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

Facilitate learning in arts and culture modules and programmes 
SAQA US ID UNIT STANDARD TITLE
115487  Facilitate learning in arts and culture modules and programmes 
ORIGINATOR
SGB Dance 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 02 - Culture and Arts Performing Arts 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  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
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 
The purpose of the learning is to equip learners with the necessary knowledge, skills, values and attitudes for teaching, which can be applied to all areas in arts and culture learning in a variety of contexts, including formal schooling, community groups, recreation centres and private and commercial dance or arts schools. This unit standard focuses on the generic teaching skills as opposed to specific teaching methodologies required by the different aspects of the arts. Those competencies are addressed in another teaching unit standard.

The inclusion of the Learning Area: Arts and Culture in the compulsory mainstream of the curriculum has generated the need for a whole new cadre of teachers equipped to present this learning area. The inclusion of Dance Studies in the FET curriculum has also increased the need for teachers to be adequately trained or retrained to cope with a very different curriculum than in the past.

New education policies require new teaching methods and the teacher of arts and culture needs to apply these methods in safe contexts with supervision and feedback. In addition there are the traditional knowledges about facilitating learning that learners need to experience, explore, know and apply, in any setting.

The development of Arts and Culture teachers will contribute to the development of the subject and learning area, to the development of learners in this area and will help to build the dance, arts and cultural industries. This will benefit the society and the economy in a transforming South Africa.

Qualifying learners are capable of:
  • Using varied teaching strategies and adjust to learners' needs and differences
  • Communicating effectively to aid learning
  • Managing, administering and coordinating learning and teaching in the classroom
  • Motivating, empowering and challenging learners to achieve their maximum potential 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The learner who works towards this unit standard can use the elements of dance and other arts as vehicles for the expression and communication of ideas, thoughts and feelings. The learner has basic skills in teaching and class management through teaching practice assisting mentor teachers. They possess the ability to teach with different strategies, using clear communication. They can adjust their teaching approach to assist classroom practice. 

    UNIT STANDARD RANGE 
    The scope of this unit standard includes the theoretical underpinnings of various teaching strategies, presentation strategies, the communication necessary to facilitate those classes and the preparation, use and management of resources to enhance learning. Resources include: time, human resources, learning support materials, visual aids, accompanists, music centres, CDs, cassettes, instruments, props, costumes, mirrors, 'barres'

    The learner demonstrates competence in accessing learning strategies and has tried them out in supervised conditions and teaching situations including the dance or arts and culture class in both school and community settings. The context of this unit standard includes exploring the use of multiple literacies such as oral, aural, visual, spatial, kinesthetic and cultural during teaching practice in a variety of settings and contexts.

    In preparing for the achievement of this unit standard, learners have considered different learning styles such as haptic (movement), visual and aural, and adapted communication to cater for multiple intelligences, multiple literacies and barriers to learning. They have also considered how communication and approach needs to be adjusted for learners with special needs, whether these are systemic, societal or intrinsic. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Use varied teaching methodologies. 
    OUTCOME RANGE 
    This includes methodologies such as didactic, demonstration, presentation, inductive, deductive, heuristic (enable learners to discover for themselves), open-ended, process oriented, product oriented, individual, pair and group work, co-operative learning, coaching. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Teaching method is selected to relate directly to the area of learning 
    ASSESSMENT CRITERION RANGE 
    Areas include: technique, creative work, composition, improvisation, history, theory, and arts management
     

    ASSESSMENT CRITERION 2 
    Needs of learners are carefully diagnosed 
    ASSESSMENT CRITERION RANGE 
    Needs of learners include: need for information, building of skills, motivation, discipline, correction, nurturing, learners with special needs
     

    ASSESSMENT CRITERION 3 
    Teaching methods chosen are informed by the needs of the learners 

    ASSESSMENT CRITERION 4 
    Activities are adapted to sensitively suit class participants with barriers to learning 
    ASSESSMENT CRITERION RANGE 
    Barriers to learning include: inherent, societal, systemic
     

    SPECIFIC OUTCOME 2 
    Communicate effectively with learners. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    A range of different communication methods is used with discretion 
    ASSESSMENT CRITERION RANGE 
    Oral, visual, aural, written, electronic, kinaesthetic
     

    ASSESSMENT CRITERION 2 
    Instructions, explanations and demonstrations are delivered clearly 

    ASSESSMENT CRITERION 3 
    A modulated voice is used clearly and confidently with effective body language 

    ASSESSMENT CRITERION 4 
    Response to class participants shows active listening and interpreting ability 

    ASSESSMENT CRITERION 5 
    Language and other communication used is suited to the age group 

    ASSESSMENT CRITERION 6 
    Feedback given to classroom participants is constructive 
    ASSESSMENT CRITERION RANGE 
    Formative, summative, verbal, written, formal, informal
     

    SPECIFIC OUTCOME 3 
    Manage teaching and learning in varied contexts. 
    OUTCOME RANGE 
    Contexts include: urban/rural, formal/informal, inside/outside, field trips. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The physical learning environment is organised and maintained in a safe way 

    ASSESSMENT CRITERION 2 
    Resources are effectively utilised to enhance learning 

    ASSESSMENT CRITERION 3 
    Individual, pair and group activities are capably coordinated 

    ASSESSMENT CRITERION 4 
    Classroom administration is efficiently executed 
    ASSESSMENT CRITERION RANGE 
    Duties include:
  • Organisation and regulation of register, assessment, resources and records
     
    		•

    ASSESSMENT CRITERION 5 
    Time is effectively managed 

    SPECIFIC OUTCOME 4 
    Adjust teaching to accommodate the differences between learners. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The class participants' differences and individual needs are accurately identified 
    ASSESSMENT CRITERION RANGE 
    Differences in: age, stages of development, skill, learning paces, linguistic abilities, barriers to learning, cultural backgrounds
     

    ASSESSMENT CRITERION 2 
    The length and pace of the activities/lesson are astutely changed according to learners' needs 

    ASSESSMENT CRITERION 3 
    Different responses from class participants are openly accepted 

    ASSESSMENT CRITERION 4 
    Information or activities are either simplified or compounded according to learners' needs 

    ASSESSMENT CRITERION 5 
    The cultural backgrounds of the learners are thoughtfully used in explanation and demonstration 

    SPECIFIC OUTCOME 5 
    Challenge learners to achieve their potential. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Attainable goals are carefully set for classroom participants 

    ASSESSMENT CRITERION 2 
    Learners solve problems independently and together 

    ASSESSMENT CRITERION 3 
    Rules, activities and ways of learning are democratically negotiated with class participants where relevant 

    ASSESSMENT CRITERION 4 
    Participants' physical capabilities are extended in a safe way 

    ASSESSMENT CRITERION 5 
    Support measures are subtly applied to assist learners to achieve optimally 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    The assessment of learner achievement takes place at providers accredited by the CHE (or relevant ETQA) for the provision of learner programmes that result in the outcomes specified for the Professional Diploma in Education (Dance). The CHE (or relevant ETQA) is responsible for the moderation of achievement of those learners who meet the requirements of this unit standard. Those assessing or moderating the outcomes of this unit standard must hold a dance qualification at the level of NQF 6 or higher and must be registered with the relevant ETQA. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Qualifying learners understand and can explain:

    Teaching terminology and methodologies such as teacher-based, learner-based, didactic, demonstration, presentation, experiential learning, inductive, deductive, heuristic, process oriented, product oriented, individual, pair and group work.

    National Education Policy:
  • Principles of outcomes-based education.
  • GET and FET Arts and Culture Curriculum Statements.

    Child Development/Child Psychology:
  • Gardiner's Multiple Intelligence Theories.
  • Theories about social and emotional development of children and teenagers.
  • Theories in the domain of developmental cognitive psychology.
  • Correlation between Piaget's principles of child development and activities chosen for the particular stage reached by the learners.
  • Vygotsky's Zones of proximal development.

    Barriers to Learning:
  • Knowledge of disability issues and the language of inclusion.
  • Legislation and policy on disability equity as applicable to teaching dance, arts and culture.
  • Knowledge of present practice in the integrated dance field.
  • Knowledge of Occupational Health and Safety Act - e.g. issues relating to accessibility of physical spaces for wheel chairs, visually impaired etc.

    Arts and Culture Learning Area:
  • Knowledge, skills, values and attitudes in the various aspects of Arts and Culture including Dance, Music, Drama, Visual Art, Culture and Heritage as required by the Revised National Curriculum Statement for Grade 0 - 9 and by the ABET unit standards Level 2 - 4

    Dance: Discipline specific terminology, warming up and cooling down principles, dance technique, design elements, vocabulary development, formations, patterns, sequences, physical control, contact improvisation, balance, stamina, strength, spatial and kinaesthetic perception, indigenous dances, elementary repertoire, etc.

    Visual Art: Discipline specific terminology, shape, colour, contrast, form, texture, pattern, visual and spatial perception, visual literacy, fine motor co-ordination, craft skills, puppet making, mask making, 2D, 3D, use of a range of materials, methods and media, etc.

    Drama: Discipline specific terminology, drama exercises, sensory perception, oral skills, story telling, characterisation, fantasy, role-play, inter- and intra-personal skills - drama games, etc.

    Music: Discipline specific terminology, rhythm, time, tempo, duration, singing, aural perception/ listening, sound patterns, instruments, instrument playing (percussion, wind) symbols/codes, etc.

    Culture: Customs, ceremonies, artefacts, heritage sites, conventions, symbols, etc. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    Find connections with other learning areas. 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Think critically, creatively, make decisions and solve problems as they teach 

    UNIT STANDARD CCFO WORKING 
    Work with colleagues in team teaching 

    UNIT STANDARD CCFO ORGANISING 
    Develop their ability to be responsible, reflexive teachers 

    UNIT STANDARD CCFO COLLECTING 
    Evaluate information given to them by their class participants 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate with class participants in order to aid learning 

    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 
    Glossary:

    Integrated dance: disabled and non-disabled dancers.

    Heuristic learning: method that enables learners to discover things for themselves. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  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 
    Elective  49119   National Certificate: Craft Operational 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.
     
    1. Sibikwa Arts Centr 


    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.