SayPro Online Course SAQA 11516699634

Description

Associated Assessment Criteria for Exit Level Outcome 1:
Design a process-based, and reliable assessment tools according to the Barrett’s Taxonomy for measuring comprehension of texts.
Understand the main characteristics of a variety of a specific language texts and how meaning is created and make use of texts in Teaching.
Understand language acquisition as part of child development.
Discuss theories and approaches related to language acquisition and development.
Apply the key principles of socio-cultural theory and literacy instruction.
Apply Phonics Instruction in the Foundation Phase.
Understand observation and viewing as aspect of visual literacy.
Discuss the development of handwriting and language structure and usage.
Understand and apply thinking and reasoning as part of children’s cognitive development.
Critically discuss the teaching learning and assessment of language listening and speaking skills
Understand the importance and value of rhymes, poems, songs, music and reading stories and how to integrate them in effective emergent literacy teaching.
Understand the dramatic concepts by instructing learners to explore – using any/some of the following: stories, African folktales, nursery rhymes, poems, songs, narration, music, sounds, pictures, posters, props, puppetry, costume, etc.
Demonstrate the ability to creatively adapt learning programmes/lessons and learning material while specifically considering developmental aspects (e.g. developmental tasks, social development and development of the self) as well as learning theories and contexts.
Employ a reflective practice that reveals deep and mature insights in to the instructional complexities in South African schools while exercising professional discretion in respect of the Constitutional Children’s Rights Charter.
Prepare lessons and teach learners in the foundation phases about aspects of their own development in relation to personal and social wellbeing, the environment and respect for diverse religious views.
Display the competent use of languages of instruction in multilingual contexts.

Associated Assessment Criteria for Exit Level Outcome 2:
Understand practice-based knowledge as a process of enablement for professional teacher training.
Demonstrate a thorough understanding of practice-based knowledge in lesson design, lesson implementation, lesson observation and lesson evaluation in Grades R to 3.
Reflect on teaching as a process of professional development.
Discuss the concepts lesson design, lesson implementation, lesson evaluation and lesson observation.
Observe and participate in teaching activities, school activities, staff meetings and other developmental opportunities
Perform general classroom and school administration.
Present an argument about the current problems in school teaching and the broader issues that influence teaching and learning as educational processes.
Understand teaching as a social practice of life-long learning and continuous professional development.
Implement lesson planning and lesson presentation successfully, develop programme material and implement and assess movement education programmes as required in the school environment.
Consider and integrate the learners’ current experiential world at school.
Develop an understanding of the fundamental Mathematical concepts that underpin the Foundation Phase Mathematics curriculum.

Associated Assessment Criteria for Exit Level Outcome 3:
Understand how diversity manifests in any society and specifically demonstrate an appreciation of diversity in the classroom as a manifestation of a range of natural learner differences.
Demonstrate sound knowledge of how diversity manifests in the classroom and how to support learners with a range of diverse learning needs including those with disabilities and learning.
Understand and approach learner diversity from a social justice perspective.
Discuss education policy initiatives underpinning the approach to learner diversity in the South African context.
Identify and assess learners within the confines of the curriculum by taking into account intrinsic and extrinsic barriers to learning for the purpose of support.
Provide or elicit the required support for diverse and specific learning needs.
Demonstrate the ability to think and reflect critically in relation to diversity in general and the manifestation and support thereof in the classroom.

Associated Assessment Criteria for Exit Level Outcome 5:
Promote own wellness and resilience by considering the demands within education.
Critically engage and apply the guiding philosophical and/or paradigmatic principles of teaching as a profession.
Understand the principles of emotional intelligence.
Display a positive work ethic, appropriate values and conduct in a manner that befits, enhances and develops the teaching profession.

Integrated Assessment:
Learner assessment is integrated in the whole system of a qualification approach to teaching and learning and as such forms part of the institutional context. The institution will ensure that their qualifications are aligned with the institutions Assessment Policy. Assessment may take place through a system of formative and summative assessments:
Formative assessments will be made up of tests/assignments/projects/case studies.
Summative assessments will be formal examinations written at the end of the year, affording learners a first and second opportunity.

In modules where a formal examination is required, a class mark is allocated during the year (for year modules). A minimum class mark is required for admission to the examination. A learner class attendance, class work and practical work (formal assessments where appropriate) are taken into account to calculate a class mark. A learner’s overall performance in a module is represented by a final mark. To determine the final mark, the results of examinations and class marks are taken into account in accordance with a fixed formula. This formula is a ratio of 50%:50% (class mark: examination mark) for year modules.

School-based WIL, including supervised and assessed teaching practice, constitutes an essential part of the qualification. Learners will spend a minimum of 20 weeks and a maximum of 32 weeks in formally supervised and assessed school-based practices over the four-year duration of the degree. In any given year, a maximum of 12 such weeks will be spent in schools, and at least three of these will be consecutive.