SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Plan a curriculum

SAQA US ID	UNIT STANDARD TITLE
9952	Plan a curriculum
ORIGINATOR
SGB Occupationally-directed ETD Practitioners
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 05 - Education, Training and Development			Higher Education and Training
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 6	Level TBA: Pre-2009 was L6	18
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 0532/00
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
123399	Plan and develop an organisational learning framework	Level 6	Level TBA: Pre-2009 was L6	15

PURPOSE OF THE UNIT STANDARD

A practitioner who has achieved this unit standard will be competent to develop, evaluate and record a plan for a curriculum, which delivers a related set of learning programmes within the structured workplace or any other learning context.

This competence complements other ETD competences.

It contributes toward the development of a professional community of ETD practitioners who rigorously plan and evaluate their education and training practices to ensure that they meet the needs of learners, society and the economy.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Practitioners applying to enter a learning programme for this ETD standard -or applying to be assessed against this ETD standard -are assumed to have a qualification or equivalent competence in an occupation in which they will practice this ETD competence.

This standard describes the ETD competence, which will be needed for them to plan curricula within their occupational competence.

UNIT STANDARD RANGE

The following statements provide a general guide to the scope and complexity of the competence expected of a practitioner:
1. Practitioners are required to demonstrate that they can perform the specific outcomes with understanding and reflexivity. However, at this level they will be creatively interpreting the "rules" or principles, which inform what they do.
2. The practitioner is required to demonstrate the competence described in this standard in the context of a skills development system or sub-system.
3. The specific outcomes should be performed in line with an established methodology for planning a curriculum. At this level the practitioner should be able to describe a spectrum of methodologies; to explain how their performance would differ if they used them and to justify their choice of methodology.
4. At this level, practitioners are expected to draw on and integrate insights and knowledge from beyond their occupational and ETD competences to the performance of the ETD competence described in this standard.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Establish partnerships needed for the design of the curriculum.

OUTCOME NOTES

Establish partnerships needed for the design of the curriculum by, e. g.,

identifying role-players suggested by the Skills Development Act, Labour Relations Act and other relevant legislation;

establishing a forum or structure to involve the relevant role-players; and

working out the functions, roles and levels of involvement of all role-players.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

The assessment of practitioners against this standard should meet the requirements of established assessment principles.

It will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge's are assessed.
1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.
2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.
3. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should also not be assessed as competent.
4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.
5. Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.
6. As occupation-directed ETD practice is intended to contribute to the goals outlined in the skills plans of the workplace, enterprise or sector, practitioners should explain how their performance does this.

SPECIFIC OUTCOME 2

Identify the factors to be addressed in the curriculum.

OUTCOME NOTES

Identify the factors to be addressed in the curriculum by, e. g.,

analysing the sector, enterprise or workplace skills plan;

identifying learner needs; and

identifying available resources.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 3

Develop a curriculum framework.

OUTCOME NOTES

Develop a curriculum framework by, e. g.,

mapping the progression and portability between the qualifications which the curriculum will cover;

defining the education and training philosophy or approach on which the curriculum is based; and

outlining the purpose, outcomes, materials, and mode of delivery for each programme.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 4

Develop an assessment framework for the curriculum.

OUTCOME NOTES

Develop an assessment framework for the curriculum which include, e. g.,

the roles of learners, practitioners and quality assurance agencies;

the purposes of assessment, including admission; placement; formative and summative assessment; and recognition of prior learning;

principles and procedures for conducting assessment; and

where assessments should take place and what will be assessed.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 5

Pilot the curriculum and make adjustments as a result of feedback and evaluation.

OUTCOME NOTES

Pilot the curriculum and make adjustments as a result of feedback and evaluation by, e. g.,

listing the factors on which feedback will be needed;

developing evaluation instruments and strategies;

collating and analysing information and feedback; and

making revisions as needed.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 6

Evaluate own performance.

OUTCOME NOTES

Evaluate own performance by, e. g.,

identifying strengths and weaknesses; and

planning to integrate lessons learned into future practice.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

SPECIFIC OUTCOME 7

Record the curriculum and evaluation.

OUTCOME NOTES

Record the curriculum and evaluation in ways, which will, e. g.,

enable practitioners to use them in future; and

be suitable for national and organisational quality assurance purposes.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

See Notes

ASSESSMENT CRITERION NOTES

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

1. Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.
2. Any institution offering learning that will enable achievement of this unit standard or will assess this unit standard must be accredited as a provider with the relevant ETQA.
3. Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures.

Therefore anyone wishing to be assessed against this unit standard may apply to be assessed by any assessment agency, assessor or provider institution, which is accredited by the relevant ETQA.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Practitioners should be able to demonstrate a knowledge and understanding of:
1. The sector, enterprise or workplace skills plans.
2. Role-players who should be involved in the design and implementation of curricula, as detailed in the Skills Development Act and Labour Relations Act.
3. Government and organisational guidelines around the development and implementation of skills programmes, learner ships and other occupation-directed education and training.
4. Existing national standards and qualifications.
5. At least two methodologies for planning curricula.
6. The spectrum of learner support materials (print, audio-visual, electronic, workplace equipment).
7. Ways of developing and using an assessment framework for a curriculum.
8. How to evaluate a curriculum through soliciting learner and practitioner feedback, and analysing the structure, process and content of the curriculum in relation to learner needs, intended outcomes and assumptions about learning and training.
9. Ways of filing or storing the plan and evaluation to enable practitioners to adapt and use them in the future, and somebody undertaking quality assurance to access and review the curriculum.
10. Outcomes-based forms of planning curricula, which are consistent with the aims and objectives of the National Qualifications Framework and Skills Development
Strategy.
11. Forms of practice, which promote the values described in the Bill of Rights and the principles underpinning the Employment Equity Act.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems by, e. g.,

Identifying barriers to effective learning and planning a curriculum in such a way as to deal with these.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself in relation to planning a curriculum which includes, e. g.,

Selection of providers;

Time frames;

Assessment points;

Evaluation;

Records;

Co-ordinating learning programmes; and

Conceptual development.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information, e. g.

The needs of learners in order to plan appropriate curriculum; and

The effectiveness of the curriculum through pilot testing and on an ongoing basis.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively in the modes of oral and/or written presentation by, e. g.,

planning the use of technologies which exploit their education and training potential.

UNIT STANDARD CCFO SCIENCE

Use science and technology by, e. g.,

Using education and training technologies such as audio-visual equipment, computer-assisted learning equipment, etc.

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 123399, which is "Plan and develop an organisational learning framework", Level 6, 15 credits.

VALUES
The ETD practice outlined in this unit standard should promote the values of affirmation and non-discrimination as described in the Bill of Rights and Employment Equity Act.

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	13742	Degree: Occupation-directed Education, Training and Development Practice	Level 6	Level TBA: Pre-2009 was L6	Passed the End Date - Status was "Registered"	2003-10-11	ETDP SETA

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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