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

Evaluate modern Christianity and its impact 
SAQA US ID UNIT STANDARD TITLE
115989  Evaluate modern Christianity and its impact 
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  24 
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 gain insight into the impact of the modern world on expressions of Christianity, and ways in which Christianity has adapted itself to that world. It will also be of value for those who wish to formulate a missiological response to contexts of modernity and post-modernity.

People credited with this unit standard are able to:
  • Describe and analyse key concepts, movements and developments associated with the rise of modernity.
  • Locate those concepts, movements and developments in their historical, geographical, and socio-cultural context.
  • Outline and assess Christian movements within the modern period.
  • Critique and evaluate Christian reactions and responses to modernity.
  • Develop strategies for constructive engagement with the contemporary world 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners can:
  • Learn from written study material,
  • Formulate their own viewpoints in writing,
  • Organise and process new information and viewpoints they encounter,
  • With guided support, take responsibility for their own intellectual progress. 
    		•

    UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Describe and analyse key concepts, movements and developments associated with the rise of modernity. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Key features of modernity and post-modernity are outlined and evaluated 
    ASSESSMENT CRITERION RANGE 
    Enlightenment, rationalism, romanticism, imperial colonialism, expansionist Christianity, global conflict, secularisation, globalisation.
     

    ASSESSMENT CRITERION 2 
    The relationship between selected features is evaluated critically. 
    ASSESSMENT CRITERION RANGE 
    Cause and effect; thesis and antithesis
     

    SPECIFIC OUTCOME 2 
    Locate those concepts, movements and developments in their historical, geographical, context. 
    OUTCOME NOTES 
    Locate those concepts, movements and developments in their historical, geographical, and socio-cultural context. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The selected features in S.O.1 are set in a basic timeline of world history. 

    ASSESSMENT CRITERION 2 
    The same features are defined geographically and culturally 

    ASSESSMENT CRITERION 3 
    The relevance of these features to Christianity in Southern Africa in the period is broadly outlined 

    SPECIFIC OUTCOME 3 
    Outline and assess Christian movements within the modern period. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The main religious and spiritual developments from the 17th century to the present day are named and described. 
    ASSESSMENT CRITERION RANGE 
    Pietism, Jansenism, Rationalism, Evangelicalism, Holiness Movements, Pentecostalism
     

    ASSESSMENT CRITERION 2 
    The social and political implications of such movements are explained. 
    ASSESSMENT CRITERION RANGE 
    Given the breadth of the historical period, at least 4 such movements should be addressed
     

    ASSESSMENT CRITERION 3 
    The implications of such movements for denominational identity are analysed. 
    ASSESSMENT CRITERION RANGE 
    Learners must work with their own tradition and one other contrasting tradition
     

    SPECIFIC OUTCOME 4 
    Critique and evaluate Christian reactions and responses to modernity. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Positive responses to modernity are Identified and assessed. 
    ASSESSMENT CRITERION RANGE 
    Liberalism, 'higher criticism', social gospel, pacifism, pluralism, aggiornamento
     

    ASSESSMENT CRITERION 2 
    Negative reactions to modernity are Identified and assessed. 
    ASSESSMENT CRITERION RANGE 
    Fundamentalisms, pre-millennialism, apartheid, selected Papal Encyclicals, creationism.
     

    SPECIFIC OUTCOME 5 
    Develop strategies for constructive engagement with the contemporary world. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The contemporary Christian scene in Southern Africa is briefly critiqued 
    ASSESSMENT CRITERION RANGE 
    One SADC country.
     

    ASSESSMENT CRITERION 2 
    Broad suggestions for a refocusing of missiological goals are made, based on the historical-critical insights gained in the previous specific outcomes 
    ASSESSMENT CRITERION RANGE 
    Two areas of focus e.g. social goals such as HIV/AIDS, land reform, moral regeneration, and religious goals such as evangelism, inculturation, inter-church co-operation, gender inclusivity
     


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

    Moderation Option:

    The moderation requirements of the appropriate 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.
  • An overview of global history from 1648 to the present, with special emphasis on those parts of the history which impacted African society and life in the period.
  • An overview of Christianity in the period, with special emphasis on Catholic, Protestant, Pentecostal and African Instituted forms. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems: A proper critical understanding of modern history in relation to Christianity facilitates a transformational approach to current Christian life and practice in Southern Africa. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information. This is done through the appropriate selection, sorting and evaluating of a mass of historical information, as well as through learning to identify the connections between historical events and processes. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of inter-related parts of a system: Historical research enables the learner to locate individual and local events, experiences and understandings in a global setting, challenging parochial, tribal and fragmented world-views. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Contribute to the full development of oneself: Through assessing Christian in modern and post-modern perspective, the learner's self-definition is broadened, and the learner is able to minister with a more critical understanding of the global contexts

    Participate as a reliable citizen locally, nationally and internationally: The evaluation of modernity and post-modernity in this Unit Standard demand a reasoned Christian response which interrogates the present in the light of the mistakes and achievements of the recent past. 

    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.

    Modernity is the term which encompasses the world-view [meta-narrative] that dominated the West between the 17th and 20th centuries, with its emphases on rationality, scientific empiricism, evolutionary growth and political domination of the strongest.

    Post-modernity is the term which describes the collapse of modern Western self-confidence with the disintegration of Empires, the decline of scientific certainty, the rise of relativistic and pluralistic perspectives, and the rejection of all meta-narratives. 

    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.