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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Identify and describe learning processes 
SAQA US ID UNIT STANDARD TITLE
13672  Identify and describe learning processes 
ORIGINATOR
SGB Environmental 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  3 
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 unit standard is for people working as entry level environmental educators, interpreters or field guides, or as interns in a non-formal education context, e.g. environmental education centres and natural and cultural heritage sites.

People credited with this unit standard will be able to identify learning processes of relevance to the context in which they are working as entry level environmental educators.

People credited with this unit standard will be able to:
  • Observe and report on different learning interactions
  • Identify and describe the role of the educator, and the educator-learner relationship 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The learner should demonstrate GETC or equivalent. This unit standard does not assume that the learner has prior environmental education training or experience. However, it does assume competence in the language of instruction, introductory knowledge relevant to the particular field in which the learner will be operating, and the ability to access, analyse and evaluate information relevant to the learning programme.

    The learner should work towards this unit standard concurrently with the following level 4 EETDP unit standards:
  • Work under supervision to prepare an environmental learning programme
  • Work with others to implement an environmental learning programme
  • Reflect on own facilitation performance as an environmental education practitioner
  • Identify and support learners with special needs 
    		•

    UNIT STANDARD RANGE 
    At this level, the learner will work under supervision of a more senior staff member, or in collaboration with more experienced and/or qualified colleagues. The unit standard encourages the learner to observe and identify learning processes, with a view to gaining a better understanding of these processes.

    The learner will observe a more experienced and/or qualified colleague to identify learning interactions. The learner should reflect on these observations with the more experienced and/or qualified colleague, and clarify the decisions made by the more experienced and/or qualified educator in interaction with them. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Observe and report on different learning interactions 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The candidate has identified an appropriate teaching - learning situation to observe. 
    ASSESSMENT CRITERION RANGE 
    The teaching-learning situation should be fairly familiar to the learner and should preferably take place in the context of a work-place based programme (eg. an school visit to an environmental education centre; a field trip with a group of learners etc.).
     

    ASSESSMENT CRITERION 2 
    2. The candidate observes, and reports on the different learning interactions taking place. 
    ASSESSMENT CRITERION RANGE 
    To include a detailed report on: the planning of the learning tasks, the type of learning tasks given to learners; the learning support materials used; the response of the learners etc.
     

    ASSESSMENT CRITERION 3 
    3. The candidate identifies different methods being applied in the learning interactions. 
    ASSESSMENT CRITERION RANGE 
    To include methods such as fieldwork, experiential learning methods, show and tell methods, games, investigations, action taking and information finding methods. To include comments on co-operative learning, the role of grouping learners in the interactions, and reasons why the methods were applied. The candidate may need to discuss his/her observations with the educator to establish why different methods were applied.
     

    SPECIFIC OUTCOME 2 
    Identify and describe the role of the educator, and the educator-learner relationship 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The candidate identifies an appropriate teaching - learning situation to observe. 
    ASSESSMENT CRITERION RANGE 
    Similar to specific outcome 1.
     

    ASSESSMENT CRITERION 2 
    2. The candidate describes the role of the educator in the teaching-learning situation. 
    ASSESSMENT CRITERION RANGE 
    To include the different aspects of the educators role: planning the learning interaction; how the educator considered learner needs; what kinds of questions the educator asks and why, what kind of learning tasks are set and why, how the educator interacts with the learners, how learners are organised (into groups or into pairs) and why. The candidate will need to discuss his/her observations with the educator to answer the 'why' questions above.
     

    ASSESSMENT CRITERION 3 
    3. The candidate distinguishes between teacher centred and learner centred interactions, and comments on whether these are learning centred. 
    ASSESSMENT CRITERION NOTES 
    Embedded knowledge:

    Basic background knowledge on teacher centred approaches, learner centred approaches, and learning centred approaches to teaching and learning. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accreditation and moderation options:

    Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.

    Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider through the relevant ETQA by SAQA.

    Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines in the relevant qualification and the agreed ETQA procedures. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Refer to the Specific Outcomes and to the Assessment Criteria contained in this unit standard.

    Much of the essential embedded knowledge will depend on the context in which the learner works. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems, and make decisions using critical and creative thinking. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation and community. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, symbolic and language skills in various modes. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility towards the environment and health of others. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Reflect on and explore a variety of strategies to learn more effectively.

    Be culturally and aesthetically sensitive across a range of social contexts. 

    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  22900   National Certificate: Environmental Education, Training and Development Practice  Level 4  Level TBA: Pre-2009 was L4  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP SETA 
    Elective  48818   Further Education and Training Certificate: Arts and Culture Administration  Level 4  NQF Level 04  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.
     
    1. Dabulamanzi & Njabulo Ndaba Consulting cc 
    2. NTI College 


    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.