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

Identify between morally acceptable and unacceptable behaviour 
SAQA US ID UNIT STANDARD TITLE
116481  Identify between morally acceptable and unacceptable behaviour 
ORIGINATOR
SGB Ethical Foundations of Society World of Ideas 
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 3  NQF Level 03  6 
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 is intended to have a wide application. It provides an understanding of the foundations of ethical behaviour, and the competence gained will add value to working relationships and/or professional performance and expertise, as well as to development as an individual. Learners may be seeking promotion to levels where this competence is learned, developed, demonstrated and assessed as an integral component of the sector, and/or workplace. The standard is intended to facilitate understanding of the meaning of moral responsibility and assure high standards of conduct for the sector, workplace or institution, as well as enable people to decide for themselves which actions or forms of behaviour are within the limits of their authority, confidence and trust.

Persons credited with this unit standard are able to:
  • Describe and explain how a society is shaped by key ethical ideas
  • Explain the concept of moral responsibility
  • Distinguish between moral and other types of problems
  • Adopt and explain a moral position 
    		•

    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:
  • Communication skills at NQF 2, or equivalent competence. 
    		•

    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. More generally, the following applies:
  • Potential sources of information include but are not limited to national, regional and local newspapers, local bulletin boards, personal contacts, Internet and networking.
  • Worldviews: Traditional African World View; Biblical Christian World View; Islamic World View; Cosmic Humanism; Humanism; Marxism; Socialism; Communism 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Describe and explain how a society is shaped by key ethical ideas. 
    OUTCOME RANGE 
    Foundations include: religious, cultural, functional, ideological. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Key concepts in the field of ethics are clearly identified and the relationship between them is explained in line with generally accepted literature and practice in the field and/or workplace. 
    ASSESSMENT CRITERION RANGE 
    Concepts include: ideas, world views, philosophy, presuppositions, right and wrong, good and bad, what deserves respect and what does not, rights, justice, fairness, harm, respect for persons.
     

    ASSESSMENT CRITERION 2 
    The link between key concepts and their consequences in the field of ethics are identified and explained with reference to a particular sector, workplace or institution. 

    ASSESSMENT CRITERION 3 
    The way in which key ethical concepts influence norms for ethical practices is identified and illustrated with examples taken from workplaces, institutions and/or communities within a society. 
    ASSESSMENT CRITERION RANGE 
    Norms for ethical practice address issues which include: race, gender, class, ethnicity, refugees.
     

    ASSESSMENT CRITERION 4 
    Sources which present key ethical ideas to society or which give these ideas broad acceptance, are identified and described by showing their effect on particular sectors of society. 
    ASSESSMENT CRITERION RANGE 
    Sources include but are not limited to: professional institutions (legal, educational, medical, sports, business, political, media), influential individuals, religious institutions.
     

    ASSESSMENT CRITERION 5 
    The links between key ethical concepts and world views are identified and explained by showing how particular ideas, as well as the key proponents of those ideas (and their position and sphere of influence), shape ethical concepts in a particular context. 
    ASSESSMENT CRITERION RANGE 
  • Philosophical questions include: reality, man, value, knowledge, and destiny.
  • Contexts include: workplace, community, sector, institution, family, personal relationships, professional relationships.
  • Worldviews include but are not limited to: Traditional African World View; Biblical Christian World View; Islamic World View; Cosmic Humanism; Humanism; Marxism; Socialism; Communism.
     
    		•

    SPECIFIC OUTCOME 2 
    Explain the concept of moral responsibility. 
    OUTCOME RANGE 
    Key concepts include: right and wrong, good and bad, what deserves respect, moral knowledge, freedom, choice, accountability. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The explanation of key concepts underpinning moral responsibility is in line with the most widely accepted ethical and/or philosophical theories of moral responsibility. 
    ASSESSMENT CRITERION RANGE 
    Theories include: rule morality, consequentialism, virtue ethics.
     

    ASSESSMENT CRITERION 2 
    The key concepts are explained by showing their importance to all human beings and their interactions with each other, and their ability to choose between right and wrong. 

    ASSESSMENT CRITERION 3 
    The relationship between moral responsibility and what it means to be human and live life as human beings is explained by referring to the most widely accepted ethical and philosophical schools of thought. 
    ASSESSMENT CRITERION RANGE 
    Schools of thought include: virtue ethics, duty ethics, utilitarian ethics, ethics of care.
     

    SPECIFIC OUTCOME 3 
    Distinguish between moral and other types of problems. 
    OUTCOME RANGE 
    Problems include: problems which involve moral issues. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The facts of particular problems are identified and listed for examination against ethical criteria. 

    ASSESSMENT CRITERION 2 
    The moral aspects of problems are identified and described by referring to key ethical concepts. 
    ASSESSMENT CRITERION RANGE 
    Key ethical concepts include: character, virtue, consequence, respect for persons, respect for life, justice, dignity, equality.
     

    ASSESSMENT CRITERION 3 
    Conflicting ethical principles leading to different views of moral problems are identified and described in terms of their world view origin and ethical consequences. 

    ASSESSMENT CRITERION 4 
    The origin and impact of moral problems for a particular context are identified. The moral problems are explained by pointing out the implications and/or choices that are presented. 
    ASSESSMENT CRITERION RANGE 
    Contexts include: professional, workplace, community.
     

    SPECIFIC OUTCOME 4 
    Choose and explain a moral position in relation to a particular problem or issue. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    A chosen moral position is explained by presenting the possible choices and actions and the key ethical concepts used to justify the selected position. 

    ASSESSMENT CRITERION 2 
    The importance of a moral position is explained by referring to own world view. 

    ASSESSMENT CRITERION 3 
    The importance of a moral position is explained by referring to human action and interaction within a set of relationships, and ethical principles that are appropriate to human interaction for a particular context. 

    ASSESSMENT CRITERION 4 
    The moral position is examined and explained by referring to its wider social implications. 
    ASSESSMENT CRITERION RANGE 
    Implications include but are not limited to: tolerance, peace, equity, human dignity, the common good, freedom of choice, security, health, employment, education discrimination, stigmatisation, violence, domination, exploitation, abuse and neglect, poverty, illiteracy, indoctrination, terrorism, vulnerability in populations, industrial action, crime.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Assessment of this Unit Standard should be contextual, practical and be conducted in the workplace as far as possible.
  • Assessors must be registered as assessors with the appropriate ETQA.
  • Moderators must be registered as assessors with the appropriate ETQA, or with an ETQA that has a Memorandum of Understanding with the appropriate ETQA.
  • The mechanisms and requirements for moderation should be applied as per the SAQA criteria.
  • Assessment should include both formative and summative assessment.
  • Training providers must be accredited by the appropriate ETQA or with an ETQA that has a Memorandum of Understanding with the appropriate ETQA. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    N/A 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
  • Solve problems by identifying the relationship between basic ideas in society and their relationship to current society; by examining different examples of moral responsibility; by identifying causes of situations that reflect the ethical foundations of a society.
  • Identify the moral dilemmas presented by teams and groups, and the importance of an ethical position. 
    		•

    UNIT STANDARD CCFO WORKING 
    Conduct oneself and one's activities responsibly and effectively within working groups by allowing objective points of view to be expressed. 

    UNIT STANDARD CCFO ORGANISING 
  • Organise information by explaining and describing the relationships between basic ideas in society and the impact those ideas have.
  • Organise and manage oneself when working with others in examining, interpreting and comparing the ethical consequences of worldviews in society. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, organise and evaluate information by describing the impact of specific ideas has on society; by analyzing and examining aspects of human beings that have been equipped for responsibility; by examining, interpreting and comparing the ethical consequences of worldviews in society. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively by explaining and contrasting different worldviews and how they influence society; when explaining the concept of moral responsibility; in explaining and demonstrating the relationships between worldviews and the ethical foundation of a society. 

    UNIT STANDARD CCFO SCIENCE 
    Recognise that the use science and technology is not neutral, and to recognise and make choices with respect to moral issues that emerge. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of related systems by showing that the past and decisions and actions made then, impacts the present. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Show awareness of the importance of effective learning strategies and responsible citizenship by pointing to the moral dimensions underpinning decisions which citizens (and learners) make. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    The title of this unit standard has been changed from 'Identify the basis for distinctions between morally acceptable and unacceptable behaviour in society' to 'Identify between morally acceptable and unacceptable behaviour'. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  58337   Further Education and Training Certificate: Trade Union Practice  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  ETDP 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.
     
    1. Aldabri 106 Institute for Quality (Pty) Ltd 
    2. Basella Training 
    3. Breakeven 59(PTY) Ltd 
    4. Dabulamanzi & Njabulo Ndaba Consulting cc 
    5. DITSELA WORKERS EDUCATION INSTITUTION 
    6. ELIJAH BARAYI MEMORIAL TRAINING CENTRE 
    7. Sash Business Management 
    8. Sebenzisanane Human Capital 
    9. Southren African ABET and Skills Development Agency (Pty) LTD 
    10. T Mabuya & Associates (Pty) Ltd 


    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.