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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Evaluate the historical interaction of Christianity with the people of South Africa

SAQA US ID	UNIT STANDARD TITLE
115990	Evaluate the historical interaction of Christianity with the people of South Africa
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

People credited with this unit standard are able to:

Present an overview of the early religious history of the indigenous people prior to Christianity

Outline and discuss the founding and establishment of Christianity in South Africa

State and discuss the different missionary societies, their work and the people among whom they worked

Identify, locate and discuss the reasons for the founding of the African Initiated Churches

Present and analyse the relation between Christianity and the rising of African nationalism

Discuss the growth and character of Christianity since 1948

Present an overview of African Theology and Black Theology in the South African context

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:

Christianity in South African refers to inception of the Christian religion in South African from the earliest missionaries' encounter with the indigenous people up to and including the establishment of democracy since 1990

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

Present an overview of the early religious history of the indigenous people prior to Christianity.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The different indigenous people of South Africa and their religious practices before the introduction of Christianity are identified and described

ASSESSMENT CRITERION 2

The extent to which their religious practices helped them to cope with life are examined

ASSESSMENT CRITERION 3

The differences and similarities between their religion and that of the Christian missionaries is explained

ASSESSMENT CRITERION 4

The manner in which the missionaries dealt with the religion of the indigenous people is assessed

SPECIFIC OUTCOME 2

Outline and discuss the founding and establishment of Christianity in South Africa.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The methods used to introduce Christianity in South Africa are explained

ASSESSMENT CRITERION 2

The difficulty of separating Christianity from the culture of the people who introduced it is assessed.

ASSESSMENT CRITERION 3

The impact of Christianity on traditional African religions is assessed.

ASSESSMENT CRITERION 4

The varied and different theological and liturgical emphases of Christianity are acknowledged.

SPECIFIC OUTCOME 3

State and discuss the different missionary societies their work and the people among whom they work.

OUTCOME NOTES

State and discuss the different missionary societies, their work and the people among whom they worked.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

An account of the origins and development of the missionary societies in South Africa is presented

ASSESSMENT CRITERION 2

An acknowledgement that missionary work was not purely about the conversion of the souls is made and discussed

ASSESSMENT CRITERION 3

The complex yet complementary roles of conversion and dispossession are assessed.

SPECIFIC OUTCOME 4

Identify, locate and discuss the reasons for the founding of the African Initiated Churches.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The nature of the African people's resistance to missionaries' domination is assessed

ASSESSMENT CRITERION 2

The role of African women leaders within missionary patriarchy is identified and discussed.

ASSESSMENT CRITERION 3

The identities and histories of the African Initiated Churches are discussed

SPECIFIC OUTCOME 5

Present and analyse the relation between Christianity and the rising of African nationalism.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

European missionaries' perception of African Initiated Churches is presented and evaluated.

ASSESSMENT CRITERION 2

The influence of African nationalism on African Christianity is analysed

ASSESSMENT CRITERION 3

The complex yet complementary relationship between African Christianity and African nationalism is examined

SPECIFIC OUTCOME 6

Discuss the growth and character of Christianity in South Africa since 1948.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The context in which Christianity was practised from 1948 onwards is analysed

ASSESSMENT CRITERION 2

The reasons for the implementation of apartheid, the methods used as well as the responses of the churches to it are discussed.

ASSESSMENT CRITERION 3

The responses of the churches to apartheid are evaluated.

ASSESSMENT CRITERION 4

The government's position of declaring all religions equal after 1994 is examined.

SPECIFIC OUTCOME 7

Present an overview of African Theology and Black Theology in the South African context.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

African Theology and Black Theology in South Africa are described

ASSESSMENT CRITERION 2

The similarities and differences between African Theology and Black Theology are assessed.

ASSESSMENT CRITERION 3

The contributions made by African Theology and Black Theology to the development of Christianity in South Africa are discussed.

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 early religious history of the indigenous people of South Africa prior to Christianity

Knowledge of the founding and establishment of Christianity in South Africa

The work of missionary societies, their work and the people among whom they worked

The history and reasons for the founding of the African Initiated Churches

The relation between Christianity and the rising of African nationalism

The growth and character of Christianity since 1948

An overview of African Theology and Black Theology in the South African context

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems

UNIT STANDARD CCFO WORKING

Work effectively with others and in teams

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematical and/or language skills

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically

UNIT STANDARD CCFO DEMONSTRATING

Understand the world as a set of inter-related parts of a system

UNIT STANDARD CCFO CONTRIBUTING

Contribute to the full development of oneself

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. This terminology is consistent with the international standards for Theology and Christian Ministry.

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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