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: 

Design and review environmental education curricula and programmes 
SAQA US ID UNIT STANDARD TITLE
13619  Design and review environmental education curricula and programmes 
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  8 
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. They are often responsible for developing curricula or programmes for groups of learners. This unit standard introduces the educator to a range of approaches to guide curriculum and programme development, and requires the educator to select appropriate approaches to curriculum and programme development in a specific context. Educators are also required to implement an aspect of the curriculum and programme, and reflect critically on both the implementation process, as well as the curriculum and programme design process.

A person credited with this unit standard will be able to:
  • Select appropriate approaches to guide curriculum and programme development
  • Design relevant curricula or programme, using a particular approach or model
  • Implement an aspect of the curriculum or programme
  • Critically review the implementation process, and the curriculum design process 
    		•

    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, particularly:
  • Design, organise and critically evaluate an original environmental learning programme
  • Critically evaluate a range of environmental learning programmes from different contexts

    This unit standard assumes that the candidate is a practising environmental educator, or has access to opportunities for applying learning. In order to review and design environmental education curricula and 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
  • Evaluate a variety of environmental education learning support materials
  • 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 curriculum and programme development in a specific context such as a school, environmental education centre, industry training programme, conservation organisation etc. Candidates are only expected to implement an aspect of a curriculum or programme in the context of this unit standard.
    Candidates should be exposed to at least three different approaches or models of curriculum and programme development, from which they should select one approach to guide their curriculum and programme design processes. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Select appropriate approaches to guide curriculum and programme development 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The candidate reviews different approaches to curriculum and programme development. 
    ASSESSMENT CRITERION NOTES 
    Essential embedded knowledge:

    Knowledge of curriculum and programme development models and approaches. 
    ASSESSMENT CRITERION RANGE 
    At least three different approaches to curriculum and programme development are reviewed.
     

    ASSESSMENT CRITERION 2 
    2. The candidate selects one approach to curriculum and programme development. 

    ASSESSMENT CRITERION 3 
    3. The candidate justifies the selection of the approach to curriculum and programme development. 
    ASSESSMENT CRITERION RANGE 
    The approach should be relevant to a particular context (e.g. school, EE centre, heritage site, museum, national park etc.).
     

    SPECIFIC OUTCOME 2 
    Design relevant curricula or programme, using a particular approach or model 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The candidate describes the curriculum or programme design process, based on a selected approach or model. 

    ASSESSMENT CRITERION 2 
    2. The candidate designs a curriculum or a programme. 
    ASSESSMENT CRITERION NOTES 
    Essential embedded knowledge:

    Curriculum design approaches, a knowledge of OBE, knowledge of different teaching and learning methods, and environmental concerns. 
    ASSESSMENT CRITERION RANGE 
    The curriculum or programme should include at least aims, objectives or outcomes; teaching and learning approaches or methods, should be focused on local, national or global environmental concerns and should include guidelines for assessment and/or evaluation.
     

    SPECIFIC OUTCOME 3 
    Implement an aspect of the curriculum or programme 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The candidate identifies implementation possibilities related to a curriculum or programme. 
    ASSESSMENT CRITERION RANGE 
    Any context relevant to the candidate's work.
     

    ASSESSMENT CRITERION 2 
    2. The candidate selects an aspect of the curriculum or programme to implement. 

    ASSESSMENT CRITERION 3 
    3. The candidate provides evidence of implementation of an aspect of the curriculum or programme. 
    ASSESSMENT CRITERION RANGE 
    The candidate could compile a small portfolio containing sources of evidence, for example, learners work, learning support materials used, and other documentary evidence.
     

    SPECIFIC OUTCOME 4 
    Critically review the implementation process, and the curriculum design process 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    1. The candidate identifies criteria to review the implementation of an aspect of a curriculum or programme. 
    ASSESSMENT CRITERION RANGE 
    Criteria could include: relevance to context and learners needs, relevance of learning support materials and methods used, relevance of assessment processes etc.
     

    ASSESSMENT CRITERION 2 
    2. The candidate identifies criteria to review the curriculum and programme design process. 
    ASSESSMENT CRITERION RANGE 
    Criteria should be based on the original approach or model used to guide the design of the curriculum or programme.
     

    ASSESSMENT CRITERION 3 
    3. The candidate reports on the implementation of the curriculum in relation to the criteria. 

    ASSESSMENT CRITERION 4 
    4. The candidate reports on the curriculum and programme design process in relation to the criteria. 

    ASSESSMENT CRITERION 5 
    5. The candidate suggests improvements to the curriculum and programme implementation process, and to the curriculum design process. 


    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 indicated 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 
    Participate as a responsible citizen in the life of local, national and global communities. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Explore education and career opportunities. 

    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.