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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Investigate a narrative book

SAQA US ID	UNIT STANDARD TITLE
116756	Investigate a narrative book
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 wish to further their understanding of how Biblical narratives work.

People credited with this Unit Standard are able to:

Describe the extend of narrative books in the Bible and the importance of narratives in a primarily oral culture

Describe how narrative passages are constructed

Describe the characters in narrative passages

Describe the setting of narrative passages

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:

Narrative texts selected from both biblical and extra-biblical sources

Methods of narrative include both ancient and modern techniques

Methods of analysis of narrative passages include those used in modern 'secular' plays and art forms

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 extent of narrative books in the Bible and the importance of narratives in a primarily oral culture.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Narrative books are listed from the Bible.

ASSESSMENT CRITERION 2

The importance of narratives as primary method of conveying knowledge and values in an oral community are described with reference to Christian values.

ASSESSMENT CRITERION 3

The persuasive nature of narratives in general and Biblical narrative books in particular is described with reference to the value of stories.

SPECIFIC OUTCOME 2

Describe how narrative passages, texts and books are constructed.

OUTCOME RANGE

At least four texts from the Old and New Testaments. May also include extra-biblical and/or modern narrative texts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Where and why the narrative begins and ends is identified with reference to specific passages.

ASSESSMENT CRITERION 2

How the plot is constructed is described with reference to the components of short stories.

ASSESSMENT CRITERION RANGE

A clear sequence of events: preferably in a classical scheme such as 'initial situation - complication -transforming action - denouement - final situation'.

ASSESSMENT CRITERION 3

How the plot establishes a link between the 'initial situation' and the 'final situation' is described by analyzing narratives.

SPECIFIC OUTCOME 3

Describe and analyse the characters in narrative passages.

OUTCOME RANGE

At least four texts from the Old and New Testaments. May also include extra-biblical and/or modern narrative texts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

How the narrator constructed the characters is described with reference to character development in stories.

ASSESSMENT CRITERION RANGE

To include 'round' and 'flat' characters; development and/or transformation of characters.

ASSESSMENT CRITERION 2

Links are made between characters and plot.

ASSESSMENT CRITERION RANGE

To include a description of how the characters serve the plot.

ASSESSMENT CRITERION 3

The role and hierarchy of characters is described with reference to characters in a specific context.

ASSESSMENT CRITERION 4

Feelings the narrative arouses towards the characters are identified with reference to emotive responses.

ASSESSMENT CRITERION RANGE

To include empathy, sympathy and antipathy.

SPECIFIC OUTCOME 4

Describe and analyse the setting of narrative passages.

OUTCOME RANGE

Include temporal, social and geographic settings.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The significance of the setting for the narrative is described with reference to situational context.

ASSESSMENT CRITERION 2

The settings change in the course of the narrative and how that contributes towards the narrative is described from readings.

ASSESSMENT CRITERION RANGE

Include variations in the pace of the changes of the settings in the story, with pauses and 'jumps'.

ASSESSMENT CRITERION 3

The changes within the characters as well as those of the settings are described from readings.

ASSESSMENT CRITERION RANGE

Include the distances between the characters in the settings.

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.

Knowledge of the narrative techniques used in the Bible and other ancient literature.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems: by the ability to re-tell Biblical stories which can motivate people to transform situations (from 'initial' to 'final' situations).

UNIT STANDARD CCFO WORKING

Work effectively with others and in teams: ideally providers will encourage learners to work together in analysing and re-telling stories.

UNIT STANDARD CCFO ORGANISING

Organise and manage oneself and one's activities responsibly and effectively: through the discipline of study and analysis.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information: through the discovery of scholarly resources, old and modern, in the field of story-telling.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively using visual, mathematical and/or language skills: through learning how to analyse and re-tell Biblical stories.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically: learners may be able to incorporate visual aids such as videos or audio techniques in their re-telling of Biblical narratives.

UNIT STANDARD CCFO DEMONSTRATING

Understand the world as a set of inter-related parts of a system: stories are an ideal way to express the linkages that are in the world.

UNIT STANDARD ASSESSOR CRITERIA

Notes to assessors:

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 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. Further clarification of terms is provided as follows:

Actual author: the real, historical person or persons who wrote the story

Implied author: the image of the author as revealed in the narrative by its choices of plot, characters and setting. For example, the implied author of Matthew's gospel is usually seen as a Jewish convert to Christianity

Actual reader: either the person or persons for whom the actual author intended the text, or simply anyone engaged in the act of reading

Implied reader: the recipient of the text as envisaged by the implied author. The implied author is seen by the critic as able to find certain meanings in the text. For example, Matthew's gospel is usually analysed on the assumption that it was meant for Jewish people who converted to Christianity

Plot: systematised series of events which make up the story

Complication: an element in the plot which moves the plot from the initial situation and invariably introduces tension

Transforming action: the movement in the story which removes or at least lessens the complication. It is classically the turning point of the narrative

Denouement: describes the effect of the transforming action and sets the stage for the final situation to be described

Round character: a character who has several traits and who usually plays a major role in the story, as contrasted to a -

Flat character: who has only a single trait and usually play a minor role in the story. In the book of Ruth, for example, Ruth herself is a round character, whereas her sister-in-law Orphah is a flat character. Even Naomi is a relatively flat character.

Hierarchy of characters: A listing analysis of the characters in a story, from the major, round characters (often called the protagonists) who play a major role, through to the subordinate, flat characters, who often simply play walk-on parts.

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.

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