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: 

Provide expert testimony in court 
SAQA US ID UNIT STANDARD TITLE
252167  Provide expert testimony in court 
ORIGINATOR
SGB Nursing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
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 6  Level TBA: Pre-2009 was L6 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 
The purpose of this standard is to provide a means for those who have basic training in probation and related social service professions to progress through and combination of institution based and/or workplace learning and experience to achieve the Professional Degree in Probation Practice. The standard further aims to provide for recognition of the skills of those currently working in the probation field, but without formal probation training, by means of a formal RPL process.

In particular, this qualification will be useful for Probation Officers, Correctional personnel, Child and youth care workers who have an interest in supporting children and youth in conflict with the law, and Social workers - where it formally adds additional skills required for probation.

People credited with this unit standard are able to:
  • Submit a report to the court.
  • Demonstrate an understanding of court ethics, procedures and protocol.
  • Provide expert testimony under cross-examination. 

  • 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. 

    UNIT STANDARD RANGE 
    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 
    Submit a report to the court. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Report is discussed with offender prior to presentation to the court, and opportunity provider for comment and input, or questions of clarification. 

    ASSESSMENT CRITERION 2 
    The report, presented to the scrutiny of state, defence and presiding officer as part of expert testimony, is submitted in the prescribed manner, according to court procedures. 
    ASSESSMENT CRITERION RANGE 
    Procedures include:
  • Facts presented are true; presentation is truthful; report represents professional opinion.

    Defence includes:
  • Defence counsellor, or parent/guardian, or defendant.
     

  • ASSESSMENT CRITERION 3 
    Own credentials are in order and presented as required in support of the report. 

    ASSESSMENT CRITERION 4 
    Personal preparation ensures readiness to defend, justify and/or support the report as required under cross examination. 

    ASSESSMENT CRITERION 5 
    The purpose of the report is explained with reference to its origin, and own role as servant of the court. 
    ASSESSMENT CRITERION RANGE 
    Origin includes:
  • Commissioned by the magistrate or prosecutor or defence.
     

  • SPECIFIC OUTCOME 2 
    Demonstrate an understanding of court ethics, procedures and protocol. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Behaviour in court is appropriate to requirements, and reflects a thorough understanding of procedures and what constitutes 'contempt of court'. 

    ASSESSMENT CRITERION 2 
    Form of address, and manner, are consistent with court protocols. 

    ASSESSMENT CRITERION 3 
    Proper procedures for conducting a criminal trial are described and applied in accordance with the requirements of the Criminal procedures Act. 
    ASSESSMENT CRITERION RANGE 
    Procedures include:
  • How to act; how to lead witnesses; how evidence is given; the burden of proof.
     

  • ASSESSMENT CRITERION 4 
    The role of each participant in the process is accurately described with reference to their purpose and authority, and the manner in which they impact the dynamics of the court. 
    ASSESSMENT CRITERION RANGE 
    Participants include:
  • Presiding officer (magistrate/judge); Assessors; Prosecutor; Defence counsellor; Accused; Witnesses; expert witnesses; Interpreters; Administrative support (stenographers, orderlies, security).
     

  • ASSESSMENT CRITERION 5 
    The structure of each of the types of courts is explained with reference to their purpose, scope of authority and mode of operation. 

    ASSESSMENT CRITERION 6 
    The law of evidence is described with reference to various types of evidence and their relative weight in court. 
    ASSESSMENT CRITERION RANGE 
    Evidence includes:
  • Real (physical); documentary - certificates, reports (mental capacity, school reports), letters, contracts; hearsay (evidence gained from 3rd parties), opinion (includes professional opinion).
     

  • ASSESSMENT CRITERION 7 
    The importance of accuracy and verification of evidence presented is explained with reference to consideration given to the evidence by the court, as well as the implications of this for own report. 

    SPECIFIC OUTCOME 3 
    Provide expert testimony under cross-examination. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Knowledge of court procedures, protocols and role players promotes confident manner, and assured presentation and interaction. 

    ASSESSMENT CRITERION 2 
    Body language reflects confidence in own preparation and subject expertise. 

    ASSESSMENT CRITERION 3 
    Language usage is clear, concise, and appropriate to the context. 

    ASSESSMENT CRITERION 4 
    Listening skills promote effective communication and interactions with relevant role players in the court. 

    ASSESSMENT CRITERION 5 
    Answers are short, factual and to the point. Answers are coherent and consistent with the report throughout the presentation of evidence. Answers are directed towards the appropriate authority. 

    ASSESSMENT CRITERION 6 
    Manner is calm, assured and sufficiently assertive to maintain professional demeanour and consistency under pressure. Where attacks are personal or excessive, request for the protection of the court is made in the appropriate manner. 

    ASSESSMENT CRITERION 7 
    Weaknesses in the report, or gaps in own knowledge, are acknowledged promptly and honestly in ways that protect the integrity of presented evidence. 


    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.
  • 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. 

    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. 

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

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

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

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

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

    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. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Notes to Assessors:

    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure that evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent.

    Definition of Terms:

    Terms have been clarified as far as possible through the use of range statements. Further clarification of terms is provided as follows:
  • Person whose life or safety is affected by abuse, neglect, or violence include children, young persons, and adults (including elders) experiencing or at risk of abuse, neglect, or violence in any context.
  • Abuse, neglect, and violence includes abusive, neglectful, violent, or controlling behaviour that may be economic, emotional, physical, social, verbal, spiritual, and/or sexual in nature. It also includes role abuse, which means the abuse of power by an individual or agency that has a professional, service, or status-based role in relation to survivors. People awarded credit for this unit standard demonstrate competence in one context, with any combination of the above factors.
  • Other professionals may include, but are not limited to, care and protection resource people, legal advisers, health advisers, other specialist assessors or advisers, as relevant to the context of assessment.
  • Characteristics and needs may be physical, spiritual, cultural, and mental. Characteristics and needs include age and stage of development; coping strategies; family dynamics; culture; disability; experience and knowledge; family history; gender; health status; personal history; language; psycho-social situation and systems; sexual orientation; socio-economic situation; religious adherence; and needs for physical comfort, safety, and privacy of participants.
  • Presenting issues may include but are not limited to: advice, health care, information, protection, referral, shelter, cultural needs, emotional support, financial support, material support, signs of crisis or distress.
  • Signs of crisis or distress may include but are not limited to: indicators of disturbed behaviour; disorders of physical or mental health; personal withdrawal and disassociation; family ostracism; poverty; homelessness; relationship crises or difficulties; suicidal behaviour; substance abuse; violence; gambling addiction.
  • Available resources may include but are not limited to resources available to the participant from: the social service worker; the social service provider; community groups; the participant's family; church; the participant's own resources.
  • Counselling in the context of this unit standard involves the use of generic counselling and intervention skills within a purposeful interpersonal relationship. Counselling and intervention skills may be implemented within a variety of theoretical models and practice frameworks.
  • Social service worker is used as a term to refer to the person seeking award of credit in this unit standard. Social service worker may include but are not limited to: community workers, counsellors, social workers, child and youth care workers, and others who deliver social services, whether paid or unpaid. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  59257   Bachelor of Nursing  Level 7  NQF Level 08  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 


    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.