Neftaly Online Course SAQA 11516698923

Associated Assessment Criteria for Exit Level Outcome 1:
Current knowledge related to domain-specific content, in four subjects selected from across the relevant domains are critically discussed, analysed, evaluated, and integrated as applicable in the Intermediate Phase, through a variety of oral and written individual and/or group forms of assessment.
Current scientific knowledge (theoretical and applied) related to the teaching and learning of their subjects (subject methodologies) and knowledge (theoretical and applied) related to the teaching profession (general pedagogical knowledge), both orally and in writing are discussed, analysed and evaluated.
School subject content, subject methodology and general pedagogical knowledge are integrated and blended in order to develop and apply pedagogical content knowledge in oral and written assignments and particularly in micro-teaching and Work Integrated Learning.
Effective mediation of learning is demonstrated, by integrating relevant knowledge and skills to accommodate changing circumstances and positive changes pertaining to education.

Associated Assessment Criteria for Exit Level Outcome 2:
The different cultural, linguistic, and socio-economic contexts and environments in which teaching and learning take place are critically observed, discussed, analysed and the influence of these contexts on teaching and learning, in oral, written and practical assignments are identified.
Teaching and learning in different cultural, linguistic, and socio-economic contexts and environments are managed and lessons during Work Integrated Learning are planned and presented.
Healthy, respectful, supportive, and challenging learning environments are created in lesson planning and presentation.
Partnerships with other professionals (social workers, psychologists, speech therapists, etc.) are developed.
Responsibility towards the bigger environment is demonstrated by integrating environmental education in their teaching and where possible and applicable in oral and written assignments.
Projects, individual and group regarding environmental affairs and other contentious matters in the communities where they work and live are planned.

Associated Assessment Criteria for Exit Level Outcome 3:
Relevant national, regional and school policies are discussed, interpreted, evaluated and implemented.
The ability to integrate and implement regional and school policies in oral and written assignments, in lesson planning and lesson presentation is displayed.
The intermediate school phase curriculum is discussed, interpreted, evaluated and implemented.
Collaborative, trans-disciplinary, holistic learning is developed in lesson planning and presentation.

Associated Assessment Criteria for Exit Level Outcome 4:
Information is gathered from different authoritative sources pertaining to education such as scientific literature, curricula, lecturers, practicing Teachers.
Teaching information is evaluated and integrated into lesson planning.

Associated Assessment Criteria for Exit Level Outcome 5:
The diverse needs of learners and the changing conditions in teaching and learning environments are responded to.
Complex education problems as given in real life scenarios and as experienced in work integrated learning are solved, by making use of examples of experienced Teachers, and newly gained scientific knowledge in oral as well as in written form.
Newly gained knowledge, skills and attitudes are applied in lesson planning and presentation and in Work Integrated Learning.

Associated Assessment Criteria for Exit Level Outcome 6:
Diverse communities are analysed and evaluated in order to employ them as a resource for teaching and learning during class simulations, in real life scenarios, in lesson planning as well as during Work Integrated Learning practical sessions.
The ability to become a leader and sensitive agent of change in order to contribute to the general well-being of communities is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 7:
Principles, values and dispositions pertaining to education in class discussions and in written assignments, tests and exams are critically analysed, evaluated and applied.
Own ethical behaviour is contemplated and compared to a sound value system, and to the professional SACE code of conduct, in order to adjust and/or rectify behaviour, if necessary.
Reflective attitudes in all teaching and learning situations are displayed in order to contemplate own teaching practice and take responsibility for continuing professional development.
Own teaching practice is reflected upon and improved where necessary.

Associated Assessment Criteria for Exit Level Outcome 8:
Knowledge of shared professional values when making decisions on ethical issues is demonstrated.
Respect for family, community, and cultural contexts is shown, particularly in work integrated learning.
Integrated knowledge of the cognitive, affective and moral development of the adolescent is displayed.

Associated Assessment Criteria for Exit Level Outcome 9:
Learning needs of learners are identified and progress is monitored.
Teaching practice is improved on by reflecting and acting on feedback given by peers, lecturers and practicing Teachers.

Associated assessment criteria for Exit Level Outcome 10:
Integrated knowledge and the methodology of teaching f school subjects in the Intermediate Phase are understood and implemented.
Learning is mediated effectively by taking all the different variables into account.
Classrooms are managed effectively while considering the age, culture etc. of the learners.
Responsibility is accepted for the decisions made regarding the education of learners in the class and the use of educational resources.

Integrated Assessment:
Assessment is an integral part of the learning process and is a continuous formative process, utilising a variety of methods to accommodate the uniqueness of real life practice, and ensure that the envisioned exit level and critical cross-field outcomes are achieved.

The integrated assessment strategy ensures that the theoretical and practical components of the qualification are concurrently assessed in a manner that is open, transparent, valid and reliable and that ensures that no student is disadvantaged.

Formative assessment will include:
Formative assessment will include, among others, a personal growth portfolio for practice and field experience. The lecturer utilises development feedback from informal and formal formative assessment opportunities during contact sessions to improve teaching and learning.