet the specific needs of individual children.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1 The planning and delivery of a developmentally appropriate learning programme, inside and outside, is underpinned by theoretical understanding of child development and learning theories.

ASSESSMENT CRITERION 2

2 All areas of learning and development are covered, with an appropriate and contextually relevant emphasis on literacy, numeracy and life skills (where appropriate).

ASSESSMENT CRITERION 3

3 The planning of the programme is based on knowledge of the national school curriculum, together with an understanding of the importance of play in the early years.

ASSESSMENT CRITERION 4

4 Activities are provided to meet the specific learning needs and interests of individual children, including those with special needs and bilingual children.

ASSESSMENT CRITERION 5

5 Resources and activities are underpinned by culture-fair and anti-bias principles reflecting the diversity of society and challenging stereotypes.

SPECIFIC OUTCOME 2

Analyse observations of each child's learning, development and responses to the learning environment

OUTCOME NOTES

Analyse observations of each child's learning, development and responses to the learning environment in order to inform practice and planning.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Observations are carefully analysed in the light of a detailed understanding of child development and significant moments in children's learning and development are identified.

ASSESSMENT CRITERION 2

2. Observations are analysed to determine what children already know and can do, what children are paying attention to and what is planned to take that child's learning forward.

ASSESSMENT CRITERION 3

3. A system for ensuring that observations are made for all children, across all areas of learning, is implemented continuously and consistently and used for growth rather than gate keeping.

ASSESSMENT CRITERION 4

4. A system for assessing the progress of individual children based on observation and including dated and annotated samples of children's work or comments or milestones reached is implemented continuously and consistently.

ASSESSMENT CRITERION 5

5. A system for planning on a daily basis in response to children's observed needs and interest and, where applicable, to the learning outcomes in the foundation phase is implemented.

SPECIFIC OUTCOME 3

Use a range of learning mediation techniques for interacting and communicating.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Interactions with children are based on an understanding of theories of 'scaffolding learning', i.e. using a range of techniques to help children take the next step in learning.

ASSESSMENT CRITERION 2

2. Children are actively helped to reflect on their own achievements.

ASSESSMENT CRITERION 3

3. Interactions and dialogues with children often focus on what it is that children are doing (the process) as well as on the product.

ASSESSMENT CRITERION 4

4. Mediation is used to help children know the what, the how and the why of learning; to help them start to construct knowledge and to learn by doing.

ASSESSMENT CRITERION 5

5. Children are actively helped to know how to find help and/or information.

SPECIFIC OUTCOME 4

Use developmentally appropriate learning mediation techniques when working.

OUTCOME NOTES

Use developmentally appropriate learning mediation techniques when working with individuals, small groups and large groups and for introducing a second language.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. A wide repertoire of skills is used for sustaining all children's interest in culturally diverse stories, both told and read.

ASSESSMENT CRITERION 2

2. A wide repertoire of skills is used for managing the timing, organisation and extension of large group activities.

ASSESSMENT CRITERION 3

3. The programme is planned to allow for individual, small group and large group activities, underpinned by and understanding of the developmental needs of children.

ASSESSMENT CRITERION 4

4. Adult initiated groupings of children, when used, make all children feel important and successful participants in the learning programme through a sense of accomplishment.

ASSESSMENT CRITERION 5

5. Children are helped and encouraged to participate in large group activities.

ASSESSMENT CRITERION 6

6. Children are encouraged to use their first language and helped to acquire and use a second or other language through meaningful situations.

SPECIFIC OUTCOME 5

Reflect on and analyse own practice.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. A written record or journal is kept, including daily critical evaluations of the effectiveness of the planned programme in terms of children's learning.

ASSESSMENT CRITERION 2

2. Activities are analysed according to what worked well and why and what changes to that activity are proposed.

ASSESSMENT CRITERION 3

3. An understanding of theories of critical reflection is apparent in discussion and in practice showing that a growing understanding underpins planning, interactions, assessment and mediation/facilitation roles.

ASSESSMENT CRITERION 4

4. In discussion and in writing relevant links are made between theory and practice showing that a growing understanding underpins planning, interactions, assessment and mediation/facilitation roles.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

o Assessment of practical mediation/pedagogic/facilitation skills in an authentic ECD setting.

o Portfolio of supporting evidence including dated and annotated observation notes, journal of planning and self-evaluation, resources successfully used, etc.

o Written work in the form of essays, examinations, course work, assignments and notes indicating the links between theory and practice.

o Structured interview to assess ability to link theory with practice

o Supporting verbal or written evidence from supervisors, mentors, peers, etc

o Moderation: Scrutiny of all written assessment records, administrative records, portfolio, written work and other evidence; random workplace assessment by an external assessor.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The learner can apply the following:

o A theoretical understanding of child development and show an awareness of how this impacts on their work;

o A theoretical understanding of major learning theories;

o A basic understanding of theories of critical reflection;

o An understanding of the national curriculum framework, its contextual application and requirements.

Learners demonstrate the following attitudes and values:

o Sensitivity to the particular needs of children with learning disabilities and other special needs;

o Respect for the language, heritages and cultures of the children and their families,

o Professional approach to the role of facilitator/educator, mediator

o The willingness to seek and use advice and support

o The qualities of a lifelong learner by reading, attending courses, seminars, discussions, etc

UNIT STANDARD DEVELOPMENTAL OUTCOME

1. Learners are required to reflect on and explore a variety of strategies to learn and teach more effectively.

2. Through the provision of activities learners participate as responsible citizens in the life of local communities.

3. Through the provision of culture-fair and anti-bias activities and approaches learners show cultural and aesthetic sensitivity across a range of social contexts.

4. Explore their own education and career opportunities as their own understanding of the sub-field develops.

5. Develop entrepreneurial opportunities.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

When working with the children learners identify and solve a variety problems showing that responsible decisions have been made.

UNIT STANDARD CCFO WORKING

Work effectively with co-workers (where applicable) and with children.

UNIT STANDARD CCFO ORGANISING

Organise and manage self and activities effectively to create a learning environment reflecting the needs, language, cultures and interests of the children.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information relating to the children, particularly through detailed and analysed observations, to their homes and communities in order to create a learning environment that supports these.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively verbally and in writing.

UNIT STANDARD CCFO DEMONSTRATING

Show responsibility towards the environment and health of others in the planning of activities, in the daily routines and in the collaborative ethos created.

UNIT STANDARD CCFO CONTRIBUTING

Help children solve simple problems in different aspects of their lives at the site and at home and in this way show an appreciation that the world is a set of related systems and problem-solving contexts do not exist in isolation.

REREGISTRATION HISTORY

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

UNIT STANDARD NOTES

This unit standard replaces unit standard 7399, "Facilitating Active Learning", Level 5, 36 credits.

This unit standard focuses on the competence required at Level 5 of all ECD practitioners working with children between the ages of 0 - 9.

The unit standard on Mediate Active Learning in ECD Programmes is relevant to five roles defined in the Norms and Standards for Educators, especially the first role listed below and the phase specialist role:

1. 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.

2. Assessor: the practitioner observes and assesses children's learning and development continuously as part of the learning-teaching process, and keeps appropriate diagnostic records.

3. Interpreter and designer of learning programmes and materials: the practitioner knows how to provide a stimulating and developmentally appropriate learning programme based on children's 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 the children.

4. 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 the children.

5. Community, citizenship and pastoral role: the practitioner treats the children, their languages, cultures and families with respect and will empower the learners.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	64649	Higher Certificate: Early Childhood Development	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	As per Learning Programmes recorded against this Qual
Core	64650	National Diploma: Early Childhood Development	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2020-07-30	As per Learning Programmes recorded against this Qual
Elective	49710	National Diploma: 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.	A and N Training Institute Pty LTd
2.	Abnah Academy Pty Ltd
3.	Accreditation Training Services
4.	Adelaine Training Solutions Pty Ltd
5.	Amogelang Marketing and Training
6.	Arden School of Management
7.	Asakhane ECD Training Centre
8.	Asakhe Education Network
9.	Ashley Kriel Skills Development Centre
10.	Aubrey Nyiko Business Enterprise cc
11.	Axolemahle Business Enterprise
12.	Ayaba Consultants Pty Ltd
13.	B T Group of Companies PTY Ltd
14.	Boikgantsho Consulting Events cc
15.	Boland College
16.	Bordergate Events Management And Projects
17.	Botho Ubuntu Contract Cleaning Pty Ltd
18.	Brainwave Careers
19.	Brainwave Projects 1997 PTY Ltd
20.	Caversham Education Institute
21.	Compass Academy of Learning
22.	Crystal Training and Consultancy Services
23.	Custoda Trust
24.	Damelin Correspondence College (Pty) Ltd
25.	DAPFETC PTY Ltd
26.	DC DYNAMIC COLLEGE OF COMMERCE AND FURTHER TRAINING PTY LTD
27.	Dee s Training PTY LTD
28.	Deligence Defined
29.	Dr Indira Naidoo s Institute of Education Training and Engineering Pt
30.	Drewmach Branding Solutions Pty Ltd
31.	Durban City College
32.	Dynamic ECD Institute
33.	Dynamic Safety Solutions
34.	Early Learning Foundation Montessori Teacher Training
35.	Early Learning Resource Unit ELRU
36.	EDU Bless College
37.	Edu Build Institute
38.	Edu Experts SA
39.	Edu Funda Learning Centre Pty Ltd
40.	Edu Prof Training Centre
41.	EDUTAK PRE SCHOOL TRAINING AND DEVELOPMENT
42.	Enjo Consultants Pty Ltd
43.	Environment and Language Education Trust
44.	False Bay Technical Vocational Education Training College
45.	Family Restoration Foundation
46.	Faranang Business and Training Solutions PTY LTD
47.	Fizazad Projects t a Kajal and Associates
48.	Footballers Investment Pty Ltd
49.	Gender Education Development Institute GEDI
50.	George Steven Academy
51.	Get Informed Youth Development Centre
52.	Giver of Givers Foundation Organisation
53.	Global diagnostics Pty Ltd
54.	Grassroots Adult Education and Training Trust
55.	Gwala Training Services
56.	HDPSA
57.	HLOSI SECURITY SOLUTIONS
58.	Hope Academic And Skill Centre
59.	HWW Africa Region NPC
60.	Imisebeyelanga Services
61.	INDABA MONTESSORI INSTITUTE
62.	Ingwe FET College
63.	Inqaba Yokulinda Youth Organisation
64.	Institute of Training and Education for Capacity Building
65.	Intact Education Training and Development
66.	Isibani Skills Academy
67.	Isibani Soluntu
68.	J and N Ikwekwezi Yokusa Development Training
69.	Jonglad Trading Enterprise
70.	Katiso kuno Consulting
71.	Kenako Jwale Skills Development and Training Centre
72.	Kez Enterprises and Consulting Pty Ltd
73.	Kgaebane Trading
74.	Kgaka Kgolo Institute Pty Ltd
75.	Khanimamba Training And Resource Centre
76.	Khoali Group of Companies Pty Ltd
77.	Khululeka Community Education Centre
78.	Kids Academy
79.	Kids Paradise Training Centre
80.	KING JAMES TRADING AND PROJECTS
81.	KITSO TRAINING AND DEVELOPMENT
82.	Klein Karoo Resource Centre
83.	Kwa Thema Stimulation Day Care Centre
84.	Lehlabile Emergency Institute
85.	Leronsa Trading Enterprise
86.	Lesias Educational Services
87.	Level 5 Skills
88.	Lionsden Africa Business Solutions Pty Ltd
89.	Little Elephant Training Centre For Early Educationt a LETCEE
90.	LITTLE LEADERS GROUP PTY LTD
91.	LM Training Development
92.	Loago Institute Pty Ltd
93.	Malomini Strategists
94.	Marematlou Training Institute
95.	Masikhule Early Childhood Development Centre NPC
96.	Maths Centre Incorporating Sciences
97.	MBAT PTY LTD
98.	Molteno Institute for Language and Literacy
99.	Monepe Holdings Pty Ltd
100.	Montessori Teacher Training Centre South Africa
101.	Mosima Service Training and Development Solutions
102.	Motheo Training Institute Trust
103.	MPIC Projects Pty Ltd
104.	NC Compliance Solutions
105.	Ndimeni Construction and Maintenance cc
106.	Networx for Career Development
107.	New Beginnings Training and Development Organisation
108.	Nkangala TVET College
109.	Northlink College
110.	Nqowethu Trading
111.	NTI College
112.	Orchards Graduate School Pty Ltd
113.	Paradise Institution Training and Learning Centre
114.	Petra institute of Development PTY Ltd
115.	PMA Holding Pty Ltd
116.	PNJ TRAINING ACADEMY NPC
117.	Port Elizabeth TVET College
118.	Premier Recruitment and Training Pty LTD
119.	Pro Ed Training
120.	Rampadise Education Training Development Centre
121.	Redefined Skills Training and Development
122.	Regen Institute of Leadership and Management Education
123.	Renaissance Training Services cc
124.	Rhuboni
125.	Right 4 u College PTY Ltd
126.	Royalty Edu Home Pty Ltd
127.	RSA Institute Pty Ltd
128.	Seanapyane Resources Pty Ltd
129.	Seriti Institute NPC
130.	Sherq Global Pty Ltd
131.	Shintsha Skills Development Pty Ltd
132.	Siphiwosethu Open Development Initiative Corporation
133.	Sisanda Traders Pty Ltd
134.	Sisazi Consulting
135.	Siyahluma Education Institute PTY Ltd
136.	South West Gauteng TVET College
137.	Southern African Institute of Learning SAIL
138.	STARPLEX LEARNING FOUNDATION INSTITUTE
139.	Sunshine Community Outreach Ministry of Youth With A Mission
140.	T Mabuya Associates Pty Ltd
141.	TDM Management Consulting Pty Ltd
142.	Teachers Learning Centre Pty Ltd
143.	Tembe Service Providers
144.	Thasha Training and Consulting
145.	The College of Modern Montessori
146.	The Iscariota Group Pty Ltd
147.	The Read Institute NPC
148.	The Wellness Specialist
149.	THINK TWICE
150.	Thukakgaladi Integrated Development Project
151.	Thuto Botshabelo Training and Projects Pty Ltd
152.	Tlharihani Training Centre Pty Ltd
153.	Tlotliso Enterprise Pty Ltd
154.	TMG Quality Services
155.	Train 2 Teach Pty Ltd
156.	Tshase Education Group Pty Ltd
157.	Tshepang Educare Trust
158.	Tshianzi Development
159.	TSHIROLOGO DISABILITY TRAINING SERVICES PTY TLD
160.	Tshwane South College for ECD Academy
161.	Ubuntu Care and Development
162.	Ulwazi Training Development
163.	Umgungundlovu TVET College
164.	Umthombo Wolwazi Training and Constructions
165.	Unathi Training
166.	Universal College Outcomes SA
167.	VH Consulting
168.	Vicresco Pty Ltd
169.	Vuselela TVET College
170.	West Coast TVET College
171.	WESTERN COLLEGE FOR FURTHER EDUCATION AND TRAINING
172.	WonderKids Academy
173.	World Wide Education Providers Pty Ltd
174.	Yellow Media Learning Institute Pty Ltd
175.	Zisize Educational Trust