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 THAT HAS PASSED THE END DATE: 

Manage teaching and learning 
SAQA US ID UNIT STANDARD TITLE
115436  Manage teaching and learning 
ORIGINATOR
SGB Education Management and Leadership 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Schooling 
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 
This is a core unit standard at Level 6, which can be credited to the Advanced Certificate in Education (School Management and Leadership) at Level 6.

The unit standard is suitable for those in school management and leadership positions, for office-based educators supporting school managers, for aspirant school managers, and for those responsible for subject/learning area/phase leadership in schools.

Its purpose is to develop in these educators/school managers the fundamental knowledge, skills, and values/personal qualities so that they can manage teaching and learning effectively and contribute to improving the delivery of education in the school system. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
This unit standard assumes that the learner/'school manager':
  • Is competent in the language of instruction of the provider
  • Has knowledge and skills of teaching, learning and assessment in schools
  • Has some knowledge and practical experience of schools, the school system and the broader profession. 
    		•

    UNIT STANDARD RANGE 
    Please see Specific Outcome/Assessment Criterion no 4 for content range.
    The site for demonstration of competence in this unit standard is:
  • The school, or
  • The subject/learning area/phase department within the school, or
  • The school in relation to the district office. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate the personal qualities necessary for effective management of teaching and learning. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    A passionate interest in teaching and learning and an ability to encourage this in both staff and learners. 

    ASSESSMENT CRITERION 2 
    An ability to model good teaching and learning and lead by example. 

    ASSESSMENT CRITERION 3 
    High expectations for achievement and the ability to set stretching targets for the whole school community. 

    ASSESSMENT CRITERION 4 
    A commitment to enabling all learners to reach their full potential. 

    SPECIFIC OUTCOME 2 
    Manage the planning, implementation and monitoring/evaluation of teaching. 
    OUTCOME NOTES 
    Manage the planning, implementation and monitoring/evaluation of teaching and learning to ensure quality learning for all in the context of national, provincial and school policy. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Manage a process for planning teaching and learning that promotes responsive, effective and creative approaches and is in line with national policy. 

    ASSESSMENT CRITERION 2 
    Deploy staff for effective teaching based on sound pedagogical and human resource principles. 

    ASSESSMENT CRITERION 3 
    Manage the development of a timetable that ensures effective use of time and supports the goals of the curriculum. 

    ASSESSMENT CRITERION 4 
    Manage learner assessment ethically and fairly and in a manner that links curriculum and assessment policies effectively. 

    ASSESSMENT CRITERION 5 
    Ensure that detailed records of learners' work and performance are maintained, analysed and used for planning, problem solving and development. 

    ASSESSMENT CRITERION 6 
    Develop and manage strategies to ensure that all learners (whatever their background or special needs) are supported to achieve their full potential. This should include strategies to challenge high achievers as well as strategies to help under achievers. 

    ASSESSMENT CRITERION 7 
    Manage co and extra curricular activities in ways that involve and motivate staff and ensure that learners receive a rounded educational experience. 
    ASSESSMENT CRITERION NOTES 
    Such activities should include:
  • Sports
  • Cultural activities
  • Additional subject related activities. 
    		•

    ASSESSMENT CRITERION 8 
    Prioritize, implement and monitor the deployment of physical and financial resources for the delivery of teaching and learning based on agreed principles. 
    ASSESSMENT CRITERION NOTES 
    This should include:
  • An effective system for issuing and retrieval of school books and other learner support materials
  • Planning for the use of a variety of technologies for the support of teaching and learning. 
    		•

    ASSESSMENT CRITERION 9 
    Support continuous improvement in teaching and learning 
    ASSESSMENT CRITERION NOTES 
    By, for example,
  • Ensuring that the school development plans are first and foremost directed to the improvement of teaching and learning,
  • Ensuring that educators have access to learner support material and other resources to assist them,
  • Engaging teachers in professional conversations focusing on teaching, learning and assessment,
  • Initiating specific events and processes to promote teaching and learning and reward achievement. 
    		•

    ASSESSMENT CRITERION 10 
    Monitor classroom practice by observing lessons and providing advice and feedback that is both constructive and supportive. 

    ASSESSMENT CRITERION 11 
    Evaluate the implementation of curriculum change and transformation initiatives in the school and monitor their impact. 

    SPECIFIC OUTCOME 3 
    Create, manage and sustain a safe, caring and disciplined environment. 
    OUTCOME NOTES 
    Create, manage and sustain a safe, caring and disciplined environment and show commitment to following this through in the way in which teaching and learning is organized. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Ensure safety, security and welfare of learners and educators in the school based on sound policies. 

    ASSESSMENT CRITERION 2 
    Ensure that systems are in place to identify and address the pastoral needs of individuals and groups of learners.This should include provision for learners affected by particular challenges such as HIV and Aids, safety, social problems, health, and learning disabilities. 

    ASSESSMENT CRITERION 3 
    Manage the development and implementation of systems for co-operative disciplining of learners that will result in their growth and development. 

    SPECIFIC OUTCOME 4 
    Understand and be able to apply relevant content knowledge. 
    OUTCOME NOTES 
    Understand and be able to apply relevant content knowledge in the design, implementation and evaluation of teaching and learning and the organization of the school environment. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Understand and apply in a reflective way, strategies for ensuring that learners reach their full potential 
    ASSESSMENT CRITERION NOTES 
    Content knowledge in relation to specific outcomes:
  • Demonstrate the personal qualities necessary for effective management of teaching and learning.
  • Manage the planning, implementation and monitoring/evaluation of teaching and learning to ensure quality learning for all in the context of national, provincial and school policy.
  • Create, manage and sustain a safe, caring and disciplined environment and show commitment to following this through in the way in which teaching and learning is organized. 
    		•

    ASSESSMENT CRITERION 2 
    Understand and apply in a reflective way, methods of creating and sustaining a learning culture within the school. 
    ASSESSMENT CRITERION NOTES 
    Content knowledge in relation to specific outcomes:
  • Demonstrate the personal qualities necessary for effective management of teaching and learning.
  • Manage the planning, implementation and monitoring/evaluation of teaching and learning to ensure quality learning for all in the context of national, provincial and school policy.
  • Create, manage and sustain a safe, caring and disciplined environment and show commitment to following this through in the way in which teaching and learning is organized. 
    		•

    ASSESSMENT CRITERION 3 
    Understand and apply in a reflective way, adult learning principles. 
    ASSESSMENT CRITERION NOTES 
    Content knowledge in relation to specific outcomes:
  • Demonstrate the personal qualities necessary for effective management of teaching and learning.
  • Manage the planning, implementation and monitoring/evaluation of teaching and learning to ensure quality learning for all in the context of national, provincial and school policy.
  • Create, manage and sustain a safe, caring and disciplined environment and show commitment to following this through in the way in which teaching and learning is organized. 
    		•

    ASSESSMENT CRITERION 4 
    Understand and apply in a reflective way, principles of effective teaching for learning 
    ASSESSMENT CRITERION NOTES 
    Content knowledge in relation to specific outcomes:
  • Demonstrate the personal qualities necessary for effective management of teaching and learning.
  • Manage the planning, implementation and monitoring/evaluation of teaching and learning to ensure quality learning for all in the context of national, provincial and school policy.
  • Create, manage and sustain a safe, caring and disciplined environment and show commitment to following this through in the way in which teaching and learning is organized. 
    		•

    ASSESSMENT CRITERION 5 
    Understand and apply in a reflective way, assessment as an integral part of teaching and learning 
    ASSESSMENT CRITERION NOTES 
    Content knowledge in relation to specific outcomes:
  • Demonstrate the personal qualities necessary for effective management of teaching and learning.
  • Manage the planning, implementation and monitoring/evaluation of teaching and learning to ensure quality learning for all in the context of national, provincial and school policy.
  • Create, manage and sustain a safe, caring and disciplined environment and show commitment to following this through in the way in which teaching and learning is organized. 
    		•

    ASSESSMENT CRITERION 6 
    Understand and apply in a reflective way, national and provincial curriculum and assessment policies and how to use them to plan teaching and learning activities in the school 
    ASSESSMENT CRITERION NOTES 
    Content knowledge in relation to specific outcomes:
  • Demonstrate the personal qualities necessary for effective management of teaching and learning.
  • Manage the planning, implementation and monitoring/evaluation of teaching and learning to ensure quality learning for all in the context of national, provincial and school policy.
  • Create, manage and sustain a safe, caring and disciplined environment and show commitment to following this through in the way in which teaching and learning is organized. 
    		•

    ASSESSMENT CRITERION 7 
    Understand and apply in a reflective way, school safety policies 
    ASSESSMENT CRITERION NOTES 
    Content knowledge in relation to specific outcomes:
  • Demonstrate the personal qualities necessary for effective management of teaching and learning.
  • Manage the planning, implementation and monitoring/evaluation of teaching and learning to ensure quality learning for all in the context of national, provincial and school policy.
  • Create, manage and sustain a safe, caring and disciplined environment and show commitment to following this through in the way in which teaching and learning is organized. 
    		•

    ASSESSMENT CRITERION 8 
    Understand and apply in a reflective way, the role of pastoral care in the running of the school 
    ASSESSMENT CRITERION NOTES 
    Content knowledge in relation to specific outcomes:
  • Demonstrate the personal qualities necessary for effective management of teaching and learning.
  • Manage the planning, implementation and monitoring/evaluation of teaching and learning to ensure quality learning for all in the context of national, provincial and school policy.
  • Create, manage and sustain a safe, caring and disciplined environment and show commitment to following this through in the way in which teaching and learning is organized. 
    		•

    ASSESSMENT CRITERION 9 
    Understand and apply in a reflective way, approaches to discipline and behaviour management 
    ASSESSMENT CRITERION NOTES 
    Content knowledge in relation to specific outcomes:
  • Demonstrate the personal qualities necessary for effective management of teaching and learning.
  • Manage the planning, implementation and monitoring/evaluation of teaching and learning to ensure quality learning for all in the context of national, provincial and school policy.
  • Create, manage and sustain a safe, caring and disciplined environment and show commitment to following this through in the way in which teaching and learning is organized. 
    		•

    ASSESSMENT CRITERION 10 
    Understand and apply in a reflective way, strategies for ensuring inclusion, diversity and access including relevant national policies 
    ASSESSMENT CRITERION NOTES 
    Content knowledge in relation to specific outcomes:
  • Demonstrate the personal qualities necessary for effective management of teaching and learning.
  • Manage the planning, implementation and monitoring/evaluation of teaching and learning to ensure quality learning for all in the context of national, provincial and school policy.
  • Create, manage and sustain a safe, caring and disciplined environment and show commitment to following this through in the way in which teaching and learning is organized. 
    		•


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Since this is a core unit standard in the ACE in School Management and Leadership, it should follow the accreditation and moderation options as described in the ACE. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    See specific outcome "Understand and be able to apply relevant content knowledge in the design, implementation and evaluation of teaching and learning and the organization of the school environment.", and its assessment criteria. 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identifying and solving problems in which responses display that responsible decisions using critical and creative thinking have been made.
    Relates to specific outcome "Demonstrate the personal qualities necessary for effective management of teaching and learning.", and its assessment criteria. 

    UNIT STANDARD CCFO WORKING 
    Working effectively with others as a member of a team, group, organisation, community.
    Relates to the following specific outcomes and their assessement criterias
  • Demonstrate the personal qualities necessary for effective management of teaching and learning.
  • Manage the planning, implementation and monitoring/evaluation of teaching and learning to ensure quality learning for all in the context of national, provincial and school policy.
  • Create, manage and sustain a safe, caring and disciplined environment and show commitment to following this through in the way in which teaching and learning is organized. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organising and managing oneself and one's activities responsibly and effectively.
    Relates to specific outcome "Manage the planning, implementation and monitoring/evaluation of teaching and learning to ensure quality learning for all in the context of national, provincial and school policy.", and its assessment criteria. 

    UNIT STANDARD CCFO COLLECTING 
    Collecting, analysing, organising and critically evaluating information.
    Relates to specific outcome "Understand and be able to apply relevant content knowledge in the design, implementation and evaluation of teaching and learning and the organization of the school environment.", and its assessment criteria. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicating effectively using visual, mathematical and/or language skills in the modes of oral and/or written persuasion.
    Relates to all specific outcomes and their assessment criterias. 

    UNIT STANDARD CCFO SCIENCE 
    Using science and technology effectively and critically, showing responsibility towards the environment and health of others.
    Relates to specific outcome "Create, manage and sustain a safe, caring and disciplined environment and show commitment to following this through in the way in which teaching and learning is organized.", and its assessment criteria. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
    Relates to specific outcome "Create, manage and sustain a safe, caring and disciplined environment and show commitment to following this through in the way in which teaching and learning is organized.", and its assessment criteria. 

    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:
    Reflecting on and exploring a variety of strategies to learn more effectively. Refer to specific outcomes and their assessment criterias:
  • Demonstrate the personal qualities necessary for effective management of teaching and learning.
  • Manage the planning, implementation and monitoring/evaluation of teaching and learning to ensure quality learning for all in the context of national, provincial and school policy.

    Participating as responsible citizens in the life of local, national and global communities. Refer to specific outcomes and their assessment criterias:
  • Demonstrate the personal qualities necessary for effective management of teaching and learning.
  • Create, manage and sustain a safe, caring and disciplined environment and show commitment to following this through in the way in which teaching and learning is organized.

    Being culturally and aesthetically sensitive across a range of social contexts. Refer to specific outcomes and their assessment criterias:
  • Manage the planning, implementation and monitoring/evaluation of teaching and learning to ensure quality learning for all in the context of national, provincial and school policy.
  • Create, manage and sustain a safe, caring and disciplined environment and show commitment to following this through in the way in which teaching and learning is organized.

    Exploring education and career opportunities; and
    Developing entrepreneurial opportunities. 
    		•

    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 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  73529   Advanced Certificate: Education: School Management and Leadership  Level 6  NQF Level 06  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  59429   National Certificate: Inclusive Education  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  22902   National Diploma: Environmental Education, Training and Development Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  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 


    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. Abstract Minds Technologies 
    2. DELTA ENVIRONMENTAL CENTRE NPC 
    3. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    4. Enjo Consultants (Pty) Ltd 
    5. Future-Teacher (Pty) Ltd 
    6. HOPE ACADEMIC AND SKILL CENTRE 
    7. J and N Ikwekwezi Yokusa Development Training 
    8. Pitt Institute T/A Imithombo Institute 
    9. Retshetse Training Project 
    10. South West Gauteng Tvet College 
    11. Tembe Service Providers 
    12. THE MATTHEW GONIWE SCHOOL OF LEADERSHIP AND GOVERNANCE 
    13. VUWA PROJECTS 
    14. Yellow Media Learning Institute (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.