Advanced Diploma in Education in Further Education and Training Life Sciences Teaching

Purpose

The purpose of Advanced Diploma in Education in Further Education and Training Life Sciences is to further strengthen and enhance an existing specialisation in Life Sciences Teaching and to develop a new role or practice to support Life Sciences Teaching and learning in education as part of continued professional development.

This two-year part time qualification is aimed at offering an intellectual enrichment and intensive, focused and applied specialisation which meets the requirements of Life Sciences Teaching. The qualification will provide the qualifying learner with a deep and systematic understanding of current thinking, practice, theory and methodology in Life Sciences Teaching in a complex and rapidly changing South African teaching environment.

Upon successful completion, learners will be able to

• Understand and interact responsibly with the required subject content knowledge base, educational theory and methodology.
• Reflect on knowledge and skills in the teaching of Life Sciences in the FET phase.
• Show initiative and act responsibly in an academic and professional teaching environment.
• Demonstrate an understanding of the diversity in the South African and human context in order to teach in a manner that includes all learners.
• Show intellectual independence and the development of some level of research competence in the field of education and more specifically, teaching and learning.

Rationale

The qualification envisions a learner who can think critically and who possesses the professional, technological and cultural knowledge to function optimally in their respective diverse teaching contexts. In-service Life Sciences teachers also need to further develop their specific professional attributes and skills for the teaching profession. It would thus not include only practical knowledge, but also in-depth knowledge of the scientific method and the application of a constructivist approach in the classroom to enhance the quality of their contribution in these contexts.

"Teacher development can be seen as having two aspects. One is the input of new theoretical ideas and new teaching suggestions. The second is trying out, evaluation, and practice of these new theoretical and teaching ideas over an extended period of time in a collaborative situation where the teachers are able to receive support and feedback, and where they are able to reflect critically. Both are important if all three aspects of teacher development - personal, professional, and social development - are to occur."

Recognition of Prior Learning (RPL)

In tandem with the Assessment and Recognition of Prior Learning (ARPL) policy of Stellenbosch University (Senate, June 2004) the process for ARPL in the faculty is as follows:

• Applications for ARPL are mainly considered at the Postgraduate level. At undergraduate level the "normal" requests for ad hoc admission apply as per the University Calendar and are considered as part of the usual business of the Faculty Board.
• An applicant applies for admission as if under "normal" application procedures.
• At the same time the applicant also apply for ARPL in writing to the relevant centre chair.
• The centre chair discusses the merits of the application with lecturers where applicable, or with the Qualification co-ordinator, depending on the nature of the application. If no faculty decision is required, the centre chair communicates with the applicant in this respect.
• If there seems to be potential for success and a faculty decision is required, the application is referred by the relevant department to the ARPL faculty committee. The process to be followed is communicated to the applicant. If the potential success of the application appears to be low, this is also communicated in writing to the applicant via the faculty secretary.
• The ARPL committee might request additional information from and/or a personal interview with the applicant where applicable.
• The ARPL committee provides the applicant with guidelines to compile an ARPL portfolio if applicable.
• The ARPL committee considers and assesses the evidence, consults with staff or other stakeholders if needed and makes a recommendation in writing to the faculty committee. The relevant centre chair and Qualification chair are informed about the recommendation.
• The faculty committee considers the recommendation of the ARPL committee and either refers it back for further consideration or recommends it to the Faculty Board for approval.
• The applicant is informed of the decision of the Faculty Board via the faculty secretary.
• Both the applicant and the centre /Qualification committee are entitled to lodge an appeal to the chair of the ARPL committee should they consider the decision of the Faculty Board or the process unreasonable.

Entry Requirements

The minimum requirement for this qualification is either

• Bachelor of Education at NQF Level 7.

Or

• General First Degree at NQF Level 7.

Or

• A Teacher's Diploma plus a Postgraduate Certificate in Education.

Or

• A Teacher's Diploma plus and Advanced Diploma in Teaching.

This qualification consists of compulsory modules at NQF Level 7 totalling 120 Credits.

Modules

• General Pedagogy, 6 Credits.
• Educational Perspectives, 6 Credits.
• Botany, 30 Credits.
• Pedagogical Content Knowledge of Botany, 15 Credits.
• Curriculum Management, 6 Credits.
• Zoology, 30 Credits.
• Pedagogical Content Knowledge of Zoology, 15 Credits.
• Work Integrated Learning, 12 Credits.

1. Understand and interact responsibly with the required subject content knowledge base, educational theory and methodology.
2. Reflect on knowledge and skills in the teaching of Life Sciences in the FET phase.
3. Show initiative and act responsibly in an academic and professional teaching environment.
4. Demonstrate an understanding of the diversity in the South African and human context in order to teach in a manner that includes all learners.
5. Show intellectual independence and the development of some level of research competence in the field of education and more specifically, teaching and learning.

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.
• 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 qualification approach to teaching and learning and as such forms part of the institutional context. The Institution will ensure that the qualification is aligned with its assessment policy.

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 learners a first and second opportunity.