Bachelor of Education in Foundation Phase Teaching

Assessment Criteria for Exit Level Outcome 1

• Explanation of Formative and Summative Assessments: The difference between formative and summative assessments is clearly explained.
• Utilisation of a Range of Assessment Techniques: A variety of assessment techniques are used and their appropriateness for different learning areas is evaluated.
• Informal Assessment Techniques in Grade R: Knowledge of informal assessment techniques required in Grade R is described.
• Informal and Formal Assessment in Grades 1-3: Knowledge of the informal daily assessment and formal assessment process in Grades 1-3 is described.
• Purpose of Assessment in Early Childhood Teaching: The purpose of assessment in early childhood teaching is explained.
• Understanding of Moderation Process: The moderation process is understood, and true and trustworthy assessments are implemented.
• Assessment Process Description: The assessment process, ways of assessing the young child, recording, and interpretation of assessment is described.
• Assessment for Further Planning: Evidence of how assessment will inform further planning is shown.

Assessment Criteria for Exit Level Outcome 2

• Identification and Evaluation of Child Development Theories: Developmental characteristics and theories of child development between birth and adolescence are identified and evaluated.
• Identification of Significant Concepts in Child Learning: Significant concepts, processes, and issues in the development of children's learning are identified.
• Understanding of Learning Theories: An understanding of learning and thinking theories is developed, and the impact on teaching and learning is explained.
• Application of Knowledge: The knowledge acquired is applied in situations where they work with children in this developmental phase.

Assessment Criteria for Exit Level Outcome 3

• Language Usage and Conversation: The language and understanding of concepts and vocabulary related to Xhosa/Zulu/Sotho grammar is used. Appropriate responses and sustaining conversations are demonstrated.
• Culture and History Awareness: An awareness of the Xhosa/Zulu/Sotho Culture and History is demonstrated.
• Understanding of Cultural Differences: The differences between Xhosa/Zulu/Sotho Culture and other cultures in South Africa are explained.
• Language Understanding for Text Creation: An understanding of sounds, words, and grammar of the language to create and interpret texts is discussed.

Assessment Criteria for Exit Level Outcome 4

• Discussion of Early Childhood Education: The importance, purpose, and outcomes of early childhood education are discussed.
• Teaching Practice Principles: General developmentally appropriate teaching practice principles and theory in the classroom situation are applied.
• Developmentally Appropriate Teaching Programs: Developmentally appropriate teaching programs taking the development of the whole child into account are planned and managed.
• Importance of Play: The importance of play in the daily program is understood, and opportunities for play in the classroom and outdoors are planned.
• Multicultural Education: The multicultural nature of South African education is discussed.
• Barriers to Learning: Awareness of barriers to learning is understood, and content is adapted to suit the needs of the learner.

Assessment Criteria for Exit Level Outcome 5

• Differentiation of Educational Management Factors: Factors that influence the field of educational management on macro- and micro-levels are clearly differentiated.
• Comparison of Factors across Schools: Factors that influence schools from different economic and cultural backgrounds are compared and discussed.
• Stakeholder Relations Strategies: Strategies leading to harmonious relations between all stakeholders within a school system are developed and applied utilizing different theories of motivation.
• Organisational Climate Understanding: Factors influencing the organizational climate within an educational institution are explained and evaluated.
• Discussion on Socio-economic and Political Factors: The socio-economic and political factors influencing the development of excellence within the school system are discussed.
• Management Issues Strategies: Strategies addressing current management issues within the South African School context are communicated and implemented.

Assessment Criteria for Exit Level Outcome 6

• Engagement with Inclusion Debates: Current debates in the field of inclusion, both internationally and nationally, are critically engaged with.
• Application of Psychological Theory: Psychological theory is applied to given scenarios of behavior.
• Evaluation of Learning Support Definitions: Current educational perspectives of learning support are evaluated against varied definitions presented by peers and literature.
• Learning Support Strategies Evaluation: Various learning support strategies that can be implemented and their constraints are evaluated.
• Understanding of Learning Theories: Exposure to different learning theories and ability to link them to Psychology modules.
• Assessment Understanding: Different forms of assessment, such as the SIAS strategy, are understood.
• Promotion of Inclusion Practices: Skills developed to promote the move towards inclusionary practices in schools.

Integrated Assessment

• Formative Assessment: Continuous formative assessment with feedback on progress.
• Summative Assessment: Judgement of learning in relation to Exit Level Outcomes.
• School-based Work-Integrated Learning: Supervised and assessed teaching practice in school-based practices over the duration of the Degree. Teachers spend a minimum of 20-32 weeks in these practices.