SayPro Online Course SAQA 11516699724

Description

Associated Assessment Criteria for Exit Level Outcome 1:
Read academic and professional texts critically and integrate and use the knowledge in own studies and in teaching.
Read and interpret with understanding, written and graphic materials relating to area of specialisation.
Select and use study methods appropriate to own needs as well as the demands of own specialisation.
Use Information and Communications Technology to further own learning and facilitate the learning of others.
Convey the content of own area of specialisation in written, graphic and other forms which are appropriate to the developmental level/s and language ability of the learners.
Foster interactive communication with learners through the use of non-judgmental language, supportive replies, constructive feedback, acknowledgement of feelings and demonstration of mediation skills.
Use the main language of instruction to explain, describe, discuss and relate key concepts in their area of specialisation.
Use an additional language to explain, describe and discuss key concepts in a conversational style.

Associated Assessment Criteria for Exit Level Outcome 2:
Interpret numerical information in learning area, subject or discipline.
Apply an understanding of numerical and elementary statistical knowledge to educational issues and cross-curricular activities.
Understand and apply numeracy and elementary statistics to manage classroom resources and monitor learner attendance.
Understand and apply numeracy and statistics to record, interpret and report on the academic progress and achievement of learners.
Interpret and understand numerical data relating to the psychological assessment of learners.

Associated Assessment Criteria for Exit Level Outcome 3:
Understand learners’ statements and questions and communicate using appropriate language.
Communicate feelings and provide constructive feedback to learners regarding their learning process.

Associated Assessment Criteria for Exit Level Outcome 4:
Demonstrate an understanding of the fields of knowledge, which underpin own subject/learning area/s of specialisation.
Demonstrate a commitment to the epistemic values and principles, which characterise the fields of knowledge in own area/s of specialisation.
Use evidence and modes of communication appropriate to the fields of knowledge in owarea/s of specialisation.
Use the typical language, terminology and concepts of own subject/s of learning area/s appropriately with confidence.
Critically discuss the content of curricular knowledge in own area/s of specialisation and apply appropriate values and conceptual frameworks to problem solving in the relevant fields of knowledge.
Interpret curricular knowledge in practice, in own area/s of specialisation, in terms of a broader understanding of the relevant fields of knowledge.
Evaluate what learning material (including textbooks) should be selected, at what level, in what sequence and how it should be assessed in ownrarea of specialisation (phase and subjects/learning areas).

Associated Assessment Criteria for Exit Level Outcome 5:
Select and/or design materials and resources appropriate to learning programmes, taking cognisance of issues such as teaching approach and the needs of learners.
Select, adapt, or design coherent learning programmes and lessons appropriate for the learners, context and specialisation, taking into account national, regional and school curriculum policies, learner contexts and learner differences.
Plan lessons and other learning experiences within teaching programmes, selecting appropriate teaching and learning strategies.
Justify selection and design of learning programmes in ways, which show knowledge and understanding of a range of theories about teaching, learning, child development and curriculum.
Evaluate and improve learning programmes, lessons and materials on the basis of experience, classroom research and an understanding of the knowledge underpinning the relevant learning areas or subjects being taught.

Associated Assessment Criteria for Exit Level Outcome 6:
Select and use teaching and learning strategies appropriate to the subject, phase and topic and the needsof the 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, in that light, 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 in a range of contexts, both familiar and unfamiliar.
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 objectives of the learning experience have been achieved.

Associated Assessment Criteria for Exit Level Outcome 7:
Create and maintain learning environments, which are safe as well as conducive to learning that foster creative and critical thinking.
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 classrooms in an ethical and sensitive way.
Perform administrative duties required for the effective management of the learning environment.
Take appropriate action to assist or refer learners in the solution of personal or social problems.
Justify actions in ways, which reflect knowledge and understanding of a variety of ways of managing individual learners and classes.

Associated Assessment Criteria for Exit Level Outcome 8:
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, pace and context.
Evaluate own and other’s assessment strategies in terms of their validity, fairness, reliability and sensitivity to gender, culture, language and barriers to learning and development.
Assess and record systematically the progress of individual learners.
Use assessment results to provide feedback in educationally constructive ways on learner progress and achievement and to inform future teaching.

Associated Assessment Criteria for Exit Level Outcome 9:
Maintain a sense of respect towards others in the learning environment.
Co-operate professionally with colleagues in an institutional setting by maintaining orderly learning environments.
Initiate and maintain effective, professional communication with parents, guardians and other members of the community and involve them in school affairs.
Engage critically with a wide variety of stakeholders regarding issues that are specifically relevant to teaching and learning practices.
Use internal and external networking opportunities effectively.
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 development plans to own teaching.
Organise curricular, cross-curricular and extra-curricular activities.
Select, create, justify, deliver and reflect upon and improve extra-curricular activities.

Associated Assessment Criteria for Exit Level Outcome 10:
Practise 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, particularly those related to human rights and the environment.
Promote the practice of democratic values, attitudes and dispositions in the school, as well as in society at large.
Encourage, create and maintain a supportive and empowering environment for learners.
Evaluate own professional progress effectively.
Show a commitment to act in and actively promote the best interests of learners, parents, communities, colleagues, and the profession.

Integrated Assessment:
Learners must demonstrate evidence of competence 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.

The final integrated assessment will be via Work-Integrated-Learning in the Field Praxes (school experience) and the following competences will be assessed:
The extent to which learners can teach competently and effectively in South African schools.
The extent to which learners have integrated the roles and the knowledge and skills delivered through the different courses/modules which make up the Advanced Diploma in Intermediate Phase Teaching.
The extent to which learners are able to integrate the roles of an educator and apply them in their teaching experience.

The final integrated assessment will assess whether learners are able to integrate the ability to perform important teaching actions competently (a practical competence), understand the theoretical basis for these actions (foundational competence), and reflect on and make changes to teaching practices (reflexive competence).