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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Select, adapt and use existing environmental learning support materials and develop own supplementary learning aids 
SAQA US ID UNIT STANDARD TITLE
13636  Select, adapt and use existing environmental learning support materials and develop own supplementary learning aids 
ORIGINATOR
SGB Environmental Educators 
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 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 
A person credited with this unit standard will be able to select and adapt existing learning support materials and use them in the context of an environmental learning programme. They will also be able to develop simple supplementary learning aids to use with the core learning support materials. They will not be required to develop original learning support materials.

The unit standard is for people working as junior environmental education practitioners in a fairly structured environment where they receive regular supervision. Work contexts may include environmental education centres, heritage sites, community education projects, environmental health and safety training programmes in industry or environmental projects within government departments or the NGO sector.

A person credited with this unit standard will be able to:
  • Select, adapt and use existing learning support materials in the context of an environmental learning programme
  • Develop and use own supplementary learning aids
  • Evaluate own supplementary learning aids 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The candidate will be required to demonstrate an FETC or RPL equivalent in order to gain access to the National Certificate in Environmental Education, Training and Development Practice (EETDP) (NQF Level 5) for which this is a core unit standard. Competence in written and verbal communication in the language(s) of instruction at FETC level is essential.

    This unit standard must be completed in conjunction with the following unit standards:
  • Select, plan and adapt a contextually-relevant environmental learning programme
  • Implement and evaluate an environmental learning programme

    This unit standard assumes competence in the following EETDP unit standards:
  • Demonstrate knowledge of environmental education principles, processes and methods and their appropriateness in different contexts
  • Review a variety of approaches to learning, teaching and evaluation 

  • UNIT STANDARD RANGE 
    Candidates who have achieved this unit standard will not be required to implement an environmental learning programme at levels higher than their own level of training and experience (e.g. Level 4 on the NQF), unless they are particularly competent within a certain environment or focus area.

    Additional range statements are given below, as they relate to particular specific outcomes or assessment criteria. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Select, adapt and use existing learning support materials 
    OUTCOME NOTES 
    Select, adapt and use existing learning support materials in the context of an environmental learning programme.

    Embedded knowledge:

    Criteria for assessing learning support materials; information relevant to the environmental focus. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Describe the learner profile and context of the environmental learning programme in order to develop criteria to guide selection of environmental learning support materials. 
    ASSESSMENT CRITERION RANGE 
    Learner context, age, grade, language, literacy levels, expectations, intended outcomes, environmental focus, learning programme theme, learning programme timing.
     

    ASSESSMENT CRITERION 2 
    2. Access a range of existing environmental learning support materials from which to select materials appropriate for a particular environmental learning programme. 
    ASSESSMENT CRITERION RANGE 
    Books, magazines, pamphlets, worksheets, equipment, games, videos, posters, models, etc.
     

    ASSESSMENT CRITERION 3 
    3. Identify and select materials appropriate to the environmental learning programme context. 

    ASSESSMENT CRITERION 4 
    4. Identify weaknesses of the learning support materials and adapt them accordingly to suit the particular context. 

    ASSESSMENT CRITERION 5 
    5. Take into account legal and ethical considerations when using and adapting published materials. 
    ASSESSMENT CRITERION NOTES 
    Embedded knowledge:

    Issues of copyright, permission and how to acknowledge sources. 

    ASSESSMENT CRITERION 6 
    6. Use existing environmental learning support materials effectively and appropriately. 

    SPECIFIC OUTCOME 2 
    Develop and use own supplementary learning aids 
    OUTCOME RANGE 
    Worksheets, work cards, flashcards, posters, displays, models, collections for a particular learning event. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Develop own supplementary learning aids using a variety of sources (e.g. worksheets, textbooks, articles, etc.). 

    ASSESSMENT CRITERION 2 
    2. Explain how the learning aids support the environmental learning programme. 
    ASSESSMENT CRITERION NOTES 
    Embedded knowledge:

    Principles of outcomes-based education. 
    ASSESSMENT CRITERION RANGE 
    Critical and learning outcomes, environmental learning goals and principles, learning activities.
     

    ASSESSMENT CRITERION 3 
    3. Explain relevance of the learning aids to the learners and context. 
    ASSESSMENT CRITERION RANGE 
    Relevant to age, literacy level, interests, environmental focus;; practical in terms of use in non-classroom settings.
     

    ASSESSMENT CRITERION 4 
    4. Supplementary learning aids developed by the learner reflect an understanding of sound education practice. 
    ASSESSMENT CRITERION NOTES 
    Embedded knowledge:

    Principles of sound education practice, e.g. appropriate language, literacy level and tone; free from bias; support a logical sequence of activities; form of learning aids appropriate to context of use; enable development of critical competencies. 

    ASSESSMENT CRITERION 5 
    5. Supplementary learning aids developed by the learner are clear, appropriate, correct and appear professional. 
    ASSESSMENT CRITERION NOTES 
    Embedded knowledge:

    Basic principles of learning support material design. 
    ASSESSMENT CRITERION RANGE 
    Information accurate and logical, language use correct and appropriate, design and images clear, appealing and appropriate, corporate image used appropriately (if required).
     

    ASSESSMENT CRITERION 6 
    6. Use supplementary learning aids effectively and appropriately. 

    SPECIFIC OUTCOME 3 
    Evaluate own supplementary learning aids 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Obtain feedback on learning aids from supervisors, colleagues and participants. 

    ASSESSMENT CRITERION 2 
    2. Observe, record and critically reflect on effectiveness of the learning aids. 

    ASSESSMENT CRITERION 3 
    3. Identify strengths and weaknesses of learning aids. 
    ASSESSMENT CRITERION RANGE 
    Note criteria mentioned in SO 2 above; consider issues of sustainability in terms of resource use.
     

    ASSESSMENT CRITERION 4 
    4. Improve learning aids if required based on analysis of strengths and weaknesses. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accreditation and moderation options:

    Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.

    Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider through the relevant ETQA by SAQA.

    Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Refer to the Specific Outcomes and Assessment Criteria contained in this unit standard.

    The following essential embedded knowledge will be assessed through assessment of the 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. For the most part, the possession or lack of this knowledge can be directly inferred from the quality of the candidate's performance.
  • Criteria for assessing learning support materials
  • Information relevant to the environmental focus
  • Issues of copyright, permission and how to acknowledge sources
  • Principles of outcomes-based education
  • Principles of sound education practice
  • Basic principles of learning support material design 


  • Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation and community. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, symbolic and/or language skills in various modes. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others. 

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

    Be culturally and aesthetically sensitive across a range of social contexts. 

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

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  22901   National Certificate: Environmental Education, Training and Development Practice  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  ETDP SETA 
    Core  22902   National Diploma: Environmental Education, Training and Development Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered" 
    2020-07-30  ETDP SETA 
    Core  22903   Bachelor of Environmental Education, Training and Development Practice  Level 6  Level TBA: Pre-2009 was L6  Reregistered  2021-06-30  CHE 


    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.
     
    NONE 



    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.