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 Numeracy Learning Programme in the Reception Year 
SAQA US ID UNIT STANDARD TITLE
244256  Facilitate a Numeracy 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
7410  Facilitating a Numeracy 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 Numeracy Programmes in the Reception Year (Grade-R).

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

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
  • 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.

    Learners are expected to use a wide range of activities and resources that promote emergent numeracy such as: story telling, compiling own numeracy story books, listening comprehensions, labelling, counting rhymes, rhythms, patterns, word play, pictures, displays, formal and informal discussions, weather charts, birthday charts, helper charts, number and letter posters, games activity centres, dramatised role plays, drawing, problem solving, data gathering, etc.

    Although the emergent numeracy approach is not intended to be privileged through this Unit Standard, it is expected that learners will be able to work with each child according to their own levels of development and within different socio-cultural contexts. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Describe how numeracy is developed, facilitated and assessed. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Ways in which numeracy is developed are described in terms of relevant child development theories and research and the implications for practice in a Numeracy Learning Programme. 

    ASSESSMENT CRITERION 2 
    Descriptions are provided of the principles and processes of numeracy 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 numeracy progress are described with particular reference to the implications for practice in a Numeracy Learning Programme. 

    SPECIFIC OUTCOME 2 
    Plan a Numeracy Learning Programme. 
    OUTCOME RANGE 
    Daily, weekly and longer term plans. 

    ASSESSMENT CRITERIA
     

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

    ASSESSMENT CRITERION 2 
    Planning shows evidence of integration of mathematical relationships within and across other learning areas. 

    ASSESSMENT CRITERION 3 
    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 4 
    Basic principles for selecting and sequencing learning activities are applied in the learning programme. 

    ASSESSMENT CRITERION 5 
    Plans take into account lessons learnt from previous experiences of facilitating numeracy. 

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

    SPECIFIC OUTCOME 3 
    Prepare numeracy learning activities and materials. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Learning experiences are provided to help children develop and use mathematical language, concepts and numeracy skills in a holistic way as part of an integrated learning programme. 

    ASSESSMENT CRITERION 2 
    Learning activities and materials are prepared based on the principles and processes involved in the development of mathematical concepts and numeracy skills. 

    ASSESSMENT CRITERION 3 
    Activities enable children to appreciate mathematical relationships, logic and pattern in number and space. 

    ASSESSMENT CRITERION 4 
    Activities enable children to develop an appreciation of simple economic principles and technological processes based on their everyday experience. 

    ASSESSMENT CRITERION 5 
    Activities and materials are culture-fair and promote an anti-bias approach. 

    SPECIFIC OUTCOME 4 
    Implement the planned Numeracy Learning Programme. 

    ASSESSMENT CRITERIA
     

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

    ASSESSMENT CRITERION 2 
    Opportunities are provided for creative and critical thinking and problem-solving using mathematical experiences within the learning environment. 

    ASSESSMENT CRITERION 3 
    Children are encouraged to develop their own approaches to working with number, space, shape, data and patterns. 

    ASSESSMENT CRITERION 4 
    The learning activities and experiences are organised so that children are able to work individually, in pairs, and in small and large groups. 

    ASSESSMENT CRITERION 5 
    Children are invited to plan, select their own materials and carry out and reflect on projects to their own satisfaction. 

    ASSESSMENT CRITERION 6 
    A range of facilitation skills are used appropriately to support and extend children's learning, including helping children to reflect on learning experiences and achievements. 

    SPECIFIC OUTCOME 5 
    Assess children's progress in the Numeracy Learning Programme. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Each child's progress in the Numeracy 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 use of mathematical language and concepts and numeracy skills. 

    ASSESSMENT CRITERION 3 
    Assessments are carried out against the relevant assessment standards in the national curriculum statement. 

    ASSESSMENT CRITERION 4 
    Assessment records are kept up to date and are useful for giving feedback on the progress of individual children and for planning individualized learning experiences for children as needed. 

    SPECIFIC OUTCOME 6 
    Evaluate the effectiveness of the Numeracy Learning Programme. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The effectiveness of the Numeracy 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 numeracy 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 numeracy. 


    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 and the implications for practice in a Numeracy Learning Programme.
  • The principles and processes of the development of mathematical concepts and numeracy skills.
  • The importance of supporting home language use in cognitive development for concept formation and the acquisition of numeracy.
  • The requirements of the national curriculum in the foundation phase, especially with regard to the reception year.
  • How mathematical concepts and numeracy skills are used in everyday life and in all other learning areas.
  • Principles of integrating and sequencing learning programmes and activities.
  • The importance of offering a rich programme designed to empower all learners.
  • Assessment methods and tools for assessing young children's mathematical concepts and numeracy skills.

    Learners demonstrate the following attitudes and values:
  • Recognition that numeracy and mathematics are an essential part of everyday life and essential for lifelong learning for both boys and girls.
  • Recognition of the importance of early numeracy in the preschool phase and the reception year.
  • Sensitivity to the views of parents and family members. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
  • Reflect on and explore a variety of strategies to learn more effectively through understanding the development of mathematical concepts and numeracy skills.
  • 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 numeracy skills for lifelong learning.
  • Be culturally and aesthetically sensitive across a range of social contexts through the selection of learning materials for children. 

  • UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems with regard to young children's development of mathematical concepts and numeracy skills showing that responsible decisions have been made with regard to providing developmentally appropriate learning activities that meet the needs of individual children. 

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

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's teaching activities effectively in order to implement a planned numeracy learning programme successfully in an integrated and holistic approach. 

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

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively with children verbally using mathematical language and through visual and print materials, and keep written records and reports. 

    UNIT STANDARD CCFO SCIENCE 
    Show responsibility towards the environment and health of others through the selection of appropriate print materials. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Appreciate that the world is a set of related systems by planning an integrated numeracy learning programme showing that mathematical concepts and numeracy relate to all fields of learning. 

    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 7410, "Facilitating a Numeracy 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. 3 At Work Recruitment Agency 
    2. ABASUNGULI TRAINING SPESIALISTS (PTY) LTD 
    3. Access Employment Skills & Development Agency 
    4. Adelaine Training Solutions Pty Ltd 
    5. Amogelang Marketing and Training 
    6. Ariyan and Ariyan Learning Warehouse t/a Southern African Institute of Learning (SAIL) 
    7. Assessment & RPL College (Pty) Ltd 
    8. Assessment and Entrepreneurship Centre 
    9. Avax Training & Development 
    10. Bangwaketse Trading and Projects 
    11. Barcor Learn to Earn cc 
    12. Bella Onke General Trading Pty LTD 
    13. Berry Rose Project Consultants & Service Providers 
    14. Boikgantsho Consulting & Events cc 
    15. Boitjhorisong Resource Centre 
    16. BOITUMELO TRAINING & RESOURCE CENTRE 
    17. Bopaditshaba Community Project 
    18. Brain Boosters Business Education (PTY) LTD 
    19. Brainwave Projects 1997 CC 
    20. Browers Entertainment 
    21. C Botha Educational Training cc t/a Edu-Experts 
    22. Caversham Education Institute 
    23. CENTRE FOR EARLY CHILDHOOD DEVELOPMENT 
    24. Compass Academy of Learning 
    25. Custoda Trust 
    26. D and D Lwazi Renaissance Research and Development Institute 
    27. D M Management and Consulting 
    28. DEVELO CC 
    29. Dintshang Trading 
    30. Directflo 
    31. DM Training Consultants 
    32. Early Inspiration 
    33. Early Learning Foundation Montessori Teacher Training 
    34. Early Learning Resource Unit (ELRU) 
    35. EASTCAPE MIDLANDS COLLEGE BUSINESS UNIT (Uitenhage) (WA) 
    36. EBENEZER TRAINING HOUSE FOR EARLY LEARNING 
    37. Edu-Build Development 
    38. EDUTAK PRE-SCHOOL TRAINING AND DEVELOPMENT 
    39. Elective Training Institute Enterprise CC 
    40. Enjo Consultants 
    41. Environment and Language Education Trust 
    42. Eskilz College (Pty) Ltd 
    43. Faranang Marketing 
    44. Fizazad Projects t/a Kajal and Associates 
    45. Fundukuzimela Investments (Pty) Ltd t/a FdZ Investments 
    46. Future Performance Training and Development 
    47. Future-Teacher (Pty) Ltd 
    48. Gauteng Baobab Early Learning Training Programme 
    49. Golang Kulani ELC 
    50. Goldfields FET College 
    51. Grassroots Adult Education and Training Trust 
    52. GWALA TRAINING SERVICES 
    53. Happy Day Training and Development Services 
    54. HDPSA 
    55. Headspace Consulting (PTY) Ltd 
    56. HOPE ACADEMIC AND SKILL CENTRE 
    57. ICM t/a Institute for Career Management 
    58. Igugu Training and Investments 
    59. Ikusasa Lothisha t/a ECD Training Provider 
    60. Institute of Professional Studies and Services 
    61. Isamon Integrated 
    62. Isamon Vocational College of Excellence Pty Ltd 
    63. Isibani Skills Academy 
    64. Isibani Soluntu Development Trust 
    65. Itireleng Bokamoso Training and Development 
    66. J and N Ikwekwezi Yokusa Development Training 
    67. Jabulani Training & Development 
    68. Josmap Training Institute 
    69. Katiso-kuno Consulting 
    70. KBB Training Academy 
    71. Keletsong Community Training & Resource Centre 
    72. Kgang-Kgolo Consulting 
    73. KHANIMAMBA TRAINING AND RESOURCE CENTRE 
    74. Khululeka Community Education Centre 
    75. Kids Academy 
    76. Kimomanzi Training Academy Pty Ltd 
    77. Kitso Bokamoso Training Solution 
    78. KITSO TRAINING AND DEVELOPMENT 
    79. Klein Karoo Resource Centre 
    80. KWAZULU NATAL EXPERIMENTAL COLLEGE 
    81. Leratham Supply Distribution and Enterprise 
    82. Lerato La Tlhago Trading and Projects 
    83. Leronsa Trading Enterprise 
    84. LESEDI EDUCARE ASSOCIATION 
    85. Letlhabile Institute Of Management and Training 
    86. Letlhokoa Management Services CC 
    87. Little Elephant Training Centre For Early Educationt/a LETCEE 
    88. Loago Business Consulting 
    89. Lynne Hobbs cc 
    90. Ma-Usi Education Training and Skills Development 
    91. Majahd Educational Services Multi-Purpose Primary Co-operative Limited 
    92. Mapheto Business Enterprises t/a MBE 
    93. Marematlou Training Institute 
    94. MASAKANE TRUST 
    95. MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE 
    96. MATHS CENTRE INCORPORATING SCIENCES 
    97. MENTORNET (PTY) LTD 
    98. MIDLANDS COMMUNITY COLLEGE 
    99. Mochochonono Training Solutions cc 
    100. Montessori Teacher Training Centre South Africa 
    101. Mopani Development Academy 
    102. Motheo Training Institute Trust 
    103. Motlou Training Development 
    104. MWG Logistical Services 
    105. NATAL EARLY LEARNING RESOURCE UNIT TRUST 
    106. Ndoma Mathodi Trading Enterprise 
    107. Netgrow Training Solutions 
    108. Networx for Career Development 
    109. New Beginnings Training and Development Organisation 
    110. Nkqubela Community Developers 
    111. Noni Community Development 
    112. Northern Cape Urban College: Kimberley Campus 
    113. NORTHLINK COLLEGE 
    114. Northshore Trading 19CC t/a Makakhaunye Training and Development Agency 
    115. Nsovo Learning Academy 
    116. Ntataise Lowveld Trust 
    117. NTATAISE TRUST 
    118. Ntevho-Ketso Training and Recruitement Consultancy cc 
    119. Ntsangalala Business Enterprise 
    120. Orbit FET College - Rustenburg Campus 
    121. Paradise Institution Training and Learning Centre 
    122. Pearson Education Achievement Solutions 
    123. Peddie Development Centre 
    124. Peddie Development Culture 
    125. Penreach 
    126. Petra institute of Development (PTY) Ltd 
    127. PHAKAMANI AGENCY CC 
    128. Pineridge Training Centre 
    129. PMA Holding (Pty) Ltd 
    130. PND Academy of Learning cc 
    131. POPUP UPLIFTMENT 
    132. Pro Ed Training 
    133. PROFESSIONAL CHILD CARE COLLEGE PTY LTD 
    134. Professional Development and Training Institute (Pty) Ltd 
    135. Rampadise Education Training & Development Centre 
    136. Realeboga Development Services 
    137. Realeboga-Bakubung Training and Development Agency 
    138. Reflections Development Institute 
    139. REGIONAL EDUCARE COUNCIL 
    140. Renaissance Training Services cc 
    141. Reyapele Human and Organisational Development 
    142. Rhodes University 
    143. Right 4 u College 
    144. Safe and Sound Learning Association 
    145. SANTS College 
    146. Siragelaphambili Abet Skills Development 
    147. Sirius Training 
    148. SITHUTHUKILE TRUST 
    149. Siyahluma Education Institute 
    150. SIYATHELA EARLY LEARNING ASSOCIATION 
    151. Siyathuthuka Nursery School 
    152. South African Congress For Early Childhood Development 
    153. Southern African Youth Movement 
    154. Spotru Training Centre 
    155. SPS Consulting (Pty) Ltd 
    156. Step Up Training and Skills Development (Pty) Ltd 
    157. Sustainability Institute Trust 
    158. T Mabuya & Associates (Pty) Ltd 
    159. Takatso Educare Training and Development Services 
    160. Teachers Learning Centre PTY LTD 
    161. Tembe Service Providers 
    162. Tendazwau Trading 8 
    163. Thabelanang t/a Thabelanang Trading Enterprise 
    164. Thasha Training and Consulting 
    165. The College of Modern Montessori 
    166. The Iscariota Group (Pty) Ltd 
    167. The Port Elizabeth Early Learning Centre 
    168. THUKAKGALADI INTEGRATED DEVELOPMENT PROJECT 
    169. THUSANANG TRUST 
    170. Thuto Botshabelo Training Academy 
    171. Thuto Ya Setshaba Training Services (Pty) Ltd 
    172. Tiakeni Training Centre 
    173. TLHOAFALO TRAINING CENTRE 
    174. TMG Quality Services 
    175. TPN Training and Recruitment cc 
    176. Training and Resources in Early Education (TREE) 
    177. Tshase Education Group (Pty) Ltd 
    178. TSHEPANG EDUCARE TRUST 
    179. Tshepo Hope Consulting 
    180. Tshwane sign language centre and interpreting services 
    181. Tshwane South College for (ECD Academy) 
    182. Ubuntu Care and Development 
    183. Umthombo Wolwazi Training and Constructions 
    184. Unathi Training 
    185. UNIVERSAL COLLEGE OUTCOMES SA 
    186. VH Consulting 
    187. Vuselela FET College - Potchefstroom Campus 
    188. Winston Academy 
    189. WonderKids Academy 
    190. Wonderkids Montessori Training Centre 
    191. World Wide Education Providers(Pty)Ltd 
    192. Wozabona Early Childhood Community Service Group 
    193. Yellow Media Publishers (Pty) Ltd 
    194. 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.