SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Use multi-media to facilitate and mediate learning 
SAQA US ID UNIT STANDARD TITLE
114476  Use multi-media to facilitate and mediate learning 
ORIGINATOR
SGB Early Childhood Development 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  12 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2026-06-30   2029-06-30  

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 does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This unit standard is for practitioners who prepare, use and maintain multi-media in order to facilitate and mediate learning in any context. This unit standard will contribute towards the achievement of a variety of Education, Training and Development Practices and Human Resource Development related qualifications. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
The credit calculation is based on the assumption that learners have no previous experience in the use of multimedia.
Although not a requirement, it is recommended that learners intending to achieve this unit standards complete the unit standard Facilitate Active Learning in an ECD Context from the ECD sub-field or the unit standard Prepare Learning Aids from the Occupation Directed ETD Practices. 

UNIT STANDARD RANGE 
For the purposes of assessment of this unit standard, multi-media is defined as the combination and integration of the physical means by which learning is facilitated and mediated and includes but is not limited to:
  • Printed and duplicated materials (e.g. handouts, books, magazines, pamphlets), non-projected display materials (e.g. chalkboard displays, marker board displays, flipchart displays, charts and wall charts, posters, models or objects), still display materials (e.g. overhead projector transparencies), audio materials (e.g. radio broadcasts, audio tapes, CDs) cine and video materials (e.g. film, television broadcasts, video tape recordings, DVDs), computer-mediated materials (e.g. interactive video systems).

    For the purpose of assessment of this unit standard target population profile includes:
  • Age, grade/level, language, literacy levels, expectations and special needs, learning rates, learning styles, culture, socio-economic profile, large groups (20+learners) and small groups (5-20 learners).

    For the purpose of assessment of this unit standard learning context includes:
  • Learning outcomes, programme content, programme duration and venue. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Select appropriate multi-media. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Proposed multimedia are evaluated in terms of availability and appropriateness to the learning context and target population. 

    ASSESSMENT CRITERION 2 
    2. Different multi-media are selected to overcome unavailability issues. 

    ASSESSMENT CRITERION 3 
    3. Proposed first-choice multi-media are adjusted and extended to meet learning context and target population profile. 

    ASSESSMENT CRITERION 4 
    4. Selected multi-media are appropriate to the learning context and target population. 

    ASSESSMENT CRITERION 5 
    5. The selection, adaptation and extension of media address the need for cost-effectiveness and safety. 

    ASSESSMENT CRITERION 6 
    6. The multi-media are captured on lesson plans. 

    ASSESSMENT CRITERION 7 
    7. A variety of multi-media are described and compared in terms of strengths, weaknesses and applications. 

    SPECIFIC OUTCOME 2 
    Prepare multimedia. 
    OUTCOME RANGE 
    The preparation of multi-media includes but is not limited to:
  • The copying or arrangement of copying of printed and duplicated materials.
  • The development of non-projected display materials and still display materials.
  • The preparation of audio materials, cine and video materials and computer mediated materials.
  • The sourcing and organising of equipment and materials on or off site.
  • The setting up and testing of non-projected display equipment, still display equipment, audio equipment, cine and video equipment and computer mediated equipment.
  • The preparation of self-designed and home made multi-media using manufactured materials, found materials and recycled materials.

    Competence must be demonstrated in cases where candidates have access to materials and equipment and in cases where candidates do not have access and have to source materials and equipment. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Equipment and tools used to create multimedia meets safety requirements and the need for cost-effectiveness. 
    ASSESSMENT CRITERION RANGE 
    Equipment includes, but is not limited to photocopiers, computers, tape recorders and video recorders (Candidates must at least display competence in using two types of equipment).
     

    ASSESSMENT CRITERION 2 
    2. Sourcing of and organising of materials and equipment on or off site id done in accordance with site practice requirements including site policies and procedures. 

    ASSESSMENT CRITERION 3 
    3. Multi-media materials are developed, prepared and tested in advance in accordance with presentation plan, site practice requirements, safety requirements, environmental safety, manufacturer specifications and adhere to quality requirements. 
    ASSESSMENT CRITERION RANGE 
    Quality requirements include customer specifications for font usage, colour, layout, size, cost and volumes/quantities.
     

    ASSESSMENT CRITERION 4 
    4. Equipment is set up and tested in advance in accordance with presentation plan, site practice requirements, safety requirements, environmental safety and according to manufacturer specifications. 

    ASSESSMENT CRITERION 5 
    5. Legal and other considerations (e.g. environmental) are taken into consideration when using published materials. 

    ASSESSMENT CRITERION 6 
    6. Copyright issues are described in terms of permission to use visual, audio or printed material. 

    SPECIFIC OUTCOME 3 
    Use multi-media. 
    OUTCOME RANGE 
    Candidates must demonstrate competence in using and integrating at least two examples of each of the following categories:
  • Printed and duplicated materials, non-projected display materials, still display materials, audio materials, cine and video materials and computer- mediated materials. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The integration of multi-media contributes to the facilitation and mediation of learning and optimises learning. 

    ASSESSMENT CRITERION 2 
    2. The effectiveness of multi-media to contribute to the mediation and facilitation of learning is evaluated and appropriate changes and extensions are made to meet the learning context and target population profile. 

    ASSESSMENT CRITERION 3 
    3. Multi-media and equipment are operated and used effectively and appropriately without posing danger to the environment, practitioner or learners and meets manufacturer`s and other requirements. 

    ASSESSMENT CRITERION 4 
    4. Visual and sound elements produced meet learner requirements for volume and readability. 

    ASSESSMENT CRITERION 5 
    5. The use of multimedia and equipment by learners is managed to ensure safety of learners and adherence to manufacturer specifications. 
    ASSESSMENT CRITERION RANGE 
    This is only applicable when learners are required to `interact` with the multi-media and does not refer to the assessment of learners` competence in using multi-media.
     

    SPECIFIC OUTCOME 4 
    Maintain multi-media. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Multi-media and equipment are stored appropriately and without posing danger to the environment, practitioner or learners and meets the manufacturer`s, site specific and legislative requirements. 

    ASSESSMENT CRITERION 2 
    2. Access control of multi-media and related equipment under the control of the practitioner is managed. 

    ASSESSMENT CRITERION 3 
    3. Reasons for minor malfunctioning of multi-media and equipment are identified and minor repairs are executed. 
    ASSESSMENT CRITERION RANGE 
    Minor repairs include changing light bulbs, repairing plugs, changing batteries, adjusting mechanical components e.g. screws and nuts, restoring printed materials. (Candidates must at least display competence in repairing three types of multi-media or equipment)
     

    ASSESSMENT CRITERION 4 
    4. Arrangements are made to ensure repairs of major malfunctioning according to site-specifications. 

    SPECIFIC OUTCOME 5 
    Evaluate appropriateness of multi-media. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. Feedback is obtained from various resources in terms of use and appropriateness of multi-media and equipment. 
    ASSESSMENT CRITERION RANGE 
    Resources include own observation, feedback from learners, supervisors and parents.
     

    ASSESSMENT CRITERION 2 
    2. The evaluation identifies good and bad practice in multi-media selection, application and use and notes these for incorporation in future selection and application. 

    ASSESSMENT CRITERION 3 
    3. The evaluation includes an evaluation of the appropriateness of the selected multi-media in terms of the nature of the message they are intended to convey, the audience they are intended to target and the requirements of their production or access. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    N/A 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following essential embedded knowledge will be assessed though the assessment of specific outcomes in terms of the stipulated assessment criteria. Candidates 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, possession or lack of the knowledge can be directly inferred from the quality of the candidate`s performance Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard.
  • Types of media and equipment.
  • Multi-media equipment components.
  • Functions of equipment components.
  • Manufacturer, site operating and maintenance specifications.
  • Criteria for assessing and selecting appropriate multi-media during learning programmes.
  • Learning styles characteristic of the target population.
  • Applicability of types of multi-media in relation to target population profile and needs.
  • Principles of effective sound and image use.
  • Fonts.
  • Colour.
  • Layout.
  • Aesthetic appeal.
  • Sound levels.
  • Facilitation of the learning process.
  • Use of learning methodologies in facilitating learning.
  • Visual symbol interpretation. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems in which responses display that responsible decisions, using critical thinking, have been made: planning for contingencies and problems that arise during facilitation. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group organisation or community: sharing multi-media with co-workers. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one`s activities responsibly and effectively: preparing multi-media well in advance. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information: selecting most appropriate multi-media. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills in the modes of written and/oral presentation: using multi-media to facilitate and mediate learning. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others: using multi-media to facilitate and mediate learning. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation: the impact of various multi-media on the facilitation and mediation of learning. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Contribute to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:
  • Reflecting on and exploring a variety of strategies to learn more effectively.
  • Participating as responsible citizens in the life of local, national and global communities.
  • Be culturally and aesthetically sensitive across a range of social contexts. 
    		•

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Definition of terms:
  • Extend- the use of additional media to enhance the same learning content.
  • Adapt- the selection of different media or making changes to existing media to enhance the facilitation and mediation of learning. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  64649   Higher Certificate: Early Childhood Development  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  64650   National Diploma: Early Childhood Development  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2020-07-30  As per Learning Programmes recorded against this Qual 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. ABM COLLEGE SA (PTY) LTD 
    2. Amogelang Marketing and Training 
    3. Assessment and Entrepreneurship Centre 
    4. Aubrey Nyiko Business Enterprise cc 
    5. BOLAND COLLEGE 
    6. Brainwave Projects 1997 CC 
    7. Capricorn College for FET 
    8. Caversham Education Institute 
    9. CENTRE FOR EARLY CHILDHOOD DEVELOPMENT 
    10. College of Cape Town - Athlone Campus 
    11. Compass Academy of Learning 
    12. Custoda Trust 
    13. Damelin 
    14. Damelin Correspondence College (Pty) Ltd 
    15. Dee s Training PTY LTD 
    16. Diligence Defined Projects PTY Ltd t/a Deligence Defined 
    17. Directflo 
    18. DM Training Consultants 
    19. Early Learning Foundation Montessori Teacher Training 
    20. Early Learning Resource Unit (ELRU) 
    21. EASTCAPE MIDLANDS COLLEGE BUSINESS UNIT (Uitenhage) (WA) 
    22. EBENEZER TRAINING HOUSE FOR EARLY LEARNING 
    23. EDU-Bless College 
    24. Edu-Build Institute 
    25. EDUTAK PRE-SCHOOL TRAINING AND DEVELOPMENT 
    26. Enjo Consultants (Pty) Ltd 
    27. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
    28. FLAVIUS MAREKA FET COLLEGE 
    29. FURNITURE WORLD TRAINING CENTRE 
    30. Gender Education & Development Institute (GEDI 
    31. Goldfields TVET College 
    32. Grassroots Adult Education and Training Trust 
    33. GWALA TRAINING SERVICES 
    34. HDPSA 
    35. Headspace Consulting (PTY) Ltd 
    36. HLOSI SECURITY SOLUTIONS 
    37. INGWE FET COLLEGE 
    38. Institute of Professional Studies and Services 
    39. Isibani Skills Academy 
    40. Itireleng Bokamoso Trading Development Services and Associates 
    41. Jabulani Training & Development 
    42. JIKA ST ANDREW'S LANGUAGE PROJECT (PTY) LTD 
    43. Katiso-kuno Consulting 
    44. Kgaka Kgolo Institute (Pty) Ltd 
    45. KHANIMAMBA TRAINING AND RESOURCE CENTRE 
    46. Khululeka Community Education Centre 
    47. Klein Karoo Resource Centre 
    48. Leronsa Trading Enterprise 
    49. Li Lichule Trading cc 
    50. Loago Business Consulting 
    51. Marematlou Training Institute 
    52. MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE 
    53. MATHS CENTRE INCORPORATING SCIENCES 
    54. Mochochonono Training Solutions cc 
    55. Montessori Teacher Training Centre South Africa 
    56. Motheo Training Institute Trust 
    57. MWG Logistical Services 
    58. Networx for Career Development 
    59. New Beginnings Training and Development Organisation 
    60. Northern Cape Urban College: Kimberley Campus 
    61. Northlink College 
    62. Northshore Trading 19CC t/a Makakhaunye Training and Development Agency 
    63. Orbit FET College - Central Office 
    64. Petra institute of Development (PTY) Ltd 
    65. Pineridge Training Centre 
    66. PMA Holding (Pty) Ltd 
    67. Pro-Ed Training 
    68. Reflections Development Institute 
    69. Retshetse Training Project 
    70. Rhodes University 
    71. Right 4 u College 
    72. SANTS College 
    73. Sirius Training 
    74. Sisazi Consulting 
    75. Siyahluma Education Institute 
    76. South Cape Public FET College - George Campus 
    77. Sustainability Institute Trust 
    78. T Mabuya & Associates (Pty) Ltd 
    79. Teachers Learning Centre (Pty) Ltd 
    80. Tembe Service Providers 
    81. Thabelanang t/a Thabelanang Trading Enterprise 
    82. Thasha Training and Consulting 
    83. The College of Modern Montessori 
    84. The Iscariota Group (Pty) Ltd 
    85. The Port Elizabeth Early Learning Centre 
    86. THUKAKGALADI INTEGRATED DEVELOPMENT PROJECT 
    87. Train 2 Teach (PTY) Ltd 
    88. UNIVERSAL COLLEGE OUTCOMES SA 
    89. Vuselela TVET College 
    90. Waterberg TVET College 
    91. WEST COAST COLLEGE FET 
    92. WESTERN COLLEGE FOR FURTHER EDUCATION AND TRAINING 
    93. Winston Academy 
    94. World Wide Education Providers(Pty)Ltd 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.