Author: Tsakani Stella Rikhotso

  • *SayPro Apply personal development strategies and skills to enhance effective service delivery in child and youth care work Course 254183W

    SayPro Apply personal development strategies and skills to enhance effective service delivery in child and youth care work 254183 NQF Level 04 Credits 07

    You know that a successful child and youth care worker can be defined as someone who is effective when dealing with children. A successful worker also has many personal development skills which are essential to improve their performance. In this SayPro course, you will learn the best way to apply personal development strategies and skills to enhance your effectiveness in child and youth care work.

    The course teaches you how to apply the following personal development strategies and skills: mindfulness, cognitive flexibility, self-awareness, emotional intelligence, resilience, critical thinking and problem solving, time management, decision making skills etc.

    This course will help you become an effective leader in today’s demanding work environment by helping you develop your soft skills in areas such as communication, conflict resolution and team leadership.

    Children and youth are our future, and it’s important that they have an equal opportunity to thrive. But in order for them to reach their full potential, we need to provide them with the tools they need to succeed. That’s why SayPro has developed a comprehensive course for child and youth care workers that teaches you how to implement personal development strategies and skills in your work.

    With this course, you’ll learn how to identify your strengths, build confidence, and increase effectiveness through communication skills. You’ll also explore how mindfulness can improve performance at work and how goal-setting can help you achieve success. Plus, there are online resources available for additional support if you’re looking for ways to further develop your skillset in this area. In short: if you want to give children the best possible chance of growing up happy, healthy and safe – then this is one thing on which you absolutely have got to agree!

    A child or youth care worker’s job is full of challenges, and they need to be ready for anything. This course will teach you all the skills needed to become an expert in your field. You’ll learn how to analyze situations, build relationships, and provide the best possible care.

    Along with weekly lectures, you’ll have access to a library of web resources that will help you grow as an employee. Plus, SayPro has a network of over 100 trainers who are available to answer your questions whenever you need them!

    Growing up in a family where you know that children are the most important priority isn’t easy. But it’s important to learn and apply these skills from an early age as it helps you in understanding the needs of kids. SayPro is changing this perception.

    Through their courses, we’re seeing professionals develop systems that help them provide the best possible care for kids. And best of all, there’s no better way to learn than by doing!

    We hope you’ll join us and learn how to be a smarter, more effective child care provider with SayPro.

    Nowadays, organizations are focusing on the development of their employees for future growth and expansion. SayPro has come up with a world-class training program that can help you develop your skills and strategies to improve services in child care centers.

    SayPro also offers a variety of other programs that will help you obtain certification, increase your knowledge base, or develop new skills that may be beneficial to your career path. No matter what area of expertise you have, SayPro has an answer for you! Contact us today so we can work together to create a successful future for both you and your organization!

  • *SayPro Course in Slicer Techniques 4137848W

    Slicing is one of the most common ways to prepare your food in perfect shape. Now, with SayPro, you can master this technique and impress your guests at home or out on a date.

    SayPro courses teach you the skills you need to make perfect slices every time. With our step-by-step instructions, you will be able to prepare any dish quickly and easily. Plus, using SayPro will save you time and money!

    Don’t wait any longer! Register for a Slicer Techniques class today!

    SayPro is a brand new course in slicer techniques that will teach you the right way of slicing. With its step-by-step instructions, you’ll be an expert in no time!

    This course is perfect for beginners and experts alike, as it covers all the important aspects of slicing. From understanding the basics to advanced techniques, you’ll learn everything you need to know. Plus, there are bonus sections on how to choose your blade and other useful tips and tricks. So what are you waiting for? Join SayPro today!

    Slicing is a technique used for converting a 3D image into multiple images. It can be applied to various types of data, such as text and objects. In this course, you will learn about the different slicing techniques available in Slicer.

    SayPro is a brand that makes it easy to slice, dice, and organize your data. SayPro is pre-installed on most modern computers these days, so you don’t need to install anything or buy an extra piece of software – just log in and start making sense of the world around you.

    SayPro has courses that teach you how to slice any kind of data with ease, such as movie scripts or medical records. You’ll also find lots of tutorials online that teach you new skills and help you master the art of slicing faster.

    Don’t you just love slicing cakes, pastry and other yummy treats? If you do, then SayPro Course in Slicer Techniques is a perfect way to learn new skills and hone existing ones.

    We are excited to share our expertise in this course with you. You will learn all about creating the perfect cut using a variety of tools and techniques. Once you have mastered the basics, our instructors will show you how to master certain challenging cuts!

    On our SayPro platform, we offer courses that meet your needs. Whether it’s cake decorating classes or knife skills training sessions, we’ll create an experience that fits your needs and goals!

  • 8647-2-4 SayPro Lesson Unit 4 SAQA

    All qualifications and unit standards 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:

     

    Apply workplace communication skills

     

    SAQA US ID UNIT STANDARD TITLE
    8647 Apply workplace communication skills
    ORIGINATOR REGISTERING PROVIDER
    SGB Hospitality,Tourism,Travel, Leisure and Gaming
    QUALITY ASSURING BODY
    –
    FIELD SUBFIELD
    Field 11 – Services Hospitality, Tourism, Travel, Gaming and Leisure
    ABET BAND UNIT STANDARD TYPE OLD NQF LEVEL NEW NQF LEVEL CREDITS
    Undefined Regular Level 5 New Level Assignment Pend. 10
    REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
    Passed the End Date –
    Status was “Reregistered”    		 2004-12-02 2007-12-02 SAQA 1657/04
    LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
    2008-12-02 2011-12-02

     

    In all of the tables in this document, both the old and the new NQF Levels are shown. In the text (purpose statements, qualification rules, etc), any reference to NQF Levels are to the old 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

     

    A person assessed as competent against this unit standard will be able to:

    Produce and respond to accessible written and oral communication in the workplace. This competence will equip individuals with the communication skills to operate more effectively in their workplace. It will contribute to more effective communication within the workplace environment.

     

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

     

    A person taking this unit standard is assumed to have acquired the competence described in the ABET communication standards at levels 1 – 3.

     

    UNIT STANDARD RANGE

     

    Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by “e.g.” since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity.

    The following range statements in this unit standard are generic across the outcomes, with appropriate interpretations for written and oral skills. They are as follows:

    1. Length: average length of 5 pages (5 – 10 minutes)
    2. Syntax: simple, compound and complex sentences (usually not more than one embedded clause) sentences
    3. Vocabulary: familiar to the industry
    4. Topic: closely related to the industry
    5. Purpose: a variety of functions.

    These are intended only as a general guide to scope and complexity of what is required.

    NSB 1:

    Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by “for example” since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to scope and complexity of what is required.

     

    Specific Outcomes and Assessment Criteria:

     

    SPECIFIC OUTCOME 1

     

    Interpret and respond to accessible written communications in the workplace.

     

    OUTCOME RANGE

     

    A normal office memorandum.

     


    ASSESSMENT CRITERIA

     

    ASSESSMENT CRITERION 1

     

    The assessment of a person against this standard should meet the requirements of established assessment principles.

    It will be necessary to develop assessment activities and tools which are appropriate to the contexts in which the skills will be applied. These activities and tools may include an appropriate combination of self assessment and peer assessment; formative and summative assessment; and portfolios and observations.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledges are assessed.
    1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.
    2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.
    3. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If the person being assessed is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if they are able to perform the specific outcomes but are unable to explain or justify their performance in terms of the essential embedded knowledge, they should also not be assessed as competent.
    4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.

    NSB 1:

    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    Method of assessment:

    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

      Direct observation – watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions

      Product sample – examine the outcomes previously produced by the practitioner

      Simulation of a specific task – set a specific task for the practitioner to demonstrate in a simulated environment

      Questioning (verbal or written) – ask relevant questions linked to the unit standard

      Testimony – collect a portfolio of evidence from suitable people (eg: reports from a third party)

    Integrated assessment:

    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment `events`.

      Consider a complete activity in the workplace (the `whole of work` approach) and see which unit standards relate to this activity.

      Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards

      Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

     

    SPECIFIC OUTCOME 2

     

    Produce simple written communication in the workplace.

     

    OUTCOME RANGE

     

    A report on work done, accidents in the workplace, respond to requests and complaints.

     


    ASSESSMENT CRITERIA

     

    ASSESSMENT CRITERION 1

     

    The assessment of a person against this standard should meet the requirements of established assessment principles.

    It will be necessary to develop assessment activities and tools which are appropriate to the contexts in which the skills will be applied. These activities and tools may include an appropriate combination of self assessment and peer assessment; formative and summative assessment; and portfolios and observations.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledges are assessed.
    1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.
    2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.
    3. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If the person being assessed is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if they are able to perform the specific outcomes but are unable to explain or justify their performance in terms of the essential embedded knowledge, they should also not be assessed as competent.
    4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.

    NSB 1:

    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    Method of assessment:

    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

      Direct observation – watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions

      Product sample – examine the outcomes previously produced by the practitioner

      Simulation of a specific task – set a specific task for the practitioner to demonstrate in a simulated environment

      Questioning (verbal or written) – ask relevant questions linked to the unit standard

      Testimony – collect a portfolio of evidence from suitable people (eg: reports from a third party)

    Integrated assessment:

    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment `events`.

      Consider a complete activity in the workplace (the `whole of work` approach) and see which unit standards relate to this activity.

      Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards

      Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

     

    SPECIFIC OUTCOME 3

     

    Produce and respond to accessible oral communication in the workplace.

     

    OUTCOME RANGE

     

      Offer a five-minute presentation.

      Listen to and summarise a ten-minute presentation.

     


    ASSESSMENT CRITERIA

     

    ASSESSMENT CRITERION 1

     

    The assessment of a person against this standard should meet the requirements of established assessment principles.

    It will be necessary to develop assessment activities and tools which are appropriate to the contexts in which the skills will be applied. These activities and tools may include an appropriate combination of self assessment and peer assessment; formative and summative assessment; and portfolios and observations.

    The assessment should ensure that all the specific outcomes, critical cross-field outcomes, and essential embedded knowledges are assessed.
    1. The specific outcomes must be assessed through observation of performance. Supporting evidence should be used to prove competence of specific outcomes only when they are not clearly seen in the actual performance.
    2. Essential embedded knowledge must be assessed in its own right, through oral and written evidence. It cannot be assessed only through seeing the knowledge being applied.
    3. The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If the person being assessed is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if they are able to perform the specific outcomes but are unable to explain or justify their performance in terms of the essential embedded knowledge, they should also not be assessed as competent.
    4. Evidence of the specified critical cross-field outcomes should be found both in performance and in the essential embedded knowledge.

    NSB 1:

    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment; formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    Method of assessment:

    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

      Direct observation – watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions

      Product sample – examine the outcomes previously produced by the practitioner

      Simulation of a specific task – set a specific task for the practitioner to demonstrate in a simulated environment

      Questioning (verbal or written) – ask relevant questions linked to the unit standard

      Testimony – collect a portfolio of evidence from suitable people (eg: reports from a third party)

    Integrated assessment:

    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment `events`.

      Consider a complete activity in the workplace (the `whole of work` approach) and see which unit standards relate to this activity.

      Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards

      Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

     

    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

     

    1. Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.

    2. Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.

    3. Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA`s policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQA`s (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.

    4. Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification.

    Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution which is accredited by the relevant ETQA.

     

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

     

    The person acquiring this unit standard should be able to demonstrate a knowledge and understanding of:

      The purpose, typical content and structure of all forms of accessible communications used in the workplace.

     

    Critical Cross-field Outcomes (CCFO):

     

    UNIT STANDARD CCFO WORKING

     

    Working effectively with others as a member of a team, group, organisation or community (relates to all outcomes).

     

    UNIT STANDARD CCFO COMMUNICATING

     

    Communicate effectively (relates to all outcomes).

     

    UNIT STANDARD CCFO CONTRIBUTING

     

    Personal development.

     

  • 8618-2-9-SayPro Learner Evaluation Form

     

    Learning Programme Name  

     

    		 Facilitator Name
    Learner name (Optional)   

     

     

     

    		 Dates of Facilitation
    Employer / Work site  

     

    		 Date of Evaluation

     
    		Learner Tip:

     

    Please complete the Evaluation Form as thoroughly as you are able to, in order for us to continuously improve our training quality!

     

    The purpose of the Evaluation Form is to evaluate the following:

     

    ·          logistics and support

    ·          facilitation

    ·          training material

    ·          assessment

     

    Your honest and detailed input is therefore of great value to us, and we appreciate your assistance in completing this evaluation form!

     

     

     

    A Logistics and Support Evaluation
    No Criteria / Question Poor Below Standard Sufficient Above Standard Excellent
    1 Was communication regarding attendance of the programme efficient and effective?
    2 Was the Programme Coordinator helpful and efficient?
    3 Was the training equipment and material used effective and prepared?
    4 Was the training venue conducive to learning (set-up for convenience of learners, comfortable in terms of temperature, etc.)?
    Additional Comments on Logistics and Support

     

    No Criteria / Question Poor Below Standard Sufficient Above Standard Excellent
    B Facilitator Evaluation
    1 The Facilitator was prepared and knowledgeable on the subject of the programme
    2 The Facilitator encouraged learner participation and input
    3 The Facilitator made use of a variety of methods, exercises, activities and discussions
    4 The Facilitator used the material in a structured and effective manner
    5 The Facilitator was understandable, approachable and respectful of the learners
    6 The Facilitator was punctual and kept to the schedule
    Additional Comments on Facilitation

     

    No Criteria / Question Poor Below Standard Sufficient Above Standard Excellent
    1 2 3 4 5
    C Learning Programme Evaluation
    1 The learning outcomes of the programme are relevant and suitable.          
    2 The content of the programme was relevant and suitable for the target group.          
    3 The length of the facilitation was suitable for the programme.          
    4 The learning material assisted in learning new knowledge and skills to apply in a practical manner.          
    5 The Learning Material was free from spelling and grammar errors          
    6 Handouts and Exercises are clear, concise and relevant to the outcomes and content.          
    7 Learning material is generally of a high standard, and user friendly          
    Additional Comments on Learning Programme

     

     

     

    D Assessment Evaluation
    No Criteria / Question Poor Below Standard Sufficient Above Standard Excellent
    1 2 3 4 5
    1 A clear overview provided of the assessment requirements of the programme was provided
    2 The assessment process and time lines were clearly explained
    3 All assessment activities and activities were discussed
    Additional Comments on Assessment

     

  • 9357-9357-4-1 Summative Assessment Q1

    Answer all questions in this section

     

      1. A keyboard is divided into three parts namely
      2. State at least two types of keyboards
      3. List five rows into which Alphanumeric keyboards are divided into.
      4. State the function of the following combination of keys
      • Ctrl+ Shift+ F
      • Ctrl+ Shift+>
      • Ctrl+ Shift<
      •  5.Explain the term “Proof-reading” in Ms Word. Why is it necessary in word processing?

     

    6. Fill in the following table

    Remedial Technique Indication  / Meaning
    Red underline
    Green underline
    Blue underline

     

     

     

    6.1 Briefly explain the positioning of wrists, forearms and back when typing.              2 marks

    6.2 Repeated Strain Injury or occupational overuse syndrome is a result of total discomfort, persistent pain in muscles. Briefly explain how RSI can be avoid                                    2 marks 

    6.3 What effects do the following environmental conditions have to a working environment?

    • Noise
    • Lighting
    • Ventilation                                        3marks