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 numeracy at ABET levels 1 and 2 
SAQA US ID UNIT STANDARD TITLE
7394  Facilitate numeracy at ABET levels 1 and 2 
ORIGINATOR
SGB ABET 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  16 
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 
Persons credited with this unit standard are able to facilitate numeracy learning at ABET levels 1 and 2 by selecting and implementing appropriate learning and teaching strategies and applying principles of outcomes-based education. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
GETC or RPL equivalent, with accreditation for the full range of required outcomes for MLMMS;
Core unit standards for ABET practitioners at NQF level 4. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Demonstrate subject knowledge of Mathematics at ABET Levels 1 and 2. 
OUTCOME NOTES 
Mathematics specialists consulted felt that an opportunity should be provided for candidates to develop their own relevant numeracy/mathematical knowledge while acquiring methodology skills. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Personal methods of calculation with whole numbers and fractions are identified and put in writing using words and mathematical signs and conventions. 

ASSESSMENT CRITERION 2 
2. Three dimensional objects are correctly represented in two dimensions through drawings and diagrams. 

ASSESSMENT CRITERION 3 
3. Different views of three dimensional objects are correctly associated with the two dimensional representations. 

ASSESSMENT CRITERION 4 
4. Identification of shapes is based on their properties. 

ASSESSMENT CRITERION 5 
5. Measurements and measurement calculations of linear and area measurement are done appropriately in macro and micro contexts. 
ASSESSMENT CRITERION NOTES 
Macro contexts refer to situations where the object to be measured cannot be accessed from a fixed position, e.g. the area of a house. Micro contexts can be accessed from a fixed position, e.g. the area of a house on a floor plan. 

ASSESSMENT CRITERION 6 
6. Concepts and methods of data handling are explained. 

ASSESSMENT CRITERION 7 
7. Concepts of probability are explained. 

ASSESSMENT CRITERION 8 
8. Development of number systems is described in terms of pivotal developments in whole number and fraction arithmetic. 

ASSESSMENT CRITERION 9 
9. Development of number systems is described in terms of pivotal developments in measurement techniques. 

SPECIFIC OUTCOME 2 
Apply the requirements of the unit standards for numeracy learners at ABET levels 1 and 2. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Knowledge and skills required of learners in terms of unit standards for numeracy at ABET levels 1 and 2 are described. 

ASSESSMENT CRITERION 2 
2. Unit standards for numeracy at ABET levels 1 and 2 are used to plan and facilitate learning. 

ASSESSMENT CRITERION 3 
3. Learners' performance can be described in relation to the ABET levels and outcomes. 

ASSESSMENT CRITERION 4 
4. Core ETD (ABET) practitioner unit standards are applied to the facilitation of numeracy at ABET Levels 1 and 2. 

SPECIFIC OUTCOME 3 
Help learners to identify and develop own knowledge of numeracy. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. View of mathematics as a human and social construct is explained. 

ASSESSMENT CRITERION 2 
2. Principle of active construction of mathematical knowledge by learners and reflective discussion is explained and applied. 

ASSESSMENT CRITERION 3 
3. Reflective discussion is encouraged and facilitated during the construction of mathematical knowledge. 

ASSESSMENT CRITERION 4 
4. Learners are seated in such a way that they can all see and hear one another comfortably during reflective group discussions. 

SPECIFIC OUTCOME 4 
Apply the concept of the common developmental path. 
OUTCOME NOTES 
Apply the concept of the common developmental path of Mathematical concepts and skills to teaching numeracy. 
OUTCOME RANGE 
Numeracy concepts and skills as required by the ABET levels 1 and 2 unit standards (e.g. methods of calculation and number concept of whole numbers and fractions, data handling, probability, spatial concepts and skills, measurement). Range and mix of problem types must also be as per requirements of the relevant unit standards. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Common path of development of numeracy concepts and skills can be explained. 

ASSESSMENT CRITERION 2 
2. Materials and learning programmes are analysed in terms of the structured development of numeracy concepts and skills. 

ASSESSMENT CRITERION 3 
3. Development of each learner's numeracy concepts and skills is described with reference to her/his methods used to solve numeracy problems. 

SPECIFIC OUTCOME 5 
Explain and use the rationale for problem-solving tasks in numeracy teaching. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Role of problem-solving in numeracy learning to achieve learning outcomes is explained. 

ASSESSMENT CRITERION 2 
2. Role played by problems in extending and developing number concept is explained. 

ASSESSMENT CRITERION 3 
3. Role played by problems in extending and developing calculation methods is explained. 

ASSESSMENT CRITERION 4 
4. Different problem types that involve addition, subtraction, division and multiplication of whole numbers and fractions can be described. 

ASSESSMENT CRITERION 5 
5. Numeracy materials and learning programmes can be evaluated in terms of the range and mix of problem types. 

ASSESSMENT CRITERION 6 
6. Problem-solving tasks in course materials can be analysed in terms of purpose and likely challenges/difficulties for learners. 

SPECIFIC OUTCOME 6 
Identify typical misconceptions of mathematical concepts and causes; apply prevention strategies. 
OUTCOME RANGE 
Misconceptions of whole number and fraction arithmetic, spatial concepts and probability concepts. 

ASSESSMENT CRITERIA
 

ASSESSMENT CRITERION 1 
1. Typical misconceptions are identified. 

ASSESSMENT CRITERION 2 
2. Misconceptions are related to their causes. 

ASSESSMENT CRITERION 3 
3. Strategies to remedy and prevent misconceptions are described, justified and applied. 


UNIT STANDARD DEVELOPMENTAL OUTCOME 
  • Reflecting on and exploring a variety of strategies to learn more effectively;
  • Participating as responsible citizens in the life of local, national and global communities;
  • Being culturally and aesthetically sensitive across a range of social contexts;
  • Exploring education and career opportunities;
  • Developing entrepreneurial opportunities. 


  • Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation and community. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that 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. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  20838   National Certificate: ABET Practice  Level 4  Level TBA: Pre-2009 was L4  Reregistered  2023-06-30  ETDP SETA 
    Elective  20159   National Diploma: ABET 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. ATS Institute 
    4. Beam Sun Projects Training Centre International 
    5. BOTSHO BOTLE RESOURCES 
    6. CURMO Designs (Pty) Ltd Co 
    7. D M Management and Consulting 
    8. Faranang Marketing 
    9. Funda Africa Academy (Pty) Ltd 
    10. Hlengana Sibiya Training and Associates cc 
    11. Igugu Training and Investments 
    12. KITSO TRAINING AND DEVELOPMENT 
    13. Letlhabile Institute Of Management and Training 
    14. Libizona Training Centre 
    15. M Power Learning and Development 
    16. MVIMBI BUSINESS ENTERPRISE 
    17. MWG Logistical Services 
    18. Namsi Training and Catering Services 
    19. Nkinane Training Institute and Consulting (Pty) Ltd 
    20. Nomoyi Skills Development 
    21. Ntevho-Ketso Training and Recruitement Consultancy cc 
    22. PC Educational Holdings 
    23. Professional Development and Training Institute (Pty) Ltd 
    24. Project Literacy 
    25. Regenesys Management (Pty) Ltd 
    26. Resonance Institue of Learning 
    27. SEOPOSENGOE TRAINING CONSULTANCY CC 
    28. Siragelaphambili Abet Skills Development 
    29. T Mabuya & Associates (Pty) Ltd 
    30. Thuto Botshabelo Training Academy 
    31. Tinissa Trading 29 PTY Ltd 
    32. Triple E Training Holdings 
    33. Tshirologo Disability Training Services(Pty) Ltd 
    34. Ungaphelamandla Consultancy Private College (PTY) LTD 
    35. World Wide Education Providers(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.