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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Support curriculum access for inclusive learning 
SAQA US ID UNIT STANDARD TITLE
119271  Support curriculum access for inclusive learning 
ORIGINATOR
SGB Inclusive Education 
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  10 
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 
The purpose of the learning is to ensure that credited learners are able to facilitate curriculum access to overcome barriers that prevent such access to learning. Learners are required to motivate for access in the light of South African legislation and policies. They have to use information from the national curriculum statements and assessment policies for education and training.

Learning about the application of legislation and policies is an important set of competence, not limited to this field or subfield, and credited learners can use this set of competence in various other fields. Also, those credited against this Unit Standard are equipped to assist educators to facilitate curriculum access in inclusive settings. This is essential to ensure that inclusive education is effective, and that persons with intrinsic or experiencing extrinsic barriers to learning can participate fully in society, education, and the economy. An improved inclusive education system will improve access for learners within the inclusive education system, to learning, and social and economic participation.

Credited learners are capable of:
  • Motivating for curriculum access based on relevant legislation and policies
  • Suggesting means for curriculum access using information from relevant national curriculum statements and assessment policies
  • Responding to diverse learning needs 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits and level assigned to this Unit Standard are based on the assumption that learners have already attained the following competencies:
  • Language and communication competence (reading, writing/signing and speaking/signing) at NQF Level 3 

  • UNIT STANDARD RANGE 
    Range statements are included in the Unit Standard where relevant. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Motivate for curriculum access based on relevant legislation and policies. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Explanation of the rights and duties of schools in terms of curriculum access meet legal requirements. 

    ASSESSMENT CRITERION 2 
    Explanation of the rights and duties of provincial government in terms of curriculum access meet legal requirements. 
    ASSESSMENT CRITERION RANGE 
    Provincial government refers to the provincial Department of Education relevant for a specific context.
     

    ASSESSMENT CRITERION 3 
    Key concepts are explained in terms of their relevance for inclusive education. 
    ASSESSMENT CRITERION RANGE 
    Key concepts can include social justice, inclusivity, outcomes based education, learner centeredness, learner-paced learning, etc.
     

    ASSESSMENT CRITERION 4 
    Description of educational/training concepts and principles is relevant for specific contexts. 
    ASSESSMENT CRITERION RANGE 
    Principles may include principle of Outcomes Based Education, assessment, levels of support, adaptations, modifications, assistive technology, etc.
     

    SPECIFIC OUTCOME 2 
    Suggest means for curriculum access using information from relevant national curriculum statements and assessment policies. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Learning programmes are correctly contextualised within relevant education phases and in specific learning environments 

    ASSESSMENT CRITERION 2 
    Learning outcomes are correctly contextualised within relevant education phases 

    ASSESSMENT CRITERION 3 
    Learning outcomes are defined in terms of specific context requirements 

    ASSESSMENT CRITERION 4 
    Assessment strategies and various alternatives identified to assess curriculum are relevant for specified contexts
    Specified recording procedures are adhered to 

    ASSESSMENT CRITERION 5 
    Specified ethical requirements are met 

    ASSESSMENT CRITERION 6 
    Selection of approaches is based on information from relevant sources 
    ASSESSMENT CRITERION RANGE 
    Information may include advantages, disadvantages, theoretical underpinning, etc. of specific approaches
     

    SPECIFIC OUTCOME 3 
    Respond to diverse learning needs. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Responses to diverse learning needs are appropriate for specific contexts 

    ASSESSMENT CRITERION 2 
    Responses to diverse learning needs are justified for specific learning needs 

    ASSESSMENT CRITERION 3 
    Mediation of implementation of selected learning support materials is appropriate for specific learning needs 

    ASSESSMENT CRITERION 4 
    Implementation of differentiated approaches are relevant for specific contexts 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this Unit Standard.
  • Anyone assessing a learner against this Unit Standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this Unit Standard. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Relevant legislation and policies
  • The rights and duties of schools
  • The rights and duties of provincial government
  • Key concepts and their relevance for inclusive education
  • Educational/training principles
  • Relevant national curriculum statements and assessment policies
  • Education phases
  • Learning outcomes
  • Assessment strategies and various alternatives
  • Specified recording procedures
  • Specified ethical requirements
  • Differentiated approaches to education/training 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions when responses to diverse learning needs are appropriate for specific contexts. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community where responses to diverse learning needs are appropriate for specific contexts. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when specified ethical requirements are met. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information to motivate for curriculum access based on relevant legislation and policies. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation when specified recording procedures are adhered to. 

    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 to suggest means for curriculum access using information from relevant national curriculum statements and assessment policies. 

    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 
    Notes to assessors

    Assessors should keep the following principles in mind when designing and conducting assessments against this Unit Standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this Unit Standard, that the learner can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  49531   Further Education and Training Certificate: Inclusive Education  Level 4  NQF Level 04  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. Amasiko Trading Enterprise 
    2. Inclusion support services 



    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.