Topic outline

  • General


  • Introduction


    • This online synchronous meeting will take place on Date | Time. Attendance is compulsory since this meeting will provide the opportunity for participants to engage with the facilitator and their peers. 

    • Programme overview

      Welcome to this learning programme that will lead you to greater understanding of:

      • Using language and communication in occupational learning programmes
      • Accommodating audience and context needs in oral/signed communication
      • Interpreting and using information from texts
      • Writing/presenting/signing texts for a range of communicative contexts.


      As you work your way through the learning programme, you will gain competence against the following unit standards:


      Click on the link below to find out further information on this learning programme:

      • Which persons this learning programme is intended for
      • The entry level requirements
      • Programme outcomes
      • Assessments
      • Learning map (delivery structure)
      • Learner support.


    • Programme resources

      Listed below are the programme resources applicable to module one: The introduction to ECD.


    • Portfolio of Evidence (PoE) Instructions??????

      As mentioned in your study guides, there are two types of assessments present in each module:

      • Formative assessments
        • These assessments take the form of activities which are required to be completed throughout each unit of study
        • All the module's activities must be completed in this module's learner workbook
        • Use this same learner workbook through the entirety of the module
        • Save your learner workbook in the following format: Module 1 Learner Workbook_Full name 
        • At the end of the module, you will receive instructions on how to submit your learner workbook into your ePortfolio
        • Each module of study will have their own unique learner workbook
      • Summative assessment: this takes the form of knowledge questions, a practical activity and project at the end of each module
        • Detailed instructions will be provided on how to submit your summative assessment at the end of the module.


      Checklists
      Checklists are required to be completed throughout the progress of this module of study. You may complete these checklists in your relevant guide / workbook for your own records but online versions of these checklists are available for both the learner and the supervisors / facilitator including the facility for electronic sign off by all relevant parties. These links will be made available at the end of each module.

    • Paperwork to be completed (MOVE ONTO MG SERVER!! CHECK HOW EACH SHOULD SAVE)

      Before beginning this course, please review the links below and complete the forms where applicable. Your facilitator will run through each of these online forms and advise when they are required to be submitted. 

      Ensure that your completed forms are saved in the following format: Full name_Document name e.g. Full name_Learner information.

  • 1: Learning resources, occupational learning materials and context

    • Learning outcomes

      By the end of this unit, participants will be able to:

      • Identify relevant learning resources

      • Use learning resources effectively through appropriate selection of information and acknowledgement of sources

      • Organise occupational learning materials for efficient use

      • Understand and use layout and presentation of learning materials effectively

      • Identify sector and organisation type

      • Describe and discuss features of the occupational environment

      • Describe and discuss ways in which these features affect learning processes and/or application of learning

      • Engage with technical language/ terminology and seek clarification if needed.

    • Study materials

      The study guide below contains the same information as that contained in the module guide, but it is just relevant to unit 1.


    • Video resources

      View the video/s below relevant to this unit of study.


    • Activity 1: Learning resources, occupational learning materials and context

      In your learner workbook, complete the following activity:

      • Activity 1 on page 3 of your learner workbook
      • Ensure that you save your learner workbook in the following format: Module 1 Learner Workbook_Full name
      • This workbook will be used throughout module one.

  • 2: Learning strategies


    • This online synchronous meeting will be held on Date | Time. Attendance is compulsory.

    • Learning outcomes

      By the end of this unit, participants will be able to:

      • Summarise and use information for learning purposes
      • Select and apply specific techniques appropriately
      • Use a range of reading and/or viewing strategies to understand the literal meaning of specific texts
      • Use strategies for extracting implicit messages in texts
      • Respond to selected texts in a manner appropriate to the context
      • Listen to/view spoken/signed input for detail, interpret and analyse it for a given context
      • Identify and respond to manipulative use of language.

    • Study materials

      The study guide below contains the same information as that contained in the module guide, but it is just relevant to unit 2.


    • Video resources

      View the video/s below relevant to this unit of study.


    • Activity 2: Learning strategies

      In your learner workbook, complete the following activity:

      • Complete activity 2 on page 10 of your learner workbook.

  • 3: Doing basic research


    • This online synchronous meeting will take place on Date | Time. Attendance is mandatory.

    • Learning outcomes

      By the end of this unit, participants will be able to:

      • Identify and define appropriate or relevant topic and scope
      • Plan and sequence research steps appropriately
      • Apply research techniques
      • Evaluate information for relevance
      • Classify, categorise and sort information
      • Analyse research findings and present them in the appropriate format.

    • Study materials

      The study guide below contains the same information as that contained in the module guide, but it is just relevant to unit 3.


    • Video resources

      View the video/s below relevant to this unit of study.


    • Activities 3: Doing basic research

      In your learner workbook, complete the following activity:

      • Complete activity 3 on page 17 of your learner workbook
      • In your assigned groups, participate in the group discussion on 'Identifying and defining appropriate or relevant topics and scope'.

    • Forum discussion: Unit 3 = I INCLUDED THIS FROM PG 58 OF LEARNER GUIDE
      Restricted Not available unless: You belong to any group

  • 4: Writing texts for a range of communicative contexts


    • This online synchronous meeting will take place on Date | Time. Attendance is mandatory.

    • Learning outcomes

      By the end of this unit, participants will be able to:

      • Write/sign for a specified audience and purpose
      • Use language structures and features to produce coherent and cohesive texts for a wide range of contexts
      • Draft own writing/signing and edit to improve clarity and correctness.

    • Study materials

      The study guide below contains the same information as that contained in the module guide, but it is just relevant to unit 4.


    • Video resources

      View the video/s below relevant to this unit of study.


    • Activity 4: Writing texts

      In your learner workbook, complete the following activity:

      • Complete activity 4 on page 20 of your learner workbook.

  • 5: Functioning and interacting in a team


    • This online synchronous meeting will take place on Date | Time. Attendance is mandatory.

    • Learning outcomes

      By the end of this unit, participants will be able to:

      • Take up responsibilities in the team and apply group work conventions in learning situations
      • Ensure that team work results in meaningful product or outcomes
      • Ensure that active participation takes place in group learning situations
      • Make contributions to group work that are appropriate to the task and nature of the group, and promote effective communication and teamwork
      • Participate in interviews, formal meetings, discussions, debates or negotiations to successfully establish a relationship appropriate to the context, and provide a non-threatening opportunity for participants to share information
      • Practise conflict management and negotiating techniques in a defined context.

    • Study materials


    • Video resources

      View the video/s below relevant to this unit of study.


    • Activities 5: Functioning and interacting in a team

      In your learner workbook, complete the following activities:

      • Complete activity 5A on page 26 of your learner workbook
      • Complete activity 5B on page 29 of your learner workbook
      • Complete activity 5C on page 33 of your learner workbook: THIS IS A GROUP DISCUSSION - HOW CAN THIS BE ADDED TO ePORTFOLIO????? MAYBE RECORD THE DISCUSSION AND UPLOAD THIS AS A FILE???? WOULD NEED TO CLEARLY IDENTIFY EACH SPEAKER FOR ASSESSMENT PURPOSES
      • Complete activity 5D on page 34 of your learner workbook.

  • 6: Giving presentations

    • Learning outcomes

      By the end of this unit, participants will be able to:

      • Use key words/signs, pace and pause, stress, volume and intonation or sign size, pace, rhythm and non-manual features (NMFs) in appropriate ways to reinforce the message
      • Use body language in a manner that is appropriate to context and topic, and reinforces main ideas and points of view
      • Plan formal communications in writing/signing and plans are detailed, complete, and realistic with respect to time allocation and content
      • Use visual aids that are appropriate to topic and context, and enhance the presentation and the transfer of information and understanding
      • Use techniques to maintain continuity and interaction.

    • Study materials

      The study guides below (online and in PDF format) contain the same information as that contained in the module guide, but it is just relevant to unit 6.


    • Activity 6: Doing presentations

      In your learner workbook, complete the following activities:

      • Complete activity 6 on page 35 of your learner workbook
      • This will include making a 5 minute presentation on: 'The challenges of being an ECD practitioner' (questions 4 - 5 in activity 6)
      • This presentation (and accompanying files) will be submitted together with your completed learner workbook at the end of this study module
      • Save your presentation in the following format: Activity 6 Presentation Full Name
      • Presentations will be delivered during the online synchronous meeting.



    • This online synchronous meeting will take place on Date | Time. Attendance is mandatory.

    • Submission instructions

      • Click on the submission tool below to submit your completed learner workbook and presentation files
      • Note: complete the checklists and reflection checklist online  (the links are provided under the 'summative assessment' section)
      • Once these have been completed and submitted, continue with the summative assessments for this module.


    • Facilitator observation checklists

      Your facilitator will provide feedback on the participation of each learner in this module by accessing the two online checklists below. Each learner is required to electronically sign the online document to confirm that he / she has received the observation feedback.

  • References and Additional Readings

      • Armecin, G; Behrman, J.R.; et al. (2006): Early Childhood Development through an integrated Program: Evidence from the Philippines. World Bank, Impact evaluation series; no. IE 2 Policy, Research working paper; no. WPS 3922
      • Cantwell, N. (2006): Children without parental care: Qualitative alternatives, Early Childhood Matters 105, Bernard van Leer Foundation
      • Early Childhood Care and Development Group (2002): Early Childhood Indicators, Coordinator's Notebook Issue 25
      • Early Childhood Care and Development Group (2002): HIV/AIDS and Early Childhood, Coordinator's Notebook Issue 26
      • Orrego, M.E. (1994) Life is difficult - Let's play first! Celebrations as a vehicle building family and community life Zero to Three bulletins Vol 14
      • Richter, L. (2004): The impact of HIV/AIDS on the development of children, Published in Monograph no 109, Dec 2004 A Generation at risk? HIV/AIDS vulnerable children and security in South Africa
      • Sherr, L. (2005): HIV and young children: An annotated bibliography on psychosocial perspectives, Working papers in Early Childhood Development: Young child and HIV/AIDS sub-series 34, Bernard van Leer Foundation
      • Shonkoff, J.P. (2004): Science, Policy, and the Young Developing Child, Closing the Gap Between What We Know, Published by Ounce of Prevention Fund
      • World Health Organisation (1999): A critical link: interventions for physical growth and psychological development.

  • Summative Assessment

    • Individually, complete the following summative assessment activities and submit these as part of your PoE:

    • Knowledge questions

      In the submission tool below is a Word document which contains the questions for this section of the summative assessment. Answer these questions by typing in the answer boxes provided. Submission instructions are included. 


    • Practical activities

      • Details of the required practical activities are included on pages 50 - 52 of the learner PoE guide
      • To summarise, you are required to:
        1. Create a presentation on: 'Why ECD is important and how I am going to make a difference'
          1. Take note of what documents are required to be submitted (page 51)
          2. You will also be required to submit a video recording of your presentation 
        2. Write a one-page reflection on: 'How characteristics of the workplace and occupational context affects learning' 
        3. Request online feedback from your supervisor 
      • Review the rubrics that will be used when assessing your activites (pages 53 - 54 of the learner PoE guide and also see below)
      • Complete your practical activity checklist online
      • Request your supervisor to complete the 'Witness testimony' questionnaire online
      • Complete your logbook online
      • Once you have completed all the assessment activities, request your supervisor to check that you have indeed completed all the required activities and that they have been placed in your PoE in the order which appears in the assessment activities checklist. The supervisor is able to complete this checklist online by clicking on the link below. 

    • Rubrics

      Your assessor will use the rubrics below when assessing your PoE.


    • Glossary

      Click on the link below to view a list of relevant terms and their definitions.


    • Online checklists: MOVE ONTO MGSLG SHARED DRIVE!!!!


    • Summative activities: submission instructions

      You are required to submit the following:

      1. Your video recorded presentation. In addition to the recording, you should include:
        1. Presentation slides
        2. Copies / printouts of the resources you consulted
        3. At least two of the following: brainstorming notes, group analysis, peer and self assessment, mind maps, key words, underlining, charts, maps, plans, diagrams or electronic texts (menus, screens, links)
        4. A glossary of technical language (including at least five words)
      2. Your one page reflection.


      The above two activities will be submitted separately. Click on the appropriate submission tool and follow the instructions accordingly.

  • Evaluation