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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Design learning programmes and related learning materials

SAQA US ID	UNIT STANDARD TITLE
10299	Design learning programmes and related learning materials
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 6	Level TBA: Pre-2009 was L6	20
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2018-07-01	2023-06-30	SAQA 06120/18
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2026-06-30		2029-06-30

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 design outcomes-based learning programmes and develop materials for a group of learners in a selected learning area, with reference to relevant unit standards and using a variety of available sources.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Higher Diploma in ETD Adult Learning (Specialisation: ABET) at NQF Level 5

Research unit standard at NQF Level 6 in this qualification (US no. 6.03)

UNIT STANDARD RANGE

The learning programme and materials developed should be for internal use in a specific ABET learning centre. The learning programme and materials developed should represent approximately 120 to 240 notional hours of learning.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Assess, analyse and describe the current capability of learners

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Research is planned and carried out among potential target learners in order to obtain information about key factors that will have implications for the learning programme.
(e.g. learners' level of formal education, ability in language of the learning programme, socio-economic background, interests, prior experience in the subject)
[Refer to research unit standard, Level 6 of this qualification, US no. 6.03.]

ASSESSMENT CRITERION 2

2. A descriptive learner profile is drawn up, collating findings from the research.

ASSESSMENT CRITERION 3

3. Learners learning needs are identified with reference to learner profile.

ASSESSMENT CRITERION 4

4. Learner profile and learners learning needs are discussed with peers and superiors for the purposes of collaborative planning.

SPECIFIC OUTCOME 2

Determine learning outcomes and essential embedded knowledge for the learning programme

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Relevant unit standards are accessed.

ASSESSMENT CRITERION 2

2. Requirements of unit standards are related to identified learners needs.

ASSESSMENT CRITERION 3

3. Scope of learning outcomes for the learning programme is determined with reference to identified learners needs and relevant unit standards.

ASSESSMENT CRITERION 4

4. Content requirements of the learning programme are determined and described with reference to identified learners needs, essential embedded knowledge in unit standards, and relevant literature in the subject.

ASSESSMENT CRITERION 5

5. Curriculum theory from the literature is applied in the design of the learning programme.

SPECIFIC OUTCOME 3

Design a learning programme

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Purpose of learning programme is explained with reference to analysis of learners? needs and relevant unit standards.

ASSESSMENT CRITERION 2

2. Gap between learner competence and required outcomes, including essential embedded knowledge, is identified and bridging outcomes are developed and sequenced.

ASSESSMENT CRITERION 3

3. Relevant resource materials are accessed.
(e.g. posters, pamphlets, published course materials, books, newspapers, magazines)

ASSESSMENT CRITERION 4

4. Learning activities to facilitate attainment of the outcomes and essential embedded knowledge are planned.
[Refer to Level 5 unit standard on facilitation, US no. 5.02, i.e. learning activities should be based on sound principles of adult learning, should contain variety to cater for different learning styles, etc.]

ASSESSMENT CRITERION 5

5. Learning activities are sequenced according to time allocated and in a manner sensitive to the differing needs of learners.

ASSESSMENT CRITERION 6

6. Integrated, formative and summative assessment strategies are planned.
[Refer to Level 5 unit standard on assessment, US no. 5.04.]

SPECIFIC OUTCOME 4

Identify the need for adaptation or development of learning materials

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Relevant existing learning materials are accessed. (e.g. published course materials, materials produced by self or other practitioners)

ASSESSMENT CRITERION 2

2. Strengths, weaknesses and gaps in existing learning materials are identified.

ASSESSMENT CRITERION RANGE

Relevance to learner needs; relevance to unit standards; appropriateness for context in which the materials will be used; soundness of adult education methodology; sufficiency and validity of formative assessment activities; clarity of language and visuals; user-friendliness.

ASSESSMENT CRITERION 3

3. Need for adaptations of existing materials or development of new materials is identified and explained.

ASSESSMENT CRITERION 4

4. Ethical and legal considerations are considered in plans to adapt existing materials. (e.g. copyright, acknowledgement, permission)

SPECIFIC OUTCOME 5

Develop learning materials for a learning programme

OUTCOME RANGE

At this level a coherent set of materials for a programme of learning is expected. This might include a combination of facilitator-made worksheets, posters, flashcards, role-play cards, audio cassettes, etc., as well as adapted real-world materials such as simplified newspaper articles, and selected published materials.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Purpose and parameters of the learning materials are determined.

ASSESSMENT CRITERION 2

2. Format (e.g. files, booklets, loose handouts) and structure for the learning materials are determined.

ASSESSMENT CRITERION 3

3. Resources required for developing the learning materials are calculated.

ASSESSMENT CRITERION 4

4. Learning materials are drafted using a range of sources.
(Sources include, but are not restricted to, published course materials, newspapers, textbooks, worksheets, lesson plans, magazines, radio, video and audio cassettes.)

ASSESSMENT CRITERION 5

5. Purpose of each item in the learning materials can be explained with reference to learners? needs and unit standards

ASSESSMENT CRITERION 6

6. Learning materials are appropriate to the level and context of the learners for whom they are designed.

ASSESSMENT CRITERION 7

7. Items within the learning materials are logically sequenced.

ASSESSMENT CRITERION 8

8. Method in which the learning materials are to be used can be explained and is in line with sound principles of adult learning.

ASSESSMENT CRITERION 9

9. Learning materials support development of the critical cross-field outcomes in learners

ASSESSMENT CRITERION 10

10. Visual and written information is communicated clearly and accurately.
[Refer to unit standard on developing learning aids in NQF Level 5 qualification, US no. 5.03 for related assessment criteria

ASSESSMENT CRITERION 11

11. Feedback is obtained from relevant stakeholders and incorporated into final draft of learning materials.

SPECIFIC OUTCOME 6

Evaluate learning programme and learning materials

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

1. Feedback on learning programme and materials is elicited from peers or managers and incorporated where relevant.

ASSESSMENT CRITERION 2

2. Learners responses to the learning programme and materials are observed and described.

ASSESSMENT CRITERION 3

3. Strengths and weaknesses of learning programmes and materials are identified with reference to learners? performance and responses.

ASSESSMENT CRITERION 4

4. Suggestions can be made for improvement of learning programmes and materials with reference to identified strengths and weaknesses.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identifying and solving problems in which responses display those responsible decisions, using critical and creative thinking have been made.

UNIT STANDARD CCFO WORKING

Working effectively with others as a member of a team, group, organisation, or community.

UNIT STANDARD CCFO ORGANISING

Organising and managing oneself and ?ones? actions responsibly and effectively.

UNIT STANDARD CCFO COLLECTING

Collecting, analysing, organising and critically evaluating information.

UNIT STANDARD CCFO COMMUNICATING

Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation.

UNIT STANDARD CCFO CONTRIBUTING

Contributing to the full personal development of each learner and the social and economic development of the society at large, by making it the underlying intention of any programme of learning to make an individual aware of the importance of:
i. reflecting on and exploring a variety of strategies to learn more effectively;
ii. participating as responsible citizens in the life of local, national and global communities;
iii. being culturally and aesthetically sensitive across a range of social contexts;
iv. exploring education and career opportunities; and
v. developing entrepreneurial opportunities.

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
Core	49277	National Diploma: Braille Practice	Level 5	NQF Level 05	Passed the End Date - Status was "Reregistered"	2023-06-30	ETDP SETA
Core	20485	National First Degree: ABET Practice	Level 6	Level TBA: Pre-2009 was L6	Passed the End Date - Status was "Reregistered"	2018-12-31	ETDP SETA
Elective	22903	Bachelor of Environmental Education, Training and Development Practice	Level 6	Level TBA: Pre-2009 was L6	Passed the End Date - Status was "Reregistered"	2023-06-30	CHE

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.	Amaqamu Project Management and Consulting
2.	Colleen Osorio Skills Development Consultancy cc
3.	CURMO Designs (Pty) Ltd Co
4.	EDUTEL SKILLS DEVELOPMENT PTY LTD
5.	G & K Gray Training cc
6.	M Power Learning and Development
7.	M3i Skills Development
8.	Nkotlo Kay Tshimole Corporate Solutions Pty Ltd
9.	Retshetse Training Project
10.	WALOG TRAINING DEVELOPMENT BK