Bachelor of Education in Foundation Phase Teaching

Associated Assessment Criteria for Exit Level Outcome 1:

• Select, read, interpret, create and use text relating to the foundation phase of schooling.
• Convey learning content proficiently orally and in writing.
• Use information and communications technology to further own learning and facilitate the learning of others.
• Use at least two languages when interacting with peers, school learners, and members of the teaching profession.

Associated Assessment Criteria for Exit Level Outcome 2:

• Read and interpret numerical and statistical information related to own learning, general educational matters, and/or educational research.
• Apply understanding of numbers and statistics in the performance of a range of educational tasks, in various educational contexts, and/or in discussions of educational matters/issues.

Associated Assessment Criteria for Exit Level Outcome 3:

• Use the language, processes, procedures, arguments, and evidence characteristic of intermediate phase teaching.
• Critically discuss curriculum matters relating to the foundation phase.
• Select and/or evaluate learning materials for the foundation phase in terms of accuracy and appropriateness.
• Apply appropriate values and conceptual frameworks to problem-solving in the foundation phase.

Associated Assessment Criteria for Exit Level Outcome 4:

• Select and design materials and resources appropriate to foundation phase teaching and justify their choice and/or design.
• Select, adapt, or design coherent learning qualifications and lessons appropriate to specific target groups and context.
• Plan lessons and other learning experiences within teaching qualifications, select appropriate teaching and learning strategies and justify the choices.
• Evaluate and improve learning qualifications, lessons, and materials on the basis of experience, classroom research, and an understanding of the knowledge base underpinning foundation phase teaching.

Associated Assessment Criteria for Exit Level Outcome 5:

• Select and use a range of teaching and learning strategies appropriate to the intermediate phase.
• Create and convey appropriate expectations and support learners in their efforts to take initiative and accept responsibility for their own learning.
• Identify and assist learners with special needs and barriers to learning and development.
• Assess teaching and learning strategies used in particular contexts in terms of the extent to which the envisaged outcomes of the learning experience have been achieved.

Associated Assessment Criteria for Exit Level Outcome 6:

• Create and maintain learning environments that are safe, sensitive to individual differences, and conducive to learning.
• Resolve conflict situations within classrooms ethically and sensitively.
• Perform the range of administrative duties required for the effective management of learning environments.
• Support and nurture learning and development in diverse educational contexts.
• Evaluate, justify and, where necessary, adjust own actions in ways that show knowledge and understanding of management and administration.

Associated Assessment Criteria for Exit Level Outcome 7:

• Select, adapt and/or design assessment tasks and strategies appropriate to foundation phase teaching and specific learning contexts.
• Use a range of inclusive and culturally sensitive assessment strategies appropriate to intermediate phase teaching.
• Systematically record and regularly report the progress of individual learners.
• Use assessment results to inform future teaching, learning, and assessment strategies.

Associated Assessment Criteria for Exit Level Outcome 8:

• Co-operate effectively, efficiently and amicably with others in institutional and community settings.
• Engage critically with a wide variety of stakeholders regarding issues that are specifically relevant to teaching and learning practices.
• Apply relevant policies and development plans to their own teaching.
• Participate in and organise curricular, cross-curricular and extra-curricular activities.

Associated Assessment Criteria for Exit Level Outcome 9:

• Behave in ways that enhance the status of professional educators, ensure accountability, and promote the establishment and maintenance of a culture of teaching and learning.
• Encourage, create and maintain a supportive and empowering environment for learners, parents, colleagues, and the immediate school community.
• Formulate a personal teaching philosophy and critically reflect on own teaching philosophy and how it relates to teaching conduct.

Integrated Assessment:

• Formative assessment: students' performance is recognised, discussed with them (i.e. timeous feedback) and appropriate follow-up steps are planned.
• Diagnostic assessment: learning problems are identified and classified so that appropriate support may be offered to students.
• Summative assessment: the overall performance of a student is recorded, followed by feedback to the student.
• Evaluation: capturing and comparing students' performances with a view to using the information in curriculum development and evaluation of teaching and learning.