SayPro Online Course SAQA 1151665883

Description

In the form of tasks in study materials, written (and in some cases, oral) assignments, portfolio tasks, projects, case studies, examinations and practical teaching, learners will be assessed on their ability to:

1.1
identify, analyse and solve educational problems by means of exploring and critically evaluating abstract and personal situations.
identify, analyse and solve problems by generating alternative strategies for dealing with those problems.
overcome communication problems creatively.
critically evaluate various viewpoints and compare them to own views.
offer evidence in a variety of ways (from theoretical knowledge base, from experiential base, etc) to support their stated views.
identify problems in their own lives.
identify problems in others` lives by use of case studies, primary research projects, etc.
identify, analyse and solve concrete and abstract problems by drawing upon the theoretical knowledge and experiential base of individual disciplines in the educational field.
identify and solve concrete and abstract problems by drawing upon their own experience base.
identify and solve problems in a variety of routine and non-routine contexts within broad parameters of Education.
use their knowledge and experience to offer suggestions for solving problems at a community, national, international and global level.
analyse the global, national and local community in terms of problems, needs and opportunities in education.

1.2
show evidence of `people skills` (tolerance, empathy, listening skills, etc) in group situations.
demonstrate respect for the opinion of others through (written and/ or oral) reporting without bias.
demonstrate respect for diversity in the multicultural and culturally diverse classroom.
demonstrate tolerance of diversity through (written and/ or oral) reporting without bias.
undertake projects and provide evidence of successful interaction with others.
use effective communication skills within the group.
lead people effectively both as a teacher and as a subject head.
be a supportive staff member and group participant.
organize themselves and others into effective working groups both in the classroom, with colleagues, with parents and on committees.
communicate the evidence of these group interactions through (written and/ or oral) reporting.

1.3
demonstrate the requisite study skills and learning strategies.
organize and plan their study programmes.
use creative and various learning strategies which suit their personal situations and contexts.
cope with the self-discipline necessary for distance learning.
think independently, and offer evidence to support their decisions.
assess their own strengths and weaknesses and develop coping strategies.

Note: These outcomes and assessment criteria may be entry competences for many distance learners who are already working in the job market and have definite goals.

1.4
demonstrate basic research skills.
use library and other resources effectively to suit their individual needs.
use library and other resources effectively to suit the needs of the particular areas of research.
integrate information from a variety of sources.
act responsibly as a researcher and scholar (eg, appropriate referencing, avoiding plagiarism, etc).
show awareness of the conventions of scholarship in the various disciplines under study.
demonstrate awareness of relevant conventions and guidelines to their academic and personal purposes.
critically analyse theories, examples, experiences, etc. argue appropriately within the relevant discourse community.
collect appropriate teaching resources.
collect information about pupils – their lives, competence, progress, goals and the like.
conduct action research in the classroom.

1.5
communicate their ideas and provide supporting evidence in a sustained manner.
responsibly use others` ideas in support of their own (without plagiarism, etc).
identify conclusions and premises in academic arguments.
follow the language conventions of written (and/or oral) use in the respective disciplines.
use appropriate models of organisation and presentation as required in the respective disciplines.
use statistics appropriately aid responsibly in support of their ideas.
create and use visuals appropriately to support their ideas and for use in the learning situation.
recognise own communication limitations and problems and seek help appropriately.
identify and illustrate subject-specific jargon.
see, describe and interpret what they come across in appropriate ways.
assist others to speak for themselves, and to use language appropriately in the classroom.
use language to critically analyse, evaluate and critique others` ideas.

1.6
demonstrate an appropriate attitude towards scholarship and technology.
use scientific methods of investigation, testing and evaluation (see number 1), both quantitative and qualitative.
select appropriate technology to suit the needs of the individual or group.
use other technology (computers, Internet, etc) where appropriate and feasible.
use natural resources in a sustainable way.
show respect for and a responsible attitude towards science and technology.
demonstrate a consideration of the ethics involved in science and technology issues.
show respect and openness towards the psychological, health and physical environment of others.
use technology to enhance student learning

1.7
demonstrate their prior knowledge and experience of their individual situations.
connect the abstract knowledge of theory to the reality of their individual personal contexts.
draw upon their prior knowledge (personal and abstract), personal
experience as appropriate when investigating and analysing the world around them.
look beyond and across traditional disciplinary boundaries for possible solutions.
follow an integrated approach to learning and studying.
choose and follow appropriate educational pathways.
relate what happens in the school to the broader social, political and economic context as well as to the “world of work” and the pupil`s own experience.

Note: Some Foundation Courses overtly teach and practise these skills.

2.

In order to contribute to the full personal development of each learners and the social and economic development of the society at large, it must be the intention underlying any programme of learning to the importance of the following developmental outcomes:

2.1
learn by means other than rote-learning e.g. by critical reflection, practical teaching, observation of teaching, action research and the like.
explain what they know in their own words.
follow academic conventions regarding referencing and avoid plagiarism.
use help-seeking strategies to further their own learning and that of others.
apply what they study in different contexts, both personal and public, real and simulated.
display self-awareness of learning preferences and strategies to suit their needs.
show evidence of effective study skills (e.g. note-taking, summarizing, analysis and synthesis).
demonstrate good learning strategies in lessons which they plan and give

2.2
display tolerance of diversity and other opinions both in the classroom and other contexts.
show willingness to participate in groups.
demonstrate willingness to take risks in group situations.
apply what they know and study in culturally diverse contexts.
apply what they know and study at different levels, from personal to academic contexts.
apply democratic procedures in the classroom situation

2.3
show awareness of cultural diversity.
demonstrate awareness of own culture and background.
demonstrate tolerance of diversity and others` opinions.
use various skills to draw out the cultural accomplishments and contexts of others (e.g., listening skills, empathy, sympathy, open-mindedness, etc).
illustrate the value of open-mindedness and tolerance to self and others.

2.4
illustrate the relationship between the knowledge, skills and attitudes acquired in studying towards the BPrimEd and those of the community at large (local and global).
make connections from theoretical knowledge to practical application in the real world.
identify the BPrimEd skills which are highly valued in the workplace, across the disciplines and sectors of society.
use the skills required for efficiency in most jobs: imaginative intelligence, emotional maturity, effective communication skills, thoughtful accuracy and interpersonal sensitivity.
deal effectively with unknown problems and tasks set them on the job, in the real world, by drawing upon the skills from the BPrimEd (critical thinking, problem-solving, conflict resolution, etc).
demonstrate a work ethic that shows responsibility towards pupils and accountability to the employer and to parents.

2.5
create job opportunities in whatever situation they find themselves.
have a realistic view of their own worth and value to contribute to their local community and global society.
communicate that value to others in the real world (CV writing skills, oral communication skills, etc).
demonstrate a healthy self-esteem and confidence in their knowledge, skills and attitudes as required to complete the BPrimEd qualification.
deal with various unknown situations with flexibility and adaptability.

3.

A BPrimEd student is actively engaged in becoming a well-rounded, educated person and in preparing for further, more specific study or the work environment. As such she or he develops and holds certain values and integrates knowledge and skills to achieve her or his purposes in the Early Childhood Development field. The specific outcomes show how knowledge, skills and values are integrated in the qualification in the SAQA fields of Education as well as the Norms and Standards of the National Department of Education and Training.

In the form of tasks in study materials, written (and in some cases, oral) assignments, portfolio tasks, projects, case studies, examinations and practical teaching, learners will be assessed on their ability to:

3.1
analyse and reflect on the theory and practice of relevant teaching subjects.
show potential to contribute to the development of the discipline(s)

3.2
relate learning gained from individual experience to knowledge encountered in an academic environment and vice versa.
relate learning from experience and academic contexts to different educational contexts using present and future scenarios.
interpret local educational conditions in relation to international conditions.
interpret the past and present ECD educational situation in relation to the future.
reflect on personal experience of education and academic disciplines.

3.3
identify problems in relevant fields and individual disciplines of early childhood education.
describe problems in relevant fields and individual disciplines of early childhood education.
develop solutions appropriate to educational disciplines and
formulate appropriate responses to resolve both concrete and abstract problems

3.4
show awareness of aspects such as culture, aesthetics and creativity
create and/or critically interpret music, art or literature as related to the early childhood development phase.
use appropriate media (language, art, music) to create new cultural and aesthetic forms in disciplines with a creative basis

3.5
show awareness of own culture and others in SA and global society
show interest in other cultures in SA and globally.
analyse how cultural issues affect actions in authentic and simulated contexts.
generate and evaluate alternative solutions.
assess impacts and benefits of different solutions

3.6
Use disciplinary and interdisciplinary-based information related to problems of living which impact on education (e.g. poverty, violence, racism, gender bias, community development etc.).
use this information to explore relationships between socio- cultural and educational situations.
take an informed stand on human, social and educational issues with courage, self-confidence and responsibility

3.7
interact with texts (oral and written) through critical listening/area and inferencing skills.
produce critical texts which integrate information from different sources.
use language effectively to convey ideas and insights intelligibly achieve own purposes.
produce and/ or appreciate creative works in a variety of media dependent on the discipline involved (art, music, language/ literature
distance herself/ himself from texts from different sources, reflect on knowledge and information and take a critical position in his/her career.

3.8
compare knowledge from the past with new situations.
draw upon known information to deal with unknown circumstances
use technology in appropriate contexts to access, process, store, distribute knowledge.
assess the applicability and limitations of various types of technology for particular fields and disciplines.
analyse the impact of technology on society within education.

3.9
interrelate with people (such as learners, parents, teachers and volunteers) in small and large group contexts.
apply knowledge to provide solutions to problems that arise in education in a culturally diverse society, both in SA and globally.
show empathy and understanding of others` problems and contexts in authentic [primary research] and simulated [academic] contexts.

3.10
collect, analyse, organize and evaluate information and ideas from a variety of sources in various fields and specific disciplines related to education.
critically evaluate information from different sources to solve problems in the relevant field(s).
integrate information from different sources to address problems in the relevant field(s).
critically connect theories to the problems in the relevant field(s).
use theories from one or more fields to solve problems within another field.
apply past and present knowledge to authentic and simulated scenarios.
apply past and present knowledge to solve problems in future contexts.
identify patterns in specific educational fields, both locally and globally, in order to generalize from a specific context to more universal contexts/principles.

3.11
empathize with diversity in education.
tolerate ambiguity and be receptive to different points of view

3.12
question values, knowledge and culture, both own and others.
operate as a responsible early childhood educator in a culturally diverse society, locally and globally.

3.13
explain the need to act professionally and ethically.
take responsibility within own limits of competence.
exercise judgement commensurate with knowledge and experience.
to be accountable for achieving own output and/ or group output.

Integrated assessment for the purpose of the qualification

1. Formative assessment: learning and assessment are integrated: The study guides contain self-assessment tasks with feedback. The scheme of work includes assignments based on the learning material and students are given feedback. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes.

2. Summative assessment: Examinations, or equivalent assessment such as a portfolio of evidence, assess a representative sample of the outcomes practised and assessed in the formative stage. Summative assessment also tests the student`s ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module.