Advanced Diploma in Teaching and Learning Support

Associated Assessment Criteria for Exit Level Outcome 1:

• Explore and interrogate relevant theoretical frameworks related to the psychology of education with specific reference to teaching and learning support.
• Relate theoretical frameworks to the African context.
• Evaluate teaching and learning support processes by means of a theoretical framework.
• Evaluate teaching and learning processes and practices by means of legislation and policy.
• Evaluate legislation and policy documents on learning and teaching by means of theoretical frameworks.

Associated Assessment Criteria for Exit Level Outcome 2:

• Explore and interrogate relevant legislation and policy framework related to teaching and learning in a diverse environment.
• Relate legislation and policy documents relating to learning and teaching to the African context.
• Associate legislation and policy documents for learning and teaching to the South African context.
• Evaluate existing support strategies for teaching and learning in line with policy and legislation and reflect upon them.

Associated Assessment Criteria for Exit Level Outcome 3:

• Determine the fundamental competency of relevant detailed knowledge and explanations of key terms, concepts, facts, principles, rules, and theories.
• Illustrate an informed understanding and critical engagement of relevant detailed knowledge and explanations of key terms, concepts, facts, principles, rules, and theories underpinning the domains of school and community support.
• Evaluate the relevant types of knowledge and explanations with a specific focus on the African environment.
• Exhibit a theoretical and practical awareness of the features of school and community support within a given situation.
• Identify and analyse challenges relating to school and community support within a given situation through a situation analysis.
• Illustrate the awareness of skills and resources acquired to respond to and address a given situation regarding school and community support through reflection activities.

Associated Assessment Criteria for Exit Level Outcome 4:

• Design, implement and evaluate collaboration and support qualifications in the community.
• Illustrate the ability to take responsibility for own learning by application of learned skills.

Associated Assessment Criteria for Exit Level Outcome 5:

• Explain key terms, concepts, and theories on family types and structures in various contexts as well as parenting styles.
• Explore, gather, and present valid sources of information identifying complex problems and challenges facing parents, families, and caregivers in different contexts.

Associated Assessment Criteria for Exit Level Outcome 6:

• Investigate and define the teacher's responsibilities in line with global and SIAS policies regarding a parent, family, and caregivers' support.
• Outline the family, parent and caregiver responsibilities and opportunities for involvement in various teaching and learning environments.
• Describe the impact of family and care-giver support as well as teacher-family/parent/caregiver collaboration towards improved teaching and learning.
• Explain the intrinsic and extrinsic challenges and differentiate between them and their relation to the learning process within a systemic school environment.
• Design a classroom that provides learners with opportunities and demonstrates care and support to other learners.

Associated Assessment Criteria for Exit Level Outcome 7:

• Apply skills to support learners with intrinsic challenges leading to evidence-based solutions.
• Apply skills to support learners with extrinsic challenges leading to evidence-based solutions.
• Design workstations in the learning environment to modify social challenges.
• Identify challenges that learners experience through informal assessment methods and by applying the eco-systemic approach.
• Outline and apply appropriate ways to demonstrate care.

Associated Assessment Criteria for Exit Level Outcome 8:

• The fundamental competency of relevant detailed knowledge and explanations of key terms, concepts, facts, principles, rules, and theories are determined.
• Informed understanding and critical engagement of relevant detailed knowledge and explanations of key terms, concepts, facts, principles, rules, and theories underpinning the domains of teacher support are illustrated.
• The ability to evaluate the relevant types of knowledge and explanations with a specific focus on the African environment is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 9:

• Exhibit a theoretical and practical awareness of the features of teacher support within a given situation.
• Demonstrate the ability to identify and analyse challenges relating to teacher support within a given situation is revealed through a situation analysis.
• Illustrate the awareness of skills and resources acquired to respond to and address a given situation regarding teacher support through reflection activities.

INTEGRATED ASSESSMENT:

• The qualification provides learners with opportunities to be introduced to different teaching and learning methods and assessment techniques.
• Emphasis is placed on learner autonomy and knowledge, cognitive and conceptual tools to apply theory in practice.
• Various assessment activities include formal and non-formal assessment activities, as well as a summative assessment in the form of a time-based, take-home examination at the end of the tuition period.
• The institution offers a variety of online assessment activities to provide the learners with self-assessment, peer assessment, and formal assessment activities.
• The assessment activities are guided by Bloom's revised taxonomy, as well as the institution's assessment and quality assurance policies to meet the expected exit level outcomes and determine the learners' competence.
• Through constructive individualised and generic feedback, learners are prepared during the different formative assessment activities to achieve the expected exit level outcomes in an authentic manner.
• The institutional shift to continuous assessment will replace, with the necessary approval processes, the summative assessment by using a prescribed number of formative assessments throughout the tuition period.
• Continuous Professional Development (CPD) activities are presented to ensure that lecturers are familiarised with new developments within the digital environment and can adapt to the fully online assessment requirements.