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

Support children and adults living with HIV/AIDS in ECD settings 
SAQA US ID UNIT STANDARD TITLE
12839  Support children and adults living with HIV/AIDS in ECD settings 
ORIGINATOR
SGB Early Childhood Development 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 05 - Education, Training and Development Early Childhood Development 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular-Fundamental  Level 3  NQF Level 03 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 
2006-01-10  2007-10-18  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2008-10-18   2011-10-18  

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
244259  Support children and adults living with HIV and AIDS  Level 3  NQF Level 03   

PURPOSE OF THE UNIT STANDARD 
This is an elective unit standard at Level 3, which can be credited to the Basic Certificate in ECD at Level 1 and/or the National Certificate in ECD at Level 4.

Learners are equipped with the necessary knowledge, skills and attitudes required to deal with the challenge of HIV/Aids within various ECD settings. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Basic health and safety knowledge and skills in ECD settings equivalent to the core unit standard on Support Healthy Development at Level 1. 

UNIT STANDARD RANGE 
This elective unit standard is suitable for educators, caregivers and community workers working with adults and children in-group, informal or family ECD settings. Learners are required to demonstrate applied competence in one of the following developmental phases/settings:
  • 0 - 3 years (group, informal or family settings)
  • 2 - 6 years (group, informal or family settings)
  • 5 - 9 years (group or informal settings)

    At this level, learners demonstrate the ability to:
  • Describe the impact of the socio-economic context on the HIV/Aids pandemic in the local community;
  • Describe in simple terms the transmission and progression of HIV/Aids in children and adults;
  • Facilitate and support a safe, healthy environment in accordance with HIV/Aids policy;
  • Support people living with HIV/Aids. 

  • Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Describe the transmission and progression of HIV/AIDS in adults and children 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. The transmission of HIV/Aids to children is described. 

    ASSESSMENT CRITERION 2 
    2. The progression of HIV/AIDS in adults and children is described in practical terms. 

    ASSESSMENT CRITERION 3 
    3. How the immune system functions and is affected by HIV/Aids is explained simply. 

    ASSESSMENT CRITERION 4 
    4. The accepted Universal Precautions required in various ECD settings and daily routines to protect the health and safety of children and adults are described (see notes). 

    SPECIFIC OUTCOME 2 
    Describe the socio-economic context and impact of the HIV/AIDS pandemic 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. An awareness of the extent of the HIV/Aids pandemic is demonstrated. 

    ASSESSMENT CRITERION 2 
    2. Awareness of the contribution of poverty to the pandemic is demonstrated. 

    ASSESSMENT CRITERION 3 
    3. The impact of the HIV/Aids pandemic on community and family life is described. 

    ASSESSMENT CRITERION 4 
    4. Awareness of rights, responsibilities and gender roles in the transmission of HIV and other sexually transmitted diseases is demonstrated. 

    SPECIFIC OUTCOME 3 
    Provide appropriate care for children and adults in various ECD settings 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Appropriate sensitivity is shown towards community, spiritual and cultural values when dealing with HIV/Aids and illness. 

    ASSESSMENT CRITERION 2 
    2. An accepted HIV/Aids policy and Universal Precautions are implemented within the ECD setting (see notes). 

    ASSESSMENT CRITERION 3 
    3. Signs and symptoms of illness are identified early and appropriate action is taken. 

    ASSESSMENT CRITERION 4 
    4. Adequate healthy meals and snacks are provided to support wellness. 

    ASSESSMENT CRITERION 5 
    5. First aid equipment and materials appropriate for the prevention of transmission of disease are safely stored and used when required. 

    SPECIFIC OUTCOME 4 
    Establish appropriate support systems for children, staff and families living with HIV/Aids 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    1. Children and adults are given appropriate emotional support through a demonstrated understanding of the progression of HIV/Aids and of death and dying. 

    ASSESSMENT CRITERION 2 
    2. Appropriate support is provided for the learning and developmental needs of children living with HIV/Aids or coping with HIV/Aids within the ECD family or group setting. 

    ASSESSMENT CRITERION 3 
    3. The disclosure of HIV status is treated confidentially within a non-discriminatory and culturally-sensitive policy framework. 

    ASSESSMENT CRITERION 4 
    4. Assistance with the establishment of support networks is given and/or established structures in the community are used to support affected children, adults and their families. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Structured interview to assess knowledge of the transmission and progression of HIV/Aids, Universal Precautions and the ability to link theory to practice.
  • Assessment of relevant practical skills in an authentic workplace setting.
  • Written work in the form of reports, policies, assignments and notes linking theory with practice.
  • Portfolio of supporting evidence including dated and annotated observat