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

Purpose

The purpose of this qualification is to equip learners with educational theory and methodology that will enable them to teach the required subject content knowledge and to demonstrate competence and responsibility as academically and professionally qualified beginner teachers. It offers entry-level initial professional preparation for undergraduate degree or diploma holders who wish to develop focused knowledge and skills as classroom teachers in one chosen subject in the Senior Phase (SP) and one chosen subject in the Further Education and Training (FET) Phase. To this end, this qualification requires a specific depth and specialisation of knowledge, together with practical skills and teaching experience to enable successful learners to apply their learning as beginner teachers in schools in varying contexts.

This qualification will build on subject knowledge content, together with the principles, practices and methods of teaching, and workplace experience, to enable successful learners to apply their learning as beginner teachers. The Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching allows a qualifying learner to be registered with the South African Council for Educators (SACE) as a fully qualified educator with sound knowledge and expertise in one subject in the Senior Phase and one in the Further Education and Training Phase education field.

Rationale

The Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching is a professional qualification for prospective teachers in South Africa. This qualification is intended for suitably qualified graduates who wish to teach in Grades 7 to 12. The qualification ensures that graduates meet the minimum set of competences that are required of newly qualified teachers as per the Minimum Requirements for Teacher Education Qualifications (MRTEQ) in South Africa. It addresses a critical need in South Africa for teachers who are equipped to deal with the challenges facing education, who are knowledgeable, love teaching and learning and will empower the lives of the learners they teach.

This is a one-year qualification that provides an entry path into the teaching profession and is relevant for beginning professionals with no teaching experience as well as for persons who have teaching experience, but who are not in possession of a professional educational qualification.

Furthermore, this qualification also makes provision for a career change over a short period of time and may serve as an alternative entry path into teaching compared to the four-year Bachelor of Education qualification.

Recognition of Prior Learning (RPL)

Learners who do not meet the minimum admission requirements for this qualification can apply for access via Recognition of Prior Learning (RPL). Learners will have to submit a portfolio of evidence that will be assessed against the outcomes and assessment criteria of the qualification or modules. Learners have the right to appeal against the assessment result.

Entry Requirements

The minimum entry requirement for this qualification is

• An appropriate 360 National Diploma at Level 6.

Or

• A Bachelor's Degree which includes two appropriate teaching subjects, one on second-year level or National Qualifications Framework (NQF) Level 6 which corresponds with a relevant subject at school level for the Senior Phase and one on third-year level or NQF Level 7 which corresponds with a relevant school subject for the Further Education and Training Phase.

This qualification consists of compulsory and elective modules at National Qualifications Framework (NQF) Level 7 totalling 128 Credits.

Compulsory Modules, 80 Credits

• Education Studies 1, 24 Credits.
• Education Studies 2, 24 Credits.
• Teaching Practice 1, 16 Credits.
• Teaching Practice 2, 16 Credits.

Elective Modules, 48 Credits (select one area of specialisation from the Senior Phase (SP) elective group and one area of specialisation from the Further Education and Training Phase (FET)):

Senior Phase Elective Group, 24 Credits

• Teaching English Home Language in SP 1, 12 Credits.
• Teaching English Home Language in SP 2, 12 Credits.
• Teaching Economic and Management Sciences in SP 1, 12 Credits.
• Teaching Economic and Management Sciences in the SP 2, 12 Credits.
• Teaching isiZulu Home Language in SP 1, 12 Credits.
• Teaching isiZulu Home Language in SP 2, 12 Credits.
• Teaching Mathematics in SP 1, 12 Credits.
• Teaching Mathematics in SP 2, 12 Credits.
• Teaching Natural Sciences in SP 1, 12 Credits.
• Teaching Natural Sciences in SP 2, 12 Credits.
• Teaching Social Sciences in SP 1, 12 Credits.
• Teaching Social Sciences in SP 2, 12 Credits.

FET Phase Elective Group, 24 Credits

• Teaching Accounting in the FET Phase 1, 12 Credits.
• Teaching Accounting in the FET Phase 2, 12 Credits.
• Teaching English First Additional Language in the FET Phase 1, 12 Credits.
• Teaching English First Additional Language in the FET Phase 2, 12 Credits.
• Teaching Geography in the FET Phase 1, 12 Credits.
• Teaching Geography in the FET Phase 2, 12 Credits.
• Teaching isiZulu First Additional Language in the FET Phase 1, 12 Credits.
• Teaching isiZulu First Additional Language in the FET Phase 2, 12 Credits.
• Teaching Mathematics in the FET Phase 1, 12 Credits.
• Teaching Mathematics in the FET Phase 2, 12 Credits.
• Teaching Physical Science in the FET Phase 1, 12 Credits.
• Teaching Physical Science in the FET Phase 2, 12 Credits.
• Teaching Practice 1, 12 Credits.
• Teaching Practice 2, 12 Credits.

A learner is required to register for the module Computer Practice for Teachers CPT 101 that consists of 12 credits if he/she does not have proven computer literacy based on:

• Prior study (Senior Certificate subject or appropriate Information and Communication Technology (ICT) module studied as part of a post-schooling qualification or an appropriate official short course).

Or

• Diagnostic testing (at one of Embury campuses or accredited assessment sites).

A learner is also required to register for a Language Conversational Afrikaans or isiZulu or Sepedi or Setswana or isiXhosa consisting of 12 Credits if he/she does not have proven Language Conversational competency based on:

• Prior study (Senior Certificate subject or appropriate language studied as part of a post-schooling qualification).

Or

• Diagnostic testing (via web conferencing option).

1. Apply knowledge of the curriculum and how to select, determine the sequence and pace of content in accordance with both subject and learner needs.
2. Select, use and adjust teaching and learning strategies in ways, which meet the diverse needs of the learners and the context in curriculum differentiation.
3. Apply knowledge of the Senior Phase and Further Education and Training phase curriculum to strategically select, design, use, and evaluate Learner Teacher Support Material to enhance learning progress and the holistic development of all learners.
4. Evaluate and integrate relevant regulatory policies such as the Curriculum Assessment Policy Statements and related documents into teaching and learning.
5. Select and implement reliable and varied ways of assessing and monitoring learner progress and achievement to analyse and use the results of assessment to improve teaching and learning.
6. Address barriers to learning and social challenges and working in partnership with professional service providers to address these where appropriate.
7. Plan, lead, manage and administrate diverse learning contexts.
8. Create and maintain caring, supportive and empowering environments for learners, and supporting learners in ways that are sensitive, stimulating, democratic and well-organised.
9. Communicate accurately, coherently and effectively by means of oral, written, and technological skills when engaging with relevant stakeholders within the school context and community.
10. Reflect critically, in theoretically informed ways and in conjunction with their professional community of colleagues, on their own teaching philosophy and practice.
11. Apply sound theoretical knowledge and critical understanding of the role of the teacher and schools in society by identifying, explaining, analysing and evaluating the complex relationships between education, the individual and society in the context of local, national and global change.
12. Apply sound knowledge of educational policy, aims, outcomes and practices within the context of the Constitution and Human Rights and its relevance to democratic transformation and participate in critical discourse that can contribute to school policy change and teaching practice.
13. Function ethically, responsibly and professionally within the education system, institution, and the school community.
14. Demonstrate 21st Century skills and beginning research skills that enable learners to pursue life-long learning and Postgraduate studies in Education.

Associated Assessment Criteria for Exit Level Outcome 1

• Use the language, terminology and concepts of the chosen field of specialisation appropriately and with confidence.
• Select, adapt, or design coherent lessons appropriate for the learners, context and subject, taking into account relevant policies, learner contexts, and learner differences.
• Plan lessons and other learning experiences selecting and pacing appropriate content.
• Justify selection, sequencing and pacing of content in ways, which show knowledge and understanding of a range of theories about teaching, learning, child development and curriculum.
• Evaluate and improve lessons on the basis of experience, classroom research, and an understanding of the knowledge base underpinning the relevant subject being taught.

Associated Assessment Criteria for Exit Level Outcome 2

• Design engaging and effective lessons that meet the needs of a diverse group of learners.
• Plan and implement learning activities appropriate to learner needs, abilities and interests.
• Deliver lessons using teaching and learning strategies appropriate to the phase and subject.
• Select, use and adjust teaching and learning strategies in ways which meet the needs of the learners, phase and the schooling contexts.

Associated Assessment Criteria for Exit Level Outcome 3

• Select, design and modify materials and resources appropriate to subject, taking cognisance of issues such as teaching approach, relevance and learner needs.
• Use a range of materials and resources to enhance learning appropriate to subject aims, learner needs and school context.
• Evaluate what learning material should be selected, at what level, in what sequence, and how it should be assessed, in their area of specialisation (phase and subjects).
• Evaluate and select learning resource material for use which accommodates diversity in the planning, adjustment and use of teaching and learning strategies.

Associated Assessment Criteria for Exit Level Outcome 4

• Plan programmes based on an understanding of key issues and trends in areas of specialisation and their implications for Senior Phase and Further Education and Training Phase provision and curriculum development (historical, international, South African).
• Establish and maintain efficient administrative systems for managing the teaching and learning programme.
• Identify and implement Curriculum Assessment Policy Statements, legal requirements and regulations when applicable.

Associated Assessment Criteria for Exit Level Outcome 5

• Select, adapt and/or design assessment tasks and strategies suitable to the specialisation and a range of learning contexts.
• Design and administer assessment tasks using clear language and instructions.
• Gather from a variety of sources adequate confirming evidence of learner competence.
• Use a range of assessment strategies to accommodate variances in learning style, pace and context.
• Evaluate own and other's assessment strategies in terms of their validity, fairness, reliability and sensitivity to gender, culture, language and barriers to learning and development.
• Assess and record systematically the progress of individual learners.
• Use assessment results to provide feedback in educationally constructive ways on learner progress and achievement.
• Interpret and use assessment results to inform future teaching, learning and assessment strategies.

Associated Assessment Criteria for Exit Level Outcome 6

• Design coherent learning programmes appropriate to the learners' needs and contexts.
• Evaluate and improve learning programmes, learning activities and materials for learning facilitation for learners with barriers and social challenges on the basis of experience.
• Take appropriate action to assist or refer learners in the solution of personal or social problems.
• Engage in partnerships with professional service providers to guide teaching and learning for learners with barriers and social challenges.

Associated Assessment Criteria for Exit Level Outcome 7

• Build and maintain learning environments, which are safe as well as conducive to learning.
• Manage learning environments democratically and in ways that foster creative and critical thinking.
• Perform administrative duties required for the effective management of the learning environment.
• Evaluate and, where necessary, adjust own actions in ways that show knowledge and understanding of management and administration.
• Communicate with parents, colleagues and other stakeholders through the use of non-judgmental language, supportive replies, constructive feedback, and acknowledgement of feelings and demonstration of mediation skills.

Associated Assessment Criteria for Exit Level Outcome 8

• Discipline learners in ways that are firm, growth-promoting and fair.
• Create learning environments that are sensitive to cultural, linguistic, gender and other differences.
• Resolve conflict situations within classrooms in an ethical and sensitive way.
• Assist learners to manage themselves, their time, physical space and resources.
• Foster interactive communication with learners through the use of non-judgmental language, supportive replies, constructive feedback, and acknowledgement of feelings and demonstration of mediation skills.

Associated Assessment Criteria for Exit Level Outcome 9

• Initiate and maintain effective, professional communication with parents, guardians and other members of the community and involve them in school affairs using verbal and written communication across different platforms.
• Engage with a wide variety of stakeholders regarding issues that are specifically relevant to teaching and learning practices using internal and external networking opportunities effectively.

Associated Assessment Criteria for Exit Level Outcome 10

• Reflect on various modes of practice in the classroom and implement improvements based on the reflection.
• Critically reflect on pre-conceived notions of what teaching practice entails.
• Continuously update knowledge and keep abreast with changes and developments in the Senior Phase and Further Education and Training Teaching Phase.

Associated Assessment Criteria for Exit Level Outcome 11

• Demonstrate the ability to perform the role of Leader, Administrator, Mediator and Pastoral Carer.
• Evaluate relationships between the school, local community and national contexts.
• Analyse national and local contexts and implement this during teaching and learning.

Associated Assessment Criteria for Exit Level Outcome 12

• Demonstrate a detailed understanding of the South African Schools Act and related policies.
• Promote the values and principles of the Constitution.
• Engage critically with education policies, procedures and systems which impact on institutions and classrooms, as well as on the national education and training landscape.

Associated Assessment Criteria for Exit Level Outcome 13

• Perform in ways that enhance the status of professional educators and ensure an accountable culture of teaching and learning.
• Promote the practice of democratic values, attitudes and dispositions in the school, as well as in society at large.
• Encourage, create and maintain a supportive and empowering environment for learners.
• Evaluate own professional progress effectively.
• Show commitment to act in and actively promote the best interests of learners, parents, communities, colleagues, and the profession.

Associated Assessment Criteria for Exit Level Outcome 14

• Use a selection of technological resources appropriate to the purpose of the task and environment.
• Integrate different technological resources to achieve optimal learning.
• Evaluate the appropriateness of technological resources and their use in different contexts.
• Demonstrate research skills in areas of specialisations.

Integrated Assessment

• A variety of assessment methods that are appropriate and fit for purpose and the learning context are used to ensure that all modules and qualification outcomes are assessed in an integrated manner.
• These include examinations, tests, assignments, practical's, case studies, lesson planning and presentations, oral presentations, projects, a research report, reflective writing in the form of professional development journal, and a capstone interview. There are a number of tasks which assess applied competence, assess theory and practice within the same task, and an integrated assessment task - a project which integrates all or most of the outcomes of all modules.
• There are both Formative and Summative Assessment tasks which include evidence of theory and practice integration contained in workplace reports, practical exercises, demonstrations, projects, and case studies.
• Summative Assessment tasks including tests and examinations assess a representative selection of the outcomes practiced and assessed in the formative stage. Summative Assessment also tests the learner's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of the qualification.