Learner PoE Guide

Learner PoE Guide
Facilitate Learning
Using a Variety of Given
Methodologies
Learner Name and Surname
Learner ID
Company / Branch
Date
Learner Signature
SAQA ID 117871:
Facilitate learning using a variety of given methodologies
NQF Level 5, 10 Credits
Version 1 Learner PoE Guide 1

Table of Contents
FOREWORD TO THE LEARNER ...................................................................................................... 3
Competent vs. Not Yet Competent .............................................................................................................. 3
Requirements for being deemed Competent ........................................................................................... 4
NOTE TO THE LEARNER ......................................................................................................................... 5
PORTFOLIO OF EVIDENCE .............................................................................................................. 6
LEARNER’S PERSONAL INFORMATION ................................................................................................... 7
Registration Form Codes ............................................................................................................................. 8
Learner ID ....................................................................................................................................... 9
Learner CV ...................................................................................................................................... 9
Learner Qualifications ..................................................................................................................... 9
UNIT STANDARD DETAILS ................................................................................................................... 10
PRE-ASSESSMENT PREPARATION SHEET.............................................................................................. 18
ASSESSMENT PLAN ............................................................................................................................. 21
DECLARATION OF AUTHENTICITY ....................................................................................................... 22
APPEALS PROCEDURE ......................................................................................................................... 23
Appeals Form ............................................................................................................................................ 24
FORMATIVE ASSESSMENT ............................................................................................................ 25
LEARNER WORKBOOK ........................................................................................................................ 26
SUMMATIVE ASSESSMENT ............................................................................................................ 27
KNOWLEDGE QUESTIONS .................................................................................................................... 28
PRACTICAL ACTIVITIES ....................................................................................................................... 33
Practical Activity 1: Facilitate learning using a variety of given methodologies .................................. 33
SUMMATIVE PROJECT.......................................................................................................................... 44
Summative Project: 117871 .................................................................................................................. 44
LOGBOOK ........................................................................................................................................... 46
Logbook: 117871 .................................................................................................................................. 46
ASSESSMENT ACTIVITIES CHECKLIST ................................................................................................. 49
Version 1 Learner PoE Guide 2

Foreword
Foreword to the Learner

Assessment in Outcomes Based Education is not only focused on what learners can
do, but intends to develop learners holistically. In other words, learners are also
required to demonstrate certain life-skills, which will not only enhance their learning,
but will also ensure that these skills are transferable to their private lives.
The generic, accepted process of assessment to be followed is as follows:
THE ASSESSMENT PROCESS
Plan Assessment
Prepare Candidate
for Assessment
Conduct Assessment
Make assessment
Judgement
Provide feedback
Review
 Learner indicates readiness to be assessed

 Learner and assessor meet to plan the assessment process
 Learner and assessor agree on dates and times for assessment activities
 Assessor assesses learner engaged in assessment activity
 Documentation of evidence is compiled by learner and/or assessor
 Assessor evaluates evidence
 Assessor makes judgement regarding competency of Learner
 Assessor and Learner have feedback session
 Assessor submits Learner’s results to relevant ETQA (Services SETA)
All assessments conducted may be subjected to moderation at the discretion of the

provider requirements.
Competent vs. Not Yet Competent

Learners being assessed are not allocated a percentage (for example 55%) on
completion of the learning. Rather, they are either deemed competent or not yet
competent.
Training is delivered using an outcome-based style of teaching and learning.

Learners drive the process of learning and educators need to facilitate the creation of
learning opportunities.
Once a learner has demonstrated his/her competence through an assignment, task,

exam or performance, then s/he is awarded the credits related to that competence.
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Learner Signature Date
Version 1 Learner PoE Guide
Foreword
However, learners deemed not yet competent, are either given another chance to
prove competence, or they are re-trained, or they are encouraged to move into a
different field of learning.
Requirements for being deemed Competent

Each unit standard indicates the requirements or standards of competence. These
are written as assessment criteria. In an outcome-based system learners need to
meet ALL these requirements before being deemed competent. However, SAQA has
recommended that assessments be weighted according to the purpose of the
qualification toward which the learner is learning.
Assessments are therefore designed around the requirements that are stated in the
assessment criteria, and are therefore criterion-based. In a curriculum-based system,
assessments were made around the norm of a group and were therefore norm-
referenced.
A criterion-based assessment can only be performed using evidence that has been
generated by the Learner. Types of evidence include direct evidence, indirect
evidence and historic evidence:
 Direct – this is evidence that is collected directly by the assessor, for instance
an assessor finding out whether you can bake a cake will watch you while you
do it.
 Indirect – this is evidence that you have collected, signed off as authentic
and submitted for assessment. For instance, a video of you baking a cake.
 Historic – this is evidence of your competence – as assessed by someone
else. A certificate of competence issued to you when you completed a course
is an example of historic evidence. Documents that you produced while doing
a job (usually a few years ago) could also be historic evidence.
Evidence has to meet certain criteria. These criteria are summarised as VARCS:
 V is for Valid: the unit standard or qualification being assessed must require
evidence that is submitted for assessment. Otherwise it is not important and
cannot be used to find out whether you are competent or not.
 A is for Authentic: evidence that you submit must be your own work. Group
work cannot be submitted as your own work because not only you worked on
it.
 R is for Reliable: the evidence must be from a reliable source. A certificate of
competence issued by a provider that is not accredited could be regarded as
unreliable.
 C is for Current: the evidence must demonstrate that your competence is
current. It doesn’t help that you were able to run a 12 km race 5 years ago –
can you still do it today? Currency is also related to the technology that is
used to demonstrate competence. It does not help that you are able to boil
water using a pot on a stove when electric kettles are the current method
used to boil water.
 S is for Sufficient: the unit standards have several assessment criteria that
need to be satisfied. The evidence must satisfy all the criteria or else it is not
sufficient.
However, evidence is collected using some kind of instrument. These instruments
take different forms. Some instruments include questionnaires, interview schedules,
simulations, role-play, observation checklists and products.
4
Foreword
Note to the Learner

Dear Learner,
You have opted to undergo assessment and as a result have been presented with
this PoE (Portfolio of Evidence). Please go through all sections of this PoE very
carefully before submission and make sure that you have included all the information
and evidence requested. Please take note of the following:
Unit Standard:
A copy of the unit standard has been included. The assessment has been designed
in order to meet all requirements as set by this unit standard.
Pre-Assessment Preparation Sheet:
The first step towards completing this PoE is to read through the Pre-Assessment
Preparation Sheet. This form contains valuable background information. Your
assessor will not be able to assess your portfolio if you have not read and signed this
document.
Assessment Plan:
You can use the assessment plan to write down the dates on which you plan to meet
specific targets.
Evidence Grid:
The evidence grid document will give an indication of how the activities that you need
to complete are linked to the Unit Standard(s) of this skills programme. Once you
have completed all sections of the Portfolio and added all your evidence, you are
required to re-number the pages of this document. Please use these page numbers
in the index. Please complete the page numbers as per your re-numbering.
Declaration of Authenticity:
Please complete the declaration of authenticity to declare that the evidence that you
submit in this PoE is your own work, with the exception of those that you list in the
section provided. Your assessor will not be able to assess your portfolio if you have
not read, completed and signed this document.
Appeals Procedure and Form
Familiarise yourself with the appeals procedure and sign the document as requested.
You will only use the Appeals Form if you would like to appeal against the
assessment decision.
Assessment Instruments:
By completing the assessment instruments you will generate / gather the evidence
required to meet the outcomes of the unit standard(s). Please follow instructions
carefully for both the formative and summative assessments.
Assessment Activities Checklist
As part of the quality management process used by the training provider and the
SETA, the learner and his/her supervisor are required to check and sign off that all
activities have been completed and submitted in the PoE. Please complete this form,
before submitting your PoE.
Learner’s Review of the Assessment Process
As part of the quality management process used by the training provider and the
SETA, the learner is required to provide feedback to the training provider about the
assessment process. Please complete this form, before submitting your PoE.
Please note that you are welcome to contact your facilitator / assessor at any stage
should you have any questions pertaining to the assessment.
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PoE: Documents
Portfolio of Evidence
Please complete the following documents and submit as part of your Portfolio of
Evidence:
 Learner’s Personal Information form

 Learner ID, CV and Qualifications
 Unit Standard Details
 Assessment Contract document
 Declaration of Authenticity document
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PoE: Documents
Learner’s Personal Information

Please provide the following information for SAQA National Learner Database. The
following page provides the information form codes:
Learner’s Last Name
Learner’s First Name (s)
Learner title
Learner birth date (YYYYMMDD)
ID Number (attach a copy of ID)
Equity code
Nationality code
Gender code
Citizen resident status code
Home language code
Socioeconomic status code
Disability status code
Learner home address
Learner postal address
Province code
Telephone
Cell phone
Contact
Details
E-mail
Fax
Company
Name
Contact
Person
(Supervisor)
Company
Contact
Details
Person
Contact
Number
Postal Address
Learner’s Designation
Date of Submission
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PoE: Documents
Registration Form Codes

Alternative ID type Equity code Nationality code
521 SAQA member ID BA Black: African U Unspecified SEY Seychelles
527 Passport No BC Black : Coloured SA South African ZAI Zaire
529 Driver’s licence BI Black : Indian / Asian SDC SADC except SA ROA Rest of Africa
531 Temporary ID no U Unknown (i.e. Nam to ZAI) EUR European countries
533 None WH White NAM Namibia AIS Asian countries
535 Unknown BOT Botswana NOR North American
537 Student no ZIM Zimbabwe countries
538 Work permit no ANG Angola SOU Central & South
539 Employee no MOZ Mozambique American countries
540 Birth certificate no LES Lesotho AUS Australia & New
541 Human Sciences SWA Swaziland Zealand
Research Council register no MAL Malawi OOC Other and rest of
561 ETQA record no ZAM Zambia Oceania
MAU Mauritius
TAN Tanzania
Citizen/residence status Home language code Province code
U Unknown ENG English 1 - Undefined
SA South Africa AFR Afrikaans 2 - Western Cape
O Other OTH Other 3 - Eastern Cape
D Dual (SA plus other) SEP sePedi 4 - Northern Cape
SES seSotho 5 - Free State
SET seTswana 6 - Kwazulu-Natal
SWA siSwati 7 - North West
TSH tshiVenda 8 - Gauteng
U Unknown 9 - Mpumalanga
XHO isiXhosa 10 - Limpopo
XIT xiTsonga
ZUL isiZulu
NDE siNdebele
Disability status Socioeconomic Status
N None U Unspecified
01 Sight (even with glasses) 01 Employed
02 Hearing (even with hearing aid) 02 Unemployed
03 Communication (talking, listening) 03 Not working – looking for work
04 Physical (moving, standing, grasping) 04 Not working – housewife/homemaker
05 Intellectual (difficulties in learning); retardation 06 Not working – scholar/full time student
06 Emotional (behavioural or psychological) 07 Not working – pensioner/retired person
07 Multiple 08 Not working – disabled person
09 Disabled but unspecified 09 Not working – not wishing to work
U Unknown 10 Not working – none of the above
97 N/A : Aged < 15
98 N/A : Institution
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PoE: Documents
Learner ID
Insert a certified copy of your Identify Document here:
Learner CV
Insert a copy of your full CV (Curriculum Vitae) here:
Learner Qualifications
Insert certified copies of relevant qualifications here:
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PoE: Documents
Unit Standard Details
All qualifications and part qualifications registered on the National Qualifications Framework are public property. T
the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged a
SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD:
Facilitate learning using a variety of given methodologies

SAQA US UNIT STANDARD TITLE
ID
117871 Facilitate learning using a variety of given methodologies
ORIGINATOR
SGB Occupationally-directed ETD Practitioners
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD SUBFIELD
Field 05 - Education, Training and Development Adult Learning
ABET UNIT PRE-2009 NQF NQF LEVEL CREDITS
BAND STANDARD LEVEL
TYPE
Undefined Regular Level 5 Level TBA: Pre-2009 10
was L5
REGISTRATION STATUS REGISTRATION REGISTRATION SAQA
START DATE END DATE DECISION
NUMBER
Reregistered 2018-07-01 2023-06-30 SAQA 06120/18
LAST DATE FOR LAST DATE FOR ACHIEVEMENT
ENROLMENT
2024-06-30 2027-06-30
In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the
text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009
levels unless specifically stated otherwise.
This unit standard replaces:

US Pre-2009 Replacement
Unit Standard Title NQF Level Credits
ID NQF Level Status
Level TBA:
Facilitate learning using a
9957 Level 5 Pre-2009 was 18
variety of methodologies
L5
PURPOSE OF THE UNIT STANDARD

This unit standard will provide recognition for those who facilitate or intend to facilitate
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PoE: Documents
learning using a variety of given methodologies. Formal recognition will enhance their
employability and also provide a means to identify competent learning facilitators.
People credited with this unit standard are able to:

 Plan and prepare for facilitation;
 Facilitate learning; and
 Evaluate learning and facilitation.
LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The credit calculation is based on the assumption that learners are already competent in the
learning area in which they will provide training.
UNIT STANDARD RANGE

1. Practitioners are required to demonstrate that they can perform the specific outcomes with
understanding and reflexivity. However, at this level they will have internalised the "rules" or
principles, which inform what they do, and will not longer be operating consciously with such
rules.
2. The specific outcomes should be performed in line with an established approach for
facilitating learning using a variety of methodologies. At this level practitioners should be able
to describe two alternative facilitation methodologies, to explain how their performance would
differ when using the different methodologies, and to justify their choice of methodology.
3. At this level, practitioners should be able to relate knowledge beyond their occupational
and ETD competences to the performance of the ETD competence described in this
standard.
Specific Outcomes and Assessment Criteria:
SPECIFIC OUTCOME 1
Plan and prepare for facilitation.
ASSESSMENT CRITERIA
ASSESSMENT CRITERION 1
Analysis of learners and learning needs reveals the key elements of learning required to
achieve defined outcomes. The learning outcomes are confirmed to meet stakeholder
objectives.
ASSESSMENT CRITERION RANGE
Stakeholders may include but are not limited to - learners, trainer, colleagues, supervisors,
management, quality assurance staff, health and safety staff.
Plans cater for the needs of learners and stakeholders, possible learning barriers, previous
learning experiences, literacy and numeracy levels, language, culture, special needs and
different learning styles.
Resources, locations, and personnel are arranged to suit intended delivery.
Learning material is prepared to suit the purpose of the facilitated activities and the agreed
outcomes.
ASSESSMENT CRITERION RANGE
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PoE: Documents
Learning material could include notes, diagrams, worksheets, audio and visual aids and
models
Facilitation methods selected are appropriate to the learners and agreed learning outcomes.
Descriptions are provided of a variety of facilitation methodologies in terms of their essential
approach and purpose, and selected methodologies are justified in terms of applicability to
the identified learning needs.
Preparation of the facilitation process ensures the facilitator is ready to implement the
process. This includes the availability of key questions, scenarios, triggers, challenges,
problems, tasks and activities as is appropriate to the situation.
The learning environment is arranged to meet organisational and legislative requirements for
safety and accessibility.
Review criteria are established and documented in accordance with organisation policies and
procedures.
SPECIFIC OUTCOME 2
Facilitate learning.
ASSESSMENT CRITERIA
Learning is facilitated in a coherent manner using appropriate methodologies in line with
established principles associated with selected methodologies.
The learning environment and facilitation approach promotes open interaction and ensures
learners are aware of expected learning outcomes and are active participants in their own
learning.
The facilitation approach and use of facilitated activities enables learners to draw from and
share their own experiences and work out and apply concepts for themselves.
Facilitation contributes to the development of concepts through participation and provides
opportunities to practise and consolidate learning. Facilitation promotes the achievement of
agreed learning outcomes by individuals while maintaining an emphasis on the manner and
quality of the learning experience.
Groups are managed in line with facilitation principles and in a manner that maximises the
strengths of group learning while recognising the needs and requirements of individual
members.
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PoE: Documents
Questioning techniques are consistent with the facilitation approach, promote learner
involvement and contribute towards the achievement of learning outcomes.
Opportunities are created to monitor learner's progress in terms of the agreed outcomes, and
where possible facilitate the gathering of evidence for assessment purposes. Where
necessary, modifications are made to the facilitation approach to ensure the learners' needs
are addressed.
SPECIFIC OUTCOME 3
Evaluate learning and facilitation.
ASSESSMENT CRITERIA
Learner and stakeholder feedback on facilitated learning is sought and critically analysed
against review criteria.
The review reveals strengths and weaknesses of the planning, preparation and facilitation of
learning.
Review includes useful recommendations for improvement in future interventions, including
the possibility of remedial actions.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

1. Assessors for this unit standard must be registered with the relevant ETQA.
2. Providers of learning towards this unit standard must be accredited through the relevant
ETQA by SAQA.
3. Moderation of assessment will be overseen by the relevant ETQA according to the

moderation guidelines in the relevant qualification and the agreed ETQA procedures.
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:
 The sector and workplace skills plans.
 At least three methodologies for facilitating learning.
 Strategies, techniques and activities for using the kinds of support materials and/or
equipment appropriate to facilitation methodologies.
 Methods for evaluating learning and facilitation.
 Psychology of group dynamics.
 Outcomes-based approach to learning.
 Forms of practice that promote the values described in the Bill of Rights and the principles
underpinning the National Qualifications Framework and Employment Equity Act.
UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A
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PoE: Documents
UNIT STANDARD LINKAGES

N/A
Critical Cross-field Outcomes (CCFO):
UNIT STANDARD CCFO IDENTIFYING

Solve problems - dealing with issues of diversity and potential conflict in learning situations,
including different rates of progression for different learners and cultural and linguistic
diversity; Identifying the limitations of particular methodologies or activities and developing
alternative ways of dealing with these.
UNIT STANDARD CCFO WORKING

Work effectively with others and in teams - this outcome will be demonstrated by:
 Interacting with learners in a manner which promotes effective learning; and
 Identifying team roles to plan own participation
UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively - this outcome
will be demonstrated through the general and specific activities related to planning and
organising the facilitation sessions.
UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information - this outcome will be
demonstrated when candidates analyse information on learner needs in order to plan
appropriate facilitation sessions.
UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematical and/or language skills -- this outcome
will be demonstrated by:
 Ensuring the learner clearly understands the role he/she is to play and what is expected of
him/her; and
 Being culturally sensitive when communicating.
UNIT STANDARD CCFO SCIENCE

Use science and technology - Understanding the education and training potential of various
technologies and demonstrating their effective use in promoting learning.
UNIT STANDARD ASSESSOR CRITERIA

N/A
REREGISTRATION HISTORY
As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012;
2015.
UNIT STANDARD NOTES

This unit standard replaces 9957, "Facilitate learning using a variety of methodologies", Level
5, 18 credits.
QUALIFICATIONS UTILISING THIS UNIT STANDARD:
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PoE: Documents
PRE- PRIMARY OR
QUALIFICATION 2009 NQF END DELEGATED
ID STATUS
TITLE NQF LEVEL DATE QA
LEVEL FUNCTIONARY
Further Education
NQF 2023-
and Training
Core 57428 Level 4 Level Reregistered 06- ETDP SETA
Certificate: Youth
04 30
Development
Level
National TBA:
2023-
Certificate: Pre-
Core 61349 Level 5 Reregistered 06- CATHSSETA
Heritage Resource 2009
30
Management was
L5
Level
National TBA:
2023-
Certificate: Pre-
Core 49626 Level 5 Reregistered 06- AgriSETA
Landcare 2009
30
Facilitation was
L5
National
Level
Certificate:
TBA:
Occupationally 2023-
Pre-
Core 50334 Directed Education Level 5 Reregistered 06- ETDP SETA
2009
Training and 30
was
Development
L5
Practices
Level
TBA:
National 2023-
Pre-
Core 57427 Certificate: Youth Level 5 Reregistered 06- ETDP SETA
2009
Development 30
was
L5
National Diploma: Passed the
NQF 2020-
Disability End Date -
Core 58802 Level 5 Level 07- SABPP
Employment Status was
05 30
Practice "Reregistered"
National Diploma: Passed the As per Learning
NQF 2020-
Human Resources End Date - Programmes
Core 61592 Level 5 Level 07-
Management and Status was recorded against
05 30
Practices "Reregistered" this Qual
National Diploma:
Occupationally
Passed the
Directed NQF 2020-
End Date -
Core 50333 Education, Level 5 Level 07- ETDP SETA
Status was
Training and 05 30
"Reregistered"
Development
Practices
Bachelor:
Occupationally As per Learning
NQF 2021-
Directed Education Programmes
Core 50330 Level 6 Level Reregistered 06-
Training and recorded against
07 30
Development this Qual
Practices
National Level
Certificate: TBA:
2023-
Occupationally Pre-
Core 50331 Level 6 Reregistered 06- ETDP SETA
Directed 2009
30
Education, was
Training and L6
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PoE: Documents
Development
Practices
Further Education
and Training
Certificate: NQF 2023-
Elective 61669 Community Water, Level 4 Level Reregistered 06- EWSETA
Health and 04 30
Sanitation
Facilitation
Further Education
and Training NQF 2023-
Elective 65989 Certificate: Human Level 4 Level Reregistered 06- CETA
Settlements 04 30
Development
Further Education
NQF 2023-
and Training
Elective 61509 Level 4 Level Reregistered 06- CATHSSETA
Certificate:
04 30
Lifeguarding
Further Education
and Training NQF 2023-
Elective 57713 Certificate: Level 4 Level Reregistered 06- SAS SETA
Specialist Security 04 30
Practices
National NQF 2023-
Elective 83446 Certificate: Level 5 Level Reregistered 06- MICTS
Electronics 05 30
Level
TBA:
National 2023-
Pre-
Elective 58978 Certificate: Level 5 Reregistered 06- MICTS
2009
Journalism 30
was
L5
National
Level
Certificate: Public
TBA:
Sector 2023-
Pre-
Elective 57805 Employment and Level 5 Reregistered 06- PSETA
2009
Skills 30
was
Development
L5
Practices
Level
National TBA:
2023-
Certificate: Pre-
Elective 57631 Level 5 Reregistered 06- EWSETA
Radiation 2009
30
Protection was
L5
Level
TBA:
National 2023-
Pre-
Elective 60309 Certificate: Sport Level 5 Reregistered 06- CATHSSETA
2009
Management 30
was
L5
Passed the
National Diploma: NQF 2020-
End Date -
Elective 63249 Agricultural Level 5 Level 07- AgriSETA
Status was
Extension 05 30
"Reregistered"
NQF 2020-
Environmental End Date -
Elective 22902 Level 5 Level 07- ETDP SETA
Education, Status was
05 30
Training and "Reregistered"
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PoE: Documents
Development
Practice
Passed the
NQF 2016-
National Diploma: End Date -
Elective 59256 Level 5 Level 12- TETA
Flight Dispatch Status was
05 31
"Reregistered"
NQF 2016-
Aircraft End Date -
Elective 66109 Level 6 Level 12- TETA
Performance Status was
06 31
Engineering "Reregistered"
All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that ca
quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
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PoE: Documents
Pre-Assessment Preparation Sheet

This document serves to orientate and prepare you in the assessment(s) that you are
about to embark in. It is a map that informs you of the steps involved in the
assessment process and will allow you to prepare for your assessment(s), helping to
set you at ease, and give you the best opportunity for success.
This document MUST be completed by the Learner in the presence of the Assessor /
Facilitator conducting the Pre-Assessment Process:
Programme Facilitate learning using a variety of given methodologies
Unit Standard SAQA ID 117871: Facilitate learning using a variety of given methodologies
Venue of Pre-
Date
Assessment Meeting
Learner Full Name
Learner ID
Facilitator Full Name
Assessor
Assessor Full Name
Number
Moderator
Moderator Full Name
Number
Please read the discussion points below. Tick yes, indicating that you have read and
understand the information provided. Please contact your facilitator or assessor if
you do not understand or need additional information on any of the points below:
I have read and understand the
Please take note of the following discussion points: information provided:
Yes No Comments
1. Were you welcomed and made to feel at ease?
2. Was the purpose and objectives of the meeting explained?
3. Was the Assessment process and principles of good
assessment is explained?
4. The purpose of the assessment is to determine and recognise
my competence against the unit standards in this qualification
5. I understand the roles and responsibilities of all parties
involved in the assessment:
 The learner: To complete and submit all required evidence by
submission date.
 The assessor: To assess evidence submitted and provide learner
with feedback.
 The moderator: To quality assure the assessment process.
Assessment results are subject to change pending moderation.
6. Were you informed of your rights, appeal process and
reassessment policies?
 You have the right to appeal against any judgement given as a result
of any assessment. You must have valid reasons for doing this
 You have the right to an interpreter if you need one to perform this
function. However if one of the learning assumptions for the
standard is that you are competent within the language of
assessment, you may not have an interpreter
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PoE: Documents

Yes No Comments
 You can ask that an impartial observer attend any assessment. This
observer may not take any part of the assessment
 If you do not agree with the assessment you have the right to have
your assessment internally moderated. If you still do not agree with
the result of the assessment you can ask that the ETQA perform an
external moderated on the assessment. If any verification upholds
the assessment findings you will be held liable for all costs of the
verifications. If any verification rules that you have been aggrieved
as a result of the assessment, your assessor will be liable for all
costs of verification
7. I will communicate any special or particular needs that may
affect my performance during the assessment to my Assessor
15 working days before the submission date.
 Special and particular needs, i.e. disabilities, language and literacy
needs.
 Special needs will be provided for as long as the validity of the
assessment is not compromised.
8. This PoE (Portfolio of Evidence) contains the following
Assessment Instruments that have to be completed and
submitted for every Skills Programme:
 Learner Workbook (Formative Assessment)
 Reflection
 Knowledge questions (Summative Assessment)
 Practical assignments
 Summative project
 Logbook
Note: The assessor can be contacted with any questions regarding the
assessment.
9. I am aware that all evidence has to be:
 Valid (evidence provided will speak to the unit standard)
 Authentic (all evidence submitted will be my own work, I will indicate
where this is not the case. If it found that I am guilty of plagiarism, I
will have to apply to be assessed again and pay the bearing
associated assessment costs)
 Reliable (evidence is from a reliable source)
 Current (evidence can not be older than 3 years )
 Sufficient (prove consistent competence – not a “once-off”
occurrence)
10. I know that I have to complete all sections of this PoE and
sign all sections where requested.
11. The assessor will evaluate the evidence submitted in my PoE
against the Unit Standard Specific Outcomes with their
associated Assessment Criteria, Essential Embedded
Knowledge and CCFOs that is outlined in the Unit Standards
related to this Skills Programme in the qualification.
12. The submission date of the PoE has been communicated to Date:
me (fill in date on the right hand side here)
 No late submissions will be accepted. An extension request has to
be submitted 5 working days prior to the agreed submission date.
 We reserve the right to charge an admin fee to process extension
requests.
 I will make a copy of the PoE before submission and retain for
safekeeping.
 I accept the consequences of my actions should I not have retained
a copy of my PoE and the document is lost or destroyed as a result
19
PoE: Documents

Yes No Comments
off circumstances beyond the control of the training provider.
13. The Assessor will provide feedback no later than 1 month
after the submission date.
 Assessment results are communicated via e-mail.
 Feedback is confidential.
 The assessor can be contacted to clarify feedback received.
14. If the assessor identifies evidence requirements that I have
not met:
 One opportunity for re-assessment is included in the assessment
price.
 Should the assessment result remain unchanged upon re-
submission, the action plan will be discussed.
 Once areas of remediation have been addressed, the learner can re-
apply for assessment, bearing the associated assessment costs.
15. I understand the appeals policy:
 I have read and signed the Appeals Policy and Procedure in this
PoE
16. I understand the recordkeeping and reporting of results:
 All learner records are confidential.
 The company sponsoring your training will have access to
Assessment results.
 Assessment results are communicated to the ETQA who will upload
learner results to the National Learner Record Database.
Declaration of Understanding statement: Yes / No
1. I understand the importance of the meeting / workshop
2. I declare that the above mentioned points of the pre-assessment document were
explained by the Assessor/Trainer
3. I declare that I have received copies of the qualification, assessment plan,
assessment schedule and copies of the relevant policies and procedures pertaining
to my assessment
4. I have read the above and understood the contents thereof
5. I was given the opportunity to clarify any issues relating to the assessment process
and my assessment plan
6. I have requested this assessment in accordance with my own free will and without
duress
Facilitator Signature Date
Assessor Signature Date
Moderator Signature Date
20
PoE: Documents
Assessment Plan
Use the assessment plan to write down the dates on which you plan to meet specific
targets.
This document MUST be completed by the learner in the presence of the Assessor /
Facilitator conducting the Pre-Assessment Process:

SAQA ID 117871: Facilitate learning using a variety of given methodologies
Unit Standard
Learner Name
Learner ID Number
Facilitator Name
Assessor Name Assessor ID

Planned Actual
Action Comments
Date Date
1. Read and Sign Assessment Preparation Sheet
2. Complete the formative assessments – class
activities in the Learner Workbook
3. Complete the Reflection in the Learner
Workbook
4. Place the entire Learner Workbook in the PoE
5. Complete the summative assessment activities
in the Learner Portfolio of Evidence Guide:
a. Knowledge Questionnaire
b. Practical Activities
c. Summative Project
d. Logbook
6. Complete the Assessment Activities Checklist
in the Learner Portfolio of Evidence Guide
7. Complete the Learner’s Review of the
Assessment Process in the Learner Portfolio of
Evidence Guide
8. Submit the PoE
I, the learner, hereby agree to the above plan and to commit to preparing for the assessment and
submitting the specified documents (in my Portfolio of Evidence) on the dates specified.
Facilitator Signature Date
Assessor Signature Date
Moderator Signature Date
21
PoE: Documents
Declaration of Authenticity
I __________________________ (full name), ID number ______________________

declare that the evidence presented in this portfolio of evidence represents workplace
and training evidence against the Unit Standards in this Skills Programme:
Unit Standard SAQA ID 117871: Facilitate learning using a variety of given methodologies
and that it is my own work and has been completed me, with the exception of:
(detail any work that was not completed by yourself, i.e. group work, etc.)
Please list any references to resources used, e.g. books, websites, etc.
In signing this, I declare that all the evidence presented in this Portfolio of Evidence is
true, valid and my own work:
Learner name
Learner signature
Date
Witness name
Witness contact details
Witness signature
22
PoE: Documents
Appeals Procedure
Familiarise yourself with the appeals procedure and sign the document as requested. You will
only use the Appeals Form if you would like to appeal against the assessment decision.
The Training Provider acknowledges a Learner’s right to appeal against or dispute any
assessment decision.
You can appeal under the following circumstances:
 I do not agree with my assessment decision – I feel I have provided sufficient
evidence
 I was not briefed properly of the nature and requirements of assessment
 I was unfairly discriminated against
 My special needs for this assessment were not accommodated
If you would like to appeal, please follow the procedure below:
Stage 1:
 Approach the workshop organiser to state your case for re-assessment within 14
working days of being informed of the assessment decision. Complete and submit
the appeals form within the 14 days.
 The Training Provider will respond to all appeals and disputes received within 14
working days.
 The workshop organiser will consider the appeal and forward to the assessor if
required.
 The assessor will respond with either:
 A clear explanation stating why the assessment decision is upheld combined with
a re-evaluation of the evidence.
 An amendment of the Learner’s Assessment Record, should this be appropriate.
Stage 2:
 Should the decision made by the assessor be unsatisfactory, the appeal will be
forwarded to the moderator for mediation and possible re-assessment.
Stage 3:
 The Training Provider management would be approached as the next step, should
the decision not be accepted. A panel will be selected to administer the appeal.
 The Learner is invited to attend the proceedings held by the panel.
Stage 4:
 Once all internal appeals and dispute systems have been exhausted, appeals and
disputes can be referred to the relevant ETQA for investigation.
I (name & surname) hereby confirm that the above procedures

have been explained to me and I accept them.
Learner Name: Signature: Date: .
23
PoE: Documents
Appeals Form
CONDITION/S UNDER WHICH I AM SELECTING TO MAKE THIS APPEAL (select one)
 I do not agree with my assessment decision – I feel I have provided sufficient evidence
 I was not briefed properly of the nature and requirements of assessment
 I was unfairly discriminated against
 My special needs for this assessment were not accommodated
I hereby appeal against the assessment decision:

(name & surname)
Training Provider
Skills Programme
Unit Standard(s)
Assessor Assessment Date
Reason for appeal
Learner Signature Date of Appeal
Stage 1: Assessor Response

Decision Amended Decision Upheld
Assessor’s rationale for
decision
Assessor Signature Date of Response

The above decision have been explained to me and I accept the decision YES NO
Stage 2: Moderator Response

Moderator’s rationale for
decision
Moderator Name Date of Response

Moderator Signature
Stage 3: Management Response

Rationale for decision
Panel Date of Response

Name Signature
Name Signature
Name Signature
Stage 4: ETQA The appeal has been referred for investigation YES NO
24
PoE: Formative Assessment
Formative Assessment
“Formative Assessment refers to assessment that takes place during the process of
learning and teaching”
(SAQA: Criteria and Guidelines for Assessment Policy Document, pg 26)
Please place the entire contents of your Learner Workbook here, so that it can be
assessed as your formative assessment:
 Learner Workbook with Class Activities completed
During and after the initial training the learner will be required to complete a number
of class activities. These activities will be both individual and group activities (class
activities - formative). The activities are numbered and are to be included in the
learner’s portfolio of evidence. These activities will measure the progress of the
learner through the programme. For authenticity reasons these activities must be
handwritten.
25
PoE: Formative Assessment
Learner Workbook
Please insert your entire Learner Workbook, with all the Class Activities here.
 Ensure that all the Class Activities are completed, including the Reflection activity.
26
PoE: Summative Assessment
Summative Assessment
“Summative Assessment is assessment for making a judgement about achievement.

This is carried out when a learner is ready to be assessed at the end of a programme
of learning”
(SAQA: Criteria and Guidelines for Assessment Policy Document, pg 26)
Please complete the following summative assessment activities and submit as part of
your Portfolio of Evidence:
 Knowledge Questions
 Practical Activities
 Summative Project
 Logbook
The learner needs to individually complete the summative assessment activities. The
summative assessment is conducted by means of a knowledge questionnaire and
various integrated assessment activities. The learner needs to follow the summative
assessment activity instructions to create the evidence required for the portfolio of
evidence.
Note: The Critical Cross Field Outcomes are referenced in the following manner:
CCFO1- Identify and solve problems in which responses demonstrate that responsible decisions
using critical and creative thinking have been made
CCFO2- Work effectively with others as a member of a team, group, organisation, community
CCFO3- Organise and manage oneself and one's activities responsibly and effectively
CCFO4- Collect, analyse, organise and critically evaluate information
CCFO5- Communicate effectively using visual, mathematical and/or language skills in the modes of
oral and/or written presentation
CCFO6- Use science and technology effectively and critically, showing responsibility towards the
environment and health of others
CCFO7- Demonstrate an understanding of the world as a set of related systems by recognising that
problem-solving contexts do not exist in isolation
CCFO8- Be culturally sensitive across a range of social contexts so that all actions and decisions
made are acceptable to all stakeholders with broad cultural backgrounds
27
Knowledge Questions
Please answer the following knowledge questions related to the unit standard
embedded knowledge and assessment criteria and place it in your portfolio of
evidence. Remember to number the answers according to the question numbers,
should you need to attach a document.
You have 1 hour to complete this Knowledge Questionnaire individually based on
the theory that you covered in your Learner Guide and the formative assessments
you completed in your Learner Workbook.
Knowledge Questions Unit Standard

Individually complete the following: Reference
1. Describe how sector and workplace skills plans are used in

117871 EEK1
development and training
(8)
28
2. List 6 methodologies for facilitating learning 117871 EEK2
(6)
3. Identify and list 2 facilitation techniques and 2 facilitation
117871 EEK3
equipment that you can use during facilitation
Facilitation techniques:
Facilitation equipment:
(4)
29
4. Complete the following table describing evaluating learning and

117871 EEK4
facilitation and give 1 strategy for measurement at each level
Level of
Description Strategies for measurement
evaluation
1
Reaction
2
Learning
3
Application
4
Business
impact
5
Intangible
(10)
30
5. Describe why it is important for the facilitator to understand the

117871 EEK5
psychology of group dynamics
(4)
6. Identify and list 3 key beliefs about learning and success held in
117871 EEK6
an Outcomes-based approach to learning
(3)
7. Identify and list at least 5 forms of practice that you would use as
the facilitator (practitioner) to promote the values described in the
117871 EEK7
Bill of Rights and the principles underpinning the National
Qualifications Framework and Employment Equity Act
31
(5)
Total / 40
32
Practical Activities
Individually complete the following activities to show your ability to integrate and
apply your knowledge and skills in the workplace.
Practical Activity 1: Facilitate learning using a variety of 117871.

given methodologies EEK1-7
CCFO1-6
Individually complete the following:
You need to show that you can facilitate learning using a variety of given methodologies.
Unit Standard Range
Practitioners are required to demonstrate that they can perform the specific outcomes with
understanding and reflexivity. However, at this level they will have internalised the "rules"
or principles, which inform what they do, and will no longer be operating consciously with
such rules.
The specific outcomes should be performed in line with an established approach for
facilitating learning using a variety of methodologies. At this level practitioners should be
able to describe two alternative facilitation methodologies, to explain how their
performance would differ when using the different methodologies, and to justify their
choice of methodology.
At this level, practitioners should be able to relate knowledge beyond their occupational
and ETD competences to the performance of the ETD competence described in this
standard.
Complete the following in your workplace: Facilitate learning using a variety of given
methodologies. You need to facilitate a specific session. Use this specific facilitation
session to complete all the following tasks:
1. Plan and prepare for facilitation. Complete the following tasks and provide
workplace evidence (using organisational documents or templates that you have
designed) to show that you have done the following:
a. Do an analysis of learners and learning needs to reveal the key elements of
learning required to achieve defined outcomes. Complete the following
template: (note you may add more questions)
Suggested questions Information to be gathered
1. What is the aim of
the training
intervention?
2. Who does it affect?
33
3. How must the

learning be
delivered
4. Where are the

learners situated,
and what does this
mean for design
and development?
5. How much time do

you have in which
to complete the
training
intervention?
6. How much money

is available for the
project?
7. Who are the

stakeholders in the
training
intervention?
8. What resources do
you need to deliver
the training
intervention?
9. What internal and

external policies will
impact on the
training
intervention?
10. What does the Unit

Standard require
from the learner?
b. Confirm the learning outcomes to meet stakeholder objectives [Range:

Stakeholders may include but are not limited to - learners, trainer, colleagues,
supervisors, management, quality assurance staff, health and safety staff] –
submit evidence of confirming the learning outcomes with the stakeholders,
e.g. email, meeting minutes, etc.
c. Plan to cater for the needs of learners and stakeholders, possible learning
barriers, previous learning experiences, literacy and numeracy levels,
language, culture, special needs and different learning styles. Use the
34
following table to document specifics:

Cater for the following related to my
facilitation session What I will do during the facilitation
(give specifics as they would appear in session to cater for this
your session)
The needs of the learners (in my session)
are:
The needs of the stakeholders are:
The possible learning barriers are:
The previous learning experiences are:
The literacy and numeracy levels are:
The languages are:
The cultures are:
The special needs are:
The learning styles are:
d. Arrange resources, locations, and personnel to suit intended delivery.

Complete the following checklist and submit supporting evidence to prove
35
that you have completed this task, e.g. confirmation emails

Checklist issue Criteria Yes / No
Are learners prepared for the Invitations are send out
learning programme? Supervisors/managers are informed
Required documentation, such as the
attendance register, handouts, course
Are all the documents ready evaluation forms, name tags, etc.
and complete for the training Learning material, e.g. learner guides, learner
session? workbooks, etc.
Facilitator documents, e.g. facilitator guide,
slides, games, etc.
Desks are clean
Carpets are clean
Is the learning environment Dustbins are clean
clean and tidy? Chairs and tables are clean
The room is tidy and neat
The bathrooms are clean and tidy
Name tags are available
Water and glasses are for each learner
available
Furniture arrangement is suitable for type of
learning
Is the room prepared The air conditioner is on an appropriate setting
appropriate for the learning The learning environment promotes effective
situation? learning
All relevant hand-outs, attendance register
and other training material are available
The equipment is neatly arranged in the room
The equipment is in working condition (pens,
overhead projector, paper, video ...)
Arrangements for tea and coffee are made
Arrangements for lunch are made
Other
Parking spaces are booked (if applicable)
Security is informed
e. Prepare learning material to suit the purpose of the facilitated activities and
the agreed outcomes [Range: Learning material could include notes, diagrams,
worksheets, audio and visual aids and models]. Submit a full set of the learning
material that you will use for your facilitation session, such as:
 Learner guide, workbook and portfolio of evidence, etc.
 Any notes, diagrams, worksheets, audio and visual aids and models
f. Select facilitation methods appropriate to the learners and agreed learning
outcomes. Provide descriptions of a variety of facilitation methodologies (at
least 2) in terms of their essential approach and purpose, and justify the
selected methodologies in terms of applicability to the identified learning
needs
g. Prepare for the facilitation process to ensure the facilitator is ready to
implement the process. This includes the availability of key questions,
scenarios, triggers, challenges, problems, tasks and activities as is
36
appropriate to the situation. Create and submit both of the following

documents (examples in your learner guide) for your facilitation session:
 a training schedule (facilitator agenda)
 lesson plan
h. Arrange the learning environment to meet organisational and legislative
requirements for safety and accessibility:
I. Describe / draw the layout that you selected and explain how it meets
organisational and legislative requirements for safety and accessibility.
II. Also submit a copy of your organisational policies and procedures to
substantiate your answer
i. Establish review criteria and document it in accordance with organisation
policies and procedures. Submit the review criteria in the specific
organisational format – you need to use this review criteria for the last task
in this Practical Activity
j. Complete the following checklist to indicate where in your evidence you are
showing the following:
Criteria Where in my evidence this is shown
Do an analysis of learners and learning

needs to reveal the key elements of
learning required to achieve defined
outcomes. Confirm the learning
outcomes to meet stakeholder
objectives
Create plan to cater for the needs of
learners and stakeholders, possible
learning barriers, previous learning
experiences, literacy and numeracy
levels, language, culture, special needs
and different learning styles
Arrange resources, locations, and
personnel to suit intended delivery
Prepare learning material to suit the
purpose of the facilitated activities and
the agreed outcomes
Select facilitation methods appropriate
to the learners and agreed learning
outcomes. Provide descriptions of a
variety of facilitation methodologies in
terms of their essential approach and
purpose, and justify selected
methodologies in terms of applicability to
the identified learning needs
Prepare for the facilitation process to
ensure the facilitator is ready to
implement the process. This includes
the availability of key questions,
scenarios, triggers, challenges,
problems, tasks and activities as is
appropriate to the situation
Arrange the learning environment to
meet organisational and legislative
37
requirements for safety and accessibility
Establish review criteria and document it

in accordance with organisation policies
and procedures
2. Facilitate learning. Ensure that you have successfully completed the following whilst
facilitating the learning:
 Facilitate learning in a coherent manner using appropriate methodologies in line
with established principles associated with selected methodologies
 Ensure that the learning environment and facilitation approach promotes open
interaction and ensure that the learners are aware of expected learning outcomes
and are active participants in their own learning
 Use a facilitation approach and facilitated activities that enable learners to draw
from and share their own experiences and work out and apply concepts for
themselves
 Ensure that facilitation contributes to the development of concepts through
participation and provide opportunities to practise and consolidate learning. Use
facilitation to promote the achievement of agreed learning outcomes by individuals
while maintaining an emphasis on the manner and quality of the learning
experience
 Manage groups in line with facilitation principles and in a manner that maximises
the strengths of group learning while recognising the needs and requirements of
individual members
 Use questioning techniques that are consistent with the facilitation approach,
promote learner involvement and contribute towards the achievement of learning
outcomes
 Create opportunities to monitor learner's progress in terms of the agreed
outcomes, and where possible facilitate the gathering of evidence for assessment
purposes. Where necessary, make modifications to the facilitation approach to
ensure the learners' needs are addressed
a. Request at least 3 learners to complete the Facilitate Learning feedback document
(on the next page) and submit these 3 completed feedback forms as evidence of your
ability to facilitate learning
b. Submit your completed (organisational) standard course evaluations forms (completed
by the learners that attended your facilitation session) as supporting evidence of your
ability to facilitate learning.
c. Complete the following checklist to indicate where in your evidence you are showing
the following:
Facilitate learning in a coherent manner

using appropriate methodologies in line
with established principles associated
38
with selected methodologies
Ensure that the learning environment

and facilitation approach promotes open
interaction and ensure that the learners
are aware of expected learning
outcomes and are active participants in
their own learning
Use a facilitation approach and
facilitated activities that enable learners
to draw from and share their own
experiences and work out and apply
concepts for themselves
Ensure that facilitation contributes to the
development of concepts through
participation and provide opportunities to
practise and consolidate learning. Use
facilitation to promote the achievement
of agreed learning outcomes by
individuals while maintaining an
emphasis on the manner and quality of
the learning experience
Manage groups in line with facilitation
principles and in a manner that
maximises the strengths of group
learning while recognising the needs
and requirements of individual members
Use questioning techniques that are
consistent with the facilitation approach,
promote learner involvement and
contribute towards the achievement of
learning outcomes
Create opportunities to monitor learner's
progress in terms of the agreed
outcomes, and where possible facilitate
the gathering of evidence for
assessment purposes. Where
necessary, make modifications to the
facilitation approach to ensure the
learners' needs are addressed
3. Evaluate learning and facilitation. Ensure that you have successfully completed the
following after facilitating the learning session:
 Seek learner and stakeholder feedback on facilitated learning and critically analyse
it against review criteria.
 Ensure that the review reveals strengths and weaknesses of the planning,
preparation and facilitation of learning
 Ensure that the review includes useful recommendations for improvement in future
interventions, including the possibility of remedial actions
a. Submit all the feedback documents that you received (from both learners and
stakeholders)
39
b. Analyse the feedback using the review criteria that you set earlier in this Practical
Activity and create the following report / table to show that you have analysed the
feedback, identified strengths and weaknesses and can make recommendations
Review criteria Strengths Weaknesses Recommendations
c. Complete the following checklist to indicate where in your evidence you are showing
the following:
Seek learner and stakeholder feedback

on facilitated learning and critically
analyse it against review criteria
Ensure that the review reveals strengths

and weaknesses of the planning,
preparation and facilitation of learning
Ensure that the review includes useful

recommendations for improvement in
future interventions, including the
possibility of remedial actions
Remember: Provide workplace evidence to support your answers and show your ability to
do what is required of you in this activity.
Place your evidence after this page; clearly marked for easy reference.
40
Facilitate Learning Feedback Document

Note that 3 learners in your facilitation session need to complete the following
feedback document. (So make 3 copies of this document)
Learner Name Date

(facilitator)
Facilitate learning
Yes/No Comments
Did the learner:
1. Introduction: Did the trainer introduce

him/herself? Was he/she self-confident?
2. Appearance: Neat? Untidy? Identify with

audience?
3. Prepare a learning environment that is

appropriate for effective learning: Was the
event structured to ensure individual or group
learning? Was attention held throughout the
presentation?
4. Outcomes explained: Clarify outcomes of the
learning activity by, e.g. stating the outcomes
clearly? Was it clear, relevant, meaningful? Did
the outcomes comply with all the requirements?
5. Structure of introduction: Did the trainer link

previous knowledge with new knowledge? Did
the trainer give the advantages and value of the
lesson in order to motivate the learners?
6. Structure of main/middle: Was the
presentation/content logical and systematic? Did
the trainer use examples/anecdotes to illustrate
the learning content? Did the trainer
emphasise/repeat important facts?
7. Definitions/abbreviations/factually
correct/language level: Did the trainer explain
abbreviations? Did the learners understand all
definitions? Was the information valid and
reliable? Did the trainer use language applicable
to the level of the learners?
8. Instructions: Were the instructions given

clearly?
9. Eye contact: Did the trainer make eye contact

with all the learners in the class?
10. Voice projection: Could everybody hear the

trainer? Was the articulation and intonation
satisfactory? Was the tempo acceptable?
41
Facilitate learning
Yes/No Comments
Did the learner:
11. Gestures/body language: Did the trainer have
self-confidence? Did the trainer use facial
expressions/ gestures to enhance the content?
Did he/she move around?
12. Habits: Were there any disturbing/irritating

habits/mannerisms?
13. Understanding/knowledge: Does the trainer

know his/her subject? Did the trainer convey the
content in such a way that the learners
understood it?
14. Encourage dialogue between learners and

learners; and learners and practitioner: Did
the trainer involve all the learners? Were the
learners involved actively enough?
15. Reinforcement/repetition: Did the trainer

repeat/emphasise important facts? Did the
trainer reinforce the content by repetition, tone
of voice, gestures, etc.?
16. Association: Did the trainer give examples from

the “real world”?
17. Training methods and aids: Did the trainer use

various training methods? Were they used
correctly? Did the trainer apply training methods
creatively? Were the training aids appropriate?
Were they used correctly?
18. Implement the learning activities: Set the
tasks and activities for individual and/or group
learning? Encourage an open, interactive and
participatory approach within the learning
situation? Monitor the learners’ progress?
Manage the learning activity? Create
opportunities to apply new knowledge?
19. Enthusiasm: Was the trainer lively and

interesting?
20. Questioning techniques: Were the questions

clear? Formulated correctly? Properly timed and
spaced? Well aimed? Was opportunity provided
for answers? Did the trainer handle the answers
effectively?
21. Assess the learning: Were the objectives/aims

achieved? Were the objectives tested?
42
Facilitate learning
Yes/No Comments
Did the learner:
22. Structure of Conclusion: Did the trainer
summarise the content? Did the trainer restate
and test the objectives? Did the trainer give
opportunities for questions? Did he/she repeat
all the important facts?
23. Consolidate the learning activity: Encourage
learners to provide feedback and reinforce
learning through activities such as summarising
and reaching consensus? Did the trainer
evaluate continuously? Did the trainer give
feedback to the learners? Did the learner get the
opportunity to give feedback to the trainer?
24. Preparation: Was a lesson plan drawn up? Was

the trainer creative? Was he/she well-prepared?
25. Use of time: Did the trainer keep to the

allocated time?
Overall impression of the trainer / facilitator:
Learner Signature
Learner Name
Learner Designation
Learner Contact Details
43
Summative Project
Summative Project: 117871

In the workplace, you need to show your ability to integrate what you have
learnt. This can be measured with the Specific Outcomes and the Critical
Cross Field Outcomes of the Unit Standard.
Request your supervisor to complete the following form to show that you are able to
integrate your learning into everyday workplace application:
Learner Name: Date:
Did the Learner: Comment Yes No
1. Plan and prepare for facilitation?
2. Facilitate learning?
3. Evaluate learning and facilitation?

4. Solve problems by dealing with issues of
diversity and potential conflict in learning
situations, including different rates of
progression for different learners and cultural
and linguistic diversity; Identifying the limitations
of particular methodologies or activities and
developing alternative ways of dealing with
these?
5. Work effectively with others and in teams - this
outcome will be demonstrated by:
Interacting with learners in a manner which
promotes effective learning?
Identifying team roles to plan own participation?
6. Organise and manage him/herself and his/her
activities responsibly and effectively, by
demonstrating the general and specific activities
related to planning and organising the facilitation
sessions?
7. Collect, analyse, organise and critically evaluate
information by analysing information on learner
needs in order to plan appropriate facilitation
sessions?
8. Communicate effectively using visual,
mathematical and/or language skills -- this
outcome will be demonstrated by:
Ensuring the learner clearly understands the role
he/she is to play and what is expected of
him/her?
Being culturally sensitive when communicating?
9. Use science and technology by demonstrating
an understanding of the education and training
potential of various technologies and
demonstrating their effective use in promoting
learning?
Supervisor Name:
Supervisor Signature:
44
Did the Learner: Comment Yes No
Supervisor Designation:
Supervisor Contact Details:
Learner Signature:
Assessor Signature
Moderator Signature
45
Logbook
Logbook: 117871
Complete this individually. This logbook has been included to record all the time
spent on the assessment and other activities related to this skills programme:
 Time spent completing an activity should be signed off by a supervisor, mentor
or witness where possible.
 The logbook should show that the learner has spent at least 100 hours in
acquiring the required knowledge and skills required of this programme
Learner Name
Skills Programme Facilitate learning using a variety of given methodologies
Unit Standard(s)
Sign Off by
Number Running
Supervisor / Manager / Mentor / Witness
Activity Start Date of Total No.
Name & Relationship
Hours of Hours Signature
Surname to Learner
46
Sign Off by
Number Running
Name & Relationship
Surname to Learner
47
Sign Off by
Number Running
Name & Relationship
Surname to Learner
48
Assessment Activities Checklist

The learner needs to complete all the required activities that are guided by the
Specific Outcomes and Assessment criteria of the Unit Standard(s) in this skills
programme:
Once you have completed all the assessment activities, request your supervisor to
check that you have completed all the required activities and that they have all been
placed in your Portfolio of Evidence, in the following order:

Unit Standard
Did the learner provide

Reference: Comments / Feedback Yes No
the required evidence:
Formative – Class Activities
117871
Class Activity 1
EEK1,6,7
117871.1
Class Activity 2 EEK2,3
CCFO1,3,4,6
117871.2
Class Activity 3 EEK5
CCFO1,2,5,6
117871.3
Class Activity 4 EEK4
CCFO4,5,6
Reflection 117871
Summative - Knowledge Questions
Question 1 117871 EEK1
49
Did the learner provide

Reference: Comments / Feedback Yes No
the required evidence:
Summative – Practical Activities
117871
Practical Activity 1 EEK1-7
CCFO1-6
Summative – Summative Projects
Summative Project 1 117871
Summative – Logbook
Logbook 117871
Learner Name:
Learner Signature:
Date:
Supervisor Name:
Supervisor Signature:
Supervisor Designation:
Supervisor Contact Details:
Assessor Signature
Moderator Signature
50

Learner PoE Guide

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Learner PoE Guide

Version 1 Learner PoE Guide 1

Version 1 Learner PoE Guide 2

Foreword to the Learner

The generic, accepted process of assessment to be followed is as follows:

THE ASSESSMENT PROCESS

 Learner indicates readiness to be assessed

All assessments conducted may be subjected to moderation at the discretion of the

Competent vs. Not Yet Competent

Training is delivered using an outcome-based style of teaching and learning.

Once a learner has demonstrated his/her competence through an assignment, task,

Requirements for being deemed Competent

Note to the Learner

 Learner’s Personal Information form

Learner’s Personal Information

Learner’s Last Name

Learner’s First Name (s)

Learner birth date (YYYYMMDD)

ID Number (attach a copy of ID)

Citizen resident status code

Home language code

Socioeconomic status code

Disability status code

Learner home address

Learner postal address

Registration Form Codes

Unit Standard Details

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

Facilitate learning using a variety of given methodologies

This unit standard replaces:

PURPOSE OF THE UNIT STANDARD

People credited with this unit standard are able to:

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

UNIT STANDARD RANGE

Specific Outcomes and Assessment Criteria:

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

3. Moderation of assessment will be overseen by the relevant ETQA according to the

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

UNIT STANDARD DEVELOPMENTAL OUTCOME

UNIT STANDARD LINKAGES

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

UNIT STANDARD CCFO WORKING

UNIT STANDARD CCFO ORGANISING

UNIT STANDARD CCFO COLLECTING

UNIT STANDARD CCFO COMMUNICATING

UNIT STANDARD CCFO SCIENCE

UNIT STANDARD ASSESSOR CRITERIA

UNIT STANDARD NOTES

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

Pre-Assessment Preparation Sheet

Learner Full Name

Facilitator Full Name

I have read and understand the

I have read and understand the

Learner Signature Date

Facilitator Signature Date

Assessor Signature Date

Moderator Signature Date

Programme Facilitate learning using a variety of given methodologies

Assessor Name Assessor ID

Facilitator Signature Date

Assessor Signature Date

I ____ (full name), ID number