5 - Module 2 Learner PoE Guide

Learner PoE Guide
Module 2:
Understanding ECD
Learner Name and Surname

Learner ID
Company/Branch
Date
Learner Signature
SAQA ID 244484: Demonstrate knowledge and understanding of the development of babies, toddlers and young children; NQF Level 4,
8 Credits
SAQA ID 119471: Use language and communication in occupational learning programmes; NQF Level 4, 5 Credits
Version 1 (Mar 2013) 1

Module 2: Learner Portfolio of Evidence
Table of Contents
FOREWORD TO THE LEARNER.........................................................................................3

ASSESSMENT PROCESS....................................................................................................................3
Assessment Process Steps.................................................................................................................. 4
The Assessment Process Role Players................................................................................................6
Competent vs. Not Yet Competent........................................................................................................ 8
Requirements for being deemed Competent........................................................................................ 9
NOTE TO THE LEARNER...................................................................................................................10
PORTFOLIO OF EVIDENCE...............................................................................................11
LEARNER’S PERSONAL INFORMATION...............................................................................................12
Registration Form Codes.................................................................................................................... 13
Learner ID........................................................................................................................................... 14
Learner CV.......................................................................................................................................... 14
Learner Qualifications......................................................................................................................... 14
UNIT STANDARD DETAILS................................................................................................................15
244484................................................................................................................................................ 15
119471................................................................................................................................................ 19
PRE-ASSESSMENT PREPARATION SHEET.........................................................................................25
ASSESSMENT PLAN.........................................................................................................................28
DECLARATION OF AUTHENTICITY......................................................................................................29
APPEALS PROCEDURE....................................................................................................................30
Appeals Form...................................................................................................................................... 31
FORMATIVE ASSESSMENT..............................................................................................32
LEARNER WORKBOOK.....................................................................................................................33
SUMMATIVE ASSESSMENT..............................................................................................34
KNOWLEDGE QUESTIONS................................................................................................................35
PRACTICAL ACTIVITIES....................................................................................................................38
Practical Activity 1: Present information on the development of babies, toddlers and young children
within each domain of development to colleagues..............................................................................38
Rubrics................................................................................................................................................ 41
Practical Activity Checklist................................................................................................................... 43
SUMMATIVE PROJECT......................................................................................................................45
Witness Testimony.............................................................................................................................. 45
LOGBOOK.......................................................................................................................................47
ASSESSMENT ACTIVITIES CHECKLIST...............................................................................................50
GLOSSARY.........................................................................................................................52

Foreword to the Learner
The purpose of this guide is to provide the learners with information on the process and
requirements of successfully completing and submitting a Portfolio of Evidence for assessment
against the Unit Standards of this learning programme:
Programme Module 2: Understanding ECD

SAQA ID 244484: Demonstrate knowledge and understanding of the development of
babies, toddlers and young children; NQF Level 4, 8 Credits
Unit Standards SAQA ID 119471: Use language and communication in occupational learning programmes;
NQF Level 4, 5 Credits
Assessment in Outcomes-Based Education is not only focused on what learners can do, but
intends to develop learners holistically. In other words, learners are also required to demonstrate
certain life-skills, which will not only enhance their learning, but will also ensure that these skills are
transferable to their private lives.
In Outcomes-Based Education and Training we use both formative and summative assessments:
 Formative assessment refers to assessment that takes place during the process of
learning and teaching.
 Summative assessment is assessment for making a judgement about achievement. This
is carried out when a learner is ready to be assessed at the end of a programme of
learning.
Results initially collected for formative assessment, can be used for summative assessment, thus
avoiding repetition.
Assessment Process
Step
Step
4:1:
Step
Step
3:and
Review
Plan 2:andprepare
report on
forthe
theassessment
assessment
Provide
Conductassessment
and recordfeedback
the assessment
to the learner

Assessment Process Steps
Step 1:
Plan and prepare for the assessment
Assessor needs to: Document:

 understand and review all the requirements of the  Unit Standard
assessment in terms of evidence required to prove  Curriculum, Strategy and
competence Alignment document
 identify logistical arrangements that have to be made such as  Assessment Guide
the venue  Assessment Strategy
 familiarise him/herself with assessment instruments and tools and Process
 identify and prepare any resources required for assessment,  Assessment-related policies
such as equipment, people and other resources for the  Assessment Feedback document
assessment  Assessment Preparation
 ensure that he/she is familiar with the related policies - Checklist
Assessment, Moderation, RPL and Appeals Policy
Learner needs to: Document:

 be informed of, and agreement reached over: the  Learner Guide
requirements for the assessment; the roles and  Learner Workbook
responsibilities of the learner with regard to his/her
 Learner Portfolio of Evidence
assessment; the special needs of the learner (and how these
Guide
can be accommodated) and how the evidence is to be
collected; and also guided in preparing for assessment by the  Pre-Assessment
facilitator and/or assessor as per the pre-assessment Preparation Sheet
preparation sheet criteria and then complete and sign the  Assessment Plan
document in agreement with the assessment process  Declaration of
Authenticity
 be given the contact details of the facilitator, assessor and  Declaration of
any other support person from the Training Provider, for Understanding the
possible future assessment process assistance needs Appeals Procedure
 be guided in planning for the assessment by the facilitator  Assessment Activities
and/or assessor as per the assessment plan criteria and then Checklist
complete and sign the document in agreement with the  Learner ID, CV and
assessment plan that he/she created certificates
 be guided in understanding of the requirements of authenticity  Learner Workbook
as per the declaration of authenticity form by the facilitator placeholder
and/or assessor and then complete and sign the document in  Knowledge Questions
agreement with the authenticity requirements in the  Practical Activity for
assessment process completion in the
 be guided in understanding the appeals policy and procedure, workplace
as well as the appeals form by the facilitator and/or assessor  Summative Project for
and then complete and sign the declaration of understanding supervisor observation
on the appeals procedure form and feedback
 Logbook
 be given answers to any assessment process-related
questions
Step 2:
Conduct and record the assessment

 conduct the assessment in an appropriate and nonthreatening  Unit Standard
manner and/or environment and use the assessment principles  Learner PoE Guide submitted
when assessing the evidence for assessment
 review and assess the evidence as submitted by the  Assessment Guide

learner/candidate in their Learner Portfolio of Evidence Guide, by  Assessment Feedback

referring to the Assessment Guide for guidelines and model document:
answers (memoranda):  Assessment Checklist
o Learner Workbook filed in the Learner PoE  Assessment Record
o Knowledge Questions  Final Assessment
o Practical Activity completed in the workplace Recording Document
o Summative Project and Logbook completed in the  VARCCS Evaluation
workplace  Assessment Outcome
 make a judgement about the evidence against the criteria of the
Unit Standard in the Final Assessment Recording (evidence grid)
and the model answers provided, using the principles of good
evidence as a guideline
 record the assessment process undertaken and the assessment
findings and decisions taken in the required format on the
specific documentation in the Assessment Feedback document:
o Assessment Checklist
o Assessment Record
o Final Assessment Recording Document
o VARCCS Evaluation
o Assessment Outcome
 When learners have to undergo re-assessment, they have to be
given feedback so that they can concentrate on areas of
weaknesses and only be re-assessed on NYC criteria. Re-
assessment should comply with the following conditions:
o Re-assessment should take place in the same situation
or context and under the same conditions.
o The same method and assessment instrument may be
used, but the task and materials should be changed,
depending on the QMS requirements of the Training
Provider.
Step 3:
Provide assessment feedback to the learner

 provide the learner with feedback about the assessment  Assessment Feedback
conducted: document:
o Provide feedback in both a positive and constructive  Assessment Outcome
manner. document
o Advise/inform the learners of outstanding and/or required
evidence.
 record all communication with the learner
Learner needs to:
 confirm receipt, understanding and acceptance of the feedback
by completing and signing the declaration in the Assessment
Outcome section of the Assessment Feedback document
Step 4:
Review and report on the assessment
Learner needs to: Document:

 review the assessment process by completing the Learner’s  Assessment Feedback
Review of the Assessment Process (questionnaire) document:
Assessor needs to:  Learner’s review of

 review the assessment process and report on it using either the: the assessment
o Assessor’s and Moderator’s Review of the Assessment process
(questionnaire); or  Assessor’s and
o Group Assessor’ and Moderator’s Review of the Moderator’s Review
Assessment (questionnaire) of the Assessment
 Group Assessor’s and
Training Provider needs to: Moderator’s Review
 record the outcome of the assessment in the relevant quality of the Assessment
management system database/matrix  Training Provider-specific
 record and/or submit the assessment results to the NLRD QMS documents for:
(National Learner Records Database) of the relevant ETQA  Record of
 submit the specific number of learner portfolios for moderation, Assessment
as per the Training Provider QMS  submitting the results
 release the results of assessment to the relevant learner to the NLRD
stakeholders, e.g. HR, mentor, supervisor; agreed to by the  moderation
learner  learner assessment
 manage any learner appeals against the assessment outcome, result release
according to the Appeals Policy and Procedure
 All the documents or copies thereof, as prescribed previously,
must be kept on file as part of the learner Portfolio of Evidence.
 Learner’s Portfolios of Evidence must be readily available for
internal and external moderation and verification by the
appropriate practitioners, until after the ETQA verification process
has taken place. The Portfolios of Evidence may then be kept
(storage) or returned to the learner according to the Training
Provider’s QMS policy.
The assessment process role players

The assessment team consists of the following people that each has a specific role and
responsibilities to fulfil:
Learner Learners will participate in the facilitated classroom training section of the learning
programme by participating in formative assessment class activities/exercises in the
Learner Workbook.
The learner needs to:
 attend the learning/training session
 participate in the learning and form part of syndicate group/small workgroup for
activities
 do research and prepare for participation during the training session
 complete the assignments, activities and portfolio
Learners will complete and submit their individual Portfolios of Evidence, using the Learner
Portfolio of Evidence Guide to successfully create, gather and submit the required
evidence for assessment, by completing the following:
 required administration documentation
 completed Learner Workbook containing the formative assessment Class Activities
and Programme Reflection
 individual assignments and practical workplace activities:
o Knowledge Questions
o Practical Workplace Activity
o Summative Project – supervisor confirmation of application of the
knowledge and skills in the workplace
o Assessment Activities Checklist – control checklist to ensure all required
evidence is submitted by the learner
Assessments are meant to be as clear and transparent as possible, therefore learners
should know:
 the kinds of assessment activities that they would be asked to perform
 the standard and level of performance expected

 the type and amount of evidence to be collected

 their responsibility regarding the collection of evidence
Facilitator It is the role of the facilitator to facilitate the theoretical classroom training and skills
practice sessions to groups of learners.
The facilitator is also responsible for:
 being available for questions regarding the assessment after the training has been
completed
 acting as Evidence Collection Facilitator, when facilitating formative assessment
using the Class Activities in the Learner Workbook
 facilitating only a section of the summative assessment - Knowledge Questions in
the Learner Portfolio of Evidence Guide
 guiding the learners on the use of the Portfolio of Evidence Guide
 learning programme administration, e.g. attendance register, training report after
the session, and any other related administration required by the Training Provider
Assessor The assessor needs to be:
 qualified as an assessor
 registered as a Constituent Assessor with the relevant SETA
 proficient in the subject matter of the learning area in which they are assessing
and an expert in his/her knowledge of the Unit Standard requirements or
qualification for which he/she is registered to assess - the assessor’s subject
matter knowledge should be at least of a level higher than the learner who is being
assessed
 proficient in the process of assessment - this means that they should:
o be familiar with the Unit Standards that they will be assessing
o be familiar with and use the assessment guides
o plan the assessment, which includes the selection, design and
implementation of assessment activities.
o follow the assessment process, i.e. plan and agree on the assessment
with the learner; guide the learner in the collection of evidence; conduct
the assessment; provide feedback to the learner about the assessment
decision
o record and report on assessment results
o participate in moderation processes
o review the assessment and make appropriate changes
The assessor needs to conduct an assessment subject to the following principles:
 the application of NQF principles
 the application of the principles of credible assessment
 the application of the principles of the collection of and quality of the evidence
 the assessment being planned and designed on the basis of understanding the
requirements of the Unit Standard, part qualification or qualification that the learner
is seeking credit for
The assessor needs to establish a trusting relationship with learners – not only so that they
can perform optimally during an assessment, but also so that the learners will trust that the
assessor has their interests at heart.
Moderator Internal moderators will be moderating assessment activities and supporting the
assessors. Their task will be to do the quality assurance of the assessment activities in an
ordered and structured way and develop the skills of assessors.
Moderation ensures that people who are being assessed are assessed in a consistent,
accurate and well-designed manner. It ensures that all assessors who assess a particular
Unit Standard or qualification are using comparable assessment methods and are making
similar and consistent judgements about the learners’ performance.
The moderator needs to be:
 qualified as a moderator
 registered as Constituent Moderator with the relevant SETA
 experienced in the related field of assessment and moderation
The moderator will, according to the Quality Management System of the Training Provider:
 Moderate 25% of all portfolios within two (2) weeks of assessment or as per the
requirements stated in the Training Provider QMS

 Validate the quality of the judgements made. The judgement is either confirmed or
overturned on valid grounds.
Verifier The moderation system will in turn be quality assured by the ETQAs who will have
qualified verifiers in place to monitor moderation systems and support moderators. Some
larger organisations will prefer to appoint internal verifiers to take a systemic view of
internal assessment and moderation.
Training The Training Provider needs to ensure that qualified facilitators, assessors and moderators
Provider are employed or contracted to perform the required functions, using quality materials as is
required in the Training Provider quality management system.
The Training Provider also needs to provide for the appeals process. If the
learner/candidate is not happy about the process or findings of the assessment, he/she
can put in an appeal to have the assessment reviewed by the Training Provider. This will
ensure that candidates have a democratic right to overturn decisions that are not fair, not
properly motivated or simply not believed. The Training Provider and ETQA should ensure
that there is an appeals procedure in place, i.e. appeals against an assessment decision.
Learners should be secure in the knowledge that they can appeal against an unfair
assessment.
Competent vs. Not Yet Competent

Learners being assessed are not allocated a percentage (for example 55%) on completion of the
learning. Rather, they are either deemed competent or not yet competent.
Training is delivered using an outcome-based style of teaching and learning. Learners drive the
process of learning and educators need to facilitate the creation of learning opportunities.
Once a learner has demonstrated his/her competence through an assignment, task, exam or
performance, then he/she is awarded the credits related to that competence.
However, learners deemed not yet competent, are either given another chance to prove
competence, or they are re-trained, or they are encouraged to move into a different field of
learning.

Requirements for being deemed competent
Each Unit Standard indicates the requirements or standards of competence. These are written as
assessment criteria. In an outcome-based system learners need to meet ALL these requirements
before being deemed competent. However, SAQA has recommended that assessments be
weighted according to the purpose of the qualification toward which the learner is learning.
Assessments are therefore designed around the requirements that are stated in the assessment
criteria, and are therefore criterion-based. In a curriculum-based system, assessments were made
around the norm of a group and were therefore norm-referenced.
A criterion-based assessment can only be performed using evidence that has been generated by
the learner. Types of evidence include direct evidence, indirect evidence and historic evidence:
 Direct – this is evidence that is collected directly by the assessor, for instance an assessor
finding out whether you can bake a cake will watch you while you do it.
 Indirect – this is evidence that you have collected, signed off as authentic and submitted
for assessment, for instance, a video of you baking a cake.
 Historic – this is evidence of your competence – as assessed by someone else. A
certificate of competence issued to you when you completed a course is an example of
historic evidence. Documents that you produced while doing a job (usually a few years ago)
could also be historic evidence.
Evidence has to meet certain criteria. These criteria are summarised as VARCCS:
 V is for Valid: The Unit Standard or qualification being assessed must require evidence that
is submitted for assessment. Otherwise it is not important and cannot be used to find out
whether you are competent or not.
 A is for Authentic: The evidence that you submit must be your own work. Group work
cannot be submitted as your own work because not only you worked on it.
 R is for Reliable: The evidence must be from a reliable source. A certificate of competence
issued by a provider that is not accredited could be regarded as unreliable.
 C is for Current: The evidence must demonstrate that your competence is current. It
doesn’t help that you were able to run a 12 km race five years ago – can you still do it
today? Currency is also related to the technology that is used to demonstrate competence.
It does not help that you are able to boil water using a pot on a stove when electric kettles
are the current method used to boil water.
 S is for Sufficient: The Unit Standards have several assessment criteria that need to be
satisfied. The evidence must satisfy all the criteria or else it is not sufficient.
However, evidence is collected using some kind of instrument. These instruments take different
forms. Some instruments include questionnaires, interview schedules, simulations, role play,
observation checklists and products.

Note to the Learner
Dear Learner,
You have chosen to undergo assessment and as a result have been presented with this PoE
(Portfolio of Evidence). Please go through all sections of this PoE very carefully before submission
and make sure that you have included all the information and evidence requested. Please take
note of the following:
Unit Standard:
A copy of the Unit Standard has been included. The assessment has been designed in order to
meet all requirements as set by this Unit Standard.
Pre-Assessment Preparation Sheet:

The first step towards completing this PoE is to read through the Pre-Assessment Preparation
Sheet. This form contains valuable background information. Your assessor will not be able to
assess your portfolio if you have not read and signed this document.
Assessment Plan:
You can use the assessment plan to write down the dates on which you plan to meet specific
targets.
Declaration of Authenticity:
Please complete the Declaration of Authenticity to declare that the evidence that you submit in this
PoE is your own work, with the exception of those that you list in the section provided. Your
assessor will not be able to assess your portfolio if you have not read, completed and signed this
document.
Appeals Procedure and Form

Familiarise yourself with the appeals procedure and sign the document as requested. You will only
use the Appeals Form if you would like to appeal against the assessment decision.
Assessment Instruments:
By completing the assessment instruments you will generate/gather the evidence required to meet
the outcomes of the Unit Standard(s). Please follow instructions carefully for both the formative
and summative assessments.
Assessment Activities Checklist

As part of the quality management process used by the Training Provider and the SETA, the
learner and his/her supervisor are required to check and sign off that all activities have been
completed and submitted in the PoE. Please complete this form, before submitting your PoE.
Learner’s Review of the Assessment Process

As part of the quality management process used by the Training Provider and the SETA, the
learner is required to provide feedback to the Training Provider about the assessment process.
Please complete this form, before submitting your PoE.
Please note that you are welcome to contact your facilitator/assessor at any stage should you have
any questions pertaining to the assessment.

Portfolio of Evidence
Please complete the following documents and submit as part of your Portfolio of Evidence:
 Learner’s Personal Information form

 Learner ID, CV and Qualifications
 Unit Standard Details
 Assessment Contract document
 Declaration of Authenticity document

Learner’s Personal Information
Please provide the following information for SAQA National Learner Database. The following page
provides the information form codes:
Learner’s Last Name
Learner’s First Name (s)
Learner title
Learner birth date (YYYYMMDD)
ID Number (attach a copy of ID)
Equity code
Nationality code
Gender code
Citizen resident status code
Home language code
Socioeconomic status code
Disability status code
Learner home address
Learner postal address
Province code
Telephone
Cell phone
Contact Details
E-mail
Fax
Company Name
Contact Person
Company (Supervisor)
Details Contact Person
Contact Number
Postal Address
Learner’s Designation
Date of Submission

Registration Form Codes
Alternative ID type Equity code Nationality code

521 SAQA member ID BA Black: African U Unspecified SEY Seychelles
527 Passport No BC Black : Coloured SA South African ZAI Zaire
529 Driver’s licence BI Black : Indian/Asian SDC SADC except SA ROA Rest of Africa
531 Temporary ID no U Unknown (i.e. Nam to ZAI) EUR European
533 None WH White NAM Namibia countries
535 Unknown BOT Botswana AIS Asian countries
537 Student no ZIM Zimbabwe NOR North American
538 Work permit no ANG Angola countries
539 Employee no MOZ Mozambique SOU Central & South
540 Birth certificate no LES Lesotho American countries
541 Human Sciences SWA Swaziland AUS Australia & New
Research Council register MAL Malawi Zealand
no ZAM Zambia OOC Other and rest of
561 ETQA record no MAU Mauritius Oceania
TAN Tanzania
Citizen/residence status Home language code Province code
U Unknown ENG English 1 - Undefined
SA South Africa AFR Afrikaans 2 - Western Cape
O Other OTH Other 3 - Eastern Cape
D Dual (SA plus other) SEP Sepedi 4 - Northern Cape
SES Sesotho 5 - Free State
SET Setswana 6 - KwaZulu-Natal
SWA siSiswati 7 - North West
TSH Tshivenda 8 - Gauteng
U Unknown 9 - Mpumalanga
XHO isiXhosa 10 - Limpopo
XIT Xitsonga
ZUL isiZulu
NDE isiNdebele
Disability status Socioeconomic Status
N None U Unspecified
01 Sight (even with glasses) 01 Employed
02 Hearing (even with hearing aid) 02 Unemployed
03 Communication (talking, listening) 03 Not working – looking for work
04 Physical (moving, standing, grasping) 04 Not working – housewife/homemaker
05 Intellectual (difficulties in learning); 06 Not working – scholar/full time student
retardation 07 Not working – pensioner/retired person
06 Emotional (behavioural or psychological) 08 Not working – disabled person
07 Multiple 09 Not working – not wishing to work
09 Disabled but unspecified 10 Not working – none of the above
U Unknown 97 N/A : Aged < 15
98 N/A : Institution

Learner ID
Insert a certified copy of your Identify Document here:
Learner CV
Insert a copy of your full CV (Curriculum Vitae) here:
Learner Qualifications
Insert certified copies of relevant qualifications here:

Unit Standard Details

244484
SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD:
Demonstrate knowledge and understanding of the development of babies,
toddlers and young children
SAQA US UNIT STANDARD TITLE

ID
244484 Demonstrate knowledge and understanding of the development of babies, toddlers and young
children
ORIGINATOR ORIGINATING PROVIDER
SGB Early Childhood
Development
QUALITY ASSURING BODY
-
FIELD SUBFIELD
Field 05 - Education, Training and Development Early Childhood Development
ABET UNIT STANDARD PRE-2009 NQF LEVEL NQF LEVEL CREDITS
BAND TYPE
Undefined Regular Level 4 NQF Level 04 8
REGISTRATION STATUS REGISTRATION START REGISTRATION END SAQA DECISION
DATE DATE NUMBER
Reregistered 2012-07-01 2015-06-30 SAQA 0695/12
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30 2019-06-30
This Unit Standard replaces:
Pre-2009 NQF NQF Replacement
US ID Unit Standard Title Credits
Level Level Status
NQF Level
13850 Facilitate active learning in ECD programmes Level 4 30 Complete
04
NQF Level
13851 Facilitate healthy development in ECD programmes Level 4 14 Complete
04
Facilitate the learning and development of babies (0-24 NQF Level
12835 Level 3 12 Complete
months) in ECD settings 03
Facilitate the learning and development of toddlers (18-36 NQF Level
months) in ECD settings 03
NQF Level
7405 Facilitating Creative Art Activities in ECD Programmes Level 3 8 Complete
03
Facilitating Language Development Bilingual/Multilingual NQF Level
ECD Programmes 03
NQF Level
7402 Facilitating Learning Through Play Level 2 12 Complete
02
NQF Level
7403 Facilitating Learning Through Stories, Songs and Rhymes Level 3 8 Complete
03
Include children experiencing barriers to learning and NQF Level
development in ECD settings 03
PURPOSE OF THE UNIT STANDARD

This Unit Standard is for people who wish to enter or obtain recognition at an entry level of Early Childhood
Development (ECD).

People credited with this Unit Standard are capable of:

 Demonstrating knowledge and understanding of ways of seeing the development of babies, toddlers
and young children.
  Demonstrate knowledge and understanding of the development of babies, toddlers and young
children within each domain of development.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

It is assumed that learners are competent in Communication at NQF Level 3.
UNIT STANDARD RANGE

The term "established theories or literature" refers to theories recognised within the field, as well as
established indigenous theories.
Knowledge and understanding of child development is to be informed by own experiences as a child, own
experiences with children, and recognisable "theories" e.g. socio-cultural, behavioural, neuroscience,
maturation, attachment and/or theorists e.g. Piaget, Vygotsky, Freud, Erikson, Bandura, Skinner, Ainsworth
and Mahler, etc.
Although the stages referred to in this Unit Standard are not intended to be rigid, we might identify the
following stages, with broad overlapping margins as follows:
 Pre-birth.
 Young babies.
 Mobile babies.
 12 months - 30 months.
 30 months - 5 years.
 6 years - 9 years.
"Domain" refers to:
 Physical includes gross-motor and fine-motor development, health and nutritional status.
 Cognitive and language development includes perceiving, remembering, conceiving, judging,
reasoning, creativity.
 Socio-emotional development includes attitudes, personal and social identity, autonomy, attachment,
self-concept, self-esteem, feelings, self-control and relationships with others.
"Special needs" could be in a variety of areas such as physical, social, psychological, environmental,
gifted, disadvantaged, circumstances.
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Demonstrate knowledge and understanding of ways of seeing the development of babies, toddlers and
young children.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
Own views about the meaning and use of key terms are compared to the views of others, showing how such
views influence our ways of seeing and working with children.

ASSESSMENT CRITERION RANGE

 Key terms include but are not limited to childhood, development, teaching, well-being, ubuntu and
rights, etc.
 "Views of others" refers to those in the immediate environment as well as a more global or international
view.
Different ways of seeing the development of young children are compared to highlight key similarities and
differences in the theories.
Comparison should include at least two theories and own observations.
SPECIFIC OUTCOME 2
Demonstrate knowledge and understanding of the development of babies, toddlers and young children
within each domain of development.
ASSESSMENT CRITERIA
Stages in the development of children in each domain are described in line with existing theories.
Reference to existing theories is to be limited to key findings of theorists in relation to own observations of
child development.
Factors that enable the development of children in each domain are identified in line with relevant existing
theories.
Explanations of how gender, socio-economic background, age, environment and special needs impact on
the development of children in each domain are consistent with established theories or literature and the
principles of inclusion and anti-bias.
Descriptions are provided to show how development is shaped by socio-cultural influences.
Socio-cultural influence refers to beliefs, values and practices; inter-personal relationships; and relationships
with the environment.
Descriptions are provided to show how development within each domain is linked to and affected by
development in other domains.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

 This Unit Standard will be assessed by an assessor and moderated by a moderator, registered with the
relevant accredited ETQA responsible for the quality assurance of this Unit Standard.
 Any institution offering learning that will enable achievement of this Unit Standard must be accredited as
a provider through the appropriate quality assuring ETQA, or Learning Programme approval with an
ETQA that has a Memorandum of Understanding with the quality assuring ETQA.
 Verification (external moderation) of assessment and moderation by the provider, will be conducted by
the relevant quality assuring ETQA according to the moderation guidelines in the relevant Qualification
and the agreed ETQA policy and procedures.
 An individual wishing to be assessed through RPL against this Unit Standard, may apply to an
assessment agency or provider institution accredited by the relevant quality assuring ETQA, or by an
ETQA that has a formal agreement/accreditation with the relevant quality assuring ETQA.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The following areas of knowledge are embedded within the Unit Standard, and will be assessed directly via
assessment of the specific outcomes in terms of the given assessment criteria:
 Theories of child development.
 Domains of development.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A
UNIT STANDARD LINKAGES

N/A
Critical Cross-field Outcomes (CCFO):
UNIT STANDARD CCFO COLLECTING

 Collect, analyse, organise and critically evaluate information in relation to the progress of children in
relation to understanding of child development.
UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual and/or language skills when explaining and describing child
development.
UNIT STANDARD CCFO DEMONSTRATING

Understand the world as a set of inter-related parts of a system, thus explaining the factors that impact on
child development.
QUALIFICATIONS UTILISING THIS UNIT STANDARD:

PRE-2009
NQF END QUALITY ASSURING
ID QUALIFICATION TITLE NQF STATUS
LEVEL DATE BODY
LEVEL
Further Education and Training
NQF Level 2015-
Core 58761 Certificate: Early Childhood Level 4 Reregistered ETDP SETA
04 06-30
Development
Further Education and Training As per Learning
NQF Level 2015-
Elective 67509 Certificate: Community Level 4 Reregistered Programmes recorded
04 06-30
Development against this Qual
National Diploma: Orientation NQF Level 2015-
Elective 67373 Level 5 Reregistered ETDP SETA
and Mobility Practice 05 06-30

119471
SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD:
Use language and communication in occupational learning programmes
SAQA US ID UNIT STANDARD TITLE

119471 Use language and communication in occupational learning programmes
ORIGINATOR ORIGINATING PROVIDER
SGB GET/FET Language and
Communication
QUALITY ASSURING BODY
-
FIELD SUBFIELD
Field 04 - Communication Studies and Language Language
ABET BAND UNIT STANDARD PRE-2009 NQF LEVEL NQF LEVEL CREDITS
TYPE
Undefined Regular- Level 4 NQF Level 04 5
Fundamental
REGISTRATION STATUS REGISTRATION START REGISTRATION END SAQA DECISION
DATE DATE NUMBER
Reregistered 2012-07-01 2015-06-30 SAQA 0695/12
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30 2019-06-30
This Unit Standard replaces:
US Pre-2009 NQF Replacement
Unit Standard Title Credits
ID NQF Level Level Status
Use language and communication in NQF
occupational learning programmes Level 04
PURPOSE OF THE UNIT STANDARD

The purpose of this Unit Standard is to facilitate learning and to ensure that learners are able to cope with
learning in the context of learnerships, skills programmes, and other learning programmes. Many adult
learners in the FET band have not been in a learning situation for a long time, and need learning and study
strategies and skills to enable successful progression.
Learners competent at this level will be able to deal with learning materials, to access and use useful
resources, to seek clarification and help when necessary, and apply a range of learning strategies. They do
this with an understanding of the features and processes of the workplace and occupations to which their
learning programmes refer.
Learners credited with this standard are able to:

 Access, use and manage suitable learning resources
 Formulate and use learning strategies
 Manage occupational learning materials
 Conduct research, analyse and present findings
 Lead and function in a team
 Reflect on how characteristics of the workplace and occupational context affect learning.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The credit calculation is based on the assumption that learners are already competent in terms of the full
spectrum of language knowledge and communication skills laid down in the revised National Curriculum
Statements or Unit Standards up to NQF level 3.

UNIT STANDARD RANGE

Learning materials appropriate to the learners in a given context.
The complexity of the texts in the learning programme are appropriate to the levels of the learning
programme, which will in turn influence the application of this Unit Standard.
Specific range statements are provided in the body of the Unit Standard where they apply to particular
outcomes or assessment criteria.
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Access, use and manage suitable learning resources.
ASSESSMENT CRITERIA
Relevant learning resources are identified.
Resource centres, a wide range of media, internet, other people.
Learning resources are used effectively and managed through appropriate selection and cross-referencing
of information and acknowledgement of sources.
SPECIFIC OUTCOME 2
Formulate and use learning strategies.
ASSESSMENT CRITERIA
Learning strategies are formulated by selection of specific tried techniques.
Group activities such as brainstorming, group analysis, peer and self-assessment, probing, mind maps, note
taking, memorising, key words, underlining, skimming and scanning
Information is summarized and used in the learning process.
Answers pertaining to relevant questions are synthesised and contextualised.
Checking understanding, clarifying meaning, getting information, confirming accuracy of information, using
appropriate information.
Texts are read/view for detail, interpreted, analysed and synthesised for a given context.
Verbal interaction is interpreted, analysed and synthesised for a given context.
Learning takes place through communicating with others in groups or as individuals.
Facilitators, other learners, colleagues
SPECIFIC OUTCOME 3
Manage occupational learning materials.
ASSESSMENT CRITERIA
Occupational learning materials are organized and used for optimum learning.
Videos, internet, texts, handouts, text books, charts, maps, plans, diagrams, electronic texts

(menus, screens, links, etc)
Layout, presentation and organisational features of learning materials are understood and used effectively.
Technical language/ terminology is engaged with and clarification sought if needed.
SPECIFIC OUTCOME 4
Conduct research and analyse and present findings.

ASSESSMENT CRITERIA
Appropriate or relevant topic and scope is identified and defined.
Research steps are planned and sequenced appropriately.
Research techniques are applied.
Gathering information, reading/viewing, interviewing, observing, using appropriate electronic sources.
Information is sifted for relevance.
Information is classified, categorised and sorted.
Research findings are analysed and presented in the appropriate format.
Conclusions and recommendations are made in the appropriate format.
Reports, research papers, presentations
SPECIFIC OUTCOME 5
Lead and function in a team.
ASSESSMENT CRITERIA
Active leading and participation takes place in group learning situations.
Meetings, site/field visits, excursions, discussions, activities, workshops.
Responsibilities in the team are taken up and group work conventions are applied in learning situations.
Turn taking, supervision, mentoring, and rotation of roles: conducting, chairing, recording, and reporting
Conflict management and negotiating techniques are practised in diverse contexts.
Team work results in meaningful products, outcomes or goals.
Reaching consensus, completed tasks, knowledge transfer
SPECIFIC OUTCOME 6
Reflect on how characteristics of the workplace and occupational context affect learning.
OUTCOME RANGE
Environmental features, technological resources, communication resources, communication strategies, and
multilingual needs in relation to client or colleague interaction
ASSESSMENT CRITERIA
Sector and organisation type is identified.
Sector/occupational focus: services, manufacturing, financial, educational, etc

Organisation type: Government, parastatal, heavy/light industry, large organisation, small business
Features of the occupational environment are described and discussed.
Ways in which these features affect learning processes and/or application of learning are described and
discussed.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

 This Unit Standard will be assessed by an assessor and moderated by a moderator, registered with the
relevant accredited ETQA responsible for the quality assurance of this Unit Standard.
 Any institution offering learning that will enable achievement of this Unit Standard must be accredited as
a provider through the appropriate quality assuring ETQA, or Learning Programme approval with an
ETQA that has a Memorandum of Understanding with the quality assuring ETQA.
 Verification (external moderation) of assessment and moderation by the provider, will be conducted by
the relevant quality assuring ETQA according to the moderation guidelines in the relevant Qualification
and the agreed ETQA policy and procedures.
 An individual wishing to be assessed through RPL against this Unit Standard, may apply to an
assessment agency or provider institution accredited by the relevant quality assuring ETQA, or by an
ETQA that has a formal agreement/accreditation with the relevant quality assuring ETQA.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The essential embedded knowledge will be assessed through assessment of the specific outcomes in terms
of assessment criteria.
Learners can understand and explain that language has certain features and conventions, which can be
managed for learning purposes. Learners are aware that there are skills, strategies and resources, which
will facilitate learning. They are familiar with the workplace context in which their learning will be applied.
Learners are unlikely to achieve all the specific outcomes to the standards described in the assessment
criteria without knowledge of the listed embedded knowledge. This means that for the most part, the
possession or lack of the knowledge can be directly inferred from the quality of the learner's performance.
Where direct assessment of knowledge is required, assessment criteria have been included in the body of
the Unit Standard.
The following embedded knowledge should be taken into consideration: learners have appropriate computer
skills, supervisory and mentoring skills as well as research skills.
UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A
UNIT STANDARD LINKAGES

N/A
Critical Cross-field Outcomes (CCFO):
UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems: using learning programme material and learning tasks to solve problems.
UNIT STANDARD CCFO WORKING

Work effectively with others and in teams: using interactive speech/sign and roles in activities, discussions
and projects.
UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively: through organisation of
learning materials and evidence.
UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information: through application of information processing
skills in study .
UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematical and/or language skills in formal and informal learning
situations.
UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically: using electronic media for learning.

UNIT STANDARD CCFO DEMONSTRATING

Reflect on and explore a variety of strategies to learn more effectively.
UNIT STANDARD CCFO CONTRIBUTING

Explore education and career opportunities.
QUALIFICATIONS UTILISING THIS UNIT STANDARD:

PRE-2009 QUALITY
NQF END
ID QUALIFICATION TITLE NQF STATUS ASSURING
LEVEL DATE
LEVEL BODY
Further Education and Training
NQF Level 2015-
Fundamental 58761 Certificate: Early Childhood Level 4 Reregistered ETDP SETA
04 06-30
Development
And others listed in the Unit Standard.

Pre-Assessment Preparation Sheet
This document serves to orientate and prepare you in the assessment(s) that you are about to
embark in. It is a map that informs you of the steps involved in the assessment process and will
allow you to prepare for your assessment(s), helping to set you at ease, and give you the best
opportunity for success.
This document MUST be completed by the learner in the presence of the assessor/facilitator
conducting the pre-assessment process:


Unit Standards SAQA ID 119471: Use language and communication in occupational learning
programmes; NQF Level 4, 5 Credits
Venue of Pre-
Date
Assessment Meeting
Learner Full Name
Learner ID
Facilitator Full Name
Assessor
Assessor Full Name
Number
Moderator
Moderator Full Name
Number
Please read the discussion points below. Tick yes to indicate that you have read and understand
the information provided. Please contact your facilitator or assessor if you do not understand or
need additional information on any of the points below:
I have read and understand the

Please take note of the following discussion points: information provided:
Yes No Comments
1. Were you welcomed and made to feel at ease?
2. Were the purpose and objectives of the meeting explained?
3. Were the assessment process and principles of good assessment

explained?
4. The purpose of the assessment is to determine and recognise my
competence against the Unit Standards in this qualification
5. I understand the roles and responsibilities of all parties involved in
the assessment:
 The learner: To complete and submit all required evidence by submission
date.
 The assessor: To assess evidence submitted and provide learner with
feedback.
 The moderator: To quality assure the assessment process. Assessment
results are subject to change pending moderation.
6. Were you informed of your rights, appeal process and
reassessment policies?
 You have the right to appeal against any judgement given as a result of
any assessment. You must have valid reasons for doing this.
 You have the right to an interpreter if you need one to perform this
function. However, if one of the learning assumptions for the standard is
that you are competent within the language of assessment, you may not
have an interpreter.
 You can ask that an impartial observer attend any assessment. This
observer may not take any part of the assessment.
 If you do not agree with the assessment you have the right to have your
assessment internally moderated. If you still do not agree with the result
of the assessment you can ask that the ETQA perform an external
moderated on the assessment. If any verification upholds the
assessment findings you will be held liable for all costs of the
verifications. If any verification rules that you have been aggrieved as a


Yes No Comments
result of the assessment, your assessor will be liable for all costs of
verification.
7. I will communicate any special or particular needs that may affect my
performance during the assessment to my assessor 15 working days
before the submission date.
 Special and particular needs, i.e. disabilities, language and literacy
needs.
 Special needs will be provided for as long as the validity of the
assessment is not compromised.
8. This PoE (Portfolio of Evidence) contains the following Assessment
Instruments that have to be completed and submitted for every Skills
Programme:
 Learner Workbook (Formative Assessment)
 Reflection
 Knowledge Questions (Summative Assessment)
 Practical Assignments
 Summative Project
 Logbook
Note: The assessor can be contacted with any questions regarding the
assessment.
9. I am aware that all evidence has to be:
 Valid (evidence provided will speak to the Unit Standard)
 Authentic (all evidence submitted will be my own work, I will indicate
where this is not the case. If it found that I am guilty of plagiarism, I will
apply to be assessed again & pay the bearing associated assessment
costs)
 Reliable (evidence is from a reliable source)
 Current (evidence cannot be older than three (3) years)
 Sufficient (prove consistent competence – not a “once-off” occurrence)
10. I know that I have to complete all sections of this PoE and sign all
sections where requested.
11. The assessor will evaluate the evidence submitted in my PoE against the
Unit Standard Specific Outcomes with their associated Assessment
Criteria, Essential Embedded Knowledge and CCFOs that is outlined in
the Unit Standards related to this Skills Programme in the qualification.
12. The submission date of the PoE has been communicated to me Date:
(fill in date on the right hand side here)
 No late submissions will be accepted. An extension request has to be
submitted five (5) working days prior to the agreed submission date.
 We reserve the right to charge an admin fee to process extension
requests.
 I will make a copy of the PoE before submission and retain for
safekeeping.
 I accept the consequences of my actions should I not have retained a
copy of my PoE and the document is lost or destroyed as a result off
circumstances beyond the control of the Training Provider.
13. The assessor will provide feedback no later than one (1) month after the
submission date.
 Assessment results are communicated via e-mail.
 Feedback is confidential.
 The assessor can be contacted to clarify feedback received.
14. If the assessor identifies evidence requirements that I have not
met:
 One opportunity for re-assessment is included in the assessment price.
 Should the assessment result remain unchanged upon re-submission,
the action plan will be discussed.
 Once areas of remediation have been addressed, the learner can re-


Yes No Comments
apply for assessment, bearing the associated assessment costs.
15. I understand the appeals policy:
 I have read and signed the Appeals Policy and Procedure in this PoE.
16. I understand the recordkeeping and reporting of results:
 All learner records are confidential.
 The company sponsoring your training will have access to assessment
results.
 Assessment results are communicated to the ETQA who will upload
learner results to the National Learner Record Database.
Declaration of Understanding statement: Yes/No
1. I understand the importance of the meeting/workshop.
2. I declare that the above mentioned points of the Pre-Assessment Document were
explained by the assessor/trainer.
3. I declare that I have received copies of the qualification, assessment plan, assessment
schedule and copies of the relevant policies and procedures pertaining to my assessment.
4. I have read the above and understood the contents thereof.
5. I was given the opportunity to clarify any issues relating to the assessment process and
my assessment plan.
6. I have requested this assessment in accordance with my own free will and without duress.
Learner Signature Date
Facilitator Signature Date
Assessor Signature Date
Moderator Signature Date

Assessment Plan
Use the assessment plan to write down the dates on which you plan to meet specific targets. This
document MUST be completed by the learner in the presence of the Assessor/Facilitator
conducting the pre-assessment process:

Learner Name
Learner ID Number
Facilitator Name
Assessor Name Assessor ID

Planned Actual
Action Comments
Date Date
1. Read and sign Assessment Preparation Sheet.
2. Complete the formative assessments – class
activities in the Learner Workbook.
3. Complete the Reflection in the Learner
Workbook.
4. Place the entire Learner Workbook in the PoE.
5. Complete the summative assessment activities
in the Learner Portfolio of Evidence Guide:
a. Knowledge Questionnaire
b. Practical Activities
c. Summative Project
d. Logbook
6. Complete the Assessment Activities Checklist
in the Learner Portfolio of Evidence Guide.
7. Complete the Learner’s Review of the
Assessment Process in the Learner Portfolio of
Evidence Guide.
8. Submit the PoE.
I, the learner, hereby agree to the above plan and to commit to preparing for the assessment and
submitting the specified documents (in my Portfolio of Evidence) on the dates specified.
Facilitator Signature Date

Declaration of Authenticity
I __________________________ (full name), ID number ______________________

declare that the evidence presented in this Portfolio of Evidence represents workplace and training
evidence against the Unit Standards in this Skills Programme:

This is my own work and has been completed by me, with the exception of:
(Detail any work that was not completed by yourself, i.e. group work, etc.)
Please list any references to resources used, e.g. books, websites, etc.
In signing this, I declare that all the evidence presented in this Portfolio of Evidence is true, valid
and my own work:
Learner signature
Date
Witness name
Witness contact details
Witness signature
Moderator
Assessor signature
signature

Appeals Procedure
Familiarise yourself with the appeals procedure and sign the document as requested. You will only use the
Appeals Form if you would like to appeal against the assessment decision.
The Training Provider acknowledges a learner’s right to appeal against or dispute any assessment decision.
You can appeal under the following circumstances:
 I do not agree with my assessment decision – I feel I have provided sufficient evidence.
 I was not briefed properly of the nature and requirements of assessment.
 I was unfairly discriminated against.
 My special needs for this assessment were not accommodated.
If you would like to appeal, please follow the procedure below:
Stage 1:
 Approach the workshop organiser to state your case for re-assessment within 14 working days of
being informed of the assessment decision. Complete and submit the Appeals Form within the 14
days.
 The Training Provider will respond to all appeals and disputes received within 14 working days.
 The workshop organiser will consider the appeal and forward to the assessor if required.
 The assessor will respond with either:
 a clear explanation stating why the assessment decision is upheld combined with a re-
evaluation of the evidence
 an amendment of the Learner’s Assessment Record, should this be appropriate
Stage 2:
 Should the decision made by the assessor be unsatisfactory, the appeal will be forwarded to the
moderator for mediation and possible re-assessment.
Stage 3:
 The Training Provider management will be approached as the next step, should the decision not be
accepted. A panel will be selected to administer the appeal.
 The learner is invited to attend the proceedings held by the panel.
Stage 4:
 Once all internal appeals and dispute systems have been exhausted, appeals and disputes can be
referred to the relevant ETQA for investigation.
I (name & surname) _____________________ hereby confirm that the above procedures have been
explained to me and I accept them.
Learner Name: Signature: Date: .

Appeals Form
CONDITION/S UNDER WHICH I AM SELECTING TO MAKE THIS APPEAL (select one)
 I do not agree with my assessment decision – I feel I have provided sufficient evidence.
 I was not briefed properly of the nature and requirements of assessment.
 I was unfairly discriminated against.
 My special needs for this assessment were not accommodated.
I hereby appeal against the assessment decision:

(name & surname)
Training Provider
Skills Programme
Unit Standard(s)
Assessor Assessment Date
Reason for appeal
Learner Signature Date of Appeal
Stage 1: Assessor Response

Decision Amended Decision Upheld
Assessor’s rationale for
decision
Assessor Signature Date of Response

The above decision has been explained to me and I accept the decision YES NO
Stage 2: Moderator Response

Moderator’s rationale for
decision
Moderator Name Date of Response

Moderator Signature
Stage 3: Management Response

Rationale for decision
Panel Date of Response

Name Signature
Name Signature
Name Signature
Stage 4: ETQA The appeal has been referred for investigation YES NO

Formative Assessment
“Formative Assessment refers to assessment that takes place during the process of learning and
teaching”
(SAQA: Criteria and Guidelines for Assessment Policy Document, pg 26)
Please place the entire contents of your Learner Workbook here, so that it can be assessed as
your formative assessment:
 Learner Workbook with Class Activities completed
During and after the initial training the learner will be required to complete a number of class
activities. These activities will be both individual and group activities (class activities - formative).
The activities are numbered and are to be included in the learner’s Portfolio of Evidence. These
activities will measure the progress of the learner through the programme. For authenticity reasons
these activities must be handwritten.

Learner Workbook
Please insert your entire Learner Workbook, with all the Class Activities here.
 Ensure that all the Class Activities are completed, including the Reflection activity.

Summative Assessment
“Summative Assessment is assessment for making a judgement about achievement. This is

carried out when a learner is ready to be assessed at the end of a programme of learning”
(SAQA: Criteria and Guidelines for Assessment Policy Document, pg 26)
Please complete the following summative assessment activities and submit as part of your
Portfolio of Evidence:
 Knowledge Questions
 Practical Activities
 Summative Project
 Logbook
You have to individually complete the summative assessment activities. The summative
assessment is conducted by means of a Knowledge Questionnaire and various integrated
assessment activities. Follow the summative assessment activity instructions to create the
evidence required for the Portfolio of Evidence.
Note: The Critical Cross-Field Outcomes are referenced in the following manner:
CCFO1- Identify and solve problems in which responses demonstrate that responsible decisions using critical and
creative thinking have been made.
CCFO2- Work effectively with others as a member of a team, group, organisation, community.
CCFO3- Organise and manage oneself and one's activities responsibly and effectively.
CCFO4- Collect, analyse, organise and critically evaluate information.
CCFO5- Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written
presentation.
CCFO6- Use science and technology effectively and critically, showing responsibility towards the environment and
health of others.
CCFO7- Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving
contexts do not exist in isolation.
CCFO8- Be culturally sensitive across a range of social contexts so that all actions and decisions made are
acceptable to all stakeholders with broad cultural backgrounds.

Knowledge Questions
Please answer the following knowledge questions related to the Unit Standard embedded
knowledge and assessment criteria and place it in your Portfolio of Evidence. Remember to
number the answers according to the question numbers, should you need to attach a document.
You have one (1) hour to complete this Knowledge Questionnaire individually based on the
theory that you covered in your Learner Guide and the formative assessments you completed in
your Learner Workbook.
Knowledge Questions Unit Standard

Individually complete the following: Reference
1. Demonstrate your understanding of Piaget’s theory by answering these

244484 EEK1
questions:
1. The first stage of cognitive development is the __________________ stage, which

means ___________________________________
2. and which occurs between ____ and ____ years of age.
3. The second stage of cognitive development is the ________________ stage, which
means _____________________________________________________ and which
lasts from about age _____ to age ________.
3. The third stage of cognitive development is the __________________ stage, which
means __________________________________________ and lasts from about ____
to ____ years of age.
4. The fourth stage of cognitive development is the __________________ stage, which
begins at about ____ years of age. During this stage, children begin to think in more
_________________ ways.
(15)
2. Match the theorists with the theories: 244484 EEK1
Theorist Theory Answer;

e.g. 1A
A. Psychosocial Theory
1. John B. Watson, Ivan
Pavlov and B.F.
Skinner
2. Erik Erikson B. Cognitive development Theory

3. Freud C. The Socio-cultural Theory
4. Vygotsky D. Behavioural Theory
5. Piaget E. Psychoanalytic Theory
6. Bandura F. Social learning Theory
(6)
244484 EEK2
3. Explain each of the following domains of development.

Social
Physical
Intellectual
Creative
Emotional
(10)
4. Describe the concept of “Ubuntu” as it relates to children. 244484.1
(4)
5. Explain the importance of language and communication in the learning

119471 EEK1
process.
(5)

6. Why is summarising such an effective strategy for learning? List three (3)
119471 EEK1
more strategies that facilitate learning.
(5)
7. Define the concept of an occupational environment/workplace context in
your own words and describe how the ECD environment impacts on one 119471 EEK2
are learning.
(5)
Total / 50
Assessor Moderator
signature signature

Practical Activities
Individually complete the following activities to show your ability to integrate and apply your
knowledge and skills in the workplace.
Practical Activity 1: Present information on the development 244484

of babies, toddlers and young children within each domain 119471.
of development to colleagues Related EEKs
CCFO1-8
Individually complete the following:
You need to show that you can:
 demonstrate knowledge and understanding of the development of babies, toddlers and
young children
 use language and communication in occupational learning programmes
Complete the following in your workplace:
1. Conduct research, analyse and present your findings to colleagues in a presentation:

 Access, use and manage suitable learning resources (resource centres, a wide range of
media, internet, other people).
 Use learning strategies (group activities such as brainstorming, group analysis, peer and
self-assessment, probing, mind maps, note taking, memorising, key words, underlining,
skimming and scanning).
 Manage occupational learning materials (videos, internet, texts, handouts, text books,
charts, maps, plans, diagrams, electronic texts (menus, screens, links, etc).
 Summarise information.
 Explain technical language/terminology used during the presentation.
Your topic is:

How our ways of seeing the development of babies, toddlers and young children impact
on the way we teach and what needs to change
Your presentation must contain the following information in summarised form:

 Explain the development of babies, toddlers and young children within each domain of
development.
 Provide descriptions to show how development within each domain is linked to and
affected by development in other domains.
 Identify factors that enable the development of children in each domain in line with
relevant existing theories.
 Explain how gender, socio-economic background, age, environment and special needs
impact on the development of the children in your ECD centre.
 Provide descriptions to show how development is shaped by the children’s socio-cultural

influences.
 Describe how your and colleagues’ views influence your ways of seeing and working with
the children in your ECD centre.
 Suggest changes to the way the children are perceived and taught in line with the
development theories quoted.
 Acknowledge your sources.
 Presentation slides.
Request a colleague to videotape the presentation for assessment purposes
2. Reflection: Write a short report on the following: How characteristics of the workplace and
occupational context affect learning. Refer to your ECD centre and discuss the following in
your report:
 Identify sector and organisation type (sector/occupational focus: services, manufacturing,
financial, educational, etc. Organisation type: Government, parastatal, heavy/light
industry, large organisation, small business).
 Discuss how the features of your occupational environment affect your own learning
processes and/or application of learning.
 Explore your education and career opportunities.
3. Request your supervisor to provide you with written feedback about how you completed
the tasks in this practical activity. Your supervisor needs to complete the feedback document
(below) by entering either Yes or No in the column provided and then provide comments to
substantiate his/her rating:
Learner Name Date
Present information on the development of babies,

toddlers and young children within each domain of
development to colleagues Yes/No Comments
The following observations will have been done during the presentation.
Did the learner:
1. use learning resources effectively? Accurate
presentation content will be evidence of this.
2. manage learning resources effectively through

appropriate selection and cross-referencing of
information? Accurate presentation content will be
evidence of this.
3. get information, confirm accuracy of information
and use appropriate information? Sufficient
presentation content will be evidence of this.
4. acknowledge his/her sources?
5. check understanding and clarify meaning when

responding to questions from the audience?

6. explain technical language/terminology used during

the presentation?
7. participate and even take the lead in group learning

situations?
Examples: Meetings, site/field visits, excursions, discussions,
activities, workshops
8. take up his/her responsibilities in the team and
apply group work conventions in learning
situations?
Examples: Turn taking, supervision, mentoring, and rotation of
roles: conducting, chairing, recording, and reporting
9. manage conflict and practise negotiating
techniques in diverse contexts?
10. contribute to team work which resulted in

meaningful products, outcomes or goals?
Examples: Reaching consensus, completed tasks, knowledge
transfer
Supervisor Signature
Supervisor Name
Supervisor Designation
Supervisor Contact Details
Remember: Provide workplace evidence to support your answers and show your ability to do
what is required of you in this activity.
Place your evidence after this page; mark it clearly for easy reference.

Rubrics
Your assessor will use the following rubrics when assessing your evidence:
Presentation Rubric
1 2 3 4 Total
Audience cannot Audience has Learner presents Learner presents
understand difficulty following information in information in
presentation presentation logical sequence logical, interesting
Organisation because there is no because learner which audience can sequence which
sequence of jumps around. follow. audience can follow.
information.
Learner does not Learner is Learner is at ease Learner
have grasp of uncomfortable with and answers most demonstrates full
information; learner information and is questions with knowledge (more
Subject cannot answer able to answer explanations and than required) by
Knowledge questions about only rudimentary some elaboration. answering all class
subject. questions, but fails questions with
to elaborate. explanations and
elaboration.
Learner uses Learner Learner's visual Learner's visual
superfluous visual occasionally uses aids relate to the aids explain and
Visual Aids aids or no visual visual aids that presentation. reinforce the
aids. rarely support the presentation.
presentation.
Learner's Presentation has Presentation has no Presentation has no
presentation has three misspellings more than two misspellings or
four or more and/or misspellings and/or grammatical errors.
Mechanics spelling errors grammatical grammatical errors.
and/or grammatical errors.
errors.
Learner makes no Learner Learner maintains Learner maintains
eye contact and occasionally uses eye contact most of eye contact with
Eye Contact only reads from eye contact, but the time but audience, seldom
notes. still reads mostly frequently returns to returning to notes.
from notes. notes.
Learner mumbles, Learner's voice is Learner's voice is Learner uses a
incorrectly low. Learner clear. Learner clear voice and
pronounces terms, incorrectly pronounces most correct, precise
Verbal and speaks too pronounces terms. words correctly. pronunciation of
Techniques quietly for audience Audience Most audience terms so that all
in the back of class members have members can hear audience members
to hear. difficulty hearing presentation. can hear
presentation. presentation.
Total Points:
A= 22-24 B= 20-22 C= 18-20 D= 16-18 F= 0-14

Rubric for Evaluating Written Report
Attribute 1-Not 2-Below 3-Meets 4-Exceeds Scor

acceptable expectations expectations expectations e
Report Mechanics
Inappropriate Some content Content Excellent
content of several placed incorrectly appropriate to all organisation
sections of report in report sections of report enhances
Organisation readability and/or
understandability
of report
Information is A few aspects of Information is Material added
Complete incomplete information complete enhances quality
missing of information
Unacceptable Some portions are Text, tables, Text, tables,
appearance e.g., sloppy and difficult figures readable figures so clear
tables and figures to read; style and and
cannot be read or needs understandable; understandable as
Aesthetics understood, fonts improvement style is acceptable to enhance report
difficult to read; impact; style
style unclear enhances
readability
So many format A few format errors Followed specified Unique format
errors as to make format aspects that
Format report ineffective enhance report
impact
Many spelling Only spelling No spelling errors
errors errors are different
Spelling spellings for same
pronunciation
Pages or A few significant Minor grammar or No grammar or
paragraphs with grammar and punctuation errors punctuation errors
Grammar and Punctuation multiple grammar punctuation errors
and punctuation
errors
More than 20% too 10% to 20% too Length is
Length long or too short long or too short appropriate
Content
Not present Simply says “here Clearly explained So clear and
Problem stated, constraints it is” problem and complete as to
explained constraints enhance impact of
report
No discussion of Limited discussion Benefits clearly So clear and
benefits of benefits listed complete as to
Benefits enhance impact of
report
Many ambiguous Some ambiguous All requirements So clear and
statements, statements, some clearly stated complete as to
incomplete or wording could be eliminate any
Procedures inconsistent set of improved questions about
requirement, or what is required
poorly written
statements
Not stated, Includes ideas not Clear, clearly So clear and
includes ideas not already discussed follow report complete as to
Conclusions/ already discussed in report, some discussion, enhance impact of
recommendations in report recommendations meaningful report
not supported in recommendations
document
References provided as Incorrect format, Correct format, all
appropriate not cited in report cited in report
Format and layout
Sloppy, format for Poor, some format Appropriate, all Superior clarity, all
Effective use of software to
graphs and figures errors formats followed formats followed
prepare written report not followed

Practical Activity Checklist
Please tick that you have submitted the following evidence as per the instructions above:
Learner Name Date
Submitted Name of my
Practical Activity 1
Yes/No document/Comments
Research and present to colleagues: How our ways of seeing the development of babies,
toddlers and young children impact on the way we teach and what needs to change
The presentation addresses the following:
1. Explains the development of babies, toddlers and
young children within each domain of development.
2. Provides descriptions to show how development
within each domain is linked to and affected by
development in other domains.
3. Identifies factors that enable the development of
children in each domain in line with relevant existing
theories.
4. Explains how gender, socio-economic background,
age, environment and special needs impact on the
development of the children in your ECD centre.
5. Provides descriptions to show how development is
shaped by the children’s socio-cultural influences.
6. Describes how your and colleagues’ views influence
your ways of seeing and working with the children in
your ECD centre.
7. Suggests changes to the way the children are
perceived and taught in line with the development
theories quoted.
8. Acknowledges sources.
9. Presentation slides.
Reflection - write a short report on the following: How characteristics of the workplace
and occupational context affect learning
The report addresses the following:
1. Identify sector and organisation type.
(Sector/occupational focus: services, manufacturing,
financial, educational, etc. Organisation type:
Government, parastatal, heavy/light industry, large
organisation, small business)
2. Discuss how the features of your occupational
environment affect your own learning processes
and/or application of learning.

Submitted Name of my
Yes/No document/Comments
3. Explore your education and career opportunities.
Request your supervisor to provide you with written feedback

4. Request your supervisor to provide you with written
feedback about how you completed the tasks in this
practical activity. Your supervisor needs to complete
the feedback document (on the next page) by
entering either Yes or No in the column provided and
then provide comments to substantiate his/her
rating.
 Completed feedback document
Learner
Signature
Assessor
Date
Signature
Moderator
Date
Signature

Summative Project
Witness Testimony:
In the workplace, you need to show your ability to integrate what you have learnt.
This can be measured with the Specific Outcomes and the Critical Cross-Field
Outcomes of the Unit Standard.
Request your supervisor to complete the following form to show that you are able to integrate your
learning into everyday workplace application:
Learner Name: Date:
Did the learner: Comment Yes No
1. demonstrate knowledge and understanding of ways

of seeing the development of babies, toddlers and
young children?
2. demonstrate knowledge and understanding of the
development of babies, toddlers and young children
within each domain of development?
3. access, use and manage suitable learning

resources?
4. formulate and use learning strategies?
5. manage occupational learning materials?
6. conduct research, analyse and present findings?
7. lead and function in a team?
8. reflect on how characteristics of the workplace and

occupational context affect learning?
9. identify and solve problems in which responses

demonstrate that responsible decisions using critical
and creative thinking have been made?
10. work effectively with others as a member of a team,

group, organisation, community?
11. organise and manage him/herself and his/her

activities responsibly and effectively?

Did the learner: Comment Yes No
12. collect, analyse, organise and critically evaluate

information?
13. communicate effectively using visual, mathematical

and/or language skills in the modes of oral and/or
written presentation?
14. use science and technology effectively and critically,
showing responsibility towards the environment and
health of others?
15. demonstrate an understanding of the world as a set
of related systems by recognising that problem-
solving contexts do not exist in isolation?
16. show that he/she can be culturally sensitive across a
range of social contexts so that all actions and
decisions made are acceptable to all stakeholders
with broad cultural backgrounds?
Supervisor Name:
Supervisor Signature:
Supervisor Designation:
Supervisor Contact Details:
Learner Signature:

Logbook
Complete this individually. This Logbook has been included to record all the time spent on the assessment and other activities related to this skills
programme:
 Time spent in class (training)
 Time spent completing an activity should be signed off by a supervisor, mentor or witness where possible.
 Time spent applying the new knowledge and skills
 The Logbook should show that the learner has spent at least 130 hours in acquiring the required knowledge and skills of this programme:
o Demonstrate knowledge and understanding of ways of seeing the development of babies, toddlers and young children.
o Demonstrate knowledge and understanding of the development of babies, toddlers and young children within each domain of development.
o Access, use and manage suitable learning resources.
o Formulate and use learning strategies.
o Manage occupational learning materials.
o Conduct research, analyse and present findings.
o Lead and function in a team.
o Reflect on how characteristics of the workplace and occupational context affect learning.
Learner Name
Skills Programme Module 2: Understanding ECD
SAQA ID 244484: Demonstrate knowledge and understanding of the development of babies, toddlers and young children; NQF Level 4, 8
Unit Standard(s) Credits
SAQA ID 119471: Use language and communication in occupational learning programmes; NQF Level 4, 5 Credits
Sign Off by
Number of Running Total
Activity Start Date Supervisor/Manager/Mentor/Witness
Hours No. of Hours
Name & Surname Relationship to Learner Signature

Sign Off by
Hours No. of Hours

Sign Off by
Hours No. of Hours
Assessor Moderator
Date Date
signature signature

Assessment Activities Checklist
You have to complete all the required activities that are guided by the Specific Outcomes and
Assessment criteria of the Unit Standard(s) in this skills programme:

Once you have completed all the assessment activities, request your supervisor to check that you
have completed all the required activities and that they have all been placed in your Portfolio of
Evidence, in the following order:
Did the learner provide
Reference: Comments/Feedback Yes No
the required evidence?
Formative – Class Activities
244484.1
244484.2
Class Activity 1
244484 EEK1
244484 EEK2
119471.1
119471.3
Class Activity 2 119471.6
119471 EEK1
119471 EEK2
244484
Reflection
119471
Facilitator Observation 244484

Checklist 119471
Summative - Knowledge Questions
Question 1 244484 EEK1

Did the learner provide

Reference: Comments/Feedback Yes No
the required evidence?
Question 4 244484.1
Summative – Practical Activities
244484 As per the Practical Activity 1 Checklist:

119471.
Related EEKs
CCFO1-8
Summative – Summative Projects
244484
Summative Project 1
119471
Summative – Logbook
244484
Logbook
119471
Learner Name:
Learner Signature:
Date:
Supervisor Name:
Supervisor Signature:
Supervisor Designation:
Supervisor Contact Details:
Assessor Signature
Moderator Signature

Glossary
Term Definition/Explanation
A structured process for gathering evidence and making judgements about an individual's
Assessment
performance in relation to registered, national standards.
A document that sets out what will be assessed, and what evidence needs to be
Assessment Guide
generated.
Assessment Plan A document used to plan the assessment process.
Assessment Process Incorporates all activities that form part of the assessment.
A training method in which an experienced individual guides the learner towards acquiring
Coaching
specific skills.
Competent Learners are declared competent when they meet the outcomes of the Unit Standard.
The Education Training Quality Assurance Body is responsible for ensuring quality training
ETQA
and development within a specific sector.
Refers to the assessment that takes place during the process of learning. The assessment
Formative Assessment provides an indication of how the learning is progressing. Additional training needs may be
identified during the process.
A learnership is a work-based approach to learning and gaining qualifications and includes
Learnership
both structured work experience (practical) and structured learning (theory).
A multi-skilled individual who serves as a sponsor, teacher, coach, sounding board and
Mentor
counsellor.
A process of review that confirms that processes that have been followed are valid,
Moderation
consistent, fair and adequate.
The National Qualifications Framework provides a framework for nationally recognised
NQF
qualifications. Qualifications are assessed according to ten bands.
NYC Not Yet Competent
OBET Outcomes-based Education and Training
QMS Quality Management System
A group of Unit Standards that have been clustered together to make up a registered
Qualifications qualification. There are three types of qualifications on the NQF: certificates (120cr),
diplomas (240cr) and degree (360cr).
A process whereby learners are assessed and given credit for learning that has already
RPL
taken place within the workplace.
SAQA South African Qualifications Authority
SDA Skills Development Act
SDF Skills Development Facilitator
SETA Sector Education and Training Authority
SGB Standards Generating Bodies
Occupationally-based learning intervention that uses providers to train learners towards
Skills Programmes
the achievement of national Unit Standards.
SME Subject Matter Expert
Occurs at the end of the learning process. Evidence is gathered and an assessment is
Summative Assessment
made as to whether a learner has met requirements for competence.
Organisations or individuals that provide learning. These include technical colleges,
Training Providers distance education institutions, universities, private providers or company in-house training
divisions.
A collection of knowledge, skills and attributes in which a candidate must prove
Unit Standards
competence (in a structured assessment) to gain credit on the NQF.
An assessment tool, which asks whether evidence is valid, authentic, current, consistent
VARCCS
and sufficient.

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Learner PoE Guide

Learner Name and Surname

Version 1 (Mar 2013) 1

FOREWORD TO THE LEARNER.........................................................................................3

Version 1 (Mar 2013) 2

Foreword to the Learner

Programme Module 2: Understanding ECD

Version 1 (Mar 2013) 3

Assessment Process Steps

Assessor needs to: Document:

Learner needs to: Document:

Assessor needs to: Document:

Version 1 (Mar 2013) 4

learner/candidate in their Learner Portfolio of Evidence Guide, by  Assessment Feedback

Assessor needs to: Document:

Learner needs to: Document:

Version 1 (Mar 2013) 5

The assessment process role players

Version 1 (Mar 2013) 6

 the type and amount of evidence to be collected

Version 1 (Mar 2013) 7

Competent vs. Not Yet Competent

Version 1 (Mar 2013) 8

Requirements for being deemed competent

Version 1 (Mar 2013) 9

Note to the Learner

Pre-Assessment Preparation Sheet:

Appeals Procedure and Form

Assessment Activities Checklist

Learner’s Review of the Assessment Process

Version 1 (Mar 2013) 10

 Learner’s Personal Information form

Version 1 (Mar 2013) 11

Learner’s Personal Information

Learner’s Last Name

Learner’s First Name (s)

Learner birth date (YYYYMMDD)

ID Number (attach a copy of ID)

Citizen resident status code

Home language code

Socioeconomic status code

Disability status code

Learner home address

Learner postal address

Version 1 (Mar 2013) 12

Registration Form Codes

Alternative ID type Equity code Nationality code

Version 1 (Mar 2013) 13

Version 1 (Mar 2013) 14

Unit Standard Details

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

SAQA US UNIT STANDARD TITLE

PURPOSE OF THE UNIT STANDARD

Version 1 (Mar 2013) 15

People credited with this Unit Standard are capable of:

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

UNIT STANDARD RANGE

Specific Outcomes and Assessment Criteria:

Version 1 (Mar 2013) 16

I ____ (full name), ID number