Associated Assessment Criteria for Exit Level Outcome 1:
Demonstrate knowledge of the diverse context in which teaching and learning takes place within the South African school system.
Understand relevant curriculum theory, learning theories teaching theories and pedagogies and identify their implications for teaching practice.
Use key theoretical constructs of curriculum, teaching and learning to explain the current school education system and practices.
Understand and explain the main current research into learning and teaching in the context of South African school education system.
Reflect on own teaching practices from a theoretical perspective.
Develop an understanding of the concepts of Sociology and Philosophy.
Discuss dominant sociological theories that have informed education over time.
Understand the nature of diversity in the school context with a view to promoting social harmony, social justice and social inclusion as it relates to school education.
Understand the dominant philosophies that have informed Education over time.
Understand the Outcomes approach to teaching and learning and its influence on school curriculum in South Africa.
Use key theoretical constructs from Sociology and Philosophy to understand the nature of teaching and learning in South African schools.
Associated Assessment Criteria for Exit Level Outcome 2:
Demonstrate knowledge on how to teach the teaching specialisation within the Further Education and Training (FET) phase of schooling.
Develop skills in planning for and, teaching own specialisation(s).
Demonstrate reflexive competence to inform future practices, taking into consideration the diversity of the learner population and the teaching context.
Reflect on planning and teaching with a view to improving own practices.
Associated Assessment Criteria for Exit Level Outcome 3:
Develop appropriate lesson plans that take into consideration the content to be taught, the diversity of learners and the availability of resources in a school.
Understand teaching, learning and assessment strategies in the teaching of Accounting, Business Studies and Economics and Management Sciences in the FET phase of schooling.
Understand the Curriculum and Assessment Policy Statement (CAPS) for own subject specialisations at the FET phase of the school curriculum with a view to integrating that knowledge in facilitating learning.
Use a range of specific teaching methods that informs the teaching of subject specialisations within the CAPS curriculum.
Appraise the learning situation with a view to selecting appropriate teaching and learning resources, including classroom technologies, to facilitate effective teaching and learning.
Develop appropriate assessment tools for assessing learning in subject specialisations.
Demonstrate applied competence by teaching a section of the subject specialisation.
Know what records need to be kept as professional teachers.
Plan specific lessons, either individually or in clusters of lessons.
Use teaching and learning technologies in own teaching.
Associated Assessment Criteria for Exit Level Outcome 4:
Use appropriate technology to ensure effective communication of ideas.
Understand the different genres in English language communication.
Present a written piece of work that is grammatically correct and coherent.
Communicate orally in English using appropriate voice, structure and form.
Conduct a conversation through the medium of isiZulu.
Understand the nature and role of code switching in conversational isiZulu.
Associated Assessment Criteria for Exit Level Outcome 5:
Demonstrate an understanding of the characteristics of a professional teacher.
Demonstrate knowledge of the schooling system in South Africa.
Understand the policies that inform teaching and learning in the South African school education system.
Know the teacher code of conduct and the professional ethics expected of teachers.
Understand teacher roles within and outside of school.
Integrated Assessment:
Three forms of assessment will take place, namely:
Formative assessment: The scheme of work includes assignments based on the learning material and learners are given feedback. The process is continuous and focuses on smaller sections of the work and limited number of outcomes.
Summative assessment: Examinations or equivalent assessment such as a research essay or portfolio in order to determine a representative of the Exit Level Outcomes practised and assessed in the formative stage. Summative assessment also tests the learner's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module.
Teaching Practice assessment: Continuous assessment - Both teaching practice sessions are supervised through the appointment of in-school mentors and the institutions' appointed supervisors. The assessment of the learner is done by both the school-based mentor teacher and the institution's appointed supervisor. The assessment includes an appraisal of a portfolio consisting of lesson plans, classroom observations, self-reflective reports and mentoring (supervision) reports. |
