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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Design a contextually relevant model of the Church based upon other accepted models of the Church in Christian Theology

SAQA US ID	UNIT STANDARD TITLE
115969	Design a contextually relevant model of the Church based upon other accepted models of the Church in Christian Theology
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	6
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 wish to understand the role and function of the Church in general, and their faith community in particular, in relation to models of the Church within the Christian faith. It serves as a good foundation from which to grow a healthy and comprehensive model of the Church which can facilitate a well rounded ministry in the world.

People credited with this unit standard are able to:

Describe and explain the different models of the Church.

Explain, analyse and critique their own model of Church, showing both its strengths and weaknesses.

Design a model for a Church in your context which the learner believes is most valid for effective ministry within the needs of his or her community.

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 terms of the following outcomes or areas of learning when starting to learn towards this unit standard:

Language and communication skills at level 4.

Unit standard "Access, interpret and apply information in theological contexts".

Unit standard "Analyse and apply key Christian teachings in context".

Unit standard "Interpret and apply the Bible and other Christian sources in their contexts".

UNIT STANDARD RANGE

The following scope and context applies to the whole unit standard and includes:

Different models of the Church.

Understandings of the Church in the Bible.

Understandings of the Church throughout Church History.

The nature and task of the Church from Christian 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

Describe and explain different models of the Church.

OUTCOME RANGE

A study of the different models of the Church to be found in Christian scripture and theology. These should include at least the Church as the people of God, the Church as the faithful remnant, the Church as the Servant of God, the Church as the Body of Christ. They may also include models such as, the Church as institution, the Church as community, the Church as sacrament, the Church as herald.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The descriptions and explanations are accurate representations of models of the Church.

ASSESSMENT CRITERION 2

Accurate scriptural references are provided for different models of the Church which arise from passages and themes in the Old and New Testaments.

ASSESSMENT CRITERION 3

The models of the Church are related to historical and theological shifts that have taken place over Church history, showing understanding of the need for different models in different historical, theological and social contexts.

SPECIFIC OUTCOME 2

Explain and analyse the model of your Church showing areas of strength and weakness in the model.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Evidence is shown of the learner's ability to relate aspects of the nature and task of his or her own Church to models of the Church which have been previously examined.

ASSESSMENT CRITERION RANGE

The models that were examined above form the content from which the learner describes the model of his or her Church.

ASSESSMENT CRITERION 2

The learner is able to articulate and analyse strengths and weaknesses of the model of their Church.

ASSESSMENT CRITERION 3

Indications are given of the impact that the above understandings of Church will have on the lives individuals and communities, and areas are highlighted where the Church will be less effective because of the particular model of Church that is used.

ASSESSMENT CRITERION 4

The model which is described has elements of different models of the Church.

ASSESSMENT CRITERION 5

The analysis contains references to appropriate sources, such as personal experience, Biblical texts and other Christian writings.

SPECIFIC OUTCOME 3

Design a model for a Church in your context which you believe is most valid for effective ministry.

OUTCOME NOTES

Design a model for a Church in your context which you believe is most valid for effective ministry within the needs of your community.

OUTCOME RANGE

Should include aspects of models of the Church from the Bible, Christian Theology, and a strong awareness of the needs of the community.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Clear indication of an awareness of the particular needs of the learner's context must be shown.

ASSESSMENT CRITERION 2

The model which is presented needs to be practically workable and theologically plausible.

ASSESSMENT CRITERION RANGE

The model should be able to address real needs in the community in a practical and appropriate manner. The model should be in keeping with other accepted models of the Church evidenced in the Bible and Christian Theology.

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.

Knowledge of the ethos of the learner's faith community, and the way in which the teachings have shaped and been shaped by the community.

Understanding of other faith communities.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information through collecting and organising information about the models of the Church.

UNIT STANDARD CCFO DEMONSTRATING

Understand the world as a set of inter-related parts of a system: through collecting and organising information on the Christian understandings of the models of the Church in relation to differing points of view from differing theological grouping and other disciplines.

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.

The following particular issues should be taken into consideration when assessing against this unit standard:

Assessment should concentrate on accuracy and adequacy of description of teachings of both the learner's own faith community and those with which they are being compared.

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. Further clarification of terms is provided as follows:

Old and New Testament - the Christian scriptures which have been divided into two sections, the Old Testament (Genesis to Malachi) and the New Testament (Matthew to Revelation). These may include the books of the apocrypha.

Church History - the development of the doctrines and practises of the Church as recorded by historians, theologians and the decrees and decisions of the Church and the many churches throughout history.

The Church - the common term used to refer to Christians in a universal sense (i.e. as opposed to a church, which may refer to a particular grouping within the Church as a whole).

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.

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