SayPro Online Course SAQA 11516649688

Description

1:
Oral communication is maintained and adapted to meet victims’ needs and expectations.
Texts are interpreted and responded to in writing using a range of contexts in Victim Empowerment.
Language and communication is used to interpret and respond to texts in occupational learning programmes.

2:
Statistics, probability and probability models are used to solve a range of contextual problems.
Mathematical number systems, shape, and motion analysis are used to solve a range of life related problems.
Mathematics is used to understand the financial aspects of personal and community life.

3:
Knowledge of oneself and one’s role in a diverse South African community is applied, with appropriate strategies, to make life and workplace decisions.
Problem-solving processes and techniques, as well as active listening skills, are applied in a caring and supportive manner and environment to support victims.
Knowledge of stress and stressors is applied to manage stress in the provision of early Victim Empowerment intervention and support.

4:
Public education, community awareness and knowledge of STI’s and HIV/AIDS is increased and support is provided for affected individuals and groups.
Reactions arising from a traumatic event are managed by applying appropriate support strategies.
Volunteer activities are co-ordinated to achieve goals and objectives of early interventions in Victim Empowerment from a public health perspective.

5:
Early intervention and support is provided to victims of crime, violence, human rights abuses, domestic violence, and sexual offences as practiced in the Victim Empowerment sector.
Early intervention and support is provided for children and youth victims of abuse and neglect.
Early intervention and support is provided for marginalised, “at risk” and vulnerable individuals and groups.

6:
Restorative Justice practices are promoted using appropriate methodologies and interventions in different contexts.
The support services and appropriate referrals available to victims within the Criminal Justice system are identified and applied based on the need.
The development and implementation of public awareness and advocacy campaigns is undertaken in South African communities.

7:
A plan to enhance team performance is developed which enables learners to be coached and the necessary records maintained in order to enhance overall work performance.
Basic research is conducted and assistance provided to achieve the identified project plan.
A computer workstation is efficiently operated to achieve workplace objectives and targets.

Integrated assessment:

Integrated assessment at the level of the Qualification provides an opportunity for learners to show that they are able to integrate concepts, ideas and actions across Unit Standards to achieve competence that is grounded and coherent in relation to the purpose of the Qualification. Integrated assessment should show how already demonstrated competence in individual areas can be linked and applied for the achievement of a holistic outcome as described in the exit level outcomes.

Integrated assessment must judge the quality of the observable performance, and also the quality of the thinking that lies behind it. Assessment tools must encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance. Some assessment practices will demand practical evidence while others may be more theoretical, depending on the type of outcomes to be assessed. The ratio between action and interpretation is not fixed, but varies according to the demands of the particular exit level outcome of the Qualification.

While the generic component (Communication, Mathematical Literacy, Victim Empowerment workplace skills) of this Qualification at NQF Level 3 can be assessed through occupational contexts and activities relating to Victim Empowerment, care must be taken in both the learning programme and the assessment to ensure that these foundational skills are portable. The primary aim of this Qualification is to ensure that learners have a sound base of general education to prepare them for further learning, whatever career path they may choose. Learners must be able to transfer generic skills across a number of different contexts, and apply them within a number of learning areas.

A broad range of task-orientated and theoretical assessment tools may be used, with the distinction between practical knowledge and disciplinary knowledge maintained so that each takes its rightful place.