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

Develop a programme for adventure based learning (abl) experiences 
SAQA US ID UNIT STANDARD TITLE
252188  Develop a programme for adventure based learning (abl) experiences 
ORIGINATOR
SGB Tourism, Adventure & Guiding 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 11 - Services Hospitality, Tourism, Travel, Gaming and Leisure 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  8 
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
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 unit standard is aimed at individuals involved in the planning of Adventure-Based Experiences through the selection of the appropriate programme types to meet client needs. Qualifying learners will be able to select and modify programmes for practical utilisation in the in Adventure Based Learning environment to ensure provision of safe, quality experiences to clients and thus strengthen the profession in general.

Persons credited with this unit standard will be able to:
  • Interpret the term "programme" as it relates to ABL.
  • Explain ABL programme types.
  • Select activities fitting a specific ABL programme type.
  • Apply experiential learning models that support the selected programme type and design process.
  • Plan for implementation of the selected programme type.
  • Plan for the reviewing of experiences and programme outcomes. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that the learner is competent in:
  • Communication Literacy NQF Level 4.
  • Mathematical Literacy at NQF Level 4. 
    		•

    UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Interpret the term "programme" as it relates to Adventure Based Learning. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The meaning of the term "facility" as related to the term "programme" is explained to indicate how an Adventure Based Learning facility fits and supports an Adventure Based Learning programme. 

    ASSESSMENT CRITERION 2 
    The meaning of the term "activity" as related to the term "programme" is explained in terms of how Adventure Based Learning activities create the experiences for participants in an Adventure Based Learning programme. 

    ASSESSMENT CRITERION 3 
    The role of the leader offering the programme is interpreted within the context of Adventure Based Learning experiences and the successful facilitation of programme outcomes. 

    SPECIFIC OUTCOME 2 
    Examine different Adventure Based Learning programme types. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Differences are explained between recreational, educational, developmental and therapeutic programme types as used in the Adventure Based Learning environment. 

    ASSESSMENT CRITERION 2 
    Different programme types are evaluated with reasons for a specific programme type being most appropriate for a specific group or outcomes requirement. 

    ASSESSMENT CRITERION 3 
    Methods of facilitation are linked with different programme types to reinforce learning experiences and specific outcomes appropriate to the programme type. 

    SPECIFIC OUTCOME 3 
    Select activities fitting a specific Adventure Based Learning programme type. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Activities are selected and sequenced to ensure a flow of recreational, educational, developmental, or therapeutic experiences. 

    ASSESSMENT CRITERION 2 
    Activities are selected from different levels to incorporate and ensure different challenge levels for participants. 

    ASSESSMENT CRITERION 3 
    Activities are selected to fit the programme type to be used and to support the desired outcomes of the specific programme. 

    SPECIFIC OUTCOME 4 
    Apply learning models that support the selected programme type and design process. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The Kolb Model is used to create a learning cycle with individual activities and within the programme in general. 

    ASSESSMENT CRITERION 2 
    A Model of Activity Levels is used to ensure that activities with different challenge levels are incorporated to fit personality types of the participants. 

    ASSESSMENT CRITERION 3 
    The Hustler Model is used to ensure progressive development from contact with the group towards accepting leadership and responsibility during the programme. 

    ASSESSMENT CRITERION 4 
    The Dainty and Lukas Model is used to ensure a balanced use of activities and outcomes within a programme type that is used. 

    ASSESSMENT CRITERION 5 
    Any other model is motivated for use in order to stimulate creativity and self-development during the programme. 

    SPECIFIC OUTCOME 5 
    Plan for implementation of the selected programme type. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Briefing of supporting staff as part of the experience programme is prepared. 

    ASSESSMENT CRITERION 2 
    Selection of staff with personal mastery in the activities selected for a programme are planned and scheduled in the implementation plan. 

    ASSESSMENT CRITERION 3 
    Programme type used is checked and adjusted if necessary to ensure that deviations do not occur and that programme types are not mixed during implementation. 

    ASSESSMENT CRITERION 4 
    Activities are selected for the programme type as to ensure that they can be adapted to accommodate any changing needs of participants during implementation. 

    SPECIFIC OUTCOME 6 
    Plan for the reviewing of experiences and programme outcomes. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The programme plans for a review process to be used to evaluate programmes are drafted to incorporate learning outcomes, as well as personal and social growth of participants. 

    ASSESSMENT CRITERION 2 
    The review plan is constructed to include the screening of selected activities of the programme after completion for quality of outcomes. 

    ASSESSMENT CRITERION 3 
    The review process are planned to make provision for group staff discussions to be held for the purposes of feedback. 

    ASSESSMENT CRITERION 4 
    The programme indicates that review information is recorded and filed for the purpose of record-keeping and for future reference. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • An individual wishing to be assessed (including through RPL) against this unit standard may apply to an assessment agency, assessor or provider institution accredited by the relevant ETQA. 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 or assessing this unit standard must be accredited as a provider with the relevant ETQA.
  • Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. External moderation of assessment will be conducted by the relevant ETQA at its discretion according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Relevant ABL programme terminology, including terms such as "programme", "facility" and "activity".
  • Knowledge of programme types and their appropriateness to a variety of needs and situations.
  • Programme design skills showing the general interrelationship between client profiles, selected outcomes, facilities, resources, activities and methodologies.
  • Selection skills for ABL programme types and activities appropriate to specific needs, groups, clients and/or objectives, with reference to participant engagement and safety implications.
  • Theoretical knowledge of experiential learning models such as the Kolb Model, the Model of Activity Levels, the Hustler Model and the Dainty and Lukas Model.
  • ABL programme implementation, review planning and record-keeping. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem-solving is employed when selecting activities and programme types that must fit the needs of the group. 

    UNIT STANDARD CCFO ORGANISING 
    Self-organisation is high-lighted in the planning of a programme and the feedback thereof. 

    UNIT STANDARD CCFO COLLECTING 
    Information-review is implemented when programme types and activities are selected and incorporated into an ABL programme. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communication skills are demonstrated in the presentation of the programme in such a way that others can clearly follow it and its intentions. 

    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 
  • It is required that individuals completing this unit standard should already possess competency in adventure recreation activities to enable contextualization as it applies to assist in ABL activity reviews.
  • At this level it is expected of an individual to demonstrate a high level personal, moral and professional integrity.
  • Good leadership and social skills should include good judgement and decision-making ability.
  • Must show the ability to work under instruction of a mentor.
  • Use opportunities to be creative in thinking. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  66190   National Certificate: Adventure Based Learning  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 
    Elective  59201   National Certificate: Generic Management  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 


    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.