Programme Strategy and Alignment

Learning Programme
Title
Learning programme
description

Overall purpose of
learning programme

Articulation,
construct and
portability with other
courses/qualifications
Programme entry
level requirements

Target audience

Unit Standard(s)
against which
provision is aligned

Infrastructure
Learning material to
be used

Demonstrate knowledge and understanding of HIV/AIDS in a workplace, and its effects on a business sub-sector, own organisation and a specific workplace
Elective unit standard skills programme

To provide learners with the required knowledge and skills to:

Understand the effects of HIV/AIDS on the immune system.

Know how HIV/AIDS is transmitted.

Know what behaviour is safe and what behaviour caries the risk of HIV/AIDS transmission.

Know what guidelines and assistance are available to support workers with HIV/AIDS and recognise own role in creating a caring work environment.

Understand the implications of the HIV/AIDS pandemic for society, the economy, a business sub-sector, an organisation and a specific workplace.
The unit standards this skills programme has been aligned to form part of the qualification: SAQA ID: 66249: Further Education and Training
Certificate: New Venture Creation, NQF Level 4, Minimum 149 Credits and other qualifications listed on the SAQA Unit Standard documents .
There is open access to this unit standard. Learners should hold a GETC or equivalent qualification or be competent in communication and mathematical literacy
NQF level 2
This skills programme is intended for all persons who are part of workplace teams. The person accredited with this unit standard understands the effects of
HIV/AIDS on the immune system, knows how HIV/AIDS is transmitted, and knows what behavior is safe and what behavior carries the risk of HIV/AIDS
transmission. Knows what guidelines and assistance are available to support workers with HIV/AIDS and recognize own role in creating a caring working
environment. Understands the implications of the HIV/AIDS pandemic for society, the economy, a business sub-sector, an organization and a specific workplace.
Demonstrate knowledge and understanding of HIV/AIDS in a
Unit Standard
workplace, and its effects on a business sub-sector, own
SAQA ID
13915
Level
3
Credits
4
organisation and a specific workplace
Total
4

Training venue
PowerPoint slides

Data projector
Flipchart stand

Flipchart paper
Flipchart stands

Laptop
Pre-designed assessment
instruments

Learner guide, Learner PoE guide, Moderator guide,plan,reviw and report, Learner workbook, Assessor guide,documents,review and report ,Facilitator guide

Facilitators for
learning programme

Facilitators need to be subject matter experts with proven competence / experience in the field of learning

Assessment strategy

Assessment

The purpose of this assessment is to determine and recognise learner competence against the listed unit standards. Learners will

methodologies
Assessment
approach/resources

Learner support
strategy

Learner and provider

roles and
responsibilities
Learner appeals
strategy

Learner needs

Authentic
Assessment Tools in
relation to VARCS
Reliable
Current
Sufficient
National
Hours
40

Unit Standard

Learning facilitation
Facilitator / Assessor guidance and support with completion of Summative Assessments
Mentoring and coaching (provided by supervisor)
Facilitator guidance and support with workshop activities

Appeals policy, procedure and forms provided to the learner and assessor / moderator in the guides

Special needs are identified through the learner information form completed during enrolment and verified during the Assessment Preparation Interview which
takes place at the end of the learning intervention.
Assessment should be adjusted based on special needs requests, provided that the fairness, validity and reliability of the assessment are not compromised.
Special needs include, but are not limited to: Hearing impairment, Physical impairment, Learning disabilities, Visual impairment, Speech impairment and
Medical conditions
Valid

Learning strategy

undergo formative assessment and summative assessment. Evidence gathered during formative assessment will be used towards
summative assessment. Formative Assessment will contain Class activities. Summative Assessment will contain a Knowledge
questionnaire, Practical activities (workplace) and a Summative Project
Formative Assessment: Classroom for Class activities
Summative Assessment: Classroom for Knowledge Questionnaire and the workplace for Practical activities and Summative project

The assessment tools cover all of the specific outcomes, assessment criterion, embedded knowledge (where applicable) and critical cross field
outcomes of the unit standard. The tools measure the requirements of this unit standard.
The learners are required to sign a declaration sheet that states that they have submitted their own work. The assessor checks that this sheet is
submitted in the learners portfolio of evidence. In line with the principles of assessment, the assessor will ensure that they are satisfied that
work being assessed belongs to the learner in question.
Consistent results will be obtained with different assessors by making use of these assessment tools.
The evidence presented will be current not older than 3 years.
The assessment tools selected for this assessment provides enough evidence to show that the learners have met the criteria and specific
outcomes required to be found competent against this unit standard. This performance can be repeated consistently with the same results.
Mode
Method
Media
Contact Session 30% = 12 hours
Lecturing
Learner guide
Training and Formative Assessment - 14 hours (2 days)
Facilitated workshop
Facilitator guide
Prescribed reading and Support 4 hours
Group discussion and feedback
PowerPoint slides
Facilitation of class activities
Learner workbook
Experiential Learning 70% = 28 hours
Practical workplace activities
Learner guide
Learning at the Workplace 34 hours
Summative project
Learner PoE guide
Summative Assessment 8 hours

Reflective learning
CCFOs integrated with summative assessments
Demonstrate knowledge and understanding of HIV/AIDS in a workplace, and its effects on a

Reflection document
Summative project
SAQA
13915

Level

Learner guide
Learner PoE guide
5
Credits
4

business sub-sector, own organisation and a specific workplace

Assessment Criteria

Learning Outcomes

ID

Where it is
covered

Facilitation method

Formative and Summative

Assessment

The typical scope of this unit standard is

Unit Standard Range

The effect of HIV/AIDS on the individual, the workplace and society.

The effect of the HIV/AIDS pandemic on the economy, a sub-sector, and organisation and a specific workplace.

Specific Outcome 1: Know and understand HIV/AIDS and its effects on the human immune system.
At the end of this Unit the learner will be able to :
1.

The terms HIV and AIDS are known and explained

at a basic level of understanding

Know and explain the terms HIV and AIDS at a

basic level of understanding.

Unit 1
p5

2.

The way in which the immune system works is

explained with reference to the role of antibodies
in the immune system

3.

An indication is given as to how the HIV virus

attacks the immune system

4.

The concept of a window period is explained with

reference to the Elisa test

Assessment Criteria

Explain the way in which the immune system

works with reference to the role of antibodies in
the immune system.

Unit 1
p 5-6

Give an indication as to how the HIV virus

attacks the immune system.

Unit 1
p 6-7

Explain the concept of window period with

reference to the ELISA test.

Unit 1
p 7-8

Learning Outcomes

Where it is
covered

Lecturing
Facilitated
workshop
Group
discussion and
feedback
Facilitation of
class activities

Facilitation method

Learner Workbook
Class Activity
Learner PoE Guide
Knowledge Question1
Practical Activity
Summative Project
Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question 1
Practical Activity 1
Summative Project
Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question 1
Practical Activity 1
Summative Project
Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question 1
Practical Activity 1
Summative Project

Formative and Summative

Assessment

5.

6.

7.

8.

9.

The concept that the Elisa Test tests for

antibodies is known and an indication is given of
the implications that this has in terms of the
window period and the use of vaccinations.

The fact that all babies born to HIV/AIDS mothers

initially test positive for the HIV virus is known
and reason are given to explain why these test
results change over time.

The concept of Voluntary Counselling and Testing

(VCT) is explained with the reference to the role
of the Rapid Test and confirmation by the Elisa
Test.

The effects of HIV infection are explained

including the ability of infected persons to
perform work and the importance of lifestyle
changes to boost the immune system and prevent
reinfection.

The importance of pre and post test counselling is

known and understood and the implications of HIV
testing for an individual are discussed in terms of
making a personal decision to take an AIDS test.

10. The stages of the disease are outlined with an

example of what happens at each stage from
infection with HIV to full-blown AIDS and death.

Unit 1
p8

Assessment Criteria
11. The chances of a person surviving with AIDS are

Know the concept of the ELISA Test and give an

indication of the implications it has in terms of
the window period and use of vaccinations.

Know the fact that all babies born to HIV/AIDS

mothers initially test positive for the HIV/AIDS
virus and give reasons to explain why these test
results change over time.

Unit 1
p 8-9

Explain the concept of VCT with reference to

the roe of the Rapid Test and confirmation by
the ELISA Test.

Unit 1
p9

Explain the effects of HIV infection including the

ability of infected persons to perform work and
the importance of lifestyle changes to boost the
immune system and prevent reinfection.

Unit 1
p 10-12

Know the importance of pre and post test

counseling and understand the implications of
HIV testing for an individual and discuss them in
terms of making a personal decision to take an
AIDS test.

Unit 1
p 12-13

Outline the stages of the disease with an

example of what happens at each stage from
infection with HIV to full-blown AIDS and death.

Unit 1
p 13-16

Learning Outcomes

Discuss the chances of a person surviving with

Where it is
covered
Unit 1

Lecturing
Facilitated
workshop
Group
discussion and
feedback
Facilitation of
class activities

Facilitation method

Lecturing

Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question
Practical Activity 1
Summative Project
Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question
Practical Activity 1
Summative Project
Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question
Practical Activity 1
Summative Project
Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question
Practical Activity 1
Summative Project
Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question
Practical Activity 1
Summative Project
Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question
Practical Activity 1
Summative Project

Formative and Summative

Assessment
Learner Workbook

discussed with reference to the latest views on

medication and the costs of the drugs.

AIDS with reference to the latest views on

medication and the costs of the drugs

p 16

Facilitated
workshop
Group
discussion and
feedback
Facilitation of
class activities

Class Activity 1
Learner PoE Guide
Knowledge Question 1
Practical Activity 1
Summative Project

Lecturing
Facilitated
workshop
Group
discussion and
feedback
Facilitation of
class activities

Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question
Practical Activity 1
Summative Project
Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question
Practical Activity 1
Summative Project
Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question
Practical Activity 1
Summative Project
Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question
Practical Activity 1
Summative Project

Specific Outcome 2 : Know and understand how HIV/AIDS is transmitted

1.

The effect of body fluids on transmission of the

HIV virus is outlined at a basic level of
understanding.

Outline, at the basic level, the effect of body fluids

on the transmission of the HIV virus.

Unit 2
p 17-18

2.

3.

4.

Sex is identified as the most common way in which

the HIV virus is transmitted and other ways in
which HIV is transmitted are listed with an
indication of the conditions necessary for
transmission.

Identify sex as the most common way in which the

HIV virus is transmitted and list other ways in which
HIV is transmitted with an indication of the
necessary conditions for transmission.

Unit 2
p 18-21

The ways in which mother to child transmission

can occur are listed and the implication of a
pregnant woman/girl child having unprotected sex
are indicated for both the mother and the unborn
child.

List the ways in which mother to child transmission

can occur and the implication of a pregnant
woman/girl child having unprotected sex are
indicated for both the mother and the unborn child.

Unit 2
p 21-23

Actions that an HIV positive mother can take to

lower the risk of infection to the child and prolong
the onset of AIDS in her are presented in a poster
to promote wellness.

Present in a poster the actions that an HIV positive

mother can take to lower the risk of infection to the
child and prolong the onset of AIDS in her.

Unit 2
p 23-26

Assessment Criteria
5.

The dangers of drug abuse and behaviour that

could result in HIV transmission are explained with

Learning Outcomes
Explain the dangers of drug abuse and behaviour
that could result in HIV transmission and suggest

Where it is
covered
Unit 2
p 26-28

Facilitation method

Lecturing

Formative and Summative

Assessment
Learner Workbook
Class Activity 1

suggestions for limiting transmission.

how the transmission can be limited.

6.

Precautions used in South Africa to ensure that

blood products are HIV free are outlined at a basic
level of understanding.

Outline at a basic level of understanding the

precautions used in South Africa to ensure that
blood products are HIV free.

Unit 2
p 28

Facilitated
workshop
Group
discussion and
feedback
Facilitation of
class activities

Learner PoE Guide

Knowledge Question 1
Practical Activity 1
Summative Project
Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question 1
Practical Activity 1
Summative Project

Lecturing
Facilitated
workshop
Group
discussion and
feedback
Facilitation of
class activities

Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question 1
Practical Activity 1
Summative Project
Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question 1
Practical Activity 1
Summative Project
Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question 1
Practical Activity 1
Summative Project

Specific Outcome 3: Know what behaviour is safe and what behaviour carries the risk of HIV transmission.
1.

The relationship between human behaviour and

HIV/AIDS is outlined at a basic level of
understanding.

Outline the relationship between human behaviour

and HIV/AIDS at the basic level of understanding.

Unit 3
p 29-31

2.

Ways in which the individual can avoid contracting

or spreading HIV/AIDS are named with an
indication of how own behaviour can reduce the
risk of infection.

Name ways in which an individual can avoid

contracting or spreading HIV/AIDS and give an
indication of how own behaviour ca reduce the risk
of infection.

Unit 3
p 31-32

3.

Examples of behaviour that carry a risk of

contracting HIV/AIDS are named and classified
according to whether they carry a high, medium
or low risk.

Name and classify examples of behaviour that carry

a risk of contracting HIV/AIDS and indicate whether
they carry a high, medium or low risk.

Unit 3
p 32-36

Assessment Criteria
4.

Situations that have a potential to spread

HIV/AIDS in the workplace are discussed and rated
in terms of high, medium and low risk.

Learning Outcomes
Discuss and rate situations that have a potential to
spread HIV/AIDS in the workplace in terms of high,
medium and low risk.

Where it is
covered
Unit 3
p 36-37

Facilitation method

Lecturing
Facilitated
workshop
Group
discussion and

Formative and Summative

Assessment
Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question 1
Practical Activity 1
Summative Project

5.

Fears and common misunderstandings about the

transmission of HIV/AIDS are described in the
context of the workplace.

Describe fears and common misunderstandings

about the transmission of HIV/AIDS in the context of
the workplace.

Unit 3
p 37-38

6.

The reasons are given why certain behaviours and

activities carry a low risk of infection.

Give reasons why certain behaviours and activities

carry a low risk.

Unit 3
p 38-39

7.

The role of sexually transmitted diseases (STDs) in

the transmission of the HIV virus is known and
understood and an indication is given of how
untreated STDs greatly increase the risk of
transmission.

Know and understand the role of sexually

transmitted diseases (STDs) in the transmission of
the HIV virus and give an indication of how
untreated STDs greatly increase the risk of
transmission.

Unit 3
p 39-41

feedback
Facilitation of
class activities

Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question 1
Practical Activity 1
Summative Project
Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question 1
Practical Activity 1
Summative Project
Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question 1
Practical Activity 1
Summative Project

Lecturing
Facilitated
workshop
Group
discussion and
feedback
Facilitation of
class activities

Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question 1
Practical Activity 1
Summative Project

Specific outcome 4: Know what guidelines and assistance are available to support workers with HIV/AIDS
1.

A company policy on HIV/AIDS or the National

Department of Health's document "Guidelines for
developing a workplace policy and programme" is
accessed and evidence of knowledge is provided in
the form of a brief summary.

Provide a brief summary on guidelines for

developing a workplace policy and programme

Unit 4
p 42-47

Assessment Criteria

2.

3.

Learning Outcomes

The possible problems that a worker with

HIV/AIDS could encounter are listed with
suggestions as to what the learner himself/herself
could do to create a caring situation in the
workplace.

List the possible problems that a worker with

HIV/AIDS could encounter and give suggestions as to
what the learner can do to create a caring situation
in the workplace.

The importance of employers playing a proactive

role in addressing the AIDS pandemic are known

Know and understand the importance of employers

playing an active role in addressing the AIDS

Where it is
covered
Unit 4
p 47-50

Facilitation method

Unit 4
p 50-52

Lecturing
Facilitated
workshop
Group
discussion and
feedback
Facilitation of

Formative and Summative

Assessment
Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question 1
Practical Activity 1
Summative Project
Learner Workbook
Class Activity 1

4.

5.

6.

7.

and understood and ways in which a company can

create a caring environment for workers with
HIV/AIDS are suggested for a familiar context.

pandemic and suggest ways a company can create a

caring environment for workers with HIV/AIDS.

The availability of HIV/AIDS prevention and

wellness programmes provided by medical
schemes, organisations and other bodies is known
and an explanation is given on how to access
them.

Know and explain HIV/AIDS prevention and wellness

programmes provided by medical aid schemes,
organizations and other bodies.

The treatment options available to a person with

HIV/AIDS are known and a table is compiled
indicating which treatment is available locally.

Know and compile a table on treatment options

available to a person with HIV/AIDS and indicate
which treatment is available locally.

The rights of all workers in respect of HIV/AIDS

are known and their personal responsibilities are
understood dealing with the pandemic.

The Universal Precautions are known and applied

in the work environment.

Assessment Criteria
8.

A code of behaviour in the workplace is drafted.

Know the rights of all workers in respect of HIV/AIDS

and understand their responsibilities dealing with
the pandemic.

Know the Universal Precautions and how to apply

them in the work environment.

Learning Outcomes
Draft a code of behaviour in the workplace.

class activities

Unit 4
p 52- 53

Unit 4
p 53-54

Unit 4
p 54- 56

Unit 4
p 56

Where it is
covered
Unit 4
p 57-58

Facilitation method

9.

A presentation is created to help address the

stigma surrounding HIV/AIDS and the importance
of employers playing a proactive role in dealing
with HIV/AIDS.

Create presentation to help address the stigma

surrounding HIV/AIDS and the importance of
employers playing a proactive role in dealing with
HIV/AIDS.

Unit 4
p 58

Lecturing
Facilitated
workshop
Group
discussion and
feedback
Facilitation of
class activities

Learner PoE Guide

Knowledge Question
Practical Activity 1
Summative Project
Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question
Practical Activity 1
Summative Project
Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question
Practical Activity 1
Summative Project
Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question
Practical Activity 1
Summative Project
Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question
Practical Activity 1
Summative Project

Formative and Summative

Assessment
Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question 1
Practical Activity 1
Summative Project
Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question 1

Practical Activity 1
Summative Project
Specific Outcome 5 :Know and understand the implications of the HIV/AIDS pandemic
1.

The needs of AIDS orphans are outlined with

reference, at a basic level of understanding, to
the burden of a large number of orphans on
society and the economy.

Outline the needs of AIDS orphans with reference, at

a basic level of understanding, to the burden of a
large number of orphans on society and the
economy.

Unit 5
p 59-60

2.

The effect of a population composed mainly of

children and the aged on the economy and the
State is outlined at a basic level of
understanding.

Outline, at a basic level of understanding, the effect

of a population composed mainly of children and the
aged on the economy and the State.

Unit 5
p 60-61

3.

The need for medical care for people with

HIV/AIDS and the implications for employers and
the State are discussed at a basic level of
understanding.

Discuss at a basic level of understanding, the need

for medical care for people living with HIV/AIDS and
the implications for employers and the State.

Unit 5
p 61-62

4.

Assessment Criteria

Learning Outcomes

The effect of HIV/AIDS on the workforce and

family income is discussed at a basic level of
understanding.

Discuss at a basic level of understanding, the effect

of HIV/AIDS on the workforce and family income.

Where it is
covered
Unit 5
p 62-63

Facilitation method

5.

The effects of HIV/AIDS for an organisation are

discussed at a basic level of understanding.

Discuss at a basic level of understanding, the effect

of HIV/AIDS for an organisation.

Unit 5
p 63-65

6.

The implications of HIV/AIDS for a specific

Discuss at a basic level of understanding, the

Unit 5

Lecturing
Facilitated
workshop
Group
discussion and
feedback
Facilitation of
class activities

Lecturing
Facilitated
workshop
Group
discussion and
feedback
Facilitation of
class activities

Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question 1
Practical Activity 1
Summative Project
Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question 1
Practical Activity 1
Summative Project
Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question 1
Practical Activity 1
Summative Project

Formative and Summative

Assessment
Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question 1
Practical Activity 1
Summative Project
Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question 1
Practical Activity 1
Summative Project
Learner Workbook

7.

workplace are discussed at a basic level of

understanding.

implications of HIV/AIDS for a specific workplace.

p 65-66

The implications of HIV/AIDS for an industry subsector are discussed at a basic level of
understanding.

Discuss at a basic level of understanding, the

implications of HIV/AIDS for an industry sub-sector.

Unit 5
p 66

Class Activity 1
Learner PoE Guide
Knowledge Question 1
Practical Activity 1
Summative Project
Learner Workbook
Class Activity 1
Learner PoE Guide
Knowledge Question 1
Practical Activity 1
Summative Project

Essential Embedded Knowledge: NOT APPLICABLE

Critical Cross-Field Outcomes

CCFO1 :Identifying
Identifying and provide possible solutions that would lead to the organisation and themselves creating a
caring environment for workers with HIV/AIDS and by actively discouraging negative attitudes towards
people with HIV/AIDS. Learners are able to make decisions about their own lifestyle.
CCFO 2 :Working

Integrated
throughout
learner guide
and assessments

Lecturing
Facilitated
workshop
Group discussion
and feedback

A learner is able to work as a member of a team when presenting information addressing the stigma of
HIV/AIDS and the importance of a proactive strategy in the workplace
CCFO 3 : Organising

Learners are able to organise and manage him/herself and his/her activities responsibly by making lifestyle
choices about HIV/AIDS
CCFO 4 :Collecting
Learners are able to collect, organise and evaluate information by researching situations that have a potential
to spread HIV/AIDS in the workplace and discussing and rating them in terms of high, medium and low risk
CCFO 5 : Communicating
Learners are able to communicate effectively and responsibly using visual and/or language skills when
explaining the stages of HIV/AIDS and presenting an example of what happens at each stage of the progression
of the disease and how to address the stigma surrounding HIV/AIDS. They can also communicate effectively
using visual, mathematics and language skills when presenting the findings of their research and producing
posters and presentations regarding ways of HIV positive mother can lower the risk of infection to her child and
prolong the onset of AIDS in her own body
CCFO 6:Demonstraating
Learners can demonstrate an understanding of the world as a set of related systems when demonstrating
knowledge and understanding of the implications of HIV/AIDS for society, the economy, a sub-sector,
organisation and a specific workplace.
CCFO 7 :Contributing
A learner can participate as a responsible citizen in the life of a local community by knowing what behaviour is
safe and what behaviour carries the risk of HIV/Aids transmission and by taking appropriate safety precautions.

Learners are able to be culturally sensitive across a range of social contexts when describing and explaining the
stigma surrounding AIDS and creating a caring support system in the workplace.

10