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 Literacy Learning Programme in the Reception Year 
SAQA US ID UNIT STANDARD TITLE
7409  Facilitating a Literacy 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
244257  Facilitate a Literacy 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.

The learners are able to plan, implement and evaluate a developmentally appropriate literacy learning programme 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 and settings:
  • 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 literacy 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 literacy and empower the learners;
  • select activities and resources that are culture-fair and appropriate to the developmental needs, interests and languages of the children;
  • plan individualised learning experiences to support and challenge each child based on continuous observation and assessment;
  • evaluate the effectiveness of the literacy learning programme to improve implementation. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Plan a developmentally appropriate literacy learning programme. 
    OUTCOME NOTES 
    Plan a developmentally appropriate literacy learning programme according to the national curriculum framework, the interests and life experience of the children. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The literacy 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 literacy learning programme is based on the life experience of the children using a culture-fair and anti-bias approach. 

    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 of early literacy. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Learning experiences are provided to help children learn to listen, understand and communicate effectively. 

    ASSESSMENT CRITERION 2 
    2. Activities are set up to help children develop early literacy skills in a print-rich learning environment. 

    ASSESSMENT CRITERION 3 
    3. Learning activities and materials are prepared to encourage children to understand the structure and purpose of language. 

    ASSESSMENT CRITERION 4 
    4. Children's books and other print materials, story-telling and other activities provided are culture-fair and promote an anti-bias approach. 

    SPECIFIC OUTCOME 3 
    Implement the planned literacy learning programme. 
    OUTCOME NOTES 
    Implement the planned literacy learning programme 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 alone, in pairs, and in groups. 

    ASSESSMENT CRITERION 2 
    2. Opportunities for thinking and problem-solving are apparent in most of the early literacy activities. 

    ASSESSMENT CRITERION 3 
    3. Children are invited to plan, select their own materials and carry out projects to their own satisfaction. 

    ASSESSMENT CRITERION 4 
    4. A range of mediational skills are used appropriately to support and extend children's learning, including helping children to reflect on learning experiences and achievements. 

    SPECIFIC OUTCOME 4 
    Observe and assess children's progress in the literacy learning programme. 
    OUTCOME NOTES 
    Observe and assess children's progress in the literacy learning programme on a continuous basis to inform practice and planning to assist individual children. 

    ASSESSMENT CRITERIA     

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

    ASSESSMENT CRITERION 2 
    2. Assessment tools and procedures used for recording observations and assessments provide comprehensive evidence of children's emergent literacy, 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 literacy learning programme. 
    OUTCOME NOTES 
    Evaluate the effectiveness of the literacy learning programme on a continuous basis and adapt the activities and materials provided to improve the programme. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The effectiveness of the literacy 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 literacy 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 each child's development in terms of emergent literacy 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 and the implications for practice in a literacy learning programme;
  • the principles and processes of literacy acquisition and the importance of supporting home language use;
  • the different kinds of literacies and how these can be developed in young children through an integrated learning programme;
  • the requirements of the national curriculum in the foundation phase, especially with regard to the reception year;
  • principles of integrating and sequencing learning programmes and activities;
  • the importance of offering a rich programme designed to empower all learners.
  • assessment methods and tools for assessing young children's emergent literacy.

    Learners demonstrate the following attitudes and values:
  • respect for cultural, religious and language diversity;
  • recognition of the importance of emergent literacy in the preschool phase and the Reception Year;
  • sensitivity to the views of parents and family members. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    1. Reflect on and explore a variety of strategies to learn more effectively through the study of theories of literacy acquisition.

    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 literacy skills for lifelong learning.

    3. Be culturally and aesthetically sensitive across a range of social contexts through the selection of print materials for children. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems with regard to young children's acquisition of literacy skills showing that responsible decisions have been made with regard to supporting the home languages of the children and their cultures. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with co-workers (where applicable) and with children. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's teaching activities effectively in order to implement a planned literacy learning programme successfully in an integrated and holistic approach. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information relating to the children's development as emergent readers and writers, and to programme implementation through observation and self-reflection. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively with children verbally and through visual and print materials, and keep written records and reports. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Show responsibility towards the environment and health of others through the selection of appropriate print materials. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Appreciate that the world is a set of related systems by planning an integrated literacy learning programme. 

    UNIT STANDARD NOTES 
    This unit standard has been replaced by unit standard 244257, which is "Facilitate a Literacy 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. ABASUNGULI TRAINING SPESIALISTS (PTY) LTD 
    2. Accreditation & Training Services 
    3. Amogelang Marketing and Training 
    4. Assessment and Entrepreneurship Centre 
    5. ATS Institute 
    6. B T Group of Companies Pty Ltd 
    7. BOLAND COLLEGE 
    8. BORDERGATE EVENTS MANAGEMENT AND PROJECTS 
    9. Brainwave Projects 1997 CC 
    10. Capricorn College for FET 
    11. Caversham Education Institute 
    12. Centre for Creative Education/Iziko La Bantu Be Afrika NPC 
    13. CENTRE FOR EARLY CHILDHOOD DEVELOPMENT 
    14. Changing Lives Community Development Training 
    15. College of Cape Town - Athlone Campus 
    16. Compass Academy of Learning 
    17. Custoda Trust 
    18. D M Management and Consulting 
    19. Damelin 
    20. Damelin Correspondence College (Pty) Ltd 
    21. Dee s Training PTY LTD 
    22. Directflo 
    23. DM Training Consultants 
    24. Early Learning Foundation Montessori Teacher Training 
    25. Early Learning Resource Unit (ELRU) 
    26. EASTCAPE MIDLANDS COLLEGE BUSINESS UNIT (Uitenhage) (WA) 
    27. EBENEZER TRAINING HOUSE FOR EARLY LEARNING 
    28. EDU-Bless College 
    29. Edu-Build Institute 
    30. EDUTAK PRE-SCHOOL TRAINING AND DEVELOPMENT 
    31. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
    32. Faranang Business and Training Solutions PTY(LTD) 
    33. FLAVIUS MAREKA FET COLLEGE 
    34. FURNITURE WORLD TRAINING CENTRE 
    35. Gert Sibande Public FET College - Central Office 
    36. Goldfields TVET College 
    37. Grassroots Adult Education and Training Trust 
    38. GWALA TRAINING SERVICES 
    39. HDPSA 
    40. Headspace Consulting (PTY) Ltd 
    41. Headstart/ECD projects 
    42. HLUVUKA TRAINING AND CONSULTING 
    43. INGWE FET COLLEGE 
    44. Institute of Professional Studies and Services 
    45. Isamon Vocational College of Excellence Pty Ltd 
    46. Isibani Skills Academy 
    47. Itireleng Bokamoso Trading Development Services and Associates 
    48. Jabulani Training & Development 
    49. Katiso-kuno Consulting 
    50. Keletsong Community Training & Resource Centre 
    51. Kgaka Kgolo Institute (Pty) Ltd 
    52. KHANIMAMBA TRAINING AND RESOURCE CENTRE 
    53. Khululeka Community Education Centre 
    54. Kids Academy 
    55. KITSO TRAINING AND DEVELOPMENT 
    56. Klein Karoo Resource Centre 
    57. Leronsa Trading Enterprise 
    58. LESEDI EDUCARE ASSOCIATION 
    59. Li Lichule Trading cc 
    60. Loago Business Consulting 
    61. MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE 
    62. MATHS CENTRE INCORPORATING SCIENCES 
    63. Mochochonono Training Solutions cc 
    64. Montessori Teacher Training Centre South Africa 
    65. Motheo Training Institute Trust 
    66. MWG Logistical Services 
    67. NATAL EARLY LEARNING RESOURCE UNIT TRUST 
    68. Networx for Career Development 
    69. New Beginnings Training and Development Organisation 
    70. NKANGALA TVET COLLEGE 
    71. Northern Cape Urban College: Kimberley Campus 
    72. Northlink College 
    73. Northshore Trading 19CC t/a Makakhaunye Training and Development Agency 
    74. NTATAISE TRUST 
    75. Ntsangalala Business Enterprise 
    76. Orbit FET College - Central Office 
    77. Peddie Development Centre 
    78. Petra institute of Development (PTY) Ltd 
    79. Pro-Ed Training 
    80. PROFESSIONAL CHILD CARE COLLEGE PTY LTD 
    81. Professional Development and Training Institute (Pty) Ltd 
    82. Read Educational Trust 
    83. Reflections Development Institute 
    84. REGIONAL EDUCARE COUNCIL 
    85. Retshetse Training Project 
    86. Rhodes University 
    87. Right 4 u College 
    88. Safe and Sound Learning Association 
    89. SANTS College 
    90. SEJ Skills Academy (Pty) Ltd 
    91. Sirius Training 
    92. Sisazi Consulting 
    93. Siyahluma Education Institute 
    94. Siyathuthuka Nursery School 
    95. South African Congress For Early Childhood Development 
    96. South Cape Public FET College - George Campus 
    97. Sustainability Institute Trust 
    98. T Mabuya & Associates (Pty) Ltd 
    99. Takatso Educare Training and Development Services 
    100. Teachers Learning Centre (Pty) Ltd 
    101. Tembe Service Providers 
    102. Thabelanang t/a Thabelanang Trading Enterprise 
    103. Thasha Training and Consulting 
    104. The College of Modern Montessori 
    105. The Iscariota Group (Pty) Ltd 
    106. The Port Elizabeth Early Learning Centre 
    107. Thobologo Training and Education Group (Pty) Ltd 
    108. THUKAKGALADI INTEGRATED DEVELOPMENT PROJECT 
    109. THUSANANG TRUST 
    110. TLHARIHANI TRAINING CENTRE (PTY) LTD 
    111. Training and Resources in Early Education (TREE) 
    112. Ulwazi Training & Development 
    113. UNIVERSAL COLLEGE OUTCOMES SA 
    114. Vuselela TVET College 
    115. Water berg FET College 
    116. WEST COAST COLLEGE FET 
    117. WESTERN COLLEGE FOR FURTHER EDUCATION AND TRAINING 
    118. Winston Academy 
    119. WonderKids Academy 
    120. World Wide Education Providers(Pty)Ltd 
    121. Woz'obona Early Childhood Community Service Group 


    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.