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: 

Develop learning programmes to enhance participation of learners with special needs 
SAQA US ID UNIT STANDARD TITLE
13643  Develop learning programmes to enhance participation of learners with special needs 
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 
All qualifications for Education, Training and Development (ETD) practitioners are required by law to include unit standards that enable ETD practitioners to accommodate learners with special needs:
This unit standard is for environmental education practitioners who work fairly independently and need to be able to develop learning programmes or systems that take account of learners with special needs.

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:
  • Demonstrate how learning programmes can enhance participation of learners with special needs
  • Respond appropriately to learners with special needs 

  • 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 Diploma in Environmental Education, Training and Development Practice (EETDP) (NQF Level 5) for which this is a core unit standard.

    This unit standard assumes competence in a number of EETDP Certificate unit standards at levels 4 and 5, including:
  • Identify and describe learning processes
  • Identify and support learners with special needs
  • Demonstrate knowledge of environmental education goals, principles and methods and their appropriateness in different contexts
  • Select, plan and adapt a contextually-relevant environmental learning programme
  • Implement and evaluate an environmental learning programme

    The candidate should work towards this unit standard concurrently with the following unit standards from the Level 5 Diploma in EETDP:
  • Design, organise and improve an original environmental learning programme
  • Manage a learning environment appropriately for a learner group 

  • UNIT STANDARD RANGE 
    Unit standard: Identify and support learners with special needs provided candidates with an awareness of and sensitivity to learners with special needs, and prepared them to be able to support such learners during learning events. This unit standard requires candidates to develop learning programmes and systems that acknowledge learners with special needs.

    Environmental education practitioners should be aware of learners with special physical, health, cognitive, emotional and economic needs. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate how learning programmes can enhance participation of learners with special needs 
    OUTCOME RANGE 
    Consider about five situations of special needs including physical, health, cognitive, emotional or economic needs. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The candidate demonstrates knowledge of a range of special needs requiring attention during the development of environmental learning programmes. 

    ASSESSMENT CRITERION 2 
    2. The candidate evaluates a range of learning programmes and points out strengths and weaknesses in terms of learners with special needs. 

    ASSESSMENT CRITERION 3 
    3. The candidate describes and demonstrates how to modify learning programmes to enable learners with particular special needs to participate. 
    ASSESSMENT CRITERION RANGE 
    Design of learning programmes, resource materials, trails and routes; choice of activities, examples and language; timing and duration of programme, etc.
     

    SPECIFIC OUTCOME 2 
    Respond appropriately to learners with special needs 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The candidate describes and demonstrates appropriate attitudes and behaviour in relation to learners with a range of special needs. 

    ASSESSMENT CRITERION 2 
    2. The candidate modifies actions, arrangements, learning programmes and materials to enable learners with particular special needs to participate. 


    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 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.
  • Range of special needs, symptoms and requirements
  • Designing a learning programme 


  • 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  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 
    Elective  58761   Further Education and Training Certificate: Early Childhood Development  Level 4  NQF Level 04  Reregistered  2023-06-30  ETDP SETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Enjo Consultants 
    2. Greater Soweto Association for Early Childhood Development 
    3. Motheo Training Institute Trust 
    4. Teachers Learning Centre (Pty) Ltd 
    5. Zuzulwazi Development 



    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.