SayPro Online Course SAQA 11516649531

Description

Fundamental and Core:

1:
Criteria developed for selecting relevant information are listed in terms of specific context requirements.
Relevant sources are identified, collated and recorded using agreed conventions.
All information and quotations taken from sources are acknowledged and checks are made to ensure that no copyright laws have been infringed.

2:
Support strategy efficacy is assessed against specified requirements.
> Range: Support can include amenities that are fit for purpose; specific requirements includes consultation with relevant stakeholders, and identification and interpretation of the level of individual and group needs for participation in activities based on observed and documented information about specific individual and group needs.
Progress reports are planned and written in accordance with specified requirements.
Assessment and reporting of individual progress as well as events and incidents of significance are recorded in writing.
Activities are planned and presented to meet the requirements for inclusion and are appropriate for specific contexts and environments.
> Range: Activities may include workplace, sport, learning, recreational, leisure, etc. activities; requirements for inclusion can be based on constitutional principles, such as human rights, access and participation, and can include accommodating diverse needs, appropriate activities.

3:
Events and incidents of significance are communicated using specified formats.
Collaboration and consultation are applied according to agreed principles.
Responsibilities as a team member are explained and implemented according to agreed principles of collaboration and consultation.
Self evaluation, reflection and seeking assistance are justified in terms of own strengths, weaknesses and capabilities.

4:
The administration of health, safety and security procedures are applied according to specified and regulatory requirements.
Procedures are explained as they apply to given limitations of scope and assistance.
Crisis identification and management are applied within given scope of responsibilities.
Suspected criminal activities are reported to relevant persons.
> Range: Criminal activities may include abuse, corruption, etc.

5:
Content and context of advocacy is justified in terms of specified support needs.
Legislation, policies, and regulations are explained in terms of relevance to inclusive education and advocacy.
Advocacy strategies, plans, implementation and evaluation are justified in terms of specific needs and focus is on individual strengths, requirements for mutual respect and acceptance within specific contexts.

6:
Responses to diverse learning needs are justified for specific learning needs.
> Range: Responses can include mediation and/or implementation of selected learning support materials.
Educational/training concepts and principles are described in terms of their relevance to specific contexts.
> Range: Principles may include principle of Outcomes Based Education, assessment, levels of support, adaptations, modifications, assistive technology, etc.
The implementation of differentiated approaches is explained in terms of specific contexts.

7:
Planning, content, materials and facilitation are explained in terms of their effectiveness and appropriateness in terms of specific criteria.
> Range: Criteria include specific target group characteristics and needs.
Reporting of learning events is explained in terms of specified requirements.
Preparation and presentation of assessment evidence is explained in terms of given requirements.

Elective (achievement of one outcome is required to qualify):

7a:
Procedures for the management of learning/residential environments are explained in terms of specified requirements.
> Range: Requirements include hygiene, legal/regulatory, policy, health (including nutritional) and physical infrastructure maintenance requirements.
Activities are planned and presented as they apply to specific contexts.
Legislation, policies and regulations are interpreted as they relate to inclusive education.
Strategies for the generation of resources are explained to determine if they are feasible for specific contexts.

7b:
All required administrative procedures, tasks and activities are performed to promote inclusion, as required within specific contexts, and within specified deadlines and time frames.
> Range: Administration includes procurement, financial transacting and recording; required procedures can be developed by the learner.
Administrative procedures are explained as they pertain to inclusive education.
Financial transacting and recording are executed according to administrative requirements.

Integrated assessment:

The Assessment criteria in the unit standards are performance-based, assessing applied competence of practitioners, rather than only underpinning knowledge, or only skills. The Critical Cross-field Outcomes are also achieved in the Unit Standards. In addition to the competence assessed to achieve the unit standards, learners must demonstrate that they can achieve the outcomes in an integrated manner, dealing effectively with different and random demands related to practitioner occupational and learning contexts, to qualify, and assessment approaches used should be appropriate for assessing applied competence of practitioners. Integrated assessment is meaningful if there are clear relationships between the purpose statement, exit level outcomes and integrated assessment of this qualification.

Learners who qualify must be able to integrate concepts, ideas and behaviours across unit standards to achieve the purpose of the qualification. Evidence (as specified in the associated assessment criteria) is required that the learner is able to achieve the exit level outcomes of the qualification as a whole and in an integrated way, and thus its purpose, at the time of the award of the qualification.

Evidence of integration may be presented by learners when being assessed against the unit standards, and separate assessment for integration may not be necessary. Workplace experience can be recognised when assessing towards this qualification. Integrated assessment should include observable performance as well as the quality of thinking behind such performance. Formative assessment can be employed during learning towards the unit standards and during integration to achieve exit level outcomes, to ensure that integration takes place when summative assessment is employed.