SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Participate in a developmental assessment

SAQA US ID	UNIT STANDARD TITLE
117185	Participate in a developmental assessment
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	8
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
254186	Participate in a developmental assessment	Level 4	NQF Level 04	8

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 and explain approaches to assessment in child and youth care work.

Demonstrate understanding of the role of participants in an assessment process.

Contribute to the implementation of a developmental plan.

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 3 or equivalent competence.

Competence equivalent to that described in the following unit standards is assumed:
> 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 as an auxiliary 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.

The following scope and context applies to the whole unit standard:

The "circle of courage" model is the predominant model in use in assessment in child and youth care work.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Describe and explain approaches to assessment in child and youth care work.

OUTCOME RANGE

Approach includes: the assessment framework.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The purpose of assessment in a child and youth care context is described and explained with reference to the identification of needs and strengths in the young person.

ASSESSMENT CRITERION 2

The relationship between assessment and programming is illustrated by demonstrating how programme features provide for the most empowering and least restrictive framework for meeting needs and developing strengths.

ASSESSMENT CRITERION 3

The importance of partnerships with family and child in both assessment and programming are described in relation to developmental and therapeutic approaches.

ASSESSMENT CRITERION 4

The importance of process and sequence in assessment is described with reference to implications for an holistic approach and subsequent development and care plans.

ASSESSMENT CRITERION 5

An approach to developmental assessment is described in terms of its key features and strengths, in line with generally accepted definitions in the field.

ASSESSMENT CRITERION 6

The importance of working within the ecology or milieu of the child is explained with reference to developmental and therapeutic assessment and care, and the need to create and manage a nurturing environment.

ASSESSMENT CRITERION RANGE

Ecology includes: family, community, school, residential programme - (the context that determines behaviour and responses).

ASSESSMENT CRITERION 7

The selected framework is described and explained in terms of its underpinning philosophy, key features, and organising categories.

ASSESSMENT CRITERION RANGE

Philosophy includes: developmental approach; strengths-based observation

ASSESSMENT CRITERION 8

Developmental needs are identified and related to the specific criteria and themes in the developmental assessment tool.

ASSESSMENT CRITERION RANGE

Developmental needs include: needs for self-esteem, courage, wholeness

SPECIFIC OUTCOME 2

Demonstrate understanding of the role of participants in an assessment process.

OUTCOME RANGE

Participants include: child and youth care worker; other care givers; members of the multi-disciplinary team.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The link between self-awareness and self-development is identified and explained with reference to the child and youth care worker's use of self as a resource in work contexts.

ASSESSMENT CRITERION 2

The role of the child and youth care worker in a family conference is described with reference to representing the child and the protection of physical and emotional safety.

ASSESSMENT CRITERION 3

The importance of the multi-disciplinary approach to child and youth care work is explained with reference to the strengths and limitations of own role, and the developmental and therapeutic possibilities of an holistic and integrated approach.

ASSESSMENT CRITERION 4

Barriers to effective teamwork are identified and strategies suggested to overcome these are appropriate to the development goals of the young person.

ASSESSMENT CRITERION 5

Care is described and explained in terms the framework of service delivery for children at risk, the scope of provision, and the partners in the process.

ASSESSMENT CRITERION 6

The legal framework underpinning child and youth care work in South Africa is described and explained in terms of its key instruments, features and provisions.

ASSESSMENT CRITERION RANGE

Current legislation includes: International Conventions: UN Convention on Rights of the Child; African Charter on Rights of the Child; Children's Bill and Regulations; Child Justice Bill and Regulations; White Paper for Social Welfare (1997); SA Constitution 1997; Department of Social Development minimum norms and standards relating to child rights.

SPECIFIC OUTCOME 3

Contribute to the implementation of a developmental plan.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Own capabilities are identified in relation to resources required for programme delivery, and own contribution is realistic in terms of personal resources and current self-development.

ASSESSMENT CRITERION 2

Instructions are carried out correctly and in a spirit consistent with the therapeutic and/or development goals of the developmental plan.

ASSESSMENT CRITERION 3

Actions are culturally sensitive and acknowledge the dignity and uniqueness of each individual.

ASSESSMENT CRITERION 4

Own actions in response to the developmental plan are clearly described, and are consistent with own capabilities and the overall goals of the developmental plan.

ASSESSMENT CRITERION 5

Engagement with individual children, groups, and families is purposeful and contributes to the development of effective relationships.

ASSESSMENT CRITERION 6

Interactions and responses in the moment are appropriate in terms of the developmental plan.

ASSESSMENT CRITERION 7

Actions and interactions in the moment show an awareness of, and are consistent with, the broader developmental goals of the developmental plan.

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: Critical to the process of assessment of young people and families.

UNIT STANDARD CCFO WORKING

Work effectively with others as members of a team, group, organisation or community.
Note: All child and youth care work is in a team context.

UNIT STANDARD CCFO ORGANISING

Organise and manage themselves and their activities responsibly and effectively.
Note: Workers function within teams and have definite duties and responsibilities; are accountable to the team.

UNIT STANDARD CCFO COLLECTING

Collect, analyse, organise and critically evaluate information.
Note: Developmental assessment involves gathering information and making inferences for reporting purposes.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentations.
Note: oral communication is critical, with strong emphasis on listening and reflecting.

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: Of critical importance in understanding behaviour and the influences from a variety of sources in the ecology of 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 254186, which is "Participate in a developmental assessment", Level 4, 8 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	50041	Further Education and Training Certificate: Probation Work	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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