Diploma in Grade R Teaching

Purpose

The purpose of the Grade R qualification is to prepare teachers for, and to develop those teachers who can demonstrate general principles for Grade R teaching. The qualification also seeks to develop focused knowledge and skills appropriate to Grade R teaching.

The qualification is designed to engage learners with questions of what to teach, why to teach and how to teach. The aim is to prepare beginning teachers to be active, creative and reflective practitioners in a world of change, and to equip them with an understanding of teaching as a professional practice (Nul and Bohan 2005: 39, Darling-Hammond and Baratz-Snowden 2004: 6). The Institution prides itself in the strength of its professional practice, and accompanying this, aims to provide learners with a strong knowledge base and disposition of enquiry.

Our vision of professional practice connects teaching with learning and requires teachers to be able to construct learning contexts and to point to evidence of that learning. Professional practice includes a range of dispositions of critical enquiry, ethical engagement, persistence and motivation, and capacity to act. It also requires that teachers be reflective of their own practice, and mindful of what it means to educate learners within a democracy.

The purpose would be to link this knowledge with the relevant skills, attitudes and activities in practice. The overarching objective of the qualification would thus be to prepare teachers for a changing world. In preparing teachers who are reflective practitioners, the qualification will create opportunities for learners to deepen their understanding of what education entails, and to develop standards against which their own and others' thoughts and actions are evaluated (Shulman 2004:261).

Rationale

There is now a shift in emphasis nationally towards the preparation of children for Grade 1 and in this instance the focus of providing educators for Grade R is paramount. At present most of the practitioners at Grade R level are in possession of an NQF Level 5 Certificate. The Faculty of Education, within which the Diploma in Grade R Teaching is located, is one of the biggest in the country and makes a significant contribution to addressing the shortage of teachers in this phase in the Western Cape. The institution has a specific focus on equity and diversity, and the provision of the Grade R Diploma will lend credence to this specific vision.

The qualification seeks to provide initial preparation for teachers. It aims to build the knowledge, skills, and values required for teachers' professional practice, and to lay the basis for continuing professional development through lifelong learning.

In the changing world, South Africa faces its own particular challenges of economic and social change. Beginning teachers need to be equipped to deal with contexts of change, as well as with the challenges of a society which is culturally and linguistically diverse, and with schools in very different contexts. The Grade R Diploma focuses in all three years on Numeracy, Literacy and Life Skills, which also form the basis of the national curriculum for the Foundation Phase. In addition, learners in this qualification are exposed to all three regional languages, namely English, Afrikaans and isiXhosa. Learners will receive training in Computer Literacy, as well as in topical issues such as First Aid, HIV/Aids, diversity education, etc.

Recognition of Prior Learning (RPL)

Prior Learning will be assessed in the case of candidates with a Level 5 Early Childhood Development qualification for part recognition into the Diploma in Grade R Teaching if they can show evidence of having taught in Grade R for more than one year during the past 5 years in a registered Grade R class/classes. They will be requested to submit a Portfolio with Evidence of their applied knowledge and skills in Grade R teaching. The RPL Committee of the Faculty will be responsible for granting RPL after a rigorous process focusing on the learning outcomes achieved by the applicant.

Entry Requirements

Admission is granted to learners with either of the following

• National Senior Certificate (NSC) granting access to a Diploma qualification.
• NSC with Early Childhood Development (ECD) NQF Level 5 and relevant experience in Age Group 4 to 6.
• NSC with ECD at NQF Level 5 NSC with Educare at NQF Level 5, with or without experience.
• NQF Level 4 ECD with experience in Age Group 4 to 6.

The qualification consists of compulsory modules at NQF Levels 5, 6 and 7 with Credits totalling 365.

Modules at NQF Level 5 (130 Credits)

• Education Studies: Education I, 20 Credits.
• Professional Practice, 25 Credits.
• Teaching Studies: Emergent Literacy I, 20 Credits.
• Emergent Mathematics I, 15 Credits.
• Arts: Visual Art I, 5 Credits.
• Academic Literacy I, 10 Credits.
• Language X I (Afrikaans/English/IsiXhosa), 10 Credits.
• Mathematics I, 5 Credits.
• Movement I, 5 Credits.
• Arts: Music I, 5 Credits.
• Language Z 1 (SAL) (Afrikaans/IsiXhosa), 5 Credits.
• Language Y 1 (FAL) (Afrikaans/English), 5 Credits.

Modules at NQF Level 6 (175 Credits)

• Life Skills: Health and Safety I, 10 Credits.
• Educational Studies: Education II, 20 Credits.
• Professional Practice II, 20 Credits.
• Teaching Studies: Emergent Literacy II, 20 Credits.
• Emergent Mathematics II, 15 Credits.
• Life Skills: Environmental Studies I, 10 Credits.
• Academic Literacy II, 5 Credits.
• Language X I (Afrikaans/English/IsiXhosa), 10 Credits.
• Mathematics II, 5 Credits.
• Teaching Studies: Emergent Literacy III, 25 Credits.
• Emergent Mathematics III, 20 Credits.
• Language Y 2 (FAL) (Afrikaans/English), 5 Credits.
• Arts: Creative Arts I, 5 Credits.
• Academic Literacy III, 5 Credits.

Modules at NQF Level 7 (60 Credits)

• Professional Practice III, 30 Credits.
• Educational Studies: Education III, 30 Credits.

1. Understand the role of Grade R in the schooling years.
2. Understand, interpret and critically analyse the role of Grade R in the NCS, CAPS and Protocol for Assessment documents.
3. Mediate active learning in Grade R.
4. Promote healthy holistic development in Grade R.
5. Develop and manage a developmentally appropriate optimal learning environment in Grade R.
6. Develop and use suitable resources effectively (including technological) for optimal learning in Grade R.
7. Evaluate the suitability of resources (including technological) for Grade R learning.
8. Plan and assess developmentally appropriate learning activities.
9. Evaluate compliance of documented standards and qualifications with quality criteria.
10. Compare and analyze different models of teaching (General pedagogical and pedagogic content specific) Grade R in different contexts.
11. Understand and plan for the needs of the multilingual classroom.
12. Participate in a knowledgeable and critical way in the debates around formal versus informal approaches, "school readiness", multilingualism.
13. Identify and intervene effectively with learning problems.
14. Apply theoretical principles of sound Grader R practices in the classroom and adapt according to the contextual challenges.
15. Develop a teacher identity, reflecting on own assumptions and beliefs informing practice.

Associated Assessment Criteria for Exit Level Outcome 1

• The role of Grade R against the background of school curriculum, policy and DBE statistics regarding the purpose of Grade R and the current situation in schools/sites where Grade R is taught is interpreted.

Associated Assessment Criteria for Exit Level Outcome 2

• Policy documents and curriculum are applied and adapt according to the needs of the target group and context.

Associated Assessment Criteria for Exit Level Outcome 3

• Optimal learning opportunities in Grade R classroom are created.

Associated Assessment Criteria for Exit Level Outcome 4

• Teaching with sensory experiences, involving the learners physically through actions, cognitively and emotionally is planned.

Associated Assessment Criteria for Exit Level Outcome 5

• Developmental theory is used to inform planning and teaching but only against the contextual background.

Associated Assessment Criteria for Exit Level Outcome 6

• A variety of resources appropriate to the purpose of the task - integrate for optimal learning are used.

Associated Assessment Criteria for Exit Level Outcome 7

• A set of criteria to evaluate the appropriateness of resources and their use in different contexts is created.

Associated Assessment Criteria for Exit Level Outcome 8

• Standards for assessment, development and education of learners are defined and applied.
• Prescribed lesson plan, weekly planners and yearly planners are used to show developmental progression and alignment with curriculum.

Associated Assessment Criteria for Exit Level Outcome 9

• Standards according to curriculum (CAPS) minimum requirements are defined and findings are interpreted and compared with national and international standards.

Associated Assessment Criteria for Exit Level Outcome 10

• Models of Grade R teaching within broad paradigms: behaviourist, cognitivist, constructivist are identified.
• Models are compared and analysed in terms of content, role of teacher, role of learner, materials, role of environment.

Associated Assessment Criteria for Exit Level Outcome 11

• Understanding of terminology, e.g. bilingualism, multilingualism, an additive and subtractive model of teaching in multilingual classrooms is demonstrated.
• Use a variety of strategies and techniques are used to support the learners who are not Home Language speakers of the Language of Learning and Teaching.
• Language policy national/school is interpreted.
• Lessons/learning activities and materials designed for multilingual classes are planned and implemented.

Associated Assessment Criteria for Exit Level Outcome 12

• Able to interpret the academic literature on these topics is demonstrated.
• Able to view the possible approaches from various angles and show understanding of the theoretical underpinnings of the different views is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 13

• Follow-up for learning problems is defined, diagnosed and interventions are planned.
• Learning problems that can be dealt with in the classroom are intervened.

Associated Assessment Criteria for Exit Level Outcome 14

• An in-depth understanding of the theoretical principles underpinning Grade R practices in the many different and challenging contexts of SA is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 15

• The ability to interrogate the beliefs and assumptions of self and others in order to develop a critical reflexive practice is applied.

Integrated Assessment

Formative assessment that is learner centred and criterion-referenced, while emphasising higher-order thinking skills will take place on a continuous basis with the main emphasis on the learning of the learners. This will be done through observations, discussions, learner-teacher conferences, informal interactions, etc. The results will be analysed and used to plan further learning activities.

More formal formative assessment may focus on an integration of learning objectives, but could also focus on a particular learning outcome and assessment standards. Examples of formal assessment tasks include projects, oral presentations, demonstrations, performances, tests, examinations, practical demonstrations, etc. Formal formative assessments should be recorded as evidence of learners' progress.

Summative assessment will be used for the assessment of a unit, module or course.

Projects will provide the learners with an opportunity to show their ability to use higher-order thinking, skills and individual learning to give evidence of combinations of theoretical, practical, applied and reflective competencies e.g. where criteria are formulated and applied to evaluate teaching and learning materials and resources with recommendations for improvements of pedagogy and content appropriate to specific contexts. Such integrated assessment will form the basis of final results.