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

Describe and apply Christian Education 
SAQA US ID UNIT STANDARD TITLE
116745  Describe and apply Christian Education 
ORIGINATOR
SGB Christian Theology and Ministry 
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 4  NQF Level 04  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2007-08-07  2010-08-07  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2011-08-07   2014-08-07  

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 to people who educate and train others within Sunday schools, catechism classes, bible studies, teaching programmes for adults and workshop situations.

People credited with this Unit Standard can:
  • Explain the nature and purpose of Christian Education within the faith community
  • Describe the role of Christian Education within specific stages of human development.
  • Identify effective teaching and learning strategies for several different Christian Education events and age groups
  • Plan, prepare and present a Christian Education event which implements effective teaching and learning strategies. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners are assumed to be competent in Communication and Mathematical Literacy at NQF level 3. 

    UNIT STANDARD RANGE 
    The following scope and context applies to the whole Unit Standard:
  • Christian education refers to education and training within the church community and not to religious education in public or private schools

    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 
    Explain the nature and purpose of Christian Education within the faith community. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The role and purpose of teaching the faith are explained with reference to Biblical examples. 

    ASSESSMENT CRITERION 2 
    The benefits of Christian Education programmes are explained with reference to both church and community life are included 

    ASSESSMENT CRITERION 3 
    A variety of perspectives on Christian Education is explained with reference to different programmes. 

    SPECIFIC OUTCOME 2 
    Describe the role of Christian Education within specific stages of human development. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The major stages of human development are described with reference to Piagetian theory. 

    ASSESSMENT CRITERION 2 
    Spiritual development needs are identified within the different stages. 

    ASSESSMENT CRITERION 3 
    The influence of physical, mental and spiritual development on learning is identified according to observation and experience. 

    ASSESSMENT CRITERION 4 
    The significance and importance of Christian education is described within the different age groups has been included in the description. 

    SPECIFIC OUTCOME 3 
    Identify effective methods of learning and teaching and apply them to Christian Education contexts. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The teaching/learning process is discussed and applied to the Christian Education context 

    ASSESSMENT CRITERION 2 
    Christ's teaching methods are analysed and adapted for current contexts 

    ASSESSMENT CRITERION 3 
    Teaching methods are described in terms of their relevance to the context and participants 

    ASSESSMENT CRITERION 4 
    Teaching and learning methods are described in terms of learner-centredness. 

    ASSESSMENT CRITERION 5 
    Methods are explored which apply to both children and adults 

    ASSESSMENT CRITERION 6 
    The effectiveness of the learning and teaching methods are be analysed from information gathered. 

    SPECIFIC OUTCOME 4 
    Plan, prepare and present a Christian Education event which implements effective teaching and learning strategies. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Each activity/event is described according to outcomes and process which enable learning to take place 

    ASSESSMENT CRITERION 2 
    Each activity/event is described in terms of its appropriateness to the age group, their concerns and context. 

    ASSESSMENT CRITERION 3 
    Learning activities are discussed in terms of appropriate application. 


    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.
  • Principles of Christian Education
  • Biblical, theological and ecclesial context of Christian Education
  • Theory of human development and it's impact on learning with special reference to Christian spiritual formation
  • Learning/teaching methods and models
  • Principles of Outcomes Based Education
  • Principles of designing and implementing learning experiences/events 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams: planning and running an event and receiving feedback 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively: implement a Christian Education learning experience 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information: outcomes 1 and 3 require citical analysis of theory and implementation methods 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills: conducting a Christian Education event. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically: used in research as well as in conducting learning experience 

    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 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 
    		•

    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
    Elective  49057   Further Education and Training Certificate: Theology and Ministry  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.