Bachelor of Education in Intermediate Phase Teaching

Associated Assessment Criteria for Exit Level Outcome 1:

• Understand and describe the theoretical perspective offered by a Transformative Inclusive Education framework.
• Display the roles as a learner mediator, leader, administrator, manager, scholar, researcher, lifelong learner, community member, citizen, and pastoral figure.
• Challenge own identities in a diverse world by imagining possibilities for social responsiveness as agents of change.

Associated Assessment Criteria for Exit Level Outcome 2:

• Create a conducive Intermediate Phase classroom environment for teaching and learning.
• Demonstrate creative planning, organization of the classroom, and ensuring learner safety.
• Display sound pedagogic content knowledge.
• Demonstrate effective communication and mediate learning through the use of ICT applications.
• Plan and design learning programs.
• Display accountability, responsibility, and relationships in the classroom.

Associated Assessment Criteria for Exit Level Outcome 3:

• Understand and apply different perspectives on learning, with specific emphasis on constructivist and contemporary learning theories.
• Explain and apply different types of learning (e.g. situational, cooperative, problem-based, transformative).
• Construct powerful learning environments using different teaching methods.
• Integrate various learning styles and models (e.g. VAKT, Kolb, Gardner) and barriers to learning into classroom practices.

Associated Assessment Criteria for Exit Level Outcome 4:

• Apply sound pedagogic content knowledge to teach the relevant subject.
• Interpret designed learning programs and materials.
• Understand traditional and contemporary approaches to the subject and teaching.
• Apply teaching strategies relevant to intermediate phase learning.
• Demonstrate the application of media and resources in the classroom.

Integrated Assessment:

• Continuous assessment following the Assessment Policy of the UFS, including formative, diagnostic, summative, and evaluation assessments.
• Record learners' progress and performances using cumulative evidence such as role plays, reflective journal writing, case studies, tests, examinations, and portfolios.
• Provide constructive feedback to promote effective learning and assess learners at both lower and higher-order cognitive levels to develop critical and creative thinking abilities.