Advanced Certificate in Intermediate Phase Teaching

Associated Assessment Criteria for Exit Level Outcome 1:

• Understanding and describing the theoretical perspective of a Transformative Inclusive Education framework.
• Displaying roles as a learner, mediator, leader, administrator, manager, scholar, researcher, life-long learner, community member, citizen, and pastoral role.
• Challenging own identities in a diverse world by imagining possibilities for social responsiveness as agents of change.

Associated Assessment Criteria for Exit Level Outcome 2:

• Creating a conducive Intermediate Phase classroom environment for teaching and learning.
• Demonstrating creative planning, organization, and ensuring learner safety.
• Displaying sound pedagogic content knowledge.
• Demonstrating effective communication and mediation of learning through ICT applications.
• Planning and designing learning programs.
• Displaying accountability, responsibility, and building relationships in the classroom.

Associated Assessment Criteria for Exit Level Outcome 3:

• Understanding and applying different perspectives on learning, with an emphasis on constructivist and contemporary learning theories.
• Explaining and applying different types of learning (e.g., situational, cooperative, problem-based, transformative).
• Constructing powerful learning environments using various teaching methods.
• Introducing various learning styles and models (e.g., VAKT, Kolb, Gardner) and integrating them into classroom practices.
• Explaining and integrating barriers to learning into classroom practices.

Associated Assessment Criteria for Exit Level Outcome 4:

• Applying sound pedagogic content knowledge to teach the relevant subject.
• Interpreting and designing learning programs and materials.
• Understanding traditional and contemporary approaches to the subject and teaching.
• Applying teaching strategies relevant to intermediate phase learning.
• Demonstrating the application of media and resources in the classroom.

Integrated Assessment:

• Demonstrating applied competence through various formative assessment methods.
• Summative assessment will be through examinations.
• Aligning assessment activities constructively with program and module outcomes and teaching and learning activities.
• Integrating theory and practice in assessments.
• Providing both formative and summative assessment opportunities.
• Including holistic, integrated assessment aligned with the qualification's purpose.
• Assessing teachers' competence through assignments, tests, examinations, or equivalent tasks.
• Including continuous assessment activities such as tests, assignments, projects, presentations, group assignments, portfolios, and practical work.
• Integrating Work Integrated Learning for learning from and in practice.
• Including practical assessment activities, assignments, and reflective journals to develop students' teaching agency.