Adapted Curriculum and Assessment Policy Statement for

Schools of Skills and Schools with Skills Units

Early Childhood DevelopmentYear 1, 2, 3 and 4

2013

PREFACE TO THE SKILLS CURRICULUM This Curriculum and Assessment Policy Statement has been adapted to meet the needs of learners who experience barriers to learning and who have been placed in a School of Skills. It has been designed to enable learners who continue their schooling at a School of Skills to develop to their potential based on a curriculum that supports their cognitive ability. These learners are afforded the opportunity to achieve in areas where they can be successful, such as learning a skill. The skills curriculum document provides the content and skills to be taught across the four years. It is based on the curriculum as developed with teachers and is aligned to the SAQA qualifications used for skills development in South Africa. This curriculum document has also been unpacked as an Annual Teaching Plan that will act as an exemplar for the sequencing and pacing of teaching, learning and assessment per term across the four years. Year One is an orientation year and learners must be exposed to a minimum of two vocational skills so that they can select a skill they will continue from Year Two. The content in Year One could be spread over one or two terms. This will differ from school to school depending on the programme for the year. Where content for Year One is based on one term only, schools must expand on the work to cover two terms workload. Schools that offer more than the minimum two skills in Year One may adapt the Annual Teaching Plan for Year One to accommodate their rotation system to expose learners to more skills e.g. schools may offer a skill per term for Terms 1, 2 and 3 and learners then select the skill they will specialise in and start it in Term 4. It is important that learners in Year One experience the core competencies of the skills so that an informed choice can be made. Years Two, Three and Four are the critical years for learners in a School of Skills. It is important that learners are exposed to all the Exit Level Outcomes, Specific Outcomes and Assessment Criteria per selected vocational skill, acknowledging that not all learners will be successful in all of these. The certificate awarded in Year Four will indicate all Exit Level Outcomes and the learner’s demonstrated level of competence. It is envisaged that all learners in a School of Skills will exit the school with an appropriate Certificate of Attainment endorsed by the WCED. It is hoped that this certificate will enable them to access further or higher education or to be part of the world of work.

ACKNOWLEDGEMENT A special word of appreciation and thanks go to all in the Western Cape Education Department and to the teaching staff in the Schools of Skills whose efforts made this document possible.

CONTENTS

Page

SECTION 1 Introduction to the Adapted Curriculum and Assessment Policy Statement .................. 1

SECTION 2 Introduction to Early Childhood Development .................................................................... 7

SECTION 3 Unpacking the Exit Level Outcomes ....................................................................................11

SECTION 4 Assessment ...............................................................................................................................37

SECTION 5 Reference ................................................................................................................................47

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 1

SECTION 1 INTRODUCTION TO THE ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT

1.1 Overview

General aims of the South African Curriculum (a) The National Curriculum Statement Grades R - 12 gives expression to the

knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives.

(b) The National Curriculum Statement Grades R - 12 serves the purposes of:

equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; o providing access to higher education; o facilitating the transition of learners from education institutions to the

workplace; and o providing employers with a sufficient profile of a learner’s competences.

(c) The National Curriculum Statement Grades R - 12 is based on the following

principles: o Social transformation: ensuring that the educational imbalances of the past

are redressed, and that equal educational opportunities are provided for all sections of the population;

o Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths;

o High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects;

o Progression: content and context of each grade shows progression from simple to complex;

o Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R – 12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors;

o Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and

o Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries.

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 2

(d) The National Curriculum Statement Grades R - 12 aims to produce learners that are able to: o identify and solve problems and make decisions using critical and creative

thinking; o work effectively as individuals and with others as members of a team; o organise and manage themselves and their activities responsibly and

effectively; o collect, analyse, organise and critically evaluate information; o communicate effectively using visual, symbolic and/or language skills in

various modes; o use science and technology effectively and critically showing responsibility

towards the environment and the health of others; and o demonstrate an understanding of the world as a set of related systems by

recognising that problem solving contexts do not exist in isolation.

(e) Inclusion and the National Curriculum Statement Education White Paper 6 - Special Needs Education: Building an Inclusive Education and Training System commits the state to the achievement of equality, non-discrimination and the maximum participation of all learners in the education system as a whole. Education White Paper 6 makes it an imperative that the education and training system must change to accommodate the full range of learning needs, with particular attention to strategies for instructional and curriculum transformation (Department of Education, 2001 p. 11). These principles also underlie the new Curriculum and Assessment Policy Statement (CAPS). One of the most significant barriers to learning is the school curriculum. Barriers to learning arise from the different aspects of the curriculum such as the content, the language, classroom organisation, teaching methodologies, pace of teaching and time available to complete the curriculum, teaching and learning support materials and assessment (Department of Education, 2001, p.19). In responding to the diversity of learner needs in the classroom, it is imperative to ensure differentiation in curriculum delivery to enable access to learning for all learners. All schools are required to offer variations in mode of delivery and assessment processes to accommodate all learners. Respecting diversity implies a belief that all learners have the potential to learn. Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education’s Guidelines for Inclusive Teaching and Learning (2010).

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 3

1.2 Background to curriculum adaptation and differentiation

The right of every child to access quality education is enshrined in South Africa’s Constitution. In 2001, the Minister of Education launched Education White Paper 6, the Policy on Inclusion, which spells out how barriers to learning should be removed from, and how inclusive education should be gradually introduced into the entire education system.

Learners who experience barriers to learning need to be able to exit school with an appropriate certificate of attainment, which would enable them to access further or higher education or to be part of the world of work.

The profile of a learner placed in a Special School: School of Skills, which offers an adapted curriculum programme may be identified by the following characteristics: The learner o is 14 or 15 years old o has received extensive, documented support in the mainstream school o experiences moderate cognitive barriers to learning which cause very poor

scholastic progress. The learner’s lack of progress may be so severe that he/she will only be able cope on a Foundation Phase level

o is not severely or profoundly intellectually disabled o does not experience serious behavioural learning barriers o may experience a short attention span o may have a very poor reading ability o attends school regularly, but does not reap the benefits of the curriculum in spite

of support efforts o may have spent more time in both Foundation and Intermediate Phase, without

showing significant improvement o is usually functioning 2 years and more below his/her age cohort and is seriously

at risk of leaving school early, without attaining skills to enter the world of work successfully

o will benefit by a vocational / practical approach to the curriculum o will develop skills in order to be able to enter the job market.

These learners have the right to follow an adapted and differentiated curriculum to achieve their academic goals. The academic curriculum content must not be seen as a “watered down” version of the mainstream curriculum, but an accurate as possible reflection of the learner’s functioning level. Therefore each leaner should have access to the standard of assessment best suited to his/her needs. The curriculum should be offered in flexible groups to allow straddling to take place. Each leaner should be respected as an individual with unique strengths and barriers to learning. These learners must further be afforded the opportunity to achieve in areas where they can be successful, such as learning a skill. In the majority of cases it has been found that learners, who do not achieve academically, often benefit and

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 4

excel through learning a skill. Thus teachers have an important responsibility to make sure that all learners from whatever background are appropriately catered for in the learning environment. In this instance teachers are therefore required to monitor their own beliefs, attitudes and behaviours when responding to learners. They should consider the unique needs of learners when designing and placing learners in appropriate learning programmes. It is expected that teachers together with the parents must ensure that learners participate in academic and skills programmes that helps them achieve to the best of their abilities. .

1.3 The introduction of the Skills Qualification

This is a new way of thinking to provide for learners who are not able to reach their full potential in mainstream schooling. The proposed Skills Qualification aims to offer learners with special needs an alternative learning pathway that: o Is standardised across the schools offering skills curricula

o Is aligned with curriculum policies and relevant skills

o addresses the learner’s need to experience success by building on the strengths of the learner rather than focusing on deficits

o determines the appropriate placement of the learner in a specific pathway of learning

o provide the learner with a qualification in a chosen field of work and

o provide the employer with appropriate information.

The purpose of this skills qualification is to provide an adapted curriculum which may lead to a further qualification at a later stage. Alternate methods of teaching and assessments based on alternate attainment of knowledge (content, concepts and skills), for learners who experience moderate cognitive learning barriers forms part of the skills qualification. It must allow learners to acquire knowledge and skills that are aligned to the world of work. Each skills course is based on defined concepts and skills to provide learners with a passport to life-long work and citizenship. The adapted skills curriculum is aligned to existing SAQA qualifications so that it can be recognised in the workplace, for Recognition of Prior Learning (RPL).

1.4 Time Allocation

Teaching and learning within a five day cycle is 27½ hours. It is envisaged that 50% of the notational time be allocated to skills training with sufficient learning and practice time to develop skilled routine work competence.

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 5

The table below proposes the possible instruction time and credits allocated per subject in an academic year for a learner to be considered for a skills qualification.

Subject Time allocation per week Example: (periods in minutes per week) Credits1

Fundamentals:2 1. Home Language (Level 1, 2,or 3) 2. First Additional Language 3. Mathematics (Level 1, 2 or 3)

5x45min (Could be 4 periods in Y 2.3.4) 2x45min (Could be 3 periods in Y 2.3.4)

4x45min

14 Credits 12 Credits 14 Credits

Core:3 1. Life Skills (EMS and SS) 2. Natural Sciences and

Technology (Not in year 1) 3. Creative Arts 4. Physical Education / Sport

4x45min 1x45min 1x45min 1x45min

14 Credits 2 Credits 2 Credits 2 Credits

Electives: 1. Skills:

18x45min

60 Credits

List of 19 electives

Developed in 2011 Developed in 2012 Ancillary Health Care Automotive Repair and Maintenance

Art and Crafts Automotive Spray Painting

Hairdressing Beauty and Nail Technology

Automotive Body Repair Maintenance

Bricklaying and Plastering Housekeeping

Basic Welding and Metal Work Needlework and Clothing

Mixed Farming Basic Sheet Metal Work

Hospitality Studies Upholstery

Early Childhood Development Woodworking

Office Administration 1.5 A Learning Programme

The National Strategy on Screening, Identification, Assessment and Support (SAIS) will be used to determine whether a learner is eligible to follow an adapted curriculum and assessment programme in a special school. Learners will complete a four year learning programme o YEAR 1: A bridging year to support learners in the academic programme based

on pre-testing and post- testing. Learners will be exposed to a minimum of two different skills to determine their strengths as well as their interests. Natural Sciences and Technology will not be offered in year 1. Formal recorded assessment only for Languages and Mathematics in year 1.

1 A credits is based on 10 hours of notional time calculated on 32 weeks per academic year 2 The curriculum will focus on the full band within the GET curriculum CAPS 3 The curriculum will focus on the full band within the GET curriculum CAPS

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 6

o YEAR 2: Teaching and learning is based on needs identified in post testing, and learner’s selected skill from orientation year.

o YEAR 3: Teaching and learning is based on learners’ needs, and learners continue with selected skill.

o YEAR 4: Teaching and learning is based on learners’ needs, and learners continue with selected skill.

A LEVEL 1 QUALIFICATION (120 credits4 per year) (A four year learning programme)

ACADEMIC CAPS (adapted Grade R-9)

50% of contact time

SKILLS SAQA ALIGNED 50% of contact

time APPLIED KNOWLEDGE

FUNDAMENTAL 40 Credits

CORE 20 Credits

ELECTIVE 60 Credits

Language: Home level 1

Language: First Add

MATHS level 1

Life

Skill

s /

LO

With

(SS

& EM

S)

Nat

ural

Sc

ienc

es &

Te

chno

logy

Cre

ativ

e A

rts

Phys

ical

Ed

ucat

ion

/ Sp

ort

Year 1: 2+ skills Year 2: 1 skill Year 3: 1 skill Year 4: 1 skill

Or level 2 Or level 2 Or level 3 Or level 3 14 credits 12 credits 14 credits 14 credits 2 credits 2 credits 2 credits 60 credits

4 One (1) credit equals 10 hours of notional time

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 7

SECTION 2

INTRODUCTION TO EARLY CHILDHOOD DEVELOPMENT

2.1 Definition

Early Childhood Development incorporates the physical care as well as the nurturing of the child in totality from birth to six years old. It provides the learners with knowledge of how to make best use of the child’s potential socially, emotionally, physically and intellectually in an educational environment.

2.2 Purpose

� To empower learners in School of Skills with knowledge, skills and values in Early Childhood Development through an adapted curriculum.

� To enable learners to understand and to respond to the needs of young children holistically.

� To provide access to employment within the Early Childhood Development Sector.

� To inspire entrepreneurial ambitions and skills with the focus on self –employment/own business.

� To empower learners to support and develop their communities by providing Early Childhood Development

2.3 Unique Features and Scope

� To provide knowledge of the Birth Cycle – conception, pregnancy and birth � To provide knowledge and skills regarding child care from Birth to Six years � To provide knowledge of appropriate responses/skills to all baby/child health

and safety issues � Enables learners to know how to recognise and respond to the social, physical,

intellectual and emotional developmental needs of the child � To provide knowledge and skills related to the crèche or pre-school

environment and administration. � To empower learners with classroom management and disciplinary skills. � To develop the critical tools and skills necessary to become responsible

members of their communities and good citizens.

2.4 The ECD Qualification � The scope of this curriculum is spread over a four year period. � Learners in a School of Skill will use the first year as a baseline year to assess their

ability to cope with this qualification. � The bona fide curriculum is pitched over a three year period starting from year

2 to year 4 and will allow the learner to achieve the NQF level 1 or ECD Level 4 qualification.

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 8

� The first two years of this curriculum will allow the learner to become eligible as a Teacher’s Assistant and will also permit the learner to be able to provide educare to babies and young toddlers.

� Learners who are able to complete the third year of study will become eligible to teach and supervise on their own, young children between the ages 2-4 in a pre-school setting.

� Learners who are interested to teach and supervise children between the ages of 5-6 must be able to complete at the minimum a NQF level 6 qualification.

2.5 Exit Level Outcomes

US ID 24484 Exit Level Outcome 1 Develop and manage the ECD learning programme US ID 24484/244480 Exit Level Outcome 2 Demonstrate knowledge and understanding of the development of babies, toddlers and young children US ID 244255 Exit Level Outcome 3 Care for babies, toddlers and young children US ID 7405 Exit Level Outcome 4 Facilitating Creative Art Activities in ECD Programmes US ID 7402 Exit Level Outcome 5 Facilitating Learning through Play US ID 7401 Exit Level Outcome 6 Making ECD Learning Resources US ID 244262 Exit Level Outcome 7 Support healthy development in ECD programmes US ID 7524 Exit Level Outcome 8 Show critical awareness of language use. US ID 7450 Exit Level Outcome 9 Work with measurement in a variety of contexts

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 9

US ID 7463 Exit Level Outcome 10 Describe and present objects and the environment in terms of shape, space, time and motion. US ID 7406 Exit Level Outcome 11 Managing a small scale ECD service US ID 12838 Exit Level Outcome 12 Create an inclusive anti- bias learning environment in ECD setting US ID 7403 Exit Level Outcome 13 Facilitate learning through stories, songs, and rhymes US ID 119562 Exit Level Outcome 14 Give guidance of the integrated management of childhood illnesses and childhood home

2.6 Overview of Teaching and Learning per year Exit Level Outcomes Year

1 Year 2

Year 3

Year 4

1. Develop and manage the ECD learning programme √ √ 2. Demonstrate knowledge and understanding of the

development of babies, toddlers and young children √ √

3. Care for babies, toddlers and young children √ √ 4. Facilitating Creative Art /Activities in ECD Programmes √ √ 5. Facilitating Learning Through Play √ 6. Making ECD Learning Resources √ √ 7. Support healthy development in ECD programmes √ √ 8. Show critical awareness of language use √ √ 9. Work with measurement/mathematical concepts in a variety

of contexts √ √

10. Describe and present objects and the environment in terms of shape, space, time and motion. √ √

11. Managing a small scale ECD service √ 12. Create an inclusive anti- bias learning environment in ECD

setting √ √

13. Facilitate learning through stories, songs, rhymes √ √ 14. Give guidance of the integrated management of childhood

illnesses and childhood home √ √

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 10

2.7 The Critical Cross Field Outcomes will enable learners to: 1. Identify and solve problems in showing that responsible decisions have been

made in using critical and creative thinking in terms of addressing biases and behaviours in the workplace.

2. Work effectively with others as a member of a team. 3. Organise and manage oneself and one's activities responsibly to create an

effective learning programme that reflects and affirms all children and their families.

4. Collect, analyse, organise and evaluate information relating to all aspects of

behaviour, practice relating to implementing an inclusive anti-bias approach. 5. Communicate effectively with children and their families in a culture-fair and

anti-bias way, both verbally and in writing. 6. Demonstrate an understanding of the world as a set of related systems by

recognising inter-relationships between prejudice, oppression and historical, socio-economic and political conditions.

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 11

SECTION 3 UNPACKING THE EXIT LEVEL OUTCOMES

ID 24484/24480 EXIT LEVEL OUTCOME 1: Develop and manage the ECD learning programme

SPECIFIC OUTCOME 1 Work constructively with all other adults involved in the programme.

ASSESSMENT CRITERION 1 Establish and maintain good working relationships with all other adults involved in the programme. ASSESSMENT CRITERION 2 Communicate Information, ideas, views and concerns clearly and in a non-threatening manner to members of the team. ASSESSMENT CRITERION 3 Anticipate potential areas of conflict within the team and take steps to resolve tensions.

SPECIFIC OUTCOME 2 Demonstrate knowledge and understanding of the development of babies, toddlers and young children within each domain of development.

ASSESSMENT CRITERION 1 Describe stages in the development of children in each domain in line with existing theories. ASSESSMENT CRITERION 2 Identify factors that enable the development of children in each domain in line with relevant existing theories. ASSESSMENT CRITERION 3 Use Information about the culture(s), religion(s), and child rearing practices of families in programme experiences. ASSESSMENT CRITERION 4 Describe how development is shaped by socio-cultural influences. ASSESSMENT CRITERION 5 Describe how development within each domain is linked to and affected by development in other domains.

SPECIFIC OUTCOME 3 Establish trusting adult-child relationships with babies, toddlers and young children.

ASSESSMENT CRITERION 1 Understand key issues and trends in ECD and their implications for ECD provision at a national and International level. ASSESSMENT CRITERION 2 Identify various approaches to the management of children's learning. ASSESSMENT CRITERION 3 Identify a learning programme designed to help children achieve the specific outcomes of the national school curriculum in developmentally appropriate ways. ASSESSMENT CRITERION 4 Plan and facilitate activities and learning experiences to extend the development of each child within the overall learning programme. ASSESSMENT CRITERION 5 Develop appropriate learning resources to compliment and support a high quality and effective learning programme.

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 12

SPECIFIC OUTCOME 4 Appropriate methods and procedures are selected for assessing children's progress.

ASSESSMENT CRITERION 1 Identify different approaches to assessment for ECD practice, including current trends in assessment practice. ASSESSMENT CRITERION 2 Explain how to use different forms, methods and procedures of assessment to assess children's progress in all developmental and learning areas. ASSESSMENT CRITERION 3 Ensure that the results of the assessment of a child’s progress are appropriate and sufficient. ASSESSMENT CRITERION 4 Ensure that children are encouraged to reflect on what they have learned/achieved and participate in self-evaluation. ASSESSMENT CRITERION 5 Share periodic information with family members about children's progress. ASSESSMENT CRITERION 6 Explain how to integrate the assessment of children's progress into the learning programme and development of individual children. ASSESSMENT CRITERION 7 Evaluate the effectiveness of own assessment practices and reporting skills make the necessary modifications.

SPECIFIC OUTCOME 5 Establish and maintain effective and efficient administrative systems.

ASSESSMENT CRITERION 1 Explain how to maintain efficient and administrative systems appropriate to the organisation's needs. ASSESSMENT CRITERION 2 Set up an efficient filing system for the children's records, programme planning, evaluation records, resource materials and information (e.g. resource agency telephone numbers). ASSESSMENT CRITERION 3 Implement ECD policy, legal requirements, regulations and procedures for registration and subsidisation when appropriate.

SPECIFIC OUTCOME 6 Advocate and develop high quality ECD programmes and services

ASSESSMENT CRITERION 1 Explain how to set realistic goals for personal development based on own feelings, needs, abilities. ASSESSMENT CRITERION 2 Manage time is efficiently by coordinating work commitments and personal needs. ASSESSMENT CRITERION 3 Manage stress effectively so that energy and enthusiasm are maintained ASSESSMENT CRITERION 4 Keep informed about child development practices through research, legislation and other developments. ASSESSMENT CRITERION 5 Explore new ideas and methods for resource materials and activities. Reference lists are kept in an accessible filing system.

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 13

ASSESSMENT CRITERION 6

Advocate on behalf of children and ECD provision based on the context of ECD in South Africa. ASSESSMENT CRITERION 7 Understand the legislation and regulations governing the employment of ECD practitioners, the teaching profession and one's role in it. ASSESSMENT CRITERION 8 Take responsibility for own professional development, and evaluate progress regularly.

ID 24484/244480 Exit Level Outcome 2 Demonstrate knowledge and understanding of the development of babies, toddlers and young children

SPECIFIC OUTCOME 1 Demonstrate knowledge and understanding of ways of seeing the development of babies, toddlers and young children.

ASSESSMENT CRITERION 1 Describe how to compare own views about the development of children to the views of others, showing how such views influence our ways of seeing and working with children. ASSESSMENT CRITERION 2 Compare similarities and differences in the theories.

SPECIFIC OUTCOME 2 Demonstrate knowledge and understanding of the development of babies, toddlers and young children within each domain of development

ASSESSMENT CRITERION 1 Describe stages in the development of children in line with existing theories. ASSESSMENT CRITERION 2 Identify factors that enable the development of children in line with relevant existing theories. ASSESSMENT CRITERION 3 Explain how gender, socio-economic background, age, environment and special needs impact the development of children in line with inclusion principles. ASSESSMENT CRITERION 4 Describe how development is shaped by socio-cultural influences. ASSESSMENT CRITERION 5 Describe how development in one domain is linked to and affected by development in other domains.

ID 244255 Exit Level Outcome 3 Care for babies, toddlers and young children

SPECIFIC OUTCOME 1 Feed babies, toddlers and/or young children.

ASSESSMENT CRITERION 1 Describe the nutritional requirements of babies, toddlers and young children. Give special attention to the importance of breast-feeding and the implications for practice in the ECD setting. ASSESSMENT CRITERION 3 Explain how feeding equipment is cleaned and sterilised using suitable available solutions, and stored hygienically. ASSESSMENT CRITERION 4 Use mealtime routines appropriate to individual needs age, weight, medical condition and parental preferences. ASSESSMENT CRITERION 5 Adapt the process and timing of weaning to suit individual babies. Take into consideration local cultural practices and parent preferences.

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 14

ASSESSMENT CRITERION 6 Encourage and help toddlers to learn how to feed themselves. ASSESSMENT CRITERION 7 Encourage young children to practice culturally appropriate and socially acceptable behaviour during mealtimes.

SPECIFIC OUTCOME 2 Provide physical care for babies, toddlers and young children.

ASSESSMENT CRITERION 1 Provide a safe, secure, healthy and stimulating environment for babies, toddlers and young children. ASSESSMENT CRITERION 2 Handle babies and toddlers in ways that are safe and culturally and developmentally appropriate to encourage feelings of security between caregiver and child. ASSESSMENT CRITERION 3 Wash, bath and dress babies and toddlers in a gentle and safe manner. Supervise young children carefully while washing, with assistance is provided. ASSESSMENT CRITERION 4 Change nappies regularly and in a hygienic manner. ASSESSMENT CRITERION 5 Adapt the process and timing of toilet training to suit the needs of individual children. Take into consideration cultural practices expressed by parents. ASSESSMENT CRITERION 6 Adapt sleeping arrangements and routines to individual needs. ASSESSMENT CRITERION 7 Encourage babies and toddlers to interact with the caregiver during care-giving routines. ASSESSMENT CRITERION 8 Manage routines and transitions to give structure to healthy development and independence.

SPECIFIC OUTCOME 3 Establish trusting adult-child relationships with babies, toddlers and young children.

ASSESSMENT CRITERION 1 Provide an emotionally secure, loving and caring environment for babies, toddlers and young children. ASSESSMENT CRITERION 2 Describe the attachment needs (bonding) of the children and the implications for care-giving practice and admission procedures in Early Childhood Development (ECD) settings. ASSESSMENT CRITERION 3 Help children to cope with separation from familiar caregivers when placed in the care of a new caregiver. ASSESSMENT CRITERION 4 Observe temperamental differences among babies and care-giving practices and are adapted to individual needs. ASSESSMENT CRITERION 5 Respond to the needs of each child as quickly as possible and in a consistent manner.

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 15

ASSESSMENT CRITERION 6 Maintain a regular daily routine is maintained for each child.

SPECIFIC OUTCOME 4 Manage behaviour and comfort babies, toddlers and young children.

ASSESSMENT CRITERION 1 Recognise signs of distress and/or abuse and reported and referred as per guidelines for Early Childhood Development (ECD). ASSESSMENT CRITERION 2 Comfort children in distress promptly and in an appropriate way. ASSESSMENT CRITERION 3 Record chronic symptoms of distress and report it to the appropriate person and/or seek advice and/or discuss symptoms with the child's family. ASSESSMENT CRITERION 4 Mange child behaviour age-appropriately using positive reinforcement in line with generally accepted, practice ASSESSMENT CRITERION 5 Take into account that there are different value systems and approaches to child management. ASSESSMENT CRITERION 6 Provide descriptions of the impact of negative forms of behaviour management.

SPECIFIC OUTCOME 5 Provide and/or access care in relation to welfare and health needs.

ASSESSMENT CRITERION 1 Provide assistance to access birth registration services, grants and referrals to health and social services. ASSESSMENT CRITERION 2 Identify signs of illness according to IMCI (integrated management of childhood illnesses) and report to parents as needed. ASSESSMENT CRITERION 3 Access emergency services and/or assistance as soon as possible in the event of an emergency, and maintain suitable records. ASSESSMENT CRITERION 4 Emergency assistance is provided to stabilise children in cases of bleeding, not breathing (choking, drowning), burns, convulsions, fevers, diarrhoea, and. ASSESSMENT CRITERION 5 Apply universal precautions and administer medication strictly under given and legitimate instructions with suitable records maintained.

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 16

ID 7405 Exit Level Outcome 4 Facilitating Creative Art Activities in ECD Programmes

SPECIFIC OUTCOME 1 Develop own art skills to facilitate children approaching creative processes with growing confidence

ASSESSMENT CRITERION 1 Describe how to help children approach art activities. ASSESSMENT CRITERION 2 Describe how to allow children follow their own ideas with enthusiasm and concentration. ASSESSMENT CRITERION 3 Display own artwork in the learning site and journal.

SPECIFIC OUTCOME 2 Organise, set up and maintain an effective open art area.

ASSESSMENT CRITERION 1 Explain how to set up and set out in a defined area for art activities, opportunities for drawing, painting, modelling, cutting and pasting (collage), paper storage, drying, display and cleaning up. ASSESSMENT CRITERION 2 Explain how to create a well organised, inviting, accessible, safe and clean area that caters for all children, including those with disabilities. ASSESSMENT CRITERION 3 Describe to children how to care for the materials and put them away at the end of each session. ASSESSMENT CRITERION 4 Ensure that all materials and activities are accessible at child level, and that children's artwork is displayed at their eye-level. ASSESSMENT CRITERION 5 Explain the rules, limits and boundaries to the children and make sure that it is consistently applied.

SPECIFIC OUTCOME 3 Apply art-making skills in the learning site

ASSESSMENT CRITERION 1 Demonstrate developmentally appropriate art skills and techniques of children. ASSESSMENT CRITERION 2 Make available a variety of art processes, art and waste materials (including natural materials) for children to explore. ASSESSMENT CRITERION 3 Keep the art area alive and exciting by introducing different materials and activities when necessary.

SPECIFIC OUTCOME 4 Understand children's creative processes and how creative growth relates to holistic development.

ASSESSMENT CRITERION 1 Encourage children positively to follow their own interests and select their own materials and tools. ASSESSMENT CRITERION 2 Children are actively encouraged to express their own ideas in their own way. ASSESSMENT CRITERION 3 Provide meaningful feedback to the child, on the processes the child is following as well as to the end product. ASSESSMENT CRITERION 5 Ensure that the children's art works are free, original and developmentally appropriate. ASSESSMENT CRITERION 6 Ensure that the children's artwork is treated with respect and analysed to give evidence of learning and development.

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 17

ID 7402 Exit Level Outcome 5 Facilitating Learning Through Play

SPECIFIC OUTCOME 1 Support the physical development of children through play

ASSESSMENT CRITERION 1 Provide a variety of movement activities, games and other active play opportunities to help children develop their large muscle skills and coordination. ASSESSMENT CRITERION 2 Practise small muscle skills and develop eye-hand coordination through different play and routine activities for children. ASSESSMENT CRITERION 3 Provide a wide variety of safe activities to help children develop their senses and perceptual skills through play. ASSESSMENT CRITERION 4 Assist children individually to use equipment and tools to their developmental level so that they can maintain control over the activity and experience and a sense of achievement. ASSESSMENT CRITERION 5 Use language and non-verbal communication (e.g. demonstration of actions) to guide and praise children, teach them new words and to develop an awareness of their bodies and senses.

SPECIFIC OUTCOME 2 Help children to develop their communication skills.

ASSESSMENT CRITERION 1 Communicate in the child's first language on an individual basis throughout free-choice activities and routines ASSESSMENT CRITERION 2 Communicate with children in a way that is appropriate to their level of understanding and language ability. ASSESSMENT CRITERION 3 Encourage children to talk freely to adults, among themselves and in group situations but also to learn how to take turns in listening and talking to others. ASSESSMENT CRITERION 4 Encourage children are encouraged to talk about real things they are playing with or see on outings, and familiar things in their homes and neighbourhood. ASSESSMENT CRITERION 5 Implement a variety of group activities to support children's language development (e.g. storytelling and reading, group discussions, songs and rhymes, talking and listening games). ASSESSMENT CRITERION 6 Divide Children into suitable groups for story and discussion times, and use methods that include a variety of suitable visual and tactile aids, activities and dramatization to engage children's attention and facilitate their understanding and participation ASSESSMENT CRITERION 7 Assist children to learn and use words and phrases in a second language.

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 18

SPECIFIC OUTCOME 3 Stimulate the development of children's creativity through play.

ASSESSMENT CRITERION 1 Organise varied music and movement experiences for children on a daily basis to explore musical ideas and play with sound, rhythm and movement in space.

ID 7401 Exit Level Outcome 6 Making ECD Learning Resources

SPECIFIC OUTCOME 1 Identify gaps in provision and resources that adversely affect children's learning and development.

ASSESSMENT CRITERION 1 Identify gaps within the learning site. ASSESSMENT CRITERION 2 Improvise different ways of making resources from found, waste and natural materials. ASSESSMENT CRITERION 3 Describe how specific improvised or made items will facilitate children's learning and development.

SPECIFIC OUTCOME 2 Make durable resources that are safe and developmental appropriate.

ASSESSMENT CRITERION 1 Ensure that the learning site contains educational toys and other learning resources that have been made by the practitioner and/or by the children. ASSESSMENT CRITERION 2 Ensure that the made resources are appropriate to the ages, interests and developmental needs of the children. ASSESSMENT CRITERION 3 Ensure that the made resources are durable, safe and accessible to the children. ASSESSMENT CRITERION 4 Ensure that the improvised or made resources are culture fair and support anti-bias practice.

SPECIFIC OUTCOME 3 Evaluate the made resources in terms of supporting and extending child's learning and development.

ASSESSMENT CRITERION 1 Observe how children play with the made resources. ASSESSMENT CRITERION 2 Note what children learn by playing with a particular learning resource. ASSESSMENT CRITERION 3 Evaluate the popularity, durability and safety of the made resources. ASSESSMENT CRITERION 4 Make changes to the resources to improve their durability, safety and/or effectiveness as learning materials.

SPECIFIC OUTCOME 4 Involve children in creating resources for the ECD programme.

ASSESSMENT CRITERION 1 Ensure that waste and natural materials are available at the learning site for children to use to make things. ASSESSMENT CRITERION 2 Encourage children to use their own ideas. ASSESSMENT CRITERION 4 Observe children's developing skills.

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 19

ID 244262 Exit Level Outcome 7 Support healthy development in ECD programmes

SPECIFIC OUTCOME 1 Maintain a safe environment for children and adults.

ASSESSMENT CRITERION 1 Maintain a safe and clean physical environment is. ASSESSMENT CRITERION 2 Identify potential dangers and deal with it as quickly as possible to protect the safety of children and adults. ASSESSMENT CRITERION 3 Supervise children at all times. This may include parents. ASSESSMENT CRITERION 4 State rules for the safe use of equipment by children clearly and consistently enforce the rules in a non-abusive manner. ASSESSMENT CRITERION 5 Identify and carry-out emergency procedures (such as simple evacuation procedures, basic first aid, and acceptable standards of hygiene practices when dealing with injuries). ASSESSMENT CRITERION 6 Record all accidents and injuries and reported to the appropriate authorities, families or guardians.

SPECIFIC OUTCOME 2 Maintain a safe and healthy environment for children and adults.

ASSESSMENT CRITERION 1 Ensure that sanitation and hygiene practices are implemented efficiently to reduce the spread of infection (disease). ASSESSMENT CRITERION 2 Ensure that food and drinks given to children are nutritious and are respectful of the dietary needs of different cultures ASSESSMENT CRITERION 3 Recognise signs and symptoms that might indicate illness are r immediately and take appropriate action. ASSESSMENT CRITERION 4 Liaise with parents and caregivers for additional assistance to implement specific interventions with regard to health education, etc. ASSESSMENT CRITERION 5 Ensure that suitable provision related to the age of the children is made for children's physical needs (e.g. rest or sleep, exercise).

ID 7524 Exit Level Outcome 8 Show critical awareness of language use

SPECIFIC OUTCOME 1 Identify and analyse the likely purpose, audience and source of texts.

ASSESSMENT CRITERION 1 Source and use different texts for language acquisition and identify its purpose. ASSESSMENT CRITERION 2 Read the text out loud pointing to the pictures, making gestures. ASSESSMENT CRITERION 3 Ask questions related to the text, showing respect for the speaker and taking turns to answer.

SPECIFIC OUTCOME 2 Make inferences from texts.

ASSESSMENT CRITERION 1 Reflect critically on the main idea of the text and the role of the characters.

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 20

SPECIFIC OUTCOME 3 Reflect critically on a writer's/speaker's point of view.

ASSESSMENT CRITERION 1 Identify any misleading or contradictory information in the text. ASSESSMENT CRITERION 2 Note the omission of necessary information. ASSESSMENT CRITERION 3 Note the meanings not stated directly in the text. ASSESSMENT CRITERION 4 Identify values and stereotypes in the text. Explain reasons for justification, of values and stereotypes presented in a text. ASSESSMENT CRITERION 5 Distinguish between fact and fiction.

SPECIFIC OUTCOME 4 Explain, challenge and respond to attitudes towards languages and language varieties.

ASSESSMENT CRITERION 1 Explain the different attitudes towards languages and language varieties in terms of socio-cultural and economic factors. ASSESSMENT CRITERION 2 The appropriateness of different communication norms and conventions as used in a multicultural society is discussed. ASSESSMENT CRITERION 3 Demonstrate tolerance towards people who speak different languages and language varieties. ASSESSMENT CRITERION 4 Challenge intolerant attitudes towards particular languages and language varieties are challenged. .

ID 7450 Exit Level Outcome 9 Work with mathematical concepts (e.g. measurement) in a variety of contexts

SPECIFIC OUTCOME 1 Apply relationships between common quantities in various contexts.

ASSESSMENT CRITERION 1 Use measurement terms in the proper context ASSESSMENT CRITERION 2 Compare quantities and describe differences and relationships.

SPECIFIC OUTCOME 2 Use measuring instruments to measure and calculate quantities in various contexts

ASSESSMENT CRITERION 1 Use measuring instruments correctly. ASSESSMENT CRITERION 2 Record readings and report within the context. ASSESSMENT CRITERION 3 Choose measuring instruments within the requirements of the context.

ID 7463 Exit Level Outcome 10 Describe and present objects and the environment in terms of shape, space, time and motion.

SPECIFIC OUTCOME 1 Describe and represent the position and change in position of an object in space.

ASSESSMENT CRITERION 1 Describe the positions of objects in relation to each other using written or verbal descriptions. ASSESSMENT CRITERION 2 Represent the positions of objects correctly. ASSESSMENT CRITERION 3 Describe the change of position of objects in terms of the relationship between space and time is described. ASSESSMENT CRITERION 4 Identify Tessellations.

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 21

SPECIFIC OUTCOME 2 Illustrate changes in size & shape of appearance of objects as result of changes in orientation.

ASSESSMENT CRITERION 1 Describe the perception of the changes in an object from different observational points. ASSESSMENT CRITERION 2 Represent 3-dimensional objects in 2 dimensions correctly representing the size and shape of the object. ASSESSMENT CRITERION 3 Describe the relationships between surface area and volume.

ID 7406 Exit Level Outcome 11 Managing a small scale ECD service

SPECIFIC OUTCOME 1 Maintain an effective community ECD service.

ASSESSMENT CRITERION 1 Evaluate the relevance of the service in meeting community needs from time to time. ASSESSMENT CRITERION 2 Identify the purpose (mission) of the ECD service implemented. ASSESSMENT CRITERION 3 Maintain the Legal requirements and standards of the service for the protection of children's health and safety. ASSESSMENT CRITERION 4 Identify problems regarding the provision of service, and propose realistic strategies for solving the problems.

SPECIFIC OUTCOME 2 Maintain the effective functioning of the organisation.

ASSESSMENT CRITERION 1 Report regularly to a management structure that functions in terms of clear guidelines (e.g. constitution, where appropriate). ASSESSMENT CRITERION 2 Demonstrate accountability to all stakeholders. ASSESSMENT CRITERION 3 Establish and maintain supportive relationships with the community and other organisations/ people working in the community. ASSESSMENT CRITERION 4 Organise meetings, learning events and social functions to involve families and the community in the programme. ASSESSMENT CRITERION 5 Plan major activities on an annual basis.

SPECIFIC OUTCOME 3 Supervise staff and support their development.

ASSESSMENT CRITERION 1 Monitor working hours, leave, performance of duties and responsibilities in accordance with the conditions of service laid down in the labour legislation and agreed by the management structure. ASSESSMENT CRITERION 2 Provide guidance and support to new staff and helpers concerning the programme, duties and the special needs of children. ASSESSMENT CRITERION 3 Organise meetings with staff regularly to discuss the programme; and duties. ASSESSMENT CRITERION 4 Provide opportunities for staff development internally and/or externally.

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 22

SPECIFIC OUTCOME 4 Manage available material resources effectively and seek additional resources when needed.

ASSESSMENT CRITERION 1 Implement and maintain appropriate systems of financial control and e.g. budgeting. ASSESSMENT CRITERION 2 Implement and maintain appropriate systems for the control of supplies and for the effective use of resources. ASSESSMENT CRITERION 3 Use feasible strategies for obtaining additional resources, when needed.

SPECIFIC OUTCOME 5 Maintain administrative systems.

ASSESSMENT CRITERION 1 Implement admission procedures according to the agreed policy. ASSESSMENT CRITERION 2 Plan and provide food/meals (if provided) for children with a balanced diet taking into consideration what children get at home. ASSESSMENT CRITERION 3 Disburse and bank monies received, correctly according to specified procedures, keep accurate records of all income and expenditure. ASSESSMENT CRITERION 4 Implement systems for the acquisition, storage and control of equipment, materials and supplies. ASSESSMENT CRITERION 5 Keep up-to-date records in an organised and accessible filing system.

ID 12838 Exit Level Outcome 12 Create an inclusive anti- bias learning environment in ECD setting

SPECIFIC OUTCOME 1 Examine and address own and others' attitudes, prejudices, biases and behaviours

ASSESSMENT CRITERION 1 Critically reflect on own attitudes, prejudices, biases and behaviours and document it in a journal. ASSESSMENT CRITERION 2 Demonstrate an open, honest, respectful and approachable attitude in communication with others in the ECD setting. ASSESSMENT CRITERION 3 Provide personal examples which deal with addressing all forms of discrimination with staff, children and families.

SPECIFIC OUTCOME 2 Create and set up an anti-bias learning environment and programme

ASSESSMENT CRITERION 1 Provide activities that are relevant to the children's experience and build on appropriate cultural play activities and child-rearing practices. ASSESSMENT CRITERION 2 Use visual aids, stories, materials, equipment and dressing-up clothes to help children take pride in their cultural heritage and social identity. ASSESSMENT CRITERION 3 Provide a rich environment with possibilities for exploring gender, race, culture, religion, disability, etc. that celebrates similarities and differences and affirms all. ASSESSMENT CRITERION 4 Integrate Learning programme content, materials, equipment and objects reflecting the cultural diversity of children into the daily programme, e.g. cooking, eating, and clothes.

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 23

SPECIFIC OUTCOME 3 Facilitate the development of inclusive attitudes and values in children

ASSESSMENT CRITERION 1 Assist children to become aware of unfair situations. ASSESSMENT CRITERION 2 Guide children through problem-solving strategies to deal with biased remarks and behaviours as they occur (to confront discriminatory behaviours). ASSESSMENT CRITERION 3 Encourage boys and girls to participate in all activities in ways that do not reinforce gender stereotypes. ASSESSMENT CRITERION 4 Help children to understand the disabilities and the strengths of children with special needs, and include them in all play activities. ASSESSMENT CRITERION 5 Use opportunities creatively (e.g., unplanned and spontaneous events) to help children expand and clarify their thinking about diversity.

SPECIFIC OUTCOME 4 Promote and encourage family and community involvement

ASSESSMENT CRITERION 1 Work co-operatively in a team with families, communities and all stakeholders to promote active involvement. ASSESSMENT CRITERION 2 Encourage family and community members to participate in activities relating to maintaining an anti-bias programme, including visits to the learning site on a regular basis in order to share their language, tell stories and share their culture with all children. ASSESSMENT CRITERION 3 Demonstrate the value of each family's language by using it in the programme, where possible, in verbal communication, written signs, policies and letters that are translated into relevant languages. ASSESSMENT CRITERION 4 Discuss discrepancies in child-rearing practices between family and school n a respectful way.

ID 7403 Exit Level Outcome 13 Facilitate learning through stories, songs, rhymes

SPECIFIC OUTCOME 1 Use a repertoire of stories, songs and rhymes in the language of the child to promote listening skills.

ASSESSMENT CRITERION 1 Include Stories, songs and rhymes in the languages of the children in the daily programme. ASSESSMENT CRITERION 2 A written collection of these songs, stories and rhymes is present and refereed to. ASSESSMENT CRITERION 3 Encourage children to join in with words and actions, to predict what is coming and to listen to one another. ASSESSMENT CRITERION 4 Use a resource bank of puppets, story props and other aids to help children understand stories particularly where the children are acquiring a second or other language.

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 24

SPECIFIC OUTCOME 2 Provide a variety of developmental appropriate children's books & other print material to promote children's understanding of literacy

ASSESSMENT CRITERION 1 Provide books appropriate to the children's interests, their level of development and support inclusive anti-bias practice. ASSESSMENT CRITERION 2 Draw children's attention to the features of books - the pictures, the words, the name of the author, the direction in which the print goes. ASSESSMENT CRITERION 3 Facilitate visual literacy through a variety of pictorial material and use of symbols and signs. ASSESSMENT CRITERION 4 Display the writing in the languages of the children in various ways. ASSESSMENT CRITERION 5 Help children to understand the different uses of reading and writing through a variety of different activities and through modelling by the practitioner.

SPECIFIC OUTCOME 3 Use a range of strategies to help children re-tell known stories and create their own stories

ASSESSMENT CRITERION 1 Read and tell stories in the languages of the children on a regular basis. ASSESSMENT CRITERION 2 Use techniques such as body language, gesture, tone of voice and eye contact in storytelling. ASSESSMENT CRITERION 3 Encourage story-making through fantasy and imaginative play. ASSESSMENT CRITERION 4 Invite children to re-tell familiar stories or make up their own stories. ASSESSMENT CRITERION 5 Listen to children as they tell stories and these are sometimes written down for them.

SPECIFIC OUTCOME 4 Use books and stories to help children understand themselves and develop a positive self-concept.

ASSESSMENT CRITERION 1 Make a variety of simple books for and with children that include their names, interests, special events in their lives (like the birth of a new baby) and the activities they have been involved in. ASSESSMENT CRITERION 2 Invite children to interact with text, pictures and themes, relating them to their own concerns, fears and experiences. ASSESSMENT CRITERION 3 Use developmentally appropriate books and stories dealing with feelings of anger, jealousy, fear and joy to help children deal with their own emotions. ASSESSMENT CRITERION 4 Use books and stories to help children understand differences between people and cultures, their own heritage and future opportunities, the social and the natural environment, practical investigations as well as mathematical language, concepts and numbers.

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 25

SPECIFIC OUTCOME 5 Use stories, rhymes and songs to promote holistic learning and development.

ASSESSMENT CRITERION 1 Involve children to act out number rhymes and songs.

ID 119562 Exit Level Outcome 14 Give guidance of the integrated management of childhood illnesses and childhood home

SPECIFIC OUTCOME 1 Promote growth and development of infants from birth to two years.

ASSESSMENT CRITERION 1 Explain and promote the rights of the child in accordance with the South African Constitution. ASSESSMENT CRITERION 2 Explain different feeding options in terms of the method, common problems and infant nutritional requirements. ASSESSMENT CRITERION 3 Explain the importance of hygiene and sterilisation in terms of the effect on infant health and susceptibility to infection. ASSESSMENT CRITERION 4 Explain the advantages of complementary feeding are explained in terms of the achievement of a good nutritional state. ASSESSMENT CRITERION 5 Explain the benefits of physical and psycho-social stimulation and techniques demonstrated to enhance development from birth to two years.

SPECIFIC OUTCOME 2 Assist the family to prevent disease and accidents in the home.

ASSESSMENT CRITERION 1 Demonstrate and explain the different techniques of hand-washing in terms of preventing disease and transmission of infection. ASSESSMENT CRITERION 2 Identify vector-borne diseases and the actions taken to prevent the spread of these diseases appropriate to the given situation. ASSESSMENT CRITERION 3 Promote the prevention and management of common childhood illnesses in terms of accepted protocols. ASSESSMENT CRITERION 4 Promote hygienic practices in terms of safe water, sanitation and waste disposal. ASSESSMENT CRITERION 5 Promote home safety and the prevention of accidents in accordance with accepted safe practices. ASSESSMENT CRITERION 6 Recognise child abuse signs and symptoms and referral procedures in accordance with local protocols.

SPECIFIC OUTCOME 3 Assist with the management of common illnesses and accidents in the home.

ASSESSMENT CRITERION 1 Identify illnesses in terms of their signs and symptoms. ASSESSMENT CRITERION 2 Provide basic treatment and care for childhood illnesses which are appropriate to the illness identified. ASSESSMENT CRITERION 3 Manage accidents and injuries in a manner that minimises the extent of the injury.

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 26

ASSESSMENT CRITERION 4 Assess situations and referrals made in accordance with the specific situation. ASSESSMENT CRITERION 5 Recognise the need for professional treatment and make referrals appropriate to the requirements of the situation.

SPECIFIC OUTCOME 4 Promote immunisation compliance.

ASSESSMENT CRITERION 1 Promote the optimal use of health services during pre and post-partum period and delivery in terms of parental support and assistance to the infant. ASSESSMENT CRITERION 2 Promote and encourage immunisation in terms of the currently recognised schedule, e.g., the Road-to-Health chart. ASSESSMENT CRITERION 3 Provide assistance with follow up care and treatment in terms of promoting a healthy lifestyle.

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AD

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(AC

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28

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iffer

ent l

ang

uage

s and

la

ngua

ge v

arie

ties.

A

C4:

Cha

lleng

e in

tole

rant

a

ttitu

des

tow

ard

s pa

rticu

lar

lang

uage

s and

lang

uag

e va

rietie

s are

cha

lleng

ed.

The

lear

ner m

ust b

e ab

le to

show

an

abi

lity

to w

ork

with

chi

ldre

n th

roug

h;

ELO

4:, S

O1

The

faci

litat

ion

of a

rt ac

tiviti

es

and

crea

tive

proc

esse

s by

: A

C 1

: Sh

owin

g an

abi

lity

of o

wn

crea

tivity

and

a g

row

ing

conf

iden

ce in

art

skills

such

a

s for

dra

win

g, p

ain

ting,

m

odel

ling,

cut

ting

and

pa

stin

g/co

llage

A

C2:

Sh

owin

g a

grow

ing

conf

iden

ce in

wor

king

with

ch

ildre

n th

roug

h ar

t.

The

lear

ner m

ust b

e ab

le to

: EL

O2:

SO 2

De

mon

stra

te k

now

ledg

e an

d un

ders

tand

ing

of th

e de

velo

pmen

t of

bab

ies,

todd

lers

and

you

ng

child

ren

with

in e

ach

dom

ain

of

deve

lopm

ent b

y;

AC

1:

Des

crib

ing

sta

ges i

n th

e d

evel

opm

ent o

f chi

ldre

n in

lin

e w

ith e

xistin

g th

eorie

s.

AC

2:

Iden

tifyi

ng fa

ctor

s th

at

enab

le th

e d

evel

opm

ent o

f ch

ildre

n in

line

with

rele

vant

ex

istin

g th

eorie

s.

AC

3:

Expl

aini

ng h

ow g

end

er,

soci

o-ec

onom

ic/c

ultu

ral

back

grou

nd, a

ge,

envi

ronm

ent a

nd sp

ecia

l ne

eds i

mpa

ct th

e d

evel

opm

ent o

f chi

ldre

n in

lin

e w

ith in

clus

ion

prin

cipl

es.

AC

5:

Des

crib

ing

how

d

evel

opm

ent i

n on

e d

omai

n is

linke

d to

and

affe

cted

by

dev

elop

men

t in

othe

r d

omai

ns.

The

lear

ner m

ust b

e ab

le to

: EL

O5:

SO

1

Supp

ort t

he p

hysic

al d

evel

opm

ent o

f ch

ildre

n th

roug

h pl

ay

AC

1:

Prov

ide

a va

riety

of m

ovem

ent

activ

ities

, gam

es a

nd o

ther

act

ive

play

opp

ortu

nitie

s to

help

chi

ldre

n d

evel

op th

eir l

arg

e m

uscl

e sk

ills

and

coo

rdin

atio

n.

AC

2: P

ract

ise sm

all m

uscl

e sk

ills a

nd

dev

elop

eye

-han

d c

oord

ina

tion

thro

ugh

diff

eren

t pla

y a

nd ro

utin

e ac

tiviti

es fo

r chi

ldre

n.

AC

3: P

rovi

de

a w

ide

varie

ty o

f sa

fe

act

iviti

es to

hel

p ch

ildre

n d

evel

op

thei

r sen

ses a

nd p

erce

ptu

al sk

ills

thro

ugh

pla

y.

AC

4: A

ssist

chi

ldre

n in

div

idua

lly to

use

eq

uipm

ent a

nd to

ols

to th

eir

dev

elop

men

tal le

vel s

o th

at t

hey

can

mai

ntai

n co

ntro

l ove

r the

ac

tivity

and

exp

erie

nce

and

a

sens

e of

ach

ieve

men

t.

AC

5: U

se la

ngua

ge a

nd n

on-v

erba

l co

mm

unic

atio

n (e

.g.

dem

onst

ratio

n of

act

ions

) to

guid

e an

d p

raise

chi

ldre

n, te

ach

th

e ne

w w

ord

s and

to d

evel

op a

n a

wa

rene

ss o

f the

ir bo

die

s and

se

nses

.

The

lea

rner

mus

t be

abl

e to

: EL

O 1

1: S

O1

Mai

ntai

n an

effe

ctiv

e co

mm

unity

EC

D se

rvic

e.

AC

1:

Eva

lua

te th

e re

leva

nce

of

the

serv

ice

in m

eetin

g co

mm

unity

nee

ds f

rom

tim

e to

tim

e.

AC

2:

Iden

tify

the

purp

ose

(miss

ion)

of t

he E

CD

serv

ice

imp

lem

ente

d.

AC

3:

Ma

inta

in th

e Le

gal

requ

irem

ents

and

sta

nda

rds

of th

e se

rvic

e fo

r the

pr

otec

tion

of c

hild

ren'

s he

alth

and

safe

ty.

AC

4:

Iden

tify

prob

lem

s reg

ard

ing

th

e pr

ovisi

on o

f ser

vice

, and

p

rop

ose

rea

listic

stra

tegi

es

for s

olvi

ng th

e pr

oble

ms.

AD

APT

ED C

URRI

CUL

UM A

ND

ASS

ESSM

ENT

POLI

CY

STA

TEM

ENT

(AC

APS

) – E

ARL

Y C

HILD

HOO

D D

EVEL

OPM

ENT

29

Year

1 O

rient

atio

n

Year

2

Year

3

Year

4

The

lea

rner

mus

t be

abl

e to

: EL

O4:

SO

2 S

how

an

unde

rsta

ndin

g of

how

to

org

anise

, set

up

and

mai

ntai

n an

effe

ctiv

e w

orki

ng/o

pen

art a

rea

thro

ugh;

A

C1:

Sho

win

g a

n a

bilit

y of

how

to

set u

p an

d se

t out

a

ctiv

ities

in a

def

ined

a

rea

, how

to st

ore,

dry

, d

ispla

y th

e ch

ild’s

a

rt/w

ork

and

cle

an

up

the

are

a.

AC

2: D

escr

ibin

g ho

w to

ca

re

for t

he

ma

teria

ls/eq

uip

men

t and

p

ut th

em a

wa

y a

t the

en

d o

f ea

ch se

ssio

n.

AC

3: S

how

ing

and

un

der

stan

din

g of

the

pla

cem

ent a

nd

acc

essib

ility

of a

ll m

ate

rials

at th

e ch

ild’s

ey

e le

vel

AC

4: U

nder

stan

din

g ho

w to

a

pp

ly ru

les,

limits

and

bo

und

arie

s to

child

ren

and

ma

ke su

re th

at i

t is

cons

isten

tly a

pp

lied

.

T

he le

arn

er m

ust b

e a

ble

to;

ELO

5:SO

2 He

lp c

hild

ren

to d

evel

op th

eir

com

mun

icat

ion

skill

s by

: A

C1:

C

omm

unic

atin

g in

the

chi

ld's

first

lang

uage

on

an

ind

ivid

ual

basis

thro

ugho

ut fr

ee-c

hoic

e a

ctiv

ities

and

rout

ines

A

C2:

C

omm

unic

atin

g w

ith c

hild

ren

in

a w

ay

that

is a

ppro

pria

te to

thei

r le

vel o

f und

erst

and

ing

and

la

ngua

ge a

bilit

y.

AC

3:

Enco

ura

ging

chi

ldre

n to

talk

fre

ely

to a

dul

ts, a

mon

g th

emse

lves

and

in g

roup

sit

uatio

ns b

ut a

lso to

lea

rn h

ow

to ta

ke tu

rns i

n lis

teni

ng a

nd

spea

king

. A

C4:

En

cour

agi

ng c

hild

ren

to ta

lk

abo

ut re

al t

hing

s the

y a

re

play

ing

with

or s

ee o

n ou

tings

, a

nd fa

milia

r thi

ngs i

n th

eir h

omes

a

nd n

eigh

bou

rhoo

d.

AC

5:

Imp

lem

entin

g a

va

riety

of g

roup

a

ctiv

ities

to su

ppor

t chi

ldre

n's

lang

uage

dev

elop

men

t (e.

g.

stor

ytel

ling

and

rea

din

g, g

roup

d

iscus

sions

, son

gs a

nd rh

ymes

, ta

lkin

g a

nd li

sten

ing

gam

es).

The

lea

rner

mus

t be

abl

e to

: EL

O11

:SO

2

Mai

ntai

n th

e ef

fect

ive

func

tioni

ng

of th

e or

gani

satio

n.

AC

1:

Repo

rt re

gul

arly

to a

m

ana

gem

ent s

truct

ure

tha

t fu

nctio

ns in

term

s of c

lear

gu

idel

ines

(e.g

. con

stitu

tion,

w

here

app

rop

riate

).

AC

2 D

emon

stra

te a

ccou

nta

bilit

y to

all s

take

hold

ers.

A

C3:

Es

tab

lish

and

ma

inta

in

supp

ortiv

e re

latio

nshi

ps w

ith

the

com

mun

ity a

nd o

ther

or

gani

satio

ns/p

eopl

e w

orki

ng in

the

com

mun

ity.

AC

4:

Org

ani

se m

eetin

gs,

lea

rnin

g ev

ents

and

soci

al

func

tions

to in

volv

e fa

milie

s a

nd th

e co

mm

unity

in th

e pr

ogra

mm

e.

AC

5:

Pla

n m

ajo

r act

iviti

es o

n a

n a

nnua

l ba

sis.

The

lea

rner

mus

t be

abl

e to

: EL

O11

:SO

4

Man

age

avai

labl

e m

ater

ial

reso

urce

s ef

fect

ivel

y an

d se

ek

addi

tiona

l res

ourc

es w

hen

need

ed.

AC

1:

Imp

lem

ent a

nd m

ain

tain

a

ppro

pria

te sy

stem

s of

fina

ncia

l con

trol a

nd e

.g.

bud

getin

g.

AD

APT

ED C

URRI

CUL

UM A

ND

ASS

ESSM

ENT

POLI

CY

STA

TEM

ENT

(AC

APS

) – E

ARL

Y C

HILD

HOO

D D

EVEL

OPM

ENT

30

Year

1 O

rient

atio

n

Year

2

Year

3

Year

4

AC

6:

Div

idin

g ch

ildre

n in

to su

itabl

e gr

oup

s for

stor

y an

d d

iscus

sion

times

, and

use

met

hod

s tha

t in

clud

e a

va

riety

of s

uita

ble

vi

sua

l and

tact

ile a

ids,

act

iviti

es

and

dra

ma

tiza

tion

to e

nga

ge

child

-ren'

s att

entio

n a

nd

faci

litat

e th

eir u

nder

sta

ndin

g a

nd p

arti

cip

atio

n A

C 7

: A

ssist

ing

child

ren

to le

arn

and

us

e w

ord

s and

phr

ase

s in

a

seco

nd la

ngua

ge.

The

lea

rner

mus

t be

abl

e to

; EL

O6:

SO

2 A

C1:

E

nsur

e th

at t

he le

arn

ing

site

cont

ain

s ed

uca

tiona

l toy

s and

ot

her l

earn

ing

reso

urce

s tha

t ha

ve b

een

ma

de

by

the

pra

ctiti

oner

and

/or b

y th

e ch

ildre

n.

AC

2:

Ens

ure

tha

t the

ma

de

reso

urce

s a

re a

pp

rop

riate

to th

e a

ges,

inte

rest

s and

dev

elop

men

tal

need

s of t

he c

hild

ren.

A

C3:

En

sure

tha

t the

ma

de

reso

urce

s a

re d

ura

ble,

safe

and

a

cces

sible

to th

e ch

ildre

n.

AC

4:

Ensu

re th

at t

he im

pro

vise

d o

r m

ad

e re

sour

ces a

re c

ultu

re fa

ir a

nd su

ppor

t ant

i-bia

s pra

ctic

e.

AC

2:

Imp

lem

ent a

nd m

ain

tain

sy

stem

s for

the

cont

rol o

f su

pplie

s and

for t

he

effe

ctiv

e us

e of

reso

urce

s.

AC

3:

Use

fea

sible

stra

tegi

es fo

r ob

tain

ing

ad

diti

ona

l re

sour

ces,

whe

n ne

eded

. Th

e le

arn

er m

ust b

e a

ble

to:

ELO

11:S

O5

M

aint

ain

adm

inist

rativ

e sy

stem

s.

AC

1:

Imp

lem

ent a

dm

issio

n pr

oced

ures

acc

ord

ing

to

the

agr

eed

pol

icy.

A

C2:

Pl

an

and

pro

vid

e fo

od/m

eals

(if p

rovi

ded

) for

ch

ildre

n w

ith a

ba

lanc

ed

die

t ta

king

into

co

nsid

era

tion

wha

t chi

ldre

n ge

t at h

ome.

A

C3:

D

isbur

se a

nd b

ank

mon

ies

rece

ived

, cor

rect

ly

acc

ord

ing

to sp

ecifi

ed

proc

edur

es, k

eep

acc

ura

te

reco

rds o

f all i

ncom

e a

nd

exp

end

iture

. A

C4:

Im

ple

men

t sys

tem

s for

the

acq

uisit

ion,

stor

age

and

co

ntro

l of e

quip

men

t, m

ate

rials

and

sup

plie

s. A

C5:

Ke

ep u

p-t

o-d

ate

reco

rds i

n a

n or

gani

sed

and

a

cces

sible

filin

g sy

stem

.

AD

APT

ED C

URRI

CUL

UM A

ND

ASS

ESSM

ENT

POLI

CY

STA

TEM

ENT

(AC

APS

) – E

ARL

Y C

HILD

HOO

D D

EVEL

OPM

ENT

31

Year

1 O

rient

atio

n

Year

2

Year

3

Year

4

The

lea

rner

mus

t be

abl

e to

sh

ow a

n un

der

sta

ndin

g ho

w to

: EL

O7:

SO 1

, AC

1.

Ma

inta

in a

safe

and

cle

an

phys

ica

l env

ironm

ent.

2.

Iden

tify

pote

ntia

l da

nger

s a

nd d

eal w

ith a

s qui

ckly

as

pos

sible

to p

rote

ct th

e sa

fety

of c

hild

ren

and

a

dul

ts.

3.Su

perv

ise c

hild

ren

at a

ll tim

es. T

his m

ay

incl

ude

pa

rent

s.

4.En

forc

e th

e ru

les f

or th

e sa

fe

use

of e

qui

pmen

t by

child

ren

cons

isten

tly in

a

non-

abu

sive

ma

nner

.

The

lea

rner

mus

t be

abl

e to

show

a

n un

der

sta

ndin

g of

the:

EL

O3:

SO 1

, A

C1:

Th

e nu

tritio

nal r

equi

rem

ents

of

ba

bies

, tod

dle

rs a

nd

youn

g ch

ildre

n w

ith sp

ecia

l a

tten

tion

give

n to

the

imp

orta

nce

of b

rea

st-

feed

ing

and

the

imp

licat

ions

for p

ract

ice

in

the

ECD

sett

ing.

A

C 2

: M

eals

requ

ired

for b

abi

es,

tod

dle

rs a

nd y

oung

ch

ildre

n in

the

ECD

sett

ing

are

reco

rded

, pre

pare

d

and

stor

ed c

orre

ctly

a

ccor

din

g to

nut

ritio

nal

requ

irem

ents

for a

ge

and

w

eigh

t ta

king

into

co

nsid

era

tion

pare

nta

l in

stru

ctio

ns.

AC

3:

Feed

ing

equi

pmen

t and

ho

w to

cle

an

and

ster

ilise

it us

ing

suita

ble

ava

ilabl

e so

lutio

ns, a

nd st

ored

hy

gien

ica

lly.

AC

4:

Mea

ltim

e ro

utin

es

ap

pro

pria

te to

indi

vid

ual

need

s ta

king

into

acc

ount

a

ge, w

eigh

t, m

edic

al

cond

ition

and

pa

rent

al

pref

eren

ces.

The

lea

rner

mus

t be

abl

e to

; EL

O6:

SO3

Eval

uate

the

mad

e re

sour

ces

in te

rms

of s

uppo

rting

and

ext

endi

ng c

hild

's le

arni

ng a

nd d

evel

opm

ent.

A

C1:

O

bse

rve

how

chi

ldre

n pl

ay

with

th

e m

ad

e re

sour

ces.

A

C2:

N

ote

wha

t chi

ldre

n le

arn

by

pla

ying

with

a p

arti

cula

r le

arn

ing

reso

urce

. A

C3:

Ev

alu

ate

the

pop

ula

rity,

d

ura

bilit

y a

nd sa

fety

of t

he

ma

de

reso

urce

s. A

C4:

M

ake

cha

nges

to th

e re

sour

ces

to im

pro

ve th

eir d

ura

bilit

y, sa

fety

a

nd/o

r effe

ctiv

enes

s as l

earn

ing

ma

teria

ls.

The

lea

rner

mus

t be

abl

e to

; EL

O6:

SO1

Iden

tify

gaps

in p

rovi

sion

and

reso

urce

s th

at a

dver

sely

affe

ct

child

ren'

s le

arni

ng a

nd d

evel

opm

ent.

A

C 1

: Id

entif

y ga

ps w

ithin

the

Lea

rnin

g sit

e.

AC

2:

Imp

rovi

se d

iffer

ent w

ays

of

mak

ing

reso

urce

s fro

m fo

und

, w

ast

e a

nd n

atur

al m

ate

rials.

A

C4:

Des

crib

e ho

w sp

ecifi

c im

pro

vise

d o

r ma

de

item

s will

faci

litat

e ch

ildre

n's l

earn

ing

and

d

evel

opm

ent.

AD

APT

ED C

URRI

CUL

UM A

ND

ASS

ESSM

ENT

POLI

CY

STA

TEM

ENT

(AC

APS

) – E

ARL

Y C

HILD

HOO

D D

EVEL

OPM

ENT

32

Year

1 O

rient

atio

n

Year

2

Year

3

Year

4

The

lea

rner

mus

t be

abl

e to

: EL

O4

SO:4

Sh

ow a

n un

ders

tand

ing

of

child

ren'

s cr

eativ

e pr

oces

ses

and

how

cre

ativ

e gr

owth

re

late

s to

hol

istic

dev

elop

men

t:

AC

1:

Enco

ura

ge c

hild

ren

to

follo

w th

eir o

wn

inte

rest

s, se

lect

thei

r ow

n m

ate

rials

and

to

ols.

A

C 2

: En

cour

age

chi

ldre

n to

ex

pre

ss th

eir o

wn

idea

s in

thei

r ow

n w

ay.

A

C3:

Pr

ovid

e m

eani

ngfu

l fe

edb

ack

to th

e ch

ild,

on th

e pr

oces

ses t

he

child

is fo

llow

ing

as w

ell

as to

the

end

pro

duc

t.

AC

5:

Ensu

re th

at t

he

child

ren'

s art/

wor

k is

orig

ina

l and

d

evel

opm

enta

lly

ap

pro

pria

te.

AC

6:

Ensu

re th

at t

he

child

ren'

s Art/

wor

k is

trea

ted

with

resp

ect

and

ana

lyse

d to

giv

e ev

iden

ce o

f lea

rnin

g a

nd d

evel

opm

ent.

AC

5:

The

proc

ess a

nd ti

min

g of

w

eani

ng th

at a

re a

da

pted

to

suit

the

need

s of

ind

ivid

ual b

ab

ies t

aki

ng

into

con

sider

atio

n lo

cal

cultu

ral p

ract

ices

as p

er

pare

nt p

refe

renc

es.

AC

6:

Enco

ura

ging

and

hel

pin

g to

dd

lers

to le

arn

how

to

feed

them

selv

es.

AC

7:

Enco

ura

ging

you

ng

child

ren

to p

ract

ice

cultu

rally

ap

pro

pria

te a

nd

soci

ally

acc

epta

ble

be

havi

our d

urin

g m

ealti

me

rout

ine.

Th

e le

arn

er m

ust b

e a

ble

to sh

ow

an

und

erst

and

ing

of:

EL

O3:

SO2,

A

C1:

Ho

w to

set u

p a

safe

, se

cure

, hea

lthy

and

st

imul

atin

g en

viro

nmen

t for

ba

bies

, tod

dle

rs a

nd y

oung

ch

ildre

n.

AC

2:

How

ba

bies

and

tod

dle

rs

are

ca

rried

and

ha

ndle

d in

w

ays

tha

t are

safe

and

cu

ltura

lly a

nd

dev

elop

men

tally

a

pp

rop

riate

so th

at f

eelin

gs

of se

curit

y a

nd in

tera

ctio

n be

twee

n ca

regi

ver a

nd

child

are

enc

oura

ged

.

The

lea

rner

mus

t be

abl

e to

: EL

O6:

SO

4 In

volv

e ch

ildre

n in

cre

atin

g re

sour

ces

for t

he E

CD

prog

ram

me

by:

AC

1:

Ensu

ring

that

wa

ste

and

na

tura

l m

ate

rials

are

ava

ilabl

e a

t the

le

arn

ing

site

for c

hild

ren

to u

se

to m

ake

thin

gs.

AC

2:

Enco

ura

ging

chi

ldre

n to

use

th

eir o

wn

idea

s.

AC

4:

Obs

ervi

ng c

hild

ren’

s d

evel

opin

g sk

ills.

AD

APT

ED C

URRI

CUL

UM A

ND

ASS

ESSM

ENT

POLI

CY

STA

TEM

ENT

(AC

APS

) – E

ARL

Y C

HILD

HOO

D D

EVEL

OPM

ENT

33

Year

1 O

rient

atio

n

Year

2

Year

3

Year

4

The

lea

rner

mus

t be

ab

le to

: EL

O7:

SO2

M

aint

ain

a sa

fe a

nd h

ealth

y en

viro

nmen

t for

chi

ldre

n an

d ad

ults

. A

C1:

Sh

ow sa

nita

tion

and

hy

gien

e p

ract

ices

ef

ficie

ntly

to re

duc

e th

e sp

rea

d o

f inf

ectio

n (d

isea

se).

A

C2:

Re

spec

t the

die

tary

ne

eds a

nd c

ultu

ral

pref

eren

ces g

iven

to

child

ren

and

show

an

aw

are

ness

of n

utrit

ious

fo

od a

nd d

rinks

. Th

e le

arn

er m

ust b

e a

ble

to:

ELO

15:

SO

AC

1:

Dem

onst

rate

the

diff

eren

t tec

hniq

ues o

f ha

nd-w

ash

ing

and

ex

pla

ined

in te

rms o

f pr

even

ting

dise

ase

and

tra

nsm

issio

n of

in

fect

ion.

A

C 2

: Pr

omot

e hy

gien

ic

pra

ctic

es in

term

s of

safe

wa

ter,

sani

tatio

n an

d w

ast

e d

ispos

al.

AC

3:

Prom

ote

hom

e sa

fety

a

nd th

e pr

even

tion

of in

a

ccor

da

nce

with

safe

p

ract

ices

. A

C 4

: Re

cogn

ise c

hild

abu

se

and

ap

pro

pria

tely

re

ferre

d in

acc

ord

anc

e w

ith lo

cal p

roto

cols.

AC

3:

How

ba

bie

s and

tod

dle

rs

are

wa

shed

, ba

thed

and

d

ress

ed in

a g

entle

and

sa

fe m

ann

er. Y

oung

ch

ildre

n a

re su

perv

ised

ca

refu

lly w

hile

wa

shin

g,

with

ass

ista

nce

pro

vid

ed a

s ne

eded

. A

C4:

H

ow n

ap

pie

s are

cha

nged

re

gula

rly a

nd in

a h

ygie

nic

ma

nner

. A

C5:

H

ow to

dea

l with

the

proc

ess a

nd ti

min

g of

toile

t tra

inin

g th

at i

s ad

apt

ed to

su

it th

e ne

eds o

f ind

ivid

ual

child

ren,

loca

l cul

tura

l pr

act

ices

as e

xpre

ssed

by

pa

rent

s. A

C6:

H

ow to

ad

apt

slee

ping

a

rrang

emen

ts a

nd ro

utin

es

to su

it in

div

idua

l nee

ds.

A

C7:

H

ow to

enc

oura

ge b

abi

es

and

tod

dle

rs to

inte

ract

w

ith th

e ca

regi

ver d

urin

g a

ll a

ctiv

e ca

re-g

ivin

g ro

utin

es.

AC

8:

How

to m

ana

ge ro

utin

es

and

tra

nsiti

ons t

o gi

ve

stru

ctur

e to

hea

lthy

dev

elop

men

t and

in

dep

end

ence

.

AD

APT

ED C

URRI

CUL

UM A

ND

ASS

ESSM

ENT

POLI

CY

STA

TEM

ENT

(AC

APS

) – E

ARL

Y C

HILD

HOO

D D

EVEL

OPM

ENT

34

Year

1 O

rient

atio

n

Year

2

Year

3

Year

4

The

lea

rner

mus

t be

abl

e to

…

ELO

8: S

O1:

Sh

ow c

ritic

al a

war

enes

s of

la

ngua

ge u

se.

AC

1: S

ourc

e a

nd u

se a

text

or a

st

ory

for l

angu

age

a

cqui

sitio

n a

nd id

entif

y its

p

urpo

se.

� R

ead

the

text

or t

ell t

he

stor

y ou

t lou

d p

oint

ing

to

the

pic

ture

s or m

aki

ng

ges

ture

s. �

Ask

que

stio

ns re

late

d to

th

e te

xt, o

r sto

ry sh

owin

g re

spec

t for

the

spea

ker a

nd

taki

ng tu

rns t

o a

nsw

er.

The

lea

rner

mus

t be

abl

e to

show

a

n un

der

sta

ndin

g of

:

ELO

3:SO

3,

AC

1: A

n em

otio

nally

secu

re,

lovi

ng a

nd c

arin

g

env

ironm

ent i

s pro

vid

ed fo

r b

abi

es, t

odd

lers

and

you

ng

chi

ldre

n.

AC

2: T

he b

ond

ing

need

s of t

he

Chi

ldre

n a

nd th

e

imp

licat

ions

for c

are

-giv

ing

p

ract

ice

and

ad

miss

ion

p

roce

dur

es in

EC

D se

ttin

gs

are

des

crib

ed.

AC

3: C

hild

ren

are

hel

ped

to c

ope

w

ith se

para

tion

from

fam

iliar

ca

regi

vers

whe

n pl

ace

d in

th

e ca

re o

f a n

ew c

are

give

r.

AC

4: T

emp

eram

enta

l diff

eren

ces

a

mon

g ba

bies

are

o

bser

ved

and

ca

re-g

ivin

g

pra

ctic

es a

re a

da

pted

to

ind

ivid

ual n

eed

s.

AC

5: T

he n

eed

s of e

ach

chi

ld a

re

resp

ond

ed to

as q

uick

ly a

s p

ossib

le a

nd in

a c

onsis

tent

m

ann

er.

AC

6: A

regu

lar d

aily

rout

ine

is

ma

inta

ined

for e

ach

chi

ld.

AD

APT

ED C

URRI

CUL

UM A

ND

ASS

ESSM

ENT

POLI

CY

STA

TEM

ENT

(AC

APS

) – E

ARL

Y C

HILD

HOO

D D

EVEL

OPM

ENT

35

Year

1 O

rient

atio

n

Year

2

Year

3

Year

4

The

lea

rner

mus

t be

abl

e to

…

ELO

9 W

ork

with

mat

hem

atic

al

conc

epts

. SO

1:

App

ly a

nd u

se b

asic

m

ath

ema

tica

l con

cept

s in

vario

us c

onte

xts.

(S

ee c

once

pts i

n ye

ar 4

) Th

e le

arn

er m

ust b

e a

ble

to;

ELO

13:S

O1

Su

ppor

t the

phy

sical

de

velo

pmen

t of c

hild

ren

thro

ugh

play

by:

A

C1:

Pro

vid

ing

a v

arie

ty o

f m

ovem

ent a

ctiv

ities

, ga

mes

and

oth

er a

ctiv

e p

lay

opp

ortu

nitie

s to

help

ch

ildre

n d

evel

op th

eir

larg

e m

uscl

e sk

ills a

nd

coor

din

atio

n.

The

lea

rner

mus

t be

abl

e to

…

ELO

3: S

O4

M

anag

e be

havi

our a

nd c

omfo

rt ba

bies

, tod

dler

s an

d yo

ung

child

ren.

AC

1:

Reco

gnise

sign

s of d

istre

ss

and

/or a

buse

and

rep

orte

d

and

refe

rred

as p

er

guid

elin

es fo

r EC

D.

AC

2:

Com

fort

child

ren

in d

istre

ss

pro

mp

tly a

nd in

an

ap

pro

pria

te w

ay.

A

C3:

Re

cord

chr

onic

sym

pto

ms

of d

istre

ss a

nd re

por

t it t

o th

e a

ppro

pria

te p

erso

n a

nd/o

r see

k a

dvi

ce a

nd/o

r d

iscus

s sym

pto

ms w

ith th

e ch

ild's

fam

ily.

AC

4:

Ma

nage

chi

ld b

eha

viou

r a

ge-a

ppro

pria

tely

usin

g po

sitiv

e re

info

rcem

ent i

n lin

e w

ith g

ener

ally

a

ccep

ted

, pra

ctic

e

AC

5:

Take

into

acc

ount

that

th

ere

are

diff

eren

t va

lue

syst

ems a

nd a

pp

roa

ches

to

child

ma

nage

men

t.

AC

6:

Prov

ide

des

crip

tions

of t

he

imp

act o

f neg

ativ

e fo

rms o

f be

havi

our m

ana

gem

ent.

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 37

SECTION 4 ASSESSMENT

4.1 Introduction

This section on assessment standardises the recording and reporting processes for Year 1-4 learners within the framework of the adapted skills curriculum in Special Schools that offer a skills programme. It also provides a policy framework for the management of school based assessment and school assessment records. It is still required of teachers to offer a differentiated form of assessment as learners following an adapted curriculum with a skills focus have specific barriers to learning. Since a learner or learners may be functioning on different grades or levels (straddling), the assessment / recording / reporting system must make provision to reflect the functioning level(s) of each leaner. Each learner, regardless of his/her number of years in the School of Skills, must have access to the standard of assessment best suited to his/her needs. The learner’s abilities determine what will be expected of him/her and the pacing of instruction must accommodate the individual learner.

4.2 Assessment Principles 4.2.1 Definition

Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generating and collecting evidence of achievement; evaluating this evidence; recording the findings and using this information to understand and thereby assist the learner’s development in order to improve the process of learning and teaching. Assessment should be both informal (Assessment for Learning) and formal (Assessment of Learning). In both cases regular feedback should be provided to learners to enhance the learning experience. Assessment is a process that measures individual learners’ attainment of knowledge (content, and concepts) and skills by collecting, analysing and interpreting the data and information obtained from this process to: o enable the teacher to judge a learner’s progress in a reliable way. o inform learners of their strengths, weaknesses and progress. o assist teachers, parents and other stakeholders in making decisions about the

learning process and the progress of learners.

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 38

Assessment should be mapped against the content, skills, intended aims and assessment criterion specified in the curriculum. In both informal and formal assessments it is important to ensure that in the course of a school year: o all of the content is covered. o the full range of skills is included. o a variety of different forms of assessment are used.

4.2.2 Informal Assessment or Daily Assessment

Assessment for learning has the purpose of continuously collecting information on a learner’s achievement that can be used to improve their learning. Informal assessment is a daily monitoring of learners’ progress. This is done through observations, discussions, practical demonstrations, learner-teacher conferences, informal classroom interactions, etc. Informal assessment may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is progressing. Informal assessment should be used to provide feedback to the learners and to inform planning for teaching, but need not be recorded. It should not be seen as separate from learning activities taking place in the classroom. Learners or teachers can mark these assessment tasks. Self-assessment and peer assessment actively involves learners in assessment. This is important as it allows learners to learn from and reflect on their own performance. The results of the informal daily assessment tasks are not formally recorded unless the teacher wishes to do so. The results of daily, informal assessment tasks are not taken into account for progression, promotion and certification purposes.

Informal, ongoing assessments should be used to scaffold the acquisition of knowledge and skills and should be the stepping stones leading up to the formal tasks in the Programmes of Assessment.

4.2.3 Formal Assessment

All assessment tasks that make up a formal programme of assessment for the year are regarded as Formal Assessment. Formal Assessment Tasks are marked and formally recorded by the teacher for progression and certification purposes. All Formal Assessment Tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards are maintained. Formal assessment tasks form part of a year-long formal Programme of Assessment.

a. Why use a Formal Assessment task

“Formal Assessment Task (assessment of learning)” – is a systematic way of assessment used by teachers to determine how well learners are progressing in a level and in a particular subject.

b. What is a Formal Assessment Task? It is a set of questions and or instruction that learners need to respond to. A task may consist of a range of activities. A formal task must be valid, fair and reliable and must cover sufficient knowledge and or skills to report on the learners’ progress.

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 39

Teachers must ensure that assessment criteria are very clear to the learners before the assessment process. This involves explaining to the learners which knowledge and skills are being assessed and the required length of responses. Feedback should be provided to the learners after assessment and could take the form of whole-class discussion or teacher-learner interaction. Examples of formal assessments include projects, oral presentations, demonstrations, performances, tests, examinations, practical demonstrations, etc. The forms of assessment used should be appropriate to the age and the developmental level of the learners. The assessment tasks should be carefully designed to cover the content and or skills of the subject. The design of these tasks should therefore ensure that a variety of skills are assessed. Practical Assessment Tasks allow for learners to be assessed on a regular basis during the school year and also allow for the assessment of skills that cannot be assessed in a written format, e.g. test or examination.

4.3 Managing Assessment 4.3.1 People Involved in Assessment

The school and the teachers have overall responsibility for the assessment of learners. Teachers are expected to create a valid, reliable and credible assessment process.

4.3.2 School Assessment Programme 4.3.2.1 Skills Curriculum

The Programme of Assessment is designed to spread formal assessment tasks in all subjects in a school throughout a term. The table below gives a guideline for the composition of formal assessment per skill used for progression / promotion result: For promotion purposes, the year mark (School-Based Assessment – SBA) is added to the end-of-year assessment mark.

Year X Formal School-Based Assessments Final End-of-Year Assessments

Term 1 Term 2 Term 3 Term 4 Practical 75% * Practical 75% * Practical 75% * o Practical

Demonstration 75%

Theory 25% Theory 25% Pen and paper Test

Theory 25%

Dates: Dates: Dates: o Pen and Paper Test 25% Term

Report 100% 100% 100%

End of Year

CASS 75%

25%

*These may consist of one or a number of smaller activities.

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 40

PROGRAMME OF ASSESSMENT

YEAR 1

TERM 1

Wk 1-2

Do 3 Assessment Tasks of 25% each on any topic across weeks 1-8 75%

Wk 3-4

Wk 5-6

Wk 7-8

Wk 9-10 PRESCRIBED FORMAL ASSESSMENT TASK

1. Show an ability of how babies are ;

a. Carried

b. Washed/bathed

c. Dressed

d. Fed

2. Show an understanding of how to change nappies

3. Identify ways to prevent;

a. The spread of infections

b. Accidents in the home

25%

� Pen and Paper test

� Oral/Practical activity or demonstration

TERM 2

Wk 1-2

Do 3 Assessment Tasks of 25% each on any topic across weeks 1-8 75%

Wk 3-4

Wk 5-6

Wk 7-8

PRESCRIBED FORMAL ASSESSMENT TASK

1. Show an ability of: own creativity through various art activities.

2. Show an ability to tell a story.

3. Show an ability to execute a variety of large and small muscle activities to enhance coordination and movement.

25%

� Oral and practical demonstration

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 41

PROGRAMME OF ASSESSMENT YEAR 2

TERM 1

Wk 1-2 Do 3 Assessment Tasks of 25% each on any topic across weeks 1-8 75% Wk 3-4

Wk 5-6 Wk 7-8

Wk 9-10 PRESCRIBED FORMAL ASSESSMENT TASK List the stages of development of babies and toddlers Case study of 4 babies: � List and record the nutritional requirements of 4 babies.

25% � Pen and Paper

test � Practical activity

TERM 2

Wk 1-2 Do 3 Assessment Tasks of 25% each on any topic across weeks 1-8

75% Wk 3-4 Wk 5-6 Wk 7-8 Term 2

Wk 9-10 PRESCRIBED FORMAL ASSESSMENT TASK Group Task: Set up a healthy and safe environment for children to play and sleep. � Demonstrate how to carry and handle a baby. � Demonstrate and explain how to interact with a baby.

25% � Oral and

practical demonstration

TERM 3

Wk 1-2 Do 3 Assessment Tasks of 25% each on any topic across weeks 1-8

75% Wk 3-4 Wk 5-6 Wk 7-8

Wk 9-10

PRESCRIBED FORMAL ASSESSMENT TASK Explain how to; 1.1 Apply admission procedures in an ECD setting. 1.2 Recognise signs of distress and abuse and procedures for

reporting. 2. Describe the result of negative/poor behaviour

management.

25% � Pen and paper

test � Practical/oral

demonstration

TERM 4 Wk 1-2

Do 3 Assessment Tasks of 25% each on any topic across weeks 1-8 75% Wk 3-4

Wk 5-6 Wk 7-8

Wk 9-10

PRESCRIBED FORMAL ASSESSMENT TASK Explain how to assist parents to; 1.1 Register a birth 1.2 Access a grant 1.3 Access health and social services 2. Identify signs of illness and report to parents 3. Provide assistance in an emergency in cases of choking,

drowning, burns, fevers, convulsions and diahorea 4. Apply universal precautions and administer medication

25% � Pen and paper

test � Practical/oral

demonstration

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 42

PROGRAMME OF ASSESSMENT

YEAR 3

TERM 1

Wk 1-2 Do 3 Assessment Tasks of 25% each on any topic across weeks 1-8 75% Wk 3-4

Wk 5-6 Wk 7-8

Wk 9-10

PRESCRIBED FORMAL ASSESSMENT TASK 1. Demonstrate how to: 1.1 Set out art activities 1.2 Teach a painting activity 1.3 Dry and display child’s work 1.4 Clean up area 2. Demonstrate an activity to improve 2.1 the large muscles 2.2 small muscles

25% Practical/oral demonstration

TERM 2

Wk 1-2

Do 3 Assessment Tasks of 25% each on any topic across weeks 1-8 75%

Wk 3-4 Wk 5-6 Wk 7-8

Wk 9-10

PRESCRIBED FORMAL ASSESSMENT TASK 1. Demonstrate how to: 1.1 Tell learners a story. 1.2 Teach learners a song. 1.3 Teach learners a rhyme

25%

Practical demonstration

TERM 3

Wk 1-2 Do 3 Assessment Tasks of 25% each on any topic across weeks 1-8 75% Wk 3-4

Wk 5-6 Wk 7-8

Wk 9-10

PRESCRIBED FORMAL ASSESSMENT TASK 1. Make an educational toy ON ANY waste material and

explain its purpose and use. 2. Role play how to teach children new words to recognise

their body parts.

25%

� Practical/oral demonstration

� Role play

TERM 4

Wk 1-2 Do 3 Assessment Tasks of 25% each on any topic across weeks 1-8 75% Wk 3-4

Wk 5-6 Wk 7-8

Wk 9-10 PRESCRIBED FORMAL ASSESSMENT TASK 1. Read own Big book to the group pointing to pictures

and asking questions.

25% � Pen and paper

test � Practical/oral

demonstration

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 43

PROGRAMME OF ASSESSMENT YEAR 4 TERM 1

Wk 1-2 Do 3 Assessment Tasks of 25% each on any topic across weeks 1-8 75% Wk 3-4

Wk 5-6 Wk 7-8

Wk 9-10

PRESCRIBED FORMAL ASSESSMENT TASK 1. The learner must be able to perform tasks or answer

questions on; � Counting � Space and shape � Time, Patterns and Colours � Addition and subtraction to 20

25%

� Pen and paper test

� Practical demonstration

TERM 2

Wk 1-2 Do 3 Assessment Tasks of 25% each on any topic across weeks 1-8

75% Wk 3-4 Wk 5-6 Wk 7-8

Wk 9-10

PRESCRIBED FORMAL ASSESSMENT TASK 1. List or describe the health and safety standards required in

an ECD centre. 2. List problems that will prevent the ECD centre on any

operating.

25%

� Pen and paper test

� Practical/oral demonstration

TERM 3

Wk 1-2 Do 3 Assessment Tasks of 25% each on any topic across weeks 1-8 75%

Wk 3-4 Wk 5-6 Wk 7-8

Wk 9-10 PRESCRIBED FORMAL ASSESSMENT TASK 1. Plan and explain a daily programme to the group 2. Plan and describe an eating plan to the group

25% � Pen and paper

test � Practical/oral

demonstration

TERM 4

Wk 1-2 Do 3 Assessment Tasks of 25% each on any topic across weeks 1-8 75%

Wk 3-4 Wk 5-6 Wk 7-8 Wk 9-10 PRESCRIBED FORMAL ASSESSMENT TASK

Group activity: 1. Plan a meeting with parents and list issues you would like to

discuss with them. 2. Role play the meeting with parents and how to

Discuss an issue of a child with the parent.

25%

� Pen and paper

test � Practical/oral

demonstration

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 44

4.3.3 Recording and Reporting

Recording is a process in which the teacher documents the level of a learner’s performance in a specific assessment task. It indicates learner progress towards the achievement of the knowledge and skill. Records of learner performance should provide evidence of the learner’s progression. Records of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process. Reporting is a process of communicating learner performance to learners, parents, schools, and other stakeholders. Learner performance can be reported in a number of ways. These include report cards, parents’ meetings, school visitation days, parent-teacher conferences, phone calls, letters, class or school newsletters, etc.

Good record keeping is essential in all assessment, particularly in continuous assessment. A record book or file must be kept up to date by each teacher. It should contain: o learners’ names; o dates of assessment; o name and description of the assessment activity; o the results of assessment activities, according to Subject; o comments for support purposes.

Teachers report in percentages against the subject. The various achievement levels and their corresponding percentage bands are as shown in the table below. Recording is a process in which the teacher documents the level of a learner’s performance. Teachers record the actual raw marks against the task using a record sheet. Records of learner performance should also be used to verify the progress made by teachers and learners in the teaching and learning process. Records should be used to monitor learning and to plan ahead. Note: The seven point scale should have clear descriptions that give detailed information for each level. Teachers will record actual marks against the task by using a record sheet; and report percentages against the subject on the learners’ report cards.

Codes and percentages for reporting in Grades R – 12

Rating code Description of competence Percentage 7 Outstanding achievement 80 – 100 6 Meritorious achievement 70 – 79 5 Substantial achievement 60 – 69 4 Adequate achievement 50 – 59 3 Moderate achievement 40 – 49 2 Elementary achievement 30 – 39 1 Not achieved 0 – 29

All records must be accessible, easy to interpret, securely kept, confidential and helpful in the teaching and reporting process. The school assessment policy determines the details of how record books must be completed. Schools are required to provide quarterly feedback to parents on the Programme of

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 45

Assessment, using a formal reporting tool, such as a report card. The schedule and the report card should indicate the overall level of performance of a learner.

NOTE: Criterion referencing is best used to describe learner’s performance in a skill. Teachers must make use of suitable analytical rubrics when assessing a learner’s competence for a specific skill using practical demonstrations.

4.4 Moderation of Assessment

Moderation refers to the process that ensures that the assessment tasks are fair, valid and reliable. Moderation should be implemented at school, district, and provincial levels if necessary. Comprehensive and appropriate moderation practices must be in place for the quality assurance of all subject assessments. The Formal School Based Assessment and the practical assessment tasks should be moderated by the relevant subject specialists at the district and, if necessary, provincial levels in consultation with the moderators at school. Moderation serves five purposes: 1. It must ascertain whether subject content and skills have been sufficiently

covered. 2. The moderator must ensure that the correct balance of cognitive demands are

reflected in the assessments. 3. The assessments and marking are of an acceptable standard and consistency. 4. The moderator must make judgements about the comparability of learner

performance across schools; whilst recognising that teachers teach in different ways.

5. The subject specialist/moderator must identify areas in which a teacher may need development and support and must ensure that this support is provided.

Moderation is therefore an ongoing process and not a once-off end-of-year event.

4.5 General

This document should be read in conjunction with: o White Paper 6 on Special Needs Education: Building an Inclusive Education and

Training System (2001), o National policy pertaining to the programme and promotion requirements of

the National Curriculum Statement Grades R – 12; and (NPPPPR) (2011) o The policy document; National Protocol for Assessment Grades R – 12. (NPA)

(2011) o Responding to Diversity through Curriculum and Assessment Policy Statements

(2011) o Guidelines to Ensure Quality Education and Support in Special Schools and

Special School Resource Centres (2007) o Operational manual to the National strategy on Screening, identification,

Assessment and support (2008) o Guidelines for full-service/inclusive schools (2010)

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – EARLY CHILDHOOD DEVELOPMENT 47

SECTION 5 REFERENCE The curriculum for ECD is based on the SAQA Qualifications and Unit Standards for: SAQA Qualification ID Qualification Title

SAQA: Unit Standard Number

Title

US ID 24484 Develop and manage the ECD learning programme

US ID 24484/ 244480

Demonstrate knowledge and understanding of the development of babies, toddlers and young children

US ID 244255 Care for babies, toddlers and young children

US ID 7405 Facilitating Creative Art Activities in ECD Programmes

US ID 7402 Facilitating Learning through Play

US ID 7401 Making ECD Learning Resources

US ID 244262 Support healthy development in ECD programmes

US ID 7524 Show critical awareness of language use.

US ID 7450 Work with measurement in a variety of contexts

US ID 7463 Describe and present objects and the environment in terms of shape, space, time and motion.

US ID 7406 Managing a small scale ECD service

US ID 12838 Create an inclusive anti- bias learning environment in ECD setting

US ID 7403 Facilitate learning through stories, songs, and rhymes

US ID 119562 Give guidance of the integrated management of childhood illnesses and childhood home