GETC-ABET Level 4 Examination Guidelines Draft Curriculum Statements... · Web view1. Introduction...

GETC-ABET Level 4 ~ @ NQF Level 1 1 | P a g e

General Education and Training Certificate

Adult Basic Education and Training

NQF Level 1

EXAMINATIONS AND ASSESSMENT GUIDELINES

ANCILLARY HEALTH CARE L4

CODE: ANHC4

2013 - 2015

Examinations and Assessment Guidelines: ANHC4

TABLE OF CONTENTS

1. Introduction 3

2. The GETC-ABET Level 4 Qualification 4

3. Unit Standards for ANHC4 Learning Area 7

4. LTSM in PALCs 18

5. Weighting of the Specific Outcomes and Assessment Criteria 18

6. Core Knowledge Areas 18

7. Taxonomies used in scaffolding questions 21

8. Site-Based Assessment (Formative) 21

8.1 Structure of SBA Tasks 21

8.2 Exemplar SBA Tasks 22

9. External Assessment (Summative) 44

9.1 Structure of a question paper 45

9.2 Exemplar question paper 46

10. Promoting the Principles of quality assessment practices 57

1. INTRODUCTION



This document aims to be an Examination and Assessment Guidelines in its orientation. It should be seen against the background of the review of the General Education and Training Certificate (GETC): Adult Basic Education and Training (ABET) qualification and the re-registration of some of its constituent Unit Standards. Against this background, it must be seen to replace any other guideline document that has preceded it. What it does not do, however, is signal a radical shift from formal national assessment processes that have been managed by the Department of Higher Education and Training (DHET). It attempts to consolidate such assessment practices. It formalises them into a useful reference document for mainly examiners and moderators of ABET assessment. At the same time it is a useful guide to educators, in order to prepare their learners for assessment.

The ANHC4 Examination and Assessment Guidelines document is based on the GETC-ABET interim qualification with the SAQA ID number 71751. The guidelines should be viewed as developmental in nature aimed at enhancing the quality of the implementation of assessment for the interim qualification. The other users of this document shall be the Public Adult Learning Centres (PALCs) management teams, departmental officials, policy analysts, learning area coordinators or advisers and any interested stakeholder in adult education.Furthermore, the guidelines document is intended to assist the Learning Area Facilitator in preparing the learner for the examination as well as the site-based assessment. It should be treated as resource material that seeks to indicate the unit standards for the ANHC4 learning area and how to unpack them for assessment. It also indicates the possible content knowledge (as mentioned in the unit standards) to be assessed. It will provide clarity on how specific outcomes and assessment criteria are weighted. The possible teaching and learning support materials relevant to the learning area are also highlighted.

While our aim is not to be prescriptive on curriculum, it is our hope that this document will offer educators more guidance in their own teaching and assessment practice. The document creates a uniform framework for examinations and formative assessments, in order to avoid a variety of different approaches to examinations. It must be pointed out that while the guidelines are based on the Unit Standards, it should not be read without the accompanying unit standards, or replace the unit standards as a guideline to teaching.

The document also contains the GETC - ABET qualification which among others reflects on the rules of combination, core components and the academic learning areas. The structure of an examination question paper, the taxonomies used in scaffolding of questions, an exemplar question paper and marking memorandum together with exemplar site-based assessment tasks are outlined.

This examination guidelines document provides guidance on how to use available resources to achieve the specified unit standards of the learning area. The national Policy on the Conduct, Administration and Management of the GETC - ABET Level 4 examinations and assessment has a bearing on this document.

All users are encouraged to alert the Department of Higher Education and Training of any unrealistic suggestions that might hinder quality implementation of the assessment for the interim GETC – ABET Level 4 qualification. It must be noted that these guidelines are by no means exhaustive in its suggestions of possible assessment activities. Suggestions to improve the implementation of assessment in the ANHC4 learning area will be greatly appreciated.

2. THE GETC-ABET LEVEL 4 QUALIFICATION

The General Education and Training Certificate (GETC) in Adult Basic Education and Training (ABET) with ID No. 71751 will provide adult learners with fundamental basics of general education learning. It replaces SAQA qualification ID No. 24153. The table below provides a synoptic view of the qualification.



SAQA QUAL ID QUALIFICATION TITLE

71751 General Education and Training Certificate: Adult Basic Education and Training

ORIGINATOR REGISTERING PROVIDER

Task Team - Adult Basic Education and Training

QUALITY ASSURING ETQA

-

QUALIFICATION TYPE FIELD SUBFIELDNational Certificate Field 05 - Education, Training and

Development Adult Learning

ABET BAND MINIMUM CREDITS NQF LEVEL QUAL CLASS

ABET Level 4 120 Level 1 Regular-Unit Standards Based

REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE

REGISTRATION END DATE

Registered SAQA 1179/08 2008-11-26 2011-11-26

LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT

2012-11-26 2015-11-26

The purpose of the Qualification is to equip learners with foundational learning by acquiring knowledge, skills and values in specified Learning Areas. In addition, it also allows learners to choose Elective Unit Standards which relate to occupational type learning relevant to their area of interest or specialisation. In particular, the purpose of the qualification aims to:

Give recognition to learners who achieve and meet the necessary requirements and competencies as specified in the Exit Level Outcomes and Associated Assessment Criteria.

Provide a solid foundation of general education learning which will help prepare learners and enable them to access Further Education and Training learning and qualifications, particularly occupational workplace-based or vocational qualifications.

Promote lifelong learning to enable learners to continue with further learning. Prepare learners to function better in society and the workplace.

Rationale:

Adult Basic Education is identified as a critical priority in South Africa and plays a vital role in equipping adult learners with the necessary knowledge, skills and values in order to be functional in society and as a person by contributing to the workforce, community and economy. This GETC: ABET qualification provides learners with foundational learning through the acquisition of knowledge and skills needed for social and economic development and the promotion of justice and equality. It also seeks to promote and instill learners with a culture of life-long learning needed for future learning. It also enables learners to acquire the necessary competencies in order to access further education and training, career development and employment opportunities.

The achievement of the GETC: ABET qualification allow learners the following learning pathways:

To choose a vocational route through completion of the National Certificate (Vocational) Qualifications at Levels 2, 3 and 4 which contain vocational specialisations.

To access academic learning at NQF Level 2 and above. To access Occupational specific qualifications at NQF Level 2, which consist of knowledge, skills and workplace experience and learning.

The qualification aims to equip learners to:

Develop and apply relevant skills, knowledge and attitudes in the chosen Learning Areas. Function better in and contribute to the world of work.



Be sensitive and reflective of issues relating to diversity, inclusivity, cultural values, human rights, gender, development and change.

Develop an appreciation for lifelong learning. Function better as a citizen in South Africa and contribute to cultural, social, environmental and

economic development. Make informed judgments about critical ethical issues. Develop study skills to be able to access further learning.

It is assumed that learners have literacy and numeracy skills in order to cope with the complexity of learning in this qualification.

Recognition of Prior Learning:

The structure of this Qualification makes Recognition of Prior Learning (RPL) possible through the assessment of individual Unit Standards. The learner and assessor should jointly decide on methods to determine prior learning and competence in the knowledge, skills, and values implicit in the Qualification and the associated Unit Standards. RPL will be done by means of an integrated assessment which includes formal, informal and non-formal learning and work experience. This Recognition of Prior Learning may allow for accelerated access to further learning at this or higher Levels on the NQF; gaining of credits for Unit Standards in this Qualification; and obtaining this Qualification in whole or in part. All RPL is subject to quality assurance by the relevant ETQA or an ETQA that has a Memorandum of Understanding with the relevant ETQA.

It is recommended that learners have achieved the following in order to access this qualification: Communication at ABET Level 3 or equivalent and Mathematical Literacy at ABET Level 3 or equivalent.

The GETC-ABET qualification comprises the Fundamental, Core and Elective components in its rules of combination. Learners are expected to offer a minimum of 5 Learning Areas. The 2 fundamental Learning Areas and the 1 Core Learning Area are compulsory offerings. Learners may choose 2 or more Learning Areas from the Elective component.

Learners are expected to meet the following requirements to be awarded a GETC-ABET qualification:

RULES OF COMBINATION FOR THE GETC-ABET QUALIFICATION: 120 CREDITS

FUNDAMENTALS COMPONENT: COMPULSORY 39 OR 37 CREDITS

1. One Official Language: 23 Credits2. Mathematical Literacy: 16 Credits OR3. Mathematics and Mathematical Sciences: 14 Credits NOT BOTH

CORE COMPONENT: COMPULSORY 32 CREDITS

1. Life Orientation: 32 Credits

ELECTIVES COMPONENT: OPTIONAL 49 OR 51 CREDITS

Academic Learning Areas:

1. Human and Social Sciences: 23 Credits2. Natural Sciences: 15 Credits3. Economic and Management Sciences: 21 Credits4. Arts and Culture: 17 Credits 5. Technology: 11 Credits6. One Additional Official Language (Excluding the language chosen as a Fundamental): 23

Credits GETC-ABET Level 4 ~ @ NQF Level 1 5 | P a g e


Vocational Learning Areas:

7. Applied Agriculture and Agricultural Technology: 20 Credits8. Ancillary Health Care: 45 Credits9. Small, Medium and Micro Enterprises: 17 Credits10. Travel and Tourism: 38 Credits11. Information Communication Technology: 23 Credits12. Early Childhood Development: 26 Credits13. Wholesale and Retail: 30 Credits

OPTION 1( 5 Learning Areas)

OPTION 2( 6 Learning Areas)

OPTION 3( 7 or more Learning Areas)

TWO Fundamentals ONE Core and TWO Electives

TWO FundamentalsONE Core andTHREE Electives

TWO Fundamentals ONE Core and FOUR Electives

If you choose mathematics and mathematical sciences in the fundamentals component then you must have a minimum total of 51 credits in the electives component.

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.

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

UNIT STANDARD CCFO ORGANISING Organise and manage oneself and one`s 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 presentation.

UNIT STANDARD CCFO SCIENCE Use science and technology effectively and critically, showing responsibility towards the environments 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.

3. UNIT STANDARDS FOR ANHC4 LEARNING AREA

The ANHC4 Learning Area comprises 6 unit standards:



SAQA US ID US TITLE CREDITS119559 Demonstrate knowledge of the provision and implementation of primary

health care10

119563 Engage in basic health promotion 8119564 Assist the community to access services in accordance with their health

related human rights5

119566 Explain preventive measures to reduce the potential impact of disasters 5119567 Perform basic life support and first aid procedures 59827 Assess the client’s situation and assist and support both client and family

to manage home based health care12

Total 45

SAQA US ID US TITLE CREDITS119559 Demonstrate knowledge of the provision and implementation of

primary health care10 Credits

PURPOSE OF THE UNIT STANDARD

The unit standard will be useful to people who are required to provide basic information about Primary Health Care in the community.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Communication at ABET level 3 and Mathematical Literacy at ABET level 3

UNIT STANDARD RANGE

This unit standard covers Primary Health Care including Education about prevailing health problems, promotion of food supply and proper nutrition, an adequate supply of safe water, basic sanitation, immunization against infectious diseases, prevention and control of locally endemic diseases, access to essential drugs and mental health.


SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA:

SPECIFIC OUTCOME 1

Describe primary health care.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Health is explained in terms of the WHO definition. ASSESSMENT CRITERION 2

Factors that contribute to health in the community are identified in terms of the impact on the health of the community. ASSESSMENT CRITERION 3

Health promotion is explained in terms of the local context.


The difference between health promotion and health education is explained in terms of individual responsibilities.

SPECIFIC OUTCOME 2

Describe the health status of the community.

ASSESSMENT CRITERIA


The community entry process is explained in terms of local protocol.


The fundamental health needs of the community are identified in a participatory manner.


The factors that could cause ill health within a community are explained in terms of local circumstances and conditions.


A community map is compiled in terms of community assets.

SPECIFIC OUTCOME 3

Draft a community action plan.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1 The needs of the community are prioritised by means of a participatory process.


The plan is drafted in terms of the prioritised community needs.


The plan indicates how the community can be involved in health promotion

SPECIFIC OUTCOME 4 Conduct a basic health education session

ASSESSMENT CRITERIA

. ASSESSMENT CRITERION 1 The writer's/signer's opinions and emotions are identified

ASSESSMENT CRITERION 2Evidence from the text is given to support identification.

ASSESSMENT CRITERION 3 Fact, fiction and opinions are identified and distinguished.


Inferences are made from texts (e.g. misleading or contradictory information is identified, the omission of necessary information is noted, and meanings not directly stated are noted).


Possible reasons are given to explain why misleading or contradictory information is given, why opinions are presented as fact, or why relevant information is omitted.


Manipulative (e.g. emotive language, gestures or tone, rhetorical devices), biased (e.g. use of stereotypes or subjective opinion presented as fact), or ideologically driven (e.g. use of political jargon, overt value statements) uses of language are identified.

ASSESSMENT CRITERION 7 Own opinion on a text is given and justified.


UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS Providers of learning towards this unit standard will need to meet the accreditation requirements of Umalusi, the ETQA for General and Further Education. Moderation Options: The moderation requirements of this ETQA must be met in order to award credit to learners for this unit standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

The embedded knowledge covers names and functions of body systems and common diseases and danger signs. It also ensures the identification of needs, health care procedures, regulations, legislation and policies for local establishments and relationships between individuals, families and communities.

SAQA US ID US TITLE CREDITS119563 Engage in basic health promotion 8 Credits

PURPOSE OF THE UNIT STANDARD This unit standard is useful to people who are required to identify and describe basic health and health related needs within the community, thereby assisting the community in improving their quality of life.


Knowledge of community and the ability to communicate effectively within their cultural context and Communication and Mathematical Literacy at ABET level 3

UNIT STANDARD RANGE

It must cover principles of respecting the rights of individual, including the right to privacy and accepting and maintaining a non-discriminatory attitude towards diversity.



SPECIFIC OUTCOME 1

Explain health promotion.

ASSESSMENT CRITERIA


Health is explained in terms of the WHO definition. ASSESSMENT CRITERION 2

Factors that contribute to health in the community are identified in terms of the impact on the health of the community. ASSESSMENT CRITERION 3

Health promotion is explained in terms of the local context.


The difference between health promotion and health education is explained in terms of individual responsibilities.

SPECIFIC OUTCOME 2

Describe the health status of the community.

ASSESSMENT CRITERIA


The community entry process is explained in terms of local protocol.


The fundamental health needs of the community are identified in a participatory manner.


The factors that could cause ill health within a community are explained in terms of local circumstances and conditions.


A community map is compiled in terms of community assets.

SPECIFIC OUTCOME 3

Draft a community action plan.

ASSESSMENT CRITERIA


The needs of the community are prioritised by means of a participatory process.


The plan is drafted in terms of the prioritised community needs.


The plan indicates how the community can be involved in health promotion


UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Accreditation Options: Providers of learning towards this unit standard will need to meet the accreditation requirements of Umalusi, the ETQA for General and Further Education. Moderation Options: The moderation requirements of this ETQA must be met in order to award credit to learners for this unit standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE Community structures and leaders, community resources, community needs and problems, community practices, traditional beliefs, norms and values, poverty, unemployment, regulations, legislation, policies, etc are all addressed

SAQA US ID US TITLE CREDITS

119564 Assist the community to access services in accordance with their health related human rights

5 Credits


This unit standard is for persons required to show an understanding of health related human rights and assist the community to advocate for these rights and to access health related services.


Communication and Mathematical literacy at ABET level 3

UNIT STANDARD RANGE

Aspects such as the Patient Rights Charter, Relevant sections of the Bill of Rights and relevant legislation, rights and local protocols are considered.


SPECIFIC OUTCOME 1

Apply the principles of health legislation to everyday life.

ASSESSMENT CRITERIA


Relevant sections of the legislation are identified in terms of the patient’s right to access health care according to the constitution.


The principles of legislation are identified in terms of how they would be applied to everyday life.


Actions that can be taken by community members are identified and explained in relation to their situation.

SPECIFIC OUTCOME 2

Provide assistance in accessing health related services

ASSESSMENT CRITERIA


Service providers in the local community are identified in terms of appropriateness for dealing with health related human rights issues.


Legislation and local protocols relating to disability, abuse, rape and care of older persons are explained in the context of a human rights culture and service provision.


The referral system to appropriate social, legal and other services is described in terms of local resources.


Accreditation Options: Providers of learning towards this unit standard will need to meet the accreditation requirements of Umalusi, the



ETQA for General and Further Education. Moderation Options: The moderation requirements of this ETQA must be met in order to award credit to learners for this unit standard.


Names and functions of Health related community structures, description and characteristics of Sections of Bill of Rights, Patient Rights Charter, United Nations Principles for older persons, referral and protocols purpose, etc are embedded knowledge.

SAQA US ID US TITLE CREDITS119566 Explain preventive measures to reduce the potential impact of

disasters5 Credits


The unit standard is for persons required to understand and explain the concept of ‘’ Disasters’’’, the causes and consequences of potential risks or hazards that could cause a disaster in a community.


Communication and Mathematical literacy at ABET level3, Knowledge of the environment and knowledge of the demography of the area.

UNIT STANDARD RANGE

Potential impact such as immediate, short and medium term and disaster such as natural and man-made, as well as slow and sudden onset.


SPECIFIC OUTCOME 1

Explain the causes and potential effects of disasters on the community.

ASSESSMENT CRITERIA


SPECIFIC OUTCOME 2

Identify resources to prevent or minimise disasters..

ASSESSMENT CRITERIA


SPECIFIC OUTCOME 3

Develop a simple disaster management plan.

OUTCOME RANGE



Potential disasters are identified in terms of their likelihood of occurrence in a given community.


The causal factors of disasters are explained in terms of the way in which they contribute to the disaster.


The differences between natural and manmade disasters are understood and described in terms of their causes and possible effects.


Potential health hazards associated with disasters are identified and explained in terms of their causes and possible prevention

The principles and implementation methods of disaster management units within the community structures are explained in terms of activation, establishment, sustainability and maintenance. ASSESSMENT CRITERION 2

Mechanisms and resources that can be utilised in threatening disaster situations are identified in terms of their potential for preventing or minimising the impact of the disaster.


The resources identified are relevant to the specific situation

The plan is developed in conjunction with a disaster management team.

ASSESSMENT CRITERIA


The plan covers all aspects relevant to the potential disaster.


The plan incorporates the notification of emergency services.


The plan is logical and is at an appropriate level for the understanding of the community.


Methods of implementing the plan are identified and the necessary steps explained in terms of generally accepted practice.


The consequences of not implementing the plan correctly are explained in terms of the potential impact on affected parties.


Accreditation Options: Providers of learning towards this unit standard will need to meet the accreditation requirements of Umalusi,

the ETQA for General and Further Education.

Moderation Options: The moderation requirements of this ETQA must be met in order to award credit to learners for this unit

standard.


This includes names and functions of disaster related structures, causal factors of disasters, attributes, characteristics of all disasters, categories of disasters, procedures and techniques, etc.

SAQA US ID US TITLE CREDITS119567 Perform basic life support and first aid procedures 5 Credits


The unit standard is for persons required to assess the emergency situation and providing Basic Life Support and basic First Aid in order to stabilize patients prior to transfer to the emergency services.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING Communication and Mathematical literacy at ABET level 3.



UNIT STANDARD RANGE

Recognition and management of range of emergencies according to prescribed protocols and rendering basic First Aid to the community even if the required resources have to be improvised.



SPECIFIC OUTCOME 1

Demonstrate an understanding of emergency scene management.

ASSESSMENT CRITERIA


Maintenance of personal safety is explained in terms of preventing injuries to self and infectious diseases.


Methods of safeguarding the emergency scene are explained in accordance with relevant practices and legislation.


Methods of safeguarding the injured person are explained in accordance with relevant practices and legislation.


The medico-legal implications of rendering First Aid are explained in terms of relevant legislation.

SPECIFIC OUTCOME 2

Demonstrate an understanding of elementary anatomy and physiology.

ASSESSMENT CRITERIA


The different systems of the human body are described in terms of their structure and function.


The manner in which the systems relate to each other is explained in accordance with basic medical science.


The way in which each system operates is explained in accordance with basic medical science

SPECIFIC OUTCOME 3

Assess an emergency situation.

ASSESSMENT CRITERIA


The emergency situation is assessed in terms of priority treatments.


The cause of the emergency is identified in terms of main contributing factors.


Links between sentences and paragraphs are correctly used and help the flow of ideas.


The situation is assessed in terms of the type of assistance required.

SPECIFIC OUTCOME 4

Apply First Aid procedures to the life-threatening situation.

ASSESSMENT CRITERIA


First Aid treatment applied is appropriate to the situation and the prevention of complications.


Equipment that is not readily available is improvised in terms of the First Aid procedure required.


Universal precautions are taken which are appropriate in terms of preventing infection.


First Aid is applied in accordance with current practice.


Cardio-Pulmonary Resuscitation (CPR) and Artificial Respiration (AR) is performed in accordance with accepted procedures.


Referral to medical assistance is done in accordance with the specific needs of the casualty.

SPECIFIC OUTCOME 5

Treat common injuries


Different types of injuries and conditions are identified and described in terms of their severity, cause and possible treatment.


Universal precautions taken are appropriate in terms of preventing infection.


Equipment that is not readily available is improvised in terms of the First Aid procedure required


Referral to medical assistance is in accordance with the specific needs of the casualty.


Follow-up care is provided in accordance with the specific needs of the casualty.




Accreditation Options: Providers of learning towards this unit standard will need to meet the accreditation requirements of Umalusi, the ETQA for General and Further Education.

Moderation Options: The moderation requirements of this ETQA must be met in order to award credit to learners for this unit standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE Names and functions of anatomy and physiology of human body, primary and secondary examinations, attributes, description , characteristics and properties, effective diagnosis, purpose of precautionary measures, events, causes and effects and implications, categories in terms of adults, children and infants, etc.

SAQA US ID US TITLE CREDITS9827 Assess the client’s situation and assist and support both client and family to manage home based health care 12 Credits


The purpose of this unit standard is to introduce learners to various aspects of community care and to encourage learners to gain experience of community health care with a view of a possible career in this industry.


Knowledge of community and the ability to communicate effectively within the cultural context of the community. Reading, writing and communication skills equivalent to ABET Level 3 and numeracy skills equivalent to ABET Level 2.



SPECIFIC OUTCOME 1

Demonstrate a basic knowledge of disease and disability.

ASSESSMENT CRITERIA


Potentially harmful diseases and conditions in community are correctly identified and described appropriately


An appropriate plan to make the environment safer is drawn up in cooperation with community members


Principle of hygiene and safe handling of waste are described in accordance with universal precautions.


A feasible plan of how community will be taught is drawn up


Potential health hazards are identified and a plan is in accordance with the prescribed level of knowledge.

SPECIFIC OUTCOME 2

Assist in the management of the client’s condition and treatment

ASSESSMENT CRITERIA


Reasons for prescribed regimes of treatment and care are explained


The appropriate assistance of clients with activities of daily living is described and explained

SPECIFIC OUTCOME 3

Assist with mobility and the prevention of complications

ASSESSMENT CRITERIA


Problems relating to immobility and aging or disease are correctly identified and solutions described

SPECIFIC OUTCOME 4

Identify when to refer the client or family.

ASSESSMENT CRITERIA


Situations wherein the need for referral are necessary are accurately identified


The sources of referral for various conditions are correctly identified.


4. LTSM IN PALCs

The possible Learning and Teaching Support Materials to be used in the learning area are to be found in the catalogue provided by the AET Curriculum Directorate of the Department. However, the catalogue listed LTSM do not prescribed literature materials.

A variety of LTSM is used in various contexts in ABET Centres across the country and these are sourced or adapted from a variety of sources. Given this background, it is not yet possible to propose a set body of material to be studied (e.g. prescribed poems or short stories). This allows educators to use their own discretion and creativity in the selection of materials, but it must be reiterated that the choice must be informed by the applicable Unit Standards.

5. WEIGHTING OF THE SPECIFIC OUTCOMES AND ASSESSMENT CRITERIA

US ID CREDIT WEIGHTING MARKS NO of SOs119563 8 18% 18 3119567 5 11% 11 59827 12 27% 27 4119559 10 22% 22 4119564 5 11% 11 2119566 5 11% 11 3

TOTAL 45 100% 100 21

6. CORE KNOWLEDGE AREAS

ENGAGE IN BASIC HEALTH PROMOTION119563 Engage in basic health promotion 8

SO1 Explain health promotionAC 1 to AC 4

KNOWLEDGE SKILLS VALUES Health of the community Explanation of the terms

Identification, explanation and health promotion Respect Quality of life

SO 2 Describe the health status of the communityAC 1 to 4 Health needs Causes of ill health Available resources

Communication Identification Explanation

Respect Caring Confidentiality

SO3 Draft a community action planAC 1 to 3 Government policies Community systems Community needs Health promotion

Communication Mobilizing Drafting an action plan

Respect Ownership

PERFORM BASIC LIFE SUPPORT AND FIRST AID PROCEDURES



119567 Perform basic life support and first aid procedures 5

SO 1Demonstrate an understanding of emergency managementAC 1to 4 Emergency situations and First Aid

procedures Explanation Identification Assessment Prevention complications

Safety Caring

SO 2 Demonstrate an understand of elementary anatomy and physiologyAC 1 to 3 Human anatomy and physiology Description

Explanation Respect Caring

SO3 AC 1 to4 Assess an emergency situation Emergency situation Injuries Treatment

Communication Assessing Identification Prevention of

complications

Safety Caring

SO4 Apply First aid procedures to the life threatening situationAC 1 to 6First Aid procedures Application

Prevention of complications

Sense of urgency

SO5 Treat common injuriesAC 1 to 5

ASSESS THE CLIENT SITUATION AND ASSIST AND SUPPRT BOTH CLIENT AND FAMILY TO MANAGE HOME BASED CARE9827 Assess the client’s situation and assist and support both client and family

to manage home based health care12

SO1 Demonstrate knowledge of disease and disabilityAC 1 to 5 Diseases and disability Safe environment Health hazards Relevant available

resources

IdentificationDescriptionPlanningRecordingReferral procedure

SafetyRespect

SO 2 Assist in the management of the clients condition and treatmentAC 1 to 2 Roles of health care worker Ethics Scope of practice

Description Explanation ApplicationReferring

RespectCaringConfidentiality

SO 3 and SO4 AC1, 2 and 3Conditions and problems of the elderly

CommunicationAssessingIdentificationPrevention of complications

SafetyCaring



DEMONSTRATE KNOWLEDGE OF THE PROVISION AND IMPLEMENTATION OF PRIMARY HEALTH CARE119559 Demonstrate knowledge of the provision and implementation of primary

health care10

SO1 AC 1-5 Primary health care Explanation

IdentificationCommunicationHealth education and promotion

SafetyRespectCost effectiveness

SO 2 Demonstrate an understanding of elementary anatomy, physiology and human developmentAC 1 to 3 Elementary anatomy and

physiology Human development

/stages of life

Description Explanation Drawing and labeling

RespectCaring

SO3 Understand health problems and diseases patterns common to an identified communityAC 1 and 2Health problems and common diseases (Communicable, Non communicable and Chronic

CommunicationAssessingIdentificationPrevention of complications

SafetyCaringConfidentiality

SO4 Conduct a basic health education sessionAC 1 to 3Basic principles of health education

Presentation and interpersonal skills Quality of lifeRespect

ASSIST THE COMMUNITY TO ACCESS SERVICES IN ACCORDANCE WITH THEIR HEALTH RELATED HUMAN RIGHTS119564 Assist the community to access services in accordance with their health

related human rights5

SO1 Apply the principles health legislation to every day lifeAC 1 to 3Human rightsPatients rights charterPatients responsibilities(Batho-pele principles

ExplanationApplication

RespectSecuritySelf esteem

SO 2 Provide assistance in health related servicesAC 1 to 3

Relevant community service providersLegislation and local protocolsReferral system

CommunicationInterpretation of legislationApplication

RespectConfidentiality

EXPLAIN PREVETNTIVE MEASURES TO REDUCE THE POTENTIAL IMPACT DISASTERS119566 Explain preventive measures to reduce the potential impact of disasters 5



SO 1: AC 1 to 4 and SO 2: AC 1 to 3 SO 3: AC 1 to 3 Different types of disasters Causes of disasters Potential health hazards associated with disasters Disaster management plan

IdentificationDescription Explanation Managing Communication

SafetyCaring

7. TAXONOMIES USED IN SCAFFOLDING QUESTIONS

There are numerous taxonomies used in scaffolding questions. However, the AAAT4 learning area assessment will be mainly focused on Bloom’s taxonomy and will include the following:

Knowledge Comprehension Application Analysis Synthesis Evaluation

8. SITE-BASED ASSESSMENT (FORMATIVE)

The ABET level 4 site-based assessment tasks are part of a developmental process aimed at t he summative assessment component of the ANHC4 learning comprises 50% of the total assessment. The policy on the Conduct, Administration and Management of the GETC-ABET Level 4 Examinations gives details on how this component of assessment should be managed. It prescribes the examination processes like registration of PALCs as examination centres, registration of candidates, conduct of examinations, marking, capturing of marks, standardization, resulting, to mention but a few.

8.1 STRUCTURE OF SBA TASKS

The SBA is made out of an educator’s guide and a learner’s tasks. The learner’s tasks for each learning area contain five assessment tasks focusing on the unit standards that should be covered in formative assessment. The educator’s guide contains the assessment instrument(s) (memorandum, rubric and/or checklist) for each of the assessment tasks. The tasks include a variety of appropriate assessment strategies and different forms of assessment of which one is a project as prescribed by Umalusi.

Additional is a learning area assessment plan which is aimed at assisting the educator with the spreading of the formal assessment tasks throughout the year.

Each SBA task is worth 50 marks and the five SBA tasks total 250 marks. All formal and informal assessment leading to formal moderation must be recorded accordingly. These marks should be converted to 50% which is the weighting of the site-based assessment. Moderation of these SBA tasks must be done according to the provincial management plan on the conduct, administration and management of the GETC-ABET Level 4 examinations and assessment.The following section provides an overview of the nature of the tasks for the Site-based Assessment Tasks, preceded by a few guidelines to educators on how to prepare their learners for each task. More detailed instructions on how to execute each task are provided in the Learners’ tasks, while detailed guidelines on how to prepare learners for each task are provided in the accompanying educator guide.

EXEMPLAR LEARNING AREA ASSESSMENT PLAN



LEARNING AREA: Ancillary health careLEARNING AREA CODE: ANHC4

YEAR: 2009

Assessment Tasks 1 2 3 4 5Form(s) of assessment

Test Assignment Project Demonstration Case study

US/IDSOs and ACs

119567SO2:AC 1-2SO3: AC 1-4SO4:AC1

119563SO1: AC2SO2: AC3-5SO3:AC1-3

9827SO1:AC1-3SO3 AC 1SO4 :AC1-2

9827SO1:AC2,3&5SO3 :AC1SO4 :AC1-2

119563SO1: AC1-4SO2AC3SO3AC1-3

tools of assessment

Memo Rubric Rubric Rubric Rubric

Date to be completed

8.2 EXEMPLAR SBA TASKS

TASK 1: TEST

INSTRUCTIONS AND INFORMATION FOR THE LEARNER

1. This question paper consists of THREE COMPULSORY sections.

2. Answer ALL the questions in the answer book.

3. Follow the instructions at the beginning of EACH question.

4. Do NOT spend too much time on any one question.

5. Read ALL the questions carefully.

SECTION A

QUESTION 1: MULTIPLE-CHOICE QUESTIONSVarious possible options are given as answers to the following questions. Write only the letter (A – D) next to the question number (1.1 – 1.7) in the answer book.

1.1 Which of the following statements is not in line with health promotion?

ABCD

Health educationImmunizationShortened period of disabilitySmoking (1)

1.2 At what age can a normal child talk, give name and gender?

ABCD

6 weeks3 years7 months9 months (1)

1.3 A disease that is transmitted through the bite of an infected animal is …

A HIV



BCD

RabiesCholeraArthritis (1)

1.4 Which of the following actions will not purify water?

ABCD

BoilingAdding JikAdding colorant and exposing to the sunFiltration (1)

1.5 Which of the following represents the concept of Patients’ Rights?

ABCD

Be treated with respect and dignityTake care of own healthComply with treatmentAsk questions if instructions are not clear. (1)

1.6 The following are examples of good sanitary behaviour, except the …

ABCD

safe disposal of human excreta and wasteusing of pit latrines in rural areasdumping of waste in the water sourcepurification of water before use (1)

1.7 Child neglect means …

ABCD

the failure to provide adequate food, clothing and shelter for the child.any non-accidental injury to the child.any childhood sexual experience that can interfere with health development.the disclosure of an HIV status. (1)

[7]QUESTION 2: TRUE OR FALSE

Indicate whether the following statements are TRUE or FALSE. Write only ‘true’ or ‘false’ next to the question number (2.1 – 2.5).

2.1 One of the roles of the health care worker is to care for a dying patient. (1)

2.2 Fat is the greatest heat producing food. (1)

2.3 Women who are HIV positive must be sterilised. (1)

2.4 The aged sick people do not need referral for treatment. (1)

2.5 Home accidents include electrical burns, paraffin poisoning and drowning in swimming pools. (1)[5]

QUESTION 3: MATCHING ITEMS

Match the word(s) or acronym(s) in COLUMN A with meanings from COLUMN B. Write only the letter (A – H) next to the question number (3.1 – 3.8).

COLUMN A COLUMN B



3.1

3.2

3.3

3.4

3.5

3.6

3.7

3.8

Heartburn

Mumps

Disaster management

IMCI

Excretion

Patients’Responsibility

Bones

Asphyxia

A

B

C

D

E

F

G

H

Integrated Management of Childhood Illnesses

Removal of waste products from the body

Take care of own health

Minor symptom during pregnancy

Give shape to our body

Identifies escape routes in cases of fire and other unexpected, dangerous events

Common infectious disease amongst children

Lack of oxygen to the body tissues[8]

TOTAL SECTION A: 20

SECTION B

QUESTION 4: CASE STUDY (FIRST AID)

4.1 FIRST AID PROCEDURES:

It is time for supper. You and your family are sitting around the table enjoying your meal. Suddenly, your five year old boy starts to suffocate and is pointing into his mouth with his fingers. When you check, you notice that he is chocking.

Answer the following questions.

4.1.1 Give THREE possible causes of choking. (3)

4.1.2 Describe the first aid treatment you would provide to a choking child. (7)

[10]

4.2 PATIENTS’ RIGHTS:

You are doing the rounds during home visits and one angry community member complains that the nurses at the clinic do not respect them.

Answer the following questions.

4.2.1 State FOUR patients’ rights that you would mention to this angry community member. (4)

4.2.2 State ONE patients’ responsibility that is relevant to this complaint. (1)

4.2.3 State FIVE (Batho Pele) principles for health institutions. (5)[10]

TOTAL SECTION B: 20

SECTION C



QUESTION 5: ESSAY-TYPE QUESTION

You are a home caregiver, nursing an elderly patient at home. While you treat this patient, she complains of being nauseous after taking her medication. While you talk to her, she starts to vomit.

Describe in not more than one page how you would take care of the vomiting patient. (10)

TOTAL SECTION C: 10

GRAND TOTAL: 50

TASK 2: ASSIGNMENT

LEARNING OUTCOMES FOR THIS ASSIGNMENT

By the end of this learning activity you, the learner, should be able to:

1. Devise a simple disaster management plan in a community.

2. Evaluate the disaster management plan.

3. Submit an essay of evidence of information collected.

RESOURCES

You will need the following resources for this task:

Your prescribed books Maps, brochures, booklets and pamphlets from your municipality and other departments e.g. SANDF A4 paper, pencils, pens, highlighters, glue/ pritt Ruler


In your area, collect the following information to devise a simple disaster management plan for your community:

Identify the disasters most likely to occur in the area where you live. Calculate the estimated number of people, shacks and houses in the area. Suggest ways in which the area can be made safer. Draw a map of the area where your community is situated, highlighting the areas where the disasters

are likely to occur. Identify escape routes in cases of disasters. Show places of shelter where people can be grouped for safety e.g. church, community hall or school. Identify the warning signals that can be used in your community. Identify a person who can be in charge of the events in the community until the responsible person

arrives. Identify the line of communication in the event of a disaster. Identify the persons responsible for the provision of water, food and medical care. Make a list of DOs and DON’Ts. Evaluate the effectiveness of the disaster management plan.

Record your evidence using the following guidelines:



DISASTER MANAGEMENT PLANIdentify the disasters likely to occur Disasters:___________________Safety precautions 1__________________Draw a map of the area Number of houses________________

Number of shacks_________________Number of people_________________Access routes____________________

Warning signals for possible disasters Communication done through: Loudhailers, whistles, telecommunication

Person in charge until the disaster manager arrives Position ________________________Name __________________________Contact number__________________

Communication Media coverage e.g. radioName __________________________Contact number__________________

People responsible for the protection of property Contact person:__________________Tel/Cell number:__________________

Rescue operations Contact person:__________________Tel/Cell number:__________________

Recording of victims(to avoid wrong people collecting food when they are not real victims)Financial assistance(people to contact for help)

Name __________________________Contact number__________________

Evaluate the effectiveness of the disaster management plan

GRAND TOTAL: 50

TASK 3: PROJECT

PROJECT GUIDELINES

LEARNING OUTCOMES

By the end of this learning experience the learner should be able to:

Identify and describe tuberculosis (TB).

Conduct an investigation by collecting and using information appropriately.

Assist the community in improving their quality of life.


1. This project must be completed over a period of 4 weeks. Your educator will assess your progress at regular intervals to ensure a good quality project and completion on time.

2. This project can be done in groups of three or four learners. Your educator will guide you. Each group member should, however write down his/ her own answers

Include a cover page indicating the names of the learners who worked together as well as the due date of the project.

Read the instructions and questions carefully and plan thoroughly before you start with the project



5. Answer ALL the questions.

6. Write legibly using blue or black ink and present your work neatly.

7. Read the assessment rubric at the end of this project before you start with the project.

8. Follow the example of the time plan given to complete this project.

9. You will need the following resources for this project: Your prescribed book, pamphlets and brochures from the Department of Health, magazines, journals

and any other literature you can get on Tuberculosis (TB) for example Soul City booklets.

Find out as much as you can about TB using the following steps:

Step 1:Collect information on:

causes how the disease spreads from one person to another which age groups are affected most living conditions and lifestyles contributing to the spread of TB signs and symptoms how TB is diagnosed treatment of TB; traditional and modern methods the relationship between TB and HIV prevention of TB

2. Step 2:Prepare an individual written report on the disease that the group has researchedPRESENTATION OF INFORMATION

2.1 Introduction background information (brief history of TB) purpose of this project

2.2 Body Indicate: causes how the disease spreads from one person to another which age groups are the most affected living conditions and lifestyles contributing to the spread of TB signs and symptoms how TB is diagnosed treatment of TB; traditional and modern methods the relationship between TB and HIV prevention of TB illustrations of the above by means of maps, pictures, drawings, photographs, newspaper

cuttings, tables and graphs.

Step 3: ConclusionGive your opinion about the future of the disease in South Africa.

Step 4: List of references. arranged alphabetically by authors/writers should include author/writer, title, publisher, year and place of publication (for books) title of both the magazine/journal/newspaper as well as articles’ titles and page numbers if



available

GRAND TOTAL: 50

The following is an example of a time plan for the projectWhat has to be done? When Identify the task and discuss with the educator to clarify what is requiredVisit a library / school / clinic / hospital to collect information.Start writing the reportFinish first draft of reportDiscuss with group matesFinish final reportHand to educatorPresent to class

ASSESSMENT:Criteria Mark allocationIndividual written report 40Project assessment 10Total 50

TASK 4: DEMONSTRATION

BED BATH


In this task you have to demonstrate a BED BATH on an adult.

LEARNING OUTCOMES:

1. Perform full wash/bath within 30 – 45 minutes.2. Apply basic principles to prevent cross infection when performing the procedure.3. Take precautions against injury and complications to patient.4. Record procedure and observations made during the bed bath.

You will be assessed as follows:BED BATH

ITEMS ACTION1. ASSESSMENT

Assess safety of surroundings / hazards Assess patient’s ability to move. Check respiration by hearing, looking and feeling for full 10 seconds Check whether the bed linen is clean Examine patient for wounds Identify skin problems

2. PLANNINGCollect the following:Wash basinToilet soapTowelsToothbrush and toothpasteReceiverDenture cup if patient has artificial denturesMug or glass of water



Brush or combDeodorantClean bed linen and night wear if necessarySoiled linen containerDisposable glovesBed panClose nearby doors and windowsOffer bed pan or urinal

3. IMPLEMENTATIONWash handsPlace clean bed linen and night wear on bench Remove the bed linen and leave only the top sheet /blanket covering the patient

by folding from top to bottom and from side to sideUndress the patient, but make sure he/she remains covered with a sheet or

blanket. Fill the basin wit hot water and test the temperature with an elbowPlace a towel under the patient’s head, neck and shoulders

Washing the face and ears

Ask the patient if he uses soap on the face

Fold the wash cloth around the to form a mittenWash the face and earsDry with a towel thereafter

Washing the arms and trunk

Uncover one arm and half the trunk

Put one towel under the arm and half of the trunk. The other towel protects the linen.

Wash the arm with long firm strokes from the far end getting towards the chest while supporting the arm throughout

Pay particular attention to the under-arm areaDry the wash area with the well rinsed cloth and dry the skin.Cover the washed area with the sheet and blanket and uncover the other side.Repeat the same procedure to wash the other side of the body. Renew the water if it is cold and soapy.

Washing the legs and genital area

Uncover both legs and fold the lower end of the top sheet in a point to cover the genitals.

Place one towel under the hips and both legs.The other towel protects the top sheet.Wash the legs starting from the thigh to the feet paying special attention to the

skin between the toes.Dry the area thoroughly with the towel.

Washing the neck, back and buttocks.

Place towel lengthwise along the buttocks. Ask the patient to turn on her/his tummy.

Cover the top sheet with the towel Wash the back from the neck downwards starting with the side of the patient’s

body away from you.Rinse and dryRepeat the procedure with the other side of the bodyWash perineum and the genital area last (ask the patient if he/she prefers to do

it himself/herself.) If the patient is able to wash his genitals, the soaked cloth is handed and the

wash basin and towel are placed within his reach. The caregiver leaves the patient and tactfully busies herself preparing the night

gown. Clean the mouth.



Take off and discard gloves. Dress the patient. Make the patient comfortable Remove the wash basin.Discard water.Hang up used towels. Make the bed and room tidy.Wash hands

4. EVALUATION Observe the patient for discomfort exhaustion, restlessness and pain.

5. RECORDING AND REPORTING

Record and report abnormalitiesAny skin problems

GRAND TOTAL: 50

TASK 5: CASE STUDY

FAMILY STUDY GUIDELINES

LEARNING OUTCOMES

By the end of this learning experience the learner , should be able to:

Introduce himself/herself to the family

Establish a helping relationship with patient and family

Build a patient file

Conduct an interview and an assessment

Record and refer where necessary

INSTRUCTIONS AND INFORMATION TO THE LEARNER

NUMBER OF STUDIES:

You are required to visit 2 families

Time spent on visits24 hours should be spent with each family.

Selection of families

The sister in charge of the clinic to which you are allocated has been requested to select two patients who are on her clinic records to be visited by you and around whom you are to develop family studies. The patients should be one adult and one child.

Visits to the family

To gain the confidence of the family members, to obtain their cooperation, to ensure the protection of their person and good name you should at all times ensure privacy, confidentiality and anonymity. Your case folder should always be treated as a legal document.



Observation and interviewing are the main techniques used for data collection. Review of clinic records is very important. A helping relationship is of vital importance when helping this family to improve health status for a better life.

Written format of Family Study

Your written presentation is to be presented on A4 paper format. Your facilitator will provide a closing date. Headings to be followed are included in this guide.

WRITTEN FORMAT

On the outside cover please state your name and student number and the course (Ancillary Health Care) and the name of your learning centre: ( e.g. Mofolo Learning centre).

TABLE OF CONTENTS

Follow the headings provided in this guide, number the pages and indicate as such in the table of contents.

HEADINGS:

INTRODUCTIONIntroduce yourself to the family and the patient.Explain your function as a home–based caregiver.Discuss home–based care principles.

GETTING TO KNOW THE PATIENTEstablish a friendly relationship.Give the patient time to talk.Listen carefully.

BUILD A PATIENT PROFILETake note the following:

- Patient’s name - Patient’s next of kin- Social history- Medical history- Level of understanding

ASSESS LIVING CONDITIONSAssess the following:

- Environmental hygiene- Personal hygiene- Adequate supply of water- Toilet facilities- Cooking area- Refuse disposal

IDENTIFY PRIMARY CAREGIVER

RECORD AND REFER WHERE NECCESSARY

GRAND TOTAL: 50

TOOLS



TOOL 1: TEST

INSTRUCTIONS AND INFORMATION FOR THE EDUCATOR

1. This assessment tool covers Unit Standard ID (119567 SO2:-4; AC 1-2; SO3: AC1-4; SO4:AC1)

2. Clearly explain the instructions to the learners before they start with the task.

3. Mark the test using the memorandum given below.

4. Thoroughly study the memorandum before you start with the assessment.

5. The learner has to answer ALL the questions.

SECTION A: (COMPULSORY)

QUESTION 1: MULTIPLE CHOICE ( UNIT STANDARD ID NUMBERS: 119563:SO SO2,SO3,SO4

1.1 D (1)

1.2 B (1)

1.3 B (1)

1.4 C (1)

1.5 A (1)

1.6 C (1)

1.7 A (1)[7]

QUESTION 2: TRUE OR FALSE (ID NUMBERS: 9827,SO1- 4)

2.1 True (1)

2.2 True (1)

2.3 False (1)

2.4 False (1)

2.5 True (1)[5]

QUESTION 3: MATCHING (ID NUMBERS: 119563;SO1,119567;SO1,SO2&4)

3.1 Heartburn D (1)

3.2 Mumps G (1)

3.3 Disaster management F (1)



3.4 IMCI A (1)

3.5 Excretion B (1)

3.6 Patients’ Responsibility C (1)

3.7 Bones E (1)

3.8 Asphyxia H (1) [8]

TOTAL SECTION A: 20

SECTION B (COMPULSORY)

QUESTION 4: CASE STUDY

4.1 FIRST AID PROCEDURES: (ID NUMBER: 119567;SO1 - 4)

4.1.1 POSSIBLE CAUSES OF CHOKING: Food in the wind pipe instead of down the oesophagus Muscular spasms Food not chewed properly Food swallowed too fast Children swallowing foreign objects[CREDIT ANY THREE (3) OF THE ABOVE OR OTHER RELEVANT ANSWERS] (3)

4.1.2 TREATMENT FOR A CHOKING CHILD Bend a child forward with the head lower than the chest Give up to 5 sharp slaps between his shoulders with one hand Check his mouth to see if an obstruction is visible Hook out the obstruction with your finger If the obstruction has not moved, stand or kneel behind the child Make a fist and place it against his lower breast bone

Grasp your fist with your other hand and press it into the chest with a sharp upward thrust, up to 5 times at a rate of about 1 every 3 seconds

Check his mouth If the obstruction is still not removed, give another 5 back slaps Check his mouth again to see if the obstruction is not removed Give 5 abdominal thrusts until help arrives[CREDIT ANY SEVEN (7) OF THE ABOVE OR OTHER RELEVANT ANSWERS] (7)

[10]

4.2 PATIENTS’ RIGHTS: (ID NUMBER: 119563 SO1-3)

4.2.1 Healthy and Safe Environment Confidentiality of information Privacy to be respected Participation in decision making affecting his/ her health To be treated with respect To be treated with dignity Right to no emotional torture [CREDIT ANY FOUR (4) OF THE ABOVE OR OTHER RELEVANT ANSWERS] (4)



4.2.2 To forward grievances/ complaints [CREDIT ANY ONE (1) OF THE ABOVE OR OTHER RELEVANT ANSWERS]

(1)

4.2.3 BATHO PELE PRINCIPLES To consult with all stakeholders To give proper service (Service Standards) Access to information and health care To show courtesy To be given information Openness and Transparency (need to know the truth) Redress (apology, explanation and remedy) Value for money[CREDIT ANY FIVE (5) OF THE ABOVE OR OTHER RELEVANT ANSWERS] (5)

[10]

TOTAL SECTION B: 20

SECTION C (COMPULSORY)

QUESTION 5: ESSAY TYPE QUESTION (ID NUMBERS:9827SO 1, 2, 3&4)

CARE FOR A VOMITING PATIENT: Offer a receiver or a basin when a patient wants to vomit Support his/her head Remove false teeth if necessary Remove the dish containing the vomitus as soon as the patient has stopped Offer the patient water to rinse the mouth Clean the patient’s hands and face If bedding is soiled, replace it with clean linen If patient has false teeth, clean and replace after vomiting Put the patient in a comfortable position Reassure the patient Make careful observations of the colour, smell and quantity of vomitus Report to the nearest clinic[CREDIT ANY TEN (10) OF THE ABOVE ] [10]

TOTAL SECTION C: 10

GRAND TOTAL: 50

TOOL 2: ASSIGNMENT


1. This assessment tool covers Unit Standard ID (119563 SO1, 2 & 3)

2. Clearly explain the instructions to the learners before they start with the task.

3. Mark the assignment using the rubric given below.

4. Study the rubric thoroughly before you start with the assessment.



5. The learner has to use the guide lines given to do the assignment.

LEARNING OUTCOMES


6. Devise a simple disaster management plan in a community

7.Submit an essay of evidence of information collected

8.Evaluate the disaster management plan

GUIDE TO THE EDUCATOR: ASSIGNMENT

The following information should appear in the learners’ assignments:

DISASTER MANAGEMENT PLANIdentify the disasters likely to occur Disasters:Safety precautions 1------------------------------------------

2-------------------------------------------3-------------------------------------------4-------------------------------------------

Draw map of the area Number of houses__________________Number of shacks__________________Number of people__________________Access routes_____________________

Warning signals for possible disasters Communication done through: Loudhailers, whistles, telecommunications

Person in charge until the disaster manger arrives Position_________________Name ____________________Contact number_______________

Communication Media coverage e.g. RadioName ____________________Contact number_______________

People responsible for the protection of property Contact person:___________Tel/Cell number:__________

Rescue operations Contact person:_________________Tel/Cell number:_________________

Recording of victims(to avoid wrong people collecting food when they are not real victims)Financial assistance (People to contact for help) Name __________________

Contact number_______________Evaluate the effectiveness of the disaster management plan

ASSESSMENT:Criteria Mark allocation

Disasters identified 5Number of people, shacks and houses in the area calculated 10Ways in which the area can be made safer are suggested 5Map drawn highlighting areas where the disasters are likely to occur,escape routes identified together with the places of shelter

10

Identification of the following: Warning signals that can be used 10



Person in charge of the event Person in charge for communication Lines of communication that can be used Person in charge for the provision of water, food and

medical care Evaluation of the disaster management plan

List of DOs and DON’TS compiled 5Keeping to due date 5TOTAL 50

GRAND TOTAL: 50 TOOL 3: PROJECT

PROJECT GUIDELINES

LEARNING OUTCOMES


Identify and describe tuberculosis (TB).

Conduct an investigation by collecting and using information appropriately.

Assist the community in improving their quality of life.


1. This project covers Unit Standard (9827:SO1 - 4)

2. The following resources are needed for this project:

Pamphlets and brochures from the Department of Health, magazines, books and any other literature on Tuberculosis(TB) for example Soul City booklets.Assist learners to have the resources available before they start with the project.

3. Clearly explain the instructions to the learners before they start with this project. Also explain to them how they will be assessed on completion of the project.

4. Assess your learners’ progress at regular intervals during the project to ensure a good quality product and completion on time. (Note: you do not have to record your assessment during the project but give learners constructive feedback in order to assist them towards the successful completion of the project.)

5. Mark the project using the assessment given below and then use the rubric for final assessment.

6. Study the criteria thoroughly before you start with the final assessment of the learners.

7. The learner has been given an example of a time plan to follow to do the project.

The following is an example of a time plan for the project

What has to be done? When Identify the task and discuss with the educator to clarify what is requiredVisit a library/school/clinic/hospital to collect information.Start writing the reportFinish first draft of report



Discuss with group matesFinish final reportHand to educatorPresent to class

The following steps should be given to the learner on how to complete the task.

Step 1:

Collect information on: causes how the disease spreads from one person to another which age groups are most affected living conditions and lifestyles contributing to the spread of TB signs and symptoms how TB is diagnosed treatment of TB; traditional and modern methods the relationship between TB and HIV prevention of TB

Step 2:Prepare an individual written report on the disease the group has researched

PRESENTATION OF INFORMATION

2.1 Introduction

background information (brief history of TB) purpose of this project

2.2 BodyIndicate:

causes how the disease spreads from one person to another which age groups are most affected living conditions and lifestyles contributing to the spread of TB signs and symptoms how TB is diagnosed treatment of TB; traditional and modern methods the relationship between TB and HIV prevention of TB illustrations of the above by means of maps, pictures, drawings, photographs,

newspaper cuttings, tables and graphs.

Step 3: Conclusion your opinion about the future of the disease in South Africa

Step 4: List of references arranged alphabetically by authors/writers should include author/writer, title, publisher, year and place of publication (for books) title of both the magazine/journal/newspaper as well as articles’ titles and page

numbers if available



GRAND TOTAL: 50

ASSESSMENT:

Criteria Mark allocationIndividual written report 40Project assessment (including keeping to due dates) 10Total 50

Assessment matrix for assessment of extended writing

Total 50

LEVEL 7 LEVEL6 LEVEL5 LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1Very well planned and structured.

A wide range of resources contacted to collect data.

Content covered, all the steps followed to complete the task.

Well planned and structured.

Adequate resources contacted to collect data.

Content relevant with most of the steps covered.

Writing structured, limited resources contacted.

Content adequately covered and relevant.

Attempted to structure the information collected.

Relatively limited resources contacted.

Content adequately covered. Some irrelevant information given.

Some attempt to organise and structure the information.

Limited resources used.

Content selection does not always relate. Omissions in coverage.

Largely descriptive with little/ some attempt to structure the information.

Limited resources used. Sparse content.

Topic inadequately addressed

Answer not at all structured.

Inadequate content.

Steps not followed.

No significance / relevance.

45-50 40-45 35-40 30-35 25-30 20-25 0-15

TOOL 4 : DEMONSTRATION

INSTRUCTIONS FOR THE EDUCATOR1. This assessment tool must be used together with the SBA task list when assessing the learner.2. Clearly explain the instructions to the learners before they start with the task.3. Use the rubric given below to mark the task.

LEARNING OUTCOMES:Perform a full wash/bath within 30 – 45 minutes.Apply basic principles to prevent cross-infection when performing the procedure.Take precautions against injury and complications. Record procedure and observations made during the bed bath.

KEY TO RATING1 = Has not acquired the basics/cannot imitate/lacks neuromuscular control/ fails to act2 = Has acquired the basics/can perform only under direction3 = Minimally competent/can perform without direction/no refinements/takes too long



4 = Co-ordinates all elements efficiently with minimum expenditure of time and energy and maximum effect

BED BATH

STEPS OF PROCEDURE LEVEL OBTAINED

COMMENTS

1 2 3 4

9. ASSESSMENT

Safety of surroundings/ hazards assessed.

Patient’s ability to move checked.

Cleanliness of the bed linen checked.

Examination of patient for wounds done.

Skin problems identified.

PLANNING

The following items collected: Wash basin Toilet soap Towels Toothbrush and toothpaste Receiver Denture cup if patient has artificial dentures Mug or glass of water Brush or comb Deodorant Clean bed linen and night wear if necessary Soiled linen container Disposable gloves Bed pan Close nearby doors and windows Offer bed pan or urinal

IMPLEMENTATION

Hands washed

Clean bed linen and night wear placed on bench

Bed linen removed and only the top sheet or blanket covering the patient left.

Bed linen folded from top to bottom and from side to side Patient undressed, but only remains covered with a sheet or blanket.

Basin filled with hot water. Temperature tested with an elbow Towel placed under the patient’s head, neck and shoulders




Patient asked if he uses soap on the face

Wash cloth folded around the hand to form a mitten

Face and ears washed and dried with a towel


One arm and half the trunk uncovered

One towel placed under the arm and half of the trunk. The other towel protects the linen.

Arm washed with long firm strokes from the far end getting towards the chest while supporting the arm throughout

Attention paid to the under arm area

The washed area is rinsed and the skin dried.

The washed area is covered with the sheet or blanket and the other side is uncovered.

The same procedure is repeated to wash the other side of the body

Cold or soapy water is replaced.

Washing the legs and feet

Both legs are uncovered and the lower end of the top sheet folded in a point to cover the genitals.

One towel is placed under the hips and both legs. The other towel protects the top sheet.

The legs are washed starting from the thighs to the feet paying special attention to the skin between the toes.

The area is dried thoroughly with the towel.

The towel is placed lengthwise along the buttocks. The patient is asked to turn on her/his tummy. The top sheet is covered with the towel

The back is washed from the neck downwards starting with the side of the patient’s body away from the learner.

The back is rinsed and dried

The procedure is repeated to bath the other side of the body

The perineum and the genital area is washed last The patient is asked if he/she prefers to wash the genital area Washing the genitals

If the patient is able to wash his genitals, the soaked cloth is handed to him and the wash basin and towel are placed within his reach.

The caregiver leaves the patient and tactfully busies herself preparing the night gown.


COMMENTS

1 2 3 4



The mouth is cleaned.

10. EVALUATION

The patient is observed for discomfort exhaustion, restlessness and pain.


Abnormalities are recorded and reported Skin problems reported and recorded

TOTAL

GRAND TOTAL: 50

TOTAL: _____________________

LEARNER’S SIGNATURE: …………………………...

ASSESSOR’S S

TOOL 5: DEMONSTRATION

INSTRUCTIONS FOR THE EDUCATOR

1. This assessment tool must be used together with the SBA task list when assessing the learner.2. Clearly explain the instructions to the learners before they start with the task.3. Use the rubric given below to mark the task.LEARNING OUTCOMES:

Perform a full wash/bath within 30 – 45 minutes.Apply basic principles to prevent cross-infection when performing the procedure.Take precautions against injury and complications. Record procedure and observations made during the bed bath.

KEY TO RATING1 = Has not acquired the basics/cannot imitate/lacks neuromuscular control/ fails to act2 = Has acquired the basics/can perform only under direction3 = Minimally competent/can perform without direction/no refinements/takes too long4 = Co-ordinates all elements efficiently with minimum expenditure of time and energy and maximum effect

BED BATH


COMMENTS

1 2 3 4

12. ASSESSMENT

Safety of surroundings/hazards assessed.

Patient’s ability to move checked.

Cleanliness of the bed linen checked.



Examination of patient for wounds done.

Skin problems identified.

PLANNING

The following items collected: Wash basin Toilet soap Towels Toothbrush and toothpaste Receiver Denture cup if patient has artificial dentures Mug or glass of water Brush or comb Deodorant Clean bed linen and night wear if necessary Soiled linen container Disposable gloves Bed pan Close nearby doors and windows Offer bed pan or urinalIMPLEMENTATION

Hands washed

Clean bed linen and night wear placed on bench

Bed linen removed and only the top sheet or blanket covering the patient left.

Bed linen folded from top to bottom and from side to side Patient undressed, but only remains covered with a sheet or blanket.

Basin filled with hot water. Temperature tested with an elbow Towel placed under the patient’s head, neck and shoulders


Patient asked if he uses soap on the face

Wash cloth folded around the hand to form a mitten

Face and ears washed and dried with a towel


One arm and half the trunk uncovered

One towel placed under the arm and half of the trunk. The other towel protects the linen.

Arm washed with long firm strokes from the far end getting towards the chest while supporting the arm throughout

Attention paid to the under arm area



The washed area is rinsed and the skin dried.

The washed area is covered with the sheet or blanket and the other side is uncovered.

The same procedure is repeated to wash the other side of the body

Cold or soapy water is replaced.

Washing the legs and feet

Both legs are uncovered and the lower end of the top sheet folded in a point to cover the genitals.

One towel is placed under the hips and both legs. The other towel protects the top sheet.

The legs are washed starting from the thighs to the feet paying special attention to the skin between the toes.

The area is dried thoroughly with the towel.

The towel is placed lengthwise along the buttocks.The patient is asked to turn on her/his tummy.The top sheet is covered with the towel

The back is washed from the neck downwards starting with the side of the patient’s body away from the learner.

The back is rinsed and dried

The procedure is repeated to bath the other side of the body

The perineum and the genital area is washed lastThe patient is asked if he/she prefers to wash the genital area Washing the genitals

If the patient is able to wash his genitals, the soaked cloth is handed to him and the wash basin and towel are placed within his reach.

The caregiver leaves the patient and tactfully busies herself preparing the night gown.


COMMENTS

1 2 3 4

The mouth is cleaned.

13. EVALUATION

The patient is observed for discomfort exhaustion, restlessness and pain.


Abnormalities are recorded and reported Skin problems reported and recordedTOTAL

GRAND TOTAL : 50

TOTAL: _____________________



LEARNER’S SIGNATURE: …………………………...

ASSESSOR’S SIGNATURE: ………………………….

9. EXTERNAL ASSESSMENT (SUMMATIVE)

The summative assessment component of the ANHC4 learning comprises 50% of the total assessment. The policy on the Conduct, Administration and Management of the GETC-ABET Level 4 Examinations gives details on how this component of assessment should be managed. It prescribes the examination processes like registration of PALCs as examination centres, registration of candidates, conduct of examinations, marking, capturing of marks, standardization, resulting, to mention but a few.

9.1 STRUCTURE OF A QUESTION PAPER

This section provides an overview of the structure of the question paper as a summative assessment tool. It indicates the nature of an assessment task or activity in each section and question of the paper, the mark allocation of each question/section, and what US & SOs are covered in each question/section.Educators are advised to refer to section 8 of this document, to view the broad overview of the Core Knowledge Areas to be covered in each US & SO, so that the selection for the different questions/sections of the question paper can be contextualised. In addition, educators are provided with some guidelines on how best to prepare learners for each question/section of the paper. The final paper will consist of three sections:

General InstructionsExaminers shall use current information when setting the paper The paper shall consist of section A, B and C, section A and B are compulsory. Section C shall have two questions and candidates are expected to answer only one.All questions shall be preceded by a clear instruction. Educators are encouraged to familiarize the learners with the examination instructions during the course of the year.

9.2 EXEMPLAR QUESTION PAPER


Question paper

Marks : 100Time: 3 Hours

Section A (Compulsory) 40Questions 1-3 [Q 1 Multiple choice (15)Q 2 True/False (10)Q.3 Matching columns (15)Q 1.4 Filing in the missing (5)

Section B (Compulsory) Question 4 [40] Case Study

Section C (Optional)Choose only one questionWrite Question 5 [20]

OrQuestion 6 [20]


LEARNING AREA: ANCILLARY HEALTH CARE

CODE : ANHC4

DATE : OCTOBER 2008

TIME : 3 HOURS

MARKS : 100

This question paper consists of 10 pages.

INSTRUCTIONS AND INFORMATION

1. Answer ALL the questions in the ANSWER BOOK.

2. Read ALL questions carefully.

3. Number the answer correctly according to the numbering system used in this question paper.

4. All sections are COMPULSORY.5. In SECTION C answer EITHER Question 5 OR Question 6.

6. Write neatly and legibly.

SECTION A

QUESTION 1: MULTIPLE-CHOICE QUESTIONS

1. Various possible options are provided as answers to the following questions.Choose the correct answer and write only the letter (A - D) next to the question number (1.1 – 1.15) in the answer book, for example 1.16 E.

1.1 An HIV positive patient has the right to disclose his/her HIV status and is responsible to…

ABCD

take care of his/her life and maintain a healthy lifestyle.respect the rights of other patients.provide healthcare workers with relevant information.All the above-mentioned. (1)

1.2 When providing home-based care to a patient who has an incurable disease, a home caregiver is expected to…

ABCD

maintain confidentiality.be judgemental.show respect.A and C (1)

1.3 The following are known as the basic health needs of people:

ABCD

Psychological needsPhysiological needsAll the above-mentioned None of the above-mentioned. (1)



1.4 Air pollution refers to the following EXCEPT …

ABCD

smoke.drought.gases from factories.the smell of dead animals. (1)

1.5 Clinics offer comprehensive healthcare services, which include …

ABCD

preventive care. promotive care.curative care.All the above-mentioned. (1)

1.6 A person comes to you with a deep bleeding wound he received in his garden. What is the first best action?

ABCD

Apply direct pressure. Call an ambulance. Rinse the wound with water.Notify the poison centre. (1)

1.7 The exchange of gases takes place in the…

ABCD

nose.stomach.skin.lungs. (1)

1.8 How do the ARV’s work in the body?

ABCD

They reduce the amount of virus in blood.They cure AIDS.They measure the CD4. They prevent pregnancy.

(1)

1.9 A disaster can result in …

ABCD

loss of property. loss of life.A and B.None of the above mentioned. (1)

1.10 Which food choices provide the highest protein?

ABCD

Cheese, milk, meatFried chips, potato, cabbageMilkshake, oranges, pumpkinSweet potato, carrots, skimmed milk (1)

1.11 In which developmental stage is it common for a person to experience slowness of thought and impairment of memory?

AB

Old ageAdolescence



CD

InfancyToddler (1)

1.12 Coughing and spitting anywhere can easily spread this disease …

ABCD

scabiesTBring wormsHIV and AIDS (1)

1.13 Which ONE of the following sense organs does the care giver use most to assess a patient?

ABCD

HeartEyes.Feet.None of the above-mentioned (1)

1.14 Immunisation of infants should start …

ABCD

at the age of four months.at the age three months.at the age two months.at birth. (1)

1.15 When collecting the patient’s history, the caregiver should …

ABCD

ask the most difficult questions first.make sure the patient is in a comfortable position.B and D.write events and dates as given by patient. (1)

[15]

QUESTION 2: TRUE OR FALSE

2. Indicate whether the following statements are TRUE or FALSE. Choose the answer and write only ‛true’ or ‘false’ next to the question number, for example 2.11 True.

2.1 If two people are applying for the same job and one of them is HIV positive, it would be better to employ the person who is HIV negative. (1)

2.2 Primary Health care aims at promoting health, preventing disease and treating minor ailments and emergencies. (1)

2.3 While giving health education, your appearance and tone of voice are important. (1)

2.4 Salty food is healthy to patients with high blood pressure. (1)

2.5 Parents should not talk about sex to their children, because it is not culturally acceptable. (1)

2.6 The caregiver is allowed to give injections and insert tubes. (1)

2.7 When the mother abuses alcohol while she is pregnant, the baby may develop problems with physical and mental growth. (1)



2.8 One of the roles of the community health worker is to empower individuals, families and communities to help themselves. (1)

2.9 In all cases of foreign bodies in the nose, keep the casualty quiet and advise him to breathe through the mouth. (1)

2.10 When making an Oral Rehydration Solution, you add 2 teaspoons of sugar and 3 teaspoons of salt to 1 Litre of water. (1)

[10]

QUESTION 3: MATCHING ITEMS

Choose the description from COLUMN B that matches the description in COLUMN A.

Write only the letter (A - O) next to the question number (3.1–3.15) in the answer book, for example 3.16 P.

COLUMN A COLUMN B3.1 Biological need A The action taken by a first-aider at the scene of an accident

3.2 Community B The organ in the body in which urine is collected before being passed

3.3 Emergency scene management

C Occurs when the child loses more fluid than what he takes in.

3.4 Development of shock D This disease can be prevented by giving immunising children against it at the age of nine months

3.5 Disability E Unpleasant sensation caused by an irritation of the nerve-ending3.6 Kwashiorkor F Inability to do your job because of physical or mental impairment

3.7 Germ G Right to refuse treatment3.8 Dehydration H The need to eat, drink, rest and sleep3.9 Bladder I Injury of the skin caused by long bed rest3.10 Pain J This disease is caused by a lack of protein in children 3.11 Pressure sores K Consultation, openness, access, courtesy and redress3.12 Patient’s rights L Group of people living together in a specified area3.13 Batho Pele Principles M Fast and weak pulse, blue colour around the lips and finger nails3.14 Measles N Needed when applying for social grants

3.15 Identity document and birth certificate

O A very small agent which causes infection(15)

[15]

TOTAL SECTION A: 40

SECTION B


4.1 FIRST–AID PROCEDURES

You are taking your rounds doing home visits in your area. While walking, a young boy runs towards you, unable to speak and gripping his throat. You noticed that he is choking. You start performing abdominal



thrusts on him.

ANSWER THE FOLLOWING QUESTIONS.

4.1.1 Describe how you would perform abdominal thrusts on this boy. (8)

4.1.2

List TWO other signs, which are not mentioned above, may also show that the boy is choking. (4)

4.1.3 Name ONE thing that you are NOT supposed to do in this situation. (2)4.2 ANATOMY

Identify the structures indicated on the diagram of the skeleton. Write down only the letter and the correct answer e.g. G = Radius.

FIGURE 1 Skeleton

(6)[20]

4.3 Read the following case study and answer the questions that follow.

Mr. S is collecting medication from the clinic every month for the treatment of his chronic diabetes mellitus. On this particular day, he is late for his appointment.The staff in attendance are as a result very impatient with him. He is addressed as “this diabetic patient” and not by his real name. When he asks questions about his condition and treatment, they tell him that he is wasting time, as there is still a long queue of people waiting to be attended to.

Having read the above case study, it appears that the Patient’s Rights that are in line with the Bill of Rights were violated and the “Batho Pele Principles” compromised.

Answer the following questions:

4.3.1 State FOUR patient’s rights that were violated in the above mentioned case study. (8)

4.3.2 State ONE responsibility that the patient was supposed to comply with. (2)

4.3.3 State FIVE relevant norms and standards (Batho Pele Principles) for health institutions, which were not being followed by the staff in attendance as far as their behaviour is concerned, in this case study. (10)

[20]

TOTAL SECTION B: 40



SECTION C (COMPULSORY)

ANSWER QUESTION 5 OR QUESTION 6.

QUESTION 5: ESSAY–TYPE QUESTION

As a health–caregiver you are responsible for giving health–care services to your community. During a home visit a member of the family tells you that your patient has developed a very high temperature. Explain you how you would deal with this condition. [20

]

OR

QUESTION 6: ESSAY–TYPE QUESTION

You are invited to address the youth in your community on promotion of health and prevention of diseases. Discuss the health education you would give to the adolescents under the following headings:

6.1 Diet (10)

6.2 Personal hygiene (10) [20]

TOTAL SECTION C: 20

GRAND TOTAL: 100

LEARNING AREA: ANCILLARY HEALTH CARE

CODE : ANHC

DATE : OCTOBER 2008

TIME : 3 HOURS

MARKS: 100This memorandum consists of 8 pages.

SECTION A: (COMPULSORY)

QUESTION 1: MULTIPLE CHOICE (US 1-ID119563) SO1-3

1.1 D US1 SO1, US3 SO1&2 (1)

1.2 D or A and C US3 SO1&4 (1)

1.3 C US1SO1 (1)



1.4 B US1 SO1 & US3 SO3 (1)

1.5 D US1 SO3; & US3 SO1, 2&3 (1)

1.6 A US2 SO2& 3 (1)

1.7 D US2 SO2 & US3 SO1 (1)

1.8 A US3 SO1; 2; 3 (1)

1.9 C or A and B US3 SO1 (1)

1.10 A US1 SO1& 2 (1)

1.11 A US3 SO1, 2 &3 (1)

1.12 B US3 SO2& 3; (1)

1.13 B US3 SO1, 2 &3 (1)

1.14 D US3 SO1, 2 & SO3 (1)

1.15 C US1 SO1,2 & 3 (1)

[15]

QUESTION 2: TRUE OR FALSE (US 1-ID119563)-SO 1-3

2.1 False US3 SO1; 2 & 3; (1)

2.2 True US1 SO1;2 & 3 (1)

2.3 True USI SO1 (1)

2.4 Falsev US1 SO1; 2& 3 US3 SO1,2&3

2.5 False US1 SO1; 2&3 US3 SO1; 2& 3; (1)

2.6 False US3SO1, 2 &3 (1)

2.7 True US3 SO1, 2 & 3; (1)

2.8 True US1SO1, 2, & 3 US3 SO1, 2&3 (1)

2.9 True US1 SO 1 US2 SO1; 2; 3 (1)

2.10 False US6 SO1; 2; & 3&4 (1)

[10]

QUESTION 3: MATCHING (US 1-ID 119563) SO1-3(US-3-ID-9827)SO1-4

3.1 H US1 SO1; 2 &3 & US SO1; 2 &3 (1)3.2 L US1 SO1 (1)

3.3 A US2 SO1; 2 3& 4; US 3 SO1, 2&3 (1)



3.4 M US2 SO2&US3 SO1 (1)

3.5 F US3 SO1; 2; &3 (1)

3.6 J US1SO2 & US3 SO1 &2 (1)

3.7 O US1 SO1; 2; & 3 US3 SO1; 2; & 3 (1)

3.8 C US1 SO1, 2&, 3 (1)

3.9 B US3 SO1, 2, &3 (1)

3.10 E US3 SO1 & US6 SO1, 2,3&4 (1)

3.11 I US3 SO1; 2; &3 (1)

3.12 G US1 SO1, 2&3; US3 SO1 (1)

3.13 K US3 SO1, 2&3 (1)

3.14 D US1 SO, 2&3 US3 SO1 (1)

3.15 N US3 SO12, 3, &4 (1)

[15]

TOTAL SECTION A: 40

SECTION B (COMPULSORY)


4.1 FIRST AID PROCEDURES: (US 2- ID119567) SO 1; 2; 3;& 4

4.1.1 Stand behind the patient; wrap both your arms around his waist. Turn your body slightly sideways and place your one leg between the casualty’s legs Make a fist with one hand and place the thumb side of this fist against the casualty’s

abdomen Grasp your fist with the other hand and apply sudden pressure in and upwards. Repeat cycles of up to five thrusts until the swallowed object comes out. [CREDIT ANY FOUR (4) OF THE ABOVE ANSWERS]

4.1.2 Blueness of the lips and fingernails. Complete silence Increased breathing efforts Straining of neck and facial muscles [CREDIT ANY TWO (2) OF THE ABOVE ANSWERS]

4.1.3 Do not interfere with the casualties efforts to expel the foreign object Do not try to remove the foreign body with your hand Do not give anything to drink[CREDIT ONE (1) OF THE ABOVE ANSWERS]

4.2 ANATOMY: (US 2- ID 119567) SO 1; 2; 3 & 4



A = Skull/ head bone (1)

B = Humerus/ upper arm bone (1)

C = Ribs/ rib cage (1)

D = Pelvis / hip bone/ pelvic girdle (1)

E = Femur/ thigh bone (1)

F =Sternum /breast bone (1)

(6)

[20]

4.3 4.3.1 PATIENT’S RIGHTS: To be treated with respect To show dignity Privacy to be respected Healthy and safe environment Confidentiality of information Participation in decision making affecting his/her health Right to no emotional torture (US 1 ID119563)SO 2[CREDIT FOUR (4) OF THE ABOVE ANSWERS]

4.3.2 PATIENT’S RESPONSIBILITY Ask for information To care for and protect the environment Respect the rights of other patients and health workers Utilise the health care system optimally without abuse Provide health care workers with relevant information Comply with the prescribed treatment Take care of his own health records Responsible for payment where necessary Ask for assistance To take care of his life and lead a healthy life style [CREDIT TWO (2) OF THE ABOVE ANSWERS]

4.3.3 BATHO PELE PRINCIPLES To consult with all stakeholders To give proper service (Service Standards) Access to information and health care To show courtesy To be given information Openness and transparency (to know the truth) Redress (apology, explanation and remedy) Value for money [CREDIT ANY FOUR (4) OF THE ABOVE ANSWERS] (8)

[20]

TOTAL SECTION B: 40



SECTION C: (COMPULSORY)

QUESTION 5: ESSAY TYPE QUESTION (US ID 9827) SO1, 2,3 &4

DEALING WITH A HIGH TEMPERATURE: Inform the doctor/nurse if the person develops a high temperature Improve ventilation in the room Open windows Give a cool water bath Dry the skin thoroughly Remove extra blankets ensure that the person does not become chilled Cover the patient with a sheet An electric fan can be used near the bed to move the air Give water or iced drinks to prevent thirst Give mouth washes to freshen the breath and keep the mouth moist If there is headache shade the patient eyes from direct light Reassure the patient The cold compress may be applied Sponging with cold waterv Use wet cold towel / cold sponge Iced water Put patient under the shade[CREDIT TEN (10) OF THE ABOVE ANSWERS]

(20)

OR

QUESTION 6 ESSAY TYPE QUESTION (US ID 9827) SO1, 2,3 &4)

6.1 DIET OF THE ADOLECENTS: Vitamins to help prevent diseases A lot of calcium to strengthen bones and teeth Extra proteins to build and repair worn out tissues and to promote growth Carbohydrates to give heat and energy 6 to 8 cups of water to prevent dehydration and constipation Roughage to prevent constipation Green leafy vegetables for iron development of red blood Cells to prevent anemia especially for girls [CREDIT ANY FIVE (5) OF THE ABOVE ANSWERS] (10)

6.2 PERSONAL HYGIENE: Daily bath Washing of hands before handling food Changing of clothes daily Nails to be kept short and clean Hair to be washed at least daily Brushing of teeth after meals [CREDIT ANY FIVE (5) OF THE ABOVE ANSWERS]

(10)

[20]

TOTAL SECTION C: 20

GRAND TOTAL: 100



Hints for marking of the answer scripts:

Once candidates have completed the examination they entrust their confidence in a marking process for which they have no control. It is up to markers to ensure that the integrity of the process of marking is beyond question and the quality is excellent.

Marking of the answer scripts is part of an assessment process. It is therefore important to ensure that marking is done according to marking guidelines like the above cited. The marking guidelines should have well structured model answers to questions. Marking of the learning area should therefore be done by people well conversant with the learning area unit standards. It is also imperative that before starting to mark, there must be a training session of all marking personnel. The marking procedure should accommodate the following hints:

Effective use of marking guidelines Adherence to the marking guidelines All answers (responses) to be marked One tick, one mark

Use appropriate ink for marking( red for markers and green for moderators) Ensure uniform standard throughout the marking session (marking guideline to be adapted to

accommodate all possible answers) Ensure correct transfer of marks on both the scripts and the mark sheets

10. PROMOTING THE PRINCIPLES OF QUALITY ASSESSMENT PRACTICES

The Department views assessment as a process of making decisions about a learner’s performance. It involves gathering and organising evidence of learning, in order to review what learners have achieved. It informs decision making in education, and helps educators to establish whether learners are performing according to their full potential and are making process towards the required unit standards credits as outlined in the qualification cited above. Principles of assessment that are always considered when assessment tasks and tools are developed include among others the following:

Validity Assess what is supposed to be assessed. Examination question papers and SBAs take the US, and their related assessment criteria into account in setting appropriate types of questions.

Reliability Assessment should produce reliable results instructions are clear, consistent and unambiguousAssessment criteria are strictly adhered toMarking guidelines/memoranda are clear and markers apply the same standard.

Transparency Accomplished through guidelines, uniform SBAs and national examinations are moderated internally.Papers and SBAs are moderated externally by Umalusi. Stakeholders know what to expect and candidates have the right to appeal.

Fairness Assessment does not disadvantage anybody (based on age, race, gender, ethnicity, geographic location)Assessment is accessible to all candidatesCovers different cognitive levelsNature of the learning environment of learners is considered.

Currency Assessment keeps up with current events and life-world of ABET learners. This is reflected in the content and nature of the texts selected, and the topics offered for interaction.



Authenticity Assessment is original and encourages originality, creativity and avoids repetition. It consciously tries to avoid predictability.

The different types, descriptions and uses of assessments are given below to serve as a reminder to everybody with an interest in adult education that only quality assessment practices is suitable for this sector of our education system.

Baseline Assessment:

Usually used at the beginning of a learning experience to establish what learners already know, can do or value. It assists educators with the planning of learning programmes and learning activities.

Formative Assessment:

It is developmental and used to inform both the teacher and the learner about how the learner has progressed (or not). It enhances teaching and learning. Teachers use it to adapt learning activities to the learner needs. It is also known as assessment for learning

Summative Assessment:

It gives an overall and final picture of the achievements of a learner at a given time. The examination is an example of summative assessment for ABET Level 4. This could be viewed as a “snapshot” whilst formative assessment is viewed as a “video” of a learner’s progress.

Diagnostic Assessment:

It is a form of formative assessment that leads to intervention, remedial action or revision programme. It identifies both the strengths and weaknesses of either the learner or the teaching methodology

Systemic Assessment:

It is an external way of monitoring the education system by comparing learners’ performance to national indicators of learner achievement. It involves monitoring learner attainment at regular intervals using national or provincially defined measuring instruments.

Note of the following Assessment Strategies should also be taken.Methods (WHO)

Forms (WHAT)

Instruments/Tools (HOW)

Purposes (WHY)

Educator assessment,Self-assessment,Peer-assessment andGroup-assessment.

Tests, Drawings,Paintings, Graphs,Physical activities, Projects,Demonstrations,Poems, Dramas, Role-plays, Stories,Songs/music,Oral presentations,Written presentations,Worksheets,Questionnaires,Cassettes, Posters,

Assessment grids,Rubrics,Memoranda andObservation sheets.

Baseline,Diagnostic,Formative,Summative andSystemic.

In conclusion, assessment must always be fair to learners and all possible barriers preventing learners from expressing their knowledge, skills and values in an assessment task, must be considered when developing, assessing and moderating the assessment task.


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