SayPro Online Course SAQA 11516661590

Description

1.1
Read and view with understanding a range of texts for both pleasure and information;
Write coherent and logical factual and imaginative texts;
Communicate confidently and appropriately;
Read aloud and narrate stories appropriate to the level of their learners (applicable in the case of only Foundation and Intermediate Phase teachers);
Use the main language of instruction to explain, describe and discuss key concepts in their area of specialization ;
Use an additional language to explain, describe and discuss key concepts in a conversational style;
Demonstrate a hands-on competence in the basic use of computers;
Use basic information and communications technology to further their own learning and facilitate the learning of others;
Read and interpret with understanding written and graphic materials relating to their area of specialization;
Read academic and professional texts critically, in order to integrate and use the knowledge in their own studies and in their teaching;
Select and use study methods appropriate to their own needs as well as the demands of the specialization.

1.2
Apply their understanding of numeracy and elementary statistics to manage classroom resources and monitor learner attendance;
Apply their understanding of numeracy and elementary statistics to record, interpret and report on the academic progress and achievement of their learners;
Interpret and understand numerical data relating to psychological assessment of learners;
Use elementary procedures for financial management, including budgeting;
Interpret with understanding numerical information in their learning area, subject or discipline;
Apply numerical and elementary statistical knowledge to educational issues, cross-curricular activities, and their own learning.

2.1
Demonstrate a basic understanding of the fields of knowledge which underpin their subject/s or learning area/s of specialization;
Know how to access sources of knowledge in the relevant fields of knowledge;
Show some understanding of the kinds of evidence, modes of argument and/or criteria of adequacy appropriate to the fields of knowledge in their area/s of specialization;
Use the characteristic language, terminology and concepts of their subject/s or learning area/s appropriately, and with confidence;
Show an appreciation of the values and principles which characterize the relevant fields of knowledge;
Be able to discuss the content of curricular knowledge in their area/s of specialization;
Be able to interpret curricular knowledge in practice, in their area/s of specialization, in terms of a broader understanding of the relevant knowledge field;
Be able to evaluate what learning material (including textbooks) should be selected, at what level, in what sequence, and how it should be assessed, in their area of specialization (phase and subjects/learning areas).

2.2
Demonstrate a knowledge of the range of learning materials (including textbooks) available in their area/s of specialization, and an ability to select appropriate resources for learning;
Select appropriate teaching and learning strategies in planning lessons and other learning experiences within teaching programmes;
Apply knowledge and understanding of a range of theories about teaching, learning, personal development and curriculum to the selection and design of learning programmes;
Design coherent learning programmes and lessons appropriate for the learners, context and specialization, taking into account national, regional and school curriculum policies, learner contexts, and learner differences;
Evaluate learning programmes, lessons and materials in terms of the approaches to teaching and the knowledge base underpinning the relevant learning areas or subjects being taught.

3.1
Convey the content of their area of specialization in written, graphic and other forms which are appropriate to the developmental level/s and language ability of the learners in their care;
Foster interactive communication with learners through the use of non-judgmental language, supportive replies, constructive feedback, acknowledgment of feelings and demonstration of mediation skills;
Embody theoretical knowledge and understanding in discussions and debates about teaching and learning strategies;
Select and use teaching and learning strategies appropriate to the subject, phase and topic and on the basis of careful assessment, appropriate to their learners;
Create expectations which make appropriate demands on the learners;
Select and use teaching and learning strategies which motivate learners to meet those demands and to take initiative;
Accommodate differences in learning style, pace and ability in the planning and use of teaching and learning strategies;
Identify and assist learners with special needs and barriers to learning and development;
Facilitate occasions where learners are taught in groups, pairs and as individuals;
Make judgements on the effect that language has on learning and make the necessary adjustments to the teaching and learning strategies;
Adjust teaching and learning strategies to cater for cultural, gender, ethnic, language and other differences among learners;
Use teaching and learning support materials to facilitate learner progress and development;
Assess the teaching and learning strategies used in a particular context in the light of the extent to which the outcomes of the learning experience have been achieved.

3.2
Demonstrate knowledge of principles and procedures which underlie establishing and maintaining orderly and creative teaching and learning environments;
Create and maintain learning environments which are safe as well as conducive to learning;
Manage learning environments democratically and in ways that foster creative and critical thinking;
Discipline learners in ways that are firm, growth-promoting but fair;
Create a learning environment that is sensitive to cultural, linguistic and gender differences;
Resolve conflict situations within classrooms in an ethical and sensitive way;
Perform administrative duties required for the effective management of the learning environment;
Assist learners to manage themselves, their time, physical space and resources;
Take appropriate action to assist learners in the solution of personal or social problems;
Monitor the effectiveness of classroom management strategies, and adjust them where necessary.

3.3
Demonstrate understanding of the principles that underpin various assessment approaches and methods;
Select, adapt and/or design assessment tasks and strategies appropriate to the specialization and learning context;
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;
Collect, from a variety of sources, evidence of learner competence;
Use a range of assessment strategies to accommodate differences in learning style, pace and context;
Evaluate their own assessment strategies in terms of their validity, fairness, reliability and sensitivity to gender, culture, language and barriers to learning and development;
Assess, and systematically record, the progress of individual learners;
Use assessment results to provide feedback in educationally constructive ways on learner progress and achievement;
Interpret and use assessment results to inform future teaching, learning and assessment strategies.

4.1
Have a thorough understanding of the SACE Code of Professional Ethics;
Demonstrate that they have made the Code part of their daily professional life;
Show a capacity to reflect on their own professional learning by compiling a professional portfolio;
Show a commitment to continuing professional development by constructing a realistic on-going professional growth plan;
Act in ways that enhance the status of professional educators.

4.2
Articulate a critical understanding of the values embodied in the Constitution;
Demonstrate in their own professional activities that they understand the practical implications of the core values of South African education, especially in respect to human rights and the transformation of education;
Demonstrate a basic knowledge of HIV and AIDS and how they impact on all aspects of our schooling and society;
Demonstrate a competence in the teaching approaches and styles appropriate to teaching about HIV and AIDS to learners;
Demonstrate that they have the personal capacities and confidence needed by professional educators in coping with HIV and AIDS in the daily life of educational institutions;
Demonstrate that they exercise the appropriate collegial attitudes and values to contribute to the maintenance of a caring and compassionate climate in the school and other settings of their professional activities.

4.3
Demonstrate knowledge of education policies, procedures and systems which impact on institutions and learning sites, as well as on the national education and training landscape;
Maintain a sense of respect towards others in the learning environment;
Co-operate professionally with colleagues in an institutional setting;
Co-operate in maintaining orderly learning environments;
Initiate and maintain effective, professional communication with parents, guardians and other members of the community and involve them in institutional affairs;
Engage critically with policies, procedures and systems which impact on their institution and classrooms;
Work with colleagues to organize curricular, cross curricular and extra curricular activities.

Integrated Assessment

In the assessment strategy as a whole, evidence must be demonstrated through a variety of options: case studies, problem-solving assignments, teaching practice in simulated and in situ contexts, portfolios of learning materials, projects, written and oral examinations. Some of these options are more suited to the assessment of foundational competence, rather than practical and reflexive competence.

However, the final integrated assessment needs to have the following characteristics:
It should assess the extent to which learners can teach competently and effectively in South African schools or further education and training institutions.
It should measure the extent to which learners have integrated the roles and the knowledge and skills delivered through the different courses/modules that make up the educator development programme.
It should be designed in such a way that the seven roles are assessed through the specialism.
It should measure applied competence. In other words, it should assess whether learners are able to integrate the ability to perform important teaching activities competently (a practical competence), understand the theoretical basis for these activities (foundational competence), and reflect on and make changes to teaching practices (reflexive competence)

The assessment criteria and evidence requirements are as follows:

In a practical teaching and learning situation, a simulated situation, or a situation that combines the practical, the simulated and the written, the learner will:
Generate, explore and consider options for appropriate action;
Identity the most appropriate course of action in relation to the particular context, topic, learner group, level of learning and resources available;
Explain the reasons for that particular selection as well as what was taken into account in making the selection;
Perform the identified action, while continuously monitoring and adapting performance as required;
Explain the reasons for the performance;
Evaluate his/her performance and identify areas for improvement;
Reflect on the learning and performance;
Develop a plan or strategy for future action that reflects an integration of what has been learnt through reflection.