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

Purpose

The Postgraduate Certificate in Education in Senior Phase and Further Education and Training Teaching (PGCE Senior Phase and FET Teaching) has been developed in recognition of the national need for effective training of teachers. The qualification focuses on training competent teachers dedicated to providing an education of high quality, with high levels of performance as well as ethical and professional standards of conduct in line with the needs of South Africa.

The primary purpose of the qualification is to prepare learners to teach from Grade 7 to Grade 12. This qualification, therefore, provides a well-rounded education that equips graduates with the required subject content knowledge, educational theory and methodology that enables learners to demonstrate competence and responsibility as academically and professionally qualified teachers. Content knowledge for teaching at SP & FET is emphasised as a basis for entry into a professional teaching career. The learning programme, as a minimum requirement leads to the development of initial teacher competencies.

Rationale

The "Integrated Strategic Planning Framework for Teacher Education and Development in South Africa for 2011 - 2025" published by the Departments of Basic Education and Higher Education and Training, highlights the need for teacher training that is both provincially defined and accessible. Therefore, the institution's provision of this qualification is in part to address this need for more provincial and accessible teacher training qualifications.

South Africa and other Southern African countries need highly qualified, skilful and knowledgeable teachers. Therefore, the rationale of the qualification is to produce highly qualified teachers who are knowledgeable in the required subject content knowledge base; educational theory and methodology that will enable the learner teachers to demonstrate competence, and responsibility as academically and professionally qualified beginner teachers responsive to the developmental needs of the Southern African region.

The qualification is intended to embrace principles highlighted by the "CAPS for Further Education and Training Phase" documents provided by the Basic Education department that identifies the need for more teachers who are competent to:

• Equip learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country;
• Provide access to higher education and the transition from basic education to higher education;
• Facilitate the transition of learners from educational institutions to the workplace; and,
• Provide employers with a sufficient profile of a learner's competences.

The qualification must, as a minimum requirement, lead to the development of all the basic competencies of a beginner teacher. The certificate is intended to develop qualified classroom teachers who can demonstrate focussed knowledge and skills in the teaching of Senior Phase and Further Education and Training. The PGCE (Senior Phase and FET Phase Teaching) therefore provides opportunities for learners to specialise in teaching at Senior Phase & FET schooling that is Grade 7 to 12.

Recognition of Prior Learning (RPL)

The institution has an RPL policy that is applicable with regards to admission into the qualification. So, in line with the institution's RPL policy, RPL will be extended to deserving experienced learners who can demonstrate that, despite not having all the exact entry requirements, they have concrete evidence in the form of a compiled portfolio that they can cope with the qualification expectations if enrolled. Evidence of prior learning provided by the learners will be verified by the institution registry.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor's Degree, 360 Credits, NQF Level 7.

Or

• Appropriate Diploma, 360 Credits, NQF Level 6.

This qualification consists of the compulsory and elective modules at NQF Levels 6 and 7 totalling 128 Credits.

Compulsory Modules, Level 6, 20 Credits

• HIV/AIDS Education for Teachers, 8 Credits.
• Teaching Practice (SoP), 12 Credits.

Compulsory Modules, Level 7, 60 Credits.

• Foundations of Education B, 12 Credits.
• Foundations of Education A, 12 Credits.
• Curriculum Theory and Practice and School Management, 12 Credits.
• Teaching Practice (WIL), 24 Credits.

Elective Modules, Level 7, 48 Credits (Choose two subject specialisation methodologies)

• Methodology of Management Sciences: Accounting, 24 Credits.
• Methodology of Life Sciences: Agriculture, 24 Credits.
• Methodology of Life Sciences: Biology, 24 Credits.
• Methodology of Science and Technology: Computer Application, 24 Credits.
• Methodology of Management of Sciences: Business studies, 24 Credits.
• Methodology of Management Sciences: Economics, 24 Credits.
• Methodology of First Additional Language: English, 24 Credits.
• Methodology of Social Sciences: Geography, 24 Credits.
• Methodology of Social Sciences: History, 24 Credits.
• Methodology of Home Language: Isindebele, 24 Credits.
• Methodology of Home Language: Isiswati, 24 Credits.
• Methodology of Life Orientation, 24 Credits.
• Methodology of Mathematical Literacy, 24 Credits.
• Methodology of Mathematics, 24 Credits.
• Methodology of Arts and Culture: Music, 24 Credits.
• Methodology of Home Language: Northern Sotho, 24 Credits.
• Methodology of Physical Science, 24 Credits.
• Methodology of Home Language: Tshivenda, 24 Credits.
• Methodology of Home Language: Xitsonga, 24 Credits.

In the case of this qualification, planning and conducting the assessment is an integral part of teaching and learning, and therefore are infused in all the methodology modules.

1. Demonstrate knowledge and ability to teach the methodology subjects at both Senior and FET Phase (grades 7 to 12), apply specific practices and theories integrating the information with other fields of knowledge.
2. Use different modes of communication and resources to access knowledge and disseminate it to suit various learners' needs.
3. Identify, evaluate and address learners' learning needs in a self-directed manner, and to facilitate collaborative learning processes.
4. Manage, lead and administrate teaching and learning, learners and their classrooms effectively across diverse contexts, ensuring a conducive learning environment.

Associated Assessment Criteria for Exit Level Outcome 1

• Read and interpret curriculum documents, select subject content, plan lessons of subject specialisation according to CAPS document.
• Teach and assess learners in different grades according to different levels of understanding (Blooms Taxonomy) for those subjects.
• Use different teaching strategies, and media to teach and meet specific learners' needs.

Associated Assessment Criteria for Exit Level Outcome 2

• Vary and simplify language to explain and define concepts to suit the level of learners.
• Manage the classroom situation and maintain discipline and order.
• Set different types of assessment activities, support learners' learning and reflect on teaching and learning.

Associated Assessment Criteria for Exit Level Outcome 3

• Collate all subject marks of allocated class and prepare for the end of term, half-year or year-end examinations.
• Enter different marks for various subjects in a specific class on the mark sheet, add them up, calculate averages and balance them and issue learners' reports.
• Moderation of examination results.
• Do follow-ups with non-performing learners to assist them for improvement.

Associated Assessment Criteria for Exit Level Outcome 4

• Manage an attendance register for a specific class, mark the attendance weekly, close the attendance register at the end of the term.
• Invigilate during examinations, manage roll call for exams and any other eventualities that may arise during an exam session or consult the relevant HODs where necessary.
• Mark all learners' assessment tasks timeously, give learners constructive feedback.

Integrated Assessment

For the formative assessment, all the modules are assessed by at least two tests and two assignments. One of the assignments will be carried by groups and will be presented and discussed and first presented orally in class. Besides that, learner teachers are expected to plan, teach and assess in microteaching classes; after which they are expected to reflect on their teaching.

Formative and Summative Assessment

The qualification is a contact on-campus mode of delivery where modules are taught on a face-to-face basis. Assessment of the first semester modules is both formative and summative. Formative assessments provide feedback on the teaching and learning while summative assessment provides final judgement on whether a learner has passed a module or not. The internal assessment offered through tests, assignments and oral presentations is used as a formative strategy to inform lecturers and learners about the level of understanding and achievement of teaching objectives, thereby helping to identify areas that need improvement for both learners and lecturers.

Moderation is done on all final summative assessments.