SayPro Online Course SAQA 11516699727

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 an understanding of written and graphic materials relating to areas of specialisation.
Use information and communications technology to facilitate teaching and learning.
Convey the content of area of specialisation in written, graphical 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, acknowledgement of feelings and demonstration of mediation skills.
Make judgements on the effect that language has on learning.
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 such key concepts in a conversational style.

Associated Assessment Criteria for Exit Level Outcome 2:
Develop and demonstrate in-depth knowledge and understanding of education theory and practice.
Gather information and critically analyse relevant educational theories and tendencies.
Interpret and understand all theories and tendencies put forward.
Understand and implement theories to enhance the educational processes.
Assess the teaching and learning theories and tendencies used in a particular context in the light of the extent to which the objectives of the learning experience have been achieved.
Explain, on the basis of classroom research, the success of teaching and learning theories and tendencies with reference to key educational concepts, the needs and abilities of the learners, and demands of the specialisation.
Engage critically with education policies, procedures and systems which impact institutions and classrooms, as well as the national education and training landscape.

Associated Assessment Criteria for Exit Level Outcome 3:
Select and use teaching and learning strategies appropriate to the subject, phase and topic and, on the basis of careful assessment, to the learners in their classes.
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.
Support occasions where learners are taught in groups, pairs and as individuals.
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.

Associated Assessment Criteria for Exit Level Outcome 4:
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 and fair.
Create learning environments that are sensitive to cultural, linguistic, gender and other differences.
Use teaching and learning support materials to facilitate learner progress and development.
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 from out of the Christian value system.
Take appropriate action to assist or refer learners to appropriate individuals with personal or social problems.
Evaluate and where necessary, adjust actions in ways that show knowledge and understanding of management and administration.
Justify actions in ways which reflect knowledge and understanding of a variety of ways of managing individual learners and classes in a Christian value system.
Interpret and understand numerical data relating to psychological assessment of learners.
Use elementary procedures for financial management, including budgeting.
Encourage, create and maintain a supportive and empowering environment for learners.

Associated Assessment Criteria for Exit Level Outcome 5:
Explain the link between the method of assessment, the overall assessment purpose and the outcomes being assessed.
Design and administer assessment tasks using clear instructions.
Collect from a variety of sources sufficient confirming evidence of learner competence.
Use a range of assessment strategies to accommodate differences in learning styles, 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.
Interpret and use assessment results to inform future teaching, learning and assessment strategies.
Justify choice and design of assessment strategies, methods and procedures in ways which show knowledge and understanding of the assumptions that underlie a range of assessment approaches and their particular strengths and weaknesses in relation to age and learning area being assessed.
Interpret numerical information in their subject or discipline.
Apply their understanding of numerical and elementary statistical knowledge to educational issues, cross-curricular activities, and their own learning.
Apply their understanding of numeracy and elementary statistics to manage classroom resources and monitor learner attendance.
Apply their understanding of numeracy and statistics to record, interpret and report on the academic progress and achievement of their learners.

Associated Assessment Criteria for Exit Level Outcome 6:
Maintain a sense of respect and responsibility towards others in the learning environment by cultivating a critical committed and ethical attitude.
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 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.
Apply school policies and development plans to teaching.
Organise curricular, cross-curricular and extra-curricular activities.
Select, create, justify, deliver and reflect upon and improve extra-curricular activities.
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 Christian values, attitudes and dispositions in the school, as well as in society at large.
Evaluate own professional progress effectively against the Christian values.
Show commitment to act in and actively promote the best interests of learners, parents, communities, colleagues, and the profession.

Associated Assessment Criteria for Exit Level Outcome 7:
Demonstrate an understanding of the fields of knowledge which underpin subject/learning area/s of specialisation.
Demonstrate a commitment to the epistemic values and principles which characterise the fields of knowledge in their area/s of specialisation.
Use evidence, modes of argument or criteria of adequacy appropriate to the fields of knowledge in area/s of specialisation.
Use the characteristic language, terminology and concepts of their subject/s of learning area/s appropriately, and with confidence.
Critically discuss the content of curricular knowledge in 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 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 area of specialisation (phase and subjects/learning areas).

Associated Assessment Criteria for Exit Level Outcome 8:
Select and/or design materials and resources appropriate to learning programmes, taking cognisance of issues such as the teaching approach and the conceptual adequacy and accuracy of the information of the content of the programmes.
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 the 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 from out of the Christian value system.
Evaluate and improve learning programmes, lessons and materials on the basis of experience, classroom research, and an understanding of the knowledge base underpinning the relevant learning areas or subjects being taught.

Integrated Assessment:
Integrated assessment is an interdisciplinary approach by combining, interpreting and communicating knowledge from diverse scientific disciplines in such a way that an entire cause-effect chain of a problem can be evaluated from a synoptic perspective. The main task of any assessment is to provide useful information to teachers. Integrating a broader set of studies, approaches and points of view coming from different scientific areas interacting among each other provides more and better information on the issue assessed than single disciplinary studies added up.
Types of Integrated Assessment that will be used in this institution in this qualification.
> Problem structuring – A teacher will be presented with a problem that needs to be solved. In analysing the problem the teacher will have to make use of multi-disciplinary knowledge that the teacher came to know in his/her studies.

Teachers will be engaged with participatory integrated assessment whereby a group of teachers from different fields of study will work as a team to solve problems they are currently facing. School-based WIL, including supervised and assessed teaching practice, is an important part of the Advanced Diploma in Senior Phase and FET Teaching. Teachers are required to spend a minimum of eight weeks in formally supervised and assessed school-based practice during the one-year duration of the qualification.