SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Demonstrate knowledge of activities within programming, and implement activities in child and youth care work 
SAQA US ID UNIT STANDARD TITLE
254182  Demonstrate knowledge of activities within programming, and implement activities in child and youth care work 
ORIGINATOR ORIGINATING PROVIDER
SGB Child and Youth Care Work   
QUALITY ASSURING BODY
-  
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  10 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2012-07-01  2015-06-30  SAQA 0695/12 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30   2019-06-30  

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 does not replace any other unit standard and is not replaced by any other unit standard. 

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 the purpose of programming in a child and youth care context.
  • Describe the key features of programmes in a child and youth care context.
  • Identify resources for child and youth care programmes.
  • Implement activities as part of a programme.
  • Participate in the review of, and report on, activities within programmes. 

  • 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:
  • SAQA ID 254181: Demonstrate a basic understanding of the fundamentals of child and youth care work.
  • SAQA ID 254174: Demonstrate knowledge of the developmental approach to therapeutic work with children and youth at risk.
  • SAQA ID 254177: Observe, record and report in child and youth care work context. 

  • UNIT STANDARD RANGE 
    N/A 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Describe the purpose of programming in a child and youth care context. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Programming is described in relation to other aspects of service delivery in child and youth care work. 
    ASSESSMENT CRITERION RANGE 
    Aspects include:
  • Assessment, individual development plans, care plans.
     

  • ASSESSMENT CRITERION 2 
    Different types of programmes are described in terms of their different purposes within different contexts. 
    ASSESSMENT CRITERION RANGE 
    Programmes include but are not limited to:
  • Organisational (including community outreach programmes, positive peer culture, substance rehab programme); individual development programmes (linked to an assessment, IDP, care plan); family programmes (family preservation programmes; re-unification programmes); programming in the life space of the child (intentional use of ordinary everyday events, introduction of routines); specific programmes around defined developmental goals (working with sex offenders as an example).
     

  • ASSESSMENT CRITERION 3 
    Programmes in child and youth care work are described in terms of their general aims and common purpose across the different programmes. 
    ASSESSMENT CRITERION RANGE 
    General aims include:
  • Meeting basic needs; developmental (individual and group needs); therapeutic; provision of care.
     

  • SPECIFIC OUTCOME 2 
    Describe the key features of programmes in a child and youth care context. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The essential elements of effective programmes are identified, and relevant examples provided of their application within the life space of the young person. 
    ASSESSMENT CRITERION RANGE 
    Essential elements to consider include:
  • Aims; target group; role player involvement (multi-disciplinary); preventative and interventive requirements; routines within programmes; assessment; evaluation.
     

  • ASSESSMENT CRITERION 2 
    The distinguishing features of child and youth care programmes are identified and described in terms of their intentional nature in the provision of developmental and therapeutic care. 
    ASSESSMENT CRITERION RANGE 
    Features include:
  • Planned; purposeful; developmentally appropriate; sensitive to diversity; run over a defined period of time; directed towards clearly identified developmental goals; developmental and therapeutic in intent; consistent with overall or broader organisational programmes; focused on the creation of rhythms and patterns; teamwork; consistency; flexibility.
     

  • ASSESSMENT CRITERION 3 
    Variety in programme composition is explained with reference to particular practitioners and/or young persons and/or contexts, as well as best practice for the particular situation. 
    ASSESSMENT CRITERION RANGE 
    Programmes include:
  • Programmes which are individualised or aimed at defined target groups; highly structured or spontaneous programmes.
     

  • ASSESSMENT CRITERION 4 
    The role of activities in programming is described and explained with reference to their purposeful use to influence the circumstance and ecology of the child in order to meet the child's needs. 
    ASSESSMENT CRITERION RANGE 
    A variety of activities may be used to meet a particular need; any single activity may be used to meet a range of needs.
     

    ASSESSMENT CRITERION 5 
    Activities as key components of programmes are described with reference to their nature and their purpose with respect to group and/or individual growth and development. 
    ASSESSMENT CRITERION RANGE 
    Activities include:
  • Recreational (fun), educational, routine.

    Nature of activities includes:
  • Planned, purposeful and conscious; involves creativity; within a fixed time period; needs based - must fulfil the need of the child and/or the group; competitive vs. cooperative; optimises the life space interaction between self, child and child/group; age appropriate, culturally appropriate, developmentally appropriate, contextually appropriate.
     

  • ASSESSMENT CRITERION 6 
    The design of programme activities is described with reference to the strengths-based approach and involvement of the young person in the planning. 
    ASSESSMENT CRITERION RANGE 
    Involvement includes:
  • Utilisation of strengths; doing "with" rather than "for"; development of capacity; meeting need for dignity, positive public image, nurturance, choice, self-management and privacy.
     

  • ASSESSMENT CRITERION 7 
    Activities designed are appropriate to practitioner skills levels, and make creative and innovative use of simple, everyday life events in intentional ways to the benefit of the child and/or group in a child and youth care work context. 
    ASSESSMENT CRITERION RANGE 
    Innovative includes:
  • Adapting rules; improvisation; creating roles to promote involvement; challenging assumptions and stereotypes to promote involvement (involving those with disabilities).
     

  • SPECIFIC OUTCOME 3 
    Identify resources for child and youth care programmes. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Resources identified include the creative use of own experiences, interests and skills and their use when appropriate within a particular context. 
    ASSESSMENT CRITERION RANGE 
    Experience includes:
  • Own childhood activity experiences and skills; adult interests and skills.

    Interests and skills include:
  • Arts, crafts, sports, games and music, play, hobbies.
     

  • ASSESSMENT CRITERION 2 
    Resources include the identification of strengths and capabilities offered by others, including volunteers, for developmental and therapeutic work with the young person. 

    ASSESSMENT CRITERION 3 
    Resources include whatever is readily available in the particular context which may be used to achieve programme ends. 
    ASSESSMENT CRITERION RANGE 
    Resource includes:
  • Optimising the environment; awareness of community resources (parks, community centre halls, outdoors).
     

  • ASSESSMENT CRITERION 4 
    Resources identified are realistic in terms of the constraints of the particular context. 
    ASSESSMENT CRITERION RANGE 
    Constraints include:
  • Financial; duration; time of day; environmental; human resources.
     

  • SPECIFIC OUTCOME 4 
    Implement activities as part of a programme, and as a member of a team. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The purpose and resource requirements of the programme are clarified before implementation to ensure proper preparation and promote effective implementation. 

    ASSESSMENT CRITERION 2 
    The selection and/or preparation of the environment is checked to be consistent with the nature of the activity, the participants involved, and safety requirements. 

    ASSESSMENT CRITERION 3 
    Own role in the activity is confirmed and ensured to be consistent with own skills and abilities. The role of others is clarified to prevent overlap or confusion. 

    ASSESSMENT CRITERION 4 
    Rules of the activity are negotiated with participants at the outset. Language levels are appropriate to the target group, and opportunity is provided for questions of clarification. 

    ASSESSMENT CRITERION 5 
    The activity is conducted in accordance with its purpose, and within timeframes that are appropriate to age, ability, stamina, other routines, nature of the interaction, and agreed limits. 

    ASSESSMENT CRITERION 6 
    Young people needing special support are identified and support ensured to be in place before the activity commences. 
    ASSESSMENT CRITERION RANGE 
    Support includes but is not limited to:
  • Behavioural; physical (disabilities, relative ability).
     

  • ASSESSMENT CRITERION 7 
    Where the activity does not meet requirements or is potentially harmful, the activity is changed, reported to a supervisor, or brought to a conclusion in the best interests of the group and/or others. 

    SPECIFIC OUTCOME 5 
    Participate in the review of, and report on, activities within programmes. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Formal and informal feedback on activities is gathered and recorded for review against set criteria in a site approved manner. 
    ASSESSMENT CRITERION RANGE 
    Feedback includes:
  • Discussions with young people; reflections of child and youth care worker; input from other care givers; input of supervisor.
     

  • ASSESSMENT CRITERION 2 
    The impact of activities within programmes is described in terms of their original aims and objectives. 

    ASSESSMENT CRITERION 3 
    The review identifies areas for improvement in the selection and design of activities and contributes to ongoing learning and improved effectiveness of delivery which is indicated by changes made in subsequent programming. 

    ASSESSMENT CRITERION 4 
    The unplanned consequences of activities are identified and changes made where necessary are appropriate in terms of the original intention of the programme and the best interests of the young person or group. 

    ASSESSMENT CRITERION 5 
    Reports on activities are based on observation and reflection, and are delivered to the agreed persons within a timeframe that allows for adjustments to the programme, as required. 
    ASSESSMENT CRITERION RANGE 
    Persons include:
  • Supervisors, other care givers.
     


  • UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
    Accreditation Options:
  • Providers of learning towards this unit standard will need to meet the accreditation requirements of the relevant ETQA or ETQA that has a Memorandum of Understanding in place with the relevant ETQA.

    Moderation Option:
  • The moderation requirements of the relevant ETQA or ETQA that has a Memorandum of Understanding in place with the relevant ETQA must be met in order to award credit to learners for this unit standard. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    N/A 

    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: Programming is aimed at resolving issues and depends upon decisions. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as members of a team, group, organisation or community.

    Note: Work is invariably part of teams. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage themselves and their activities responsibly and effectively.

    Note: Effective programming depends upon organisation and utilisation of moments. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information.

    Note: Programming responds to information from and about the young person. 

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

    Note: Essential to effective delivery. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically showing responsibility towards the environment and health of others.

    Note: Programming may involve the use of a variety of technologies. 

    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: Programming demands an holistic view of the young person and the impact of programme activities on their choices and responses. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE QUALITY ASSURING BODY
    Core  60209   Further Education and Training Certificate: Child and Youth Care Work  Level 4  NQF Level 04  Reregistered  2015-06-30  HW SETA 
    Elective  66749   National Certificate: Community Development  Level 3  NQF Level 03  Reregistered  2015-06-30  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 Quality Assuring Bodies 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 Quality Assuring Body should be notified if a record appears to be missing from here.
     
    NONE 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.