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: 

Work under supervision to prepare an environmental learning programme 
SAQA US ID UNIT STANDARD TITLE
13659  Work under supervision to prepare an environmental learning programme 
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 4  NQF Level 04 
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 
This unit standard is for people working as entry level environmental educators, interpreters or field guides, or as interns in a non-formal education context, e.g. environmental education centres and natural and cultural heritage sites.

People credited with this unit standard will be able to assist a supervisor or more experienced colleagues to plan and prepare for an environmental learning programme, fieldwork experience or guided trail. They will be able to select appropriate materials and activities from an existing pool of learning programmes and resources and conduct basic research into the environmental topic or issue in order to fulfil their own learning needs and enhance the learning encounter.

People credited with this unit standard will have achieved the following specific outcomes:
  • Work closely with others to plan and prepare an environmental learning programme
  • Source and prepare existing learning support materials
  • Identify and fulfil own learning needs relating to the environmental learning programme 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The learner should demonstrate GETC or equivalent. This unit standard does not assume that the learner has prior environmental education training or experience. However, it does assume competence in the language of instruction, introductory knowledge relevant to the particular field in which the learner will be operating, and the ability to access, analyse and evaluate information relevant to the learning programme. 

    UNIT STANDARD RANGE 
    At this level, the learner will work under supervision of a more senior staff member, or in collaboration with more experienced colleagues. The unit standard encourages the learner to gain experience of planning and organising environmental learning programmes by working with and assisting more experienced environmental educators.

    Guided by more experienced colleagues, the learner will draw on a limited number of existing environmental learning programmes and materials within a particular context (e.g. one nature reserve or heritage site). 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Work closely with others to plan and prepare an environmental learning programme 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Work effectively with supervisor and/or colleagues, co-operating, showing initiative and participating actively in the process of planning and preparation. 

    ASSESSMENT CRITERION 2 
    2. Identify clearly and accurately the characteristics and needs of the learner group. 
    ASSESSMENT CRITERION RANGE 
    Origin, numbers, ages or grades, expectations, timing, curriculum links, learners with special needs.
     

    ASSESSMENT CRITERION 3 
    3. Explain the choice of learning programme and approaches and show how adaptations to the learning programme relate to the characteristics and needs of the group. 
    ASSESSMENT CRITERION RANGE 
    Environmental issue or focus; interpretative or active learning approaches; modifications to standard learning programme outline related to needs of group.
     

    ASSESSMENT CRITERION 4 
    4. Help to prepare the venue and organise logistics, working efficiently and preparing thoroughly according to requirements of the group. 
    ASSESSMENT CRITERION RANGE 
    Rooms, bookings, group size, equipment, furniture, requisitions, correspondence.
     

    SPECIFIC OUTCOME 2 
    Source and prepare existing learning support materials 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Select appropriate learning support materials for the environmental learning programme, allowing time to prepare additional materials if required. 
    ASSESSMENT CRITERION RANGE 
    Reference materials, worksheets, equipment, props, samples.
     

    ASSESSMENT CRITERION 2 
    2. Prepare sufficient copies and complete sets of materials and equipment for all groups of learners and educators in advance. 

    ASSESSMENT CRITERION 3 
    3. Explain clearly the appropriateness of the learning support materials for the particular environmental learning programme and group of learners. 

    SPECIFIC OUTCOME 3 
    Identify and fulfil own learning needs relating to the environmental learning programme 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Identify own learning needs relating to the environmental learning programme. 
    ASSESSMENT CRITERION RANGE 
    May include background knowledge and understanding of topic or issue; skills of fieldwork; educational activities and techniques; effective use of equipment and materials; understanding of learner context and needs.
     

    ASSESSMENT CRITERION 2 
    2. Source information and people to help fulfil own learning needs. 

    ASSESSMENT CRITERION 3 
    3. Record relevant information to enhance own knowledge, understanding and skills. 


    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.

    Much of the essential embedded knowledge will depend on the context in which the learner works. This will include knowledge of local environments and issues, the particular learning programmes and activities used, resource materials and equipment available and the administrative systems within which the learner operates.

    The learner will begin to apply the goals, principles and methods of environmental education.

    The learner will develop experience of approaches such as active learning and heritage interpretation through working as an intern or entry level environmental educator. 


    Critical Cross-field Outcomes (CCFO): 

    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. 

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

    UNIT STANDARD NOTES 
    Specified requirements:

    Specified requirements include specific legal and workplace requirements and are contained in one or more of the following documents:

    Legal:

    Relevant laws, regulations and policies, e.g. the National Environmental Management Act, Curriculum 2005.

    Site specific:

    Relevant contextual information and documentation, including corporate strategic plans and workplace procedures. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  24199   National Certificate: Community Conservation: Liaison and Support  Level 2  NQF Level 02  Passed the End Date -
    Status was "Registered" 
    2006-04-09  CATHSSETA 
    Core  22900   National Certificate: Environmental Education, Training and Development Practice  Level 4  Level TBA: Pre-2009 was L4  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.
     
    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.