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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Engage with the principles of Christian Education and apply them to a variety of learning experiences

SAQA US ID	UNIT STANDARD TITLE
116021	Engage with the principles of Christian Education and apply them to a variety of learning experiences
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 reflect on and apply the principles of Christian Education to different learning experiences as well as programme and curriculum design.

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:

The unit standard: 'Engage in the caring and pastoral ministry of the Church'

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

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

Critically analyse the role and function of Christian Education.

OUTCOME RANGE

Personal life, the church and the wider community

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Analysis is applied to the full range as stated above

ASSESSMENT CRITERION 2

Analysis includes definitions and terms

ASSESSMENT CRITERION 3

The history of past Christian Education Movements and their impact on present practice are reviewed

ASSESSMENT CRITERION RANGE

Could include the Sunday School Movement and the Young Christian Worker Movement

ASSESSMENT CRITERION 4

The present emphasis and status of Christian Education within the learners context is analysed

ASSESSMENT CRITERION 5

The concept of "positionality' and the influence this has on individual approaches to Christian Education is recognised

SPECIFIC OUTCOME 2

Describe the biblical, theological and church based aspects of Christian Education.

OUTCOME RANGE

Discipleship, liturgical calendars, didache and creeds and catechesis

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Each sub-section of the above outcome is thoroughly explored.

ASSESSMENT CRITERION 2

The example of the prophets, Jesus and the Apostles are investigated

ASSESSMENT CRITERION 3

As wide a range of denominations as possible should be investigated.

ASSESSMENT CRITERION 4

Insight is shown into each of the aspects in the range statement with due recognition and respect for perspectives which may be new to the learner.

SPECIFIC OUTCOME 3

Critically analyse effective methods of learning and teaching and apply them to Christian Education.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Different ways of enabling learning are critically analysed with particular reference to their relevance to Christian Education

ASSESSMENT CRITERION 2

The influence of physical, mental and spiritual development on learning are considered

ASSESSMENT CRITERION 3

At least three theories of learning are debated

ASSESSMENT CRITERION 4

The teaching/learning process is discussed and applied to the Christian Education context

ASSESSMENT CRITERION 5

Teaching methods referred to are relevant to the context

ASSESSMENT CRITERION 6

Teaching methods are current and nationally and internationally acceptable

ASSESSMENT CRITERION 7

Teaching and learning methods are participant centred

ASSESSMENT CRITERION 8

Methods are explored which apply to both children and adults

ASSESSMENT CRITERION 9

The effectiveness of the learning and teaching methods should be analysed

SPECIFIC OUTCOME 4

Plan, run and evaluate a Christian Education learning experience, event or activity.

OUTCOME NOTES

Plan, run and evaluate a Christian Education learning experience, event or activity within a local church context

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Insights gained through achieving Outcomes 1,2 and 3 should be implemented.

ASSESSMENT CRITERION 2

The activity/event includes outcomes and process which enable learning to take place

ASSESSMENT CRITERION 3

The activity/event is appropriate to the age group, their concerns and context.

ASSESSMENT CRITERION 4

The event is participant centred

ASSESSMENT CRITERION 5

Learning activities are included and appropriately applied

ASSESSMENT CRITERION 6

There is evidence of the effective use of visual aids

ASSESSMENT CRITERION RANGE

May include pictures, technology, educational aids, charts, diagrams.

ASSESSMENT CRITERION 7

Creativity and originality are evidenced

ASSESSMENT CRITERION 8

The evaluation of the activity/event includes peer, participant and self-evaluation strategies.

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.

Principles of Christian Education

Biblical, theological and ecclesial context of Christian Education

Theory of human development and it's impact on learning with special reference to Christian spiritual formation

Learning/teaching methods and models

Principles of Outcomes Based Education

Principles of designing and implementing learning experiences/events

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO WORKING

Work effectively with others and in teams: planning and running an event and receiving feedback

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively: implement a Christian Education learning experience

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information:

The following outcomes require critical analysis of theory and implementation methods:

Critically analyse the role and function of Christian Education

Critically analyse effective methods of learning and teaching and apply them to Christian Education

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematical and/or language skills: conducting a Christian Education event

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically: used in research as well as in conducting learning experience

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.

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