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 knowledge of programming and activities in child and youth care work 
SAQA US ID UNIT STANDARD TITLE
117182  Demonstrate knowledge of programming and activities in child and youth care work 
ORIGINATOR
SGB Child and Youth Care Work 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
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  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 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:
  • Describe the purpose of programming in a child and youth care context.
  • Describe the key features of programmes in a child and youth care context.
  • Identify resources for child and youth care programmes.
  • Review and report on programmes. 
    		•

    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:
  • 117172: Demonstrate a basic understanding of the fundamentals of child and youth care work.
  • 117183: Demonstrate knowledge of the developmental approach to therapeutic work with children and youth at risk.
  • 117173: Observe, record and report auxiliary as an child and youth care worker in child and youth care work context. 
    		•

    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 
    Describe the purpose of programming in a child and youth care context. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Programming is described in relation to other aspects of service delivery in child and youth care work. 
    ASSESSMENT CRITERION RANGE 
    Aspects include: assessment, individual development plans, care plans.
     

    ASSESSMENT CRITERION 2 
    Different types of programmes are described in terms of their different purposes within different contexts. 
    ASSESSMENT CRITERION RANGE 
    Programmes include: organisational (including community outreach programmes, positive peer culture, substance rehab programme); individual development programmes (linked to an assessment/IDP); family programmes (family preservation programmes; re-unification programmes); programming in the life space of the child through routines and other activities (intentional use of ordinary everyday events, introduction of routines); specific programmes around defined developmental goals (working with sex offenders as an example).
     

    ASSESSMENT CRITERION 3 
    Programmes in child and youth care work are described in terms of their general aims and common purpose across the different programmes. 
    ASSESSMENT CRITERION RANGE 
    General aims include: meeting basic needs, developmental (individual and group needs), therapeutic, provision of care.
     

    SPECIFIC OUTCOME 2 
    Describe the key features of programmes in a child and youth care context. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The essential elements of effective programmes are identified and examples provided of their application within the life space of the young person. 
    ASSESSMENT CRITERION RANGE 
    Essential elements to consider include: aims; target group; developmental stage; cultural background; preventive and interventive requirements; routines within programmes; assessment; evaluation.
     

    ASSESSMENT CRITERION 2 
    The distinguishing features of child and youth care programmes are identified and described in terms of their intentional nature in the provision of developmental and therapeutic care. 
    ASSESSMENT CRITERION RANGE 
    Features include: planned; purposeful; run over a defined period of time; directed towards clearly identified developmental goals; developmental and therapeutic in intent; consistent with overall or broader organisational programmes; focused on the creation of rhythms and patterns.
     

    ASSESSMENT CRITERION 3 
    Variety in programme composition is explained with reference to particular practitioners and/or young persons and/or contexts, as well as best practice for the particular situation. 
    ASSESSMENT CRITERION RANGE 
    Approaches include: programmes which are individualised or aimed at defined target groups; highly structured or spontaneous programmes.
     

    ASSESSMENT CRITERION 4 
    The role of activities in programming is described and explained with reference to their purposeful use to influence the circumstance and ecology of the child in order to meet the child's needs. 

    ASSESSMENT CRITERION 5 
    Activities as key components of programmes are described with reference to their nature and the opportunity they provide to a group or individual for growth and development. 
    ASSESSMENT CRITERION RANGE 
    Activities include: recreational, educational, routine. Nature of activities includes: planned, purposeful and conscious; involves creativity; within a fixed time period; needs based - must fulfil the need of the child and/or the group; optimises the life space interaction between self, child and child/group; age appropriate, culturally appropriate, developmentally appropriate, contextually appropriate.
     

    ASSESSMENT CRITERION 6 
    The design of programme activities is described with reference to the strengths-based approach and involvement of the young person in the planning. 
    ASSESSMENT CRITERION RANGE 
    Involvement includes: utilisation of strengths; doing with rather than for; development of capacity; meeting need for dignity, positive public image, nurturance, choice, self-management and privacy.
     

    ASSESSMENT CRITERION 7 
    Activities designed are appropriate to practitioner skills levels, and make use of simple, everyday activities in intentional ways to the benefit of the child and/or group in a child and youth care work context. 

    SPECIFIC OUTCOME 3 
    Identify resources for child and youth care programmes. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Resources identified include the creative use of own experiences, interests and skills and their use when appropriate within a particular context. 
    ASSESSMENT CRITERION RANGE 
    Experience includes: own childhood activity experiences and skills; adult interests and skills; interests and skills include: arts, crafts, sports, games and music, play, hobbies.
     

    ASSESSMENT CRITERION 2 
    Resources include the identification of strengths and capabilities offered by others, including volunteers, for developmental and therapeutic work with the young person. 

    ASSESSMENT CRITERION 3 
    Resources include whatever is readily available in the particular context which may be used to achieve programme ends. 
    ASSESSMENT CRITERION RANGE 
    Resource includes: optimising the environment; awareness of community resources (parks, community centre halls, outdoors).
     

    ASSESSMENT CRITERION 4 
    Resources identified are realistic in terms of the constraints of the particular context. 
    ASSESSMENT CRITERION RANGE 
    Constraints include: Financial; duration; time of day.
     

    SPECIFIC OUTCOME 4 
    Participate in the review of, and report on programmes. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Formal and informal feedback is gathered and recorded for review against set criteria in a site approved manner. 
    ASSESSMENT CRITERION RANGE 
    Feedback includes: discussions with young people; reflections of child and youth care worker; input from other care givers; input of supervisor.
     

    ASSESSMENT CRITERION 2 
    The impact of selected basic programmes is described in terms of their original aims and objectives. 

    ASSESSMENT CRITERION 3 
    The review identifies areas for improvement in the programme and contributes to ongoing learning and improved effectiveness of delivery. Changes made in subsequent programming reflect this learning. 

    ASSESSMENT CRITERION 4 
    The unplanned consequences of programmes are identified and changes made where necessary are appropriate in terms of the original intention of the programme and the best interests of the young person or group. 

    ASSESSMENT CRITERION 5 
    Reports on programmes and activities are based on observation and reflection, and are delivered to the agreed persons within a timeframe that allows for adjustments to the programme, as required. 
    ASSESSMENT CRITERION RANGE 
    Persons include: supervisors, other care givers.
     


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQA.

    Moderation Option:
  • The moderation requirements of the relevant ETQA must be met in order to award credit to learners for this unit standard. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    The following essential embedded knowledge will be assessed through assessment of the specific outcomes in terms of the stipulated assessment criteria. Candidates are unlikely to achieve all the specific outcomes, to the standards described in the assessment criteria, without knowledge of the listed embedded knowledge. This means that for the most part, the possession or lack of the knowledge can be directly inferred from the quality of the candidate's performance. Where direct assessment of knowledge is required, assessment criteria have been included in the body of the 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: Programming is aimed at resolving issues and depends upon decisions. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community.

    Note: Work is invariably part of teams. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively.

    Note: Effective programming depends upon organisation and utilisation of moments. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.

    Note: Programming responds to information from and about the young person. 

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

    Note: Essential to effective delivery. 

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

    Note: Programming may involve the use of a variety of technologies. 

    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: Programming demands an holistic view of the young person and the impact of programme activities on their choices and responses. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure that evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent. 
    		•

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

    UNIT STANDARD NOTES 
    Definition of Terms:
  • Terms have been clarified as far as possible through the use of range statements. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  49093   Further Education and Training Certificate: Child and Youth Care Work  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2008-02-06  Was HW SETA until Last Date for Achievement 
    Elective  49836   Further Education and Training Certificate: Gender Practice  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  HW 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.
     
    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.