General Education and Training Certificate
Adult Basic Education and Training
NQF Level 1
EXAMINATIONS AND ASSESSMENT GUIDELINES
EARLY CHILDHOOD DEVELOPMENT L4
CODE: ECD4
2012
GETC-ABET Level 4 ~ @ NQF Level 1
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TABLE OF CONTENTS
1.
Introduction
3
2.
The GETC-ABET Level 4 Qualification
4
3.
Unit Standards for ECD4 Learning Area
7
4.
LTSM in PALCs
18
5.
Weighting of the Specific Outcomes and Assessment Criteria
18
6.
Core Knowledge Areas
18
7.
Taxonomies used in scaffolding questions
24
8.
Site-Based Assessment (Formative)
24
8.1
Structure of SBA Tasks
25
8.2
Exemplar SBA Tasks
26
9.
External Assessment (Summative)
46
9.1
Structure of a question paper
46
9.2
Exemplar question paper
47
10.
Promoting the Principles of quality assessment practices
61
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1.
INTRODUCTION
This document aims to be an Examinations and Assessment Guidelines in its orientation. It should be seen
against the background of the review of the General Education and Training Certificate (GETC): Adult Basic
Education and Training (ABET) qualification and the re-registration of some of its constituent Unit Standards.
Against this background, it must be seen to replace any other guideline document that has preceded it. What
it does not do, however, is signal a radical shift from formal national assessment processes that have been
managed by the Department of Higher Education and Training (DHET). It attempts to consolidate such
assessment practices. It formalises them into a useful reference document for mainly examiners and
moderators of ABET assessment. At the same time it is a useful guide to educators, in order to prepare their
learners for assessment.
The ECD4 Examinations and Assessment Guidelines document is based on the GETC-ABET interim
qualification with the SAQA ID number 71751. The guidelines should be viewed as developmental in nature
aimed at enhancing the quality of the implementation of assessment for the interim qualification. The other
users of this document shall be the Public Adult Learning Centres (PALCs) management teams,
departmental officials, policy analysts, learning area coordinators or advisers and any interested stakeholder
in adult education.
Furthermore, the guidelines document is intended to assist the Learning Area Facilitator in preparing the
learner for the examination as well as the site-based assessment. It should be treated as resource material
that seeks to indicate the unit standards for the ECD4 learning area and how to unpack them for assessment.
It also indicates the possible content knowledge (as mentioned in the unit standards) to be assessed. It will
provide clarity on how specific outcomes and assessment criteria are weighted. The possible teaching and
learning support materials relevant to the learning area are also highlighted.
While our aim is not to be prescriptive on curriculum, it is our hope that this document will offer educators
more guidance in their own teaching and assessment practice. The document creates a uniform framework
for examinations and formative assessments, in order to avoid a variety of different approaches to
examinations. It must be pointed out that while the guidelines are based on the Unit Standards, it should not
be read without the accompanying unit standards, or replace the unit standards as a guideline to teaching.
The document also contains the GETC-ABET qualification which among others reflects on the rules of
combination, core components and the academic learning areas. The structure of an examination question
paper, the taxonomies used in scaffolding of questions, an exemplar question paper and marking
memorandum together with exemplar site-based assessment tasks are outlined.
This examination guidelines document provides guidance on how to use available resources to achieve the
specified unit standards of the learning area. The national Policy on the Conduct, Administration and
Management of the GETC-ABET Level 4 examinations and assessment has a bearing on this document.
All users are encouraged to alert the Department of Higher Education and Training of any unrealistic
suggestions that might hinder quality implementation of the assessment for the interim GETC – ABET Level 4
qualification. It must be noted that these guidelines are by no means exhaustive in its suggestions of possible
assessment activities. Suggestions to improve the implementation of assessment in the ECD4 learning area
will be greatly appreciated.
2.
THE GETC-ABET LEVEL 4 QUALIFICATION
The General Education and Training Certificate (GETC) in Adult Basic Education and Training (ABET) with ID
No. 71751 will provide adult learners with fundamental basics of general education learning. It replaces
SAQA qualification ID No. 24153. The table below provides a synoptic view of the qualification.
SAQA QUAL ID
QUALIFICATION TITLE
71751
General Education and Training Certificate: Adult Basic Education and Training
ORIGINATOR
REGISTERING PROVIDER
Task Team - Adult Basic Education and Training
QUALITY ASSURING ETQA
QUALIFICATION TYPE FIELD
GETC-ABET Level 4 ~ @ NQF Level 1
SUBFIELD
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National Certificate
Field 05 - Education,
Training and Development
Adult Learning
ABET BAND
MINIMUM CREDITS
NQF LEVEL
QUAL CLASS
ABET Level 4
120
Level 1
Regular-Unit Standards
Based
REGISTRATION
STATUS
SAQA DECISION NUMBER REGISTRATION
START DATE
REGISTRATION END
DATE
Registered
SAQA 1179/08
2011-11-26
2008-11-26
LAST DATE FOR ENROLMENT
LAST DATE FOR ACHIEVEMENT
2012-11-26
2015-11-26
The purpose of the Qualification is to equip learners with foundational learning by acquiring knowledge, skills
and values in specified Learning Areas. In addition, it also allows learners to choose Elective Unit Standards
which relate to occupational type learning relevant to their area of interest or specialisation. In particular, the
purpose of the qualification aims to:
9
9
9
9
Give recognition to learners who achieve and meet the necessary requirements and competencies as
specified in the Exit Level Outcomes and Associated Assessment Criteria.
Provide a solid foundation of general education learning which will help prepare learners and enable
them to access Further Education and Training learning and qualifications, particularly occupational
workplace-based or vocational qualifications.
Promote lifelong learning to enable learners to continue with further learning.
Prepare learners to function better in society and the workplace.
Rationale:
Adult Basic Education is identified as a critical priority in South Africa and plays a vital role in equipping adult
learners with the necessary knowledge, skills and values in order to be functional in society and as a person
by contributing to the workforce, community and economy. This GETC: ABET qualification provides learners
with foundational learning through the acquisition of knowledge and skills needed for social and economic
development and the promotion of justice and equality. It also seeks to promote and instill learners with a
culture of life-long learning needed for future learning. It also enables learners to acquire the necessary
competencies in order to access further education and training, career development and employment
opportunities.
The achievement of the GETC: ABET qualification allow learners the following learning pathways:
9
9
9
To choose a vocational route through completion of the National Certificate (Vocational)
Qualifications at Levels 2, 3 and 4 which contain vocational specialisations.
To access academic learning at NQF Level 2 and above.
To access Occupational specific qualifications at NQF Level 2, which consist of knowledge, skills and
workplace experience and learning.
The qualification aims to equip learners to:
9
9
9
9
9
9
9
Develop and apply relevant skills, knowledge and attitudes in the chosen Learning Areas.
Function better in and contribute to the world of work.
Be sensitive and reflective of issues relating to diversity, inclusivity, cultural values, human rights,
gender, development and change.
Develop an appreciation for lifelong learning.
Function better as a citizen in South Africa and contribute to cultural, social, environmental and
economic development.
Make informed judgments about critical ethical issues.
Develop study skills to be able to access further learning.
It is assumed that learners have literacy and numeracy skills in order to cope with the complexity of learning
in this qualification.
Recognition of Prior Learning:
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The structure of this Qualification makes Recognition of Prior Learning (RPL) possible through the
assessment of individual Unit Standards. The learner and assessor should jointly decide on methods to
determine prior learning and competence in the knowledge, skills, and values implicit in the Qualification and
the associated Unit Standards. RPL will be done by means of an integrated assessment which includes
formal, informal and non-formal learning and work experience. This Recognition of Prior Learning may allow
for accelerated access to further learning at this or higher Levels on the NQF; gaining of credits for Unit
Standards in this Qualification; and obtaining this Qualification in whole or in part. All RPL is subject to quality
assurance by the relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant
ETQA.
It is recommended that learners have achieved the following in order to access this qualification:
Communication at ABET Level 3 or equivalent and Mathematical Literacy at ABET Level 3 or equivalent.
The GETC-ABET qualification comprises the Fundamental, Core and Elective components in its rules of
combination. Learners are expected to offer a minimum of 5 Learning Areas. The 2 fundamental Learning
Areas and the 1 Core Learning Area are compulsory offerings. Learners may choose 2 or more Learning
Areas from the Elective component.
Learners are expected to meet the following requirements to be awarded a GETC-ABET qualification:
RULES OF COMBINATION FOR THE GETC-ABET QUALIFICATION: 120 CREDITS
FUNDAMENTALS COMPONENT: COMPULSORY
CREDITS
39 OR 37
1. One Official Language: 23 Credits
2. Mathematical Literacy: 16 Credits OR
3. Mathematics and Mathematical Sciences: 14 Credits NOT BOTH
CORE COMPONENT: COMPULSORY
CREDITS
32
1. Life Orientation: 32 Credits
ELECTIVES COMPONENT: OPTIONAL
CREDITS
49 OR 51
Academic Learning Areas:
1.
2.
3.
4.
5.
6.
Human and Social Sciences: 23 Credits
Natural Sciences: 15 Credits
Economic and Management Sciences: 21 Credits
Arts and Culture: 17 Credits
Technology: 11 Credits
One Additional Official Language (Excluding the language chosen as a Fundamental): 23
Credits
Vocational Learning Areas:
7.
8.
9.
10.
11.
12.
13.
Applied Agriculture and Agricultural Technology: 20 Credits
Ancillary Health Care: 45 Credits
Small, Medium and Micro Enterprises: 17 Credits
Travel and Tourism: 38 Credits
Information Communication Technology: 23 Credits
Early Childhood Development: 26 Credits
Wholesale and Retail: 30 Credits
OPTION 1
( 5 Learning Areas)
TWO Fundamentals
ONE Core and
TWO Electives
OPTION 2
( 6 Learning Areas)
TWO Fundamentals
ONE Core and
THREE Electives
GETC-ABET Level 4 ~ @ NQF Level 1
OPTION 3
( 7 or more Learning Areas)
TWO Fundamentals
ONE Core and
FOUR Electives
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If you choose mathematics and mathematical sciences in the fundamentals component then you
must have a minimum total of 51 credits in the electives component.
Critical Cross-field Outcomes (CCFO):
UNIT STANDARD CCFO IDENTIFYING
Identify and solve problems in which responses display that responsible decisions using critical and creative
thinking have been made.
UNIT STANDARD CCFO WORKING
Work effectively with others as a member of a team, group, organisation and community.
UNIT STANDARD CCFO ORGANISING
Organise and manage oneself and one`s activities responsibly and effectively.
UNIT STANDARD CCFO COLLECTING
Collect, analyse, organise and critically evaluate information.
UNIT STANDARD CCFO COMMUNICATING
Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written
presentation.
UNIT STANDARD CCFO SCIENCE
Use science and technology effectively and critically, showing responsibility towards the environments and
health of others.
UNIT STANDARD CCFO DEMONSTRATING
Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving
contexts do not exist in isolation.
3.
UNIT STANDARDS FOR ECD4 LEARNING AREA
The ECD4 Learning Area comprises the following unit standards:
SAQA US ID
244261
244263
244255
244258
244262
US TITLE
Maintain records and give reports about babies, toddlers and young children
Prepare an environment for babies, toddlers and young children
Care for babies, toddlers and young children
Demonstrate basic understanding of child development
Interact with babies, toddlers and young children
CREDITS
3
3
10
5
5
26
TOTAL:
SAQA US ID
244261
US TITLE
Maintain records and give reports about babies, toddlers and young children
CREDITS
3
PURPOSE OF THE UNIT STANDARD
This Unit Standard is for people who work with babies, toddlers and young children.
People credited with this Unit Standard are capable of:
Maintaining written records of babies, toddlers and young children.
Giving reports about babies, toddlers and young children.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
It is assumed that learners are competent in Communication at NQF Level 1.
UNIT STANDARD RANGE
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The records will always be assisted by simple and familiar templates or checklists. The records are not
expected to contain detailed or lengthy text, but rather be in the form of selecting relevant information from
checklists with very brief and simple comments.
Learners are not expected to draw conclusions and make recommendations - rather they will gather and
maintain data, and make it accessible to others, probably supervisors.
Environments include community gatherings, homes, institutional environments such as prisons, children's
homes, hospitals, informal workplaces such as hawkers and street vendors, places where groups of children
are temporarily cared for and entertained such as shopping centres, gyms, clinics and queues and Early
Childhood Development ECD centres. The environments could be indoor and/or outdoor.
Although the stages referred to in this Unit Standard are not intended to be rigid, the following stages are
identified, with broad overlapping margins as follows:
Babies: birth up to 12 months.
Toddlers: 12 to 30 months.
Young children: 30 months to 5 years.
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SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
SPECIFIC OUTCOME 1
Maintain written records of babies, toddlers and young
children.
OUTCOME RANGE
Records would typically be about:
Child's biographical data.
Attendance.
Contact details of parents, guardians and emergency
services.
Changes in routines.
Incidents and actions taken.
Activities done.
Key developmental achievements.
Successes and failures.
Observations about child's context (where
appropriate).
Observations about child's well-being (or otherwise)
e.g. signs of poor nutrition, illness, disease, abuse.
Existence of child's standard records e.g. birth
certificate, immunisation records.
ASSESSMENT CRITERION 1
Records contain accurate and relevant information
about the children.
ASSESSMENT CRITERION 2
The information in the records is kept up to date.
ASSESSMENT CRITERION 3
The records cover the full range of information required
about the child, as prompted by the given record forms.
ASSESSMENT CRITERION 4
The records are neat, clear and readable.
SPECIFIC OUTCOME 2
Give reports about babies, toddlers and young children.
OUTCOME RANGE
Reports may be verbal and/or written and given to
parents, supervisors or colleagues. Reports will typically
be given in response to reasonable, familiar, direct, clear
and understandable questions about the children, and
would typically be about:
Eating.
Sleeping.
Activities.
Health.
Incidents.
Concerns and challenges.
Achievements.
ASSESSMENT CRITERION 1
Reports are given according to agreed processes and
agreed confidentiality requirements.
ASSESSMENT CRITERION 2
Reports are accurate and up to date.
ASSESSMENT CRITERION 3
Reports are clear and relevant to the child's
development.
ASSESSMENT CRITERION 4 Reports are constructive
and meaningful.
ASSESSMENT CRITERION 5
Records are stored safely, securely and\accessibly.
Confidentiality of the information is observed at all
times.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
This Unit Standard will be assessed by an assessor and moderated by a moderator, registered with the
relevant accredited ETQA responsible for the quality assurance of this Unit Standard.
Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a
provider through the appropriate quality assuring ETQA, or Learning Programme approval with an ETQA that
has a Memorandum of Understanding with the quality assuring ETQA.
Verification (external moderation) of assessment and moderation by the provider, will be conducted by the
relevant quality assuring ETQA according to the moderation guidelines in the relevant Qualification and the
agreed ETQA policy and procedures.
An individual wishing to be assessed through RPL against this Unit Standard, may apply to an assessment
agency or provider institution accredited by the relevant quality assuring ETQA, or by an ETQA that has a
formal agreement/accreditation with the relevant quality assuring ETQA.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
The following areas of knowledge are embedded within the Unit Standard, and will be assessed directly via
assessment of the Specific Outcomes in terms of the given assessment criteria:
Methods of observation.
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Techniques for recording and reporting.
Early warning signs of potential development and behavioural problems.
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SAQA US ID
244263
US TITLE
Prepare an environment for babies, toddlers and young children
CREDITS
3
PURPOSE OF THE UNIT STANDARD
This Unit Standard is for people who work with babies, toddlers and young children.
People credited with this Unit Standard are capable of:
Preparing the environment for babies, toddlers and young children.
Preparing the equipment to support planned activities.
Storing equipment and clearing the environment.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
It is assumed that learners are competent in Communication at NQF Level 1.
UNIT STANDARD RANGE
"Environments" include community gatherings, homes, institutional environments such as prisons, children's
homes, hospitals, informal workplaces such as hawkers and street vendors, places where groups of children
are temporarily cared for and entertained such as shopping centres, gyms, clinics and queues and Early
Childhood Development (ECD) centres.
The environments could be indoor and/or outdoor.
From an assessment point of view, learners are to demonstrate practical ability with two age groups out of
babies, toddlers and young children, and explain how they would have approached it differently with the other
age group.
Although the stages referred to in this Unit Standard are not intended to be rigid, following stages are
identified, with broad overlapping margins as follows:
Babies: birth to 12 months.
Toddlers: 12 to 30 months.
Young children: 30 months to 5 years.
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SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
SPECIFIC OUTCOME 1
Prepare the environment for babies, toddlers
and young children.
ASSESSMENT CRITERION 1
The environment is safe, clean and hygienic. .
ASSESSMENT CRITERION 2
The environment is stimulating and promotes
exploration and interaction with people, places
and objects.
SPECIFIC OUTCOME 2
Prepare the equipment to support the activities.
SPECIFIC OUTCOME 3
Tidy the environment and store equipment.
OUTCOME RANGE
Activities refer to the active involvement of babies,
toddlers and young children with people, places and
objects that contribute towards their development. This
includes routine-based and play-based activities. The
activities may be adult directed and/or child initiated.
ASSESSMENT CRITERION 1
The environment is cleared of equipment and restored to its
original state.
ASSESSMENT CRITERION 1
The equipment is prepared to support physical,
cognitive, language and social and emotional
development. .
ASSESSMENT CRITERION 2
Equipment is varied, safe and suitable for the age
groups.
ASSESSMENT CRITERION 3
There is sufficient equipment for all the children.
ASSESSMENT CRITERION 2
Equipment is cleaned and sanitised after use, as required,
to ensure hygiene.
ASSESSMENT CRITERION 3
Equipment is stored in an organised and accessible way,
taking into account the various settings and needs.
ASSESSMENT CRITERION 4
Equipment is kept safe and secure.
ASSESSMENT CRITERION 5
Labels are used to help users recognise and identify the
equipment.
ASSESSMENT CRITERION 4
The preparation caters for special needs of children at a
most basic level, in an inclusive way.
ASSESSMENT CRITERION RANGE
Examples include providing a box to support a child who
has difficulty sitting upright; providing bigger knobs on
puzzles to help children who have difficulties grasping
things.
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UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
This Unit Standard will be assessed by an assessor and moderated by a moderator, registered with the
relevant accredited ETQA responsible for the quality assurance of this Unit Standard.
Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a
provider through the appropriate quality assuring ETQA, or Learning Programme approval with an ETQA that
has a Memorandum of Understanding with the quality assuring ETQA.
Verification (external moderation) of assessment and moderation by the provider, will be conducted by the
relevant quality assuring ETQA according to the moderation guidelines in the relevant Qualification and the
agreed ETQA policy and procedures.
An individual wishing to be assessed through RPL against this Unit Standard, may apply to an assessment
agency or provider institution accredited by the relevant quality assuring ETQA, or by an ETQA that has a
formal agreement/accreditation with the relevant quality assuring ETQA.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
The following areas of knowledge are embedded within the Unit Standard, and will be assessed directly via
assessment of the Specific Outcomes in terms of the given assessment criteria:
How the environment impacts on child development.
Health and safety considerations.
How play promotes child development.
SAQA US US TITLE
ID
CREDITS
244255
10
Care for babies, toddlers and young children
PURPOSE OF THE UNIT STANDARD
This Unit Standard is for people who work with babies, toddlers and young children.
People credited with this Unit Standard are capable of:
Feeding babies, toddlers and/or young children.
Providing physical care for babies, toddlers and young children.
Establishing trusting adult-child relationships with babies, toddlers and young children.
Managing behaviour and comforting babies, toddlers and young children.
Providing and/or accessing care in relation to welfare and health needs.
UNIT STANDARD RANGE
Routines refer to (depending on context) arrival, departure, meals, toilet, resting, house-keeping (washing,
cleaning up, putting away, tidying up), sleeping, and self-help skills according to ages and stages.
Transitions refer to shifting or moving from activity to activity, from location to location, or from person to
person.
Environments include community gatherings, homes, institutional environments such as prisons, children's
homes, hospitals, informal workplaces such as hawkers and street vendors, places where groups of children
are temporarily cared for and entertained such as shopping centres, gyms, clinics and queues and Early
Childhood Development ECD centres. The environments could be indoor and/or outdoor.
The learner must demonstrate practical care for either babies/toddlers or young children, and explain how
they would have approached it differently had they been working with the other age-group e.g. there are
differences in safety issues for babies as opposed to older children; as well as differences in safety issues for
individuals versus groups.
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SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
SPECIFIC OUTCOME 1
Feed babies, toddlers and/or
young children.
SPECIFIC OUTCOME 2
Provide physical care for babies,
toddlers and young children.
ASSESSMENT CRITERION 1
The nutritional requirements of
babies, toddlers and young
children are described with
special attention given to the
importance of breast-feeding and
the implications for practice in the
Early Childhood Development
(ECD) setting.
ASSESSMENT CRITERION 1
A safe, secure, healthy and
stimulating environment is provided
for babies, toddlers and young
children.
ASSESSMENT CRITERION
RANGE
Sites are made available for
mothers who wish to breast feed.
Facilities are made available to
store expressed breast milk
according to universal
precautions.
ASSESSMENT CRITERION 2
Meals required for babies,
toddlers and young children in
the Early Childhood
Development (ECD) setting are
recorded, prepared and stored
correctly according to nutritional
requirements for age and weight
taking into consideration parental
instructions.
ASSESSMENT CRITERION 3
Feeding equipment is cleaned
and sterilised using suitable
available solutions, and stored
hygienically.
ASSESSMENT CRITERION 2
Babies and toddlers are carried and
handled in ways that are safe and
culturally and developmentally
appropriate so that feelings of
security and interaction between
caregiver and child are
encouraged.
SPECIFIC OUTCOME 3
Establish trusting adult-child
relationships with babies,
toddlers and young children.
SPECIFIC OUTCOME 4
Manage behaviour and comfort
babies, toddlers and young
children.
SPECIFIC OUTCOME 5
Provide and/or access care in
relation to welfare and health
needs.
ASSESSMENT CRITERION 1
An emotionally secure, loving
and caring environment is
provided for babies, toddlers and
young children.
ASSESSMENT CRITERION 1
Signs of distress and/or abuse
are recognised, reported and
referred as per guidelines for
Early Childhood Development
(ECD).
ASSESSMENT CRITERION 1
Assistance is provided to
access birth registration
services, grants and referrals to
health and social services.
ASSESSMENT CRITERION 2
The attachment needs (bonding)
of the children and the
implications for care-giving
practice and admission
procedures in Early Childhood
Development (ECD) settings are
described.
ASSESSMENT CRITERION 3
Babies and toddlers are washed,
bathed and dressed in a gentle and
safe manner. Young children are
supervised carefully while washing,
with assistance provided as
needed.
ASSESSMENT CRITERION 3
Children are helped to cope with
separation from familiar
caregivers when placed in the
care of a new caregiver.
ASSESSMENT CRITERION 4
Nappies are changed regularly and
in a hygienic manner.
ASSESSMENT CRITERION 4
Temperamental differences
among babies are observed and
care-giving practices are adapted
to individual needs.
ASSESSMENT CRITERION 5
The process and timing of toilet
training is adapted to suit the needs
of individual children taking into
consideration local cultural
practices as expressed by parents.
ASSESSMENT CRITERION 5
The needs of each child are
responded to as quickly as
possible and in a consistent
manner.
ASSESSMENT CRITERION 6
GETC-ABET Level 4 ~ @ NQF Level 1
ASSESSMENT CRITERION 2
Children in distress are
comforted promptly and in an
appropriate way.
ASSESSMENT CRITERION 3
Chronic symptoms of distress are
recorded and reported to the
appropriate person and/or advice
is sought and/or discussed with
the child's family.
ASSESSMENT CRITERION 4
Child behaviour is managed ageappropriately using positive
reinforcement in line with
generally accepted, taught
practice about positive behaviour
management in the interests of
the child's development.
ASSESSMENT CRITERION
RANGE
Positive reinforcement implies no
beating, biting or isolating, as per
Children's Rights.
ASSESSMENT CRITERION 2
Signs of illness are identified
according to IMCI (integrated
management of childhood
illnesses) as determined by the
Department of Health and
reported to parents as needed.
ASSESSMENT CRITERION 3
Emergency services and/or
assistance is accessed as soon
as possible in the event of an
emergency, with suitable
records maintained.
ASSESSMENT CRITERION 4
Emergency assistance is
provided to stabilise children in
cases of bleeding, not breathing
(choking, drowning), burns,
convulsions (recovery position),
fevers and diarrhoea, applying
universal precautions.
ASSESSMENT CRITERION 5
Medication is administered
strictly under given and
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Sleeping arrangements and
routines are adapted to individual
needs.
.
ASSESSMENT CRITERION 4
Mealtime routines used are
appropriate to their individual
needs taking into account age,
weight, medical condition and
parental preferences.
ASSESSMENT CRITERION 5
The process and timing of
weaning are adapted to suit the
needs of individual babies taking
into consideration local cultural
practices as per parent
preferences.
ASSESSMENT CRITERION 6
A regular daily routine is
maintained for each child.
ASSESSMENT CRITERION 7
Babies and toddlers are
encouraged to interact with the
caregiver during all active caregiving routines.
ASSESSMENT CRITERION 5
Child management takes into
account that there are different
value systems and approaches
to child management.
ASSESSMENT CRITERION 6
Descriptions are provided of the
impact of negative forms of
behaviour management.
ASSESSMENT CRITERION 8
Routines and transitions are
managed to give structure to
healthy development and
independence.
legitimate instructions, and is
limited to prescribed
medication, with suitable
records maintained.
ASSESSMENT CRITERION 6
Limits to own actions when
administering
medication/treatments are
identified and descriptions are
provided of the dangers
involved in transgressing limits.
ASSESSMENT CRITERION 6
Toddlers are encouraged and
helped to learn how to feed
themselves.
ASSESSMENT CRITERION 7
Young children are helped and
encouraged to practice culturally
appropriatee and socially
acceptable behaviour during
mealtime routine.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
This Unit Standard will be assessed by an assessor and moderated by a moderator, registered with the relevant accredited ETQA responsible for the quality assurance
of this Unit Standard.
Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider through the appropriate quality assuring ETQA, or
Learning Programme approval with an ETQA that has a Memorandum of Understanding with the quality assuring ETQA.
Verification (external moderation) of assessment and moderation by the provider, will be conducted by the relevant quality assuring ETQA according to the moderation
guidelines in the relevant Qualification and the agreed ETQA policy and procedures.
GETC-ABET Level 4 ~ @ NQF Level 1
14 | P a g e
An individual wishing to be assessed through RPL against this Unit Standard, may apply to an assessment
agency or provider institution accredited by the relevant quality assuring ETQA, or by an ETQA that has a
formal agreement/accreditation with the relevant quality assuring ETQA.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
The following areas of knowledge are embedded within the Unit Standard, and will be assessed directly via
assessment of the specific outcomes in terms of the given assessment criteria:
Childhood illnesses.
Nutrition.
Rights of Children.
Value of play.
SAQA US ID
US TITLE
CREDITS
244258
Demonstrate basic understanding of child development
5
PURPOSE OF THE UNIT STANDARD
This Unit Standard is for people who work with babies, toddlers and young children. Understanding of child
development is needed to recognise stages of development in individual children, to ensure interactions are
appropriate and to indicate various areas in which children should be developed.
People credited with this Unit Standard are capable of:
Describing the development of children in thinking and communication.
Describing the emotional development of children.
Describing the psycho-motor development of children.
Describing the development of children in relationships.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
It is assumed that learners are competent in Communication at NQF Level 1.
UNIT STANDARD RANGE
Understanding of child development at this level is based on the very general framework of "ages and
stages" of development as an initial departure point. However this unit standard does not intend to privilege
general frameworks over observations of development of particular children. It is expected that learners will
be able to identify ways in which individual development might vary from the general framework, without such
variations necessarily suggesting problems in development.
Although the stages referred to in this Unit Standard are not intended to be applied rigidly, the following
stages are identified, with broad overlapping margins:
Babies: birth to 12 months.
Toddlers: 12 to 30 months.
Young children: 30 months to 5 years.
The application of these ages and stages is accompanied by the knowledge that when a child does not fit the
general ages and stages framework, it is necessary to look to the child's context for possible explanations.
This unit standard covers the following domains, but without direct reference to theorists:
Cognitive.
Emotional.
Physical.
Social.
Although the domains are listed separately here, it is understood that the domains are interrelated.
GETC-ABET Level 4 ~ @ NQF Level 1
15 | P a g e
SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
SPECIFIC OUTCOME 1
Describe the cognitive and language development
of babies, toddlers and young children.
SPECIFIC OUTCOME 2
Describe the emotional development of
children.
SPECIFIC OUTCOME 3
Describe the physical development of
children,
SPECIFIC OUTCOME 4
Describe the social
development of children.
OUTCOME RANGE
Language refers to verbal and non-verbal
communication.
ASSESSMENT CRITERION 1
Descriptions are provided of the emotional
development that can be expected from
children at different stages.
OUTCOME RANGE
Physical refers to growth, gross and finemotor development and sensory-motor
integration.
ASSESSMENT CRITERION 1
Descriptions are provided of the
ways in which relationships with
adults and children develop and
are expressed.
ASSESSMENT CRITERION 2
Examples are provided of how emotional
development is demonstrated by children
at different stages.
ASSESSMENT CRITERION 1
Descriptions are provided of the general
stages of physical development, with
examples.
ASSESSMENT CRITERION 3
Examples are provided of ways in which
care-givers could respond to a range of
emotions at the different stages.
ASSESSMENT CRITERION 2
Examples are provided of the stages of
physical development. .
ASSESSMENT CRITERION 1
Descriptions are provided of the kinds of non-verbal
and verbal communication that can be expected
from children at different stages in terms of the
general framework of development.
ASSESSMENT CRITERION 2
Descriptions are provided of the kinds and levels of
creative and critical thinking that can be expected
from children at different stages in terms of the
general framework of development.
ASSESSMENT CRITERION RANGE
Creative thinking refers to finding novel, original
and intuitive uses of things and ideas that make
sense to the child.
Critical thinking refers to logical analysing,
reasoning, comparing and describing in ways that
make sense to the child.
ASSESSMENT CRITERION 3
Examples are provided of how the development of
cognition and language is demonstrated by children
at different stages.
ASSESSMENT CRITERION 4
Examples are provided of ways in which care-givers
could support cognitive and language development
of babies, toddlers and young children at the
different stages.
ASSESSMENT CRITERION 5
Descriptions are provided of how various factors
ASSESSMENT CRITERION 4
Descriptions are provided of how various
factors could impact upon emotional
development in ways that may differ from
the general framework of development,
and when such differences suggest the
need for referral.
ASSESSMENT CRITERION RANGE
Factors include individual make-up
(including brain development) and sociocultural environment of the child, as well as
the interrelationship with the other
domains.
ASSESSMENT CRITERION 3
Examples are provided of ways in which
care-givers could support physical
development of babies, toddlers and young
children at the different stages.
ASSESSMENT CRITERION 4
Descriptions are provided of how various
factors could impact upon physical
development in ways that may differ from
the general framework of development,
and when such differences suggest the
need for referral.
ASSESSMENT CRITERION RANGE
Factors include individual make-up
(including brain development) and sociocultural environment of the child, as well as
the interrelationship with the other
domains.
GETC-ABET Level 4 ~ @ NQF Level 1
ASSESSMENT CRITERION 2
Factors needed for healthy
social development are
identified.
ASSESSMENT CRITERION 3
Examples are provided of ways
in which care-givers could
support social development of
babies, toddlers and young
children at the different stages.
ASSESSMENT CRITERION
4 Descriptions are provided of
how various factors could
impact upon social development
in ways that may differ from the
general framework of
development, and when such
differences suggest the need for
referral.
ASSESSMENT CRITERION
RANGE
Factors include individual makeup (including brain
development) and socio-cultural
environment of the child, as well
as the interrelationship with the
other domains.
16 | P a g e
Examinations and Assessment Guidelines: ECD4
could impact upon development in ways that may
differ from the general framework of development,
and when such differences suggest the need for
referral.
ASSESSMENT CRITERION RANGE
Factors include individual make-up (including brain
development) and socio-cultural environment of the
child, as well as the interrelationship with the other
domains.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
This Unit Standard will be assessed by an assessor and moderated by a moderator, registered with the relevant accredited ETQA responsible for the quality assurance
of this Unit Standard.
Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider through the appropriate quality assuring ETQA, or
Learning Programme approval with an ETQA that has a Memorandum of Understanding with the quality assuring ETQA.
Verification (external moderation) of assessment and moderation by the provider, will be conducted by the relevant quality assuring ETQA according to the moderation
guidelines in the relevant Qualification and the agreed ETQA policy and procedures.
An individual wishing to be assessed through RPL against this Unit Standard, may apply to an assessment agency or provider institution accredited by the relevant
quality assuring ETQA, or by an ETQA that has a formal agreement/accreditation with the relevant quality assuring ETQA.
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
The following areas of knowledge are embedded within the Unit Sandard, and will be assessed directly via assessment of the specific outcomes in terms of the given
assessment criteria:
General frameworks of child development.
Domains of development.
GETC-ABET Level 4 ~ @ NQF Level 1
17 | P a g e
SAQA US ID
244262
US TITLE
Interact with babies, toddlers and young children
CREDITS
5
PURPOSE OF THE UNIT STANDARD
This Unit Standard is for people who work with babies, toddlers and young children.
People credited with this Unit Standard are capable of:
Planning and preparing for interactions with babies, toddlers and/or young children.
Engaging in a variety of interactions with babies, toddlers and/or young children.
Helping babies, toddlers and young children develop a sense of self.
Reflecting on interactions.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
It is assumed that learners are competent in Communication at NQF Level 1.
It is recommended that learners are able to demonstrate a basic understanding of child development.
UNIT STANDARD RANGE
Interactions include watching, listening, responding, prompting and guiding within the context of a variety of
activities.
Activities include:
Stories, rhymes and songs.
Making music.
Making, modifying or manipulating things.
Movement.
Imitating.
Playing with things.
Sensory experiences - touching, smell, taste, visual, hearing.
Free play.
Exploring.
Solving problems.
Chores.
"Environments" include community gatherings, homes, institutional environments such as prisons, children's
homes, hospitals, informal workplaces such as hawkers and street vendors, places where groups of children
are temporarily cared for and entertained such as shopping centres, gyms, clinics and queues and Early
Childhood Development (ECD) centres. The environments could be indoor and/or outdoor.
Although the stages referred to in this Unit Standard are not intended to be rigid, following stages are
identified, with broad overlapping margins as follows:
Babies: birth to 12 months.
Toddlers: 12 to 30 months.
Young children: 30 months to 5 years.
GETC-ABET Level 4 ~ @ NQF Level 1
18 | P a g e
SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:
SPECIFIC OUTCOME 1
Plan and prepare for interactions with
babies, toddlers and/or young children.
SPECIFICOUTCOME 2
Engage in a variety of interactions with babies,
toddlers and/or young children.
SPECIFIC OUTCOME 3
Help babies, toddlers and young children
develop a sense of self.
ASSESSMENT CRITERION 1
Planning ensures sufficient variation in
the nature of the activities and
interactions during the day and
between days.
ASSESSMENT CRITERION 1
Interactions are responsive to the needs of and cues
provided by the children.
ASSESSMENT CRITERION 1
The development of self-awareness in each
child is facilitated through appropriate
interactions.
ASSESSMENT CRITERION 2
Activities are suitable for groups and
individuals.
ASSESSMENT CRITERION 3
The activities are appropriate for the
diverse needs of the individuals.
ASSESSMENT CRITERION 4
The activities are sensitive to cultural,
gender, social context, religion and
language.
ASSESSMENT CRITERION 5
Plans are recorded in a user-friendly
manner.
ASSESSMENT CRITERION 2
Interactions stimulate developmentally appropriate
activities.
ASSESSMENT CRITERION 3
Interactions are varied and include creative activities,
telling of stories and active listening.
ASSESSMENT CRITERION 2
Children are encouraged to develop new
skills and their efforts and achievements are
recognised.
SPECIFIC OUTCOME 4
Reflect on interactions.
ASSESSMENT CRITERION 1
The reflection identifies the value
or shortcomings of own role
during the times of interaction.
ASSESSMENT CRITERION 2
Reflections identify children's
responsiveness and progress,
noting successes and difficulties.
ASSESSMENT CRITERION 3
Children are helped to do things for
themselves and develop self-help skills.
ASSESSMENT CRITERION 3
Self-reflections identify
successes and difficulties related
to the quality of interactions.
ASSESSMENT CRITERION 5
Language is used in an appropriate and helpful way.
ASSESSMENT CRITERION 4
Children are helped to develop problemsolving skills and how to deal with conflict
and awareness of self in a group context.
ASSESSMENT CRITERION 4
Reflections help to identify ways
to improve upon interactions in
future.
ASSESSMENT CRITERION 6
Self-control, calmness and self-care are maintained
at all times when interacting with children.
ASSESSMENT CRITERION 5
Appropriate agricultural practices are
implemented.
ASSESSMENT CRITERION 4
Interactions are caring, empathetic and respectful
and make helpful and appropriate use of touch.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
This Unit Standard will be assessed by an assessor and moderated by a moderator, registered with the relevant accredited ETQA responsible for the quality assurance
of this Unit Standard.
Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider through the appropriate quality assuring ETQA, or
Learning Programme approval with an ETQA that has a Memorandum of Understanding with the quality assuring ETQA.
Verification (external moderation) of assessment and moderation by the provider, will be conducted by the relevant quality assuring ETQA according to the moderation
guidelines in the relevant Qualification and the agreed ETQA policy and procedures.
An individual wishing to be assessed through RPL against this Unit Standard, may apply to an assessment agency or provider institution accredited by the relevant
quality assuring ETQA, or by an ETQA that has a formal agreement/accreditation with the relevant quality assuring ETQA.
GETC-ABET Level 4 ~ @ NQF Level 1
19 | P a g e
UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
The following knowledge is embedded within the unit standard, and will be assessed directly or implicitly
through assessment of the specific outcomes in terms of the assessment criteria:
Ways of interacting with babies, toddlers and young children to promote development.
Basic understanding of child development.
Basic guidelines for Early Childhood Development (ECD) services.
4.
LTSM IN PALCs
The possible Learning and Teaching Support Materials to be used in the learning area are to be found in the
catalogue provided by the AET Curriculum Directorate of the Department. However, the catalogue listed
LTSM do not represent an exhaustive list, any other resources that respond positively to the prescribed
learning area unit standards could be used.
5.
WEIGHTING OF THE SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA
UNIT STANDARD
244261
children
244263
244255
244258
244262
CREDITS
Maintain records and give reports about babies, toddlers and young
3
WEIGHTING
%/
MARKS
10
Prepare an environment for babies, toddlers and young children
Care for babies, toddlers and young children
Demonstrate basic understanding of child development
Interact with babies, toddlers and young children
3
10
5
5
26
10
30
25
25
100
TOTAL:
GETC-ABET Level 4 ~ @ NQF Level 1
20 | P a g e
6.
SAQA
US ID
244261
CORE KNOWLEDGE AREAS
US TITLE
Maintain records
and give reports
about babies,
toddlers and
young children
SPECIFIC
OUTCOME
SO1: Maintain written
records of babies,
toddlers and young
children.
SO2: Give reports
about babies, toddlers
and young children.
244263
Prepare an
environment for
babies, toddlers
and young
children
SO1: Prepare the
environment for
babies, toddlers and
young children
KNOWLEDGE
SKILLS
•
•
•
•
•
•
•
AC 1-4:Give out
•
reports
•
•
•
AC 1 -2:Prepare the •
environment
•
•
AC1-5:Maintain
written records
SO2 Prepare the
equipment to support
the activities.
AC 1- 4:Prepare
equipment
SO3:Tidy the
environment and
store equipment.
AC 1-5:Tidy
environment and
equipment storage
Record accurate and relevant information about children
Keep records up to date
Record the full range of information about the child
Record the information as prompted by the given record forms
Record neat, clear and readable
Store records safely, securely and accessibly.
Observe confidentiality of information at all times
Give reports according to agreed processes and agreed confidentiality requirements.
Keep reports accurate and up to date
Provide clear and relevant reports
Report constructively and meaningful
Prepare a safe, clean and hygienic environment
Prepare a stimulating environment
Prepare an environment that promotes exploration and interaction with people, places and
objects
• Prepare equipment to support physical, cognitive, language and
social and emotional development. .
• Vary safe and suitable equipment for the age groups.
• Provide sufficient equipment for all children
• Cater inclusively at most basic level for special needs of children
• Clear the environment of equipment
• Restore the environment to its original state
• Clean and sanitize equipment after use
• Store equipment in an accessible and organized way.
• Take various settings and needs into account.
• Keep equipment safe and secure
• Label equipment effectively
GETC-ABET Level 4 ~ @ NQF Level 1
21 | P a g e
CRE
DITS
3
3
Examinations and Assessment Guidelines: ECD4
244255
Care for babies,
toddlers and
young children
SO1: Feed babies,
toddlers and/or young
children.
SO2: Provide physical
care for babies,
toddlers and young
children.
SO3: Establish
trusting adult-child
relationships with
babies, toddlers and
young
children.
GETC-ABET Level 4 ~ @ NQF Level 1
AC1-7: Feed babies, • Describe nutritional requirements of babies, toddlers and young children.
toddlers and/or
• Give special attention to the importance of breast-feeding and the implications for practice
young children
in the Early Childhood Development (ECD) setting.
• Provide facilities for mothers who wish to breastfeed.
• Provide facilities to store expressed breast milk according to universal precautions.
• Record, prepare and store meals for babies, toddlers and young children.
• Take into account the nutritional requirements for age and weight, as well as parental
instructions.
• Clean and sterilize feeding equipment using suitable available solutions.
• Store equipment hygienically
• Adapt process and timing of weaning to suit the needs of individual babies.
• Take into consideration local cultural practices as per parent preferences
• Encourage and help toddlers to learn how to feed themselves
• Encourage and help young children to practice culturally appropriate and socially
acceptable behaviour during mealtime routine.
AC 1-8:Physical
• Provide a safe, secure, healthy and stimulating environment for babies, toddlers and
care for babies,
young hildren.
toddlers and young • Carry and handle babies and toddlers in safe, culturally and developmentally appropriate
children
ways.
• Encourage feelings of security and interaction between caregiver and child
• Wash, bath and dress babies and toddlers in a safe and gentle manner.
• Supervise and assist young children while washing.
• Change nappies regularly and hygienically.
• Adapt toilet training to suit individual children's needs.
• Take into consideration local cultural practices as expressed by parents.
• Adapt sleeping arrangements and routines to individual needs.
• Encourage babies and toddlers to interact with the caregiver during all active care-giving
routines.
• Manage routines and transitions to give structure to healthy development and
independence.
AC 1-6:Adult-child
• Provide an emotionally secure, loving and caring environment for babies, toddlers and
relationships
young children.
• Describe the attachment needs (bonding) of the children and the implications for caregiving practice and admission procedures in Early Childhood Development settings.
• Help children to cope with separation from familiar caregivers when placed in the care of a
new caregiver.
• Observe temperamental differences among babies and adapt care-giving practices to
individual needs.
• Respond to the needs of each child quickly and consistently
• Maintain a regular daily routine for each child.
22 | P a g e
10
Examinations and Assessment Guidelines: ECD4
SO4: Manage
behaviour and
comfort babies,
toddlers and young
children.
AC 1-6: Manage
behaviour and
comfort
babies,toddlers and
young children
•
•
•
•
•
•
•
•
•
•
•
5. Provide and/or
access care in
relation to welfare and
health needs.
244258
Demonstrate
basic
understanding of
child
development
SO1. Describe the
cognitive and
language
development of
babies, toddlers and
young children.
•
AC 1-6: Provide and •
access care in
relation to welfare and •
health needs.
•
•
•
•
•
•
•
•
•
AC 1-5:Cognitive and •
language
development of
•
babies, toddlers and
young children
•
•
•
•
GETC-ABET Level 4 ~ @ NQF Level 1
Manage the behaviour of babies, toddlers and young children and comfort them.
Identify signs of distress and/or abuse.
Report and refer it as per guidelines for ECD
Comfort children in distress promptly and appropriately.
Record chronic symptoms of distress.
Report chronic symptoms of distress to the appropriate person.
Seek advice and/or discuss the matter with the child's family.
Manage child behaviour appropriately.
Use positive reinforcement in line with generally accepted, taught practice about positive
behaviour management.
Manage children by taking into account that there are different value systems and
approaches to child management
Manage children by taking into account that there are different value systems and
approaches to child management
Describe the impact of negative forms of behaviour management
Provide assistance to access birth registration services, grants and referrals to health and
social services.
Identify signs of illness according to IMCI as determined by the Department of Health.
Report signs of illness to parents as needed.
Access emergency services and/or assistance in the event of an emergency.
Maintain suitable records on the emergency. Provide emergency assistance to stabilise
children in cases of bleeding, not breathing (choking, drowning), burns, convulsions
(recovery position), fevers and diarrhoea,
apply universal precautions.
Administer medication under strict given and legitimate instructions.
Administer only prescribed medication.
Maintain suitable records on administration of medicine.
Identify the limits to own actions when administering medication/treatment.
Describe the dangers of transgressing limits.
Describe kinds of non-verbal and verbal communication expected from children at different
stages.
Describe the kinds and levels of creative and critical thinking that can be expected from
children at different stages of development.
Provide examples of how the development of cognition and language is demonstrated by
children at different stages.
Provide examples of ways in which care-givers could support cognitive and language
development of babies, toddlers and young children at different stages.
Describe how various factors could impact upon development in ways that may differ from
the general framework of development.
Describe when such differences suggest the need for referral.
23 | P a g e
5
Examinations and Assessment Guidelines: ECD4
SO2. Describe the
emotional
development of
children.
AC 1-4: Emotional
development of
children
SO3 Describe the
AC 1 - 4
physical development
of children
SO4. Describe the
AC 1–4: Social
social development of development of
children.
children
244262
Interact with
babies, toddlers
and young
children
SO1 Plan and
prepare for
interactions with
babies, toddlers
and/or young
children.
SO2 Engage in a
variety of interactions
with babies, toddlers
and/or young
children.
•
SO3 Help babies,
toddlers and young
children develop a
AC 1 -4:Develop a
sense of self in
babies, toddlers and
GETC-ABET Level 4 ~ @ NQF Level 1
AC 1-6:Engage in a
variety of interactions
• Describe the emotional development that can be expected from children at different
stages.
• Provide examples of how emotional development is demonstrated by children at different
stages.
• Provide examples of ways in which care-givers could respond to a range of emotions at
the different stages.
• Describe how various factors could impact upon emotional development in ways that may
differ from the general framework of development.
• Describe when such differences suggest the need for referral.
• Describe the general stages of physical development and provide examples.
• Provide examples of the stages of physical development.
• Provide examples of ways in which care-givers could support physical development of
babies, toddlers and young children at the different stages.
• Describe how various factors could impact upon physical development.
• The description should include how these factors may differ from the general framework of
development
• Describe when differences suggest the need for referral.
• Describe ways in which relationships with adults and children develop and are expressed.
• Identify factors needed for healthy social development.
• Provide examples of ways in which care-givers could support social development of
babies, toddlers and young children at the different stages.
• Describe how various factors could impact upon social development.
• Description must include ways that may differ from the general framework of development.
• Describe when such differences suggest the need for referral.
• Plan suitable individual and group activities and interactions that ensure sufficient variation
during the day and between days.
• Plan activities that are appropriate for the diverse needs of the individuals and that are
sensitive to cultural, gender, social context, religion and language.
• Record plans in a user-friendly manner.
• Interact responsively to the needs and cues provided by the children.
• Interact in stimulating and developmentally appropriate activities
• Interact with children in a variety of ways including creative activities, telling of stories and
active listening.
• Interact in a caring, empathetic and respectful way which includes touching
• Use language in an appropriate and helpful way
• Maintain self-control, calmness and self-care at all times when interacting with children.
• Develop self-awareness in each child through the facilitation of appropriate interactions.
• Encourage children to develop new skills and recognise their efforts and achievements
• Help children to become independent and develop self-help skills.
24 | P a g e
5
Examinations and Assessment Guidelines: ECD4
sense of self.
SO4 Reflect on
interactions.
GETC-ABET Level 4 ~ @ NQF Level 1
young children
AC 1 - 4
Reflect on
interactions.
•
•
•
•
•
•
•
Help children to develop problem-solving skills.
Help children to deal with conflict and awareness of self in a group context.
Reflect on values and shortcomings of own role during interaction.
Identify children's responsiveness and progress during reflection.
Note children's successes and difficulties.
Identify successes and difficulties related to the quality of interactions.
Identify ways to improve upon interactions in future.
25 | P a g e
7.
TAXONOMIES USED IN SCAFFOLDING QUESTIONS
There are numerous taxonomies used in scaffolding questions. However, the AAAT4 learning area
assessment will be mainly focused on Bloom’s taxonomy and will include the following:
9
Knowledge
9
Comprehension
9
Application
9
Analysis
9
Synthesis
9
Evaluation
8.
SITE-BASED ASSESSMENT (FORMATIVE)
The ABET level 4 site-based assessment tasks are part of a developmental process aimed at increasing
capacity in the ABET sector and enhancing the level of teaching and learning in the PALCs. The tasks are
also aimed at quality assurance and standardisation of site-based assessment in all PALCs across the
country.
In delivering the ABET level 4 curriculum, it is suggested that the assessment tasks should be integrated into
planning for teaching and learning and implemented in conjunction with the assessment guidelines for ABET.
Teaching, learning and assessment are intertwined and planning for assessment is an integral part of
planning for teaching and learning. It is therefore strongly recommended that the assessment tasks should be
conducted as part of the teaching and learning process. This means that the assessment tasks should be
incorporated into an educator’s work schedule for the year. It is further recommended that educators use
different teaching strategies and informal assessment to ensure that learners are adequately prepared for the
formal assessment tasks.
The tasks were carefully designed to ensure that a variety of skills are assessed in each learning area and
that the unit standards and assessment criteria are adequately covered. The performance-based tasks are to
be completed or administered over a period of time whilst the pen-and–paper tasks should be administered
under controlled conditions.
It is recommended that the tasks be used as part of the formal site based assessment programme at PALCs.
All formal assessment must be recorded and ongoing feedback must be given to learners. Evidence of the
formally recorded assessment tasks should be included in the educator’s portfolio while the learners’
evidence of learning must contain the recorded pieces of evidence for each assessment. Continuous
moderation at site level, cluster level, district level and provincial level is strongly recommended.
The results of assessment should be used to support the learners’ development and make improvements to
the learning and teaching process. It is important that learners who might experience barriers to learning and
development are identified early, assessed, and provided with learning support. In such cases the
assessment tasks should be adapted to accommodate these learning needs. We expect you to critically
engage with the assessment tasks as we are aware that they do not reflect a “zero-defect” or a “one-answersolution”.
9.1
STRUCTURE OF SBA TASKS
The SBA is made out of an educator’s guide and a learner’s tasks. The learner’s tasks for each learning area
contain five assessment tasks focusing on the unit standards that should be covered in formative
assessment. The educator’s guide contains the assessment instrument(s) (memorandum, rubric and/or
checklist) for each of the assessment tasks. The tasks include a variety of appropriate assessment strategies
and different forms of assessment of which one is a project as prescribed by Umalusi.
Additional is a learning area assessment plan which is aimed at assisting the educator with the spreading of
the formal assessment tasks throughout the year.
Each SBA task is worth 50 marks and the five SBA tasks total 250 marks. All formal and informal assessment
leading to formal moderation must be recorded accordingly. These marks should be converted to 50% which
is the weighting of the site-based assessment. Moderation of these SBA tasks must be done according to the
provincial management plan on the conduct, administration and management of the GETC-ABET Level 4
examinations and assessment.
GETC-ABET Level 4 ~ @ NQF Level 1
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Examinations and Assessment Guidelines: ECD4
9.2
EXEMPLAR SBA TASKS
TASK 1: TEST
INSTRUCTIONS AND INFORMATION
1.
Answer ALL the questions.
2.
Read the questions carefully before you write down the answers.
3.
Number the answers clearly and in accordance with the numbering system used in the
assessment task.
4.
Write neatly and legibly using blue or black ink and write your name on the A4 page.
SECTION A
Answer All questions in this section.
QUESTION 1
Indicate whether the following statements are TRUE or FALSE. Write only ‛true’ or ‘false’ next to the
question number (1.1 – 1.10) in the answer book e.g. 1.1 True
1.1
Measles is not a contagious childhood illness.
(1)
1.2
Signs and symptoms of mumps are swollen glands and fever.
(1)
1.3
Babies and toddlers may be left unattended in a bath that is not too deep.
(1)
1.4
A baby who is crying should be left alone in a room to quiet down.
(1)
1.5
A child whose body is full of bruises should be reported to the principal.
(1)
1.6
Sensory experiences include touching, smelling, tasting and hearing.
(1)
1.7
Emergency assistance must be provided in cases of bleeding, chocking or burns.
(1)
1.8
A caregiver can not accommodate temperamental differences of babies.
(1)
1.9
Breastfeeding is important and sites should make provision for mothers who wish to breastfeed
their children on site.
(1)
1.10
Toddlers should be spoon-fed by the caregiver, they are not old enough to eat alone.
(1)
[10]
QUESTION 2
Various possible options are provided as answers to the following questions. Choose the correct answer
from the options (A,B,C, or D) by writing only the letter next to the question number (2.1 – 2.6) in the
ANSWER BOOK for example 2.6 D.
2.1
Dairy products should be stored in ....
A
B
C
D
2.2
a cupboard
a refrigerator
an oven
bottles
(1)
You can sterilize a bottle in the following way:
A
B
C
D
Wash with dishwashing liquid
Boil in water on the stove
Wash with any antiseptic lotion
Rinsing is good enough
GETC-ABET Level 4 ~ @ NQF Level 1
(1)
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Examinations and Assessment Guidelines: ECD4
2.3
To provide a loving and caring environment a caregiver must ....
A
B
C
D
2.4
You may not use disposable nappies
Put the baby in a bath and wash the whole body
Wipe the surface with disinfectant after every change
You need only change soiled nappies, not wet nappies
(1)
When preparing meals for children keep the following in mind:
A
B
C
D
2.6
(1)
When changing nappies at an ECD centre, keep the following in mind:
A
B
C
D
2.5
be friendly and responding to children’s needs
sit comfortably on a chair in the sun with children on her lap
supervise the children
kiss the children
Allergies
Make sure there is a lot of sugar in the food to make it taste good
Texture is not important
They may never eat any salt
(1)
The caregiver should respond to a child’s .....
A
B
C
D
toys
cues (body language)
medicine
clothing
(1)
[6]
QUESTION 3
Complete the following sentences by filling in the missing word(s). Write only the missing word(s) next to
the question number (3.1 time) Use the words from the given list.
Playtime, lukewarm, medication, individual, interact, themselves, weaning, time, food.
3.1
The caregiver should keep the … sleeping needs of babies, toddlers and young children in
mind.
(1)
3.2
Caregivers must … with children.
(1)
3.3
Toddlers should be encouraged to learn how to feed …
(1)
3.4
A caregiver may not just administer any … to young children, babies and toddlers.
(1)
3.5
When caregivers advise parents on the timing of …, they should take local cultural practices
into consideration.
(1)
3.6
When a baby has a high fever the caregiver can use … water and sponge him.
(1)
3.7
The caregiver must remember that all toddlers are not at the same … ready to be toilet trained.
(1)
[7]
QUESTION 4
Choose a description from COLUMN B that matches the words in COLUMN A. Write only the letter (A –
D) next to the question number (4.1 – 4.5) in the answer book, e.g. 4.6 H.
4.1
4.2
4.3
4.4
4.5
COLUMN A
Critical thinking
Creative thinking
Physical development
Social development
Language development
GETC-ABET Level 4 ~ @ NQF Level 1
A
B
C
D
E
F
COLUMN B
When a child plays in the fantasy corner
Running, rolling and climbing
Taking turns in a group
Stories and rhymes
Reasoning
Sleeping
[5]
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Examinations and Assessment Guidelines: ECD4
SECTION B
Answer all questions in this section.
QUESTION 5
5.1
Explain two ways in which a caregiver can provide support to a baby who can not sit alone yet or
who has difficulty sitting upright.
(2)
5.2
Why should baby toys be washed regularly?
(1)
5.3
Which type of baby toys should be washed daily?
(1)
5.4
Name 3 containers that could be used to store toys in.
(3)
5.5
Why should record keeping of the children in an ECD centre be kept confidential and who may
see it?
(2)
5.6
Name any five signs of distress and/or abuse in babies/toddlers or young children
(5)
5.7
Why should you reflect on your interactions with babies, toddlers and young chidren?
(2)
5.8
Look at the illustrations of the children and write down which cues each child reveal with their
body language. Number your answers from 1 - 5 e.g. 1 happy
(6)
[22]
TASK 2: ASSIGNMENT
INSTRUCTIONS AND INFORMATION FOR THE LEARNER
1.
This assignment: Collection of songs and rhymes for babies, toddlers and young children.
2.
You may complete this assignment at home. Your educator will give you the due date. Please try
to complete and submit the assignment before the due date.
3.
Read the questions carefully and answer all questions on A4–papers.
4.
Include a front page indicating your name, the title of assignment: “ Collection of songs and
rhymes for babies, toddlers and young children” as well as the due date.
Include the following front pages as well:
Section A: Babies and Toddlers
Section A: Young children
Section B: Babies and Toddlers
Section B: Young children
5.
Write neatly and legibly using blue or black ink.
6.
You may make use of any sturdy file to organize your collections
7.
Section A: Collect at least 3 examples of suitable songs and 3 examples of suitable
rhymes for each group. You may make use of any source e.g. centres, books, internet
etc.
Record your sources.
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Examinations and Assessment Guidelines: ECD4
8.
Make use of suitable illustrations for the songs and rhymes.
9.
Illustrations must be colourful.
10.
Section B:
Choose one song or rhyme from each section. Plan an interaction activity for the specific age
group. Write down what you plan to do.
Reflect on your interaction with the groups e.g.
a. Babies and toddlers
b. Young children
11.
Read the assessment rubric carefully before attempting this task.
12.
This task counts 50 marks. 25 for section A and 25 for section B
Assessment rubric:
Not
achieved
1 -3
Criteria
Partially
achieved
4-5
Achieved
6-7
Outstanding
acievement
8-10
Information was neatly recorded
Project was handed in on time
Front pages included
Resources acknowledged
Songs and rhymes collected are at least 3 for each age group.
Songs and rhymes are suitable for the age group
Illustrations are colourful and suitable.
Activities chosen for the specific age groups are age
appropriate and show interaction
Learner reflected on interactions with the groups:
a. Babies and toddlers
b. Young children
Marks
10
10
10
10
10
TOTAL:
50
TASK 3: PROJECT
INSTRUCTIONS AND INFORMATION
1.
The project must be completed over a period of eight weeks. Your educator will assess your progress at
regular intervals to ensure a good quality project and that projects are completed on time.
2.
This is group work and should be done in groups of 3 – 5 learners, however each member should write
down his/her own findings.
3.
Each learner should include a front page indicating his/her name, names of the team members, the title
of the project “CHILD DEVELOPMENT” and the due date.
4.
Read the instructions carefully and do thorough planning before you start with the project.
5.
Number the steps clearly and in accordance with the numbering system used in the assessment task.
6.
Write neatly and legibly using blue or black ink.
7.
Present your work to the educator on or before the stipulated due date.
8.
Read the assessment rubric before you start with the project.
Assessment Rubric:
Criteria
GETC-ABET Level 4 ~ @ NQF Level 1
Not
achieved
1 -3
Partially
achieved
4-5
Achieved
6-7
Outstanding
acievement
8-10
30 | P a g e
Marks
Examinations and Assessment Guidelines: ECD4
The correct format was used throughout the project.
The Group's names were recorded
Information was neatly recorded
The information was updated weekly.
Progress was handed in on set dates for checking as agreed
with educator
Project was handed in on time
Milestones recorded are suitable for the age group
The following headings were used for recording the
information
1. Cognitive and language development
2. Emotional development
3. Social development
4. Physical development
Collected information
Comments at the end of the project
10
10
10
10
10
TOTAL:
TASK 4: DEMONSTRATION
INSTRUCTIONS AND INFORMATION
1.
This is a practical demonstration. The learner will arrange for apparatus and materials as
indicated in the practical demonstration.
2.
The learner must demonstrate how to change a nappy and wash a baby or toddler, as well as
how to sterilise a baby bottle.
3.
Read the instructions carefully and do thorough planning before you start with the demonstration.
4.
Ensure that you have organized for all the materials to be available.
5.
Read the assessment rubric.
PRACTICAL DEMONSTRATION
A PRACTICAL DEMONSTRATION OF CHANGING A NAPPY ANDWASHING A BABY, AS WELL AS
STERILIZING A BABY BOTTLE.
Materials to be used : Nappy changing area at an ECD centre.
Requirements/materials needed for nappy changing.
Materials needed for sterilizing a baby bottle.
Steps to follow:
• Choose a Day Care Centre where you can do the demonstration (if not working at a Day Care
Centre).
• Make an appointment to speak to the person in charge of the Day Care Centre e.g. principal.
• Explain the purpose of your visit and ask permission.
• For the nappy change:
• Spend the day before the demonstration with the baby that you will use for the demonstration to
get at least a little acquainted.
• Make sure that all the items needed are put ready before you start.
• Your educator will observe the following:
• Change the nappy of the baby that you have spent time with the previous day.
• Wash the face and hands of the baby, you need not put the baby in a bath.
• Dress the baby and put him/her at ease.
• Interact with the baby throughout the demonstration.
For the bottle sterilizing:
•
Choose which sterilizing method you want to demonstrate.
• Put all the equipment ready before the demonstration.
• Do the actual demonstration.
• Your educator will observe the demonstration.
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50
Examinations and Assessment Guidelines: ECD4
ASSESSMENT RUBRIC:
NAME OF LEARNER…
DATE ...
Not
achieved
1 -3
Criteria
Partially
achieved
4-5
Was all the correct material needed for the demonstration
available and ready before use?
a. Nappy change
b. Sterilization of bottle
Were all steps followed?
a. Nappy change
b. Sterilization of bottle
Did the learner interact with the baby throughout the nappy
change demonstration?
Was the baby set at ease at the end of the process?
Did the learner test the temperature of the water before
washing the baby?
Was the baby attended to and safe during the entire process?
Did the learner check for nappy rash or any other
irregularities?
Was the dirty nappy disposed of in the correct manner?
Did the learner make use of two different facecloths, one for
the body and face and one for the bottom? (or used wet wipes
for bottom)
Was the demonstration successful and the learner deemed
competent?
a. Nappy change
b. Sterilization of bottle
Achieved
6-7
Outstanding
acievement
8-10
Marks
10
10
10
10
10
Yes
No
TASK 5: CASE STUDY
INSTRUCTIONS AND INFORMATION
1.
You must read through the case study and answer Section A and Section B.
2.
Make use of the information provided.
3.
Read the questions carefully before you answer them.
4.
Number the questions clearly and in accordance with the numbering system used in the assessment
task.
5.
Write neatly and legibly using blue or black ink.
Case study:
Gina is 4 years old. Her parents are in the middle of a divorce. Every morning Gina cries when her
mother brings her to school. She usually cries for an hour before settling down. She does not want to
play with other children and always follow the caregiver where ever she goes.
She can jump on one leg. Gina can walk on a straight line and she can walk on tiptoe (on her toes).
She can catch and throw a ball and likes to play with a hoola hoop.
She has a poor appetite and eats only selected food. She does not eat vegetables. She loves it when
there is a party at school with sweets and chippies.
Although Gina does not want to play with other children, she likes to engage in conversations with the
caregiver. She has a good vocabulary and asks a lot of questions. She can already count up to 30 and
enjoys building a 50 piece puzzle. She memorizes songs and rhymes very quickly and usually knows the
answer to questions asked by die caregiver, although she is usually shy to answer.
During creative art activity time she really engages herself in the activity. She can cut well on a straight
line as well as on a curve. She has a good pencil grip (way of holding a pencil) and loves to draw
GETC-ABET Level 4 ~ @ NQF Level 1
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Examinations and Assessment Guidelines: ECD4
pictures.
Gina also enjoys listening to stories and her attention span is good.
When it is time to rest she often does not want to sleep and sucks her thumb. She feels very insecure
when any strangers visit the playroom. She does not like to play in the fantasy corner. Sometimes she
would read a book in the book corner.
SECTION A
QUESTIONS:
1.1
Do you think that Gina is an insecure little girl? Name SIX reasons to support your answer.
(6)
1.2
Gina's gross-motor development is good. Support your answer with FIVE reasons.
(5)
1.3
Gina's fine motor development is also good. Support your answer with THREE reasons.
(3)
1.4
Name FOUR aspects about Gina's eating habits.
(4)
1.5
Which reasons can indicate to you that Gina's intellectual development is also good? Name
SIX reasons.
(6)
1.6
What could be the reason that Gina is so insecure?
(1)
[25]
SECTION B:
Complete the following form for Gina. Use the given information in the case study. Do not complete the
sections which you do not have information on.
Name:
Physical development
Eating habits
Date of birth:
Intellectual development
Can build a tower with ____ blocks
Drinking
Sleeping pattern
Builds a 50 piece puzzle
Fine Motor
Vocabulary
Pencilgrip
Can cut on a line
Memorize songs and rhymes
Problem solving
Can cut on a curved line
Concentration
Draws pictures
Can count up to 30
Physical: Gross motor
Reads books
Can throw a ball
Can catch a ball
Can walk on a straight line
Walk on tiptoe
Asks questions
Problemsolving
Sorting and matching objects
Counting out objects
Can jump on one leg
Reasoning skills
Emotional development
Likes playing in the fantasy corner
Can leave parent easily in the mornings
Likes to explore
Social development
Makes friends easily
Interacts with other staff
Can share
Independence
Outgoing and interested in
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Examinations and Assessment Guidelines: ECD4
Happy child always smiling
Regularly shows no emotions
strangers
Comforts other children
Interacts with caregiver
ASSESMENT TOOLS
TOOL 1: MEMORANDUM
INSTRUCTIONS AND INFORMATION TO THE EDUCATOR
1.
Learners should answer ALL the questions.
2.
Learners should read ALL the questions before answering.
3.
Learners should number answers clearly according to the numbering system used in this
assessment task.
4.
Learners should write neatly and legibly using blue or black ink and write their names on the
answer books.
5.
Provide learners with A4 papers as answer books.
6.
The test should be completed within one hour.
SECTION A
QUESTION 1
1.1
False9
(1)
1.2
True9
(1)
1.3
False9
(1)
1.4
False9
(1)
1.5
True9
(1)
1.6
True9
(1)
1.7
True9
(1)
1.8
False9
(1)
1.9
True9
(1)
False9
(1)
[10]
1.10
QUESTION 2
2.1
B9
(1)
2.2
B9
(1)
2.3
A9
(1)
2.4
C9
(1)
2.5
A9
(1)
2.6
B9
(1)
[6]
GETC-ABET Level 4 ~ @ NQF Level 1
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Examinations and Assessment Guidelines: ECD4
QUESTION 3
3.1
individual9
(1)
3.2
interact9
(1)
3.3
themselves9
(1)
3.4
medication9
(1)
3.5
weaning9
(1)
3.6
tepid9
(1)
time9
(1)
(7)
3.7
QUESTION 4
4.1
E9
(1)
4.2
A9
(1)
4.3
B9
(1)
4.4
C9
(1)
D9
(1)
[5]
4.5
SECTION B
Answer all questions in this section.
QUESTION 5
• Provide a box/plastic container to support the baby. 9
• Put pillows around the baby9
• Any other example that could work.
(2)
5.2
• Babies put toys in their mouths, they salivate on the toys. 9
(1)
5.3
• Plastic,wooden toys and any other easily washable toys9
(1)
5.4
•
•
•
•
5.1
5.5
5.6
Plastic buckets/containers9
Boxes9
Crates9
Wooden tomato boxes 9
Any 3
(3)
• Parents trust you to respect their family's privacy by keeping the information confidential. 9 staff who work directly with children need to be able to access e.g. background and health
information, emergency contacts, special diets and medication information9
(2)
•
•
•
•
•
•
•
•
•
•
(5)
Crying excessively9
Bruises 9
Emotional 9
Fidgeting9
Can’t sleep9
Nightmares and crying9
scared / shy9
swollen genitals etc9
aggressive 9
wetting pants or bed
9
GETC-ABET Level 4 ~ @ NQF Level 1
Any 5
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Examinations and Assessment Guidelines: ECD4
5.7
5.8
• Self-reflections identify successes and difficulties related to the quality of interactions. 9
• Reflections help to identify ways to improve upon interactions in future. 9
•
•
•
•
•
•
(2)
angry9
sad, 9 upset9, crying9
Happy9
insecure, 9
unhappy or tired, 9 angry9
tired9 or unhappy9
This answer will depend on how the learner interprets the pictures. See the different
combinations provided.
(6)
(22)
GRAND TOTAL:
TASK 2: ASSIGNMENT
INSTRUCTIONS AND INFORMATION FOR THE EDUCATOR
1.
This assignment: Collection of songs and rhymes for babies, toddlers and young children.
2.
Learners may complete this assignment at home. The educator must give learners the due date.
Learners should be encouraged to try and complete and submit the assignment before the due
date.
3.
Learners must read the questions carefully and answer all questions on A4–papers.
4.
Learners must include a front page indicating their names, the title of assignment: “
Collection of songs and rhymes for babies, toddlers and young children” as well as the
due date.
Include the following front pages as well:
Section A: Babies and Toddlers
Section A: Young children
Section B: Babies and Toddlers
Section B: Young children
5.
Learners must write neatly and legibly using blue or black ink.
6.
Learners may make use of any sturdy file to organize their collections.
7.
Section A: Learners must collect at least 3 examples of suitable songs and 3 examples
of suitable rhymes for each group. They may make use of any source e.g. centres,
books, internet etc.
Learners must record their sources.
8.
Learnes must make use of suitable illustrations for the songs and rhymes.
9.
Illustrations must be colourful.
10.
Section B:
Learners must choose one song or rhyme from each section and plan an interaction activity
for the specific age group. They must write down what they plan to do.
Learners must feflect on their interactions with the groups e.g.
a. Babies and toddlers
b. Young children
11.
Learners must read the assessment rubric carefully before attempting this task.
12.
This task counts 50 marks. 25 for section A and 25 for section B
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50
Examinations and Assessment Guidelines: ECD4
ASSESSMENT RUBRIC:
Criteria
Not achieved
1 -3
Partially
achieved
4-5
Achieved
6-7
Outstanding
acievement
8-10
Information was neatly recorded
Project was handed in on time
Front pages included
Resources acknowledged
Songs and rhymes collected are at least 3 for each
age group.
Songs and rhymes are suitable for the age group
Illustrations are colourful and suitable.
Activities chosen for the specific age groups are
age appropriate and show interaction
Learner reflected on interactions with the groups:
a. Babies and toddlers
b. Young children
Marks
10
10
10
10
10
TOTAL: 50
TASK 3: PROJECT
INSTRUCTIONS AND INFORMATION FOR THE EDUCATOR
1.
Learners must complete this project over a period of eight weeks. The educator will assess the progress at
regular intervals to ensure a good quality project and that projects are completed on time.
2.
This is group work and should be done in groups of 3 – 5 learners, however each member should write
down his/her own findings.
3.
Each learner should include a front page indicating his/her name, names of the team members, the title
of the project “CHILD DEVELOPMENT” and the due date.
4.
Learners should read the instructions carefully and do thorough planning before they start with
the project.
5.
Number the steps clearly and in accordance with the numbering system used in the assessment task.
6.
Learners must write neatly and legibly using blue or black ink.
7.
Learners should present their work to the educator on or before the stipulated due date.
8.
Learners should read the assessment rubric before they start with the project.
Assessment Rubric:
Criteria
Not
achieved
1 -3
Partially
achieved
4-5
Achieved
6-7
Outstanding
acievement
8-10
The correct format was used throughout the project.
The group's names were recorded
Information was neatly recorded
The information was updated weekly.
Progress was handed in on set dates for checking as agreed
with educator
Project was handed in on time
Milestones recorded are suitable for the age group
The following headings were used for recording the
information
1. Cognitive and language development
2. Emotional development
3. Social development
4. Physical development\
Collected information
Comments at the end of the project
10
10
10
10
10
TOTAL: 50
GETC-ABET Level 4 ~ @ NQF Level 1
Marks
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Examinations and Assessment Guidelines: ECD4
PROJECT
Observing babies, toddlers and young children's development
A.
Use the following headings and observe babies, toddlers or young children over a period of eight
weeks.
1. Cognitive and language development
2. Emotional development
3. Social development
4. Physical development
Choose only one group of each of the following:
Babies: birth to 12 months - two babies
Toddlers: 12 to 30 months - two toddlers
Young children: 30 months to 5 years - two young children
Collect information on milestones (development) by using one or more of the following:
• internet
• clinic
• health department
• books etc.
The collected information must be handed in as part of the project.
Observe each baby, toddler or young child over the period of eight weeks and make notes on what
they can do at the beginning of the project. Weekly updates should be made until week eight when
you will briefly comment on your findings.
Do your layout as follows:
a. Baby 1 (or toddler or young child)
_____________ (name of baby) could do the following during week 1
1. Cognitive and language development
2. Emotional development
3. Social development
4. Physical development
b. Baby 2 (or toddler or young child)
--------------------(name of baby) could do the following during week 1
B.
C.
D.
1. Cognitive and language development
2. Emotional development
3. Social development
4. Physical development
Continue with the same format until week 8
Write very brief and simple comments on your findings after 8 weeks.
Hand in your assignment.
TASK 4: DEMONSTRATION
INSTRUCTIONS AND INFORMATION FOR THE EDUCATOR
1.
This is a practical demonstration. The learner will arrange for apparatus and materials as
indicated in the practical demonstration.
2.
The learner must demonstrate how to change a nappy and wash a baby or toddler, as well as
how to sterilise a baby bottle.
3.
The learner must read the instructions carefully and do thorough planning before starting with the
demonstration.
4.
Learner must ensure that all the materials are organized and available.
5.
The learner must read the assessment rubric.
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Examinations and Assessment Guidelines: ECD4
PRACTICAL DEMONSTRATION
A PRACTICAL DEMONSTRATION OF CHANGING A NAPPY ANDWASHING A BABY, AS WELL AS
STERILIZING A BABY BOTTLE.
Materials to be used : Nappy changing area at an ECD centre.
Requirements/materials needed for nappy changing.
Materials needed for sterilizing a baby bottle.
Steps to follow:
•
Choose a Day Care Centre where you can do the demonstration (if not working at a Day Care
Centre).
• Make an appointment to speak to the person in charge of the Day Care Centre e.g. principal.
• Explain the purpose of your visit and ask permission.
• For the nappy change:
• Spend the day before the demonstration with the baby that you will use for the demonstration to
get at least a little acquainted.
• Make sure that all the items needed are put ready before you start.
• Your educator will observe the following:
• Change the nappy of the baby that you have spent time with the previous day.
• Wash the face and hands of the baby, you need not put the baby in a bath.
• Dress the baby and put him/her at ease.
• Interact with the baby throughout the demonstration.
For the bottle sterilizing:
•
Choose which sterilizing method you want to demonstrate.
• Put all the equipment ready before the demonstration.
• Do the actual demonstration.
• Your educator will observe the demonstration.
Assessment Rubric:
NAME OF LEARNER…
Criteria
Was all the correct material needed for the demonstration
available and ready before use?
a. Nappy change
b. Sterilization of bottle
Were all steps followed?
a. Nappy change
b. Sterilization of bottle
Did the learner interact with the baby throughout the nappy
change demonstration?
Was the baby set at ease at the end of the process?
Did the learner test the temperature of the water before
washing the baby?
Was the baby attended to and safe during the entire
process?
Did the learner check for nappy rash or any other
irregularities?
Was the dirty nappy disposed of in the correct manner?
Did the learner make use of two different facecloths, one for
the body and face and one for the bottom? (or used wet
wipes for bottom)
Was the demonstration successful and the learner deemed
competent?
a. Nappy change
b. Sterilization of bottle
DATE ...
Not
achieved
1 -3
Partially
achieved
4-5
Achieved
6-7
Outstanding
acievement
8-10
10
10
10
10
10
Yes
TASK 5: CASE STUDY
GETC-ABET Level 4 ~ @ NQF Level 1
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Examinations and Assessment Guidelines: ECD4
INSTRUCTIONS AND INFORMATION FOR THE EDUCATOR
1.
Learners must read through the case study and answer Section A and Section B.
2.
Learners must use the information provided.
3.
Learners must read the questions carefully before they answer them.
4.
Learnrs must number the questions clearly and in accordance with the numbering system used in the
assessment task.
5.
Learners must write neatly and legibly using blue or black ink.
Case study:
Gina is 4 years old. Her parents are in the middle of a divorce. Every morning Gina cries when her
mother brings her to school. She usually cries for an hour before settling down. She does not want to
play with other children and always follow the caregiver where ever she goes.
She can jump on one leg. Gina can walk on a straight line and she can walk on tiptoe (on her toes).
She can catch and throw a ball and likes to play with a hoola hoop.
She has a poor appetite and eats only selected food. She does not eat vegetables. She loves it when
there is a party at school with sweets and chippies.
Although Gina does not want to play with other children, she likes to engage in conversations with the
caregiver. She has a good vocabulary and asks a lot of questions. She can already count up to 30 and
enjoys building a 50 piece puzzle. She memorizes songs and rhymes very quickly and usually knows the
answer to questions asked by die caregiver, although she is usually shy to answer.
During creative art activity time she really engages herself in the activity. She can cut well on a straight
line as well as on a curve. She has a good pencil grip (way of holding a pencil) and loves to draw
pictures.
Gina also enjoys listening to stories and her attention span is good.
When it is time to rest she often does not want to sleep and sucks her thumb. She feels very insecure
when any strangers visit the playroom. She does not like to play in the fantasy corner. Sometimes she
would read a book in the book corner.
SECTION A
1.1
1.2
-Every morning Gina cries when her mother brings her to school. 9
-She usually cries for an hour before settling down. 9
-She does not want to play with other children9
-always follows the caregiver where ever she goes9
-she is usually shy to answer questions9
-When it is time to rest she often does not want to sleep and sucks her thumb. 9
-She feels very insecure when any strangers visit the playroom. 9
Any 6
(6)
She can jump on one leg. 9
Gina can walk on a straight line 9
she can walk on tiptoe (on her toes). 9
She can catch a ball9
throw a ball 9
likes to play with a hoola hoop.
9
(5)
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1.3
1.4
1.5
1.6
She can cut well on a straight line9
Can cut on a curve. 9
She has a good pencilgrip (way of holding a pencil) 9
loves to draw pictures. 9
Any 3
(3)
She has a poor appetite 9
eats only selected food. 9
She does not eat vegetables. 9
She loves it when there is a party at school with sweets and chippies 9
(4)
likes to engage in conversations with the caregiver. 9
She has a good vocabulary 9
asks a lot of questions. 9
She can already count up to 30 9
enjoys building a 50 piece puzzle. 9
She memorizes songs and rhymes very quickly 9
usually knows the answer to questions asked by die caregiver 9
good attention span 9
any 6
(6)
Her parents are in the middle of a divorce. 9
(1)
[25]
Section B:
Complete the following form for Gina with the given information in the case study. Do not complete the
sections which you do not have information on.
Name:
Physical development
Eating habits
Date of birth:
9
Intellectual development
Can build a tower with ____ blocks
9
Builds a 50 piece puzzle
9
Vocabulary
9
Drinking
Sleeping pattern
Fine Motor
Pencilgrip
Can cut on a line
9
9
Memorize songs and rhymes
Problem solving
9
Can cut on a curved line
9
Concentration
9
Draws pictures
9
Can count up to 30
9
Physical: Gross motor
9
Reads books
Can throw a ball
Can catch a ball
Can walk on a straight line
Walk on tiptoe
9
9
9
9
Asks questions
Problemsolving
Sorting and matching objects
Counting out objects
Can jump on one leg
9
Reasoning skills
Emotional development
Likes playing in the fantasy corner
Can leave parent easily in the mornings
Likes to explore
9
9
Independence
9
Happy child always smiling
Social development
Makes friends easily
Interacts with other staff
Can share
Outgoing and interested in
strangers
Comforts other children
9
9
9
9
Regularly shows no emotions
9
Interacts with caregiver
(25)
Total: 50
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Examinations and Assessment Guidelines: ECD4
9.
EXTERNAL ASSESSMENT (SUMMATIVE)
The summative assessment component of the ECD4 learning comprises 50% of the total assessment. The
policy on the conduct, administration and management of the GETC-ABET Level 4 examinations gives
details on how this component of assessment should be managed. It prescribes the examination processes
like registration of PALCs as examination centres, registration of candidates, conduct of examinations,
marking, capturing of marks, standardization, resulting, to mention but a few.
9.1
Structure of a Question Paper
The examination question paper in ECD4 is written out of 100 marks. The duration of the paper is 3 hours.
The paper consists of three sections namely Section A, Section B and Section C.
SECTION A is compulsory and consists of FOUR questions
Question 1 Multiple Choice (10 marks)
Question 2 True /False (10 marks)
Question 3 Fill in the missing word(s) (10 marks)
Question 4 Match Type (10 marks)
Total marks for this section: 40
SECTION B consists of questions with answers rating between - 1- 5
Examples of questions:
• Name
• Explain
• State
• Why
• How
• When etc.
Total marks for this section: 30
SECTION C consists of questions with answers rating between 5 - 10 marks
Questions in this section shall include among others:
ƒ illustrations: e.g. Discuss the unsafe situation in the illustration, or identify the emotions
displayed in the picture etc.
ƒ scenarios and case studies
ƒ Choose
ƒ Identify
Total marks for this section: 30
In all sections, questions will require recall, comprehension and application
Recall (low order questions) - 40%
Comprehension (middle order questions) – 30%
Application (high order questions) - 30%
9.2
Exemplar Question Paper
Hints of marking of the answer scripts:
Once candidates have completed the examination they entrust their confidence in a marking process for
which they have no control. It is up to markers to ensure that the integrity of the process of marking is beyond
question and the quality is excellent.
Marking of the answer scripts is part of an assessment process. It is therefore important to ensure that
marking is done according to marking guidelines like the above cited. The marking guidelines should have
GETC-ABET Level 4 ~ @ NQF Level 1
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Examinations and Assessment Guidelines: ECD4
well structured model answers to questions. Marking of the learning area should therefore be done by people
well conversant with the learning area unit standards. It is also imperative that before starting to mark, there
must be a training session of all marking personnel. The marking procedure should accommodate the
following hints:
9
9
9
9
9
9
9
Effective use of marking guidelines
Adherence to the marking guidelines
All answers (responses) to be marked
One tick, one mark
Use appropriate ink for marking( red for markers and green for moderators)
Ensure uniform standard throughout the marking session (marking guideline to be adapted to
accommodate all possible answers)
Ensure correct transfer of marks on both the scripts and the mark sheets
TASK 1: TEST
INSTRUCTIONS AND INFORMATION
1.
Answer ALL the questions.
2.
Read the questions carefully before you write down the answers.
3.
Number the answers clearly and in accordance with the numbering system used in the assessment task.
4.
Write neatly and legibly using blue or black ink and write your name on the A4 page.
SECTION A
Answer All questions in this section.
QUESTION 1
Indicate whether the following statements are TRUE or FALSE. Write only ‛true’ or ‘false’ next to the
question number (1.1 – 1.10) in the answer book e.g. 1.1 True
1.1
Measles is not a contagious childhood illness.
(1)
1.2
Signs and symptoms of mumps are swollen glands and fever.
(1)
1.3
Babies and toddlers may be left unattended in a bath that is not too deep.
(1)
1.4
A baby who is crying should be left alone in a room to quiet down.
(1)
1.5
A child whose body is full of bruises should be reported to the principal.
(1)
1.6
Sensory experiences include touching, smelling, tasting and hearing.
(1)
1.7
Emergency assistance must be provided in cases of bleeding, chocking or burns.
(1)
1.8
A caregiver can not accommodate temperamental differences of babies.
(1)
1.9
Breastfeeding is important and sites should make provision for mothers who wish to breastfeed
their children on site.
(1)
1.10
Toddlers should be spoon-fed by the caregiver, they are not old enough to eat alone.
(1)
[10]
QUESTION 2
Various possible options are provided as answers to the following questions. Choose the correct answer
from the options (A,B,C, or D) by writing only the letter next to the question number (2.1 – 2.6) in the
ANSWER BOOK for example 2.6 D.
2.1
Dairy products should be stored in ....
A
B
C
D
a cupboard
a refrigerator
an oven
bottles
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2.2
You can sterilize a bottle in the following way:
A
B
C
D
2.3
(1)
toys
cues (body language)
medicine
clothing
(1)
neat, clear and readable
as quickly as possible
in a sturdy book
confidential and only you may see it
(1)
3 months
8 months
1 year
6 weeks
(1)
How can you help children to cope with separation from familiar caregivers when placed in the care of
a new caregiver?
A
B
C
D
2.10
Allergies
Make sure there is a lot of sugar in the food to make it taste good
Texture is not important
They may never eat any salt
An average time for a baby to sit alone is....
A
B
C
D
2.9
(1)
When recording information you should make sure it is done ...
A
B
C
D
2.8
You may not use disposable nappies
Put the baby in a bath and wash the whole body
Wipe the surface with disinfectant after every change
You need only change soiled nappies, not wet nappies
The caregiver should respond to a child’s .....
A
B
C
D
2.7
(1)
When preparing meals for children keep the following in mind:
A
B
C
D
2.6
be friendly and responding to children’s needs
sit comfortably on a chair in the sun with children on her lap
supervise the children
kiss the children
When changing nappies at an ECD centre, keep the following in mind:
A
B
C
D
2.5
(1)
To provide a loving and caring environment a caregiver must ....
A
B
C
D
2.4
Wash with dishwashing liquid
Boil in water on the stove
Wash with any antiseptic lotion
Rinsing is good enough
play with them
allowing them to do things for themselves
letting them get enough sleep
let the new caregiver spend some time with the children beforehand
(1)
The care-giver can enhance children's cognitive development by ...
A
B
C
D
planning counting activities, building puzzles and asking "why do you think so?" questions.
providing cutting activities.
making them feel secure.
providing healthy food to the child.
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(1)
Examinations and Assessment Guidelines: ECD4
QUESTION 3
Complete the following sentences by filling in the missing word(s). Write only the missing word(s) next to the question
number (3.1 time) Use the words from the given list.
praise, two, four, playtime, lukewarm, medication, individual, social, interact, themselves, weaning, time, food.
3.1
The caregiver should keep the … sleeping needs of babies, toddlers and young children in
mind.
(1)
3.2
Caregivers must … with children.
(1)
3.3
Toddlers should be encouraged to learn how to feed …
(1)
3.4
A caregiver may not just administer any … to young children, babies and toddlers.
(1)
3.5
When caregivers advise parents on the timing of … they should take local cultural practices
into consideration.
(1)
3.6
When a baby has a high fever the caregiver can use … water and sponge him.
(1)
3.7
The caregiver must remember that all toddlers are not at the same … ready to be toilet trained.
(1)
3.8
The fantasy area is an ideal environment to enhance … development
(1)
3.9
The care giver should … children who are behaving in a good manner.
(1)
3.10
A toddler of … years old will easily cry when he can not get what he wants.
(1)
[10]
QUESTION 4
Choose a description from COLUMN B that matches the words in COLUMN A. Write only the letter (A –
D) next to the question number (4.1 – 4.5) in the answer book, e.g. 4.6 H.
4.1
COLUMN A
Critical thinking
A
COLUMN B
When a child plays in the fantasy corner
4.2
Creative thinking
B
Running, rolling and climbing
4.3
Physical
development
C
Taking turns in a group
D
Stories and rhymes
4.4
Social development
4.5
E
Reasoning
4.6
Language
development
F
Can easily catch, throw, and bounce a ball
4.7
15 months
G
Understand simple instructions, such as "Please drink your milk"
Sleeping
4.8
Pre-mature birth
H
4.9
1 year
When baby cries when you leave the room or clingy behavior
when you attempt to say goodbye
I
A factor that could influence a baby's development
J
A baby is usually able to walk
4 years
4.10
[10]
Separation anxiety
SECTION A TOTAL:
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Examinations and Assessment Guidelines: ECD4
SECTION B
Answer all questions in this section.
QUESTION 5
5.1
Explain two ways in which a caregiver can provide support to a baby who can not sit alone yet or
who has difficulty sitting upright.
(2)
5.2
Why should baby toys be washed regularly?
(1)
5.3
Which type of baby toys should be washed daily?
(1)
5.4
Name 3 containers that could be used to store toys in.
(3)
5.5
Why should record keeping of the children in an ECD centre be kept confidential and who may see
it?
(2)
5.6
Name any 4 signs of distress and/or abuse in babies/toddlers or young children
(4)
5.7
Why should you reflect on your interactions with babies, toddlers and young chidren?
(2)
5.8
Name 2 different routine times in the pre-school.
(2)
5.9
What is the difference between adult directed and child initiated activities?
(2)
5.10
When recording a child's information, you need to record contact numbers as well. Except for
the parents, name one more person whose number should also be recorded and state why.
(3)
5.11
How can the caregiver help a child to develop self-help skills?
(3)
5.12
When will you introduce a new food to a young child?
(3)
TOTAL SECTION B:
28
SECTION C
Answer all questions in this section.
QUESTION 6
6.1
Look at the illustrations of the children and write down which cues each child reveals with his/her
body language. Number your answers from 1 - 5 e.g. 1 happy
(6)
6.2
Name any 5 children's rights.
(5)
6.3
Name 6 advantages of breastfeeding for the baby.
( 6)
6.4
Describe the universal precautions for bloodhandling.
(8 )
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Examinations and Assessment Guidelines: ECD4
6.5
Little Benjamin got hold of a burning candle and burned his hand. Explain a. how you will
provide emergency assistance and b. how this could have been prevented.
(7)
TOTAL SECTION C:
GRAND TOTAL:
32
100
MEMORANDUM
INSTRUCTIONS AND INFORMATION TO THE EDUCATOR
1.
Learners should answer ALL the questions.
2.
Learners should read ALL the questions before answering.
3.
Learners should number answers clearly according to the numbering system used in this
assessment task.
4.
Learners should write neatly and legibly using blue or black ink and write their names on the answer
books.
5.
Provide learners with A4 papers as answer books.
6.
The test should be completed within one hour.
SECTION A
QUESTION 1
1.1
False9
(1)
1.2
True9
(1)
1.3
False9
(1)
1.4
False9
(1)
1.5
True9
(1)
1.6
True9
(1)
1.7
True9
(1)
1.8
False9
(1)
1.9
True9
(1)
1.10
False9
(1)
[10]
QUESTION 2
2.1
B9
(1)
2.2
B9
(1)
2.3
A9
(1)
2.4
C9
(1)
2.5
A9
(1)
2.6
B9
(1)
2.7
A9
(1)
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2.8
B9
(1)
2.9
D9
(1)
2.10
A9
(1)
[10]
QUESTION 3
3.1
individual9
(1)
3.2
interact9
(1)
3.3
themselves9
(1)
3.4
medication9
(1)
3.5
weaning9
(1)
3.6
tepid9
(1)
3.7
time9
(1)
3.8
social9
(1)
3.9
praise9
(1)
3.10
two9
(1)
[10]
QUESTION 4
4.1
E9
(1)
4.2
A9
(1)
4.3
B9
(1)
4.4
C9
(1)
4.5
D9
(1)
4.6
K9
(1)
4.7
J9
(1)
4.8
G9
(1)
4.9
F9
(1)
4.10
I9
(1)
[10]
SECTION B
Answer all questions in this section.
QUESTION 5
5.1
5.2
- Provide a box/plastic container to support the baby. 9
- Put pillows around the baby9
- Any other example that could work.
(2)
- Babies put toys in their mouths, they salivate on the toys. 9
(1)
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5.3
-Plastic,wooden toys and any other easily washable toys9
5.4
-Plastic buckets/containers9
-Boxes9
-Crates9
- Wooden tomato boxes 9
5.5
5.6
5.7
5.8
5.9
5.10
5.12
Any 3
(2)
Crying excessively9
Bruises 9
Emotional 9
Fidgeting9
Can’t sleep9
Nightmares and crying9
scared / shy9
swollen genitals etc9
aggressive 9
wetting pants or bed
9
(4)
Arrival9
Eating time9
Toilet routine9
Sleeping routine9
Departure/going home time9
Any 4
Any 2
Adult directed activities are planned and presented by e.g. the teacher or caregiver. 9
Child initiated activities are unplanned and informal situations where the children ask to do
something or create their own games. 9
•
You also have to record contact details of a person who can stand in for the parents if they
are not available in an emergency. 9
This person should be able to fetch the child or stand in for the parents. 9
This can be another relative or friend of the family. 9
The caregiver can provide opportunities for the young child to try things on his own. 9 Allow him
to try first before offering to help. 9 Do not just do everything for the child from the start. 9
•
•
•
•
•
•
•
•
(3)
- Parents trust you to respect their family's privacy by keeping the information confidential.
9 - staff who work directly with children need to be able to access e.g. background and
health information, emergency contacts, special diets and medication information9
Self-reflections identify successes and difficulties related to the quality of interactions. 9
Reflections help to identify ways to improve upon your interactions in future. 9
•
•
5.11
(1)
Offer a new food only when your child is hungry and rested. 9
Present only one new food at a time. 9
Make it fun: play a game. Cut the food into unusual shapes. 9
Serve new foods with favorite foods to increase acceptance. 9
Eat the new food yourself; children love to imitate. 9
Have your child help to prepare foods. Often they will be more willing to try something
when they helped to make it. 9
Limit beverages. Picky eaters often fill up on liquids instead. 9
Limit snacks to two per day to prevent the child from being too full to try something else. 9
Any 3
SECTION B TOTAL: 28
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(2)
(2)
(2)
(3)
(3)
(3)
Examinations and Assessment Guidelines: ECD4
SECTION C
Answer all questions in this section.
QUESTION 6
6.1
6.2
6.3
1. angry9
2. sad, 9 upset9, crying9
3. Happy9
4. insecure, 9
5. unhappy or tired, 9 angry9
6. tired9 or unhappy9
This answer will depend on how the learner interprets the pictures. See the different
combinations provided.
(6)
1. Every child has the right to a. a name and a nationality from birth;
b. family care or parental care, or to appropriate alternative care when removed from
the family environment;
c. basic nutrition, shelter, basic health care services and social services;
d. be protected from maltreatment, neglect, abuse or degradation;
e. be protected from exploitative labour practices
f. not be required or permitted to perform work or provide services that i.
are inappropriate for a person of that child's age; or
ii.
place at risk the child's well-being, education, physical or mental health or
spiritual, moral or social development;
g. not be detained except as a measure of last resort, in which case, in addition to the
rights a child enjoys under sections 12 and 35, the child may be detained only for the
shortest appropriate period of time, and has the right to be i.
kept separately from detained persons over the age of 18 years; and
ii.
is treated in a manner, and kept in conditions, that take account of the child's
age;
h. have a legal practitioner assigned to the child by the state, and at state expense, in
civil proceedings affecting the child, if substantial injustice would otherwise result;
and
i. not be used directly in armed conflict, and to be protected in times of armed conflict.
2. A child's best interests are of paramount importance in every matter concerning the child.
Any 5
•
•
•
•
•
•
•
•
•
Babies have less allergies 9
gets immunity from the mother9
Babies rarely have problems with consipation, milk is easily digested. 9
SIDS less common in breasfed babies9
Provides for all the baby's nutritional needs9
Good for their intellectual development9
Bonding between mother and child is enhanced9
Breastfed babies are at less risk for juvenile diabetes
Less risk for crohn's disease. 9
(6)
Any 6
6.4
UNIVERSAL PRECAUTIONS ON HANDLING BLOOD
• All blood should be considered potentially infectious 9
• Protect yourself by wearing disposable rubber gloves. 9
• Remove as much of the spill as possible with a paper towel. 9
• Clean area with warm water and detergent, using a disposable cleaning cloth or sponge. 9
• The area should be left clean and dry. 9
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Examinations and Assessment Guidelines: ECD4
•
•
•
6.5
Disinfect the area with a solution of household bleach, diluted according to the
manufacturer’s instructions. 9
Remove and dispose of gloves, paper towel and cleaning cloth in a sealed plastic bag after
use. 9
Wash hands thoroughly with soap and warm water. 9
(8)
a. Remove Benjamin from the heat source. 9
Run cool (not cold) water over the burned area 9
or hold a clean, cold compress on the burn for approximately 3-5 minutes 9
(do not use ice, as it may cause more destruction to the injured skin). 9
Do not apply butter, grease, powder, or any other remedies to the burn, as these increase the
risk of infection. 9
If the burn is severe put a clean dry cloth over the part and take Benjamin to the doctor. 9
b. The burning candle and or anything that burns, should have been out of Benjamin's reach. 9
SECTION C TOTAL: 32
GRAND TOTAL: 100
10.
PROMOTING THE PRINCIPLES OF QUALITY ASSESSMENT PRACTICES
The Department of Higher Education and Training views assessment as a process of making decisions about
a learner’s performance. It involves gathering and organising evidence of learning, in order to review what
learners have achieved. It informs decision making in education, and helps educators to establish whether
learners are performing according to their full potential and are making process towards the required unit
standards credits as outlined in the qualification cited above. Principles of assessment that are always
considered when assessment tasks and tools are developed include among others the following:
Validity
Reliability
Transparency
Fairness
Currency
Authenticity
Assess what is supposed to be assessed. Examination question papers and SBAs take
the US, and their related assessment criteria into account in setting appropriate types of
questions.
Assessment should produce reliable results instructions that are clear, consistent and
unambiguous.
Assessment criteria are strictly adhered to.
Marking guidelines/memoranda are clear and markers apply the same standard.
Accomplished through guidelines, uniform SBAs and national examinations which are
moderated internally and externally.
Question Papers and SBAs are moderated externally by Umalusi.
Stakeholders know what to expect and candidates have the right to appeal.
Assessment does not disadvantage anybody (based on age, race, gender, ethnicity,
geographic location, etc)
Assessment is accessible to all candidates
Covers different cognitive levels
Nature of the learning environment of learners is considered.
Assessment keeps up with current events and life-world of ABET learners. This is reflected
in the content and nature of the texts selected, and the topics offered for interaction.
Assessment is original and encourages originality, creativity and avoids repetition. It
consciously tries to avoid predictability.
The different types, descriptions and uses of assessments are given below to serve as a reminder to
everybody with an interest in adult education that only quality assessment practices is suitable for this sector
of our education system.
Baseline Assessment: Usually used at the beginning of a learning experience to establish what learners
already know, can do or value. It assists educators with the planning of learning
programmes and learning activities.
Formative Assessment: It is developmental and used to inform both the teacher and the learner about how
the
learner has progressed (or not). It enhances teaching and learning. Teachers use it
to
adapt learning activities to the learner needs. It is also known as assessment for
learning
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Examinations and Assessment Guidelines: ECD4
Summative Assessment: It gives an overall and final picture of the achievements of a learner at a given
time. The examination is an example of summative assessment for ABET
Level 4. This could be viewed as a “snapshot” whilst formative assessment
is viewed
as a “video” of a learner’s progress.
Diagnostic Assessment: It is a form of formative assessment that leads to intervention, remedial action or
revision programme. It identifies both the strengths and weaknesses of either the
learner or the teaching methodology
Systemic Assessment: It is an external way of monitoring the education system by comparing learners’
performance to national indicators of learner achievenement. It involves monitoring
learner attainment at regular intervals using national or provincially defined
measuring
instruments.
Note of the following Assessment Strategies should also be taken.
Methods
(WHO)
Forms
(WHAT)
Instruments/Tools
(HOW)
Purposes
(WHY)
Educator
assessment,
Selfassessment,
Peerassessment
and
Groupassessment.
Tests, Drawings,
Paintings, Graphs,
Physical activities,
Projects,
Demonstrations,
Poems, Dramas,
Role-plays, Stories,
Songs/music,
Oral presentations,
Written
presentations,
Worksheets,
Questionnaires,
Cassettes, Posters,
Assessment grids,
Rubrics,
Memoranda and
Observation sheets.
Baseline,
Diagnostic,
Formative,
Summative and
Systemic.
In conclusion please note that assessment must always be fair to learners and all possible barriers
preventing learners from expressing their knowledge, skills and values in an assessment task, must be
considered when developing, marking and moderating the assessment task.
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