Neftaly Online Course SAQA 11516699327

Associated Assessment Criteria for Exit Level Outcome 1:
Evidence based solutions to problems are applied.
Facilitation of collaborative learning processes is carried out.
Teaching and learning resources are used creatively and managed through innovation.
Advice is given to colleagues and subordinate teachers on teaching matters.

Associated Assessment Criteria for Exit Level Outcome 2:
Integrated knowledge of learning and instructional theories in the educational context is applied.
Appropriate instructional theories and principles are identified, described, evaluated, explained and analysed.
Key features of the curriculum and how these impacts on planning, teaching and assessment practices are demonstrated.
How school structures, systems and procedures impact on curriculum delivery is understood and taken into account in own teaching.
Leadership in the implementation of the curriculum and guidance on the development of learning programmes, teaching, learning and assessment methods is provided.
Competence in monitoring and evaluating learner achievements, policy development and facilitating curriculum development and subject management are demonstrated.
Necessary specialised knowledge and critical social cognition needed for significant leadership in a complex and rapid changing society such as the South African teaching environment are demonstrated.
Significant leadership in a complex and rapid changing society such as the South African teaching environment is demonstrated.
Knowledge of South African education systems is integrated with understanding of educational policies and used to explain, evaluate and apply appropriate educational methods and techniques.

Associated Assessment Criteria for Exit Level Outcome 3:
Collaborative learning processes and basic research skills are identified.
The theory of learning and how to teach the mathematics content in a way that engages learners in understanding, reasoning and problem solving is applied.
The strategies/activities that promote understanding and reasoning, small-group learning, teacher questioning, and the use of classroom discussions are demonstrated.
Activities that help educators to construct their own understanding of the content in order to teach effectively are used.

Integrated Assessment:
Learner assessment is integrated in the whole system of a qualification approach to teaching and learning and as such forms part of the institutional context. The University Centre of Pedagogy will ensure that their qualifications are aligned with the Assessment Policy (2012-2017). 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 in November, affording Teachers a first and second opportunity.

In modules where a formal examination is required, a class mark is allocated during the year (for year modules). A minimum class mark is required for admission to the examination. A learner’s class attendance, class work and practical work (formal assessments where appropriate) are taken into account to calculate a class mark. A learner’s overall performance in a module is represented by a final mark. To determine the final mark, the results of examinations and class marks are taken into account in accordance with a fixed formula. This formula is a ratio of 50%:50% (class mark: examination mark) for year modules.

A final mark of 50% is required to pass a module. All these regulations are published in the General Calendar (Part 1) in the chapter “University Examinations”. Every learner receives a copy of the Calendar at registration, which means that this information is communicated to students before the commencement of every academic year.

Work-Integrated learning (WIL) is integrated in the teaching modules and includes opportunities for learning from practice and learning in practice. It is expected that the learners will be able to carry out activities in their classrooms and reflect critically on their own practice. Practical assessment activities, assignments and a reflective journal forms part of all the modules with the aim to develop the learners’ sense of agency as Teachers.