Associated Assessment Criteria for Exit Level Outcome 1:
An integrated knowledge of the fundamentals of Physics and the skills to teach in the South African educational context is demonstrated.
The dynamics of the current curriculum are identified and explained.
An awareness of possible subject misconceptions is demonstrated.
Associated Assessment Criteria for Exit Level Outcome 2:
Key features of the curriculum and how these impacts on planning, teaching and assessment practices are discussed.
Teaching and learning resources are creatively managed and used.
School structures, systems and procedures are explained and their impact on curriculum delivery is evaluated.
Competence in monitoring and evaluation of learner achievement, policy development and facilitating curriculum development is demonstrated.
Associated Assessment Criteria for Exit Level Outcome 3:
Collaborative learning methods and processes are introduced and facilitated.
Leadership in a complex and rapidly changing society in the South African teaching environment is demonstrated.
Knowledge of professional conduct, ethics and legal responsibilities, as well as the role of the wider societal context in the education of children is demonstrated.
Associated Assessment Criteria for Exit Level Outcome 4:
Learning and development in diverse educational contexts is supported and nurtured.
Learners with particular learning needs are identified and the necessary support is given.
The adolescent learner is supported developmentally, cognitively, emotionally and psychologically.
Associated Assessment Criteria for Exit Level Outcome 5:
Different assessment strategies are evaluated and applied.
Learning to improve own practice is demonstrated by engaging in critical evaluation of recent research and literature linked to their subject specialism.
Common research methods in educational research are considered for application.
Independent educational research in relation to educational policy, practice and theoretical development is carried out.
Integrated Assessment:
Learner assessment is integrated in the whole system of a programme approach to teaching and learning and as such forms part of the institutional context. Assessment may take place through a system of formative and summative assessments.
Formative assessments will be made up of tests/assignments/projects/case studies, etc.
Summative assessments will be formal examinations written at the end of each year, affording learners a first and second opportunity.
School-based Work Intergrated Learning, including supervised and assessed teaching practice, constitutes an essential part of the Advanced Diploma. In a full-time contact qualification, teachers will spend a period of time in formally supervised and assessed school-based practices over the duration of the Degree.
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