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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Access, interpret and apply information in theological contexts 
SAQA US ID UNIT STANDARD TITLE
115909  Access, interpret and apply information in theological contexts 
ORIGINATOR
SGB Christian Theology and Ministry 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 07 - Human and Social Studies Religious and Ethical Foundations of Society 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
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 does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This unit standard will be useful to all who are studying theology for the first time or to those who have not studied for a length of time.

People credited with this unit standard are able to
  • Manage time, environment and materials related to study
  • Read, analyse and respond to texts relevant to theological study
  • Gather, select and organise information for a variety of purposes
  • Demonstrate skills in critical thinking and analysis
  • Describe the role of theological reflection in applying theology 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    N/A 

    UNIT STANDARD RANGE 
    The following scope and context applies to the whole unit standard: this unit standard is fundamental and should be completed by all who undertake the study of a diploma in theology.

    Specific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Manage time, environment and materials related to study. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Good planning and management of time is evidenced by the preparation of timetables and a year planner. 
    ASSESSMENT CRITERION RANGE 
    Must include week, month and year planning.
     

    ASSESSMENT CRITERION 2 
    The significance and importance of time management is articulated 

    ASSESSMENT CRITERION 3 
    Short term and long term planning and goals are recorded 

    ASSESSMENT CRITERION 4 
    A study environment which can be shown to enable and enhance learning is established. 

    ASSESSMENT CRITERION 5 
    Evidence is provided of systems having been implemented to organise and maintain order and efficiency regarding learning materials. 
    ASSESSMENT CRITERION RANGE 
    May include note taking and logical filing of these, maintenance of any relevant workbooks, text books and files but may include computer data, and other types of record keeping
     

    SPECIFIC OUTCOME 2 
    Read, analyse and respond to texts relevant to theological study. 
    OUTCOME RANGE 
    May include the bible, commentaries, theological dictionaries, concordances, journals and articles as well as theological books. Texts engaged with may include those on electronic media such as web sites, books on compact disks and related information technology. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Strategies to enhance reading efficiency can be demonstrated. 
    ASSESSMENT CRITERION RANGE 
    Should include prediction and pre-reading techniques, survey and over-viewing skills such skimming and scanning, identifying topic sentences, recognition of guide words and linking phrases. May include the SQRRR method, but may also include other speed reading techniques
     

    ASSESSMENT CRITERION 2 
    Familiarity with how to access and use the range of texts stated in the outcome, is demonstrated 
    ASSESSMENT CRITERION RANGE 
    At least three examples should be given
     

    ASSESSMENT CRITERION 3 
    Correct procedure can be followed to find any of the theological texts mentioned in the outcome, in a library. 

    ASSESSMENT CRITERION 4 
    The meaning and use of common theological terms has been researched 
    ASSESSMENT CRITERION RANGE 
    These must include words relevant to biblical, theological, and liturgical texts.
     

    SPECIFIC OUTCOME 3 
    Gather, select and organise information for a variety of purposes. 
    OUTCOME RANGE 
    May include short articles, essays, assignments, reports, reviews. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Analysis of the outcome as well as the task/question is demonstrated by identifying the action or task word, the object or what it is that should be done, as well as the qualifiers that are given including the mark allocation. 

    ASSESSMENT CRITERION 2 
    Planning is demonstrated by drawing up of an outline or framework for further research and completion of the task, which is consistent with the task analysis done in 3.1. 

    ASSESSMENT CRITERION 3 
    Relevant sources of information can be identified and selected 
    ASSESSMENT CRITERION RANGE 
    May include written, graphic, audio, oral, audio-visual, and/or electronic/technological
     

    ASSESSMENT CRITERION 4 
    The differences between primary and secondary sources of information can be explained and examples given. 

    ASSESSMENT CRITERION 5 
    The selection of information is consistent with the planning as well as the purpose, outcomes or requirements of the task selected. 

    ASSESSMENT CRITERION 6 
    A variety of note making methods can be used both linear and graphic 
    ASSESSMENT CRITERION RANGE 
    To include linear methods (key words, phrasing or re-writing) and concept methods (mind maps, tables, graphs)
     

    ASSESSMENT CRITERION 7 
    Information is ordered in paragraphs with topic sentences and main ideas 

    ASSESSMENT CRITERION 8 
    The argument or development of the task is ordered, logical and convincing 

    ASSESSMENT CRITERION 9 
    Attention is paid to presentation and structure as is appropriate to the task. 
    ASSESSMENT CRITERION RANGE 
    May include introduction, body and conclusion in essay style tasks, sub-sections and time allocation for presentations and workshops, significant subsections in reports and so forth.
     

    ASSESSMENT CRITERION 10 
    Referencing and/or footnote conventions are correctly and consistently applied 
    ASSESSMENT CRITERION RANGE 
    Documentary -note style or author-date style
     

    ASSESSMENT CRITERION 11 
    All references are documented in a reference list/bibliography according to standard academic practice 

    ASSESSMENT CRITERION 12 
    The importance of integrity in acknowledging sources is articulated with particular reference to the issues of copyright and plagiarism. 

    SPECIFIC OUTCOME 4 
    Demonstrate skills in critical thinking and analysis. 
    OUTCOME RANGE 
    Could include models such as de Bono's six thinking hats, Wallace and Adams TASC "thinking-actively-in-a-social-context model or Parnes' creative problem solving method 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The ability to identify the problem, issue, contradiction etc is demonstrated 

    ASSESSMENT CRITERION 2 
    The difference between facts and opinions is recognised 

    ASSESSMENT CRITERION 3 
    Existing knowledge can be applied to a new situation 

    ASSESSMENT CRITERION 4 
    Objective judgements can be made 

    ASSESSMENT CRITERION 5 
    Hypotheses and judgements can be supported by logical arguments 

    ASSESSMENT CRITERION 6 
    Problems are approached from several different angles 

    ASSESSMENT CRITERION 7 
    The value of critical thinking in enhancing learning is recognised 

    ASSESSMENT CRITERION 8 
    The role of the context in critical thinking is recognised 

    ASSESSMENT CRITERION 9 
    The challenge of thinking critically about scripture and theological ideas is addressed 

    SPECIFIC OUTCOME 5 
    Describe the role of theological reflection in applying theology. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    An explanation is given of how each person's theological reflection is influence by his/her own world view 

    ASSESSMENT CRITERION 2 
    An explanation can be given of how theological reflection may challenge present positions and personal faith 

    ASSESSMENT CRITERION 3 
    A description of the person's calling to the Christian faith and the influence this has upon their own process of theological reflection is given. 

    ASSESSMENT CRITERION 4 
    The value of theological reflection skills in addressing current and future challenges faced by the learner, is clearly articulated 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQA.

    Moderation Option:

    The moderation requirements of the relevant ETQA must be met in order to award credit to learners for this unit standard. 

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate's performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the unit standard.
  • Time management and goal setting
  • Reading and research skills
  • Note taking and writing skills
  • Referencing and footnotes
  • Writing skills
  • Critical thinking and analysis techniques
  • Theological reflection processes
  • Calling and vocation
  • Cultural influences upon scripture, interpretation and church practice 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems

    Evident in specific outcome:
    Demonstrate skills in critical thinking and analysis 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively:

    Achieved in specific outcome:
    Manage time, environment and materials related to study

    And as an overall result of gaining the skills addressed in this unit standard 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information:

    Achieved in specific outcome:
  • Gather, select and organise information for a variety of purposes
  • Demonstrate skills in critical thinking and analysis
  • Describe the role of theological reflection in applying theology 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills
    Achieved in specific outcomes:
  • Read, analyse and respond to texts relevant to theological study
  • Gather, select and organise information for a variety of purposes
  • Demonstrate skills in critical thinking and analysis 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically: use of a variety of sources of information especially those based on information technology 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of inter-related parts of a system: understanding that the skills gained in this course are implemented throughout all further study and not just for the purposed of this unit standard or for the study of Theology and Ministry alone 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent. 
    		•

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

    UNIT STANDARD NOTES 
    Definition of Terms:
  • Terms have been clarified as far as possible through the use of range statements. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Fundamental  48917   National Diploma: Theology and Ministry  Level 5  NQF Level 05  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  62609   National Diploma: Theology and Ministry  Level 6  NQF Level 06  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.