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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Apply life skills to everyday life 
SAQA US ID UNIT STANDARD TITLE
260478  Apply life skills to everyday life 
ORIGINATOR
SGB Ancillary Health Care 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 09 - Health Sciences and Social Services Preventive Health 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 2  NQF Level 02 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This unit standard is for persons required to utilise life skills to assist them in the activities of everyday life and the work environment.

The qualifying learner is capable of:
  • Demonstrating an understanding of life skills as a critical need for a healthy and productive life.
  • Demonstrating the importance of communication skills for the health care worker.
  • Explaining how life skills effectively influence good decision making.
  • Discussing anger management and conflict resolution in personal interactions.
  • Discussing the application of social skills in the workplace.
  • Applying responsibility and a positive attitude in personal and work contexts. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Communication at NQF Level 1, ABET Level 4. 

    UNIT STANDARD RANGE 
    The core life skills strategies and techniques include but are not limited to critical thinking, effective communication, decision-making, creative thinking, interpersonal relationship skills, self-awareness building skills, empathy, taking responsibility, understanding one's strengths and weaknesses and coping with stress and emotions. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate an understanding of life skills as a critical need for a healthy and productive life. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The advantages of applying life skills are explained in relation to one's everyday life and work environment. 

    ASSESSMENT CRITERION 2 
    The benefit of life skills to the environment are explained with examples. 
    ASSESSMENT CRITERION RANGE 
    Environment includes but is not limited to:
  • The patient, the institution, the community.
     

  • ASSESSMENT CRITERION 3 
    The life skills that a health care worker may apply to increase productivity and quality in the workplace are identified with examples and reference to own work context. 

    SPECIFIC OUTCOME 2 
    Demonstrate the importance of communication skills for the health care worker. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The skills of active listening are explained in relation to own work and personal context. 
    ASSESSMENT CRITERION RANGE 
    Active listening includes but is not limited to verbal and non-verbal communication, body language and tone.
     

    ASSESSMENT CRITERION 2 
    The need for active listening is identified in relation to community health work. 

    ASSESSMENT CRITERION 3 
    The importance of responsible communication and reporting as a health care worker is outlined in relation to own work context. 

    ASSESSMENT CRITERION 4 
    The importance of team work to achieve team objectives is explained in the context of own work situation. 

    SPECIFIC OUTCOME 3 
    Explain how life skills effectively influence good decision-making. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The life skills required to make effective decisions are identified in relation to own personal and community health work context. 

    ASSESSMENT CRITERION 2 
    The steps needed to make decisions are identified with examples. 
    ASSESSMENT CRITERION RANGE 
    The steps in making decisions include, but are not limited to, applying emotional control and obtaining more information.
     

    ASSESSMENT CRITERION 3 
    The importance of deferring or delaying a decision is explained in relation to examples from own work and personal context. 

    SPECIFIC OUTCOME 4 
    Discuss anger management and conflict resolution in personal interactions. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The difference between assertiveness and aggression is explained with examples. 

    ASSESSMENT CRITERION 2 
    The method for identifying the sources which causes anger are discussed with personal examples. 

    ASSESSMENT CRITERION 3 
    The different conflicts that a person may experience in the workplace are identified with examples. 
    ASSESSMENT CRITERION RANGE 
    Includes, but s not limited to, inter- and intra-personal experiences.
     

    ASSESSMENT CRITERION 4 
    Appropriate steps are outlined to resolve conflict. 

    ASSESSMENT CRITERION 5 
    Potential anger coping skills are identified in relation common situations that could lead to anger in own personal and/or work context. 

    SPECIFIC OUTCOME 5 
    Discuss the application of social skills in the workplace. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Inappropriate behaviour is explained in relation to workplace protocols and standards of professionalism. 
    ASSESSMENT CRITERION RANGE 
    Inappropriate behaviour includes but is not limited to human rights infractions and social taboos.
     

    ASSESSMENT CRITERION 2 
    Appropriate behaviour is in the workplace is identified in relation to own work context. 

    ASSESSMENT CRITERION 3 
    The importance of accepting instruction is explained in relation to workplace objectives and outcomes required. 

    ASSESSMENT CRITERION 4 
    The importance of accepting and providing constructive criticism in the workplace is discussed with examples. 

    ASSESSMENT CRITERION 5 
    Non-appropriate behaviours and topics of discussion are identified in relation to the workplace. 
    ASSESSMENT CRITERION RANGE 
    Non-appropriate behaviours and topics of discussion include, but are not limited to gender sensitivity, cultural consciousness, issues of confidentiality.
     

    SPECIFIC OUTCOME 6 
    Explain the concept of acting responsibly in personal and work contexts. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The principle of cause and effect are explained as they relates to acting responsibly. 

    ASSESSMENT CRITERION 2 
    The importance of acting responsibly is discussed in the context of a health care worker. 

    ASSESSMENT CRITERION 3 
    The importance of having a good attitude in the work environment is discussed with examples. 

    ASSESSMENT CRITERION 4 
    The important skills needed to present a good attitude in the work environment are outlined with examples. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Any individual wishing to be assessed (including through RPL) against this unit standard may apply to an assessment agency, assessor or provider institution accredited by the relevant ETQA, or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA, or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard or assessing this unit standard must be accredited as a provider with the relevant ETQA, or an ETQA that has a Memorandum of Understanding with the relevant ETQA.
  • Moderation of assessment will be conducted by the relevant ETQA at its discretion. 

  • UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    N/A 

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems using critical and creative thinking processes in making life related decisions and solving life related problems. 

    UNIT STANDARD CCFO WORKING 
    Work effectively with others in a team, group, or organisation to ensure that you constantly update your own life skills and work and engage effectively with others from a personal and work perspective. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively to apply life skills to different contexts. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information relating to life related decisions and problems. 

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively using visual, mathematical and/or language in the modes of oral and/or written persuasion to engage with others and communicate effectively. 

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically, showing responsibility to others by enhancing communications. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of interrelated systems by recognising that life skills not exist in isolation and that various factors will affect this including own emotional and personal context, other peoples' emotional contexts, socio-political, community and economic changes. 

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    Credit Justification:

    Activity Hours; Hours; Credits:
  • Classroom Learning; 20 Hours; 2 Credits.
  • On the job learning site visits, and clinical accompaniment; 20 Hours; 2 Credits.
  • Self Directed learning; 05 Hours; 0.5 Credits.
  • Coaching required ; 05 Hours; 0.5 Credits.

    Total: 50 Hours; 5 Credits. 

  • QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  64749   National Certificate: Community Health Work  Level 2  NQF Level 02  Reregistered  2023-06-30  HW SETA 
    Elective  74269   National Certificate: Occupational Health, Safety and Environment  Level 2  NQF Level 02  Reregistered  2021-06-30  As per Learning Programmes recorded against this Qual 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. Philani Training and Development Solutions NPC 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.