SAQA

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.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Facilitating a Life Skills Learning Programme in the Reception Year

SAQA US ID	UNIT STANDARD TITLE
7408	Facilitating a Life Skills Learning Programme in the Reception Year
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	12
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2006-01-10	2007-10-18	SAQA 0160/05
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2008-10-18		2011-10-18

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
244260	Facilitate a Life Skills Learning Programme in the Reception Year	Level 5	Level TBA: Pre-2009 was L5	15

PURPOSE OF THE UNIT STANDARD

This is an elective unit standard at Level 5 which can be credited to a National Certificate in ECD at Level 4 and/or towards a higher education qualification in ECD at Level 5 or 6 for specialisation in Grade R teaching.

The learners are able to plan, implement and evaluate a developmentally appropriate life skills learning programme in Grade R and to assess the children's progress on a continuous basis.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The ability to read, write and use written resource material for learning and teaching in at least two South African languages.

An understanding of the holistic development of children from birth to nine years and how young children learn through play and a variety of activities.

A basic understanding of the national school curriculum.

UNIT STANDARD RANGE

This elective unit standard is designed primarily for educators working with children aged 5 - 6 years in the Reception Year (Grade R). Practitioners are required to demonstrate applied competence in a Grade R programme in one of the following developmental phases in a group setting:

2 - 6 years (community-based group setting)

5 - 9 years (foundation phase group setting)

At this level practitioners demonstrate the ability to:

plan a developmentally appropriate life skills learning programme to help children achieve the specific outcomes of the national curriculum for the Reception Year;

use a range of educational skills to facilitate the acquisition of life skills and empower the learners;

select activities and resources that are appropriate to the developmental needs, interests, culture, languages, gender and religion of the children.

plan individualised learning experiences to support and challenge each child based on continuous observation and assessment;

evaluate the effectiveness of the life skills learning programme to improve implementation.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Plan a developmentally appropriate life skills learning programme.

OUTCOME NOTES

Plan a developmentally appropriate life skills learning programme according to the national curriculum for children, the interests and the experience of the children.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The life skills learning programme is planned to achieve the specific outcomes of the relevant learning areas for Grade R in an integrated manner.

ASSESSMENT CRITERION 2

2. Learning activities and experiences are planned on a daily, weekly and longer term basis.

ASSESSMENT CRITERION 3

3. The life skills learning programme is based on the life experiences of the children and should be contextually appropriate.

ASSESSMENT CRITERION 4

4. The planned learning activities and experiences are appropriate to the developmental needs of individual children.

ASSESSMENT CRITERION 5

5. Planning is sufficiently flexible to respond to the interests of individual children.

SPECIFIC OUTCOME 2

Prepare appropriate learning activities and materials.

OUTCOME NOTES

Prepare appropriate learning activities and materials based on an understanding of the principles, processes and content of the relevant learning areas in the Foundation Phase.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Learning experiences are provided to help children learn about themselves in a holistic way that supports the development of a positive self-concept and respect for others, different lifestyles, religions, languages, gender and cultures.

ASSESSMENT CRITERION 2

2. Activities are set up to help children develop scientific and technological process skills.

ASSESSMENT CRITERION 3

3. Learning activities and materials are prepared to encourage children to explore and value their environment and society.

ASSESSMENT CRITERION 4

4. A variety of activities and materials are prepared to encourage children to explore the arts including their cultural heritage.

ASSESSMENT CRITERION 5

5. Various opportunities are organised to facilitate children's physical development and understanding of health and safety issues.

SPECIFIC OUTCOME 3

Implement the planned life skills learning programme in Grade R.

OUTCOME NOTES

Implement the planned life skills learning programme in Grade R using a range of appropriate techniques and strategies to facilitate active learning.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The learning activities and experiences are organised so that children are able to work in a variety of settings including individual work, pairs, small groups and large groups.

ASSESSMENT CRITERION 2

2. Opportunities for critical thinking and problem-solving are apparent in all of the activities.

ASSESSMENT CRITERION 3

3. Children are encouraged to plan, select their own materials and carry out projects according to their own ability.

ASSESSMENT CRITERION 4

4. A range of mediational/facilitation skills are used appropriately to support and extend children's learning, including helping children to talk about, communicate and reflect on their learning experiences and achievements.

SPECIFIC OUTCOME 4

Observe and assess children's progress.

OUTCOME NOTES

Observe and assess children's progress in the life skills learning programme on a continuous basis to assist individual children.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Observation and assessment of children's development in the life skills programme is an integral part of the learning-teaching process.

ASSESSMENT CRITERION 2

2. Assessment tools/instruments and procedures used for recording observations and assessments provide comprehensive evidence of children's life skills, but their use does not interfere unduly with the teaching and learning process.

ASSESSMENT CRITERION 3

3. Facilitation techniques are adapted to individual children's needs and learning style based on observation.

ASSESSMENT CRITERION 4

4. Observation and assessment records are used to plan individualised learning experiences for children.

SPECIFIC OUTCOME 5

Evaluate the effectiveness of the life skills learning programme.

OUTCOME NOTES

Evaluate the effectiveness of the life skills learning programme on a continuous basis and adapt the activities and materials provided to improve the programme and to inform practice and planning.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. The effectiveness of the life skills programme is evaluated systematically and critically on a daily, weekly and longer term basis as reflected in programme records.

ASSESSMENT CRITERION 2

2. The modification of facilitation techniques and strategies as a result of reflection on one's own practice is described.

ASSESSMENT CRITERION 3

3. Learning activities and materials are changed or adapted in response to children's needs and interests.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Workplace assessment of life skills learning programme implementation and scrutiny of records of programme planning and evaluation, observation and assessment of children.

Child study of three children over a period of three months showing the each child's development in terms of life skills and including the following:
analysed samples of work;
descriptions of activities the child becomes involved in;
indications of particular interests and strengths; and
focusing on how the classroom programme has empowered the learner.

Portfolio including written work in the form of course work, assignments, notes, etc. and examples of children's work.

Moderation: Scrutiny of all assessment records and portfolio evidence, including the child study; random workplace assessment including an interview with the learner by an external assessor.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Learners can understand, analyse and explain the following:

relevant child development theories and research, which include indigenous theories of child development practice, and the implications for practice in a life skills learning programme;

social and emotional development as it relates to cognitive development;

the principles, processes and content of science for young children and appropriate technological applications;

the development of creative thinking and expression through the arts and its importance in learning;

cultural traditions and social processes, including environmental issues, that can be introduced to young children;

the requirements of the national curriculum in the foundation phase, especially with regard to the reception year;

principles of planning, integrating and sequencing learning programmes and activities;

assessment methods and tools/instruments for assessing young children's learning and development.

Learners demonstrate the following attitudes and values:

respect for cultural and religious diversity (anti-bias practice);

gender sensitivity;

democratic values and appreciation of the different customs and traditions present in our country (UBUNTU);

recognition of the importance of life skills in the foundation phase through an appreciation of the importance of offering a rich programme designed to empower all learners;

sensitivity to the views of parents and family members;

explicit recognition of the importance of social relationships in building families and communities;

explicit recognition of the importance of respecting the environment.

UNIT STANDARD DEVELOPMENTAL OUTCOME

1. Reflect on and explore a variety of strategies to learn more effectively through the study of underpinning disciplines for the life skills programme.

2. Participate as responsible citizens in the life of local communities through discussions with children, parents and family members about the importance of the development of life skills for lifelong learning.

3. Be culturally and aesthetically sensitive across a range of social contexts through the selection of art and cultural activities and materials for children to explore.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems with regard to young children's acquisition of life skills showing that responsible decisions have been made with regard to maintaining respect for the home languages of the children; their cultures and families; the local environments and children's growing abilities to develop a social and thinking beings.

UNIT STANDARD CCFO WORKING

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

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's teaching activities effectively in order to implement a planned life skills learning programme successfully.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information relating to the children's development and to programme implementation through observation and self-reflection.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively with learners verbally and through visual materials, and keep written records and reports.

UNIT STANDARD CCFO DEMONSTRATING

Show responsibility towards the environment and health of others through activities planned to promote children's health and respect for the environment.

UNIT STANDARD CCFO CONTRIBUTING

Appreciate that the world is a set of related systems by planning an integrated life skills learning programme.

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 244260, which is "Facilitate a Life Skills Learning Programme in the Reception Year", Level 5, 12 credits.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Elective	23116	National Certificate: Early Childhood Development	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2007-10-18	Was ETDP SETA until Last Date for Achievement
Elective	15982	National Certificate: Early Childhood Development: Preschool Phase	Level 4	NQF Level 04	Passed the End Date - Status was "Registered"	2003-10-11	Was ETDP SETA until Last Date for Achievement
Elective	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
Elective	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
Elective	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	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.

1.	ABM COLLEGE SA (PTY) LTD
2.	Damelin Correspondence College (Pty) Ltd
3.	FURNITURE WORLD TRAINING CENTRE
4.	HLUVUKA TRAINING AND CONSULTING
5.	WESTERN COLLEGE FOR FURTHER EDUCATION AND TRAINING