Postgraduate Certificate in Senior Phase and Further Education and Training Teaching

Purpose

The purpose of this qualification is to provide learners with the necessary preparation so that they can be able to develop focused knowledge and skills as teachers in the Senior and FET Phases. The qualification will be accredited as a professional initial teacher education qualification and will enable for learners to be able to register with the South African Council for Educators as teachers. Upon completion of the qualification learners will be able to demonstrate the following:

• Demonstrate integrated and detailed knowledge regarding the subjects they will be teaching.
• Show an understanding of diversity in the South African context in order to teach their subject(s), how to select, determine the sequence and pace content in accordance with both subject and learner needs.
• Using available resources appropriately, for planning and designing suitable learning programmes.
• Ability to manage classrooms effectively across diverse contexts in order to ensure a conducive learning environment.
• Assessing learners using reliable and varied ways, as well as using the results of the assessments to improve teaching and learning.
• Display positive work ethics, appropriate values and conduct in a manner that benefits, enhances and develops the teaching profession.
• Demonstrate an understanding of the legislative framework in which teachers work as professionals.

Rationale

The Postgraduate Certificate in Senior Phase and Further Education and Training [PGCE (SP and FET)] is an initial professional teaching qualification for learners who wish to develop focused knowledge and skills as classroom teachers for Grades 7-12. The qualification is meant to offer opportunity to non-professional graduate teachers and graduates who want to make teaching a career to be trained. The qualification is geared towards attracting and training graduate non-professional teachers, exposing and acquainting them with basic teaching skills from different fields of educational studies, and giving them the opportunity to practice and fine-tune their teaching skills.

Recognition of Prior Learning (RPL)

RPL will be possible whereby specific existing knowledge and skills will be assessed in one or more of the modules, against the outcomes of the modules and in line with the assessment procedures of the qualification.

Entry Requirements

Learners are required to have the following in place in order to be considered for admission

• A Bachelor's Degree.

The qualification consists of compulsory modules at NQF Levels 5 and 7, and elective modules at NQF Level 7 totalling 128 Credits.

Compulsory Module at NQF Level 5, 8 Credits

• Xhosa Communication for Educators, 8 Credits.

Compulsory Modules at NQF Level 7, 72 Credits

• Education, 40 Credits.
• School Experience SP and FET, 32 Credits.
• Language of Learning and Teaching - English.

Elective Modules at NQF Level 7, 48 Credits

Learners must only choose two

• Language of Learning and Teaching - Afrikaans.
• Language of Learning and Teaching - Xhosa.
• Accounting Further Education and Training (FET), 24 Credits.
• Afrikaans Senior Phase (SP) and FET, 24 Credits.
• W Visual Arts (Practical) SP and FET, 24 Credits.
• Dance Studies FET, 24 Credits.
• Design Studies FET, 24 Credits.
• Dramatic Arts FET, 24 Credits.
• Economics FET, 24 Credits.
• English SP and FET, 24 Credits.
• Expressive Arts SP, Credits.
• French SP and FET, 24 Credits.
• Geography SP and FET, 24 Credits.
• German SP and FET, 24 Credits.
• Hebrew SP and FET, 24 Credits.
• History SP and FET, 24 Credits.
• Information Technology FET, 24 Credits.
• Jewish Studies FET, 24 Credits.
• Life Sciences FET, 24 Credits.
• Life Skills SP and FET, 24 Credits.
• Mathematics SP and FET, 24 Credits.
• Music Choir Training SP and FET, 24 Credits.
• Music Theory and History SP and FET, 24 Credits.
• Natural Sciences SP, 24 Credits.

1. Demonstrate integrated and detailed knowledge regarding the subjects they will be teaching.
2. Show an understanding of diversity in the South African context in order to teach their subject(s), how to select, determine the sequence and pace content in accordance with both subject and learner needs.
3. Using available resources appropriately, for planning and designing suitable learning programmes.
4. Ability to manage classrooms effectively across diverse contexts in order to ensure a conducive learning environment.
5. Assessing learners using reliable and varied ways, as well as using the results of the assessments to improve teaching and learning.
6. Display positive work ethics, appropriate values and conduct in a manner that benefits, enhances and develops the teaching profession.
7. Demonstrate an understanding of the legislative framework in which teachers work as professionals.

Associated Assessment Criteria for Exit-Level Outcome 1

• Knowledge, principles, methods and procedures relevant to the phase, subject discipline or practice are understood.
• Key terms, concepts, facts, principles, rules and theories of the specialisations involved are evaluated and applied.
• Learning programmes are interpreted, original learning programmes are designed and the requirements for a specific context of learning are identified.

Associated Assessment Criteria for Exit-Level Outcome 2

• An understanding of who their learners are and how they learn are demonstrated.
• Learning in a manner sensitive to the differing needs of both the subject and the learners is selected, sequenced and paced.
• Learning in a manner which is sensitive to the diverse needs of learners, including those with barriers to learning is mediated.
• Showing recognition of, and respect for the differences in others is displayed.
• Complex learning and/or social problems is identified, analysed, evaluated, critically reflected on and addressed and working in partnership with professional services to address these problems is shown.
• Teaching and learning needs in a learner- and self-directed manner in unfamiliar and variable contexts are aligned.

Associated Assessment Criteria for Exit-Level Outcome 3

• Knowledge of the strategies and resources appropriate to use for teaching in a South African context are demonstrated.
• Suitable textual and visual resources for learning are selected and prepared.
• Different approaches to teaching and using them in ways which are appropriate for the learners and the context are selected and used.

Associated Assessment Criteria for Exit-Level Outcome 4

• Learning in the classroom is managed.
• Classroom administrative duties are carried out efficiently.
• Participate in school decision-making structures is displayed.
• Competence in communicating effectively in order to mediate learning is demonstrated.
• Learning environments that are appropriately contextualised and inspirational are constructed.

Associated Assessment Criteria for Exit-Level Outcome 5

• Assessment into the teaching and learning process is integrated.
• Helpful feedback to learners is provided.
• Both formative and summative assessment in ways that are appropriate to the level and purpose of learning is designed and managed.
• Assessment results to feed into process of the improvement of learning programmes are interpreted and used.

Associated Assessment Criteria for Exit-Level Outcome 6

• A critical, committed and ethical attitude towards developing a sense of respect and responsibility towards others is practiced and promoted.
• A supportive and empowering environment for the learner is developed and the educational needs for the learner and fellow-educators are created.
• Decisions are taken and in a professional, ethical and moral manner are acted upon.
• Decisions and actions are justified by drawing upon appropriate ethical and moral values.
• On-going personal, academic, occupational and professional growth is achieved, through reflective study and research in the field.

Associated Assessment Criteria for Exit Level Outcome 7

• Qualities of what it means to be an ethically competent professional educator are explained.
• An open-ended practical philosophical method to identify, analyse and resolve moral dilemmas is applied.
• A position of teachers as professionals, and policies for the regulation of teaching in South Africa is understood.

Integrated Assessment

Assessment will include both summative and formative methods.

Summative Assessment

The summative assessment methods will be inclusive of examinations, feedback reports during learning and projects or a portfolio. External examination is in accordance with the university's assessment policy. All courses are externally examined.

Formative assessment

This will include methods like; assignments, projects, oral or written tests, an evaluation of the use of the language during teaching practice. The assessment for school experience will comprise of an assessment of teaching practice and the portfolio. In teaching practice, learners are expected to satisfy the teaching practice criteria. Supervisors will be appointed by the School of Education, and together with the external examiner, the school in which they teach will be visited to assess the teaching practice. The assessment will comprise the supervisors' reports, confidential reports by schools, a learner report and the examiner's reports.