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: 

Mediate active learning in ECD programmes 
SAQA US ID UNIT STANDARD TITLE
13853  Mediate active learning in ECD programmes 
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  36 
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
7399  Facilitating Active Learning  Level 5  Level TBA: Pre-2009 was L5  36  Complete 

PURPOSE OF THE UNIT STANDARD 
This is a core unit standard of the Higher Certificate in ECD and the National Diploma in ECD at Level 5.

The learners are able to:

o Explain and apply consistent theories of child development within the national curriculum framework;

o Systematically observe the development of individual learners to inform own practice and planning on an individual basis. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
The applied competence outlined in Facilitate Active Learning in ECD Programmes at Level 4. 

UNIT STANDARD RANGE 
This unit standard is suitable for practitioners working with children between birth and the age of 9 in all types of settings. Practitioners are required to demonstrate applied competence in one of the following developmental phases/settings:

? 0 - 3 years (group or informal or family settings)
? 2 - 6 years (group or informal or family settings)
? 5 - 9 (group or informal settings)

At this level practitioners demonstrate the ability to:

o Use a wide and appropriate range of pedagogic/facilitation/mediational skills to both support and extend children's learning across all areas of learning,

o Use specific techniques and skills for working with individuals, small groups and large groups;

o Use a range of techniques and culturally and developmentally appropriate resources to promote the acquisition of a second language,

o Plan in relation to children's interests, ages and needs as well as against the learning outcomes in the foundation phase, where applicable,

o Show skills of self-analysis in terms of the role played in supporting and extending learning,

o Interact with children in a range of situations, using theories of scaffolding, to help children become self-reflective and independent learners,

o Implement systems for assessing and recording children's progress continuously and consistently for growth and development;

o Demonstrate that theory influences practice. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Provide developmentally appropriate learning activities. 
OUTCOME NOTES 
Provide developmentally appropriate learning activities to meet the specific needs of individual children. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1 The planning and delivery of a developmentally appropriate learning programme, inside and outside, is underpinned by theoretical understanding of child development and learning theories. 

ASSESSMENT CRITERION 2 
2 All areas of learning and development are covered, with an appropriate and contextually relevant emphasis on literacy, numeracy and life skills (where appropriate). 

ASSESSMENT CRITERION 3 
3 The planning of the programme is based on knowledge of the national school curriculum, together with an understanding of the importance of play in the early years. 

ASSESSMENT CRITERION 4 
4 Activities are provided to meet the specific learning needs and interests of individual children, including those with special needs and bilingual children. 

ASSESSMENT CRITERION 5 
5 Resources and activities are underpinned by culture-fair and anti-bias principles reflecting the diversity of society and challenging stereotypes. 

SPECIFIC OUTCOME 2 
Analyse observations of each child's learning, development and responses to the learning environment 
OUTCOME NOTES 
Analyse observations of each child's learning, development and responses to the learning environment in order to inform practice and planning. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Observations are carefully analysed in the light of a detailed understanding of child development and significant moments in children's learning and development are identified. 

ASSESSMENT CRITERION 2 
2. Observations are analysed to determine what children already know and can do, what children are paying attention to and what is planned to take that child's learning forward. 

ASSESSMENT CRITERION 3 
3. A system for ensuring that observations are made for all children, across all areas of learning, is implemented continuously and consistently and used for growth rather than gate keeping. 

ASSESSMENT CRITERION 4 
4. A system for assessing the progress of individual children based on observation and including dated and annotated samples of children's work or comments or milestones reached is implemented continuously and consistently. 

ASSESSMENT CRITERION 5 
5. A system for planning on a daily basis in response to children's observed needs and interest and, where applicable, to the learning outcomes in the foundation phase is implemented. 

SPECIFIC OUTCOME 3 
Use a range of learning mediation techniques for interacting and communicating. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Interactions with children are based on an understanding of theories of 'scaffolding learning', i.e. using a range of techniques to help children take the next step in learning. 

ASSESSMENT CRITERION 2 
2. Children are actively helped to reflect on their own achievements. 

ASSESSMENT CRITERION 3 
3. Interactions and dialogues with children often focus on what it is that children are doing (the process) as well as on the product. 

ASSESSMENT CRITERION 4 
4. Mediation is used to help children know the what, the how and the why of learning; to help them start to construct knowledge and to learn by doing. 

ASSESSMENT CRITERION 5 
5. Children are actively helped to know how to find help and/or information. 

SPECIFIC OUTCOME 4 
Use developmentally appropriate learning mediation techniques when working. 
OUTCOME NOTES 
Use developmentally appropriate learning mediation techniques when working with individuals, small groups and large groups and for introducing a second language. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. A wide repertoire of skills is used for sustaining all children's interest in culturally diverse stories, both told and read. 

ASSESSMENT CRITERION 2 
2. A wide repertoire of skills is used for managing the timing, organisation and extension of large group activities. 

ASSESSMENT CRITERION 3 
3. The programme is planned to allow for individual, small group and large group activities, underpinned by and understanding of the developmental needs of children. 

ASSESSMENT CRITERION 4 
4. Adult initiated groupings of children, when used, make all children feel important and successful participants in the learning programme through a sense of accomplishment. 

ASSESSMENT CRITERION 5 
5. Children are helped and encouraged to participate in large group activities. 

ASSESSMENT CRITERION 6 
6. Children are encouraged to use their first language and helped to acquire and use a second or other language through meaningful situations. 

SPECIFIC OUTCOME 5 
Reflect on and analyse own practice. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. A written record or journal is kept, including daily critical evaluations of the effectiveness of the planned programme in terms of children's learning. 

ASSESSMENT CRITERION 2 
2. Activities are analysed according to what worked well and why and what changes to that activity are proposed. 

ASSESSMENT CRITERION 3 
3. An understanding of theories of critical reflection is apparent in discussion and in practice showing that a growing understanding underpins planning, interactions, assessment and mediation/facilitation roles. 

ASSESSMENT CRITERION 4 
4. In discussion and in writing relevant links are made between theory and practice showing that a growing understanding underpins planning, interactions, assessment and mediation/facilitation roles. 


UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
o Assessment of practical mediation/pedagogic/facilitation skills in an authentic ECD setting.

o Portfolio of supporting evidence including dated and annotated observation notes, journal of planning and self-evaluation, resources successfully used, etc.

o Written work in the form of essays, examinations, course work, assignments and notes indicating the links between theory and practice.

o Structured interview to assess ability to link theory with practice

o Supporting verbal or written evidence from supervisors, mentors, peers, etc

o Moderation: Scrutiny of all written assessment records, administrative records, portfolio, written work and other evidence; random workplace assessment by an external assessor. 

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
The learner can apply the following:

o A theoretical understanding of child development and show an awareness of how this impacts on their work;

o A theoretical understanding of major learning theories;

o A basic understanding of theories of critical reflection;

o An understanding of the national curriculum framework, its contextual application and requirements.


Learners demonstrate the following attitudes and values:

o Sensitivity to the particular needs of children with learning disabilities and other special needs;

o Respect for the language, heritages and cultures of the children and their families,

o Professional approach to the role of facilitator/educator, mediator

o The willingness to seek and use advice and support

o The qualities of a lifelong learner by reading, attending courses, seminars, discussions, etc 

UNIT STANDARD DEVELOPMENTAL OUTCOME 
1. Learners are required to reflect on and explore a variety of strategies to learn and teach more effectively.

2. Through the provision of activities learners participate as responsible citizens in the life of local communities.

3. Through the provision of culture-fair and anti-bias activities and approaches learners show cultural and aesthetic sensitivity across a range of social contexts.

4. Explore their own education and career opportunities as their own understanding of the sub-field develops.

5. Develop entrepreneurial opportunities. 


Critical Cross-field Outcomes (CCFO): 

UNIT STANDARD CCFO IDENTIFYING 
When working with the children learners identify and solve a variety problems showing that responsible decisions have been made. 

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

UNIT STANDARD CCFO ORGANISING 
Organise and manage self and activities effectively to create a learning environment reflecting the needs, language, cultures and interests of the children. 

UNIT STANDARD CCFO COLLECTING 
Collect, analyse, organise and critically evaluate information relating to the children, particularly through detailed and analysed observations, to their homes and communities in order to create a learning environment that supports these. 

UNIT STANDARD CCFO COMMUNICATING 
Communicate effectively verbally and in writing. 

UNIT STANDARD CCFO DEMONSTRATING 
Show responsibility towards the environment and health of others in the planning of activities, in the daily routines and in the collaborative ethos created. 

UNIT STANDARD CCFO CONTRIBUTING 
Help children solve simple problems in different aspects of their lives at the site and at home and in this way show an appreciation that the world is a set of related systems and problem-solving contexts do not exist in isolation. 

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 7399, "Facilitating Active Learning", Level 5, 36 credits.

This unit standard focuses on the competence required at Level 5 of all ECD practitioners working with children between the ages of 0 - 9.

The unit standard on Mediate Active Learning in ECD Programmes is relevant to five roles defined in the Norms and Standards for Educators, especially the first role listed below and the phase specialist role:

1. Learning mediator: the practitioner mediates learning in a manner that is sensitive to the diverse and developmental needs and interests of the learners; constructs a learning environment to support and enhance learning; communicates effectively showing respect for others.

2. Assessor: the practitioner observes and assesses children's learning and development continuously as part of the learning-teaching process, and keeps appropriate diagnostic records.

3. Interpreter and designer of learning programmes and materials: the practitioner knows how to provide a stimulating and developmentally appropriate learning programme based on children's needs, interests and national school curriculum requirements (where appropriate); selects and makes or adapts materials and resources; sequences and paces the learning to suit the developmental needs of the children.

4. Scholar, researcher and lifelong learner: the practitioner develops skills of reflection and self-evaluation allowing her/him to understand how best to meet the learning and developmental needs of the children.

5. Community, citizenship and pastoral role: the practitioner treats the children, their languages, cultures and families with respect and will empower the learners. 

QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
  ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
Core  64649   Higher Certificate: Early Childhood Development  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
Core  64650   National Diploma: Early Childhood Development  Level 5  NQF Level 05  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 
Elective  49710   National Diploma: Development 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. ABASUNGULI TRAINING SPESIALISTS (PTY) LTD 
2. Access Employment Skills & Development Agency 
3. Accreditation & Training Services 
4. Adelaine Training Solutions Pty Ltd 
5. Amogelang Marketing and Training 
6. Arden School of Management 
7. Assessment and Entrepreneurship Centre 
8. ATS Institute 
9. Berry Rose Project Consultants & Service Providers 
10. Boikgantsho Consulting & Events cc 
11. BOITUMELO TRAINING & RESOURCE CENTRE 
12. Bopaditshaba Community Project 
13. BORDERGATE EVENTS MANAGEMENT AND PROJECTS 
14. Botho Ubuntu Contract Cleaning (Pty) Ltd 
15. Brainwave Projects 1997 CC 
16. Caversham Education Institute 
17. CENTRE FOR EARLY CHILDHOOD DEVELOPMENT 
18. Compass Academy of Learning 
19. Custoda Trust 
20. D and D Lwazi Renaissance Research and Development Institute 
21. D M Management and Consulting 
22. Directflo 
23. DM Training Consultants 
24. Early Learning Foundation Montessori Teacher Training 
25. Early Learning Resource Unit (ELRU) 
26. EBENEZER TRAINING HOUSE FOR EARLY LEARNING 
27. Edu Experts SA 
28. EDU-Bless College 
29. Edu-Build Development 
30. EDUTAK PRE-SCHOOL TRAINING AND DEVELOPMENT 
31. Elective Training Institute Enterprise CC 
32. Enjo Consultants 
33. Environment and Language Education Trust 
34. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
35. Faranang Business and Training Solutions PTY(LTD) 
36. Faranang Marketing 
37. Fizazad Projects t/a Kajal and Associates 
38. Goldfields FET College 
39. Grassroots Adult Education and Training Trust 
40. GWALA TRAINING SERVICES 
41. Haggai Contractors 
42. Happy Day Training and Development Services 
43. HDPSA 
44. Headspace Consulting (PTY) Ltd 
45. HUGENOTE COLLEGE 
46. Institute of Professional Studies and Services 
47. Isibani Skills Academy 
48. Isibani Soluntu Development Trust 
49. Itireleng Bokamoso Trading Development Services and Associates 
50. Jabulani Training & Development 
51. Josmap Training Institute 
52. Karabo Info Centre and Trading 
53. Katiso-kuno Consulting 
54. Kgaka Kgolo Institute 
55. KHANIMAMBA TRAINING AND RESOURCE CENTRE 
56. Khululeka Community Education Centre 
57. Kimomanzi Training Academy Pty Ltd 
58. KITSO TRAINING AND DEVELOPMENT 
59. Klein Karoo Resource Centre 
60. Leronsa Trading Enterprise 
61. Li Lichule Trading cc 
62. Little Elephant Training Centre For Early Educationt/a LETCEE 
63. Loago Business Consulting 
64. Ma-Usi Education Training and Skills Development 
65. Mapheto Business Enterprises t/a MBE 
66. Marematlou Training Institute 
67. MASAKANE TRUST 
68. MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE 
69. Mass Computer Training And Printers 
70. MATHS CENTRE INCORPORATING SCIENCES 
71. Mbila Consulting Services 
72. Mochochonono Training Solutions cc 
73. Montessori Teacher Training Centre South Africa 
74. Motheo Training Institute Trust 
75. MWG Logistical Services 
76. Networx for Career Development 
77. New Beginnings Training and Development Organisation 
78. Nkqubela Community Developers 
79. NOMAKU TRADERS CC 
80. Northern Cape Urban College: Kimberley Campus 
81. NORTHLINK COLLEGE 
82. Northshore Trading 19CC t/a Makakhaunye Training and Development Agency 
83. Ntevho-Ketso Training and Recruitement Consultancy cc 
84. Orbit FET College - Rustenburg Campus 
85. Organisation Test 1 
86. Paradise Institution Training and Learning Centre 
87. Pearson Education Achievement Solutions 
88. Petra institute of Development (PTY) Ltd 
89. Pineridge Training Centre 
90. PMA Holding (Pty) Ltd 
91. Pro-Ed Training 
92. PROFESSIONAL CHILD CARE COLLEGE PTY LTD 
93. Professional Development and Training Institute (Pty) Ltd 
94. Rampadise Education Training & Development Centre 
95. Renaissance Training Services cc 
96. Retshetse Training Project 
97. Rhodes University 
98. Right 4 u College 
99. SANTS College 
100. SERITI INSTITUTE 
101. Sirius Training 
102. Sisazi Consulting 
103. Siyahluma Education Institute 
104. South Cape Public FET College - George Campus 
105. Southern African Institute of Learning (SAIL) 
106. Starplex 489 cc 
107. Sustainability Institute Trust 
108. T Mabuya & Associates (Pty) Ltd 
109. Teachers Learning Centre PTY LTD 
110. Tembe Service Providers 
111. Tendazwau Trading 8 
112. Thabelanang t/a Thabelanang Trading Enterprise 
113. Thasha Training and Consulting 
114. The College of Modern Montessori 
115. The Iscariota Group (Pty) Ltd 
116. The Port Elizabeth Early Learning Centre 
117. THINK TWICE 
118. Thobologo Training and Education Group (Pty) Ltd 
119. THUKAKGALADI INTEGRATED DEVELOPMENT PROJECT 
120. Thuto Ya Setshaba Training Services (Pty) Ltd 
121. Thuto-Botshabelo Training and Projects (Pty) Ltd 
122. TLHARIHANI TRAINING CENTRE (PTY) LTD 
123. TMG Quality Services 
124. Tshase Education Group (Pty) Ltd 
125. TSHEPANG EDUCARE TRUST 
126. Tshwane sign language centre and interpreting services 
127. Tshwane South College for (ECD Academy) 
128. Ulwazi Training & Development 
129. Umthombo Wolwazi Training and Constructions 
130. Unathi Training 
131. UNIVERSAL COLLEGE OUTCOMES SA 
132. VH Consulting 
133. Vuselela FET College - Potchefstroom Campus 
134. Waterberg FET College - Central Office 
135. West Coast Public FET College - Central Office 
136. Winston Academy 
137. WonderKids Academy 
138. Wonderkids Montessori Training Centre 
139. World Wide Education Providers(Pty)Ltd 
140. Yellow Media Learning Institute (Pty) Ltd 
141. Yellow Media Publishers (Pty) Ltd 
142. Zisize Educational Trust 



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.