SayPro Online Course SAQA 11516694842

Description

Associated Assessment Criteria for Exit Level Outcome 1:
Key biblical themes and the importance of biblical interpretation can be outlined.
Basic exegesis and application of biblical texts can be performed, demonstrating sensitivity to social diversity, divergent opinions and differing styles of expressing faith.
Theological themes central to Christianity can be outlined and applied in familiar contexts.
A theological understanding of Christian worship can be outlined showing how worship is relevant for today.
Theological and biblical knowledge is applied within the practice of Christian worship.
The Christian calendar can be outlined and applied to the planning of worship services.

Associated Assessment Criteria for Exit Level Outcome 2:
The moral characteristics and models for the moral formation of leaders of Christian worship can be outlined and applied.
Models of Christian ethical decision making can be outlined and applied to case studies germane to leading worship.
The planning of worship demonstrates sensitivity to the context of participants and does not suppress cultural diversity.
The planning and facilitation of worship is sensitive to people who are marginalised.
The relationship between pastoral care and organisational order and discipline within Christian organisations can be outlined.
The morally responsible use of power and authority can be outlined.

Associated Assessment Criteria for Exit Level Outcome 3:
Occasions for worship can be planned which reflect theological consideration and deliberateness.
Cultural and theological diversity can be analysed, identified and accommodated in worship.
Both liturgical and non-liturgical worship can be planned and facilitated.
The elements of worship can be discussed and arranged to meet desired outcomes of a specific context.
Worship services can be planned and facilitated for contexts such as funerals, weddings, sacraments etc.

Associated Assessment Criteria for Exit Level Outcome 4:
A model for developing vision and mission statements for a worship team can be outlined.
A model / process for the selection, training, integration and releasing of members of a worship team can be outlined and applied.
The group dynamics of worship teams can be analysed and strategies for harmony and cohesion can be outlined.
Theory of personality types and team roles can be explained and applied to case studies germane to a worship group.
The management of conflict within a worship group or with other ministerial team members can be outlined.

Associated Assessment Criteria for Exit Level Outcome 5:
The components of a multimedia presentation can be identified and their purpose described.
Foundational knowledge regarding the design and installation of a sound system can be outlined and applied.
The impact of the arrangement of furnishings within a worship setting can be outlined.
The aural and visual effects of sound, light, movement etc. can be utilised appropriately to enhance worship events.
Various types of microphones can be discussed including the proper microphone techniques.
Basic sound engineering, including the set up and balancing of a sound desk, can be outlined and applied.
Basic troubleshooting of a sound system can be carried out.
Design a sound system for vocal and instrumental amplification. Use of audio-visual media. Use of space and furnishings to contribute to worship. Design and use of various worship media, auditory, visual, movement etc.

Associated Assessment Criteria for Exit Level Outcome 6:
Classic and contemporary models of Christian spirituality can be described and applied personally.
The spiritual disciplines of prayer and discernment can be discussed and demonstrated.
The spiritual formation of a person involved with worship can be discussed.

Associated Assessment Criteria for Exit Level Outcome 7:
Biblical and moral characteristics of Christian worship leaders can be identified.
A model of self-care to process the psycho-social stresses of leading and working with others can be outlined.
The role of mentors and spiritual directors can be defined.
A strategy for personal growth can be developed.

Integrated Assessment:
The assessments consist of both formative and summative assessments.

Formative Assessment:
A number of formative tasks are included within the course material for learners to develop and assess their own understanding of the section just completed. These tasks are not submitted for marking.

In the qualification a set of self -assessment questions covering the breadth of the course material are included for the learner to answer. Learners then evaluate their own understanding by comparing their answers to the answers provided at the back of the assignment booklet. Learners may contact their markers if they are uncertain at this point.

The first assignment for all courses serves as a formative assessment in as much as learners who fail to demonstrate sufficient overall competence for the assignment are requested to resubmit failed tasks. Markers provide feedback within the script and on a detailed feedback sheet for every assignment.

Summative Assessment:
When a learner passes the first assignment, that result will be recorded as summative
Even though the structural form of all assignments is clearly to assist the learner in forming their knowledge, all assessments after the first assignment are deemed to be summative. Numeric marks are entered on the learner’s academic record for every subsequent assessment.

Due to the nature of some qualifications, learners may be required to conduct workshops, or to preach a sermon or lead a worship service, and provide a portfolio of evidence of having done so. Learners may be required to carry out a practice for a set period of time, and then submit their records of having done so.

Examinations are used in a minority of qualification, but are used in order to provide checks on assignment marks in a few selected courses. In the case of examinations also, feedback sheets are provided where learners fall short of competence, so as to enable them to improve their performance subsequently.