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: 

Facilitate a Life Skills Learning Programme in the Reception Year 
SAQA US ID UNIT STANDARD TITLE
244260  Facilitate a Life Skills Learning Programme in the Reception Year 
ORIGINATOR
SGB Early Childhood Development 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Early Childhood Development 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  15 
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 replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
7408  Facilitating a Life Skills Learning Programme in the Reception Year  Level 5  Level TBA: Pre-2009 was L5  12  Complete 

PURPOSE OF THE UNIT STANDARD 
This Unit Standard is for those who facilitate Life Skills Programmes in the Reception Year (Grade-R).

People credited with this Unit Standard are capable of:
  • Describing how Life Skills are developed, facilitated and assessed.
  • Planning a Life Skills Learning Programme.
  • Preparing Life Skills learning activities and materials.
  • Implementing the planned Life Skills Learning Programme.
  • Assessing children's progress in the Life Skills Learning Programme.
  • Evaluating the effectiveness of the Life Skills Learning Programme. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learning assumed to be in place:
  • The ability to read, write and use written resource material for learning and teaching in at least two South African languages.
  • An understanding of the holistic development of children from birth to nine years and how young children learn through play and a variety of activities.
  • A basic understanding of the foundation phase of the national school curriculum. 

  • UNIT STANDARD RANGE 
    This Unit Standard is designed primarily for educators working with children aged 4-6 years in the Reception Year (Grade R). Practitioners are required to demonstrate applied competence in a Grade R programme in one of the following developmental phases and settings:
  • Community-based group setting.
  • Foundation phase group setting.

    Life Skills integrates and promotes the eight learning areas as per the national curriculum and includes literacy and numeracy. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Describe how Life Skills are developed, facilitated and assessed. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Ways in which life skills are developed are described in terms of relevant child development theories and research and the implications for practice in a Life Skills Learning Programme. 

    ASSESSMENT CRITERION 2 
    Descriptions are provided of the principles and processes of life skills acquisition. 

    ASSESSMENT CRITERION 3 
    The requirements of the national curriculum in the foundation phase are identified with particular regard to the Reception Year. 

    ASSESSMENT CRITERION 4 
    Descriptions are provided of the principles of integrating and sequencing learning programmes and activities, with particular reference to the importance of offering a rich programme designed to empower all learners including learners with special needs and barriers to learning. 

    ASSESSMENT CRITERION 5 
    Methods and tools for assessing young children's life skills are described with particular reference to the implications for practice in a Life Skills Learning Programme. 

    SPECIFIC OUTCOME 2 
    Plan a Life Skills Learning Programme. 
    OUTCOME RANGE 
    Plan includes daily, weekly and longer term plans. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A Life Skills Learning Programme is planned to achieve the learning outcomes of the relevant learning areas for Grade R in an integrated manner. 

    ASSESSMENT CRITERION 2 
    Plans identify learning activities and experiences that are developmentally appropriate, promote integration, are child-centred and relate to children's life world interests and experiences. 

    ASSESSMENT CRITERION 3 
    The Life Skills Learning Programme is contextually appropriate and is based on the life experiences of the children. 

    ASSESSMENT CRITERION 4 
    Plans take into account lessons learnt from previous experiences of facilitating Life Skills programmes. 

    ASSESSMENT CRITERION 5 
    The learning programme uses a culture-fair and anti-bias approach. 

    ASSESSMENT CRITERION 6 
    The planned learning activities and experiences are appropriate for groups and the needs of individual children. 

    SPECIFIC OUTCOME 3 
    Prepare Life Skills learning activities and materials. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Learning experiences are provided to help children learn about themselves in a holistic way that supports the development of a positive self-concept and respect for others, different lifestyles, religions, languages, gender and cultures. 

    ASSESSMENT CRITERION 2 
    Activities are set up to help children develop creative, scientific and technological process skills. 

    ASSESSMENT CRITERION 3 
    Learning activities and materials are prepared to encourage children to explore and value their environment and society. 

    ASSESSMENT CRITERION 4 
    A variety of activities and materials are prepared to encourage children to explore the arts including their cultural heritage. 

    ASSESSMENT CRITERION 5 
    Various opportunities are organised to facilitate children's physical development and understanding of health and safety issues. 

    SPECIFIC OUTCOME 4 
    Implement the planned Life Skills Learning Programme. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    A planned Life Skills Learning Programme is implemented using a range of appropriate techniques and strategies to facilitate active and integrated learning. 

    ASSESSMENT CRITERION 2 
    The learning activities and experiences are organised so that children are able to work in a variety of settings including individual work, pairs, small groups and large groups. 

    ASSESSMENT CRITERION 3 
    Opportunities for critical thinking and problem solving are apparent in all of the activities. 

    ASSESSMENT CRITERION 4 
    Children are encouraged to plan, select their own materials and carry out projects according to their own ability. 

    ASSESSMENT CRITERION 5 
    A range of facilitation skills are used appropriately to support and extend children's learning, including helping children to talk about, communicate and reflect on their learning experiences and achievements. 

    SPECIFIC OUTCOME 5 
    Observe and assess children's progress. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Each child's progress in the Life Skills Learning Programme is assessed on a continuous basis and as an integral part of the learning-teaching process, thus informing practice and planning to assist individual children. 

    ASSESSMENT CRITERION 2 
    Assessment tools and procedures used for recording observations and assessments provide comprehensive evidence of children's life skills, without interfering unduly with the teaching and learning process. 

    ASSESSMENT CRITERION 3 
    Assessment records are kept up to date and are useful for giving feedback on the progress of individual children and for planning individualised learning experiences for children as needed. 

    SPECIFIC OUTCOME 6 
    Evaluate the effectiveness of the Life Skills Learning Programme. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The effectiveness of the Life Skills Programme is evaluated systematically and critically on a continuous basis. 

    ASSESSMENT CRITERION 2 
    The evaluation identifies strengths and weaknesses in the planning and facilitation of Life Skills development. 

    ASSESSMENT CRITERION 3 
    The evaluation helps to identify ways in which facilitation techniques and strategies can be modified to build on strengths and deal with weaknesses in the planning and facilitation of Life Skills. 


    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 
    Learners can understand, analyse and explain the following:
  • Relevant child development theories and research, which include indigenous theories of child development practice, and the implications for practice in a life skills learning programme.
  • Social and emotional development as it relates to cognitive development.
  • The principles, processes and content of science for young children and appropriate technological applications.
  • The development of creative thinking and expression through the arts and its importance in learning cultural traditions and social processes, including environmental issues, that can be introduced to young children.
  • The requirements of the national curriculum in the foundation phase, especially with regard to the reception year.
  • Principles of planning, integrating and sequencing learning programmes and activities.
  • Assessment methods and tools/instruments for assessing young children's learning and development.

    Learners demonstrate the following attitudes and values:
  • Respect for cultural and religious diversity (anti-bias practice).
  • Social justice.
  • Gender sensitivity.
  • Democratic values and appreciation of the different customs and traditions present in our country (UBUNTU).
  • Recognition of the importance of life skills in the foundation phase through an appreciation of the importance of offering a rich programme designed to empower all learners.
  • Sensitivity to the views of parents and family members.
  • Explicit recognition of the importance of social relationships in building families and communities.
  • Explicit recognition of the importance of respecting the environment. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
  • Reflect on and explore a variety of strategies to learn more effectively through the study of underpinning disciplines for the life skills programme.
  • Participate as responsible citizens in the life of local communities through discussions with children, parents and family members about the importance of the development of life skills for lifelong learning.
  • Be culturally and aesthetically sensitive across a range of social contexts through the selection of art and cultural activities and materials for children to explore. 

  • UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems with regard to young children's acquisition of life skills showing that responsible decisions have been made with regard to maintaining respect for the home languages of the children; their cultures and families; the local environments and children's growing abilities to develop a social and thinking beings. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with co-workers (where applicable), with children, families and communities. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's teaching activities effectively in order to implement a planned life skills learning programme successfully. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information relating to the children's development and to programme implementation through observation and self-reflection. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively with learners verbally and through visual materials, and keep written records and reports. 

    UNIT STANDARD CCFO SCIENCE 
    Show responsibility towards the environment and health of others through activities planned to promote children's health and respect for the environment. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Appreciate that the world is a set of related systems by planning an integrated Life Skills Learning Programme. 

    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 
    This Unit Standard replaces Unit Standard 7408, "Facilitating a Life Skills Learning Programme in the Reception Year", Level 5, 12 credits. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  58761   Further Education and Training Certificate: Early Childhood Development  Level 4  NQF Level 04  Reregistered  2023-06-30  ETDP SETA 
    Elective  64649   Higher Certificate: Early Childhood Development  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
    Elective  64650   National Diploma: Early Childhood Development  Level 5  NQF Level 05  Reregistered  2021-06-30  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. Abnah Academy (Pty) Ltd 
    2. Adziambei Academy 
    3. Alladin Learning Solutions 
    4. Brainwave Careers 
    5. Durban City College 
    6. Enjo Consultants 
    7. Kez Enterprises and Consulting (Pty) Ltd 
    8. Motheo Training Institute Trust 
    9. Renaissance Training Services cc 
    10. Shintsha Skills Development (Pty) Ltd 
    11. Teachers Learning Centre (Pty) Ltd 
    12. Tshepo Hope Consulting 
    13. 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.