SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Design arts and culture-based education curricula

SAQA US ID	UNIT STANDARD TITLE
123123	Design arts and culture-based education curricula
ORIGINATOR
SGB Educators Schooling
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 5	Level TBA: Pre-2009 was L5	12
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
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

A practitioner who has achieved this Unit Standard is competent to design and develop arts and culture-based curricula, which deliver a related set of learning programmes within any learning context, and within and between learning areas. Learning in and through arts and culture assumes that the educators' approach is learner-centred, holistic, experiential, varied, and skills-focused across various art forms' processes and products. It is constructivist in nature to encourage creativity. Arts and culture-based education and methodologies have a transformative role, place, value and function, and aim to connect learners to their cultural heritage and to respect diverse cultural traditions. Learners express creativity and experience accomplishment, and promote intercultural respect.

The Unit Standard contributes toward the development of a professional community of Education, Training and Development practitioners who rigorously plan and evaluate their education and training practices to ensure that they meet the needs of learners, society and the economy.

Credited learners are capable of:

Establishing partnerships needed for curriculum design

Identifying the factors to be addressed in curricula

Developing curriculum frameworks for arts and culture-based education

Developing assessment frameworks for specific curricula

Evaluating curriculum and making adjustments indicated by evaluation findings

Recording curriculum and related information for use by others

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The credits and level assigned to this Unit Standard is based on the assumption that learners have already attained the following competencies:

Communication and language at NQF level 4

UNIT STANDARD RANGE

The following statements provide a general guide to the scope and complexity of the competence expected of a practitioner:

Learners are required to demonstrate that they can perform the specific outcomes with understanding and reflexivity. However, at this level they will be creatively interpreting the rules or principles, which inform what they do.

The learner is required to demonstrate the competence described in this standard in the context of an education/learning system or sub-system.

The specific outcomes should be performed in line with an established methodology for designing a curriculum. At this level the learner should be able to describe a spectrum of methodologies; to explain how their performance would differ if they used them and to justify their choice of methodology.

At this level, learners are expected to draw on and integrate insights and knowledge from beyond their occupational and education, training and development competencies to the performance of the education, training and development competence described in this standard.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Establish partnerships needed for curriculum design.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Role-players are identified relevant in relation to specific contexts.

ASSESSMENT CRITERION RANGE

Role-players include families, community arts practitioners, cultural organisations, elders, learners, etc.

ASSESSMENT CRITERION 2

Involvement of relevant role-players is facilitated by means of appropriate mechanisms.

ASSESSMENT CRITERION RANGE

Mechanisms can include forums, or other structures.

ASSESSMENT CRITERION 3

The functions, roles and levels of involvement of all role-players are identified in relation to specific contexts.

SPECIFIC OUTCOME 2

Identify the factors to be addressed in curricula.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Learner needs are identified for specific target groups.

ASSESSMENT CRITERION 2

Available resources are identified for specific contexts.

ASSESSMENT CRITERION 3

Arts-based expressive models are identified that facilitate required competence.

ASSESSMENT CRITERION RANGE

Required competence includes thinking, feeling, imagining, intuiting, problem-solving, risk taking, etc.

ASSESSMENT CRITERION 4

The importance of arts and culture-based education is explained in terms of learner and society benefits.

SPECIFIC OUTCOME 3

Develop curriculum frameworks for arts-based education.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Progression and portability are mapped for all components covered by a specific curriculum.

ASSESSMENT CRITERION 2

Arts and culture-based education and training approaches on which the curriculum is based are analysed according to identified sources.

ASSESSMENT CRITERION RANGE

Definition should include learning through the medium of culturally embedded arts, and the value of the approach in terms of learner needs and interests.

ASSESSMENT CRITERION 3

Purpose, outcomes, materials, and mode of delivery are described for each approach.

ASSESSMENT CRITERION 4

Learning theories and methods which are developmentally appropriate for specific target groups are selected.

ASSESSMENT CRITERION RANGE

Developmentally appropriate means appropriate for the age, cultural and artistic diversity and learning environment of the learner; cultural diversity includes customs, language, knowledge, beliefs, values, arts, food, clothing, behaviour, institutions, etc. that are characteristic of communities; artistic diversity includes arts embedded in culture, and single or combination examples such as music, movement, language (e.g. oral, literacy, narrative, poetry, writing), crafts (technology), media, visual arts (painting, drawing, sculpting, modelling) and design.

ASSESSMENT CRITERION 5

Arts and culture policy input is developed relevant for specific contexts and justified in terms of arts and culture-based education approaches.

SPECIFIC OUTCOME 4

Develop assessment frameworks for specific curricula.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Roles of learners, practitioners and quality assurance agencies are described with reference to assessment.

ASSESSMENT CRITERION 2

Purpose of assessments is identified for specific programmes covered by curriculum.

ASSESSMENT CRITERION RANGE

Purpose can include admission, placement, formative and summative assessment, recognition of prior learning, etc.

ASSESSMENT CRITERION 3

Agreed principles and procedures for conducting assessment are adhered to.

ASSESSMENT CRITERION 4

Assessments are described in terms of when and where they should take place, and what will be assessed.

ASSESSMENT CRITERION RANGE

Forms of assessment will include arts and culture-based methodologies.

SPECIFIC OUTCOME 5

Evaluate curriculum and make adjustments indicated by findings.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Implementation of curriculum is piloted according to specified requirements and agreed principles for piloting.

ASSESSMENT CRITERION 2

Factors on which feedback will be needed are listed for specific contexts.

ASSESSMENT CRITERION 3

Evaluation instruments and strategies are developed that meet specified requirements.

ASSESSMENT CRITERION 4

Evaluation information and feedback are collated and analysed against evaluation objectives.

ASSESSMENT CRITERION 5

Revisions are made as needed.

ASSESSMENT CRITERION 6

Integration of lessons learned are planned for own future practice.

SPECIFIC OUTCOME 6

Record curriculum and related information for use by others.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Information is recorded to enable practitioners to use it in future.

ASSESSMENT CRITERION 2

Information is recorded according to national and organisational quality assurance requirements.

ASSESSMENT CRITERION 3

Information recording meets agreed format requirements.

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 programmes 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:

Arts and culture-based education methodologies, including experiential learning

Role-players who should be involved in the design and implementation of curricula

Government and organisational guidelines around the development and implementation of learning programmes, and education and training

Existing national qualifications and Unit Standards

At least two methodologies for planning curricula

The spectrum of learner support materials (e.g. print, audio-visual, electronic, equipment, etc.)

Ways of developing and using an assessment framework for a curriculum

How to evaluate a curriculum through soliciting learner and practitioner feedback, and analysing the structure, process and content of the curriculum in relation to learner needs, intended outcomes and assumptions about learning and training

Ways of storing or recording curriculum plans and evaluation to enable practitioners to adapt and use them in the future, and somebody undertaking quality assurance to access and review the curriculum

Outcomes-based forms of planning curricula, which are consistent with the aims and objectives of the National Qualifications Framework

Forms of practice, which promote the values described in the Bill of Rights

Culture-fairness, anti-bias and intercultural respect

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 identifying factors influencing curriculum in such a way as to address them.

UNIT STANDARD CCFO WORKING

Work effectively with others as a member of a team, group, organisation or community to work with relevant role-players to develop curriculum.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively to integrate lessons learned for own future practice.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information regarding the needs of learners in order to plan appropriate curriculum and the effectiveness of the curriculum through pilot testing and on an ongoing basis.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematic and/or language skills in the modes of oral and/or written presentation to record information regarding curriculum.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically, showing responsibility towards the environment and health of others when materials, and mode of delivery for each programme are described.

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 when learning theories and methods selected are developmentally appropriate for specific target groups.

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 established 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, 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.

It will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are learning or working. These activities and tools may include an appropriate combination of self-assessment and peer assessment; formative and summative assessment; portfolios and observations; etc.

The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledge are assessed.

The specific outcomes must be assessed through observation of performance or applied competence, including embedded knowledge.

Evidence of the specified critical cross-field outcomes should be obtained.

Performance of the specific outcomes must actively affirm target groups of learners and not unfairly discriminate against any learners. Practitioners should also be able to justify their performance in terms of these values.

Supplementary information:

The term learner is meant to include student, client, trainee, participant, etc.
The term educator is meant to include facilitator, teacher, trainer, practitioner, etc.

This Unit Standard is relevant to five roles defined in the Department of Education Norms and Standards for Educators:

Learning mediator: the practitioner mediates learning in a manner that is sensitive to the diverse and developmental needs and interests of the learners; constructs a learning environment to support and enhance learning; communicates effectively showing respect for others

Assessor: the practitioner observes and assesses learners' learning and development continuously as part of the learning-teaching process, and keeps appropriate diagnostic records

Interpreter and designer of learning programmes and materials: the practitioner knows how to provide a stimulating and developmentally appropriate learning programme based on learner needs, interests and national school curriculum requirements (where appropriate); selects and makes or adapts materials and resources; sequences and paces the learning to suit the developmental needs of learners

Scholar, researcher and lifelong learner: the practitioner develops skills of reflection and self-evaluation allowing her/him to understand how best to meet the learning and developmental needs of learners

Community, citizenship and pastoral role: the practitioner treats learners, their languages, cultures and families with respect and empowers the learners

Principles:

These principles are to be used in the development, interpretation and implementation of Learning Programmes and the design of learning support materials.

Learning programmes must be infused with the following principles, which address national imperatives including:

Issues of human rights

All policies promoting of the rights of the child

Culture fair and anti-bias values

Inclusivity

Impact of HIV/Aids

Globalisation

Social justice and environmental health

Use of indigenous knowledge systems

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Elective	65030	National Certificate: Arts and Culture Development Management	Level 5	Level TBA: Pre-2009 was L5	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA

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.

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