Diploma in Grade R Teaching

Purpose

The purpose of the Diploma in Grade R Teaching is to produce learners who have respect for all created life and the whole creation and who will see the teaching profession as a lifelong task with an eye to the reconstitution, transformation and restoration of society.

The qualification is intended to deliver Grade R teachers who can act ethically and professionally, and who can justify their decisions and actions drawing on appropriate ethical values within the organisational and ethical contexts. On completion of the qualification, teachers will be able to demonstrate integrated knowledge of the main fields and disciplines associated with Grade R Teaching. They will be able to educate Grade R learners while adapting to the changing legislation and policies in a meaningful and innovative way. They will be able to interact effectively with all stakeholders.

Rationale

The Strategic Plan 2010 - 2013 of the Department of Basic Education (2010) and the Action Plan 2014: Towards the Realisation of Schooling 2025 (Department of Basic Education, Government Gazette 02/08/2010, Notice 752) emphasised the need for access for all children to quality education prior to Grade 1. This led to the target of universalising Grade R by 2014. The inclusion of Grade R in the Foundation Phase has pinpointed the lack of training opportunities in the field of Grade R teaching as well as a shortage of suitably qualified Grade R teachers. The shortfall of well-trained, competent Grade R teachers is discernible amongst all language groups, schools and communities. Against this background the institution aims to provide an opportunity for suitable learners to qualify as a Grade R Teacher. The focus of the qualification is on Grade R as the first year of the primary school.

The qualification has been reviewed by a number of professional experts. The design of the institution's Diploma in Grade R Teaching accords with the current national education requirements as detailed in the Minimum Requirements for Teacher Education Qualifications (Government Gazette 15 July 2011 No 34467). The mode of delivery, namely distance education with a strong element of contact between learners and lecturers, promotes a high level of engagement of all role players. The Christian, values-driven character as summarised by "love others as you love yourself", promotes the inclusion of values in all teaching and learning. A caring and engaged teacher is an asset in any school. In this way the institution aims to benefit the learner and the school where the learner will work once the qualification has been successfully completed.

Thus the institution aspires to contribute to the pool of highly educated and fully equipped teachers in order to address the need for professional educators in South Africa. The Christian values-driven approach promotes the concept of viewing teaching as a calling where the best interest of learners and schools are served.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) is organised according to the institution's Policy for Recognition of Prior Learning. This policy document is regularly revised according to the newest information as published by SAQA. RPL is the process whereby the institution's gives credit for any learning which has already been acquired by the learner, whether through formal training, workplace experience or general life experience. Learners who lack the minimum requirements for entry into the programme, learners who exited formal education but who accumulated experience, under-qualified teachers and learners who wish to fast-track their progress, are eligible to apply for RPL. Advanced standing in the qualification can be applied for and achieved through Credit Accumulation and Transfer (CAT) or Recognition of Prior Leaning (RPL). Application for advanced standing through CAT or RPL must be made on the relevant application form and be supported by evidence.

CAT is applicable where

• The learner has completed a Teacher's Certificate or the equivalent of this at a recognised institution prior to the merger of higher education institutions and the establishment of the NQF.
• The learner has completed a Diploma or Degree at a recognised institution.
• The learner has an incomplete teacher qualification.

RPL is applicable where

• The learner has workplace experience in a certain field.
• The learner has received informal training in a certain field.

At AROS, RPL constitutes an essential element for providing access for learners from all backgrounds to the cohort of formally qualified teachers. The institution's subscribes to the principle of lifelong learning and supports access, equity and redress for learners who wish to improve their qualifications. In order to provide the learner with an opportunity to demonstrate knowledge and skills, learners will undergo a series of assessments specifically designed to assist them to display their competence. This assessment is subject to the same moderation process as all assessment processes at the institutions.

Entry Requirements

The minimum entrance requirement for the Diploma in Grade R Teaching qualification is a National Senior Certificate (NSC) or a Senior Certificate .with endorsement for diploma studies.

Or

Any person with a Certificate in Early Childhood Development.

This qualification comprises 31 compulsory modules at NQF Levels 5, 6 and 7 totalling 360 Credits, with an additional 30 Credit module for Biblical Studies coursework over the three year period of study. As well as an accredited First Aid Certificate must be obtained.

NQF Level 5, 132 Credits

• Academic Literacy 1, 6 Credits.
• Religion Studies, 6 Credits.
• Introduction to Mathematics, 12 Credits.
• Didactics, 12 Credits.
• Managing the Grade R Environment, 12 Credits.
• Orientation to Teaching in the Reception Year, 12 Credits.
• Academic Literacy 2, 6 Credits.
• Introduction to Information Technology, 6 Credits.
• Introduction to Theoretical Frameworks for Grade R Teaching, 12 Credits.
• Teaching Practice 1, Observation, 12 Credits.
• Sepedi Communication, 12 Credits.
• Life Skills: Teaching Art Grade R, 12 Credits.
• Teaching Practice 2 Year Module, 12 Credits.

NQF Level 6, 168 Credits

• Afrikaans 1 (English 1), 12 Credits.
• Classroom Management for Grade R, 12 Credits.
• Life Skills: Teaching Physical Education and Music Grade R, 12 Credits.
• Afrikaans (English) First Language Teaching In Grade R, 12 Credits.
• Educational Psychology 1, 12 Credits.
• School and Society, 12 Credits.
• Children's Literature for Grade R, 12 Credits.
• Teaching Mathematics in Grade R, 12 Credits.
• Teaching Practice 2 Year Module, 12 Credits.
• Educational Psychology 2, 12 Credits.
• Assessment, 12 Credits.
• Life Skills: Teaching Beginning Knowledge, 12 Credits.
• Life Skills: Teaching Personal and Social Development, 12 Credits.
• Teaching Practice 3 Year Module, 12 Credits.

NQF Level 7, 60 Credits

• Educational Philosophy 1, 12 Credits.
• Inclusive Education, 12 Credits.
• Teaching Practice 3 Year Module, 24 Credits.
• Teaching English as an Additional Language, 12 Credits.

Where the learner chooses English Home Language Teaching.

1. Apply proper leadership and innovative practices in the context of their calling and in the community.
2. Acquire the knowledge needed to equip young children with the relevant values, skills and knowledge applicable to their developmental level.
3. Display competence in the education of learners in Grade R.
4. Portray (present and communicate) extensive and specialised educational and theoretical subject knowledge and skills (languages, mathematics and life skills) reliably and coherently using academic and professional conventions appropriate to the qualification.
5. Effectively apply knowledge in the classroom/school/community.
6. Apply basic research principles and practice lifelong learning.
7. Evaluate different sources of information and select information appropriate to tasks and apply well developed processes of analysis and synthesis.
8. Evaluate performance against given criteria.
9. Able to work effectively in a team.
10. Display knowledge of the Bible and Christian values and the intention to live according to these Biblical principles.

Associated Assessment Criteria for Exit Level Outcome 1

• Personal responsibility for actions in the teaching and learning environment is accepted.
• Effectively working as part of a team or group is demonstrated.
• Effective involvement in school affairs of all stakeholders is initiated.
• Internal and external networking opportunities in order to constantly improve teaching and learning are used.
• Acting in a responsible way regarding decisions and actions within the learning context is displayed.
• Resources are used responsibly.
• Appropriate ways are applied for identifying, evaluating and solving problems.
• Information according to the requirements of the situation is communicated.

Associated Assessment Criteria for Exit Level Outcome 2

• The key terms, principles, rules and theories of general as well as specialised pedagogy are used.
• The different schools of thought regarding teaching and learning in Grade R are compared.
• The factual knowledge associated with subject matter underpinning teaching in Grade R is analysed.
• Principles for the ethical, holistic development of the learner in Grade R are applied.
• Relevant policy documents, situational learning, disciplinary learning and pedagogical learning applicable to the Grade R situation are applied.

Associated Assessment Criteria for Exit Level Outcome 3

• The concept of learning through play is explained and applied.
• For the appropriate development of physical coordination, language skills, life skills and the fundamental ideas is planned that will form a basis for the further development of number sense, in an integrated Grade R learning programme.
• Suitable learning and teaching material and lessons spanning all aspects of Grade R teaching is created.
• Continuous assessment of the Grade R learner is planned.
• Management of the classroom, the environment and discipline in Grade R is critically discussed.
• Suitable learning activities in authentic contexts as part of Work Integrated Learning is planned and presented.
• Theoretical disciplinary, pedagogical and situational knowledge in a Grade R classroom is applied.

Associated Assessment Criteria for Exit Level Outcome 4

• General and academic texts are read critically and information into own knowledge system is integrated.
• A variety of texts are written.
• Information technology to manage administrative tasks, further own learning and facilitate the learning of others is used.
• Basic mathematical and statistical skills to manage budgeting, classroom resources, assessment of learners and to monitor learner attendance are applied.
• Knowledge of the relevant policies, educational philosophy, psychology and sociology is applied to create an ethical personal philosophy of education.
• Information is presented, applied and communicated reliably and coherently by using appropriate conventions.

Associated Assessment Criteria for Exit Level Outcome 5

• Knowledge regarding the varied South African learning situations, contexts and environments is discussed.
• Planning for accommodating diverse challenges faced by children in schools and the communities they serve is displayed.
• The inclusive classroom is analysed and a safe learning environment that is conducive to learning is created.
• Situational learning, disciplinary learning, pedagogical learning and different practices across a variety of contexts are interpreted in order to plan suitable learning activities.
• Teaching and learning activities is created, taught and reflected upon with a focus on choosing suitable activities regarding the specific classroom, school and community.

Associated Assessment Criteria for Exit Level Outcome 6

• The necessity of keeping up to date regarding the teaching profession is motivated.
• Ways for finding relevant information are applied.
• Methods of enquiry are critically discussed.
• Problems identified during teaching practice are investigated.
• Reflection on own learning is demonstrated and own needs are identified.
• Personal goals are formulated.
• Self-assessment is Used in order to improve own practice.

Associated Assessment Criteria for Exit Level Outcome 7

• Different sources of information are evaluated.
• Specific tasks across the field of study are analysed, information needed for a specific tasks is specified, and suitable information is selected.
• Information is analysed, evaluated and applied.

Associated Assessment Criteria for Exit Level Outcome 8

• The different ways of assessing the Grade R learner are explained.
• The link between the purpose, the method and the strategy chosen for the assessment is analysed.
• A comprehensive assessment plan is created and the theoretical foundations of assessing the Grade R learner in an age appropriate way as well as general theoretical foundations of assessment is applied.
• Suitable criteria for different assessment goals according to the principles of fairness, validity and reliability are formulated.
• Components of a good Grade R programme is evaluated.
• Ways of assessing a schooling system is investigated.
• The principles of self-assessment to own learning are applied.
• The results of reflection and self-assessment to address own problems and problems in the schooling system, and to improve assessment practices are used.

Associated Assessment Criteria for Exit Level Outcome 9

• The institution's values are analysed.
• Values driven teaching practice are promoted by cultivating a supportive, committed and ethical attitude.
• The importance of team work in the school context is explained.
• The Biblical foundations for loving others as you love yourself are justified.
• Ways of ensuring a positive work environment for all are proposed.
• The personal responsibility of every team member to carry out all appropriate roles as part of the school team is highlighted.

Associated Assessment Criteria for Exit Level Outcome 10

• The interrelatedness of knowledge and faith is explained.
• Knowledge and values in an ethical manner is evaluated, selected and applied.
• Behave in ways that promote Biblical and Christian values in order to enhance the practice of teaching are demonstrated.
• A value-driven model within all teaching contexts is motivated.
• The development of a supportive and empowering environment for all learners and for learners from diverse backgrounds is motivated.

Integrated Assessment

Assessment for the Diploma in Grade R Teaching is done according to the Assessment Policy, of the institution. The relevant exit level outcomes are used to ensure that learning is assessed at the correct NQF Level.

Assessment is seen as the collection, evaluation and use of information in order to make decisions about the level of competence of a learner as well as to improve teaching. Teaching, learning and assessment are planned in an integrated way, and include the assessment of learner's attitudes, values, knowledge and skills. Continuous assessment is done in order to support the learning process.

The requirements of reliability and validity are taken into account during all assessment activities. Exit level outcomes and associated assessment criteria are clearly formulated and explained to all learners. A range of methods, tools and techniques is used. Formative as well as summative assessment is done and aligned with the qualification outcomes. Sufficient evidence is collected for each module.

Every module lecturer has to submit an assessment plan for the semester, which is explained to learners. This plan has to show the number of assessment activities, the weight of each activity, the requirements for the successful completion of the activity and an explanation of the way feedback will be provided. Each assessment plan must include a summative assignment, a summative semester test, e-Classroom activities and at least two formal formative assessment activities, each covering a range of outcomes. The results of these continuous assessment activities count for 50% of the module mark and the final summative examination at the end of the semester for 50% of the module mark.

Experiential learning is seen as the integration of theory and practice, and assessment in the workplace is done regarding the theoretical and practical aspects of teaching and learning in Grade R. Assessment of this learning in the school situation takes place through cooperation between the institution, the subject lecturers, mentor teachers, school heads of departments and school principles. All will be provided with guidelines and criteria for assessing the learners. Regular contact sessions for learners and lecturers will provide for on-going formative assessment in order to identify strengths and weaknesses and to use the results for improvement of teaching practice. The monitoring of practical work will be done on different levels, and includes regular feedback from schools as well as a summative report to be completed by the school at the end of each semester. The institution's lecturers will visit schools in order to evaluate teaching practice as well as the authenticity of evidence provided by learners. Summative assessment will be done at the end of each semester on the evidence provided in a portfolio compiled by the learner. No examination is done, only the moderated mark of the portfolios will form the final mark for the module.