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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Analyse different perspectives on learning and learning processes 
SAQA US ID UNIT STANDARD TITLE
13627  Analyse different perspectives on learning and learning processes 
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 6  Level TBA: Pre-2009 was L6  14 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 
2005-11-01  2008-11-01  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2009-11-01   2012-11-01  

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 with a high level of independence as environmental education practitioners. 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.

Environmental education practitioners often work alone or in small departments within organisations. They also work with different learners groups. This unit standard enables educators to reflect critically on educational practice. Different theoretical and practical explanations of learning enable educators to develop critical reflective skills and clarify the assumptions that underpin practice. This unit standard enables learners to examine theories through observation and analysis of teaching and learning.

A person credited with this unit standard will be able to:
  • Show understanding of different theoretical and practical explanations of how learning takes place
  • Understand and examine processes that foster learning
  • Analyse learning assumptions that underpin teaching strategies, OBE policy, curricula and the use of learning support materials. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The candidate will be required to demonstrate an FETC or RPL equivalent.

    This unit standard draws directly on competencies described in the EETDP unit standards for the National Diploma in environmental education, particularly:
  • Design, organise and critically evaluate an original environmental learning programme
  • Manage a learning environment appropriately for a learner group
  • Develop learning programmes to enhance participation of learners with special needs

    This unit standard assumes that the candidate is a practising environmental educator, or has access to opportunities for observing and analysing learning.

    In order to analyse different perspectives on learning and learning processes, it is likely that the candidate will have achieved the National Diploma in EETDP (NQF Level 5) or demonstrate the RPL equivalent.

    The candidate should work towards this unit standard concurrently with the following Level 6 EETDP unit standards:
  • Interpret education policy, and apply policy and management principles to own practice
  • Design and review environmental education curricula and programmes
  • Evaluate a variety of environmental education learning support materials
  • Manage and evaluate and environmental education project or programme
  • Demonstrate knowledge of the history, key features and current debates in environmental education
  • Apply critical and systematic knowledge of environmental ethics to a field of work or study
  • Review aspects of environmental legislation in a South African context
  • Critically review socio-economic development issues and processes
  • Plan and conduct assessment of learning outcomes 

  • UNIT STANDARD RANGE 
    In this unit standard reference is made to 'different theoretical and practical perspectives on learning'. This implies a clarification of own theories out of practice, by engaging with more formal theories in relation to own practice or the practice of someone else. Thus the relationship between theory and practice is not separate, but closely interlinked. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Show understading of different theoretical and practical explanations of how learning takes place 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The candidate explains different theoretical and practical perspectives on learning. 
    ASSESSMENT CRITERION RANGE 
    To include a range of different theoretical and practical perspectives for example how indigenous knowledge and prior experience can be mobilised in learning, theories of how learners construct knowledge in learning processes; theories of how learners are motivated in learning; theories of how adults and children learn etc.
     

    ASSESSMENT CRITERION 2 
    2. The candidate explains the role that language plays in learning. 
    ASSESSMENT CRITERION RANGE 
    The role of language in different theories of learning; language as means for constructing meaning; language as tool for mediating learning; learning in multi-lingual contexts
     

    SPECIFIC OUTCOME 2 
    Understand and examine processes that promote learning 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The candidate observes and reports critically on how learning opportunities are created. 
    ASSESSMENT CRITERION RANGE 
    How tasks are set and managed; use of learning support materials to scaffold learning; methods used by the teacher; how learners respond to tasks, methods and materials.
     

    ASSESSMENT CRITERION 2 
    2. The candidate observes and reports critically on classroom interactions. 
    ASSESSMENT CRITERION RANGE 
    Planning of learning, structuring of learning process (e.g. scaffolding); the grouping of learning (e.g. collaborative learning and purpose of grouping); interactions amongst learners and between teacher and learners (e.g. kinds of questions asked by the teacher); the role of language in learning etc.
     

    ASSESSMENT CRITERION 3 
    3. The candidate observes and reports critically on the learning atmosphere. 
    ASSESSMENT CRITERION RANGE 
    Relationships between teachers and learners, language use, power relationships, educational ethics and values, classroom organisation and management, use of available resources.
     

    ASSESSMENT CRITERION 4 
    4. The candidate observes and reports critically on how feedback is used to foster learning 
    ASSESSMENT CRITERION RANGE 
    Different kinds of feedback; different strategies used to provide feedback to learners; learner responses to feedback.
     

    ASSESSMENT CRITERION 5 
    5. The candidate observes and analyses the role of assessment in promote learning. 
    ASSESSMENT CRITERION NOTES 
    Embedded knowledge:

    Knowledge of different kinds of assessment and assessment strategies appropriate for different learner groups; knowledge of learner group. 
    ASSESSMENT CRITERION RANGE 
    The role of different kinds of assessment in learning; the role of different approaches to assessment in learning; appropriateness of assessment strategies for intended purpose and learner group.
     

    ASSESSMENT CRITERION 6 
    6. The candidate observes and reports on potential barriers to learning. 
    ASSESSMENT CRITERION RANGE 
    Could include the following: approaches to teaching and learning; language as barrier to learning; socio-economic context; different cultural and/or religious practices; attitudes to learning; psychological and physical challenges; educational policies.
     

    SPECIFIC OUTCOME 3 
    Analyse learning assumptions 
    OUTCOME NOTES 
    Analyse learning assumptions that underpin reaching strategies, OBE policy, curricula and the use of learning support materials. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The candidate analyses the learning assumptions that underpin different teaching strategies. 
    ASSESSMENT CRITERION NOTES 
    Embedded knowledge:

    Knowledge of different teaching strategies and learning theories, particularly social constructivism; ability to analyse learning activities and the teachers role in mediating learning activities. 
    ASSESSMENT CRITERION RANGE 
    Theoretical and practical perspectives linked to specific teaching strategies (for example theoretical and practical explanations of why group work is used; theoretical and practical perspectives on co-operative learning approaches; theoretical and practical explanations of active learning processes).
     

    ASSESSMENT CRITERION 2 
    2. The candidate analyses the learning assumptions that underpin OBE policy. 
    ASSESSMENT CRITERION NOTES 
    Embedded knowledge:

    Knowledge of OBE policies; knowledge of transformation issues in education. 
    ASSESSMENT CRITERION RANGE 
    Theoretical and practical explanations of how OBE policy is intended to promote learning and transform classroom practice.
     

    ASSESSMENT CRITERION 3 
    3. The candidate analyses the learning assumptions that underpin curricula or learning programmes in a particular context 
    ASSESSMENT CRITERION NOTES 
    Embedded knowledge:

    Broad knowledge of curricula and learning programme development; knowledge of the learner group. 
    ASSESSMENT CRITERION RANGE 
    Theoretical and practical explanations that guide and influence curriculum development, and learning programme development in a particular context (for example curriculum for schools; learning programmes for adult learners etc); modes of assessment appropriate for different curricula and different groups of learners.
     

    ASSESSMENT CRITERION 4 
    4. The candidate analyses the learning assumptions that underpin the use of learning support materials in a particular context. 
    ASSESSMENT CRITERION NOTES 
    Embedded knowledge:

    Knowledge of different kinds of learning support materials; knowledge of design and media literacy. 
    ASSESSMENT CRITERION RANGE 
    Theoretical and practical explanations of how materials are designed to support learning; theoretical and practical explanations of how materials are used to scaffold learning.
     


    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 
    The essential embedded knowledge is defined in the assessment criteria where relevant. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Reflect on and explore a variety of strategies to learn more effectively.
    Explore education and career opportunities. 

    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 CONTRIBUTING 
    Participate as a responsible citizen in the life of local, national and global communities. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Fundamental  22903   Bachelor of Environmental Education, Training and Development Practice  Level 6  Level TBA: Pre-2009 was L6  Reregistered  2021-06-30  CHE 
    Elective  20159   National Diploma: ABET Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 
    Elective  63369   National Diploma: Trade Union Practice  Level 5  NQF Level 05  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. African Learning & Development Academy (Pty) Ltd (ALDA) 
    2. Amaqamu Project Management and Consulting 
    3. CURMO Designs (Pty) Ltd Co 
    4. Igugu Training and Investments 
    5. KITSO TRAINING AND DEVELOPMENT 
    6. Letlhabile Institute Of Management and Training 
    7. Nkinane Training Institute and Consulting (Pty) Ltd 
    8. Ntevho-Ketso Training and Recruitement Consultancy cc 
    9. Professional Development and Training Institute (Pty) Ltd 
    10. Project Literacy 
    11. Regenesys Management (Pty) Ltd 
    12. Resonance Institue of Learning 
    13. SEOPOSENGOE TRAINING CONSULTANCY CC 
    14. Thuto Botshabelo Training Academy 
    15. Ungaphelamandla Consultancy Private College (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.