Bachelor of Education in Senior Phase and FET Teaching

Associated Assessment Criteria for Exit Level Outcome 1:

• Demonstrate familiarity with the fields of knowledge that underpin the discipline (education), area of specialisation, and the subjects taught.
• Show an understanding of the kinds of evidence, modes of argument or criteria of adequacy appropriate to the fields of knowledge in the area of specialisation.
• Commit to the epistemic values and principles.
• Address concerns related to the practice and children's learning through classroom-based investigations.
• Explain the basis of classroom research, the success of teaching and learning strategies regarding key educational concepts, the needs and abilities of the learners, and the demands of the specialisation.

Associated Assessment Criteria for Exit Level Outcome 2:

• Select, adapt or design coherent learning programmes and lessons appropriate for the learners' context and specialisation.
• Take into account national, regional and school curriculum policies, learning contexts, and learner differences.
• Plan lessons within teaching programmes selecting appropriate teaching and learning strategies.
• Make judgements on the effect that language has on learning and adjust teaching and learning strategies accordingly.
• Adjust teaching and learning strategies to cater to cultural, gender, ethnic, language, and other differences among learners.
• Evaluate own and others' assessment strategies in terms of their validity, fairness, reliability, and sensitivity to gender, culture, language, and barriers to learning and development.

Associated Assessment Criteria for Exit Level Outcome 3:

• Interpret curricular knowledge in practice in their area(s) of specialisation.
• Discuss and apply the content of the curricular knowledge in the area(s) of specialisation to problem-solving.
• Select, sequence, evaluate and assess learning material per area/s of specialisation.
• Facilitate occasions where learners are taught in groups, pairs, and as individuals.
• Accommodate differences in learning style, pace, and ability in the planning and use of teaching and learning strategies.
• Identify and assist learners with special needs and barriers to learning.
• Assess the teaching and learning strategies used in a particular context.

Associated Assessment Criteria for Exit Level Outcome 4:

• Maintain a sense of respect towards others in the learning environment.
• Initiate and maintain effective professional communication with parents, guardians, and other members of the community.
• Organise curricular, cross-curricular, and extra-curricular activities.
• Promote the values and principles of the Constitution, particularly those related to human rights and the environment.
• 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 5:

• Co-operate professionally with colleagues in an institutional setting.
• Engage critically with a wide variety of stakeholders.
• Use internal and external networking opportunities.
• Effectively communicate, both orally and in writing.
• Apply an understanding of numerical and elementary statistical knowledge to educational issues.

Integrated Assessment:

• Monitoring learner progress through various assessment mechanisms.
• Writing content-based assignments, short case studies, textbook evaluations, and resource development.
• Undertaking small action research topics focused on improving teaching.
• Formative and Summative Assessment to demonstrate professional growth.

These criteria encompass a range of skills and competencies crucial for educators to excel in their field and make a positive impact on the learning experiences of their students.