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

Implement an inclusive learning programme using differentiated techniques 
SAQA US ID UNIT STANDARD TITLE
252493  Implement an inclusive learning programme using differentiated techniques 
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 5  Level TBA: Pre-2009 was L5  15 
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 will be useful for practitioners implementing an inclusive learning programme using a variety of differentiated methodologies, strategies and techniques. Practitioners will gain the necessary competence to facilitate a well-structured and varied programme of learning to support all learners including those who experience barriers to learning and development. This process will enable all learners to participate actively and confidently in the learning process.

A person credited with this Unit Standard is capable of:
  • Applying knowledge of theory and principles of inclusion to plan and prepare a learning process.
  • Facilitating the learning process using differentiated activities, strategies and adapted materials.
  • Assessing the application of principles of assessment in the learning process.
  • Evaluating the implementation of the inclusive programme. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is recommended that learners are competent in the US Develop inclusive learning progammes that enable participation of learners experiencing barriers to learning and development. 

    UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Apply knowledge of theory and principles of inclusion to plan and prepare a learning process. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The theory and principles of inclusion are analysed and used in order to inform and plan a learning process. 

    ASSESSMENT CRITERION 2 
    The needs of the learners are analysed in order to plan an inclusive learning process. 

    ASSESSMENT CRITERION 3 
    Learning activities are identified and differentiated according to the needs of learners. 

    ASSESSMENT CRITERION 4 
    The learning environment is prepared and adapted to meet the needs of the learners experiencing barriers to learning to enable effective learning and facilitation. 
    ASSESSMENT CRITERION RANGE 
    Environment includes but is not limited to physical, emotional, spiritual, health and safety, social, etc.
     

    ASSESSMENT CRITERION 5 
    Facilitation methods are selected which are appropriate to the needs of learners in order to achieve the learning outcomes. 

    ASSESSMENT CRITERION 6 
    Teaching and learning materials are prepared and adapted to suit the needs of learners experiencing barriers to learning in order to achieve the learning outcomes. 

    ASSESSMENT CRITERION 7 
    Relevant stakeholders are consulted to assist with plan the learning process. 

    SPECIFIC OUTCOME 2 
    Facilitate the learning process using differentiated activities, strategies and adapted materials. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Differentiated learning activities are facilitated according to the needs of learners using selected methods. 

    ASSESSMENT CRITERION 2 
    The adapted learning environment is explained in relation to how it facilitates the learning process. 

    ASSESSMENT CRITERION 3 
    Differentiated facilitation approaches are used to promote learner's active participation, which meet expectations and ensure learner's understand and achieve expected learning outcomes. 

    ASSESSMENT CRITERION 4 
    A variety of learning strategies and adapted materials are used in order to maximise the impact of the learning process. 

    SPECIFIC OUTCOME 3 
    Apply alternative assessment methods in the learning process. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    An individual assessment plan is developed to engage learners in the assessment process. 

    ASSESSMENT CRITERION 2 
    Further opportunities are identified as part of a contingency in line with the assessment plan to ensure the learners' needs are addressed. 

    ASSESSMENT CRITERION 3 
    Learner progress is continually assessed and recorded in line with assessment principles and organisational processes and procedures. 

    ASSESSMENT CRITERION 4 
    Constructive assessment feedback is given to relevant stakeholders to inform and enable them to adjust to further learning and support needed. 
    ASSESSMENT CRITERION RANGE 
    Stakeholders include but are not limited to the learner, parents, peers, support staff, etc.
     

    ASSESSMENT CRITERION 5 
    A report to stakeholders is developed and used to inform them of further activities and processes. 

    SPECIFIC OUTCOME 4 
    Evaluate the implementation of the inclusive learning programme. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Own performance is reflected on to determine the strengths and weaknesses of the planning, preparation and facilitation of learning, in order to inform further development. 

    ASSESSMENT CRITERION 2 
    The implementation of the inclusive learning programme is evaluated in terms of learner outcomes. 

    ASSESSMENT CRITERION 3 
    Recommendations are made to improve the learning process and develop future interventions. 


    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 
    N/A 

    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 plan and implement inclusive learning programmes. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team, group, organisation or community when planning and giving feedback on the learning process. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when planning and facilitating the inclusive learning programme. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information that will enable effective implementation of the programme and any adaptations that improve the facilitation of inclusive learning programmes. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation when facilitating inclusive learning processes. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically by adapting the environment to include the learners and ensure the health of others in a variety of inclusive settings. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by showing that the diversity of the learners is catered for by the provision of holistic support in an inclusive setting. 

    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 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 judgments 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, to show 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 including:
    > 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  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  67373   National Diploma: Orientation and Mobility Practice  Level 5  NQF Level 05  Passed the End Date -
    Status was "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. Aubrey Nyiko Business Enterprise cc 
    2. HOPE ACADEMIC AND SKILL CENTRE 
    3. Learnership Support Systems (Pty) Ltd 
    4. MacMillan South Africa (Pty) Ltd 
    5. Montague Education and Training (PTY)Ltd 
    6. Nsovo Learning Academy 
    7. South African Guide-Dogs Association for the Blind 
    8. South West Gauteng Tvet College 
    9. Tembe Service Providers 
    10. TMG Quality Services 
    11. TSHIROLOGO DISABILITY TRAINING SERVICES PTY TLD 
    12. VUWA PROJECTS 
    13. 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.