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 |
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. |
NONE |
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. |