SayPro Online Course SAQA 11516649279

Description

Assessment Criteria for Exit Level Outcomes

1.
Oral communication is maintained and adapted to meet victims needs and expectations.
Texts are interpreted and responded to in writing in a range of contexts in Victim Empowerment.
Language and communication are 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 investigate and monitor the financial aspects of personal and community life.

3.
An understanding of Victim Empowerment in relation to the South African Constitution and the Criminal Justice Process is demonstrated in relation to different contexts.
An understanding of voluntarism and ethical processes and procedures is demonstrated in the Victim Empowerment context.
An understanding of HIV/Aids and its implications is demonstrated in relation to its effects on individuals, communities and society.

4.
Support and develop communities as a member of a team in the Victim Empowerment context.
Support a range of victims as a volunteer or employee of a Victim Empowerment Institution/workplace/organisation. (Range of victims include, but are not limited to those related to the following: Human Rights abuses, hate crimes, disasters, motor vehicle accidents, violence and victimisation of children and youth, gender violence etc)
Stress and techniques to manage it is indicated in the context of Victim Empowerment.

5.
A personal computer system is operated and basic research is done in a Victim Empowerment institution/workplace/organisation.
Group work is facilitated and leadership displayed in serving a range of victims and people with special needs.
Workplace hazards and risks are addressed and preventive measures to reduce the impact of accidents/disasters are explained with examples.
Basic first aid is performed in serving victims and people with special needs.

Unit Standards for Exit Level Outcomes

1.
8962 – Maintain and adapt oral communication (5 credits)
8963 – Access information from texts (5 credits)
8964 – Write for a defined context (5 credits)
8967 – Use language and communication in occupational learning programmes (5 credits)
Total: 20 credits

2.
9009 – Apply basic knowledge of statistics and probability in order to investigate life related problems (3 credits)
9007 – Work with a range of patterns and functions and solve problems (5 credits)
9008 – Identify, describe, compare, classify and explore shape and motion in 2- and 3-dimensional shapes in different contexts (3 credits)
7480 – Demonstrate understanding of rational and irrational numbers and number systems (3 credits)
7469 – Describe, represent and informally analyse shape and motion in 2-dimentional and 3-dimentional space (2 credits)
Total: 16 credits

3.
117889 – Demonstrate an understanding of Victim Empowerment (6 credits)
117888 – Demonstrate an understanding Victim Empowerment in the Criminal Justice process (4 credits)
Demonstrate knowledge and understanding of the rights and responsibilities of the individual under the South African Constitution (2 credits)
117881 – Demonstrate an understanding of volunteerism (3 credits)
117890 – Understand and apply ethical procedures and practices in Victim Empowerment (3 credits)
8494 – Demonstrate an understanding of HIV/Aids and its implications (4 credits)
Total: 22 credits

4.
117886 – Provide Victim Support (9 credits)
117885 – Develop and support communities in Victim Empowerment (5 credits)
117882 – Support victims of Human Rights abuses, hate crimes, disasters and motor vehicle accidents (5 credits)
117883 – Demonstrate an understanding of violence and victimisation affecting children and youth (5 credits)
117884 – Demonstrate an understanding of gender violence (4 credits)
114939 – Identify causes of stress in own life and indicate techniques to manage it (2 credits)
8420 – Operate in a team (4 credits)
Total: 34 credits

5.
7547 – Operate a personal computer system (6 credits)
8418 – Do basic research (4 credits)
12483 – Perform basic first aid (4 credits)
8421 – Work with people who have special needs (4 credits)
114950 – Apply ways of leading in different situations (3 credits)
110050 – Facilitate group work in development practice (12 credits)
115101 – Address workplace hazards and risks (4 credits)
9825 – Explain preventive measures to reduce the potential impact of disasters (5 credits)
Minimum credits: 28 min

Integrated Assessment

Integrated assessment at the level of 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, supporting skills for victim empowerment) of this Qualification at NQF Level 2 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.