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 THAT HAS PASSED THE END DATE: 

Involve children in the ministry of a faith community 
SAQA US ID UNIT STANDARD TITLE
116755  Involve children in the ministry of a faith community 
ORIGINATOR
SGB Christian Theology and Ministry 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 07 - Human and Social Studies Religious and Ethical Foundations of Society 
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
Passed the End Date -
Status was "Reregistered" 		 2007-08-07  2010-08-07  SAQA 0160/05 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2011-08-07   2014-08-07  

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 to people who interact with children or intend to interact with children in the context of a church or Christian ministry.

People credited with this Unit Standard are able to
  • Understand and appreciate children's ministry,
  • Develop positive relationships with children,
  • Help children grow in Christian maturity,
  • Involve children in the ministry of a local church,
  • Mobilise a local church to care for children in a community and
  • Provide pastoral care to emotionally wounded children. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners are assumed to be competent in Communication and Mathematical Literacy at NQF Level 3. 

    UNIT STANDARD RANGE 
    The following scope and context applies to the whole Unit Standard:
  • Children are regarded as people before 14 years of age.
  • Ministry refers to all the activities of the faith community (including non-aligned Christian organisations) that serve the purpose of the church, that is to bear testimony to the Kingdom of God.
  • Assessment for this Unit Standard is based on the assumption that the learner would have regular direct contact with children.

    Specific range statements are provided in the body of the Unit Standard where they apply to particular specific outcomes or assessment criteria. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Understand and appreciate children's ministry. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The uniqueness of children is explained with reference to children's qualities, abilities, attitudes and interests. 

    ASSESSMENT CRITERION 2 
    Challenges of modern society to children's ministry are described from documented sources and from observation. 

    ASSESSMENT CRITERION 3 
    Biblical perspectives on children and children's ministry are described from relevant sources. 

    ASSESSMENT CRITERION 4 
    Examples of children's ministry are described and evaluated from practices in own faith. 

    ASSESSMENT CRITERION 5 
    The concept of children's ministry is explained from own understanding and policies of own faith community. 

    ASSESSMENT CRITERION 6 
    Ways of empowering children to take their rightful place in ministry is are identified and described from own experience. 

    SPECIFIC OUTCOME 2 
    Develop positive relationships with children. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The ability to communicate with children of different age groups on their level is demonstrated. 

    ASSESSMENT CRITERION 2 
    Skills are mastered and applied to facilitate the establishment of positive relationships with children are identified and described with reference to guidance principles. 
    ASSESSMENT CRITERION RANGE 
    Skills such as: Play, storytelling, use of humour, use of music, expression of love and respect, setting boundaries, etc.
     

    ASSESSMENT CRITERION 3 
    Positive reaction to and participation of children in relationships are identified and explained from own experience. 

    SPECIFIC OUTCOME 3 
    Help children to grow in Christian maturity. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    A program designed and presented to children in a ministry setting is described with reference to planed activities. 

    ASSESSMENT CRITERION 2 
    The effective use of the Bible is described with reference to Scripture reading. 

    ASSESSMENT CRITERION 3 
    Children's meaningful involvement in a ministry programme is described with reference to programmes in own faith community. 

    ASSESSMENT CRITERION 4 
    Various ministry aids and techniques used in a children's ministry programme are identified and described in terms of resources. 

    ASSESSMENT CRITERION 5 
    Children's response to the love of God is described with reference to relationship with God. 
    ASSESSMENT CRITERION RANGE 
    'Respond' refers to the mental, emotional and physical ways in which the child reacts to the love of God, including a basic understanding of his purposes, acceptance of his invitations, ongoing submission to his will and joyful living in active fellowship with him and other believers.
     

    ASSESSMENT CRITERION 6 
    The responses of children to the various presentations are evaluated and reported in detail. 

    SPECIFIC OUTCOME 4 
    Involve children in the ministry of a local faith community. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Different fields of ministry of a local church are assessed in terms of the current involvement of children in them. 

    ASSESSMENT CRITERION 2 
    Different ways in which children can be involved in the ministry of the church are described from observation and personal experience. 

    ASSESSMENT CRITERION 3 
    Participation of children in ministry activities is identified and described from observation. 

    ASSESSMENT CRITERION 4 
    Practical guidelines on how to minister to children in different contexts are described with reference to different settings. 

    ASSESSMENT CRITERION 5 
    Biblical perspectives on church and children's place therein are described with reference to important relevant Biblical passages. 

    SPECIFIC OUTCOME 5 
    Mobilise a faith community to care for children in a local community. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Different models of community based children's ministry are described with reference to programmes run in own different communities. 

    ASSESSMENT CRITERION 2 
    A particular community is assessed in terms of the needs of the children. 

    ASSESSMENT CRITERION 3 
    A strategy is designed for the local church to care for one need of children. 

    ASSESSMENT CRITERION 4 
    Strategies for the implementation and evaluation of projects are described orally and in writing. 

    SPECIFIC OUTCOME 6 
    Provide pastoral care to emotionally wounded children. 
    OUTCOME RANGE 
  • 'Wounded children' refers to children that have been spiritually, emotionally and relationally hurt because of exposure to one or more traumatic incidents.
  • Pastoral care refers to the activity of the church that helps people who are spiritually, emotionally and relationally broken to heal. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Incidents and situations are identified that cause suffering to children. 

    ASSESSMENT CRITERION 2 
    Common reactions and symptoms of survivors of trauma are described from observation of traumatised children. 

    ASSESSMENT CRITERION 3 
    Factors that facilitate the development of a healing relationship with wounded children are identified and described from observation, personal experience and research in the field. 

    ASSESSMENT CRITERION 4 
    The application of basic skills of active listening is described with reference to the listening process. 

    ASSESSMENT CRITERION 5 
    Play and storytelling is employed to facilitate the healing process with a wounded child. 

    ASSESSMENT CRITERION 6 
    Ways in which a community of believers can provide pastoral care to children are described with reference to programmes in own faith community. 


    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.
  • Aspects of Communication, including public address and listening skills
  • Aspects of Observation and interpretation of data
  • Understanding children
  • Aspects of community mobilisation
  • Bible knowledge 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems: Develop positive relationships with children; selecting and using aids, designing a model; identify effects of trauma. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others and in teams: Develop positive relationships with children; healing relationships. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively: Dealing with Biblical data; design and present a program. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information: Understand and appreciate children's ministry. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language skills: Communicating convincingly; communicate with children; active listening. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically: Bibliology and Hermeneutics; using teaching aids. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Understand the world as a set of inter-related parts of a system. 

    UNIT STANDARD CCFO CONTRIBUTING 
    Contribute to the full development of oneself: Develop positive relationships; discover effects of trauma. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  49057   Further Education and Training Certificate: Theology and Ministry  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.
     
    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.