Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching

Purpose

This qualification intends to deliver reflective, intellectually enriched and culturally responsive qualified teachers with flexible mind-sets. This should enable them to deliver positive contributions towards the different stakeholders in education. Once employed in appropriate teaching positions, these qualified teachers will be able to teach the subjects they are qualified for, effectively in the Senior as well as Further Education and Training phases. Furthermore, they will be empowered to contribute towards the general wellbeing of learners in schools as well as to the general wellbeing of communities linked to the relevant schools - both locally and internationally. There is a definite demand for the intake of learners who specialise in this qualification particular for teachers who are qualified to teach the so called scarce subjects, like Mathematics, Physical Sciences, Languages etc.

On completion of this qualification, beginner teachers will be able to demonstrate integrated knowledge of the main fields and disciplines associated with Senior Phase and Further Education and Training. They will be able to educate Senior Phase and Further Education and Training learners while adapting to changing legislation and policies in a meaningful and innovative way. They will be able to interact effectively with all stakeholders.

Rationale

This qualification provide skills required by new qualified teachers as they specialised in specific subjects.

The qualifying learners will have a wide range of occupations in the field of education to choose from. Qualifying learners will be equipped to teach and specialise in different subjects in schools. Qualifying learners can also enter into other areas such as individual tutoring and au pair work.

This qualification will provide access to various learning pathways, both vertical and horizontal. The scope of access provided by this qualification will be determined by the qualification itself. The underlying principle in the design of this qualification is that the qualifying learner has the preferred learning in place to embark upon the study of qualifications at a higher level or at the same level but with a different focus, and in obtaining this qualification; a viable learning pathway is created. This qualification must lead directly to entry to one or more qualifications at the same or higher level of the National Qualifications Framework (NQF). As an NQF Exit Level 7 qualification, after completion, this qualification provides opportunities for successful students to articulate across institutions with similar programmes to NQF Level 8, i.e. Honours Degree programmes as well as relevant Postgraduate Diploma programmes.

The primary aim of this qualification is to equip learners with the knowledge, skills and values that will enable meaningful participation in and offer benefits for society as well as providing a basis for continuing learning in higher education and training, and enable teachers to be productive and responsible in the workplace. This qualification is value based with the purpose of developing teachers to engage and contribute in a changing diverse society. It is also envisaged that learners will contribute to the economy by delivering high quality education.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) is organised according to the Policy. RPL is the process whereby credit is given 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 qualification or 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 programme 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.

Entry Requirements

The entry requirements to this qualification is

• A 360 Credits Diploma.

Or

• Bachelor's Degree.

This qualification comprises elective and compulsory modules at National Qualifications Framework (NQF) Level 7 totalling 120 Credits.

Compulsory Modules: 84 Credits

• Assessment in Education, 10 Credits.
• Educational Psychology, 8 Credits.
• Educational studies: Professional Studies & Curriculum Studies, 10 Credits.
• Inclusive Education, 10 Credits.
• Philosophy of Education, 8 Credits.
• Technology in Education, 6 Credits.
• Professional Ethics and Education Law, Systems and Management, 8 Credits.
• Work Integrated Learning (Year module), 12 Credits.
• Work Integrated Learning (Year module), 12 Credits.

Elective Modules: 36 Credits (Choose Any 3)

• Accounting Methodology, 12 Credits.
• Accounting Methodology, 12 Credits.
• Afrikaans Home Language Methodology, 12 Credits.
• Afrikaans Home Language Methodology, 12 Credits.
• Afrikaans Home Language Methodology, 12 Credits.
• Afrikaans Home Language Methodology, 12 Credits.
• Business Studies Methodology, 12 Credits.
• Business Studies Methodology, 12 Credits.
• Computer Applications Technology Methodology, 12 Credits.
• Computer Applications Technology Methodology, 12 Credits.
• Economic and Management Sciences Methodology, 12 Credits.
• Economic and Management Sciences Methodology, 12 Credits.
• Economics Methodology, 12 Credits.
• Economics Methodology, 12 Credits.
• English First Additional Language Methodology, 12 Credits.
• English First Additional Language Methodology, 12 Credits.
• English First Additional Language Methodology, 12 Credits.
• English First Additional Language Methodology, 12 Credits.
• English Home Language Methodology, 12 Credits.
• English Home Language Methodology, 12 Credits.
• English Home Language Methodology, 12 Credits.
• English Home Language Methodology, 12 Credits.
• Geography Methodology, 12 Credits.
• Geography Methodology, 12 Credits.
• Guidance, Counselling and Specialised Learning Support Methodology, 12 Credits.
• Guidance, Counselling and Specialised Learning Support Methodology, 12 Credits.
• History Methodology, 12 Credits.
• History Methodology, 12 Credits.
• Life Orientation Methodology, 12 Credits.
• Life Orientation Methodology, 12 Credits.
• Life Orientation Methodology, 12 Credits.
• Life Orientation Methodology, 12 Credits
• Life Sciences Methodology, 12 Credits.
• Life Sciences Methodology, 12 Credits.
• Mathematics Methodology, 12 Credits.
• Mathematics Methodology, 12 Credits.
• Mathematics Methodology, 12 Credits.
• Mathematics Methodology, 12 Credits.
• Natural Sciences Methodology, 12 Credits.
• Natural Sciences Methodology, 12 Credits.
• Physical Sciences Methodology, 12 Credits.
• Physical Sciences Methodology, 12 Credits.
• Religion Studies Methodology, 12 Credits.
• Religion Studies Methodology, 12 Credits.
• Social Sciences Methodology, 12 Credits.
• Social Sciences Methodology, 12 Credits.

1. Apply proper leadership and innovative practices in the context of their calling and in the community.
2. Demonstrate the knowledge needed to equip children with the relevant values, skills and knowledge applicable to their developmental level.
3. Demonstrate competence in the education of learners in the Senior Phase and Further Education and Training Teaching.
4. Portray (present and communicate) extensive and specialised educational and theoretical subject knowledge and skills reliably and coherently using academic and professional conventions appropriate to the qualification.
5. Demonstrate the ability to effectively apply knowledge in the classroom/school/community.
6. Apply basic educational research principles and practice lifelong learning.
7. Demonstrate the ability to evaluate different sources of information and select information appropriate to tasks and apply well developed processes of analysis and synthesis.
8. Demonstrate the ability to evaluate performance against given criteria.
9. Demonstrate the ability to work effectively in a team.
10. Demonstrate knowledge of Christian values.

Associated Assessment Criteria Exit Level Outcome 1

• Accept full personal responsibility for actions in the teaching and learning environment.
• Effectively work as part of a team or group in a self-directed manner.
• Initiate effective involvement in school affairs of all stakeholders.
• Develop and manage internal and external networking opportunities in order to constantly improve teaching and learning.
• Take full responsibility regarding decisions and actions within the learning context.
• Take full responsibility for the management of resources.
• Choose and apply appropriate ways for identifying, analysing, critically reflect on, evaluating and solving problems.
• Develop and communicate information according to the requirements of the situation, using appropriate academic and professional discourse is demonstrated.

Associated Assessment Criteria Exit Level Outcome 2

• Apply and evaluate the key terms, principles, rules and theories of general as well as specialised pedagogy.
• Critically reflect on the different schools of thought regarding teaching and learning in the Senior Phase and Further Education and Training Teaching.
• Analyse relevant factual knowledge associated with the teaching of subjects in the Senior Phase and Further Education and Training Teaching.
• Motivate and apply principles for the ethical, holistic development of the learner in the Senior Phase and Further Education and Training Teaching.
• Identify and interpret relevant policy documents, situational learning, disciplinary learning and pedagogical learning applicable to the teaching and learning situation across the Senior Phase and Further Education and Training Teaching, differentiating between the requirements of teaching and learning in the different grades.
• Reflect on own learning and identify own learning needs.

Associated Assessment Criteria for Exit Level Outcome 3

• Analyse the difference in teaching and learning in the Senior Phase and Further Education and Training Teaching.
• Explain the requirements of specific subjects the student is qualified to teach in the Senior Phase and Further Education and Training Teaching curriculum.
• Plan for the appropriate teaching of specific subjects the student is qualified to teach in the Senior Phase and Further Education and Training Teaching curriculum.
• Create suitable learning and teaching material and lessons spanning all aspects of teaching Afrikaans Home Language, English First Additional Language and the two subjects of choice.
• Plan for continuous assessment of the Senior Phase and Further Education and Training Teaching.
• Critically discuss management of the classroom, the environment and discipline in the school.
• Plan and present suitable learning activities in authentic contexts as part of Work Integrated Learning (WIL).
• Apply theoretical disciplinary, pedagogical and situational knowledge in the classroom.
• Reflect critically on own practices, is demonstrated.

Associated Assessment Criteria Exit Level Outcome 4

• Find, read and evaluate general and academic texts critically and integrate information into own knowledge system, applying well-developed processes of analyses, synthesis and evaluation on that information.
• Write a variety of texts.
• Use information technology to manage administrative tasks, further own learning and facilitate the learning of others.
• Apply basic mathematical and statistical skills to manage budgeting, classroom resources, assessment of learners and to monitor learner attendance.
• Apply knowledge of the relevant policies, educational philosophy, psychology and sociology to create and justify an ethical personal philosophy of education.
• Develop, evaluate, present, apply and communicate information reliably and coherently in well-formed arguments by using appropriate conventions.

Associated Assessment Criteria for Exit Level Outcome 5

• Analyse knowledge regarding the varied South African learning situations, contexts and environments.
• Plan for accommodating diverse challenges faced by children in schools and the communities they serve.
• Analyse the inclusive classroom and create a safe environment that is conducive to learning.
• Interpret situational learning, disciplinary learning, pedagogical learning and different practices across a variety of contexts in order to plan suitable learning activities.
• Create, teach and reflect on teaching and learning activities with a focus on the suitability of these activities regarding the specific classroom, school and community in order to resolve identified problems.

Associated Assessment Criteria Exit Level Outcome 6

• Motivate the necessity of keeping up to date regarding the teaching profession.
• Apply a range of methods for finding relevant information.
• Critically discuss and evaluate methods of enquiry.
• Investigate and solve problems identified during teaching practice.
• Reflect on own learning and identify own needs.
• Formulate personal goals.
• Use self-assessment in order to improve own practice.
• Ability to motivate for lifelong learning.

Associated Assessment Criteria for Exit Level Outcome 7

• Evaluate different sources of information.
• Analyse specific tasks across the field of study, specify information needed for a specific task, research and select suitable information.
• Analyse, evaluate, validate, apply and manage information.

Associated Assessment Criteria Exit Level Outcome 8

• Explain the different ways of assessing the Senior Phase and Further education and Training Teaching learner.
• Analyse the link between the purpose, the method and the strategy chosen for the assessment.
• Create a comprehensive assessment plan, applying the theoretical foundations of assessing the Senior Phase and Further Education and Training Teaching learner in an age appropriate way as well as general theoretical foundations of assessment.
• Formulate suitable criteria for different assessment goals according to the principles of fairness, validity and reliability.
• Evaluate components of a good Senior Phase and Further Education and Training Teaching programme.
• Investigate and apply ways of assessing a schooling system.
• Apply the principles of self-assessment to own learning.
• Use the results of reflection and self-assessment to address own problems and problems in the schooling system, and to improve assessment practices, is demonstrated.

Associated Assessment Criteria Exit Level Outcome 9

• Promote values driven teaching practice by demonstrating a supportive, committed and ethical attitude.
• Explain the importance of responsible participation in team work in the school context.
• Justify the Biblical foundations for loving others as you love yourself.
• Propose ways of ensuring a positive work environment for all.
• Motivate the personal responsibility of every team member to carry out all appropriate roles as part of the school team.

Associated Assessment Criteria Exit Level Outcome 10

• Explain the interrelatedness of knowledge and faith.
• Evaluate, select and apply knowledge and values in an ethical manner.
• Demonstrate ways that promote values in order to enhance the practice of teaching.
• Motivate a values driven model within all teaching contexts.
• Motivate the development of a supportive and empowering environment for all learners and for learners from diverse backgrounds.

Integrated Assessment

Assessment and moderation for the qualification is done according to the Assessment Policy.

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 is planned in an integrated way, and includes the assessment of learner attitudes, values, knowledge and skills. Continuous assessment is done in order to support the learning process.

A range of methods, tools and techniques is used. Formative as well as summative assessment is done and aligned with the qualification outcomes. 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.

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 the qualification. 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, with the moderated mark of the portfolios providing the final mark for the module.