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

Help a community care for its children 
SAQA US ID UNIT STANDARD TITLE
116764  Help a community care for its children 
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 4  NQF Level 04  10 
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 people who interact or intend to interact with children in a professional or non-professional role in a social context.
People credited with this Unit Standard are able to
  • Appreciate community as an essential element of all children's ministry
  • Understand basic aspects of community based children's ministry
  • Describe and evaluate different strategies for community based children's ministry
  • Develop a strategy for community based children's ministry in response to the needs of a specific situation 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners are assumed to be competent in Communication and Mathematical Literacy at NQF Level 3. 

    UNIT STANDARD RANGE 
    The following scope and context applies to the whole Unit Standard:
  • Community refers to a group of people sharing a common geographical living area (e.g. the community of White River) and/or a common identity or purpose (e.g. the Hindu-community of Durban)
  • Children are regarded as people before 14 years of age.
  • Children's workers are people, mostly adults, who are interacting with children with the purpose to enhance growth in various fields of their lives. This can be done in a professional or non-professional role.
  • Assessment for this Unit Standard is based on the assumption that the learner would have regular direct contact with children, as well as access to members of a specific community.

    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 
    Appreciate community as an essential element of all children's ministry. 
    OUTCOME RANGE 
    Essential' refers to the importance of community as a context and determining factor of all aspects of children's ministry 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Community-based children's ministry is described in terms of Biblical examples and concepts. 
    ASSESSMENT CRITERION RANGE 
    Examples such as the early church's community involvement, etc.
     

    ASSESSMENT CRITERION 2 
    The community setting of a specific children's ministry is described with reference to own environment. 
    ASSESSMENT CRITERION RANGE 
    Including the relationship with the community, mutual influences, etc.
     

    SPECIFIC OUTCOME 2 
    Understand basic aspects of community based children's ministry. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Sensitivity in entering a community is described with reference to contact with a community. 

    ASSESSMENT CRITERION 2 
    Effective methods to assess a community are explained in terms of its children. 

    ASSESSMENT CRITERION 3 
    Effective methods to mobilise volunteers from the community are explained with reference to the needs of learners. 

    ASSESSMENT CRITERION 4 
    Effective methods to raise awareness in a community of the challenges concerning children are explained with reference to lobbying and advocacy. 

    ASSESSMENT CRITERION 5 
    A community's ownership of a project is described with reference to aspects of social marketing. 

    ASSESSMENT CRITERION 6 
    Aspects of organising community based children's ministry are described in accordance with management principles. 

    ASSESSMENT CRITERION 7 
    Networking and mobilising of resources are explained with reference to material and human resources. 

    ASSESSMENT CRITERION 8 
    Basic entrepreneurship is explained with reference to small informal businesses. 

    SPECIFIC OUTCOME 3 
    Describe and evaluate different strategies for community-based children's ministry. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Children's ministry in a community of poverty is is described from observation and personal experience. 

    ASSESSMENT CRITERION 2 
    Children's ministry in a predominantly non-Christian community is described from observation and personal experience. 
    ASSESSMENT CRITERION RANGE 
    For example Muslim, Hindu, secular communities, etc.
     

    ASSESSMENT CRITERION 3 
    Examples of community projects focusing on children's ministry are described in terms of vision, structure, operation, strategy, etc. 

    SPECIFIC OUTCOME 4 
    Develop a strategy for community based children's ministry in response to the needs of a specific situation. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The assessment of a specific community is described in terms of the needs of its children 

    ASSESSMENT CRITERION 2 
    A strategy is designed to respond to the needs 


    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.

    List the knowledge addressed in the unit standard
  • Aspects of Communication, including public address and listening skills
  • Aspects of Observation and interpretation of data
  • Understanding children
  • Ability to make creative decisions 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems: Learners design and discover. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams: Learners work in a community 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively: Learners design strategies 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information: Learners collect and process Biblical and other data. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills: Learners describe, explain, communicate, report 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically: Learners apply effective methods implementing, assessing and evaluating community-based resource projects 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of inter-related parts of a system: Learners study the community as context for children's ministry 

    UNIT STANDARD CCFO CONTRIBUTING 
    Contribute to the full development of oneself: Learners develop of skills and understanding 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  49057   Further Education and Training Certificate: Theology and Ministry  Level 4  NQF Level 04  Reregistered  2023-06-30  HW SETA 


    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.