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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Investigate the life and ministry of Jesus of Nazareth

SAQA US ID	UNIT STANDARD TITLE
116019	Investigate the life and ministry of Jesus of Nazareth
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	12
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2007-08-07	2010-08-07	SAQA 0160/05
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2011-08-07		2014-08-07

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 learners who wish to understand the person and ministry of Jesus Christ as presented in the four Gospels in order to interpret his relevance today within the context of their own faith and their ministry within a Christian congregation.

Learners credited with this unit standard are able to:

Demonstrate understanding of the historical, religious, social and political context of the life of Jesus.

Compare and contrast the different Gospel presentations of the life and ministry of Jesus of Nazareth.

Describe the significance of the person of Jesus Christ within the context of first century Judaism and of the emerging Christian community.

Interpret the person and teaching of Jesus for people within the learner's own context using basic recognised hermeneutic methods.

Learners credited with this Unit Standard are able to progress to more complex competencies in interpreting the Gospels and applying them in contemporary situations.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

The credit calculation is based on the assumption that this is a Core Unit Standard.
Learners applying to enter a learning programme for this Unit Standard, or applying to be assessed against this Unit Standard, are assumed to be already competent in terms of the following outcomes or areas of learning:

Language competence at NQF Level 4.

Basic communication skills at NQF Level.

UNIT STANDARD RANGE

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

The Synoptic Gospels and John.

Historical, religious, social and political background.

A basic interpretation of the life and teaching of Jesus within first century Judaism, within the emerging Christian community and within the learner's own context.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Describe the historical, religious, social and political background to the life of Jesus.

OUTCOME RANGE

May include, amongst others, key religious groups and ideas within the Judaism of Jesus' day, the role of Temple and Synagogue and the place of Palestine within the Roman Empire.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The description includes key religious and political groupings and major ideologies of the time.

ASSESSMENT CRITERION 2

The person Jesus is located within this context.

SPECIFIC OUTCOME 2

Describe and compare the different Gospel presentation of the life and ministry of Jesus of Nazaret.

OUTCOME NOTES

Describe and compare the different Gospel presentations of the life and ministry of Jesus of Nazareth.

OUTCOME RANGE

Each Gospel to be treated as an integrated narrative.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The description includes the main emphases of the Gospels.

ASSESSMENT CRITERION 2

These emphases are described and compared.

ASSESSMENT CRITERION 3

Appropriate Biblical references are given.

SPECIFIC OUTCOME 3

Describe the significance of the person of Jesus Christ within the context of first century.

OUTCOME NOTES

Describe the significance of the person of Jesus Christ within the context of first century Judaism and of the emerging Christian community.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The description shows how the person Jesus relates to key Old Testament ideas.

ASSESSMENT CRITERION 2

The description includes Jewish responses to the life and ministry of Jesus of Nazareth and reasons for those responses.

ASSESSMENT CRITERION 3

The description shows Christian responses to the life and ministry of Jesus of Nazareth as they are articulated within the Gospels.

SPECIFIC OUTCOME 4

Interpret the person and teaching of Jesus for people within the learner's own context.

OUTCOME NOTES

Interpret the person and teaching of Jesus for people within the learner's own context using basic recognised hermeneutic methods.

OUTCOME RANGE

Contexts may include, amongst others, Sunday school classes, adult study groups and sermons.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Teaching about the person, ministry and teaching of Jesus is presented to others in a way which makes clear their relevance to specific issues in the contemporary Church and world.

ASSESSMENT CRITERION 2

A selection of basic recognised hermeneutic methods has been used which are appropriate to the Gospel texts used.

ASSESSMENT CRITERION 3

Account has been taken of the particular context(s) of the recipients.

ASSESSMENT CRITERION RANGE

To include social, cultural, educational and economic contexts as well as age.

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.

Historical, political and social background to the times of Jesus.

Religious background of Jesus' time, especially that of Judaism and early Christianity.

Contents of the four Gospels in the New Testament.

Awareness of the learner's own context.

UNIT STANDARD DEVELOPMENTAL OUTCOME

This unit standard promotes, in particular, the following critical cross-field outcomes:

Show cultural awareness: by taking account of cultural differences in the formation of Gospel texts and in the understanding of those texts by different groups in the Church today.

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems: by application of the teaching of Jesus to contemporary issues in the Church and the world.

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: through comparison of the the presentation of the life and ministry of Jesus as presented in the canonical Gospels.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematical and/or language skills: through assessment which involves the sharing of insights within the learner's faith community.

UNIT STANDARD CCFO DEMONSTRATING

Understand the world as a set of inter-related parts of a system: by articulating the interaction between the learner's faith and contemporary issues within the learner's community and nation.

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.

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
Core	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

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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