ECD Module 1

This learning programme is intended for all persons who need to:

• Use language and communication in occupational learning programmes. The purpose of this unit standard is to facilitate learning and to ensure that learners can cope with learning in the context of learnerships, skills programmes, and other learning programmes. Many adult learners in the FET band have not been in a learning situation for a long time, and need learning and study strategies and skills to help them to progress successfully. Learners who are competent at this level will be able to deal with learning materials, to access and use useful resources, to seek clarification and help when necessary, and apply a range of learning strategies. They do this with an understanding of the features and processes of the workplace and occupations to which their learning programme refer
• Accommodate audience and context needs in oral/signed communication. Learners at this level are aware of their audiences and purposes for communication. They adapt their style and language register to the requirements of different situations. They are able to listen and speak/sign confidently in both formal and familiar settings. They can articulate their purposes and reasons for the adoption of a particular register and style in any situation. They can usually identify the assumptions and inferences implicit in what people say/sign and how they say/sign it
• Interpret and use information from texts. Learners at this level read and view a range of texts. People credited with this unit standard are able to read and view a variety of text types with understanding and to justify their views and responses by reference to detailed evidence from texts. They are also able to evaluate the effectiveness of different texts for different audiences and purposes by using a set of criteria for analysis
• Write/present/sign texts for a range of communicative contexts. Learners at this level write/present/sign texts with complex subject matter and a need for various levels of formality in language and construction. They select text type, subject matter and language to suit specific audiences, purposes and contexts. Writers/signers can use linguistic structures and features to influence readers/their audience. They draft, redraft and edit own writing/signing to meet the demands of a range of text-types. They use language appropriate to the socio-cultural, learning or workplace/technical environment as required. They explore presentation techniques as an alternative to writing/signing own texts.

Programme entry level requirements

The credit calculation is based on the assumption that you as the learner are already competent in terms of the full range of language knowledge and communication skills that is laid down in the Revised National Curriculum Statements and unit standards up to NQF level 2.

The credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard:

• The NQF Level 2 unit standard, entitled Maintain and adapt oral/signed communication
• The NQF Level 2 unit standard, entitled Access and use information from texts
• The NQF Level 2 unit standard, entitled Write/present/sign for a defined context

Programme outcomes

This learning programme is outcomes-based, which means we take the responsibility of learning away from the facilitator and place it in your hands.

Your learning will begin in the online workshop where you will identify the skills and knowledge you need in order to meet the specific outcomes and assessment criteria that are contained in the unit standards.

During the online workshop you will complete a number of class activities that will form part of your formative assessment. When you do this, you will have the opportunity to practise and explore your new skills in a safe environment. You should take the opportunity to gather as much information as you can to use during your workplace learning and self-study.

Assessment

PLEASE NOTE that it is your responsibility, as the learner, to prove that you are competent (that means, that you have acquired all the necessary skills and that you can successfully do all the necessary tasks). You therefore need to plan your time and make sure that you keep your Portfolio of Evidence up to date and hand it in timeously.

A Portfolio of Evidence is a collection of documents of work that you must produce to prove your competence. You will compile your portfolio from activities, tools and checklists that are associated with the unit standard that is being assessed and are relevant to that unit standard.

You will be given the following documents to help you to create a portfolio of evidence:

• Learner Guide: The Learner Guide is designed to serve as a guide for the time of your learning programme and is the main source document to transfer learning. It contains information (the necessary knowledge and skills) and application aids that will help you to develop the knowledge and skills that are stipulated in the specific outcomes and the assessment criteria. The Learner Guide also indicates the formative assessment class activities that you need to complete as part of your Portfolio of Evidence
• Learner Workbook: The Learner Workbook contains all the class activities that you will complete to show your formative learning. These will be assessed as part of your Portfolio of Evidence as formative assessment. You will hand in the Learner Workbook as part of your Portfolio of Evidence
• Learner Portfolio of Evidence Guide: The Learner Portfolio of Evidence Guide provides details about the assessment, such as the assessment preparation, plan and specific summative assessment activities that you need to complete in the workplace.

Both formative and summative assessment is used as part of this outcomes-based learning programme:

• Formative Assessment: In order to earn credits for this Unit Standard you will need to prove to an assessor that you are competent. The Class Activities throughout your Learner Workbook are designed not only to help you learn new skills, but also to prove that you have mastered competence. You will need to develop a Portfolio of Evidence to hand in to an assessor so that you can be assessed against the outcomes of this Unit Standard. Where you come across a Class Activity icon, you must complete the Formative Assessment activity in the Learner Workbook.  You will find detailed guidelines on how to develop your Portfolio of Evidence in the Learner Portfolio of Evidence Guide for the particular learning programme that you are working with.
• Summative Assessment: The NQF’s objective is to create independent and self-sufficient learners. This means that you will also need to do independent research and assignments that contain items such as Knowledge Questions, Practical Activity (that you will have to complete in the workplace), Summative Project and Logbook.

The Training Provider will assess your portfolio. If you are successful, you will receive the credit value of this learning programme. The entire assessment process is explained in the Learner Portfolio of Evidence Guide. Please make sure that you read this guide as soon as possible as it explains the assessment process in detail and clarifies your rights and responsibilities to ensure that the assessment is fair, valid and reliable.

Learning map (delivery structure)

Learner support

Please remember that as the programme is outcomes-based. This means the following:

• You are responsible for your own learning – make sure you manage your study, practical work, workplace learning and portfolio time responsibly
• Learning activities are learner-driven – make sure you use the Learner Guide, Learner Workbook and Learner Portfolio of Evidence Guide in the correct manner, and that you know and understand the Portfolio requirements
• The facilitator is there to assist you during the contact, practical and workplace time of this programme – make sure that you have his/her contact details.