curriculum strategy - wealth in progress...

CURRICULUM STRATEGY NATIONAL CERTFICATE: BUSINESS ADMINISTRATION SERVICES SAQA ID: 67465:LP:23655

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Curriculum Strategy

National Certificate: Business Administration Services

NQF: 3 SAQA ID: 67465

LP: 23655


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TABLE OF CONTENTS A. Key Elements and Outline .................................................................................................................................... 4

Name of Qualification ........................................................................................................................................... 5

Purpose of Qualification ....................................................................................................................................... 5

Duration of Qualification ...................................................................................................................................... 5

Target Group / Occupational link ......................................................................................................................... 5

Learning assumed to be in place / Entry requirements ....................................................................................... 6

Learning Materials Pack ........................................................................................................................................ 6

Qualification Rules ................................................................................................................................................ 6

Exit Level Outcomes ............................................................................................................................................. 6

Critical Cross Fields Outcomes .............................................................................................................................. 7

Unit Standard Alignment ...................................................................................................................................... 7

Certification Process ............................................................................................................................................. 7

A. Programme Strategy ............................................................................................................................................. 9

Overview ............................................................................................................................................................... 9

Provision / Facilitation and Delivery ..................................................................................................................... 9

Overview ............................................................................................................................................................... 9

Learner Support by the Provider and Workplace environment ........................................................................... 9

Overview ............................................................................................................................................................... 9

Learner Duties/Learning ....................................................................................................................................... 9

Duties of the Facilitator ........................................................................................................................................ 9

Duties of the Assessor ........................................................................................................................................ 10

Duties of the Moderator ..................................................................................................................................... 10

Duties of the Coaches/Mentors ......................................................................................................................... 10

B. Overall Assessment and Moderation Strategy ................................................................................................... 11

Purpose of Assessment ....................................................................................................................................... 11

Assessment Alignment Strategy ......................................................................................................................... 11


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Context of Assessment ....................................................................................................................................... 11

Assessment Procedure ....................................................................................................................................... 11

Moderation Strategy .......................................................................................................................................... 11

Assessment Defined ........................................................................................................................................... 12

What is the difference between Summative and Formative Assessment?........................................................ 12

What are the differences between theory, practice and workplace activities? ................................................ 12

C. Notional Hour Matrix .......................................................................................................................................... 13

D. Training Schedule / Facilitation Planner ............................................................................................................. 24

F: Alignment Matrix ................................................................................................................................................... 25


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A. Key Elements and Outline

Key Elements and Outline of National Certificate: Business Administration: SAQA ID: 67465: LP 23655. The Curriculum Strategy is a document designed to enlighten the learner as to the following aspects of this Qualification:

The time frame of classroom

learning, practical activities and

workplace assignments.

What topics are to be covered and

the breakdown of modules

How assessments will take place

How Certificates will be awarded

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Name of Qualification National Certificate: Business Administration Services

Purpose of Qualification

This qualification is for any individual who is, or wishes to be, involved in the

Administration function in any organization or business in any sector, or field as well

as in non-commercial organisations such as clubs and charitable organisations. It

contains all the COMPETENCIES, skills and values required by a learner who wishes to

access the National Certificate in Business Administration Services at NQF: Level 4.

The core component contains competencies in Information Handling,

Communications, Enterprise/customer service, Technology, Organisation skills, Self-

development, Teamwork and Business policies and procedures. The elective

component allows the learner to gain specialist knowledge, skills and insight in the

areas of Reception, Executive Administration, Financial Services and Banking, Legal

administration and Human Resources.

Learners working towards this qualification will find that the acquisition of

competence in the unit standards, which make up the qualification, will add value to

their work performance. This qualification is intended to enhance the provision of

service within the field of Administration within all sectors.

Duration of Qualification

As per the Notional Hours Matrix the qualification is 1250 hours in duration

Target Group / Occupational link

Through building day-to-day administration skills, as well as general operational

competencies, the qualification ensures progression of learning, enabling the learner

to meet standards of service excellence required within the administration field of

learning.

The qualification will provide the broad knowledge, skills and values needed in the

administration field in all sectors and will facilitate access to, and mobility and

progression within, education and training for learners who:

Were previously disadvantaged or who were unable to complete their schooling and were therefore denied access to Further Education and Training.

Have worked in this field for many years, but have no formal qualifications and would like to achieve this qualification through the process of RPL (Recognition of Prior Learning) and/or formal study

Wish to extend their range of skills and knowledge of administration within their respective industries so that they can extend their competency levels.

The qualification has building blocks that can be developed further in qualifications at

a higher level. It also focuses on the skills, knowledge, values and attitudes required

to progress further. The intention is:

To promote the development of knowledge, skills and values that is required for service excellence within the field of administration.


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To release the potential of people. To provide opportunities for people to move up the value chain.

Learning assumed to be in place / Entry requirements

Learners accessing this qualification will have demonstrated competence in:

Communication at NQF Level 2. Mathematical Literacy at NQF Level 2

Learning Materials Pack

The qualification pack consists out of the following documents:

Curriculum Outline

Learner Guides per module

Facilitator Guides including Model Answers per module

Portfolio of Evidence including Learner Workbooks per module

Assessment Guide including Model Answers and Alignment Strategy per

module

Moderator Guides per module

Summative Test including Model Answers per module

Qualification Rules

The Qualification consists of a Fundamental, a Core and an Elective Component Fundamental Component: The Fundamental Component consists of Unit Standards in: All unit standards totalling 45 credits are compulsory Core Component: The Core Component consists of unit standard totalling 64 credits: Elective Component: Unit standards totalling a minimum of 11 credits

Exit Level Outcomes

Gather and report information

Plan, monitor and control and information system

Maintain booking systems

Participate in meetings and process documents and communications related thereto

Utilise technology to produce information

Plan and conduct basic research in an office environment

Coordinate meetings, minor events and travel arrangements

Set personal goals


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Function in a team and overall business environment

Demonstrate an understanding of employment relations

Critical Cross Fields Outcomes

As per the individual Unit standards in the learning programme

Unit Standard Alignment

The table below presents the Unit Standards that are aligned to the qualification

Certification Process

After you have completed all your Formative and Summative Assessments, you will be issued with an Assessor Report which will include the outcome of your Portfolio of Evidence. You will need to complete Feedback Forms and sign acknowledgement of this Report. 25% of learner Portfolio of Evidences will be then be Moderated and these results will be sent to the Services Seta. The Training Provider will then be issued a date for an External Moderation Site Visit i.e. this is when the SETA Evaluator comes and checks the entire learner Portfolio of Evidences and the Training Providers’ adherence to Policies and Procedures during the training intervention. Once the Evaluator has found everything to be in order, they will then complete a Report which is sent through to the SETA. The SETA will then issue the Training Provider with a Statement of Result and Certificate for each Competent Learner. The Training Provider will then arrange a Graduation Ceremony where learners will be awarded these Certificates and Results.

Type of Unit

Standard

Unit Standard

Number

US Credit US Level Unit Standard Title

Core 7573 3 2

Demonstrate ability to use the World Wide

Web

Core 8420 4 2 Operate in a team

Core 13929 3 3

Co-ordinate meetings, minor events and travel

arrangements

Core 10170 3 3

Demonstrate understanding of employment

relations in an organisation

Core 7785 4 3 Function in a business environment

Core 7860 1 3 Introduce new staff to the workplace

Core 7706 3 3 Maintain a Booking System

Core 7796 1 3 Maintain a secure working environment

Core 13937 2 3 Monitor and control office supplies

Core 13931 4 3

Monitor and control the maintenance of office

equipment


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Core 13935 6 3

Plan and conduct basic research in an office

environment

Core 13934 4 3 Plan and prepare meeting communications

Core 13933 3 3

Plan, monitor and control an information

system in a business environment

Core 7567 5 3 Produce and use spreadsheets for business

Core 7570 5 3

Produce word processing documents for

business

Core 9533 3 3

Use communication skills to handle and

resolve conflict in the workplace

Core 14357 10

4 Demonstrate an understanding of a selected business environment

Fundamental 8968 5

3 Accommodate audience and context needs in

oral communication

Fundamental 9960 8

3 Communicate verbally and non-verbally in the

workplace

Fundamental

9010 2

3 Demonstrate an understanding of the use of

different number bases and measurement

units and an awareness of error in the context

of relevant calculations

Fundamental

9013 4

3 Describe, apply, analyse and calculate shape

and motion in 2-and 3-dimensional space in

different contexts

Fundamental 8969 5 3 Interpret and use information from texts

Fundamental 9012 5

3 Investigate life and work related problems

using data and probabilities

Fundamental 11241 6 3 Perform Basic Business Calculations

Fundamental

7456 5

3 Use mathematics to investigate and monitor

the financial aspects of personal, business and

national issues

Fundamental 8970 5

3 Write texts for a range of communicative

contexts

Elective 7177 4 3

Attend to customer enquiries face-to-face and

on the telephone in a banking environment

Elective 7911 4 3 Manage the float


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A. Programme Strategy

Elective 13928 4 3 Monitor and control reception area

Elective 13930 4 3

Monitor and control the receiving and

satisfaction of visitors

Overview Provision / Facilitation and Delivery

Learning provision will be given in the form of lecturing, group discussions and

classroom activities. Learners are involved in various brainstorming activities before

each Assessment Criteria to gauge their existing knowledge on the subject at hand.

Overview Learner Support by the Provider and Workplace environment

Provider Support

Learner support will be given prior to and after training in the identification of

resource materials that can be read by the Learner to enhance and develop the

Learners understanding on understanding new venture creation.

Workplace Support

Workplace Mentors must be identified by the Learner (This could be the Learners

immediate Supervisor / Manager) who will monitor the Learner’s progress and

performance in the workplace. This information must be recorded in the Learner’s

workplace performance appraisal documents. Learners are required to complete

Logbooks for all practical work related activities – supervisors / mentors are required

to sign these off as proof of the learner’s competence.

Overview Learner Duties/Learning

It is the responsibility of the Learner to implement classroom taught skills in the

workplace and request assistance and guidance from his workplace mentor in the

effective implementation of such skills in the workplace.

Furthermore, it is the sole responsibility of the Learner to ensure his Portfolio of

Evidence is completed and handed back to the Provider in order to receive the

appropriate credits and certification.

Duties of the Facilitator

A Facilitator can also be called a Lecturer and/or a Teacher depending on the

qualifications being run. This person’s broad outline of duties will cover:

Conduct classroom facilitation/training. Conduct classroom activities whether they are knowledge based or practical

based. Check that the formative/classroom activities have been completed. Provide feedback to the Learner on his Portfolio of Evidence collection. Support and encourage the Learner during his/her learning process. Provide guidance and mentoring to Learners with regards to learning

barriers and career pathways.


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Duties of the Assessor

The duties of an Assessor will be as follows, but is not limited to:

Plan and prepare for the assessment process. Prepare the Learner for the assessment process. Plan the assessment occasion with the Learner. Advice and support both the Learner and the Facilitator regarding the

assessment requirements. Conduct the assessment according to the assessment principles. Record all assessment information. Provide the Learner with feedback regarding the assessment. Obtain feedback from the Learner regarding the specific assessment as well

as review of the entire assessment process. Conduct re-assessments, if necessary. Provide the Learner in writing with the assessment decision. Ensure all assessment documentation is completed in the Learners PoE. Review the assessment process.

Duties of the Moderator

The duties of a Moderator will be as follows, but is not limited to:

Plan and prepare for the moderation process. Prepare the Assessor/Provider for the moderation process. Plan the moderation occasion with the Provider. Advice and support both the Assessors and Provider regarding the

moderation requirements and outcomes. Conduct the moderation according to the assessment principles. Record all moderation information. Provide the Provider and Assessors with feedback regarding the moderation. Obtain feedback from the Assessors regarding the specific assessment if

necessary. Conduct re-moderation, if necessary. Provide the Provider in writing with the moderation report including the

decision. Ensure all moderation documentation is completed. Review the moderation process.

Duties of the Coaches/Mentors

A Coach may also sometimes be a Mentor in the workplace. Normally, this person

will also be employed in the workplace as a Manager or Supervisor, to whom the

Learner reports. This person will also have many other duties and responsibilities as

per his employment with the host site. Our concern is only with the duties and

responsibility that he will have towards the Learner. This person’s broad outline of

duties will cover in terms of the learning function:

Provide support and guidance to the Learner in the workplace. Provide on the job coaching if necessary in terms of the Learners duties of

functions. Provide written feedback to the Assessor regarding the Learner’s progress in

the workplace via the workplace testimonials, if applicable and also through comments in the Workplace Integrated Learning Pack or Logbook, if applicable.


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B. Overall Assessment and Moderation Strategy

Purpose of Assessment

The purpose of assessment is to judge competence against the relevant criteria as

identified in the unit standard.

Assessment Alignment Strategy

This qualification will be assessed using an alignment matrix of all the Specific

Outcomes/Assessment Criteria/Range Statements/Essential Embedded Knowledge

and Critical Cross Field Outcomes of the unit standards in the various modules.

Context of Assessment

Assessment Method Assessment

conducted by:

Assessment results and

feedback

Both formative and Summative

and in the form of:

Theory questions

Practical skills tasks

Workplace Assignments

A registered

Assessor

Within 72 hrs of PoE

submissions

Assessment Procedure

Assessment will take place after each module has been completed and submitted.

Learners take responsibility for their own assessment and re-assessment process.

Learners must adhere to deadline dates for submission of portfolios as this may impact on the final assessment decisions

A summative assessment judgment will take place after the 3rd assessment (if applicable) per module.

Candidates will receive feedback of final results after each summative assessment decision.

Moderation Strategy

Internal Moderation will only take place after all Learners POE’s have been assessed and final assessment judgments have been made after each module.

A sample percentage (25%) of Learners PoE’s will be moderated. Moderation will take place within an agreed time period with the Training

Provider. The applicable SETA will also conduct external moderation processes at

their discretion.


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Assessment Defined:

It is important that the assessment scope, approach and methods are clearly evident. A PoE must differentiate

between formative and summative testing, as well as workplace, theory and practical evidence requirements. It

must also be noted that the qualification carries a Final Integrated Summative Assessment (FISA) which will be

conducted at the end of the qualification. This directive has been created to ensure that the evidence collected,

covers a range of knowledge, workplace practical and reflective requirements.

What is the difference between Summative and Formative Assessment?

Summative assessment refers to the assessment of learning and summarizes the development of Learners at a particular time (usually conducted at a set interval, e.g. at the end of each module or at the end of the qualification).

Formative assessment is a self-reflective process that assists the Learner to enhance, recognize and respond to the learning (usually conducted throughout the learning experience, e.g. Learner activities found in the Learner Workbook).

What are the differences between theory, practice and workplace activities?

Theory refers to contemplation or speculation, as opposed to action. This draws on the information you have obtained throughout your theoretical training. Knowledge questions may test your understanding or ask you to explain aspects of the subject matter.

Practice refers to the act of rehearsing behaviour, or engaging in an activity (i.e. action) for the purpose of improving or mastering it. Practical tasks may ask you to perform, create or develop evidence.

Work Place refers to research conducted or action taken within the workplace. In other words, the workplace question requires you to actually interact with your workplace or organisation in order to meet certain objectives.

How has the above been covered in this learning programme?

These have been defined in the Learner workbooks against the following Legend:

Item Legend

Learner Guide LG

Learner Workbook LW

Assessment / Assessors Guide AG

Formative Assessment FA

Summative Assessment SA

Knowledge based / Question Assessment KQ


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Practical Task Assessment PT

A Workplace assignment or research topic that must be done in the workplace WP

C. Notional Hour Matrix

The roll out strategy below indicates the relationship between theories, practical, workplace and the FISA

component of the qualification in notional hours:

The following is a suggested time frame for classroom training and workplace experience. The split of 30/70 has been used, however, the Facilitator will use their discretion based on how the class is coping with the Theory and Practical activities Each Unit Standard has been broken down into a 30/70 split. During the contact sessions 90% of the notional hours will be for theory while 10% will be for the practical component. Experiential Learning is split as follows: Workplace Experience (90%) and Assessment Preparation (10%) of the 70% The FISA will be conducted in the form of practical assignments.

OVERALL NOTIONAL HOURS FOR THE QUALIFICATION: NATIONAL CERTFICATE: BUSINESS ADMINISTRATION

SERVICES: 67465: LP: 23655

Credits Notional

Hours

Days Contact Session

30%

Theory

90% of 30%

Contact

Session

(Hours)

Practical

10% of

30%

Contact

Session

(Hours)

Experiential

Learning

70%

WPE

90% of

70% EL

(Hours)

Ass Prep

10% of

70% of EL

(Hours)

30% of Notional

Hours

70% of

Notional Hours

125 1250 47 375 338 37 875 788 87


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NOTIONAL HOURS PER UNIT STANDARD

US 7573

US 8420

US 13929

Credits Notional

Hours


30%

Theory

90% of 30%

Contact

Session

(Hours)

Practical

10% of

30%

Contact

Session

(Hours)

Experiential

Learning

70%

WPE

90% of

70% EL

(Hours)

Ass Prep

10% of

70% of EL

(Hours)

30% of Notional

Hours

70% of

Notional Hours

3 30 1 9 8 1 21 19 2

Credits Notional

Hours


30%

Theory

90% of 30%

Contact

Session

(Hours)

Practical

10% of

30%

Contact

Session

(Hours)

Experiential

Learning

70%

WPE

90% of

70% EL

(Hours)

Ass Prep

10% of

70% of EL

(Hours)

30% of Notional

Hours

70% of

Notional Hours

4 40 1.5 12 11 1 28 25 3


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US 10170

US 7785

US 7860

Credits Notional

Hours


30%

Theory

90% of 30%

Contact

Session

(Hours)

Practical

10% of

30%

Contact

Session

(Hours)

Experiential

Learning

70%

WPE

90% of

70% EL

(Hours)

Ass Prep

10% of

70% of EL

(Hours)

30% of Notional

Hours

70% of

Notional Hours

3 30 1 9 8 1 21 19 2

Credits Notional

Hours


30%

Theory

90% of 30%

Contact

Session

(Hours)

Practical

10% of

30%

Contact

Session

(Hours)

Experiential

Learning

70%

WPE

90% of

70% EL

(Hours)

Ass Prep

10% of

70% of EL

(Hours)

30% of Notional

Hours

70% of

Notional Hours

3 30 1 9 8 1 21 19 2

Credits Notional

Hours


30%

Theory

90% of 30%

Contact

Session

(Hours)

Practical

10% of

30%

Contact

Session

(Hours)

Experiential

Learning

70%

WPE

90% of

70% EL

(Hours)

Ass Prep

10% of

70% of EL

(Hours)

30% of Notional

Hours

70% of

Notional Hours

4 40 1.5 12 11 1 28 25 3

Credits Notional

Hours


30%

Theory

90% of 30%

Contact

Session

Practical

10% of

30%

Contact

Experiential

Learning

70%

WPE

90% of

70% EL

Ass Prep

10% of

70% of EL


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US 7706

US 7796

US 13937

(Hours)

Session

(Hours)

(Hours)

(Hours)

30% of Notional

Hours

70% of

Notional Hours

1 10 0.5 3 2 1 7 6 1

Credits Notional

Hours


30%

Theory

90% of 30%

Contact

Session

(Hours)

Practical

10% of

30%

Contact

Session

(Hours)

Experiential

Learning

70%

WPE

90% of

70% EL

(Hours)

Ass Prep

10% of

70% of EL

(Hours)

30% of Notional

Hours

70% of

Notional Hours

3 30 1 9 8 1 21 19 2

Credits Notional

Hours


30%

Theory

90% of 30%

Contact

Session

(Hours)

Practical

10% of

30%

Contact

Session

(Hours)

Experiential

Learning

70%

WPE

90% of

70% EL

(Hours)

Ass Prep

10% of

70% of EL

(Hours)

30% of Notional

Hours

70% of

Notional Hours

1 10 0.5 3 2 1 7 6 1


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US 13931

US 13935

US 13934

Credits Notional

Hours


30%

Theory

90% of 30%

Contact

Session

(Hours)

Practical

10% of

30%

Contact

Session

(Hours)

Experiential

Learning

70%

WPE

90% of

70% EL

(Hours)

Ass Prep

10% of

70% of EL

(Hours)

30% of Notional

Hours

70% of

Notional Hours

2 20 1 6 5.5 0.5 14 12.5 1.5

Credits Notional

Hours


30%

Theory

90% of 30%

Contact

Session

(Hours)

Practical

10% of

30%

Contact

Session

(Hours)

Experiential

Learning

70%

WPE

90% of

70% EL

(Hours)

Ass Prep

10% of

70% of EL

(Hours)

30% of Notional

Hours

70% of

Notional Hours

4 40 1.5 12 11 1 28 25 3

Credits Notional

Hours


30%

Theory

90% of 30%

Contact

Session

(Hours)

Practical

10% of

30%

Contact

Session

(Hours)

Experiential

Learning

70%

WPE

90% of

70% EL

(Hours)

Ass Prep

10% of

70% of EL

(Hours)

30% of Notional

Hours

70% of

Notional Hours

6 60 2 18 16 2 42 38 4


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US 13933

US 7567

US 7570

Credits Notional

Hours


30%

Theory

90% of 30%

Contact

Session

(Hours)

Practical

10% of

30%

Contact

Session

(Hours)

Experiential

Learning

70%

WPE

90% of

70% EL

(Hours)

Ass Prep

10% of

70% of EL

(Hours)

30% of Notional

Hours

70% of

Notional Hours

4 40 1.5 12 11 1 28 25 3

Credits Notional

Hours


30%

Theory

90% of 30%

Contact

Session

(Hours)

Practical

10% of

30%

Contact

Session

(Hours)

Experiential

Learning

70%

WPE

90% of

70% EL

(Hours)

Ass Prep

10% of

70% of EL

(Hours)

30% of Notional

Hours

70% of

Notional Hours

3 30 1 9 8 1 21 19 2

Credits Notional

Hours


30%

Theory

90% of 30%

Contact

Session

(Hours)

Practical

10% of

30%

Contact

Session

(Hours)

Experiential

Learning

70%

WPE

90% of

70% EL

(Hours)

Ass Prep

10% of

70% of EL

(Hours)

30% of Notional

Hours

70% of

Notional Hours

5 50 2 15 13.5 1.5 35 31.5 3.5


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US 9533

US 14357

US 8968

Credits Notional

Hours


30%

Theory

90% of 30%

Contact

Session

(Hours)

Practical

10% of

30%

Contact

Session

(Hours)

Experiential

Learning

70%

WPE

90% of

70% EL

(Hours)

Ass Prep

10% of

70% of EL

(Hours)

30% of Notional

Hours

70% of

Notional Hours

5 50 2 15 13.5 1.5 35 31.5 3.5

Credits Notional

Hours


30%

Theory

90% of 30%

Contact

Session

(Hours)

Practical

10% of

30%

Contact

Session

(Hours)

Experiential

Learning

70%

WPE

90% of

70% EL

(Hours)

Ass Prep

10% of

70% of EL

(Hours)

30% of Notional

Hours

70% of

Notional Hours

3 30 1 9 8 1 21 19 2

Credits Notional

Hours


30%

Theory

90% of 30%

Contact

Session

(Hours)

Practical

10% of

30%

Contact

Session

(Hours)

Experiential

Learning

70%

WPE

90% of

70% EL

(Hours)

Ass Prep

10% of

70% of EL

(Hours)

30% of Notional

Hours

70% of

Notional Hours

10 100 4 30 27 3 70 63 7


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US 9960

US 9010

Credits Notional

Hours


30%

Theory

90% of 30%

Contact

Session

(Hours)

Practical

10% of

30%

Contact

Session

(Hours)

Experiential

Learning

70%

WPE

90% of

70% EL

(Hours)

Ass Prep

10% of

70% of EL

(Hours)

30% of Notional

Hours

70% of

Notional Hours

5 50 2 15 13.5 1.5 35 31.5 3.5

Credits Notional

Hours


30%

Theory

90% of 30%

Contact

Session

(Hours)

Practical

10% of

30%

Contact

Session

(Hours)

Experiential

Learning

70%

WPE

90% of

70% EL

(Hours)

Ass Prep

10% of

70% of EL

(Hours)

30% of Notional

Hours

70% of

Notional Hours

8 80 3 24 22 2 56 50 6

Credits Notional

Hours


30%

Theory

90% of 30%

Contact

Session

(Hours)

Practical

10% of

30%

Contact

Session

(Hours)

Experiential

Learning

70%

WPE

90% of

70% EL

(Hours)

Ass Prep

10% of

70% of EL

(Hours)

30% of Notional

Hours

70% of

Notional Hours

2 20 1 6 5.5 0.5 14 12.5 1.5


www.wipt.co.za ........................................................................

US 9013

US 8969

US 9012

Credits Notional

Hours


30%

Theory

90% of 30%

Contact

Session

(Hours)

Practical

10% of

30%

Contact

Session

(Hours)

Experiential

Learning

70%

WPE

90% of

70% EL

(Hours)

Ass Prep

10% of

70% of EL

(Hours)

30% of Notional

Hours

70% of

Notional Hours

4 40 1.5 12 11 1 28 25 3

Credits Notional

Hours


30%

Theory

90% of 30%

Contact

Session

(Hours)

Practical

10% of

30%

Contact

Session

(Hours)

Experiential

Learning

70%

WPE

90% of

70% EL

(Hours)

Ass Prep

10% of

70% of EL

(Hours)

30% of Notional

Hours

70% of

Notional Hours

5 50 2 15 13.5 1.5 35 31.5 3.5

Credits Notional

Hours


30%

Theory

90% of 30%

Contact

Session

(Hours)

Practical

10% of

30%

Contact

Session

(Hours)

Experiential

Learning

70%

WPE

90% of

70% EL

(Hours)

Ass Prep

10% of

70% of EL

(Hours)

30% of Notional

Hours

70% of

Notional Hours

5 50 2 15 13.5 1.5 35 31.5 3.5


www.wipt.co.za ........................................................................

US 11241

US 7456

US 8970

Credits Notional

Hours


30%

Theory

90% of 30%

Contact

Session

(Hours)

Practical

10% of

30%

Contact

Session

(Hours)

Experiential

Learning

70%

WPE

90% of

70% EL

(Hours)

Ass Prep

10% of

70% of EL

(Hours)

30% of Notional

Hours

70% of

Notional Hours

6 60 2 18 16 2 42 38 4

Credits Notional

Hours


30%

Theory

90% of 30%

Contact

Session

(Hours)

Practical

10% of

30%

Contact

Session

(Hours)

Experiential

Learning

70%

WPE

90% of

70% EL

(Hours)

Ass Prep

10% of

70% of EL

(Hours)

30% of Notional

Hours

70% of

Notional Hours

5 50 2 15 13.5 1.5 35 31.5 3.5

Credits Notional

Hours


30%

Theory

90% of 30%

Contact

Session

(Hours)

Practical

10% of

30%

Contact

Session

(Hours)

Experiential

Learning

70%

WPE

90% of

70% EL

(Hours)

Ass Prep

10% of

70% of EL

(Hours)

30% of Notional

Hours

70% of

Notional Hours

5 50 2 15 13.5 1.5 35 31.5 3.5


www.wipt.co.za ........................................................................

US 7177

US 7911

US 7911

Credits Notional

Hours


30%

Theory

90% of 30%

Contact

Session

(Hours)

Practical

10% of

30%

Contact

Session

(Hours)

Experiential

Learning

70%

WPE

90% of

70% EL

(Hours)

Ass Prep

10% of

70% of EL

(Hours)

30% of Notional

Hours

70% of

Notional Hours

4 40 1.5 12 11 1 28 25 3

Credits Notional

Hours


30%

Theory

90% of 30%

Contact

Session

(Hours)

Practical

10% of

30%

Contact

Session

(Hours)

Experiential

Learning

70%

WPE

90% of

70% EL

(Hours)

Ass Prep

10% of

70% of EL

(Hours)

30% of Notional

Hours

70% of

Notional Hours

4 40 1.5 12 11 1 28 25 3

Credits Notional

Hours


30%

Theory

90% of 30%

Contact

Session

(Hours)

Practical

10% of

30%

Contact

Session

(Hours)

Experiential

Learning

70%

WPE

90% of

70% EL

(Hours)

Ass Prep

10% of

70% of EL

(Hours)

30% of Notional

Hours

70% of

Notional Hours


www.wipt.co.za ........................................................................

US 13928

US 13930

D. Training Schedule / Facilitation Planner

The roll out strategy assumes that all Learners will attend all blocks / days of training, and is based on the total

notional hours of the unit standard.

QUALIFICATION Hours Learning Activity Resources

66249

FURTHER EDUCATION

AND TRAINING: NEW

37 Practical

Learner Guide

Portfolio of Evidence

Workplace Evidence

4 40 1.5 12 11 1 28 25 3

Credits Notional

Hours


30%

Theory

90% of 30%

Contact

Session

(Hours)

Practical

10% of

30%

Contact

Session

(Hours)

Experiential

Learning

70%

WPE

90% of

70% EL

(Hours)

Ass Prep

10% of

70% of EL

(Hours)

30% of Notional

Hours

70% of

Notional Hours

4 40 1.5 12 11 1 28 25 3

Credits Notional

Hours


30%

Theory

90% of 30%

Contact

Session

(Hours)

Practical

10% of

30%

Contact

Session

(Hours)

Experiential

Learning

70%

WPE

90% of

70% EL

(Hours)

Ass Prep

10% of

70% of EL

(Hours)

30% of Notional

Hours

70% of

Notional Hours

4 40 1.5 12 11 1 28 25 3


www.wipt.co.za ........................................................................

VENTURE CREATION 338 Theory

Learner Guide

Portfolio of Evidence

788 Workplace Experience Portfolio of Evidence

87 Assessment Preparation Learner Guide

Workplace Documents

Total 1250

F: Alignment Matrix

EXIT LEVEL OUTCOMES

EXIT LEVEL OUTCOMES ASSOCIATED UNIT STANDARDS

MODULE 1

Gather and report information

9960- Communicate verbally and non-verbally in the

workplace

8969- Interpret and use information from texts

MODULE 2

Plan, monitor and control an information system

13933- Plan, monitor and control an information

system in a business environment

13931- Monitor and control the maintenance of

office equipment

MODULE 3

Maintain booking systems

7706- Maintain a Booking System

11241- Perform Basic Business Calculations

MODULE 4

Participate in meetings and process documents and

communications related thereto

13934- Plan and prepare meeting communications

8970- Write texts for a range of communicative

contexts


www.wipt.co.za ........................................................................

MODULE 5

Utilise technology to produce information

7567- Produce and use spreadsheets for business

7570- Produce word processing documents for

business

MODULE 6

Plan and conduct basic research in an office

environment

13935- Plan and conduct basic research in an office

environment

7573- Demonstrate ability to use the World Wide

Web

9010- Demonstrate an understanding of the use of

different number bases and measurement units and

an awareness of error in the context of relevant

calculations

9012- Investigate life and work related problems

using data and probabilities

7456- Use mathematics to investigate and monitor

the financial aspects of personal, business and

national issues

MODULE 7

Coordinate meetings, minor events and travel arrangements

13929- Co-ordinate meetings, minor events and

travel arrangements

8968- Accommodate audience and context needs in

oral communication

MODULE 8

Set personal goals

13937- Monitor and control office supplies

7911- Manage the float

13928- Monitor and control reception area

13930- Monitor and control the receiving and

satisfaction of visitors

MODULE 9

Function in a team and overall business environment

8420- Operate in a team

7785- Function in a business environment

7860- Introduce new staff to the workplace

14357- Demonstrate an understanding of a selected

business environment

7177- Attend to customer enquiries face-to-face and

on the telephone in a banking environment


www.wipt.co.za ........................................................................

9013- Describe, apply, analyse and calculate shape

and motion in 2-and 3-dimensional space in different

contexts

9533- Use communication skills to handle and

resolve conflict in the workplace

MODULE 10

Demonstrate an understanding of employment

relations

10170- Demonstrate understanding of employment

relations in an organisation

7796- Maintain a secure working environment

Alignment Matrix per unit standard is contained in each unit standard Assessment Guide