SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Facilitating Active Learning

SAQA US ID	UNIT STANDARD TITLE
7399	Facilitating Active Learning
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 "Registered"		2000-10-11	2003-10-11	SAQA 0632/00
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2004-10-11		2007-10-11

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 is replaced by:

US ID	Unit Standard Title	Pre-2009 NQF Level	NQF Level	Credits	Replacement Status
13853	Mediate active learning in ECD programmes	Level 5	Level TBA: Pre-2009 was L5	36

PURPOSE OF THE UNIT STANDARD

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

The learners are able to:

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

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 Facilitating Active Learning 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:

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

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

use a range of techniques and culturally and developmentally appropriate resources to promote the acquisition of a second language;

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

show skills of self-analysis in terms of the role played in supporting and extending learning;

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

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

demonstrate that theory influences practice.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Set up developmentally approp learning activities in- and outside, covering all aspects of learning.

OUTCOME NOTES

Set up developmentally appropriate learning activities inside and outside, covering all aspects of learning.

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 a 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

Observe & assess child's learning, dev and resp to the learning environm i.o.t. inform pract & plan

OUTCOME NOTES

Observe and assess children'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

Interact & communicate effectively with children in a range of situations, including daily routines

OUTCOME NOTES

Interact and communicate effectively with children in a range of situations, including daily routines.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

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

ASSESSMENT CRITERION 2

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 3

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 4

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

ASSESSMENT CRITERION 5

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

SPECIFIC OUTCOME 4

Use a range of techn for working with indiv, small and large groups and for introd a 2nd language

OUTCOME NOTES

Use a range of techniques for 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 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

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

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

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

Structured interview to assess ability to link theory with practice

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

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:

a theoretical understanding of child development and an awareness of how this impacts on their work;

a theoretical understanding of diverse learning theories;

an understanding of theories of critical reflection;

an in-depth understanding of the national curriculum framework, its contextual application and requirements.

Learners demonstrate the following attitudes and values:

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

respect for the language, heritages and cultures of the children and their families;

professional approach to the role of facilitator/educator, mediator

the willingness to seek and use advice and support

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

UNIT STANDARD DEVELOPMENTAL OUTCOME

1. Self-evaluation is one of the specific outcomes of this unit standard. 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 relate systems and problem-solving contexts do not exist in isolation.

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 13853, which is "Mediate active learning in ECD programmes", Level 5, 36 credits.

Supplementary information

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 Facilitating Active Learning is relevant to five roles defined in the Norms and Standards for Educators, especially the first role listed below and the preschool 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	15985	National Certificate: Early Childhood Development: Preschool Phase	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Registered"	2003-10-11	ETDP SETA
Core	15983	National Diploma: Early Childhood Development: Preschool Phase	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Registered"	2003-10-11

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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