Advanced Diploma in Senior Phase and FET Teaching

Purpose

The Advanced Diploma in Senior Phase and Further Education and Training (FET) Teaching aims to offer a professional 'capping' qualification for learners who have completed an appropriate 360 or 480 Credit Bachelor's Degree or any equivalent qualification. This qualification also provides learners with a classroom focus that will enable them to fulfil all the contextual roles and competencies of an effective and efficient educator in the Senior and FET Phase (grade 7 to grade 12) in diverse educational settings.

Rationale

The mandate of the Faculty of Education of this institution has been, and still is, to equip prospective teachers with suitable qualifications, in order to satisfy the ever-growing demand for qualified teachers in the country. The Advanced Diploma in Senior Phase and FET Teaching aims to deliver reflective, intellectually-enriched and culturally-responsive learners with flexible mind-sets. This should enable them to deliver positive contributions towards the different stakeholders in education. Furthermore, they will be empowered to contribute towards the general well-being of learners in schools as well as towards the general well-being of communities linked to the relevant schools, both locally and nationally.

On completion of this qualification, learners will not only be equipped with knowledge of subjects that they intend to teach in the secondary school, but also with knowledge of teaching as a profession. Furthermore, they will obtain knowledge regarding the training of people in institutions other than secondary schools, thus enhancing their employability.

Recognition of Prior Learning (RPL)

The institution accepts the principle underlying outcomes-based, source-based and lifelong learning, in which consideration of articulation and mobility plays a meaningful role. It endorses the view that recognition of prior learning, gained either through formal qualifications of this or other institutions, or informally (through experience), is an essential element when deciding on admission to and granting of credits for a specifically chosen teaching learning qualification at the University.

The institution also acknowledges that the recognition of prior learning (RPL) must be conducted in a valid, reliable and equitable way and that it must form part of the existing policy on the admission and credit accommodation to prospective or current learners at this institution. A learner's prior learning is evaluated in accordance with the relevant procedure, and he or she is found either competent or not yet competent.

Entry Requirements

The minimum entrance requirements are

• Bachelor's Degree of at least 360 Credits at NQF Level 7.

This qualification consists of 14 modules at NQF Level 7 totalling 140 Credits.

Modules

• Introduction to research in Education, 8 Credits.
• Life Skills for Educators, 8 Credits.
• English as language of instruction, 8 Credits.
• Assessment in Educational contexts, 8 Credits.
• Education Systems and Administration (classroom management), 8 Credits.
• Education Theory and Education Law, 8 Credits.
• Educational Psychology: Barriers to learning and development, 8 Credits.
• Professional and Curriculum Studies, 12 Credits.
• Work-Integrated Learning, 12 Credits.
• Work-Integrated Learning, 12 Credits.

(Choose two methodologies from subjects of specialisation)

• Methodology 1A, 12 Credits.
• Methodology 1B, 12 Credits.
• Methodology 2A, 12 Credits.
• Methodology 2B, 12 Credits.

1. Integrate knowledge and manage different variables influencing teaching and learning in the Senior and FET Phase.
2. Evaluate subject content, themes and generic subjects.
3. Identify and ethically address complex problems in education as they manifest in different teaching-learning environments in South Africa.
4. Communicate research findings accurately and coherently with an understanding and respect for intellectual property conventions, copyright and rules on plagiarism.

Associated Assessment Criteria for Exit Level Outcome 1

• The different variables influencing teaching and learning in the Senior and Further Education and Training (FET) Phase are critically described, discussed and analysed.
• Integrated Knowledge of the different variables influencing teaching and learning in the Senior and FET Phase gained through class discussions, debates, education scenarios and Work Integrated Learning is applied.
• Analytical Skills and reflective skills gained through class discussions, debates, education scenarios and Work Integrated Learning are demonstrated.

Associated Assessment Criteria for Exit Level Outcome 2

• Subject content according to the learner's field of specialisation and on an appropriate level to at least satisfy the requirements of the Senior and FET Phase is critically described, discussed, and reflected on.
• Suitable themes in general education pertaining to the Senior and FET Phase and subject methodology relevant for their field of specialization are identified, described, and compared.
• Applicable generic subjects are discussed, analysed and evaluated.

Associated Assessment Criteria for Exit Level Outcome 3

• An awareness and reflection of professional ethical conduct, justifiable decision making and leadership in accordance with the code of conduct of the South African Council of Educators (SACE) and the constitution of the Republic of South Africa is displayed.
• Creative problem solving methods and appropriate communication skills regarding education in the Senior and FET Phase, to provide academic and professional leadership in different teaching environments, and to act as an agent for change in order to enhance social justice are applied.

Associated Assessment Criteria for Exit Level Outcome 4

• The research findings are verbally and orally communicated.
• Data regarding selected educational issues in the Senior and FET Phase are accurately and coherently communicated to the relevant stakeholders.

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 learner is disadvantaged.

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.

Summative assessments in all modules are regulated by the institution's General Academic Rules. These assessments will incorporate the assessment of the mastered knowledge and professional skills of the entire fundamental and core learning outcomes in comprehensive assessment opportunities.

In the assessment of WIL an integrated approach is used. Learners have the opportunity in the workplace to plan and present lessons and reflect on lessons that are offered by others. Learners will have the opportunity to work with learners individually, in small groups as well as with entire classes and to plan, develop, implement, analyse and interpret a range of integrated knowledge and skills.