General Education and Training Certificate

GETC-ABET Level 4 ~ @ NQF Level 1 1 | P a g e

General Education and Training Certificate

Adult Basic Education and Training

NQF Level 1

EXAMINATIONS AND ASSESSMENT GUIDELINES

EARLY CHILDHOOD DEVELOPMENT L4

CODE: ECD4

2012

Examinations and Assessment Guidelines: ECD4


TABLE OF CONTENTS 1. Introduction 3 2. The GETC-ABET Level 4 Qualification 4 3. Unit Standards for ECD4 Learning Area 7 4. LTSM in PALCs 18 5. Weighting of the Specific Outcomes and Assessment Criteria 18 6. Core Knowledge Areas 18 7. Taxonomies used in scaffolding questions 24 8. Site-Based Assessment (Formative) 24 8.1 Structure of SBA Tasks 25 8.2 Exemplar SBA Tasks 26 9. External Assessment (Summative) 46 9.1 Structure of a question paper 46 9.2 Exemplar question paper 47 10. Promoting the Principles of quality assessment practices 61



1. INTRODUCTION This document aims to be an Examinations and Assessment Guidelines in its orientation. It should be seen against the background of the review of the General Education and Training Certificate (GETC): Adult Basic Education and Training (ABET) qualification and the re-registration of some of its constituent Unit Standards. Against this background, it must be seen to replace any other guideline document that has preceded it. What it does not do, however, is signal a radical shift from formal national assessment processes that have been managed by the Department of Higher Education and Training (DHET). It attempts to consolidate such assessment practices. It formalises them into a useful reference document for mainly examiners and moderators of ABET assessment. At the same time it is a useful guide to educators, in order to prepare their learners for assessment. The ECD4 Examinations and Assessment Guidelines document is based on the GETC-ABET interim qualification with the SAQA ID number 71751. The guidelines should be viewed as developmental in nature aimed at enhancing the quality of the implementation of assessment for the interim qualification. The other users of this document shall be the Public Adult Learning Centres (PALCs) management teams, departmental officials, policy analysts, learning area coordinators or advisers and any interested stakeholder in adult education. Furthermore, the guidelines document is intended to assist the Learning Area Facilitator in preparing the learner for the examination as well as the site-based assessment. It should be treated as resource material that seeks to indicate the unit standards for the ECD4 learning area and how to unpack them for assessment. It also indicates the possible content knowledge (as mentioned in the unit standards) to be assessed. It will provide clarity on how specific outcomes and assessment criteria are weighted. The possible teaching and learning support materials relevant to the learning area are also highlighted. While our aim is not to be prescriptive on curriculum, it is our hope that this document will offer educators more guidance in their own teaching and assessment practice. The document creates a uniform framework for examinations and formative assessments, in order to avoid a variety of different approaches to examinations. It must be pointed out that while the guidelines are based on the Unit Standards, it should not be read without the accompanying unit standards, or replace the unit standards as a guideline to teaching. The document also contains the GETC-ABET qualification which among others reflects on the rules of combination, core components and the academic learning areas. The structure of an examination question paper, the taxonomies used in scaffolding of questions, an exemplar question paper and marking memorandum together with exemplar site-based assessment tasks are outlined. This examination guidelines document provides guidance on how to use available resources to achieve the specified unit standards of the learning area. The national Policy on the Conduct, Administration and Management of the GETC-ABET Level 4 examinations and assessment has a bearing on this document. All users are encouraged to alert the Department of Higher Education and Training of any unrealistic suggestions that might hinder quality implementation of the assessment for the interim GETC – ABET Level 4 qualification. It must be noted that these guidelines are by no means exhaustive in its suggestions of possible assessment activities. Suggestions to improve the implementation of assessment in the ECD4 learning area will be greatly appreciated. 2. THE GETC-ABET LEVEL 4 QUALIFICATION The General Education and Training Certificate (GETC) in Adult Basic Education and Training (ABET) with ID No. 71751 will provide adult learners with fundamental basics of general education learning. It replaces SAQA qualification ID No. 24153. The table below provides a synoptic view of the qualification. SAQA QUAL ID QUALIFICATION TITLE

71751 General Education and Training Certificate: Adult Basic Education and Training

ORIGINATOR REGISTERING PROVIDER

Task Team - Adult Basic Education and Training

QUALITY ASSURING ETQA

-

QUALIFICATION TYPE FIELD SUBFIELD



National Certificate Field 05 - Education, Training and Development

Adult Learning

ABET BAND MINIMUM CREDITS NQF LEVEL QUAL CLASS

ABET Level 4 120 Level 1 Regular-Unit Standards Based

REGISTRATION STATUS

SAQA DECISION NUMBER REGISTRATION START DATE

REGISTRATION END DATE

Registered SAQA 1179/08 2008-11-26 2011-11-26

LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT

2012-11-26 2015-11-26 The purpose of the Qualification is to equip learners with foundational learning by acquiring knowledge, skills and values in specified Learning Areas. In addition, it also allows learners to choose Elective Unit Standards which relate to occupational type learning relevant to their area of interest or specialisation. In particular, the purpose of the qualification aims to:

Give recognition to learners who achieve and meet the necessary requirements and competencies as specified in the Exit Level Outcomes and Associated Assessment Criteria.

Provide a solid foundation of general education learning which will help prepare learners and enable them to access Further Education and Training learning and qualifications, particularly occupational workplace-based or vocational qualifications.

Promote lifelong learning to enable learners to continue with further learning. Prepare learners to function better in society and the workplace.

Rationale: Adult Basic Education is identified as a critical priority in South Africa and plays a vital role in equipping adult learners with the necessary knowledge, skills and values in order to be functional in society and as a person by contributing to the workforce, community and economy. This GETC: ABET qualification provides learners with foundational learning through the acquisition of knowledge and skills needed for social and economic development and the promotion of justice and equality. It also seeks to promote and instill learners with a culture of life-long learning needed for future learning. It also enables learners to acquire the necessary competencies in order to access further education and training, career development and employment opportunities. The achievement of the GETC: ABET qualification allow learners the following learning pathways:

To choose a vocational route through completion of the National Certificate (Vocational) Qualifications at Levels 2, 3 and 4 which contain vocational specialisations.

To access academic learning at NQF Level 2 and above. To access Occupational specific qualifications at NQF Level 2, which consist of knowledge, skills and

workplace experience and learning.

The qualification aims to equip learners to:

Develop and apply relevant skills, knowledge and attitudes in the chosen Learning Areas. Function better in and contribute to the world of work. Be sensitive and reflective of issues relating to diversity, inclusivity, cultural values, human rights,

gender, development and change. Develop an appreciation for lifelong learning. Function better as a citizen in South Africa and contribute to cultural, social, environmental and

economic development. Make informed judgments about critical ethical issues. Develop study skills to be able to access further learning.

It is assumed that learners have literacy and numeracy skills in order to cope with the complexity of learning in this qualification. Recognition of Prior Learning:



The structure of this Qualification makes Recognition of Prior Learning (RPL) possible through the assessment of individual Unit Standards. The learner and assessor should jointly decide on methods to determine prior learning and competence in the knowledge, skills, and values implicit in the Qualification and the associated Unit Standards. RPL will be done by means of an integrated assessment which includes formal, informal and non-formal learning and work experience. This Recognition of Prior Learning may allow for accelerated access to further learning at this or higher Levels on the NQF; gaining of credits for Unit Standards in this Qualification; and obtaining this Qualification in whole or in part. All RPL is subject to quality assurance by the relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant ETQA. It is recommended that learners have achieved the following in order to access this qualification: Communication at ABET Level 3 or equivalent and Mathematical Literacy at ABET Level 3 or equivalent. The GETC-ABET qualification comprises the Fundamental, Core and Elective components in its rules of combination. Learners are expected to offer a minimum of 5 Learning Areas. The 2 fundamental Learning Areas and the 1 Core Learning Area are compulsory offerings. Learners may choose 2 or more Learning Areas from the Elective component. Learners are expected to meet the following requirements to be awarded a GETC-ABET qualification:

RULES OF COMBINATION FOR THE GETC-ABET QUALIFICATION: 120 CREDITS

FUNDAMENTALS COMPONENT: COMPULSORY 39 OR 37 CREDITS

1. One Official Language: 23 Credits 2. Mathematical Literacy: 16 Credits OR 3. Mathematics and Mathematical Sciences: 14 Credits NOT BOTH

CORE COMPONENT: COMPULSORY 32 CREDITS

1. Life Orientation: 32 Credits

ELECTIVES COMPONENT: OPTIONAL 49 OR 51 CREDITS

Academic Learning Areas:

1. Human and Social Sciences: 23 Credits 2. Natural Sciences: 15 Credits 3. Economic and Management Sciences: 21 Credits 4. Arts and Culture: 17 Credits 5. Technology: 11 Credits 6. One Additional Official Language (Excluding the language chosen as a Fundamental): 23

Credits

Vocational Learning Areas:

7. Applied Agriculture and Agricultural Technology: 20 Credits 8. Ancillary Health Care: 45 Credits 9. Small, Medium and Micro Enterprises: 17 Credits 10. Travel and Tourism: 38 Credits 11. Information Communication Technology: 23 Credits 12. Early Childhood Development: 26 Credits 13. Wholesale and Retail: 30 Credits

OPTION 1

( 5 Learning Areas) OPTION 2

( 6 Learning Areas)

OPTION 3 ( 7 or more Learning Areas)

TWO Fundamentals ONE Core and TWO Electives

TWO Fundamentals ONE Core and THREE Electives

TWO Fundamentals ONE Core and FOUR Electives



Critical Cross-field Outcomes (CCFO): UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made. UNIT STANDARD CCFO WORKING Work effectively with others as a member of a team, group, organisation and community. UNIT STANDARD CCFO ORGANISING Organise and manage oneself and one`s activities responsibly and effectively. UNIT STANDARD CCFO COLLECTING Collect, analyse, organise and critically evaluate information. UNIT STANDARD CCFO COMMUNICATING Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation. UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environments and health of others. UNIT STANDARD CCFO DEMONSTRATING Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

3. UNIT STANDARDS FOR ECD4 LEARNING AREA The ECD4 Learning Area comprises the following unit standards: SAQA US ID US TITLE CREDITS 244261 Maintain records and give reports about babies, toddlers and young children 3 244263 Prepare an environment for babies, toddlers and young children 3 244255 Care for babies, toddlers and young children 10 244258 Demonstrate basic understanding of child development 5 244262 Interact with babies, toddlers and young children 5

TOTAL: 26

SAQA US ID US TITLE CREDITS 244261 Maintain records and give reports about babies, toddlers and young children 3 PURPOSE OF THE UNIT STANDARD This Unit Standard is for people who work with babies, toddlers and young children. People credited with this Unit Standard are capable of: � Maintaining written records of babies, toddlers and young children. � Giving reports about babies, toddlers and young children. LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING It is assumed that learners are competent in Communication at NQF Level 1. UNIT STANDARD RANGE

If you choose mathematics and mathematical sciences in the fundamentals component then you must have a minimum total of 51 credits in the electives component.



The records will always be assisted by simple and familiar templates or checklists. The records are not expected to contain detailed or lengthy text, but rather be in the form of selecting relevant information from checklists with very brief and simple comments. Learners are not expected to draw conclusions and make recommendations - rather they will gather and maintain data, and make it accessible to others, probably supervisors. Environments include community gatherings, homes, institutional environments such as prisons, children's homes, hospitals, informal workplaces such as hawkers and street vendors, places where groups of children are temporarily cared for and entertained such as shopping centres, gyms, clinics and queues and Early Childhood Development ECD centres. The environments could be indoor and/or outdoor. Although the stages referred to in this Unit Standard are not intended to be rigid, the following stages are identified, with broad overlapping margins as follows: � Babies: birth up to 12 months. � Toddlers: 12 to 30 months. � Young children: 30 months to 5 years.


SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Maintain written records of babies, toddlers and young children. OUTCOME RANGE Records would typically be about: � Child's biographical data. � Attendance. � Contact details of parents, guardians and emergency services. � Changes in routines. � Incidents and actions taken. � Activities done. � Key developmental achievements. � Successes and failures. � Observations about child's context (where appropriate). � Observations about child's well-being (or otherwise) e.g. signs of poor nutrition, illness, disease, abuse. � Existence of child's standard records e.g. birth certificate, immunisation records. ASSESSMENT CRITERION 1 Records contain accurate and relevant information about the children. ASSESSMENT CRITERION 2 The information in the records is kept up to date. ASSESSMENT CRITERION 3 The records cover the full range of information required about the child, as prompted by the given record forms. ASSESSMENT CRITERION 4 The records are neat, clear and readable. ASSESSMENT CRITERION 5 Records are stored safely, securely and\accessibly. Confidentiality of the information is observed at all times.

SPECIFIC OUTCOME 2 Give reports about babies, toddlers and young children. OUTCOME RANGE Reports may be verbal and/or written and given to parents, supervisors or colleagues. Reports will typically be given in response to reasonable, familiar, direct, clear and understandable questions about the children, and would typically be about: � Eating. � Sleeping. � Activities. � Health. � Incidents. � Concerns and challenges. � Achievements. ASSESSMENT CRITERION 1 Reports are given according to agreed processes and agreed confidentiality requirements. ASSESSMENT CRITERION 2 Reports are accurate and up to date. ASSESSMENT CRITERION 3 Reports are clear and relevant to the child's development. ASSESSMENT CRITERION 4 Reports are constructive and meaningful.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS � This Unit Standard will be assessed by an assessor and moderated by a moderator, registered with the relevant accredited ETQA responsible for the quality assurance of this Unit Standard. � Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider through the appropriate quality assuring ETQA, or Learning Programme approval with an ETQA that has a Memorandum of Understanding with the quality assuring ETQA. � Verification (external moderation) of assessment and moderation by the provider, will be conducted by the relevant quality assuring ETQA according to the moderation guidelines in the relevant Qualification and the agreed ETQA policy and procedures. � An individual wishing to be assessed through RPL against this Unit Standard, may apply to an assessment agency or provider institution accredited by the relevant quality assuring ETQA, or by an ETQA that has a formal agreement/accreditation with the relevant quality assuring ETQA. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE The following areas of knowledge are embedded within the Unit Standard, and will be assessed directly via assessment of the Specific Outcomes in terms of the given assessment criteria: � Methods of observation.



� Techniques for recording and reporting. � Early warning signs of potential development and behavioural problems.


SAQA US ID US TITLE CREDITS 244263 Prepare an environment for babies, toddlers and young children 3

PURPOSE OF THE UNIT STANDARD This Unit Standard is for people who work with babies, toddlers and young children. People credited with this Unit Standard are capable of: � Preparing the environment for babies, toddlers and young children. � Preparing the equipment to support planned activities. � Storing equipment and clearing the environment. LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING It is assumed that learners are competent in Communication at NQF Level 1. UNIT STANDARD RANGE "Environments" include community gatherings, homes, institutional environments such as prisons, children's homes, hospitals, informal workplaces such as hawkers and street vendors, places where groups of children are temporarily cared for and entertained such as shopping centres, gyms, clinics and queues and Early Childhood Development (ECD) centres. The environments could be indoor and/or outdoor. From an assessment point of view, learners are to demonstrate practical ability with two age groups out of babies, toddlers and young children, and explain how they would have approached it differently with the other age group. Although the stages referred to in this Unit Standard are not intended to be rigid, following stages are identified, with broad overlapping margins as follows: � Babies: birth to 12 months. � Toddlers: 12 to 30 months. � Young children: 30 months to 5 years.


SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA: SPECIFIC OUTCOME 1 Prepare the environment for babies, toddlers and young children. ASSESSMENT CRITERION 1 The environment is safe, clean and hygienic. . ASSESSMENT CRITERION 2 The environment is stimulating and promotes exploration and interaction with people, places and objects.

SPECIFIC OUTCOME 2 Prepare the equipment to support the activities. OUTCOME RANGE Activities refer to the active involvement of babies, toddlers and young children with people, places and objects that contribute towards their development. This includes routine-based and play-based activities. The activities may be adult directed and/or child initiated. ASSESSMENT CRITERION 1 The equipment is prepared to support physical, cognitive, language and social and emotional development. . ASSESSMENT CRITERION 2 Equipment is varied, safe and suitable for the age groups. ASSESSMENT CRITERION 3 There is sufficient equipment for all the children.

ASSESSMENT CRITERION 4 The preparation caters for special needs of children at a most basic level, in an inclusive way. ASSESSMENT CRITERION RANGE Examples include providing a box to support a child who has difficulty sitting upright; providing bigger knobs on puzzles to help children who have difficulties grasping things.

SPECIFIC OUTCOME 3 Tidy the environment and store equipment. ASSESSMENT CRITERION 1 The environment is cleared of equipment and restored to its original state. ASSESSMENT CRITERION 2 Equipment is cleaned and sanitised after use, as required, to ensure hygiene. ASSESSMENT CRITERION 3 Equipment is stored in an organised and accessible way, taking into account the various settings and needs. ASSESSMENT CRITERION 4 Equipment is kept safe and secure. ASSESSMENT CRITERION 5 Labels are used to help users recognise and identify the equipment.


UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS � This Unit Standard will be assessed by an assessor and moderated by a moderator, registered with the relevant accredited ETQA responsible for the quality assurance of this Unit Standard. � Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider through the appropriate quality assuring ETQA, or Learning Programme approval with an ETQA that has a Memorandum of Understanding with the quality assuring ETQA. � Verification (external moderation) of assessment and moderation by the provider, will be conducted by the relevant quality assuring ETQA according to the moderation guidelines in the relevant Qualification and the agreed ETQA policy and procedures. � An individual wishing to be assessed through RPL against this Unit Standard, may apply to an assessment agency or provider institution accredited by the relevant quality assuring ETQA, or by an ETQA that has a formal agreement/accreditation with the relevant quality assuring ETQA. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE The following areas of knowledge are embedded within the Unit Standard, and will be assessed directly via assessment of the Specific Outcomes in terms of the given assessment criteria: � How the environment impacts on child development. � Health and safety considerations. � How play promotes child development. SAQA US ID

US TITLE CREDITS

244255 Care for babies, toddlers and young children 10 PURPOSE OF THE UNIT STANDARD This Unit Standard is for people who work with babies, toddlers and young children. People credited with this Unit Standard are capable of: � Feeding babies, toddlers and/or young children. � Providing physical care for babies, toddlers and young children. � Establishing trusting adult-child relationships with babies, toddlers and young children. � Managing behaviour and comforting babies, toddlers and young children. � Providing and/or accessing care in relation to welfare and health needs. UNIT STANDARD RANGE Routines refer to (depending on context) arrival, departure, meals, toilet, resting, house-keeping (washing, cleaning up, putting away, tidying up), sleeping, and self-help skills according to ages and stages. Transitions refer to shifting or moving from activity to activity, from location to location, or from person to person. Environments include community gatherings, homes, institutional environments such as prisons, children's homes, hospitals, informal workplaces such as hawkers and street vendors, places where groups of children are temporarily cared for and entertained such as shopping centres, gyms, clinics and queues and Early Childhood Development ECD centres. The environments could be indoor and/or outdoor. The learner must demonstrate practical care for either babies/toddlers or young children, and explain how they would have approached it differently had they been working with the other age-group e.g. there are differences in safety issues for babies as opposed to older children; as well as differences in safety issues for individuals versus groups.


SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:

SPECIFIC OUTCOME 1 Feed babies, toddlers and/or young children. ASSESSMENT CRITERION 1 The nutritional requirements of babies, toddlers and young children are described with special attention given to the importance of breast-feeding and the implications for practice in the Early Childhood Development (ECD) setting. ASSESSMENT CRITERION RANGE Sites are made available for mothers who wish to breast feed. Facilities are made available to store expressed breast milk according to universal precautions. ASSESSMENT CRITERION 2 Meals required for babies, toddlers and young children in the Early Childhood Development (ECD) setting are recorded, prepared and stored correctly according to nutritional requirements for age and weight taking into consideration parental instructions. ASSESSMENT CRITERION 3 Feeding equipment is cleaned and sterilised using suitable available solutions, and stored hygienically.

SPECIFIC OUTCOME 2 Provide physical care for babies, toddlers and young children. ASSESSMENT CRITERION 1 A safe, secure, healthy and stimulating environment is provided for babies, toddlers and young children. ASSESSMENT CRITERION 2 Babies and toddlers are carried and handled in ways that are safe and culturally and developmentally appropriate so that feelings of security and interaction between caregiver and child are encouraged. ASSESSMENT CRITERION 3 Babies and toddlers are washed, bathed and dressed in a gentle and safe manner. Young children are supervised carefully while washing, with assistance provided as needed. ASSESSMENT CRITERION 4 Nappies are changed regularly and in a hygienic manner. ASSESSMENT CRITERION 5 The process and timing of toilet training is adapted to suit the needs of individual children taking into consideration local cultural practices as expressed by parents. ASSESSMENT CRITERION 6

SPECIFIC OUTCOME 3 Establish trusting adult-child relationships with babies, toddlers and young children. ASSESSMENT CRITERION 1 An emotionally secure, loving and caring environment is provided for babies, toddlers and young children. ASSESSMENT CRITERION 2 The attachment needs (bonding) of the children and the implications for care-giving practice and admission procedures in Early Childhood Development (ECD) settings are described. ASSESSMENT CRITERION 3 Children are helped to cope with separation from familiar caregivers when placed in the care of a new caregiver. ASSESSMENT CRITERION 4 Temperamental differences among babies are observed and care-giving practices are adapted to individual needs. ASSESSMENT CRITERION 5 The needs of each child are responded to as quickly as possible and in a consistent manner.

SPECIFIC OUTCOME 4 Manage behaviour and comfort babies, toddlers and young children. ASSESSMENT CRITERION 1 Signs of distress and/or abuse are recognised, reported and referred as per guidelines for Early Childhood Development (ECD). ASSESSMENT CRITERION 2 Children in distress are comforted promptly and in an appropriate way. ASSESSMENT CRITERION 3 Chronic symptoms of distress are recorded and reported to the appropriate person and/or advice is sought and/or discussed with the child's family. ASSESSMENT CRITERION 4 Child behaviour is managed age-appropriately using positive reinforcement in line with generally accepted, taught practice about positive behaviour management in the interests of the child's development. ASSESSMENT CRITERION RANGE Positive reinforcement implies no beating, biting or isolating, as per Children's Rights.

SPECIFIC OUTCOME 5 Provide and/or access care in relation to welfare and health needs. ASSESSMENT CRITERION 1 Assistance is provided to access birth registration services, grants and referrals to health and social services. ASSESSMENT CRITERION 2 Signs of illness are identified according to IMCI (integrated management of childhood illnesses) as determined by the Department of Health and reported to parents as needed. ASSESSMENT CRITERION 3 Emergency services and/or assistance is accessed as soon as possible in the event of an emergency, with suitable records maintained. ASSESSMENT CRITERION 4 Emergency assistance is provided to stabilise children in cases of bleeding, not breathing (choking, drowning), burns, convulsions (recovery position), fevers and diarrhoea, applying universal precautions. ASSESSMENT CRITERION 5 Medication is administered strictly under given and



. ASSESSMENT CRITERION 4 Mealtime routines used are appropriate to their individual needs taking into account age, weight, medical condition and parental preferences. ASSESSMENT CRITERION 5 The process and timing of weaning are adapted to suit the needs of individual babies taking into consideration local cultural practices as per parent preferences. ASSESSMENT CRITERION 6 Toddlers are encouraged and helped to learn how to feed themselves. ASSESSMENT CRITERION 7 Young children are helped and encouraged to practice culturally appropriatee and socially acceptable behaviour during mealtime routine.

Sleeping arrangements and routines are adapted to individual needs. ASSESSMENT CRITERION 7 Babies and toddlers are encouraged to interact with the caregiver during all active care-giving routines. ASSESSMENT CRITERION 8 Routines and transitions are managed to give structure to healthy development and independence.

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

ASSESSMENT CRITERION 5 Child management takes into account that there are different value systems and approaches to child management. ASSESSMENT CRITERION 6 Descriptions are provided of the impact of negative forms of behaviour management.

legitimate instructions, and is limited to prescribed medication, with suitable records maintained. ASSESSMENT CRITERION 6 Limits to own actions when administering medication/treatments are identified and descriptions are provided of the dangers involved in transgressing limits.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS � This Unit Standard will be assessed by an assessor and moderated by a moderator, registered with the relevant accredited ETQA responsible for the quality assurance of this Unit Standard. � Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider through the appropriate quality assuring ETQA, or Learning Programme approval with an ETQA that has a Memorandum of Understanding with the quality assuring ETQA. � Verification (external moderation) of assessment and moderation by the provider, will be conducted by the relevant quality assuring ETQA according to the moderation guidelines in the relevant Qualification and the agreed ETQA policy and procedures.


� An individual wishing to be assessed through RPL against this Unit Standard, may apply to an assessment agency or provider institution accredited by the relevant quality assuring ETQA, or by an ETQA that has a formal agreement/accreditation with the relevant quality assuring ETQA. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE The following areas of knowledge are embedded within the Unit Standard, and will be assessed directly via assessment of the specific outcomes in terms of the given assessment criteria: � Childhood illnesses. � Nutrition. � Rights of Children. � Value of play. SAQA US ID US TITLE CREDITS 244258 Demonstrate basic understanding of child development 5 PURPOSE OF THE UNIT STANDARD This Unit Standard is for people who work with babies, toddlers and young children. Understanding of child development is needed to recognise stages of development in individual children, to ensure interactions are appropriate and to indicate various areas in which children should be developed. People credited with this Unit Standard are capable of: � Describing the development of children in thinking and communication. � Describing the emotional development of children. � Describing the psycho-motor development of children. � Describing the development of children in relationships. LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING It is assumed that learners are competent in Communication at NQF Level 1. UNIT STANDARD RANGE Understanding of child development at this level is based on the very general framework of "ages and stages" of development as an initial departure point. However this unit standard does not intend to privilege general frameworks over observations of development of particular children. It is expected that learners will be able to identify ways in which individual development might vary from the general framework, without such variations necessarily suggesting problems in development. Although the stages referred to in this Unit Standard are not intended to be applied rigidly, the following stages are identified, with broad overlapping margins: � Babies: birth to 12 months. � Toddlers: 12 to 30 months. � Young children: 30 months to 5 years. The application of these ages and stages is accompanied by the knowledge that when a child does not fit the general ages and stages framework, it is necessary to look to the child's context for possible explanations. This unit standard covers the following domains, but without direct reference to theorists: � Cognitive. � Emotional. � Physical. � Social. Although the domains are listed separately here, it is understood that the domains are interrelated.



SPECIFIC OUTCOME 1 Describe the cognitive and language development of babies, toddlers and young children. OUTCOME RANGE Language refers to verbal and non-verbal communication. ASSESSMENT CRITERION 1 Descriptions are provided of the kinds of non-verbal and verbal communication that can be expected from children at different stages in terms of the general framework of development. ASSESSMENT CRITERION 2 Descriptions are provided of the kinds and levels of creative and critical thinking that can be expected from children at different stages in terms of the general framework of development. ASSESSMENT CRITERION RANGE � Creative thinking refers to finding novel, original and intuitive uses of things and ideas that make sense to the child. � Critical thinking refers to logical analysing, reasoning, comparing and describing in ways that make sense to the child. ASSESSMENT CRITERION 3 Examples are provided of how the development of cognition and language is demonstrated by children at different stages. ASSESSMENT CRITERION 4 Examples are provided of ways in which care-givers could support cognitive and language development of babies, toddlers and young children at the different stages. ASSESSMENT CRITERION 5 Descriptions are provided of how various factors

SPECIFIC OUTCOME 2 Describe the emotional development of children. ASSESSMENT CRITERION 1 Descriptions are provided of the emotional development that can be expected from children at different stages. ASSESSMENT CRITERION 2 Examples are provided of how emotional development is demonstrated by children at different stages. ASSESSMENT CRITERION 3 Examples are provided of ways in which care-givers could respond to a range of emotions at the different stages. ASSESSMENT CRITERION 4 Descriptions are provided of how various factors could impact upon emotional development in ways that may differ from the general framework of development, and when such differences suggest the need for referral. ASSESSMENT CRITERION RANGE Factors include individual make-up (including brain development) and socio-cultural environment of the child, as well as the interrelationship with the other domains.

SPECIFIC OUTCOME 3 Describe the physical development of children, OUTCOME RANGE Physical refers to growth, gross and fine-motor development and sensory-motor integration. ASSESSMENT CRITERION 1 Descriptions are provided of the general stages of physical development, with examples. ASSESSMENT CRITERION 2 Examples are provided of the stages of physical development. . ASSESSMENT CRITERION 3 Examples are provided of ways in which care-givers could support physical development of babies, toddlers and young children at the different stages. ASSESSMENT CRITERION 4 Descriptions are provided of how various factors could impact upon physical development in ways that may differ from the general framework of development, and when such differences suggest the need for referral. ASSESSMENT CRITERION RANGE Factors include individual make-up (including brain development) and socio-cultural environment of the child, as well as the interrelationship with the other domains.

SPECIFIC OUTCOME 4 Describe the social development of children. ASSESSMENT CRITERION 1 Descriptions are provided of the ways in which relationships with adults and children develop and are expressed. ASSESSMENT CRITERION 2 Factors needed for healthy social development are identified. ASSESSMENT CRITERION 3 Examples are provided of ways in which care-givers could support social development of babies, toddlers and young children at the different stages. ASSESSMENT CRITERION 4 Descriptions are provided of how various factors could impact upon social development in ways that may differ from the general framework of development, and when such differences suggest the need for referral. ASSESSMENT CRITERION RANGE Factors include individual make-up (including brain development) and socio-cultural environment of the child, as well as the interrelationship with the other domains.



could impact upon development in ways that may differ from the general framework of development, and when such differences suggest the need for referral. ASSESSMENT CRITERION RANGE Factors include individual make-up (including brain development) and socio-cultural environment of the child, as well as the interrelationship with the other domains.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS � This Unit Standard will be assessed by an assessor and moderated by a moderator, registered with the relevant accredited ETQA responsible for the quality assurance of this Unit Standard. � Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider through the appropriate quality assuring ETQA, or Learning Programme approval with an ETQA that has a Memorandum of Understanding with the quality assuring ETQA. � Verification (external moderation) of assessment and moderation by the provider, will be conducted by the relevant quality assuring ETQA according to the moderation guidelines in the relevant Qualification and the agreed ETQA policy and procedures. � An individual wishing to be assessed through RPL against this Unit Standard, may apply to an assessment agency or provider institution accredited by the relevant quality assuring ETQA, or by an ETQA that has a formal agreement/accreditation with the relevant quality assuring ETQA. UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE The following areas of knowledge are embedded within the Unit Sandard, and will be assessed directly via assessment of the specific outcomes in terms of the given assessment criteria: � General frameworks of child development. � Domains of development.


SAQA US ID US TITLE CREDITS 244262 Interact with babies, toddlers and young children 5 PURPOSE OF THE UNIT STANDARD This Unit Standard is for people who work with babies, toddlers and young children. People credited with this Unit Standard are capable of: � Planning and preparing for interactions with babies, toddlers and/or young children. � Engaging in a variety of interactions with babies, toddlers and/or young children. � Helping babies, toddlers and young children develop a sense of self. � Reflecting on interactions. LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING � It is assumed that learners are competent in Communication at NQF Level 1. � It is recommended that learners are able to demonstrate a basic understanding of child development. UNIT STANDARD RANGE Interactions include watching, listening, responding, prompting and guiding within the context of a variety of activities. Activities include: � Stories, rhymes and songs. � Making music. � Making, modifying or manipulating things. � Movement. � Imitating. � Playing with things. � Sensory experiences - touching, smell, taste, visual, hearing. � Free play. � Exploring. � Solving problems. � Chores. "Environments" include community gatherings, homes, institutional environments such as prisons, children's homes, hospitals, informal workplaces such as hawkers and street vendors, places where groups of children are temporarily cared for and entertained such as shopping centres, gyms, clinics and queues and Early Childhood Development (ECD) centres. The environments could be indoor and/or outdoor. Although the stages referred to in this Unit Standard are not intended to be rigid, following stages are identified, with broad overlapping margins as follows: � Babies: birth to 12 months. � Toddlers: 12 to 30 months. � Young children: 30 months to 5 years.



SPECIFIC OUTCOME 1 Plan and prepare for interactions with babies, toddlers and/or young children. ASSESSMENT CRITERION 1 Planning ensures sufficient variation in the nature of the activities and interactions during the day and between days. ASSESSMENT CRITERION 2 Activities are suitable for groups and individuals. ASSESSMENT CRITERION 3 The activities are appropriate for the diverse needs of the individuals. ASSESSMENT CRITERION 4 The activities are sensitive to cultural, gender, social context, religion and language. ASSESSMENT CRITERION 5 Plans are recorded in a user-friendly manner.

SPECIFICOUTCOME 2 Engage in a variety of interactions with babies, toddlers and/or young children. ASSESSMENT CRITERION 1 Interactions are responsive to the needs of and cues provided by the children. ASSESSMENT CRITERION 2 Interactions stimulate developmentally appropriate activities. ASSESSMENT CRITERION 3 Interactions are varied and include creative activities, telling of stories and active listening. ASSESSMENT CRITERION 4 Interactions are caring, empathetic and respectful and make helpful and appropriate use of touch. ASSESSMENT CRITERION 5 Language is used in an appropriate and helpful way. ASSESSMENT CRITERION 6 Self-control, calmness and self-care are maintained at all times when interacting with children.

SPECIFIC OUTCOME 3 Help babies, toddlers and young children develop a sense of self. ASSESSMENT CRITERION 1 The development of self-awareness in each child is facilitated through appropriate interactions. ASSESSMENT CRITERION 2 Children are encouraged to develop new skills and their efforts and achievements are recognised. ASSESSMENT CRITERION 3 Children are helped to do things for themselves and develop self-help skills. ASSESSMENT CRITERION 4 Children are helped to develop problem-solving skills and how to deal with conflict and awareness of self in a group context. ASSESSMENT CRITERION 5 Appropriate agricultural practices are implemented.

SPECIFIC OUTCOME 4 Reflect on interactions. ASSESSMENT CRITERION 1 The reflection identifies the value or shortcomings of own role during the times of interaction. ASSESSMENT CRITERION 2 Reflections identify children's responsiveness and progress, noting successes and difficulties. ASSESSMENT CRITERION 3 Self-reflections identify successes and difficulties related to the quality of interactions. ASSESSMENT CRITERION 4 Reflections help to identify ways to improve upon interactions in future.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS � This Unit Standard will be assessed by an assessor and moderated by a moderator, registered with the relevant accredited ETQA responsible for the quality assurance of this Unit Standard. � Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider through the appropriate quality assuring ETQA, or Learning Programme approval with an ETQA that has a Memorandum of Understanding with the quality assuring ETQA. � Verification (external moderation) of assessment and moderation by the provider, will be conducted by the relevant quality assuring ETQA according to the moderation guidelines in the relevant Qualification and the agreed ETQA policy and procedures. � An individual wishing to be assessed through RPL against this Unit Standard, may apply to an assessment agency or provider institution accredited by the relevant quality assuring ETQA, or by an ETQA that has a formal agreement/accreditation with the relevant quality assuring ETQA.


UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE The following knowledge is embedded within the unit standard, and will be assessed directly or implicitly through assessment of the specific outcomes in terms of the assessment criteria: � Ways of interacting with babies, toddlers and young children to promote development. � Basic understanding of child development. � Basic guidelines for Early Childhood Development (ECD) services. 4. LTSM IN PALCs The possible Learning and Teaching Support Materials to be used in the learning area are to be found in the catalogue provided by the AET Curriculum Directorate of the Department. However, the catalogue listed LTSM do not represent an exhaustive list, any other resources that respond positively to the prescribed learning area unit standards could be used. 5. WEIGHTING OF THE SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA UNIT STANDARD CREDITS WEIGHTING

%/ MARKS

244261 Maintain records and give reports about babies, toddlers and young children

3 10

244263 Prepare an environment for babies, toddlers and young children 3 10 244255 Care for babies, toddlers and young children 10 30 244258 Demonstrate basic understanding of child development 5 25 244262 Interact with babies, toddlers and young children 5 25

TOTAL: 26 100


6. CORE KNOWLEDGE AREAS

SAQA US ID

US TITLE SPECIFIC OUTCOME

KNOWLEDGE SKILLS CREDITS

244261 Maintain records and give reports about babies, toddlers and young children

SO1: Maintain written records of babies, toddlers and young children.

AC1-5:Maintain written records

• Record accurate and relevant information about children • Keep records up to date • Record the full range of information about the child • Record the information as prompted by the given record forms • Record neat, clear and readable • Store records safely, securely and accessibly. • Observe confidentiality of information at all times

3

SO2: Give reports about babies, toddlers and young children.

AC 1-4:Give out reports

• Give reports according to agreed processes and agreed confidentiality requirements. • Keep reports accurate and up to date • Provide clear and relevant reports • Report constructively and meaningful

244263 Prepare an environment for babies, toddlers and young children

SO1: Prepare the environment for babies, toddlers and young children

AC 1 -2:Prepare the environment

• Prepare a safe, clean and hygienic environment • Prepare a stimulating environment • Prepare an environment that promotes exploration and interaction with people, places and

objects

3

SO2 Prepare the equipment to support the activities.

AC 1- 4:Prepare equipment

• Prepare equipment to support physical, cognitive, language and social and emotional development. .

• Vary safe and suitable equipment for the age groups. • Provide sufficient equipment for all children • Cater inclusively at most basic level for special needs of children

SO3:Tidy the environment and store equipment.

AC 1-5:Tidy environment and equipment storage

• Clear the environment of equipment • Restore the environment to its original state • Clean and sanitize equipment after use • Store equipment in an accessible and organized way. • Take various settings and needs into account. • Keep equipment safe and secure • Label equipment effectively



244255 Care for babies, toddlers and young children

SO1: Feed babies, toddlers and/or young children.

AC1-7: Feed babies, toddlers and/or young children

• Describe nutritional requirements of babies, toddlers and young children. • Give special attention to the importance of breast-feeding and the implications for practice

in the Early Childhood Development (ECD) setting. • Provide facilities for mothers who wish to breastfeed. • Provide facilities to store expressed breast milk according to universal precautions. • Record, prepare and store meals for babies, toddlers and young children. • Take into account the nutritional requirements for age and weight, as well as parental

instructions. • Clean and sterilize feeding equipment using suitable available solutions. • Store equipment hygienically • Adapt process and timing of weaning to suit the needs of individual babies. • Take into consideration local cultural practices as per parent preferences • Encourage and help toddlers to learn how to feed themselves • Encourage and help young children to practice culturally appropriate and socially

acceptable behaviour during mealtime routine.

10

SO2: Provide physical care for babies, toddlers and young children.

AC 1-8:Physical care for babies, toddlers and young children

• Provide a safe, secure, healthy and stimulating environment for babies, toddlers and young hildren.

• Carry and handle babies and toddlers in safe, culturally and developmentally appropriate ways.

• Encourage feelings of security and interaction between caregiver and child • Wash, bath and dress babies and toddlers in a safe and gentle manner. • Supervise and assist young children while washing. • Change nappies regularly and hygienically. • Adapt toilet training to suit individual children's needs. • Take into consideration local cultural practices as expressed by parents. • Adapt sleeping arrangements and routines to individual needs. • Encourage babies and toddlers to interact with the caregiver during all active care-giving

routines. • Manage routines and transitions to give structure to healthy development and

independence.

SO3: Establish trusting adult-child relationships with babies, toddlers and young children.

AC 1-6:Adult-child relationships

• Provide an emotionally secure, loving and caring environment for babies, toddlers and young children.

• Describe the attachment needs (bonding) of the children and the implications for care-giving practice and admission procedures in Early Childhood Development settings.

• Help children to cope with separation from familiar caregivers when placed in the care of a new caregiver.

• Observe temperamental differences among babies and adapt care-giving practices to individual needs.

• Respond to the needs of each child quickly and consistently • Maintain a regular daily routine for each child.



SO4: Manage behaviour and comfort babies, toddlers and young children.

AC 1-6: Manage behaviour and comfort babies,toddlers and young children

• Manage the behaviour of babies, toddlers and young children and comfort them. • Identify signs of distress and/or abuse. • Report and refer it as per guidelines for ECD • Comfort children in distress promptly and appropriately. • Record chronic symptoms of distress. • Report chronic symptoms of distress to the appropriate person. • Seek advice and/or discuss the matter with the child's family. • Manage child behaviour appropriately. • Use positive reinforcement in line with generally accepted, taught practice about positive

behaviour management. • Manage children by taking into account that there are different value systems and

approaches to child management • Manage children by taking into account that there are different value systems and

approaches to child management • Describe the impact of negative forms of behaviour management

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

AC 1-6: Provide and access care in relation to welfare and health needs.

• Provide assistance to access birth registration services, grants and referrals to health and social services.

• Identify signs of illness according to IMCI as determined by the Department of Health. • Report signs of illness to parents as needed. • Access emergency services and/or assistance in the event of an emergency. • Maintain suitable records on the emergency. Provide emergency assistance to stabilise

children in cases of bleeding, not breathing (choking, drowning), burns, convulsions (recovery position), fevers and diarrhoea,

• apply universal precautions. • Administer medication under strict given and legitimate instructions. • Administer only prescribed medication. • Maintain suitable records on administration of medicine. • Identify the limits to own actions when administering medication/treatment. • Describe the dangers of transgressing limits.

244258 Demonstrate basic understanding of child development

SO1. Describe the cognitive and language development of babies, toddlers and young children.

AC 1-5:Cognitive and language development of babies, toddlers and young children

• Describe kinds of non-verbal and verbal communication expected from children at different stages.

• Describe the kinds and levels of creative and critical thinking that can be expected from children at different stages of development.

• Provide examples of how the development of cognition and language is demonstrated by children at different stages.

• Provide examples of ways in which care-givers could support cognitive and language development of babies, toddlers and young children at different stages.

• Describe how various factors could impact upon development in ways that may differ from the general framework of development.

• Describe when such differences suggest the need for referral.

5



SO2. Describe the emotional development of children.

AC 1-4: Emotional development of children

• Describe the emotional development that can be expected from children at different stages.

• Provide examples of how emotional development is demonstrated by children at different stages.

• Provide examples of ways in which care-givers could respond to a range of emotions at the different stages.

• Describe how various factors could impact upon emotional development in ways that may differ from the general framework of development.

• Describe when such differences suggest the need for referral.

SO3 Describe the physical development of children

AC 1 - 4 • Describe the general stages of physical development and provide examples. • Provide examples of the stages of physical development. • Provide examples of ways in which care-givers could support physical development of

babies, toddlers and young children at the different stages. • Describe how various factors could impact upon physical development. • The description should include how these factors may differ from the general framework of

development • Describe when differences suggest the need for referral.

SO4. Describe the social development of children.

AC 1–4: Social development of children

• Describe ways in which relationships with adults and children develop and are expressed. • Identify factors needed for healthy social development. • Provide examples of ways in which care-givers could support social development of

babies, toddlers and young children at the different stages. • Describe how various factors could impact upon social development. • Description must include ways that may differ from the general framework of development. • Describe when such differences suggest the need for referral.

244262 Interact with babies, toddlers and young children

SO1 Plan and prepare for interactions with babies, toddlers and/or young children.

• • Plan suitable individual and group activities and interactions that ensure sufficient variation during the day and between days.

• Plan activities that are appropriate for the diverse needs of the individuals and that are sensitive to cultural, gender, social context, religion and language.

• Record plans in a user-friendly manner.

5

SO2 Engage in a variety of interactions with babies, toddlers and/or young children.

AC 1-6:Engage in a variety of interactions

• Interact responsively to the needs and cues provided by the children. • Interact in stimulating and developmentally appropriate activities • Interact with children in a variety of ways including creative activities, telling of stories and

active listening. • Interact in a caring, empathetic and respectful way which includes touching • Use language in an appropriate and helpful way • Maintain self-control, calmness and self-care at all times when interacting with children.

SO3 Help babies, toddlers and young children develop a

AC 1 -4:Develop a sense of self in babies, toddlers and

• Develop self-awareness in each child through the facilitation of appropriate interactions. • Encourage children to develop new skills and recognise their efforts and achievements • Help children to become independent and develop self-help skills.



sense of self. young children • Help children to develop problem-solving skills. • Help children to deal with conflict and awareness of self in a group context.

SO4 Reflect on interactions.

AC 1 - 4 Reflect on interactions.

• Reflect on values and shortcomings of own role during interaction. • Identify children's responsiveness and progress during reflection. • Note children's successes and difficulties. • Identify successes and difficulties related to the quality of interactions. • Identify ways to improve upon interactions in future.


7. TAXONOMIES USED IN SCAFFOLDING QUESTIONS There are numerous taxonomies used in scaffolding questions. However, the AAAT4 learning area assessment will be mainly focused on Bloom’s taxonomy and will include the following:

Knowledge Comprehension Application Analysis Synthesis Evaluation

8. SITE-BASED ASSESSMENT (FORMATIVE) The ABET level 4 site-based assessment tasks are part of a developmental process aimed at increasing capacity in the ABET sector and enhancing the level of teaching and learning in the PALCs. The tasks are also aimed at quality assurance and standardisation of site-based assessment in all PALCs across the country. In delivering the ABET level 4 curriculum, it is suggested that the assessment tasks should be integrated into planning for teaching and learning and implemented in conjunction with the assessment guidelines for ABET. Teaching, learning and assessment are intertwined and planning for assessment is an integral part of planning for teaching and learning. It is therefore strongly recommended that the assessment tasks should be conducted as part of the teaching and learning process. This means that the assessment tasks should be incorporated into an educator’s work schedule for the year. It is further recommended that educators use different teaching strategies and informal assessment to ensure that learners are adequately prepared for the formal assessment tasks. The tasks were carefully designed to ensure that a variety of skills are assessed in each learning area and that the unit standards and assessment criteria are adequately covered. The performance-based tasks are to be completed or administered over a period of time whilst the pen-and–paper tasks should be administered under controlled conditions. It is recommended that the tasks be used as part of the formal site based assessment programme at PALCs. All formal assessment must be recorded and ongoing feedback must be given to learners. Evidence of the formally recorded assessment tasks should be included in the educator’s portfolio while the learners’ evidence of learning must contain the recorded pieces of evidence for each assessment. Continuous moderation at site level, cluster level, district level and provincial level is strongly recommended. The results of assessment should be used to support the learners’ development and make improvements to the learning and teaching process. It is important that learners who might experience barriers to learning and development are identified early, assessed, and provided with learning support. In such cases the assessment tasks should be adapted to accommodate these learning needs. We expect you to critically engage with the assessment tasks as we are aware that they do not reflect a “zero-defect” or a “one-answer-solution”. 9.1 STRUCTURE OF SBA TASKS The SBA is made out of an educator’s guide and a learner’s tasks. The learner’s tasks for each learning area contain five assessment tasks focusing on the unit standards that should be covered in formative assessment. The educator’s guide contains the assessment instrument(s) (memorandum, rubric and/or checklist) for each of the assessment tasks. The tasks include a variety of appropriate assessment strategies and different forms of assessment of which one is a project as prescribed by Umalusi. Additional is a learning area assessment plan which is aimed at assisting the educator with the spreading of the formal assessment tasks throughout the year. Each SBA task is worth 50 marks and the five SBA tasks total 250 marks. All formal and informal assessment leading to formal moderation must be recorded accordingly. These marks should be converted to 50% which is the weighting of the site-based assessment. Moderation of these SBA tasks must be done according to the provincial management plan on the conduct, administration and management of the GETC-ABET Level 4 examinations and assessment.



9.2 EXEMPLAR SBA TASKS TASK 1: TEST INSTRUCTIONS AND INFORMATION 1. Answer ALL the questions. 2. Read the questions carefully before you write down the answers. 3. Number the answers clearly and in accordance with the numbering system used in the

assessment task.

4. Write neatly and legibly using blue or black ink and write your name on the A4 page. SECTION A Answer All questions in this section. QUESTION 1 Indicate whether the following statements are TRUE or FALSE. Write only ‛true’ or ‘false’ next to the question number (1.1 – 1.10) in the answer book e.g. 1.1 True

1.1 Measles is not a contagious childhood illness. (1) 1.2 Signs and symptoms of mumps are swollen glands and fever. (1) 1.3 Babies and toddlers may be left unattended in a bath that is not too deep. (1) 1.4 A baby who is crying should be left alone in a room to quiet down. (1) 1.5 A child whose body is full of bruises should be reported to the principal. (1) 1.6 Sensory experiences include touching, smelling, tasting and hearing. (1) 1.7 Emergency assistance must be provided in cases of bleeding, chocking or burns. (1) 1.8 A caregiver can not accommodate temperamental differences of babies. (1) 1.9 Breastfeeding is important and sites should make provision for mothers who wish to breastfeed

their children on site.

(1) 1.10 Toddlers should be spoon-fed by the caregiver, they are not old enough to eat alone. (1)

[10] QUESTION 2 Various possible options are provided as answers to the following questions. Choose the correct answer from the options (A,B,C, or D) by writing only the letter next to the question number (2.1 – 2.6) in the ANSWER BOOK for example 2.6 D.

2.1 Dairy products should be stored in .... A

B C D

a cupboard a refrigerator an oven bottles

(1)

2.2 You can sterilize a bottle in the following way: A

B C D

Wash with dishwashing liquid Boil in water on the stove Wash with any antiseptic lotion Rinsing is good enough

(1)



2.3 To provide a loving and caring environment a caregiver must .... A

B C D

be friendly and responding to children’s needs sit comfortably on a chair in the sun with children on her lap supervise the children kiss the children

(1)

2.4 When changing nappies at an ECD centre, keep the following in mind: A

B C D

You may not use disposable nappies Put the baby in a bath and wash the whole body Wipe the surface with disinfectant after every change You need only change soiled nappies, not wet nappies

(1)

2.5 When preparing meals for children keep the following in mind: A

B C D

Allergies Make sure there is a lot of sugar in the food to make it taste good Texture is not important They may never eat any salt

(1)

2.6 The caregiver should respond to a child’s ..... A

B C D

toys cues (body language) medicine clothing

(1) [6]

QUESTION 3 Complete the following sentences by filling in the missing word(s). Write only the missing word(s) next to the question number (3.1 time) Use the words from the given list. Playtime, lukewarm, medication, individual, interact, themselves, weaning, time, food.

3.1 The caregiver should keep the … sleeping needs of babies, toddlers and young children in

mind. (1)

3.2 Caregivers must … with children. (1) 3.3 Toddlers should be encouraged to learn how to feed … (1) 3.4 A caregiver may not just administer any … to young children, babies and toddlers. (1) 3.5 When caregivers advise parents on the timing of …, they should take local cultural practices

into consideration. (1)

3.6 When a baby has a high fever the caregiver can use … water and sponge him. (1) 3.7 The caregiver must remember that all toddlers are not at the same … ready to be toilet trained. (1)

[7] QUESTION 4 Choose a description from COLUMN B that matches the words in COLUMN A. Write only the letter (A – D) next to the question number (4.1 – 4.5) in the answer book, e.g. 4.6 H.

COLUMN A COLUMN B

4.1 4.2 4.3 4.4 4.5

Critical thinking Creative thinking Physical development Social development Language development

A B C D E F

When a child plays in the fantasy corner Running, rolling and climbing Taking turns in a group Stories and rhymes Reasoning Sleeping

[5]



SECTION B Answer all questions in this section.

QUESTION 5 5.1 Explain two ways in which a caregiver can provide support to a baby who can not sit alone yet or

who has difficulty sitting upright.

(2) 5.2 Why should baby toys be washed regularly? (1) 5.3 Which type of baby toys should be washed daily? (1) 5.4 Name 3 containers that could be used to store toys in. (3) 5.5 Why should record keeping of the children in an ECD centre be kept confidential and who may

see it? (2)

5.6 Name any five signs of distress and/or abuse in babies/toddlers or young children (5) 5.7 Why should you reflect on your interactions with babies, toddlers and young chidren? (2) 5.8 Look at the illustrations of the children and write down which cues each child reveal with their

body language. Number your answers from 1 - 5 e.g. 1 happy (6)

[22] TASK 2: ASSIGNMENT INSTRUCTIONS AND INFORMATION FOR THE LEARNER 1. This assignment: Collection of songs and rhymes for babies, toddlers and young children. 2. You may complete this assignment at home. Your educator will give you the due date. Please try

to complete and submit the assignment before the due date.

3. Read the questions carefully and answer all questions on A4–papers. 4. Include a front page indicating your name, the title of assignment: “ Collection of songs and

rhymes for babies, toddlers and young children” as well as the due date. Include the following front pages as well: Section A: Babies and Toddlers Section A: Young children Section B: Babies and Toddlers Section B: Young children

5. Write neatly and legibly using blue or black ink. 6. You may make use of any sturdy file to organize your collections 7. Section A: Collect at least 3 examples of suitable songs and 3 examples of suitable

rhymes for each group. You may make use of any source e.g. centres, books, internet etc. Record your sources.



8. Make use of suitable illustrations for the songs and rhymes. 9. Illustrations must be colourful. 10. Section B:

Choose one song or rhyme from each section. Plan an interaction activity for the specific age group. Write down what you plan to do. Reflect on your interaction with the groups e.g. a. Babies and toddlers b. Young children

11. Read the assessment rubric carefully before attempting this task. 12. This task counts 50 marks. 25 for section A and 25 for section B Assessment rubric:

Criteria

Not achieved1 -3

Partially achieved4-5

Achieved 6-7

Outstanding acievement 8-10

Marks

Information was neatly recorded Project was handed in on time Front pages included Resources acknowledged

10

Songs and rhymes collected are at least 3 for each age group. Songs and rhymes are suitable for the age group

10

Illustrations are colourful and suitable. 10 Activities chosen for the specific age groups are age appropriate and show interaction

10

Learner reflected on interactions with the groups: a. Babies and toddlers b. Young children

10

TOTAL: 50

TASK 3: PROJECT INSTRUCTIONS AND INFORMATION 1. The project must be completed over a period of eight weeks. Your educator will assess your progress at

regular intervals to ensure a good quality project and that projects are completed on time.

2. This is group work and should be done in groups of 3 – 5 learners, however each member should write

down his/her own findings.

3. Each learner should include a front page indicating his/her name, names of the team members, the title

of the project “CHILD DEVELOPMENT” and the due date.

4. Read the instructions carefully and do thorough planning before you start with the project. 5. Number the steps clearly and in accordance with the numbering system used in the assessment task. 6. Write neatly and legibly using blue or black ink. 7. Present your work to the educator on or before the stipulated due date. 8. Read the assessment rubric before you start with the project. Assessment Rubric:

Criteria

Not achieved1 -3

Partially achieved 4-5

Achieved 6-7


Marks



The correct format was used throughout the project. The Group's names were recorded Information was neatly recorded

10

The information was updated weekly. Progress was handed in on set dates for checking as agreed with educator Project was handed in on time

10

Milestones recorded are suitable for the age group 10 The following headings were used for recording the information 1. Cognitive and language development 2. Emotional development 3. Social development 4. Physical development

10

Collected information Comments at the end of the project

10

TOTAL: 50

TASK 4: DEMONSTRATION INSTRUCTIONS AND INFORMATION 1. This is a practical demonstration. The learner will arrange for apparatus and materials as

indicated in the practical demonstration.

2. The learner must demonstrate how to change a nappy and wash a baby or toddler, as well as

how to sterilise a baby bottle.

3. Read the instructions carefully and do thorough planning before you start with the demonstration. 4. Ensure that you have organized for all the materials to be available. 5. Read the assessment rubric. PRACTICAL DEMONSTRATION A PRACTICAL DEMONSTRATION OF CHANGING A NAPPY ANDWASHING A BABY, AS WELL AS STERILIZING A BABY BOTTLE.

Materials to be used : Nappy changing area at an ECD centre. Requirements/materials needed for nappy changing. Materials needed for sterilizing a baby bottle.

Steps to follow:

• Choose a Day Care Centre where you can do the demonstration (if not working at a Day Care Centre).

• Make an appointment to speak to the person in charge of the Day Care Centre e.g. principal. • Explain the purpose of your visit and ask permission. • For the nappy change: • Spend the day before the demonstration with the baby that you will use for the demonstration to

get at least a little acquainted. • Make sure that all the items needed are put ready before you start. • Your educator will observe the following: • Change the nappy of the baby that you have spent time with the previous day. • Wash the face and hands of the baby, you need not put the baby in a bath. • Dress the baby and put him/her at ease. • Interact with the baby throughout the demonstration.

For the bottle sterilizing: • Choose which sterilizing method you want to demonstrate. • Put all the equipment ready before the demonstration. • Do the actual demonstration. • Your educator will observe the demonstration.



ASSESSMENT RUBRIC: NAME OF LEARNER… DATE ...

Criteria

Not achieved1 -3


Achieved 6-7


Marks

Was all the correct material needed for the demonstration available and ready before use? a. Nappy change b. Sterilization of bottle

10

Were all steps followed? a. Nappy change b. Sterilization of bottle

10

Did the learner interact with the baby throughout the nappy change demonstration? Was the baby set at ease at the end of the process?

10

Did the learner test the temperature of the water before washing the baby? Was the baby attended to and safe during the entire process?

10

Did the learner check for nappy rash or any other irregularities? Was the dirty nappy disposed of in the correct manner? Did the learner make use of two different facecloths, one for the body and face and one for the bottom? (or used wet wipes for bottom)

10

Was the demonstration successful and the learner deemed competent? a. Nappy change b. Sterilization of bottle

Yes No

TASK 5: CASE STUDY INSTRUCTIONS AND INFORMATION 1. You must read through the case study and answer Section A and Section B. 2. Make use of the information provided. 3. Read the questions carefully before you answer them. 4. Number the questions clearly and in accordance with the numbering system used in the assessment

task.

5. Write neatly and legibly using blue or black ink. Case study: Gina is 4 years old. Her parents are in the middle of a divorce. Every morning Gina cries when her mother brings her to school. She usually cries for an hour before settling down. She does not want to play with other children and always follow the caregiver where ever she goes. She can jump on one leg. Gina can walk on a straight line and she can walk on tiptoe (on her toes). She can catch and throw a ball and likes to play with a hoola hoop. She has a poor appetite and eats only selected food. She does not eat vegetables. She loves it when there is a party at school with sweets and chippies. Although Gina does not want to play with other children, she likes to engage in conversations with the caregiver. She has a good vocabulary and asks a lot of questions. She can already count up to 30 and enjoys building a 50 piece puzzle. She memorizes songs and rhymes very quickly and usually knows the answer to questions asked by die caregiver, although she is usually shy to answer. During creative art activity time she really engages herself in the activity. She can cut well on a straight line as well as on a curve. She has a good pencil grip (way of holding a pencil) and loves to draw



pictures. Gina also enjoys listening to stories and her attention span is good. When it is time to rest she often does not want to sleep and sucks her thumb. She feels very insecure when any strangers visit the playroom. She does not like to play in the fantasy corner. Sometimes she would read a book in the book corner.

SECTION A QUESTIONS: 1.1 Do you think that Gina is an insecure little girl? Name SIX reasons to support your answer. (6) 1.2 Gina's gross-motor development is good. Support your answer with FIVE reasons. (5) 1.3 Gina's fine motor development is also good. Support your answer with THREE reasons. (3) 1.4 Name FOUR aspects about Gina's eating habits. (4) 1.5 Which reasons can indicate to you that Gina's intellectual development is also good? Name

SIX reasons. (6)

1.6 What could be the reason that Gina is so insecure? (1)

[25] SECTION B: Complete the following form for Gina. Use the given information in the case study. Do not complete the sections which you do not have information on. Name: Date of birth:

Physical development � � � Intellectual development � � � Eating habits Can build a tower with ____ blocks Drinking Sleeping pattern Builds a 50 piece puzzle

Fine Motor Vocabulary

Pencilgrip Memorize songs and rhymes Can cut on a line Problem solving

Can cut on a curved line Concentration Draws pictures Can count up to 30 Physical: Gross motor Reads books

Can throw a ball Asks questions Can catch a ball Problemsolving Can walk on a straight line Sorting and matching objects Walk on tiptoe Counting out objects Can jump on one leg Reasoning skills Emotional development Social development Likes playing in the fantasy corner Makes friends easily Can leave parent easily in the mornings Interacts with other staff Likes to explore Can share Independence Outgoing and interested in



strangers Happy child always smiling Comforts other children Regularly shows no emotions Interacts with caregiver

ASSESMENT TOOLS TOOL 1: MEMORANDUM

INSTRUCTIONS AND INFORMATION TO THE EDUCATOR 1. Learners should answer ALL the questions. 2. Learners should read ALL the questions before answering. 3. Learners should number answers clearly according to the numbering system used in this

assessment task.

4. Learners should write neatly and legibly using blue or black ink and write their names on the

answer books.

5. Provide learners with A4 papers as answer books. 6. The test should be completed within one hour. SECTION A QUESTION 1 1.1 False (1) 1.2 True (1) 1.3 False (1) 1.4 False (1) 1.5 True (1) 1.6 True (1) 1.7 True (1) 1.8 False (1) 1.9 True (1)

1.10 False (1) [10]

QUESTION 2 2.1 B (1) 2.2 B (1) 2.3 A (1) 2.4 C (1) 2.5 A (1) 2.6 B (1)

[6]



QUESTION 3 3.1 individual (1) 3.2 interact (1) 3.3 themselves (1) 3.4 medication (1) 3.5 weaning (1) 3.6 tepid (1)

3.7 time (1) (7)

QUESTION 4 4.1 E (1) 4.2 A (1) 4.3 B (1) 4.4 C (1)

4.5 D (1) [5]

SECTION B Answer all questions in this section. QUESTION 5 5.1 • Provide a box/plastic container to support the baby.

• Put pillows around the baby • Any other example that could work.

(2)

5.2 • Babies put toys in their mouths, they salivate on the toys. (1) 5.3 • Plastic,wooden toys and any other easily washable toys (1) 5.4 • Plastic buckets/containers

• Boxes • Crates • Wooden tomato boxes Any 3

(3)

5.5 • Parents trust you to respect their family's privacy by keeping the information confidential. -

staff who work directly with children need to be able to access e.g. background and health information, emergency contacts, special diets and medication information

(2)

5.6 • Crying excessively

• Bruises • Emotional • Fidgeting • Can’t sleep • Nightmares and crying • scared / shy • swollen genitals etc • aggressive • wetting pants or bed Any 5

(5)



5.7 • Self-reflections identify successes and difficulties related to the quality of interactions.

• Reflections help to identify ways to improve upon interactions in future.

(2) 5.8 • angry

• sad, upset , crying • Happy • insecure, • unhappy or tired, angry • tired or unhappy This answer will depend on how the learner interprets the pictures. See the different combinations provided.

(6) (22)

GRAND TOTAL: 50

TASK 2: ASSIGNMENT INSTRUCTIONS AND INFORMATION FOR THE EDUCATOR 1. This assignment: Collection of songs and rhymes for babies, toddlers and young children. 2. Learners may complete this assignment at home. The educator must give learners the due date.

Learners should be encouraged to try and complete and submit the assignment before the due date.

3. Learners must read the questions carefully and answer all questions on A4–papers. 4. Learners must include a front page indicating their names, the title of assignment: “

Collection of songs and rhymes for babies, toddlers and young children” as well as the due date. Include the following front pages as well: Section A: Babies and Toddlers Section A: Young children Section B: Babies and Toddlers Section B: Young children

5. Learners must write neatly and legibly using blue or black ink. 6. Learners may make use of any sturdy file to organize their collections. 7. Section A: Learners must collect at least 3 examples of suitable songs and 3 examples

of suitable rhymes for each group. They may make use of any source e.g. centres, books, internet etc. Learners must record their sources.

8. Learnes must make use of suitable illustrations for the songs and rhymes. 9. Illustrations must be colourful. 10. Section B:

Learners must choose one song or rhyme from each section and plan an interaction activity for the specific age group. They must write down what they plan to do. Learners must feflect on their interactions with the groups e.g. a. Babies and toddlers b. Young children

11. Learners must read the assessment rubric carefully before attempting this task. 12. This task counts 50 marks. 25 for section A and 25 for section B



ASSESSMENT RUBRIC:

Criteria Not achieved 1 -3


Achieved 6-7


Marks

Information was neatly recorded Project was handed in on time Front pages included Resources acknowledged

10

Songs and rhymes collected are at least 3 for each age group. Songs and rhymes are suitable for the age group

10

Illustrations are colourful and suitable. 10 Activities chosen for the specific age groups are age appropriate and show interaction

10

Learner reflected on interactions with the groups: a. Babies and toddlers b. Young children

10

TOTAL: 50 TASK 3: PROJECT

INSTRUCTIONS AND INFORMATION FOR THE EDUCATOR 1. Learners must complete this project over a period of eight weeks. The educator will assess the progress at

regular intervals to ensure a good quality project and that projects are completed on time.

2. This is group work and should be done in groups of 3 – 5 learners, however each member should write

down his/her own findings.

3. Each learner should include a front page indicating his/her name, names of the team members, the title

of the project “CHILD DEVELOPMENT” and the due date.

4. Learners should read the instructions carefully and do thorough planning before they start with

the project.

5. Number the steps clearly and in accordance with the numbering system used in the assessment task. 6. Learners must write neatly and legibly using blue or black ink. 7. Learners should present their work to the educator on or before the stipulated due date. 8. Learners should read the assessment rubric before they start with the project. Assessment Rubric:

Criteria

Not achieved 1 -3


Achieved 6-7


Marks

The correct format was used throughout the project. The group's names were recorded Information was neatly recorded

10

The information was updated weekly. Progress was handed in on set dates for checking as agreed with educator Project was handed in on time

10

Milestones recorded are suitable for the age group 10 The following headings were used for recording the information 1. Cognitive and language development 2. Emotional development 3. Social development 4. Physical development\

10

Collected information Comments at the end of the project

10

TOTAL: 50



PROJECT Observing babies, toddlers and young children's development A. Use the following headings and observe babies, toddlers or young children over a period of eight

weeks. 1. Cognitive and language development 2. Emotional development 3. Social development 4. Physical development Choose only one group of each of the following: Babies: birth to 12 months - two babies Toddlers: 12 to 30 months - two toddlers Young children: 30 months to 5 years - two young children Collect information on milestones (development) by using one or more of the following:

• internet • clinic • health department • books etc.

The collected information must be handed in as part of the project. Observe each baby, toddler or young child over the period of eight weeks and make notes on what they can do at the beginning of the project. Weekly updates should be made until week eight when you will briefly comment on your findings. Do your layout as follows: a. Baby 1 (or toddler or young child) _____________ (name of baby) could do the following during week 1 1. Cognitive and language development 2. Emotional development 3. Social development 4. Physical development b. Baby 2 (or toddler or young child) --------------------(name of baby) could do the following during week 1 1. Cognitive and language development 2. Emotional development 3. Social development 4. Physical development

B. Continue with the same format until week 8 C. Write very brief and simple comments on your findings after 8 weeks. D. Hand in your assignment. TASK 4: DEMONSTRATION INSTRUCTIONS AND INFORMATION FOR THE EDUCATOR 1. This is a practical demonstration. The learner will arrange for apparatus and materials as

indicated in the practical demonstration.

2. The learner must demonstrate how to change a nappy and wash a baby or toddler, as well as

how to sterilise a baby bottle.

3. The learner must read the instructions carefully and do thorough planning before starting with the

demonstration.

4. Learner must ensure that all the materials are organized and available. 5. The learner must read the assessment rubric.



PRACTICAL DEMONSTRATION A PRACTICAL DEMONSTRATION OF CHANGING A NAPPY ANDWASHING A BABY, AS WELL AS STERILIZING A BABY BOTTLE.

Materials to be used : Nappy changing area at an ECD centre. Requirements/materials needed for nappy changing. Materials needed for sterilizing a baby bottle.

Steps to follow:

• Choose a Day Care Centre where you can do the demonstration (if not working at a Day Care Centre).

• Make an appointment to speak to the person in charge of the Day Care Centre e.g. principal. • Explain the purpose of your visit and ask permission. • For the nappy change: • Spend the day before the demonstration with the baby that you will use for the demonstration to

get at least a little acquainted. • Make sure that all the items needed are put ready before you start. • Your educator will observe the following: • Change the nappy of the baby that you have spent time with the previous day. • Wash the face and hands of the baby, you need not put the baby in a bath. • Dress the baby and put him/her at ease. • Interact with the baby throughout the demonstration.

For the bottle sterilizing: • Choose which sterilizing method you want to demonstrate. • Put all the equipment ready before the demonstration. • Do the actual demonstration. • Your educator will observe the demonstration.

Assessment Rubric: NAME OF LEARNER… DATE ...

Criteria

Not achieved 1 -3

Partially achieved4-5

Achieved 6-7


Marks

Was all the correct material needed for the demonstration available and ready before use? a. Nappy change b. Sterilization of bottle

10

Were all steps followed? a. Nappy change b. Sterilization of bottle

10

Did the learner interact with the baby throughout the nappy change demonstration? Was the baby set at ease at the end of the process?

10

Did the learner test the temperature of the water before washing the baby? Was the baby attended to and safe during the entire process?

10

Did the learner check for nappy rash or any other irregularities? Was the dirty nappy disposed of in the correct manner? Did the learner make use of two different facecloths, one for the body and face and one for the bottom? (or used wet wipes for bottom)

10

Was the demonstration successful and the learner deemed competent? a. Nappy change b. Sterilization of bottle

Yes No

TASK 5: CASE STUDY



INSTRUCTIONS AND INFORMATION FOR THE EDUCATOR 1. Learners must read through the case study and answer Section A and Section B. 2. Learners must use the information provided. 3. Learners must read the questions carefully before they answer them. 4. Learnrs must number the questions clearly and in accordance with the numbering system used in the

assessment task.

5. Learners must write neatly and legibly using blue or black ink. Case study: Gina is 4 years old. Her parents are in the middle of a divorce. Every morning Gina cries when her mother brings her to school. She usually cries for an hour before settling down. She does not want to play with other children and always follow the caregiver where ever she goes. She can jump on one leg. Gina can walk on a straight line and she can walk on tiptoe (on her toes). She can catch and throw a ball and likes to play with a hoola hoop. She has a poor appetite and eats only selected food. She does not eat vegetables. She loves it when there is a party at school with sweets and chippies. Although Gina does not want to play with other children, she likes to engage in conversations with the caregiver. She has a good vocabulary and asks a lot of questions. She can already count up to 30 and enjoys building a 50 piece puzzle. She memorizes songs and rhymes very quickly and usually knows the answer to questions asked by die caregiver, although she is usually shy to answer. During creative art activity time she really engages herself in the activity. She can cut well on a straight line as well as on a curve. She has a good pencil grip (way of holding a pencil) and loves to draw pictures. Gina also enjoys listening to stories and her attention span is good. When it is time to rest she often does not want to sleep and sucks her thumb. She feels very insecure when any strangers visit the playroom. She does not like to play in the fantasy corner. Sometimes she would read a book in the book corner.

SECTION A 1.1 -Every morning Gina cries when her mother brings her to school.

-She usually cries for an hour before settling down. -She does not want to play with other children -always follows the caregiver where ever she goes -she is usually shy to answer questions -When it is time to rest she often does not want to sleep and sucks her thumb. -She feels very insecure when any strangers visit the playroom. Any 6

(6)

1.2 She can jump on one leg.

Gina can walk on a straight line she can walk on tiptoe (on her toes). She can catch a ball throw a ball likes to play with a hoola hoop. Any 5

(5)



1.3 She can cut well on a straight line Can cut on a curve. She has a good pencilgrip (way of holding a pencil) loves to draw pictures. Any 3

(3)

1.4 She has a poor appetite

eats only selected food. She does not eat vegetables. She loves it when there is a party at school with sweets and chippies

(4)

1.5 likes to engage in conversations with the caregiver.

She has a good vocabulary asks a lot of questions. She can already count up to 30 enjoys building a 50 piece puzzle. She memorizes songs and rhymes very quickly usually knows the answer to questions asked by die caregiver good attention span any 6

(6)

1.6 Her parents are in the middle of a divorce. (1)

[25] Section B: Complete the following form for Gina with the given information in the case study. Do not complete the sections which you do not have information on. Name: Date of birth:

Physical development � � � Intellectual development � � � Eating habits Can build a tower with ____ blocks Drinking Sleeping pattern Builds a 50 piece puzzle

Fine Motor

Vocabulary

Pencilgrip Memorize songs and rhymes Can cut on a line Problem solving

Can cut on a curved line Concentration Draws pictures Can count up to 30 Physical: Gross motor Reads books

Can throw a ball Asks questions Can catch a ball Problemsolving Can walk on a straight line Sorting and matching objects Walk on tiptoe

Counting out objects

Can jump on one leg Reasoning skills Emotional development Social development Likes playing in the fantasy corner Makes friends easily Can leave parent easily in the mornings Interacts with other staff Likes to explore

Can share

Independence Outgoing and interested in strangers

Happy child always smiling

Comforts other children

Regularly shows no emotions Interacts with caregiver

(25) Total: 50



9. EXTERNAL ASSESSMENT (SUMMATIVE) The summative assessment component of the ECD4 learning comprises 50% of the total assessment. The policy on the conduct, administration and management of the GETC-ABET Level 4 examinations gives details on how this component of assessment should be managed. It prescribes the examination processes like registration of PALCs as examination centres, registration of candidates, conduct of examinations, marking, capturing of marks, standardization, resulting, to mention but a few.

9.1 Structure of a Question Paper The examination question paper in ECD4 is written out of 100 marks. The duration of the paper is 3 hours. The paper consists of three sections namely Section A, Section B and Section C. SECTION A is compulsory and consists of FOUR questions

Question 1 Multiple Choice (10 marks) Question 2 True /False (10 marks) Question 3 Fill in the missing word(s) (10 marks) Question 4 Match Type (10 marks) Total marks for this section: 40

SECTION B consists of questions with answers rating between - 1- 5 Examples of questions:

• Name • Explain • State • Why • How • When etc.

Total marks for this section: 30 SECTION C consists of questions with answers rating between 5 - 10 marks

Questions in this section shall include among others:

illustrations: e.g. Discuss the unsafe situation in the illustration, or identify the emotions displayed in the picture etc.

scenarios and case studies Choose Identify

Total marks for this section: 30 In all sections, questions will require recall, comprehension and application Recall (low order questions) - 40% Comprehension (middle order questions) – 30% Application (high order questions) - 30% 9.2 Exemplar Question Paper Hints of marking of the answer scripts: Once candidates have completed the examination they entrust their confidence in a marking process for which they have no control. It is up to markers to ensure that the integrity of the process of marking is beyond question and the quality is excellent. Marking of the answer scripts is part of an assessment process. It is therefore important to ensure that marking is done according to marking guidelines like the above cited. The marking guidelines should have



well structured model answers to questions. Marking of the learning area should therefore be done by people well conversant with the learning area unit standards. It is also imperative that before starting to mark, there must be a training session of all marking personnel. The marking procedure should accommodate the following hints:

Effective use of marking guidelines Adherence to the marking guidelines All answers (responses) to be marked One tick, one mark Use appropriate ink for marking( red for markers and green for moderators) Ensure uniform standard throughout the marking session (marking guideline to be adapted to

accommodate all possible answers) Ensure correct transfer of marks on both the scripts and the mark sheets

TASK 1: TEST INSTRUCTIONS AND INFORMATION 1. Answer ALL the questions. 2. Read the questions carefully before you write down the answers. 3. Number the answers clearly and in accordance with the numbering system used in the assessment task. 4. Write neatly and legibly using blue or black ink and write your name on the A4 page. SECTION A Answer All questions in this section. QUESTION 1 Indicate whether the following statements are TRUE or FALSE. Write only ‛true’ or ‘false’ next to the question number (1.1 – 1.10) in the answer book e.g. 1.1 True

1.1 Measles is not a contagious childhood illness. (1) 1.2 Signs and symptoms of mumps are swollen glands and fever. (1) 1.3 Babies and toddlers may be left unattended in a bath that is not too deep. (1) 1.4 A baby who is crying should be left alone in a room to quiet down. (1) 1.5 A child whose body is full of bruises should be reported to the principal. (1) 1.6 Sensory experiences include touching, smelling, tasting and hearing. (1) 1.7 Emergency assistance must be provided in cases of bleeding, chocking or burns. (1) 1.8 A caregiver can not accommodate temperamental differences of babies. (1) 1.9 Breastfeeding is important and sites should make provision for mothers who wish to breastfeed

their children on site. (1)

1.10 Toddlers should be spoon-fed by the caregiver, they are not old enough to eat alone. (1)

[10] QUESTION 2 Various possible options are provided as answers to the following questions. Choose the correct answer from the options (A,B,C, or D) by writing only the letter next to the question number (2.1 – 2.6) in the ANSWER BOOK for example 2.6 D.

2.1 Dairy products should be stored in .... A

B C D

a cupboard a refrigerator an oven bottles

(1)



2.2 You can sterilize a bottle in the following way: A

B C D

Wash with dishwashing liquid Boil in water on the stove Wash with any antiseptic lotion Rinsing is good enough

(1)

2.3 To provide a loving and caring environment a caregiver must .... A

B C D

be friendly and responding to children’s needs sit comfortably on a chair in the sun with children on her lap supervise the children kiss the children

(1)

2.4 When changing nappies at an ECD centre, keep the following in mind: A

B C D

You may not use disposable nappies Put the baby in a bath and wash the whole body Wipe the surface with disinfectant after every change You need only change soiled nappies, not wet nappies

(1)

2.5 When preparing meals for children keep the following in mind: A

B C D

Allergies Make sure there is a lot of sugar in the food to make it taste good Texture is not important They may never eat any salt

(1)

2.6 The caregiver should respond to a child’s ..... A

B C D

toys cues (body language) medicine clothing

(1)

2.7 When recording information you should make sure it is done ... A

B C D

neat, clear and readable as quickly as possible in a sturdy book confidential and only you may see it

(1)

2.8 An average time for a baby to sit alone is.... A

B C D

3 months 8 months 1 year 6 weeks

(1)

2.9 How can you help children to cope with separation from familiar caregivers when placed in the care of

a new caregiver?

A

B C D

play with them allowing them to do things for themselves letting them get enough sleep let the new caregiver spend some time with the children beforehand

(1)

2.10 The care-giver can enhance children's cognitive development by ... A

B C D

planning counting activities, building puzzles and asking "why do you think so?" questions. providing cutting activities. making them feel secure. providing healthy food to the child.

(1)



QUESTION 3 Complete the following sentences by filling in the missing word(s). Write only the missing word(s) next to the question number (3.1 time) Use the words from the given list. praise, two, four, playtime, lukewarm, medication, individual, social, interact, themselves, weaning, time, food. 3.1 The caregiver should keep the … sleeping needs of babies, toddlers and young children in

mind. (1)

3.2 Caregivers must … with children. (1) 3.3 Toddlers should be encouraged to learn how to feed … (1) 3.4 A caregiver may not just administer any … to young children, babies and toddlers. (1) 3.5 When caregivers advise parents on the timing of … they should take local cultural practices

into consideration. (1)

3.6 When a baby has a high fever the caregiver can use … water and sponge him. (1) 3.7 The caregiver must remember that all toddlers are not at the same … ready to be toilet trained. (1) 3.8 The fantasy area is an ideal environment to enhance … development (1) 3.9 The care giver should … children who are behaving in a good manner. (1) 3.10 A toddler of … years old will easily cry when he can not get what he wants. (1)

[10] QUESTION 4 Choose a description from COLUMN B that matches the words in COLUMN A. Write only the letter (A – D) next to the question number (4.1 – 4.5) in the answer book, e.g. 4.6 H.

COLUMN A COLUMN B

4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10

Critical thinking Creative thinking Physical development Social development Language development 15 months Pre-mature birth 1 year 4 years Separation anxiety

A

B

C

D

E

F

G

H I J

When a child plays in the fantasy corner Running, rolling and climbing Taking turns in a group Stories and rhymes Reasoning Can easily catch, throw, and bounce a ball Understand simple instructions, such as "Please drink your milk" Sleeping When baby cries when you leave the room or clingy behavior when you attempt to say goodbye A factor that could influence a baby's development A baby is usually able to walk

[10]

SECTION A TOTAL: 40



SECTION B Answer all questions in this section.

QUESTION 5 5.1 Explain two ways in which a caregiver can provide support to a baby who can not sit alone yet or

who has difficulty sitting upright. (2)

5.2 Why should baby toys be washed regularly? (1) 5.3 Which type of baby toys should be washed daily? (1) 5.4 Name 3 containers that could be used to store toys in. (3) 5.5 Why should record keeping of the children in an ECD centre be kept confidential and who may see

it? (2)

5.6 Name any 4 signs of distress and/or abuse in babies/toddlers or young children (4) 5.7 Why should you reflect on your interactions with babies, toddlers and young chidren? (2) 5.8 Name 2 different routine times in the pre-school. (2) 5.9 What is the difference between adult directed and child initiated activities? (2) 5.10 When recording a child's information, you need to record contact numbers as well. Except for

the parents, name one more person whose number should also be recorded and state why.

(3) 5.11 How can the caregiver help a child to develop self-help skills? (3) 5.12 When will you introduce a new food to a young child? (3)

TOTAL SECTION B: 28 SECTION C Answer all questions in this section. QUESTION 6 6.1 Look at the illustrations of the children and write down which cues each child reveals with his/her

body language. Number your answers from 1 - 5 e.g. 1 happy

(6) 6.2 Name any 5 children's rights. (5) 6.3 Name 6 advantages of breastfeeding for the baby. ( 6) 6.4 Describe the universal precautions for bloodhandling. (8 )



6.5 Little Benjamin got hold of a burning candle and burned his hand. Explain a. how you will

provide emergency assistance and b. how this could have been prevented.

(7)

TOTAL SECTION C: 32 GRAND TOTAL: 100

MEMORANDUM

INSTRUCTIONS AND INFORMATION TO THE EDUCATOR 1. Learners should answer ALL the questions. 2. Learners should read ALL the questions before answering. 3. Learners should number answers clearly according to the numbering system used in this

assessment task.

4. Learners should write neatly and legibly using blue or black ink and write their names on the answer

books. 5. Provide learners with A4 papers as answer books. 6. The test should be completed within one hour. SECTION A QUESTION 1 1.1 False (1) 1.2 True (1) 1.3 False (1) 1.4 False (1) 1.5 True (1) 1.6 True (1) 1.7 True (1) 1.8 False (1) 1.9 True (1) 1.10 False (1)

[10] QUESTION 2 2.1 B (1) 2.2 B (1) 2.3 A (1) 2.4 C (1) 2.5 A (1) 2.6 B (1) 2.7 A (1)



2.8 B (1) 2.9 D (1) 2.10 A (1)

[10] QUESTION 3 3.1 individual (1) 3.2 interact (1) 3.3 themselves (1) 3.4 medication (1) 3.5 weaning (1) 3.6 tepid (1) 3.7 time (1) 3.8 social (1) 3.9 praise (1) 3.10

two (1) [10]

QUESTION 4 4.1 E (1) 4.2 A (1) 4.3 B (1) 4.4 C (1) 4.5 D (1) 4.6 K (1) 4.7 J (1) 4.8 G (1) 4.9 F (1) 4.10 I (1)

[10]

SECTION B Answer all questions in this section. QUESTION 5 5.1 - Provide a box/plastic container to support the baby.

- Put pillows around the baby - Any other example that could work.

(2)

5.2 - Babies put toys in their mouths, they salivate on the toys. (1)



5.3 -Plastic,wooden toys and any other easily washable toys (1) 5.4 -Plastic buckets/containers

-Boxes -Crates - Wooden tomato boxes Any 3

(3)

5.5 - Parents trust you to respect their family's privacy by keeping the information confidential.

- staff who work directly with children need to be able to access e.g. background and health information, emergency contacts, special diets and medication information

(2) 5.6 Crying excessively

Bruises Emotional Fidgeting Can’t sleep Nightmares and crying scared / shy swollen genitals etc aggressive

wetting pants or bed Any 4

(4)

5.7 Self-reflections identify successes and difficulties related to the quality of interactions.

Reflections help to identify ways to improve upon your interactions in future.

(2) 5.8 Arrival

Eating time Toilet routine Sleeping routine Departure/going home time Any 2

(2)

5.9 Adult directed activities are planned and presented by e.g. the teacher or caregiver.

Child initiated activities are unplanned and informal situations where the children ask to do something or create their own games.

(2)

5.10 • You also have to record contact details of a person who can stand in for the parents if they

are not available in an emergency. • This person should be able to fetch the child or stand in for the parents. • This can be another relative or friend of the family.

(3)

5.11 The caregiver can provide opportunities for the young child to try things on his own. Allow him

to try first before offering to help. Do not just do everything for the child from the start. (3)

5.12 • Offer a new food only when your child is hungry and rested.

• Present only one new food at a time. • Make it fun: play a game. Cut the food into unusual shapes. • Serve new foods with favorite foods to increase acceptance. • Eat the new food yourself; children love to imitate. • Have your child help to prepare foods. Often they will be more willing to try something

when they helped to make it. • Limit beverages. Picky eaters often fill up on liquids instead. • Limit snacks to two per day to prevent the child from being too full to try something else.

Any 3

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SECTION B TOTAL: 28



SECTION C Answer all questions in this section.

QUESTION 6

6.1 1. angry

2. sad, upset , crying 3. Happy 4. insecure, 5. unhappy or tired, angry 6. tired or unhappy

This answer will depend on how the learner interprets the pictures. See the different combinations provided.

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6.2 1. Every child has the right to -

a. a name and a nationality from birth; b. family care or parental care, or to appropriate alternative care when removed from

the family environment; c. basic nutrition, shelter, basic health care services and social services; d. be protected from maltreatment, neglect, abuse or degradation; e. be protected from exploitative labour practices f. not be required or permitted to perform work or provide services that -

i. are inappropriate for a person of that child's age; or ii. place at risk the child's well-being, education, physical or mental health or

spiritual, moral or social development; g. not be detained except as a measure of last resort, in which case, in addition to the

rights a child enjoys under sections 12 and 35, the child may be detained only for the shortest appropriate period of time, and has the right to be -

i. kept separately from detained persons over the age of 18 years; and ii. is treated in a manner, and kept in conditions, that take account of the child's

age; h. have a legal practitioner assigned to the child by the state, and at state expense, in

civil proceedings affecting the child, if substantial injustice would otherwise result; and

i. not be used directly in armed conflict, and to be protected in times of armed conflict. 2. A child's best interests are of paramount importance in every matter concerning the child. Any 5

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6.3 • Babies have less allergies

• gets immunity from the mother • Babies rarely have problems with consipation, milk is easily digested. • SIDS less common in breasfed babies • Provides for all the baby's nutritional needs • Good for their intellectual development • Bonding between mother and child is enhanced • Breastfed babies are at less risk for juvenile diabetes • Less risk for crohn's disease. Any 6

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6.4 UNIVERSAL PRECAUTIONS ON HANDLING BLOOD

• All blood should be considered potentially infectious • Protect yourself by wearing disposable rubber gloves. • Remove as much of the spill as possible with a paper towel. • Clean area with warm water and detergent, using a disposable cleaning cloth or sponge. • The area should be left clean and dry.



• Disinfect the area with a solution of household bleach, diluted according to the manufacturer’s instructions.

• Remove and dispose of gloves, paper towel and cleaning cloth in a sealed plastic bag after use.

• Wash hands thoroughly with soap and warm water.

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6.5 a. Remove Benjamin from the heat source.

Run cool (not cold) water over the burned area or hold a clean, cold compress on the burn for approximately 3-5 minutes (do not use ice, as it may cause more destruction to the injured skin). Do not apply butter, grease, powder, or any other remedies to the burn, as these increase the risk of infection. If the burn is severe put a clean dry cloth over the part and take Benjamin to the doctor. b. The burning candle and or anything that burns, should have been out of Benjamin's reach.

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SECTION C TOTAL: 32 GRAND TOTAL: 100 10. PROMOTING THE PRINCIPLES OF QUALITY ASSESSMENT PRACTICES The Department of Higher Education and Training views assessment as a process of making decisions about a learner’s performance. It involves gathering and organising evidence of learning, in order to review what learners have achieved. It informs decision making in education, and helps educators to establish whether learners are performing according to their full potential and are making process towards the required unit standards credits as outlined in the qualification cited above. Principles of assessment that are always considered when assessment tasks and tools are developed include among others the following: Validity Assess what is supposed to be assessed. Examination question papers and SBAs take

the US, and their related assessment criteria into account in setting appropriate types of questions.

Reliability Assessment should produce reliable results instructions that are clear, consistent and unambiguous. Assessment criteria are strictly adhered to. Marking guidelines/memoranda are clear and markers apply the same standard.

Transparency Accomplished through guidelines, uniform SBAs and national examinations which are moderated internally and externally. Question Papers and SBAs are moderated externally by Umalusi. Stakeholders know what to expect and candidates have the right to appeal.

Fairness Assessment does not disadvantage anybody (based on age, race, gender, ethnicity, geographic location, etc) Assessment is accessible to all candidates Covers different cognitive levels Nature of the learning environment of learners is considered.

Currency Assessment keeps up with current events and life-world of ABET learners. This is reflected in the content and nature of the texts selected, and the topics offered for interaction.

Authenticity Assessment is original and encourages originality, creativity and avoids repetition. It consciously tries to avoid predictability.

The different types, descriptions and uses of assessments are given below to serve as a reminder to everybody with an interest in adult education that only quality assessment practices is suitable for this sector of our education system. Baseline Assessment: Usually used at the beginning of a learning experience to establish what learners already know, can do or value. It assists educators with the planning of learning programmes and learning activities. Formative Assessment: It is developmental and used to inform both the teacher and the learner about how the learner has progressed (or not). It enhances teaching and learning. Teachers use it to adapt learning activities to the learner needs. It is also known as assessment for learning



Summative Assessment: It gives an overall and final picture of the achievements of a learner at a given time. The examination is an example of summative assessment for ABET Level 4. This could be viewed as a “snapshot” whilst formative assessment is viewed as a “video” of a learner’s progress. Diagnostic Assessment: It is a form of formative assessment that leads to intervention, remedial action or revision programme. It identifies both the strengths and weaknesses of either the learner or the teaching methodology Systemic Assessment: It is an external way of monitoring the education system by comparing learners’ performance to national indicators of learner achievenement. It involves monitoring learner attainment at regular intervals using national or provincially defined measuring instruments.

Note of the following Assessment Strategies should also be taken. Methods (WHO)

Forms (WHAT)

Instruments/Tools (HOW)

Purposes (WHY)

Educator assessment, Self-assessment, Peer-assessment and Group-assessment.

Tests, Drawings, Paintings, Graphs, Physical activities, Projects, Demonstrations, Poems, Dramas, Role-plays, Stories,Songs/music, Oral presentations,Written presentations, Worksheets, Questionnaires, Cassettes, Posters,

Assessment grids, Rubrics, Memoranda and Observation sheets.

Baseline, Diagnostic, Formative, Summative and Systemic.

In conclusion please note that assessment must always be fair to learners and all possible barriers preventing learners from expressing their knowledge, skills and values in an assessment task, must be considered when developing, marking and moderating the assessment task.

Documents

General Education and Training Certificate