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

Demonstrate that a person is a physical, mental, spiritual and social being 
SAQA US ID UNIT STANDARD TITLE
7495  Demonstrate that a person is a physical, mental, spiritual and social being 
ORIGINATOR
SGB Life Skills 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 07 - Human and Social Studies People/Human-Centred Development 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
ABET Level 4  Regular-Fundamental  Level 1  NQF Level 01 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Registered" 
2000-12-06  2003-12-06  SAQA 1633/00 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2004-12-06   2007-12-06  

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 is replaced by: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
14661  Demonstrate knowledge of self in order to understand one`s identity and role within the immediate community and South African society  Level 1  NQF Level 01  Complete 

PURPOSE OF THE UNIT STANDARD 
Personal empowerment for individual fulfillment and better citizenship. Persons credited with this unit standards will be able to:
  • Describe the physical; intellectual, emotional, spiritual and social aspects of the self;
  • Analyse the interrelationship between the physical, intellectual, emotional, spiritual, social aspects the self; and
  • Demonstrate recognition of the uniqueness of others. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Communication ABET level 3 in both English and Mother tongue or equivalent titled `Engage in a range of speaking and listening interactions`. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Describe the physical, intellectual, emotional, social aspects and belief systems of the self. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The self is described in terms of physical external appearance. 
    ASSESSMENT CRITERION NOTES 
    Skills/competencies regarded as comprising "intellectual skills" include:
    reasoning and critical thinking. 
    ASSESSMENT CRITERION RANGE 
    General:
  • This Assessment Criteria is about the Self as an actual; physical being
  • 3 out of the above Assessment Criteria should be covered and reasons given for descriptions
  • Belief Systems include religious and secular belief systems

    Specific:
  • Descriptions to be measurable qualities and as far as possible - exclude negative terms
  • a. Descriptions must be made within particular cultural or other contexts
  • b. Intellectual strengths and weakness to be described in terms of: " I am good at. I am not so good at........".
     

  • ASSESSMENT CRITERION 2 
    2. The self is clearly evaluated in terms of intellectual weaknesses and strengths. 
    ASSESSMENT CRITERION NOTES 
    Skills/competencies regarded as comprising "intellectual skills" include:
    reasoning and critical thinking. 
    ASSESSMENT CRITERION RANGE 
    General:
  • This Assessment Criteria is about the Self as an actual; physical being
  • 3 out of the above Assessment Criteria should be covered and reasons given for descriptions
  • Belief Systems include religious and secular belief systems

    Specific:
  • Descriptions to be measurable qualities and as far as possible - exclude negative terms
  • a. Descriptions must be made within particular cultural or other contexts
  • b. Intellectual strengths and weakness to be described in terms of: " I am good at. I am not so good at........".
     

  • ASSESSMENT CRITERION 3 
    3. The self is described in terms of dominant emotional characteristics. 
    ASSESSMENT CRITERION NOTES 
    Skills/competencies regarded as comprising "intellectual skills" include:
    reasoning and critical thinking. 
    ASSESSMENT CRITERION RANGE 
    General:
  • This Assessment Criteria is about the Self as an actual; physical being
  • 3 out of the above Assessment Criteria should be covered and reasons given for descriptions
  • Belief Systems include religious and secular belief systems

    Specific:
  • Descriptions to be measurable qualities and as far as possible - exclude negative terms
  • a. Descriptions must be made within particular cultural or other contexts
  • b. Intellectual strengths and weakness to be described in terms of: " I am good at. I am not so good at........".
     

  • ASSESSMENT CRITERION 4 
    4. The self is described in terms of views/perspectives on social relationships. 
    ASSESSMENT CRITERION NOTES 
    Skills/competencies regarded as comprising "intellectual skills" include:
    reasoning and critical thinking. 
    ASSESSMENT CRITERION RANGE 
    General:
  • This Assessment Criteria is about the Self as an actual; physical being
  • 3 out of the above Assessment Criteria should be covered and reasons given for descriptions
  • Belief Systems include religious and secular belief systems

    Specific:
  • Descriptions to be measurable qualities and as far as possible - exclude negative terms
  • a. Descriptions must be made within particular cultural or other contexts
  • b. Intellectual strengths and weakness to be described in terms of: " I am good at. I am not so good at........".
     

  • ASSESSMENT CRITERION 5 
    5. The self is described in terms of belief systems. 
    ASSESSMENT CRITERION NOTES 
    Skills/competencies regarded as comprising "intellectual skills" include:
    reasoning and critical thinking. 
    ASSESSMENT CRITERION RANGE 
    General:
  • This Assessment Criteria is about the Self as an actual; physical being
  • 3 out of the above Assessment Criteria should be covered and reasons given for descriptions
  • Belief Systems include religious and secular belief systems

    Specific:
  • Descriptions to be measurable qualities and as far as possible - exclude negative terms
  • a. Descriptions must be made within particular cultural or other contexts
  • b. Intellectual strengths and weakness to be described in terms of: " I am good at. I am not so good at........".
     

  • SPECIFIC OUTCOME 2 
    Analyse the interrelationship between the physical, intellectual, emotional, belief systems. 
    OUTCOME NOTES 
    Analyse the interrelationship between the physical, intellectual, emotional, belief systems and social aspects of the self 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The difference between the physical, intellectual, emotional, belief systems and social aspects of human life is demonstrated. 
    ASSESSMENT CRITERION RANGE 
    General:
  • Specific effects means obvious physical effects both short and long term
  • This AC is about the "conceptual" concept of being
  • Belief Systems are inclusive of secular belief systems and religious systems

    Specific:
  • a. Understanding the difference between various aspects of life and then how they interact.
     

  • ASSESSMENT CRITERION 2 
    2. A discussion of the inter-relationship between the physical, intellectual, emotional, belief systems and social aspect of human life. 
    ASSESSMENT CRITERION RANGE 
    General:
  • Specific effects means obvious physical effects both short and long term
  • This AC is about the "conceptual" concept of being
  • Belief Systems are inclusive of secular belief systems and religious systems

    Specific:
  • a. Understanding the difference between various aspects of life and then how they interact.
     

  • ASSESSMENT CRITERION 3 
    3. A basic awareness of the different perspectives on the physical; intellectual; emotional; belief systems and social aspects of human life is demonstrated. 
    ASSESSMENT CRITERION RANGE 
    General:
  • Specific effects means obvious physical effects both short and long term
  • This AC is about the "conceptual" concept of being
  • Belief Systems are inclusive of secular belief systems and religious systems

    Specific:
  • a. Understanding the difference between various aspects of life and then how they interact.
     

  • SPECIFIC OUTCOME 3 
    Demonstrate recognition of the uniqueness of others. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Awareness of variations in human behaviour and appearance is displayed. 
    ASSESSMENT CRITERION NOTES 
    Example of environmental behavior = dialect. 
    ASSESSMENT CRITERION RANGE 
  • Environment refers to social, economic, political and cultural.
     

  • ASSESSMENT CRITERION 2 
    2. Awareness of how personality affects behaviour is displayed. 
    ASSESSMENT CRITERION NOTES 
    Example of environmental behavior = dialect. 
    ASSESSMENT CRITERION RANGE 
  • Environment refers to social, economic, political and cultural
     

  • ASSESSMENT CRITERION 3 
    3. Awareness of how the environment affects behaviour is displayed. 
    ASSESSMENT CRITERION NOTES 
    Example of environmental behavior = dialect 
    ASSESSMENT CRITERION RANGE 
  • Environment refers to social, economic, political and cultural.
     


  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • The learner should have emerging abstract thinking and communication skills.
  • The learner should have a basic self-identity. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    1. Participating as responsible citizens in the life of local, national and global communities;
    2. Being culturally and aesthetically sensitive across a range of social contexts. 


    Critical Cross-field Outcomes (CCFO): 

    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. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills in the modes of oral and/or written presentation. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognizing that problem-solving contexts do not exist in isolation. 

    UNIT STANDARD NOTES 
    This unit standard will expire during December 2003. It has already been replaced by unit standard 14661, which is "Demonstrate knowledge of self in order to understand one`s identity and role within the immediate community and South African society", 3 credits, ABET Level 4. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  23193   GETC in Ancillary Health Care  Level 1  NQF Level 01  Passed the End Date -
    Status was "Registered" 
    2005-02-13  Was HW SETA until Last Date for Achievement 
    Core  22977   National Certificate: Construction: Roadworks  Level 1  NQF Level 01  Passed the End Date -
    Status was "Registered" 
    2005-12-04  CETA 
    Core  20893   National Certificate: Human Resources Management and Practices Support  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2005-02-13  Was SABPP until Last Date for Achievement 
    Core  21728   National Certificate: Labour Recruitment Consultancy  Level 4  NQF Level 04  Passed the End Date -
    Status was "Registered" 
    2004-06-12  SERVICES 


    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.