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: 

Develop and implement a community recreation programme for youth at risk 
SAQA US ID UNIT STANDARD TITLE
254234  Develop and implement a community recreation programme for youth at risk 
ORIGINATOR
SGB Sport, Recreation & Fitness 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 02 - Culture and Arts Sport 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  11 
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 
The purpose of this unit standard is to introduce the learner to a multi-disciplinary approach to wellbeing. It will develop the skills to care for wellness through the assessment of risk factors and to promote and market wellness programmes through effective strategies utilising Recreation activities and implementing these at workplaces in accordance with organisational policies and procedures.

The qualifying learner is capable of:
  • Investigating the need to promote physical wellness and personal wellbeing within a contemporary wellness programme in the corporate and public sectors.
  • Examining the relationship between mind/body/behaviour and the impact of short-term and long-term stress on individuals and their environments.
  • Understanding nutrition and examining the relationship between nutrition and disease.
  • Designing and implementing a programme to manage workplace wellness.
  • Developing plans to promote workplace wellness to address organisational needs.
  • Implementing and operating a recreation programme to promote workplace wellness.
  • Collecting and analysing feedback according to organisation protocols and demonstrating a return on investment. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is recommended that the learner complete the following unit standards before enrolling for this Unit Standard:
  • Communication at NQF Level 4.
  • Unit standards or equivalent.
  • Plan, implement and evaluate a simple recreation programme, at NQF Level 4.
  • Explain Leisure and Recreation concepts and the trends which impact on participation within the South African context at NQF Level 4. 
    		•

    UNIT STANDARD RANGE 
  • In the context of this unit standard, a recreation programme considers the broad special needs in the community. The programmes incorporate the whole programming philosophy of the organising body, and may make up the overall programme, or total range of programmes, for the organising body for an extended period of time, for example, a season or a year.
  • In the context of this unit standard, a community may pertain to ethnicity, gender, age, geographic boundaries, workplace, special need, or special interest. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Describe the influences that would contribute to strengthening an individual from birth to adulthood. 
    OUTCOME RANGE 
    Lifestyle choices, health and safety issues, risk of developing chronic diseases. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The influences of society that will have an impact on the behaviour of young people are identified and described. 
    ASSESSMENT CRITERION RANGE 
    Influences include - individual, family, peer, school, community and societal levels.
     

    ASSESSMENT CRITERION 2 
    A collaborative effort of the partners and sectors are recognised and explained as to how these partnerships can assist the individual to promote a comprehensive approach to address adolescent health. 
    ASSESSMENT CRITERION RANGE 
  • Adolescent health includes - views them as whole persons, focus on their strengths not on their risks.
  • Partners include - parents and families, schools, employers, media, faith based organisations, health care providers, government agencies, community based organisations.
     
    		•

    SPECIFIC OUTCOME 2 
    Discuss the critical health behaviours and influences, which contribute to placing an individual at risk. 
    OUTCOME RANGE 
    Health behaviours include - mental, social, emotional, physical and spiritual. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The risks and disabilities that are caused by substance abuse are explained. 

    ASSESSMENT CRITERION 2 
    The effect of poor nutrition and a lack of physical activity are described and its impact on placing the individual at risk is explained in detail. 

    ASSESSMENT CRITERION 3 
    The risk of causing injury and violence in contributing to anti social behaviour and destructive behaviour is clarified. 

    ASSESSMENT CRITERION 4 
    The explanation of how sexual risk behaviours contribute to serious health and social problems are described. 

    ASSESSMENT CRITERION 5 
    The impact of these behaviours on educational and social problems, failure to complete high school, crime and unemployment are listed and discussed. 

    SPECIFIC OUTCOME 3 
    Plan for the use of community resources to promote a recreation programme for youth at risk. 
    OUTCOME RANGE 
    Community resources may include - equipment, facilities, funding, personnel, patronage, political support. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Resource requirements are categorised and sourced for the recreation programme. 

    ASSESSMENT CRITERION 2 
    Community resources are identified and evaluated for their availability and suitability for the programme. 

    ASSESSMENT CRITERION 3 
    Procedures are identified and explained for getting access to and using community resources in terms of the standard operating procedures of the organising agency. 
    ASSESSMENT CRITERION RANGE 
    Procedures may include procurement procedures, standard operating procedures, resource consents, use dispensation, traffic management, accessing computer databases and inventories, cultural and ethnic protocols.
     

    ASSESSMENT CRITERION 4 
    Plans for the use of available and suitable community resources are developed and documented according to the requirements of the programme. 

    SPECIFIC OUTCOME 4 
    Design and implement a community recreation programme to help individuals live longer and better lives using the advanced techniques for programming. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Programming options are generated in accordance with the mission statement of the organising body, and are evaluated (for their feasibility) within the constraints of the identified social, political, and economic policies and requirements, and the needs of the target group. 
    ASSESSMENT CRITERION RANGE 
    Options include - scheduling, time, form (eg workshop, festival, ritual, drop-in, competitive round robin), duration, content, venue, location.
     

    ASSESSMENT CRITERION 2 
    The programming design is aligned to the programme objectives and the needs of the target group. 
    ASSESSMENT CRITERION RANGE 
    Objectives may include - social, economic, participant, community, resource.
     

    ASSESSMENT CRITERION 3 
    The programme plan includes key elements critical to the success of the programme. 
    ASSESSMENT CRITERION RANGE 
    Key elements may include - social objectives, individual and/or group needs, political and economic requirements, programme feasibility, contingency plan, time line, funding sources, pricing strategy, cost recovery.
     

    ASSESSMENT CRITERION 4 
    The social, economic and political requirements of the organising body are identified and implemented in a programme. 

    ASSESSMENT CRITERION 5 
    A documented plan for the use of identified resources is developed and included in the programme. 

    ASSESSMENT CRITERION 6 
    The programme design describes the process of evaluation of the programme after the event. 

    SPECIFIC OUTCOME 5 
    Collect and analyse feedback according to the programme protocols. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Data is collected according to the organisations' protocols as described in the plan. 

    ASSESSMENT CRITERION 2 
    The effectiveness of programs/services including the effectiveness and quality improvement measures are identified and explained. 

    ASSESSMENT CRITERION 3 
    Plans are continued, modified, or discontinued according to the evaluation results and participant responses. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • This Unit Standard will be assessed by an assessor and moderated by a moderator registered with the relevant accredited ETQA.
  • Assessors should be in possession of a relevant qualification that is at least one level higher than the level of this unit standard.
  • Training providers must be accredited by a relevant ETQA.
  • Assessment should include both formative and summative assessment. 
    		•

    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 
    Learners are able to identify and provide possible solutions that would lead team members to provide recreation programmes to meet the needs of people at risk. 

    UNIT STANDARD CCFO WORKING 
    A learner is able to work as a member of a professional team when presenting information that would lead to successful recreation programmes. 

    UNIT STANDARD CCFO COLLECTING 
    Learners are able to collect, organise and evaluate information to provide suitable and appropriate recreation programmes to assist in reducing the number of individuals who are at risk. 

    UNIT STANDARD CCFO COMMUNICATING 
    Learners are able to communicate effectively and responsibly, using visual and/or language skills, when explaining a recreation programme for youth at risk to the community. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Learners can demonstrate an understanding of the world, as a set of related systems when demonstrating knowledge and understanding in meeting the special recreation needs in the community. 

    UNIT STANDARD CCFO CONTRIBUTING 
    A learner can participate as a responsible citizen in the life of a local community and the country by understanding how recreation programmes can assist in the upliftment of individuals with special needs. 

    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 
    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  60289   National Certificate: Community Recreation  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CATHSSETA 


    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.