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

Identify key ethical values for human conduct 
SAQA US ID UNIT STANDARD TITLE
116490  Identify key ethical values for human conduct 
ORIGINATOR
SGB Ethical Foundations of Society World of Ideas 
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 3  NQF Level 03  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 is intended to promote an understanding of the meaning of the ethical behaviour that promotes respect for human life. It aims to empower learners to regulate their own moral conduct within an environment based on these values that promote respect for human life. It also aims to guide learners to determine which actions or forms of behaviour are within the limits of their confidence and trust.

People credited with this unit standard are able to:
  • Explain the concepts 'human', and 'human relationships', 'ethics' and 'ethical basis'
  • Demonstrate understanding of key ideas underpinning culture and society
  • Describe and explain key ethical concepts underpinning respect for human life
  • Describe the impact of worldviews on respect for human life
  • Describe and explain the role of the family in guiding human conduct 
    		•

    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:
  • Communications at NQF Level 2 or equivalent competence
  • It is recommended that learners should complete the Unit Standard: "Identify the basis for distinctions between morally acceptable and unacceptable behaviour in society", NQF level 3 before attempting this Unit Standard. 
    		•

    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. More generally, the following applies:
  • Learners are required to demonstrate the competence described in this unit standard in the context of the ethical framework provided by their workplace/sector. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Explain the concepts 'human', and 'human relationships', 'ethics' and 'ethical basis'. 
    OUTCOME RANGE 
    Explanation includes: ideas of human dignity, independence and freedom and self-realisation, dependence, interdependence, social being, community interdependence. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The concept of what it means to be a human being is explained by referring to human capacities, characteristics and life. 

    ASSESSMENT CRITERION 2 
    Human relationships are explained in terms the idea of human beings as social beings, and dependent on others for all aspects of life. 
    ASSESSMENT CRITERION RANGE 
    Aspects include: nurture, support.
     

    ASSESSMENT CRITERION 3 
    The idea of 'morally sound' is explained by referring to patterns of human behaviour and interaction. 

    ASSESSMENT CRITERION 4 
    Key ideas in the field of ethics are clearly identified and the relationship between them is explained in line with generally accepted literature and practice in the field and/or workplace. 

    ASSESSMENT CRITERION 5 
    The links between key ethical concepts and world views are identified and explained in terms of their specific ideas, key proponents and their position and sphere of influence in a particular context. 

    ASSESSMENT CRITERION 6 
    Forms of unethical behaviour are identified and contrasted with ethical forms of human behaviour in relationships with others. 

    ASSESSMENT CRITERION 7 
    Destructive behaviour in human relationships is identified and explained by referring to key ethical concepts and the impact of the behaviour on morally sound human relationships. 

    ASSESSMENT CRITERION 8 
    Ethical practices that promote morally sound human relationships are identified and explained in terms of their impact on relationships. 

    SPECIFIC OUTCOME 2 
    Demonstrate understanding of key ideas underpinning culture and society. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The ideas of selected thinkers, philosophers and/or leaders are described and explained by referring to the ways in which these ideas have affected past and present societies. 
    ASSESSMENT CRITERION RANGE 
    Effects on society include: political systems, economic systems, legal frameworks, religious persuasions.
     

    ASSESSMENT CRITERION 2 
    Diversity in society is explained in relation to the function of culture in human behaviour. 

    ASSESSMENT CRITERION 3 
    Characteristics of human behaviour in different cultures are explained by referring to cultural norms. 

    ASSESSMENT CRITERION 4 
    The impact and influence of culture on human relationships is illustrated by referring to specific examples from a particular sector, workplace or institution. 

    ASSESSMENT CRITERION 5 
    The importance of sensitivity and insensitivity to cultural similarities and differences is described in relation to the positive and negative impact on human relationships. 

    SPECIFIC OUTCOME 3 
    Describe and explain elements underpinning respect for human life. 
    OUTCOME RANGE 
    Elements include: values, actions. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Key ethical concepts underpinning respect for human life are identified. These ideas are described and explained in line with generally accepted literature and current knowledge in the field of ethics. 
    ASSESSMENT CRITERION RANGE 
    Values include: dignity, worth, value, differences, regard and uniqueness.
     

    ASSESSMENT CRITERION 2 
    Ideas that inform and support respect for human life are identified and explained by referring to their origin, and by referring to a particular context. 

    ASSESSMENT CRITERION 3 
    Ideas that are destructive of, and undermine respect for, human life are identified and explained by referring to their origin, and by referring to their effects in a particular context. 

    ASSESSMENT CRITERION 4 
    Actions are explained by looking at how they show and promote respect for human life. 
    ASSESSMENT CRITERION RANGE 
    Actions include: examples of human behaviour reported in the media, actions of colleagues or members of the community, actions of leaders and/or law enforcement agencies.
     

    ASSESSMENT CRITERION 5 
    Own values, and those of others, are examined by looking at whether they promote or undermine respect for human life in a particular context. 

    SPECIFIC OUTCOME 4 
    Describe and explain the role of the family in guiding human conduct. 
    OUTCOME RANGE 
    Family means: own family in own community or society (families may function differently in different communities or societies). 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The concept of family, and 'functional family', is explained by looking at its differing cultural and societal interpretations. 

    ASSESSMENT CRITERION 2 
    The purpose of the family is explained by referring to its function for family members and its role in the community and society. 

    ASSESSMENT CRITERION 3 
    The role of the family is described by referring to the behaviours, activities and communication patterns and/or skills that effective families produce. 

    ASSESSMENT CRITERION 4 
    The effects of specific and selected activities within the structure and routines of the family are described by looking at the extent to which they provide guidance for human conduct. 
    ASSESSMENT CRITERION RANGE 
    'Activities' includes: parental/care-givers' aspirations for the children and for one another, quality of language used, ethical/non-ethical character models provided by parents and care-givers, availability of guidance/quality help, nature/extent of reading done/not done, conversations about ideas, work habits, motivation and reward systems for achievement.
     

    ASSESSMENT CRITERION 5 
    Destructive interaction patterns in families are identified and described with reference to the negative impact on human behaviour. 

    ASSESSMENT CRITERION 6 
    The interactive patterns of effective families are described and explained by showing how collaborative and deliberate interaction helps to develop many of the inner abilities that are important for sound human relationships. 

    ASSESSMENT CRITERION 7 
    Interaction patterns are explained by referring to the ethical principles of human behaviour that underlie them. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Assessment of this Unit Standard should be contextual, practical and be conducted in the workplace as far as possible.
  • Assessors must be registered as assessors with the appropriate ETQA.
  • Moderators must be registered as assessors with the appropriate ETQA, or with an ETQA that has a Memorandum of Understanding with the appropriate ETQA.
  • The mechanisms and requirements for moderation should be applied as per the SAQA criteria.
  • Assessment should include both formative and summative assessment.
  • Training providers must be accredited by the appropriate ETQA or with an ETQA that has a Memorandum of Understanding with the appropriate ETQA. 
    		•

    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 
    Solve problems by identifying forms of conduct in human relationships that destroy and/or impact negatively on people. 

    UNIT STANDARD CCFO WORKING 
    Working as a team by cooperating with peers and management/leaders to design procedures for coordinating the principles and values in line with the Constitution of the nation. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself by ensuring that the ethical procedures of the workplace, sector or institution contained in these values to promote respect for human life are functionally integrated in each individual and group situation. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organize and critically evaluate information and behaviour by identifying and analyzing nationally and internationally recommended values and ethical procedures for promoting respect of human life. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively by explaining concepts and ideas that form part of understanding the ethical basis for human relationships. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology as when using technologies in ways that respect human life rather than create the potential for destruction. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of related systems particularly with respect to human conduct and interaction. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Show awareness of the importance of effective learning strategies and responsible citizenship in broadening these concepts to include respect for human life. 

    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 
    The title of this unit standard has been changed from 'Identify and apply ethical values to promote ethical behaviour' to 'Identify key ethical values for human conduct'. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  60249   National Certificate: Primary Response in Emergencies  Level 3  NQF Level 03  Passed the End Date -
    Status was "Registered"     		 2010-06-02  HW SETA 
    Core  78803   National Certificate: Primary Response in Emergencies  Level 3  NQF Level 03  Passed the End Date -
    Status was "Registered"     		 2013-06-02   
    Elective  71709   National Certificate: Auxiliary Nursing  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  65010   National Certificate: Aviation Support Operations  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2018-06-30  TETA 


    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.