NATIONAL CERTIFICATES (VOCATIONAL)
SUBJECT GUIDELINES
THE HUMAN BODY AND MIND
LEVEL 4
IMPLEMENTATION: JANUARY 2015
The Human Body and Mind L4 (January2015)
National Certificates (Vocational)
INTRODUCTION
A. What is The Human Body and Mind about?
The Human Body and Mind is the study of the structure and functioning of the normal healthy
body and a fundamental understanding of the human mind. The Human Body and Mind
explores the way the human body and mind develop throughout the lifespan from birth to old
age and death. It is also concerned with issues in the community and its people.
B. Why is “The Human Body and Mind” important in the learning programme?
The human being does not function in isolation but is closely connected to the community and
conditions in which he or she exists. These all impact on his/her wellbeing. It is necessary to
understand the normal functioning of body, mind and society in order to understand any illness
or abnormality. Thus The Human Body and Mind is linked to Public Health, The S.A. Health
Care System and Community Oriented Primary Health Care. Health workers are essential to
the country both in terms of the general health of the population and a productive economy. It
is vital that lecturers have a sound understanding of the issues in order to appreciate the
physical and mental problems that affect body and mind and be equipped to teach about them.
C. How do the learning outcomes link with the critical and developmental outcomes?
The Human Body and Mind aims to:
• Develop logical thought processes in both speaking and writing.
• Identify problems and promote problem solving in a community and societal context.
• Work effectively with others as members of a team, organisation and community
especially with regard to health and psychological issues.
• Collect, organise and critically evaluate information within the health context.
• Organise and manage oneself and one’s activities to work effectively within the health
context.
• Communicate effectively with people in the community and in presenting information to
the class.
• Types and sources of information are described and explained in terms of their relevance
to health.
• Use science and technology effectively with regard to the correct use of available
equipment in preparing presentations and reports.
• Demonstrate an understanding of the world as a set of related structures with regard to
community structures and cultural sensitivity.
D. Which factors contribute to achieving the learning outcomes?
A student should have an interest in the normal structure and function of the body and mind as
well as a desire to work with people. An interest in reading and writing will also be useful. An
enquiring mind and eagerness to learn will help the student to achieve success.
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The Human Body and Mind L4 (January2015)
National Certificates (Vocational)
THE HUMAN BODY AND MIND - LEVEL 4
CONTENTS
1. DURATION AND TUITION TIME
2. SUBJECT LEVEL FOCUS
3. ASSESSMENT
3.1.
Internal assessment
3.2.
External assessment
4. WEIGHTED VALUES OF TOPICS
5. CALCULATION OF FINAL MARK
6. PASS REQUIREMENTS
7. SUBJECT AND LEARNING OUTCOMES
7.1
ANATOMY
7.2
PHYSIOLOGY
7.3
PSYCHOLOGY
8. RESOURCE NEEDS FOR THE TEACHING OF THE HUMAN BODY AND MIND LEVEL 4
8.1.
Physical resources
8.2.
Human resources
8.3.
Other resources
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The Human Body and Mind L4 (January2015)
National Certificates (Vocational)
1
DURATION AND TUITION TIME
This is a one-year instructional programme comprising 200 teaching and learning hours.
The subject may be offered on a part-time basis provided the student meets all the
assessment requirements. Students with special education needs (LSEN) must be catered
for in a way that eliminates barriers to learning.
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SUBJECT LEVEL FOCUS / EXIT LEVEL OUTCOMES
SAQA QUALIFICATION ID: 50442
EXIT LEVEL OUTCOME 1: Understand anatomy
Associated Assessment Criteria
• The body systems and organs, their structure and their respective positions are
explained and examined anatomically (range: physical properties and functions of body
organs and systems with a focus on the human skull, male and female skeletons and
comparison with animal organs).
EXIT LEVEL OUTCOME 2: Understand physiology
Associated Assessment Criteria
• The physiology of the body systems and their organs in a healthy individual are
explained (range: the brain and nervous system, the somatic and automatic nervous
systems, the respiratory and cardiovascular systems, the endocrine system and waste
removal from the body).
EXIT LEVEL OUTCOME 3: Understand psychology
Associated Assessment Criteria
• Psychological theories and concepts are explained (range: behaviourism, cognitive and
moral development, senses and perception, language and communication).
• The link between a healthy mind and body and different medicinal practices are
explained.
3.
ASSESSMENT
Information provided in this document on internal and external assessment aims to inform,
assist and guide a lecturer to effectively plan the teaching of the subject.
The Assessment Guidelines accompanying this document provides detailed information to
plan and conduct internal and external assessments.
3.1
Internal assessment (50 percent)
Detailed information regarding internal assessment and moderation is outlined in the
current Internal Continuous Assessment (ICASS) Guideline document provided by the
Department of Higher Education and Training (DHET).
3.2
External assessment (50 percent)
A National examination is conducted annually in October or November by means of a
paper(s) set and moderated externally. A practical component Integrated Summative
Assessment Task (ISAT) will also be assessed as a component of external assessment.
Detailed information regarding external assessment and moderation is outlined in the
‘National Policy on the Conduct, Administration and Management of the Assessment of the
Assessment of the National Certificate Vocational’, Gazette Number 30287, dated 12
September 2007.
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The Human Body and Mind L4 (January2015)
National Certificates (Vocational)
4.
WEIGHTED VALUES OF TOPICS
TOPICS
1. Anatomy
2. Physiology
3. Psychology
TOTAL
5.
WEIGHTED VALUE
40%
40%
20%
100
CALCULATION OF FINAL MARK
Internal assessment mark:
External assessment mark:
Final mark:
Student’s mark/100 x 50 = a mark out of 50 (a)
Student’s mark/100 x 50 = a mark out of 50 (b)
(a) + (b) = a mark out of 100
All marks are systematically processed and accurately recorded to be available as hard copy
evidence for, amongst others, purposes of moderation and verification as well as reporting.
6.
PASS REQUIREMENTS
A student must obtain at least fifty (50) percent in the ICASS and fifty percent (50) in the
examination.
7.
SUBJECT AND LEARNING OUTCOMES
On completion of The Human Body and Mind Level 4, the student should have covered the
following topics:
7.1
7.2
7.3
Topic 1:
Topic 2:
Topic 3:
Anatomy
Physiology
Psychology
Topic 1: Anatomy
Subject Outcome 1.1: Use diagrams and the torso model to explain body organs.
Learning Outcomes
The student should be able to:
• Represent the body organs by means of labelled diagrams.
• Position the body organs in the torso model.
• Explain the physical properties and functions of body organs.
Subject Outcome 1.2: Use diagrams and the torso model to describe the body systems
Learning Outcomes
The student should be able to:
• Use diagrams and describe each of the body systems.
• Use the torso model to explain the body systems.
Subject Outcome 1.3: Differentiate between the skulls of a human infant and a human
adult.
Learning Outcomes
The student should be able to:
• Describe the skull of a human infant younger than 3 months.
• Describe an adult human skull.
• Examine the physical properties an infant skull and an adult skull.
• Differentiate between the infant skull and the adult skull and note the findings.
• Explain the reasons for the differences between the infant skull the adult skull.
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The Human Body and Mind L4 (January2015)
National Certificates (Vocational)
Subject Outcome 1.4: Differentiate between the male and female skeletons
(range: pelvic bones).
Learning Outcomes
The student should be able to:
• Describe the skeleton of a human adult male.
• Describe the skeleton of a human adult female.
• Differentiate between the skeleton of an adult male and the skeleton of an adult female and
note the findings.
• Explain reasons for the differences between the human adult male skeleton and the adult
female skeleton.
Subject Outcome 1.5: Examine animal organs
Learning Outcomes
The student should be able to:
• Physically examine different organs of a cow or sheep and note their physical properties
and texture (range: lungs (note if they sink or float in water), heart, liver and kidney).
• Describe the physical properties and texture of different organs of a cow or sheep.
• Compare animal organs with examples of human organs from the torso model and explain the
observed differences and similarities.
Topic 2 Physiology
Subject Outcome 2.1: Describe the brain and nervous system and explain the reaction
process.
Learning Outcomes
The student should be able to:
• Give a brief description of the main functions of the brain and nervous system.
• Describe, using practical examples, communication pathways between the brain and other
parts of the body.
• Explain the reaction process that occurs when fingers come into contact with a hot stove.
• Explain the process that takes place in the brain of a baby when it reaches out and grabs
an object.
Subject Outcome 2.2: Explain the somatic and the autonomic nervous systems (range:
voluntary and involuntary nerves).
Learning Outcomes
The student should be able to:
• Give examples of the somatic nervous system.
• Give examples of the autonomic nervous system.
• Differentiate between the somatic and the autonomic nervous systems.
Subject Outcome 2.3: Describe the physiology of the respiratory and the cardiovascular
systems.
Learning outcomes
The student should be able to:
• Describe the main function of the respiratory system.
• Explain the respiratory process.
• Describe the function of blood using a simple example.
• Explain the transportation process of blood.
• Illustrate this process using a simple diagram.
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The Human Body and Mind L4 (January2015)
National Certificates (Vocational)
Subject Outcome 2.4: Describe the removal of waste products from the body.
Learning outcomes
The student should be able to:
• Name the systems responsible for removing waste from the body.
• Explain the function/s of each system.
• Explain the process of removing body waste.
Subject Outcome 2.5: Explain the endocrine system in simple terms
Learning Outcomes
The student should be able to:
• List the 8 main ductless glands and describe their position in the body (range: pituitary,
pineal, thymus, thyroid, parathyroids, pancreas, spleen and the adrenal glands)
• Explain the main role/s of the pituitary gland.
• Explain the glands of the male reproductive system (range: testes).
• Explain the glands of the female reproductive system (range: ovaries).
• Name the male and female hormones and describe the main functions of each (range:
testosterone; oestrogen and progesterone).
• Explain the main role of the pancreas.
Topic 3: Psychology
Subject Outcome 3.1: Explore different psychological theories
Learning Outcomes
The student should be able to:
• Explore theoretical aspects of behaviourism by observing a child (range: behaviourism and
observed behaviour in real life, video, film, documentary, television or in role play practical
situations).
• Explore aspects of Erikson and/or Bowlby’s theories by observing infants (range: Erikson
and/or Bowlby’s theories and observed behaviour in real life, a care centre, video, film,
documentary, television or in role play practical situations).
• Explore aspects of Piaget’s theory of cognitive development by observing a child at home or
in a pre-school environment.
• Write reports on each of the observations.
Subject Outcome 3.2: Explain Kohlberg’s theory of moral development.
Learning Outcomes
The student should be able to:
• Define Kohlberg’s theory of moral development.
• List and describe the stages of moral development (range: preconventional level: self focused
morality; conventional level: other focused morality; post conventional level: higher focused
morality).
• Provide examples of the type of moral decisions that a 5 year old child and an 11 year old
child might make.
• Discuss whether or not cultural differences influence moral development (range: local
cultures).
• Reflect on and explain own stage of moral development by means of example/s of own moral
decision/s.
Subject Outcome 3.3: Explain perception and the way in which it affects the senses
(range: sight, hearing, taste, smell and touch).
Learning Outcomes
The student should be able to:
•
Define the term perception.
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The Human Body and Mind L4 (January2015)
National Certificates (Vocational)
•
•
•
•
•
Describe the factors that influence perception (range: receptors, brain, learning, emotion and
motivation).
Describe each of these factors using examples of different senses (range: sight, hearing,
taste, smell and touch).
Explain the levels of complexity of perception (range: detection, recognition and
discrimination).
Explain the principles that affect perception (range: closure, constancy and context).
Explain the importance of perception in the life of a human being (range: answers are based
on the personal opinions of the student).
Subject Outcome 3.4: Explain what language is and its importance.
Learning Outcomes
The student should be able to:
• Explain what is meant by language.
• Describe the process of acquiring language.
• List and explain reasons why language is important (range: to co- operate and co-exist
with others, for the development of advanced technological civilization and to enhance
cognitive functioning).
• Explain the role of language in the transmission and survival of a culture.
Subject Outcome 3.5:
Describe communication and the effects of attitudes and
stereotypes.
Learning Outcomes
The student should be able to:
• Define communication and describe methods of communication.
• Name the goals of communication.
• Provide practical examples of good and bad communication and illustrate its influence on
understanding.
• Explore the concept attitude and describe the effect of different attitudes on effective
communication.
• Explore the concept stereotypes and describe the effect of stereotyping on effective
communication.
Subject Outcome 3.6: Explain the link between a healthy mind and body and the different
approaches of traditional and western medicine.
Learning outcomes
The student should be able to:
• Represent the connections between the body and the mind using mind maps.
• Explain the reasons why a healthy body depends on a healthy mind.
• Give practical examples of health problems that might result from mental ill-health.
• Explore the different attitudes of traditional and western medicine to treating body and
mind.
• Produce a report on the findings on different medical practises.
8.
RESOURCE NEEDS FOR THE TEACHING OF THE HUMAN BODY AND MIND – L4
8.1.
PHYSICAL RESOURCES
•
•
•
Computer rooms with Internet access
Simulation centre for practical work
Access to a local community and community institutions would be an advantage for
practical workplace experience related to all stages if life (e.g. pre-school /reception
year classes; orphanages; HIV hospices; old age homes; clinics
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The Human Body and Mind L4 (January2015)
National Certificates (Vocational)
The following teaching aids should be made available:
• Data projector;
• Internet connection to data projector;
• Writing board with pens/ chalk and erasers;
• Flip chart paper with pens and erasers;
• Overhead projector and writable transparencies;
• DVD player for TV or data projector
8.2
HUMAN RESOURCES
• The lecturer should be suitably qualified, preferably with a Bachelors Degree in Nursing
and if possible specialising in teaching/ training
• Alternatively a teaching/training qualification and experience in teaching
• Knowledge and experience in the needs of adult learners.
• A degree with a specialisation in Psychology and Social Science is also recommended.
• It would be an advantage if the lecturer has already been declared competent as an
assessor and/or moderator
8.3
OTHER RESOURCES
CONSUMABLES
• Files for Portfolios of Evidence
• Files for assessment of practical work
• Transparencies and printing paper
• Blank CDs, memory stick, video cassettes, CDs, ear phones, cartridges
for fax and printers
• Stationery; pens, pencils, crayons, cardboard, brown paper/ newspaper and
coloured paper
LEARNING AND TEACHING MATERIALS
• A skeleton model
• A torso model
• Animal organs viz. lungs, heart, kidneys and liver
• Dissection equipment
• Posters of organs and systems including sensory and reproductive systems
• Videos and DVDs dealing with anatomy and physiology matters
• Students and facilitators guides
• Magazines, posters, newspapers
• Internet access
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