SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

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
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

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	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.	Inclusion support services