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

Evaluate a variety of environmental education learning support materials 
SAQA US ID UNIT STANDARD TITLE
13620  Evaluate a variety of environmental education learning support materials 
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 6  Level TBA: Pre-2009 was L6 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 
2005-11-01  2008-11-01  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2009-11-01   2012-11-01  

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 with a high level of independence as environmental education practitioners. Work contexts may include environmental education centres, heritage sites, community education projects, environmental health and safety training programmes in industry or environmental projects within government departments or the NGO sector.

Environmental education practitioners often work alone or in small departments within organisations. Due to the often complex and context specific nature of environmental issues and concerns, available learning support materials may not be appropriate for use in these contexts. In order to become proficient at developing and using learning support materials in different contexts, environmental education practitioners will require the skills needed to evaluate their own, and other learning support materials appropriate to different contexts.

Environmental education practitioners will be required to develop and evaluate learning support materials. These materials should be subject to ongoing review and adaptation, which requires practitioners to critically reflect on, and evaluate the use of the materials in practice.

A person credited with this unit standard will be able to:
  • Evaluate learning support materials using appropriate criteria
  • Evaluate the use of a range of learning support materials 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The candidate will be required to demonstrate an FETC or RPL equivalent.

    This unit standard draws directly on competencies described in the EETDP unit standards for the National Diploma in Environmental Education, Training and Development, particularly:
  • Develop original learning support materials for an environmental learning programme

    This unit standard assumes that the candidate is a practising environmental educator, or has access to opportunities for applying learning. The unit standard assumes that the candidate has previous experience of using, adapting and developing learning support materials. In order to evaluate learning support materials in the context of environmental learning programmes, it is likely that the candidate will have achieved the National Diploma in EETDP (NQF Level 5) or demonstrate the RPL equivalent.

    The candidate should work towards this unit standard concurrently with the following Level 6 EETDP unit standards:
  • Analyse different perspectives on learning and learning processes
  • Interpret education policy, and apply policy and management principles to own practice
  • Design and review environmental education curricula and programmes
  • Manage and evaluate an environmental education project or programme
  • Improve environmental education through policy development and networking
  • Demonstrate knowledge of the history, key features and current debates in environmental education
  • Apply critical and systematic knowledge of environmental ethics to a field of work or study
  • Review aspects of environmental legislation in a South African context
  • Critically review socio-economic development issues and processes
  • Plan and conduct assessment of learning outcomes 

  • UNIT STANDARD RANGE 
    The candidate will be involved in using learning support materials in a specific context such as a school, environmental education centre, industry training programme, conservation organisation etc. Candidates are expected to evaluate learning support materials in the context of their own practice, but also to observe the use of learning support materials in other contexts.

    Candidates should evaluate at least two different types of learning support materials in this unit standard. One of these should be used in the context of their own practice. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Evaluate learning support materials using appropriate criteria 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The candidate determines criteria for learning support materials relevant to context and environmental education programmes. 
    ASSESSMENT CRITERION NOTES 
    Essential embedded knowledge:

    Knowledge of programme and context; knowledge of other available criteria for learning support materials. 
    ASSESSMENT CRITERION RANGE 
    Criteria should relate to the aims of the programme, programme outcomes, relevance to learner groups, and include a concern for quality features such as appropriate language, layout, bias, stereotype etc.
     

    ASSESSMENT CRITERION 2 
    2. Based on research into available materials, the candidate selects a range of appropriate materials for the context and environmental learning programme. 
    ASSESSMENT CRITERION RANGE 
    Learning support materials can be sourced from libraries, museums, environmental education centres, government departments, the internet, non-governmental organisations and local expertise.
     

    ASSESSMENT CRITERION 3 
    3. Using criteria defined, the candidate evaluates the selected learning support materials for use in a specific context and environmental learning programme. 
    ASSESSMENT CRITERION RANGE 
    This exercise should help the learner to select materials that are appropriate for use in a relevant professional context, and should not just be an academic exercise.
     

    SPECIFIC OUTCOME 2 
    Evaluate the use of a range of learning support materials in practice 
    OUTCOME RANGE 
    Evaluate at least two different types of learning support materials in two different context, including context of own practice. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The candidate uses of a prticular type of learning support material with a group of learners in an environmental education programme. 

    ASSESSMENT CRITERION 2 
    2. The candidate designs and evaluation questionnaire or evaluation questions. 
    ASSESSMENT CRITERION NOTES 
    Embedded knowledge:

    Basic research strategies such as interviews, questionnaire and observations. 
    ASSESSMENT CRITERION RANGE 
    Evaluation questionnaire or evaluation questions can be used in context of own practice, and when observing the use of learning support materials in another context.
     

    ASSESSMENT CRITERION 3 
    3. The candidate gets feedback on the learning support materials from the learner groups.F 
    ASSESSMENT CRITERION RANGE 
    Feedback is obtained through interviews, questionnaires or observations.
     

    ASSESSMENT CRITERION 4 
    4. The candidate analyses the feedback. 
    ASSESSMENT CRITERION RANGE 
    Feedback gained from observations and from the learner groups.
     

    ASSESSMENT CRITERION 5 
    5. The candidate reports on how the materials can be used differently. 


    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 
    The essential embedded knowledge is defined in the assessment criteria where relevant. 


    Critical Cross-field Outcomes (CCFO): 

    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 COLLECTING 
    Collect, analyse, organise and critically evaluate information. 

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

    UNIT STANDARD CCFO DEMONSTRATING 
    Explore education and career opportunities. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Participate as a responsible citizen in the life of local, national and global communities. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  22903   Bachelor of Environmental Education, Training and Development Practice  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
    Status was "Reregistered" 
    2023-06-30  CHE 


    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.
     
    NONE 



    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.