SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Observe, record and report as an auxiliary child and youth care worker in child and youth care work context

SAQA US ID	UNIT STANDARD TITLE
117173	Observe, record and report as an auxiliary child and youth care worker in child and youth care work context
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	5
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2007-09-18	2008-02-06	SAQA 0160/05
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2009-02-06		2012-02-06

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 is replaced by:

US ID	Unit Standard Title	Pre-2009 NQF Level	NQF Level	Credits	Replacement Status
254177	Observe, record and report in a child and youth care work context	Level 4	NQF Level 04	5

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:

Demonstrate understanding of observation, recording and reporting in child and youth care work contexts.

Observe behaviour within a selected assessment framework.

Record observations as part of a developmental assessment.

Report observations and interpretations.

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 3 or equivalent competence.

Competence equivalent to that described in the following unit standards:

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.

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

Demonstrate understanding of observation, recording and reporting in child and youth care work contexts.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Structured and unstructured observation is described and differences explained with reference to purpose and the key features of each.

ASSESSMENT CRITERION 2

The nature and the purpose of logging is described and explained with reference to various methods of logging and the importance of critical incidents.

ASSESSMENT CRITERION 3

The nature and value of strength-based logging is described and explained with reference to developmental and therapeutic assessment and care.

ASSESSMENT CRITERION 4

The importance of supervision is described with reference to the need for objectivity and consistency in the provision of feedback and care within the broader therapeutic and developmental milieu.

ASSESSMENT CRITERION 5

The significance of the context of observations is explained with reference to the holistic approach and the ecology of the child.

ASSESSMENT CRITERION RANGE

Context includes: time, place, others present, what happened before and after.

SPECIFIC OUTCOME 2

Observe behaviour within a selected observation framework.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Observations are contextualised within the selected framework, and accurately record key features required by the developmental framework.

ASSESSMENT CRITERION RANGE

Features include: frequency of the behaviour; intensity of the behaviour; duration of the behaviour and period over which observed; observed strengths; context.

ASSESSMENT CRITERION 2

Individual observations are consistent with an accepted, common framework. All observations are ordered in terms of this framework.

ASSESSMENT CRITERION 3

Absent or distorted experiences, observed within the domains of the framework, are identified as opportunities for growth and development.

ASSESSMENT CRITERION 4

Observations comply with the strengths-based approach, and recognise strengths and developmental possibilities of the child's behaviour in context.

ASSESSMENT CRITERION RANGE

Contexts include: ecology of the child; holistic - physical, social, cognitive, emotional, spiritual, psychological.

ASSESSMENT CRITERION 5

Observations identify risk to the child and others within a child rights framework.

ASSESSMENT CRITERION 6

Observations reflect significant behaviours, distorted behaviour and/or the absence of anticipated behaviour in relation to accepted developmental stages.

ASSESSMENT CRITERION 7

Observations reflect the potential of the child and of situations, and accurately indicate possibilities that can be accessed and used to the benefit of the child.

SPECIFIC OUTCOME 3

Record observations as part of a developmental assessment.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Logging is an accurate and factual reflection of observed behaviour which describes the behaviour without classification or judgement.

ASSESSMENT CRITERION 2

Behaviours recorded and observations made are significant in terms of the individual developmental plan and developmental objectives.

ASSESSMENT CRITERION RANGE

Significant includes: absent or distorted behaviour in relation to 'normal' development and/or stages of development; patterns or themes that emerge over time.

ASSESSMENT CRITERION 3

Observations are recorded according to categories within the framework.

ASSESSMENT CRITERION 4

Recording focuses on strengths and is non-judgemental. Recorded observations are clearly distinguished from subsequent interpretations of behaviour.

SPECIFIC OUTCOME 4

Report observations and interpretations.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Communication and other interactive skills are used effectively to gather, process and communicate information pertinent to the purpose of the observation.

ASSESSMENT CRITERION 2

The interpretation of observations is based on available information from context, and consistent with the observation framework and the interpretation of other experts in the field.

ASSESSMENT CRITERION 3

Interpretations are prepared in the required format for contribution into the overall assessment.

ASSESSMENT CRITERION 4

Participation in the observation process and subsequent discussions is coherent, structured and consistent over the period of the observation, and contributes information relevant to developmental purposes.

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: An important part of the critical observation required.

UNIT STANDARD CCFO WORKING

Work effectively with others as members of a team, group, organisation or community.

Note: Work is invariably within a team.

UNIT STANDARD CCFO ORGANISING

Organise and manage themselves and their activities responsibly and effectively.

Note: Systematic observation requires an organized approach.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information.

Note: Essential to the standard.

UNIT STANDARD CCFO COMMUNICATING

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

Note: Listening and writing skills are critical to effective observation.

UNIT STANDARD CCFO SCIENCE

Use science and technology effectively and critically showing responsibility towards the environment and health of others.

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: Important to understand observations in the moment against the broader plan for the young person.

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.

UNIT STANDARD NOTES

This unit standard has been replaced by unit standard 254177, which is "Observe record and report in a child and youth care work context", Level 4, 5 credits.

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	49531	Further Education and Training Certificate: Inclusive Education	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	ETDP 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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