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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Observe, record and report in a child and youth care work context 
SAQA US ID UNIT STANDARD TITLE
254177  Observe, record and report in a child and youth care work context 
ORIGINATOR ORIGINATING PROVIDER
SGB Child and Youth Care Work   
QUALITY ASSURING BODY
-  
FIELD SUBFIELD
Field 09 - Health Sciences and Social Services Promotive Health and Developmental Services 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 4  NQF Level 04 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2012-07-01  2015-06-30  SAQA 0695/12 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30   2019-06-30  

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 replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
117173  Observe, record and report as an auxiliary child and youth care worker in child and youth care work context  Level 4  NQF Level 04  Complete 

PURPOSE OF THE UNIT STANDARD 
This unit standard will be useful for people learning about the field and working towards a professional qualification as a child and youth care worker.

People credited with this unit standard are able to:
  • Demonstrate understanding of observation, recording and reporting in child and youth care work contexts.
  • Observe behaviour within a selected assessment framework.
  • Record observations as part of a developmental assessment.
  • Report observations and interpretations. 

  • 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:
  • Communications at NQF Level 3 or equivalent competence.

    Competence equivalent to that described in the following unit standards:
  • ID 254181: Demonstrate a basic understanding of the fundamentals of child and youth care work.
  • ID 254174: Demonstrate knowledge of the developmental approach to therapeutic work with children and youth at risk. 

  • UNIT STANDARD RANGE 
    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 
    Demonstrate understanding of observation, recording and reporting in child and youth care work contexts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Structured and unstructured observation is described and differences explained with reference to purpose and the key features of each, and importance in developmental assessment. 

    ASSESSMENT CRITERION 2 
    The nature and the purpose of logging is described and explained with reference to various methods of logging and the importance of critical incidents. 

    ASSESSMENT CRITERION 3 
    The nature and value of strength-based logging is described and explained with reference to assessment and care for developmental and therapeutic purposes. 

    ASSESSMENT CRITERION 4 
    The importance of supervision is described with reference to the need for objectivity and consistency in the provision of feedback and care within the broader therapeutic and developmental milieu. 

    ASSESSMENT CRITERION 5 
    The significance of the context of observations is explained with reference to the holistic approach and the ecology of the child. 
    ASSESSMENT CRITERION RANGE 
    Context includes:
  • Time, place, others present, what happened before and after.
     

  • SPECIFIC OUTCOME 2 
    Observe behaviour within a selected observation framework. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Observations are contextualised within the selected framework, and accurately recorded in terms of key features required by the observation framework. 
    ASSESSMENT CRITERION RANGE 
    Features include but are not limited to:
  • Frequency of the behaviour; intensity of the behaviour; duration of the behaviour and period over which observed; observed strengths; context, including people.
     

  • ASSESSMENT CRITERION 2 
    Individual observations are consistent with an accepted, common framework. All observations are ordered in terms of this framework. 

    ASSESSMENT CRITERION 3 
    Absent or distorted aspects of development, observed within the domains of the framework, are identified as opportunities for growth and development. 

    ASSESSMENT CRITERION 4 
    Observations are framed within a strengths-based approach, and recognise strengths and developmental possibilities of the child's behaviour in context. 
    ASSESSMENT CRITERION RANGE 
    Contexts include:
  • Ecology of the child; holistic - physical, social, cognitive, emotional, spiritual; developmental stage.
     

  • ASSESSMENT CRITERION 5 
    Observations identify risk to the child and others within a child rights framework. 

    ASSESSMENT CRITERION 6 
    Observations reflect significant behaviours, distorted behaviour and/or the absence of anticipated behaviour in relation to accepted developmental stages. 

    ASSESSMENT CRITERION 7 
    Observations reflect the potential of the child and of situations, and accurately indicate possibilities that can be accessed and used to the benefit of the child. 

    SPECIFIC OUTCOME 3 
    Record observations as part of a developmental assessment. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Logging is an accurate and factual reflection of observed behaviour which describes the behaviour without classification or judgement. 

    ASSESSMENT CRITERION 2 
    Behaviours recorded and observations made are significant in terms of the individual developmental plan and developmental objectives. 
    ASSESSMENT CRITERION RANGE 
    Significant includes:
  • Absent or distorted behaviour in relation to 'normal' development and/or stages of development; patterns or themes that emerge over time.
     

  • ASSESSMENT CRITERION 3 
    Observations are recorded according to categories within the framework. 

    ASSESSMENT CRITERION 4 
    Recordings are descriptive, focus on strengths, are non-judgemental and are clearly distinguished from subsequent interpretations of behaviour. 

    SPECIFIC OUTCOME 4 
    Report observations and interpretations. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Communication and other interactive skills are used effectively to gather, process and communicate information pertinent to the purpose of the observation. 

    ASSESSMENT CRITERION 2 
    The interpretation of observations is based on available information from context, and consistent with the observation framework and the interpretation of other experts in the field. 

    ASSESSMENT CRITERION 3 
    Interpretations are prepared in the required format for contribution to the overall assessment. 

    ASSESSMENT CRITERION 4 
    Participation in the observation process and subsequent discussions is coherent, structured and consistent over the period of the observation, and contributes information relevant to developmental purposes. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accreditation Options:
  • Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQA or ETQA that has a Memorandum of Understanding in place with the relevant ETQA.

    Moderation Option:
  • The moderation requirements of the relevant ETQA or ETQA that has a Memorandum of Understanding in place with the relevant ETQA must be met in order to award credit to learners for this unit standard. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems and make decisions using critical and creative thinking.
  • Note: This is an important context in which critical observation is required. 

  • UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community.
  • Note: Work is invariably within a team. 

  • UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively.
  • Note: Systematic observation requires an organized approach. 

  • UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.
  • Note: Collection, analysis and evaluation of information is essential to the standard. 

  • UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentations.
  • Note: Listening and writing skills are critical to effective observation. 

  • UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.
  • Note: Important to understand observations in the moment against the broader plan for the young person. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE QUALITY ASSURING BODY
    Core  60209   Further Education and Training Certificate: Child and Youth Care Work  Level 4  NQF Level 04  Reregistered  2015-06-30  HW SETA 
    Elective  66749   National Certificate: Community Development  Level 3  NQF Level 03  Reregistered  2015-06-30  ETDP SETA 
    Elective  61451   Further Education and Training Certificate: Criminology  Level 4  NQF Level 04  Reregistered  2015-06-30  SAS 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 Quality Assuring Bodies 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 Quality Assuring Body 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.