SayPro Online Course SAQA 11516680486

Description

Associated Assessment Criteria for Exit Level Outcome 1:1.1. Academic and professional texts are read critically and information gained is integrated in own studies and in teaching.1.2. Written and graphic materials are read and interpreted with understanding.1.3. Information and communications technology is used to further own learning and facilitate the learning of others.1.4. Information is conveyed to others in written, graphic and other forms which are appropriate to the developmental level/s and language ability of the learners in their care.1.5. Interactive communication with learners is fostered through the use of non-judgmental language, supportive replies and constructive feedback.1.6. The language of instruction, English, is used to explain, describe, discuss and relate key concepts.1.7. An additional language is used to explain, describe and discuss such key concepts in a conversational style.Associated Assessment Criteria for Exit Level Outcome 2:2.1. Numerical information is interpreted in the learning areas/subject in own area of specialisation.2.2. An understanding of numerical and statistical information is applied to own learning and everyday life.2.3. Numeric calculations and elementary statistics are used to manage classroom resources, to monitor learner attendance and to record, interpret and report on the academic progress and achievement of learners.2.4. Financial management principles and concepts are used in personal and workplace budgeting.Associated Assessment Criteria for Exit Level Outcome 3:3.1. Computer software programmes are used in own learning, in teaching, assessment and management/ administration.3.2. Power-point presentations are developed and used effectively.3.3. Information and communication technology is used to further own learning and to facilitate the learning of others.Associated Assessment Criteria for Exit Level Outcome 4:4.1. The fields of knowledge which underpin their subject/learning area/s of specialisation are known and understood.4.2. The characteristic language, terminology and concepts of own subject/s of learning area/s are appropriately used with confidence.4.3. The content of curricular knowledge in own area/s of specialisation are critically discussed to advance own and other’s knowledge.4.4. Appropriate values and conceptual frameworks are applied to problem solving in own fields of knowledge.4.5. Curricular knowledge in practice in own area/s of specialisation is interpreted in terms of a broader understanding of the relevant fields of knowledge.4.6. Learning material (including textbooks) in own area of specialisation (phase and subjects/learning areas) is evaluated to enable a selection to be made in terms of level of applicability to a specific class/grade, the sequence in which the content should be used and how it should be assessed.Associated Assessment Criteria for Exit Level Outcome 5:5.1. Materials and resources are selected and/or designed appropriate to learning taking cognisance of issues such as teaching approach.5.2. Coherent learning programmes and lessons are selected, adapted, or designed to suit the learners, context and specialisation, taking into account national, regional and school curriculum policies, learner contexts and learner differences.5.3. Lessons and other learning experiences are planned by selecting appropriate teaching and learning strategies.5.4. Selection and design of lessons are justified in ways, which show knowledge and understanding of a range of theories about teaching, learning, child development and curriculum.5.5. Learning programmes, lessons and materials are evaluated and improved on the basis of experience and classroom research.Associated Assessment Criteria for Exit Level Outcome 6:6.1. Teaching and learning strategies are selected and used appropriate to the subject/learning areas, phase and topic and on the basis of careful assessment, appropriate to the learners in their classes.6.2. Diversity is accommodated in the planning, adjustment and use of teaching and learning strategies.6.3. Teaching and learning support materials are used to facilitate learner progress and development.6.4. The teaching and learning strategies used in a particular context are assessed in the light of the extent to which the objectives of the learning experience have been achieved.6.5. The success or otherwise of teaching and learning and or curriculum issues are explained on the basis of classroom research.Associated Assessment Criteria for Exit Level Outcome 7:7.1. Learning environments, which are safe as well as conducive to learning are created and maintained.7.2. Learning environments are maintained in ways that foster creative and critical thinking.7.3. Learners are disciplined in ways that are firm, growth promoting and fair.7.4. Learning environments are created that are sensitive to cultural, linguistic, gender and other differences.7.5. Conflict situations within classrooms are resolved in an ethical and sensitive way.Associated Assessment Criteria for Exit Level Outcome 8:8.1. Assessment tasks and strategies are selected, adapted and/or designed that are appropriate to the specialisation and a range of learning contexts.8.2. The link between the method of assessment, the overall assessment purpose and the outcomes being assessed is explained.8.3. Assessment tasks are designed and administered using clear language and instructions.8.4. A range of assessment strategies is used to accommodate differences in learning style and context.8.5. Own and others’ assessment strategies are evaluated in terms of their validity, fairness, reliability and sensitivity to gender, language and barriers to learning and development.8.6. The progress of individual learners is assessed and recorded systematically.8.7. Assessment results are used to provide constructive feedback on learner progress and achievement.8.8. Assessment results are interpreted and used to inform future teaching, learning and assessment strategies.8.9. Choice and design of assessment strategies, methods and procedures are justified.Associated Assessment Criteria for Exit Level Outcome 9:9.1. Effective, professional communication is initiated and maintained with parents, guardians and other members of the community and their involvement in school affairs is encouraged.9.2. A wide variety of stakeholders are critically engaged regarding issues that are specifically relevant to teaching and learning practices.9.3. Internal and external networking opportunities are used effectively.9.4. Education policies, procedures and systems which impact on institutions and classrooms, as well as on the national education and training landscape are critically engaged with.9.5. School policies and developmental plans are applied to own teaching.Associated Assessment Criteria for Exit Level Outcome 10:10.1. A sense of respect and responsibility towards others is practiced and promoted by cultivating a critical, committed and ethical attitude.10.2.The status of professional educators is promoted by personal ethical behaviour that ensures an accountable culture of teaching and learning.10.3. The values and principles of the Constitution are promoted.10.4. Own professional progress is evaluated.10.5. The best interest of learners, parents, communities, colleagues and the profession are promoted through own commitment and actions.Integrated Assessment:In the assessment strategy as a whole, evidence must be demonstrated through a variety of options: case studies, problem-solving assignments, projects, portfolio of evidence and teaching practice (Workplace Integrated Learning) and written examination. Some of these options are more suited to the assessment of foundational competence, rather than practical and reflexive competence.Reflection on practice is essential, and this will be done through feedback on written tasks, observation followed by oral discussion with tutors, mentors or peers via reflection reports.The final integrated assessment needs to assess the extent to which candidates can teach competently and effectively in South African schools.