SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Support arts and culture project facilitation and learning intervention

SAQA US ID	UNIT STANDARD TITLE
261282	Support arts and culture project facilitation and learning intervention
ORIGINATOR
SGB Art, Craft & Design
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 02 - Culture and Arts			Cultural Studies
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 4	NQF Level 04	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
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

The purpose of this unit standard is to provide the learner with the skills to be able to support the facilitator during the learning intervention. This unit standard enables learners with the competencies to support a more qualified and/or experienced Arts and Culture practitioner to organise, administer and implement Arts and Culture learning interventions. This also allows learners the opportunity to reach their potential and allows for their advancement within formal education, as well as allowing for the recognition of prior learning.

Learners obtaining this qualification are able to provide professional support directly to individuals and communities and will be empowering such individuals and communities to achieve specific outcomes.

Credited learners are capable of:

Registering learners on specific Arts & Culture learning intervention.

Sourcing and preparing learning aids and resources.

Assisting facilitators during learning intervention.

Evaluating and documenting support of Arts and Culture learning intervention.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Communication and language at NQF Level 3.

UNIT STANDARD RANGE

Stated with Specific Outcomes/Assessment Criteria to which they apply.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Identified learners are contacted to finalise learning intervention details and plans.

ASSESSMENT CRITERION 2

Learning intervention documents are prepared and organised for a successful induction process.

ASSESSMENT CRITERION 3

Induction of learners is completed according to learning intervention policies and procedures.

ASSESSMENT CRITERION RANGE

Induction may refer to facilitation of code of conduct, content of programme, Assessment procedures, Relevant Health and Safety regulations and Information pack.

ASSESSMENT CRITERION 4

Inducted learner profiles are created, compiled and organised according to learning intervention policies and procedures.

ASSESSMENT CRITERION RANGE

Learner profiles may include but not limited to personal files, registers, agreements and contracts.

SPECIFIC OUTCOME 2

Source and prepare learning aids and resources.

OUTCOME RANGE

Learning aids and resources may include but not limited to teaching equipment, learning materials, support materials, venues and manuals.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Specific learning interventions are selected and identified to provide the criteria for sourcing and preparing learning aids and resources.

ASSESSMENT CRITERION 2

Learning aids and materials are identified correctly against the learning intervention criteria.

ASSESSMENT CRITERION 3

Learning tools, resources and aids are selected, sourced and prepared for a specific learning intervention.

ASSESSMENT CRITERION 4

Learning tools, resources and aids are utilised and set up according to the relevant Health and Safety regulations.

SPECIFIC OUTCOME 3

Assist facilitators during a learning intervention.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Learning intervention plans are investigated and explained in terms the potential for offering effective support of facilitation.

ASSESSMENT CRITERION 2

Facilitation is supported according to the relevant methodology for an effective learning intervention.

ASSESSMENT CRITERION 3

Possible unforeseen interruptions are listed and potential solutions are provided for effective completion of the learning intervention.

ASSESSMENT CRITERION 4

All activities during the learning interventions are checked to comply with the relevant Health & Safety regulations and other legislative requirements.

SPECIFIC OUTCOME 4

Evaluate and document support of the Arts and Culture learning intervention.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Review and evaluation of the registration process of learners is conducted against agreed procedures.

ASSESSMENT CRITERION 2

Review and evaluation of sourcing and preparation of learning aids and resources is conducted according to the given learning intervention plan.

ASSESSMENT CRITERION 3

Assistance of facilitation process is understood and explained to identify the strengths and weaknesses in line with prescribed outcomes of the learning interventions plan.

ASSESSMENT CRITERION 4

Reviews, evaluations and recommendations are documented and organised for future reference.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programmes that result in the outcomes specified for this unit standard.

Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.

Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.

The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Credited learners understand and can explain:

Health and Safety regulations within the selected Arts and Culture field in order to ensure good practises.

Legislative requirements that pertain to the processes of arts and culture development and learning.

Relevant learning materials, tools, equipment and resources in order to assist the learning intervention.

Various facilitation methodologies in order to determine the correct support process.

Communication and language in order to be able to deal with diverse communities.

Relevant Arts and Culture field in order to support the learning interventions.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems in which responses to problems show that such critical and creative thinking has been used to foresee possible interruptions and make responsible decisions.

UNIT STANDARD CCFO WORKING

Work effectively with others as a member of a team, group, organisation or community during the support of learners on a learning interventions.

UNIT STANDARD CCFO ORGANISING

Organise and manage all supporting activities of the learning intervention responsibly and effectively.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate learning aids, materials, resources and related learning intervention information.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using learning materials, aids and resources in the modes of oral and/or written presentation of a learning intervention.

UNIT STANDARD CCFO SCIENCE

Use relative learning aids, resources and technology effectively and critically, showing responsibility towards the environment and health of others.

UNIT STANDARD CCFO DEMONSTRATING

Demonstrate an understanding of the world as a set of related systems by investigating learning interventions and recognising that problem-solving contexts do not exist in isolation.

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

Notes to Assessors:

Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:

Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, focus assessment around each specific outcome, or groups of specific outcomes.

Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation.

Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.

The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.

The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the learner can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.

All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	65051	Further Education and Training Certificate: Arts and Culture Development Support	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA

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.

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