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

Design and implement Christian Education events and programmes 
SAQA US ID UNIT STANDARD TITLE
115945  Design and implement Christian Education events and programmes 
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 6  Level TBA: Pre-2009 was L6  12 
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 people who educate and train others within Sunday schools, catechism classes, bible studies, teaching programmes for adults and workshop situations.

People credited with this unit standard are able to:
  • Design, prepare and run Christian Education events involving group work and "workshopping"
  • Design and implement programmes involving a series of learning experiences or events
  • design curricula for church-based Christian Education contexts 
    		•

    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 or are currently engaged in achieving the following unit standard:
  • 'Engage with the principles of Christian Education' 
    		•

    UNIT STANDARD RANGE 
    The following scope and context applies to the whole unit standard:
  • Christian education refers to education and training within the church community and not to religious education in public schools
  • Events should include workshops and other group based activities.

    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 
    Plan, run and evaluate a Christian Education workshop within a local church context. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    A need/concern within the community is identified 

    ASSESSMENT CRITERION 2 
    Basic social analysis skills should be applied to the community within which the need/concern has been identified 

    ASSESSMENT CRITERION 3 
    The influence of society and current issues of Christian Education is recognised and discussed 

    ASSESSMENT CRITERION 4 
    There should be evidence of theological reflection on the issue with a view to action being taken 

    ASSESSMENT CRITERION 5 
    The workshop is well prepared with an agenda/programme and outcomes 

    ASSESSMENT CRITERION 6 
    Activities and processes are described 

    ASSESSMENT CRITERION 7 
    An evaluation form is designed and used 

    ASSESSMENT CRITERION 8 
    The evaluation is completed by the presenter, at least three participants and a leader in the church community 

    ASSESSMENT CRITERION 9 
    Evaluations submitted should have a balance of positive and negative feedback 

    SPECIFIC OUTCOME 2 
    Design a relevant Christian Education programme for a specific context. 
    OUTCOME RANGE 
    May include a series of learning activities e.g. a holiday programme for children, a youth programme, a teaching series, or a Bible study series 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    A theme, liturgical season or some other process-based sequence is followed 

    ASSESSMENT CRITERION 2 
    Lesson plans and activities are documented 

    ASSESSMENT CRITERION 3 
    The series should contain outcomes and activities for each session 

    ASSESSMENT CRITERION 4 
    The series is appropriate to the interest and abilities of the group chosen 

    ASSESSMENT CRITERION 5 
    The series shows sequence and continuity of ideas or theme 

    SPECIFIC OUTCOME 3 
    Design a short curriculum for a selected context. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The selected context is described 

    ASSESSMENT CRITERION 2 
    A rationale for the curriculum design is expressed 

    ASSESSMENT CRITERION 3 
    The outcomes are stated and include knowledge, skills and attitudes 

    ASSESSMENT CRITERION 4 
    Assessment criteria which assess the chosen outcomes are given 

    ASSESSMENT CRITERION 5 
    Assessment strategies are decided on and explained 

    ASSESSMENT CRITERION 6 
    The curriculum design includes evidence of the inclusion of the principles of Christian Education gained in this unit standard and the unit standard "Engage with the principles of Christian Education and apply them to a variety of learning experiences. 


    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 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.
  • Guidelines for preparing and conducting workshops
  • Introduction to social analysis
  • Theory of curriculum and programme design 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems: identifying and selection of topics of relevance to the context and needs of the audience 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams: in preparing and conduction workshops, dealing with feedback and peer evaluations 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively: preparing for and designing events and programmes 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information: researching for workshops, programmes and curricula 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills: presentation of a workshop 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically: in presentation of workshops and designing of programmes and curricula 

    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
    Elective  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 
    Elective  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.