SayPro Online Course SAQA 11516691726

Description

Associated Assessment Criteria for Exit Level Outcomes 1:
Read academic and professional texts critically, integrate and use the knowledge in own studies.
Read and interpret with understanding written and graphic materials.
Foster interactive communication with learners through the use of non-judgmental language, supportive replies and constructive feedback.
Use the main language of instruction, English, to explain, describe, discuss and relate key concepts.
Use an additional language to explain, describe and discuss key concepts in a conversational style.

Associated Assessment Criteria for Exit Level Outcomes 2:
Apply own understanding of numerical and statistical information to own learning and everyday life.
Apply own understanding of numeracy and elementary statistics to manage classroom resources and monitor learner attendance.
Apply own understanding of numeracy and elementary statistics to record, interpret and report on the academic progress and achievement of learners.
Use elementary procedures for financial management, including budgeting, in everyday life.

Associated Assessment Criteria for Exit Level Outcomes 3:
Use information and communications technology to further own learning and facilitate the learning of others.
Convey content in written, graphic and other forms which are appropriate to the developmental level/s and language ability of the learners in their care.
Demonstrate competence with regard to a sound knowledge base underpinning Grade R teaching.
Compare the reception year and pre-reception year programmes as well as those of the Foundation Phase of schooling.
Translate child development theory into classroom practice.

Associated Assessment Criteria for Exit Level Outcomes 4:
Apply acquired content and pedagogical knowledge and skills in different contexts.
Use the characteristic language, terminology and concepts of the chosen field of specialisation appropriately and with confidence.
Discuss the content of curricular knowledge in Grade R and apply appropriate conceptual frameworks to problem solving in the relevant fields of knowledge.
Interpret curricular knowledge in practice in own area of specialisation, in terms of a broader understanding of the relevant fields of knowledge.

Associated Assessment Criteria for Exit Level Outcomes 5:
Design coherent learning programmes appropriate to the learners’ needs and contexts.
> Range: Lesson programmes must take cognisance of: specialisation, national, regional and school curriculum policies and learner differences.
Plan lessons and other learning experiences by selecting appropriate teaching and learning strategies most suitable to Grade R leaner needs, abilities and interests.
Evaluate and select the learning resource material for use in the Grade R classroom and accommodate diversity in the planning, adjustment and use of teaching and learning strategies.
Justify selection and design of learning activities in ways which show knowledge and understanding of a range of theories about teaching, learning, child development and curriculum.
Evaluate and improve learning programmes, learning activities and materials for learning facilitation by self on the basis of experience.

Associated Assessment Criteria for Exit Level Outcomes 6:
Create and maintain learning environments which are safe and conducive to learning.
Discipline learners in ways that are firm, growth promoting and fair.
Create learning environments that are sensitive to cultural, linguistic, gender and other differences.
Resolve conflict situations within the classroom in an ethical and sensitive way.
Manage classroom behaviour effectively across diverse contexts in order to ensure a conducive Grade R learning environment.

Associated Assessment Criteria for Exit Level Outcomes 7:
Select, adapt and/or design assessment tasks and strategies appropriate to the specialisation and a range of learning contexts.
Explain the link between the method of assessment, the overall assessment purpose and the outcomes being assessed.
Design and administer assessment tasks using clear language and instructions.
Use a range of assessment strategies to accommodate differences in learning style and context.
Evaluate own and others’ assessment strategies in terms of their validity, fairness, reliability and sensitivity to gender, language and barriers to learning and development.
Assess and record systematically the progress of individual learners.
Use assessment results to provide constructive feedback on learner progress and achievement.
Interpret and use assessment results to inform future teaching, learning and assessment strategies.
Justify choice and design of assessment strategies, methods and procedures.

Associated Assessment Criteria for Exit Level Outcomes 8:
Initiate and maintain effective, professional communication with parents, guardians and other members of the community and involve them in school affairs.
Engage with a wide variety of stakeholders regarding issues that are specifically relevant to teaching and learning practices using internal and external networking opportunities effectively.
Select, use and adjust teaching and learning strategies in ways which meet the needs of the Grade R learners and their contexts.

Associated Assessment Criteria for Exit Level Outcomes 9:
Practice and promote a sense of respect and responsibility towards others by cultivating a critical, committed and ethical attitude.
Behave in ways that enhance the status of professional educators and ensure an accountable culture of teaching and learning.
Promote the values and principles of the Constitution.
Engage critically with education policies, procedures and systems which impact on institutions and classrooms, as well as on the national education and training landscape.
Apply school policies and developmental plans to own teaching.

Integrated Assessment:
The assessment and moderation procedures for the Faculty of Education Sciences are based on the Assessment and Moderation policy of the institution. This policy is, in turn, based on the following premise: In agreement with the National Education Policy for Assessment and Moderation, procedures are applicable to all of the institution’s teaching and learning programmes and, where necessary, specific procedures are set out according to the different modes of delivery. The procedures should be read in conjunction with the Teaching and Learning Policy, Teaching and Learning Guidelines and Procedures, as well as the Assessment and Moderation Policy. The procedures are based on the most important principles contained in the above-mentioned policies.

Assessment instruments, for example, memorandums, rubrics and control lists, must be compiled for each formal formative and each summative assessment activity performed by the student. Students must also know what they obtained marks for – be it by means of class discussion or by means of making at least a basic memorandum available. In the case of summative assessment, the assessment instruments must be submitted with the examination paper for moderation. Co-assessors and/or markers utilise the assessment instruments for formal formative and summative assessment activities, as well as for moderation activities described in the Policy.

Open Distance Learning students have at least one comprehensive assignment per module that covers a variety of outcomes. No single assessment may count for more than 40% of the participation mark and students who do not make use of an assessment opportunity cannot claim a further opportunity or extension. This implies that in such cases extension/exemption may only be granted by the lecturer in highly exceptional instances and strictly on the merits of the circumstances (for example, illness).

Summative assessments in all modules are regulated by the General Academic Rules. Summative assessment, in the form of a final examination, is used for calculating the module mark. The institution can decide on the weight of summative assessment in relation to formative assessment. The final module mark is made up in accordance with the Rules from the mark attained by the student in the examination and the participation mark in respect of the module.

In instances in which summative assessment is based on a practical assignment(s), report or portfolio, a final examination is not required and the allocated and moderated mark is the student’s final (total) mark for the module.

Assessment of work-based learning takes place through cooperation between the University, the employer, the mentor and the student. The school director concerned (programme owner) remains responsible for the quality control. The student must spend a minimum of 18 weeks in a school. The institution undertakes to ensure that suitably qualified and experienced mentors are appointed that will enable students to recognise the strengths and weaknesses in their work, develop existing and new abilities and to gain knowledge of work practices. The monitoring of progress and the attainment of the relevant learning outcomes by individual students will be achieved through the appointment of practitioners to undertake visits to the schools to evaluate the students.