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

Investigate Christianity in Africa 
SAQA US ID UNIT STANDARD TITLE
116030  Investigate Christianity in 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 Christianity as an African religion.
  • Critically discuss the founding of the church in North Africa.
  • Present an overview of the church in Nubia and Ethiopia.
  • Describe and analyse European missionary expansion into Africa.
  • Critically analyse the response of Christianity to slavery.
  • Critically analyse the responses of Christianity to colonialism 
    		•

    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 Africa refers to the inception and development of the Christian religion in Africa from the period of the early church, through to European missionaries' encounter with African people up to and including the response of Christianity to slavery and colonialism.

    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 Christianity as an African religion. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The fact that Christianity has been present in Africa from the beginning of the Christian era is acknowledged and discussed. 

    ASSESSMENT CRITERION 2 
    The extent to which the earliest history of Christianity in Africa has influenced Christianity in Africa today is assessed. 

    SPECIFIC OUTCOME 2 
    Critically discuss the founding of the church in North Africa. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Factors that led to the founding and growth of the church in North Africa are explained. 

    ASSESSMENT CRITERION 2 
    Methods used to introduce Christianity in North Africa are evaluated. 

    ASSESSMENT CRITERION 3 
    Key figures that contributed to the growth of Christianity in North Africa are identified and critically discussed. 

    ASSESSMENT CRITERION 4 
    Factors that led to the persecution of the church in North Africa are critically discussed. 

    SPECIFIC OUTCOME 3 
    Present an overview of the church in Nubia and Ethiopia. 
    OUTCOME RANGE 
    Historical and current overviews are included 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The nature and key teachings of the church in Nubia and Ethiopia as a contextually relevant Christian movement is critically discussed. 

    ASSESSMENT CRITERION 2 
    The complex roles of conversion and culture are assessed 

    ASSESSMENT CRITERION 3 
    Reasons why the African Initiated churches considered Ethiopia a symbol of freedom and hope are identified and critically discussed. 

    SPECIFIC OUTCOME 4 
    Describe and analyse European missionary expansion into Africa. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Different missionaries movements' expansion into Africa are discussed. 

    ASSESSMENT CRITERION 2 
    The extent to which missionaries were influenced by the ethos of their era is assessed. 

    ASSESSMENT CRITERION 3 
    The role of African converts in mission is critically discussed. 

    SPECIFIC OUTCOME 5 
    Critically analyse the response of Christianity to slavery. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The reasons why the people were kept as slaves are evaluated. 
    ASSESSMENT CRITERION RANGE 
    These reasons should include at least social, historic and economic reasons
     

    ASSESSMENT CRITERION 2 
    The factors and events that led to the abolishment of slavery are identified and discussed 
    ASSESSMENT CRITERION RANGE 
    This should include ideological trends at that stage
     

    ASSESSMENT CRITERION 3 
    The Christian thinking regarding the perpetuation and/or abolishment of slavery is outlined and evaluated 

    SPECIFIC OUTCOME 6 
    Critically analyse the responses of Christianity to colonialism. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Critical description of colonialism as forthcoming from Western culture is given. 

    ASSESSMENT CRITERION 2 
    The immediate and long term impact of colonialism on Africa is critically analysed. 

    ASSESSMENT CRITERION 3 
    The influence of colonial powers on Christian mission is assessed. 

    ASSESSMENT CRITERION 4 
    The effect of the interplay between Christianity and colonialism on African Christians is 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.
  • The history and impact of missionary activities in Africa.
  • The history and impact of slavery and colonialism in Africa.
  • The interaction between church and state regarding changes in cultural patterns or habits. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems in investigating historical situations that led to socio-economic and other disparities in Africa 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively by planning and conducting research 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information by planning and conducting research 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills by conducting critical analysis and discussions 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically by analysis of sources. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of inter-related parts of a system by analysing the inter-relationships between cultures and social institutes in a historical context 

    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.
     
    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.