Advanced Diploma in Education in Mathematical Literacy Teaching
Education, Training and Development - Schooling
Purpose and Rationale
Qualification Overview
Purpose
Upon qualifying, the learner will be able to:
- Integrate knowledge of learning and instructional theories and psychology in the educational context.
- Develop significant leadership in the South African teaching environment by utilizing specialized knowledge and critical social cognition.
- Integrate knowledge of the fundamentals and skills of teaching Mathematics Literacy.
Rationale
The adoption of the new Higher Education Qualifications Sub-Framework (HEQSF) requires alignment of higher education qualifications. Teacher education qualifications need to meet the Minimum Standards for Teacher Education Qualifications (MRTEQC) as outlined in the Government Gazette.
The qualification aims to address key questions regarding learner attributes, development strategies, and the profile of in-service teachers in a complex educational landscape. It envisions educators who are adaptable, reflexive, critical thinkers, and possess diverse knowledge to excel in teaching contexts.
In-service Mathematical Literacy teachers in the FET phase must enhance their professional attributes and skills, incorporating constructivist approaches to improve teaching quality. The qualification focuses on strengthening pedagogical content knowledge (PCK) to ensure effective mathematics teaching, pedagogy, and learner thinking.
The Advanced Diploma in Education in FET Mathematical Literacy Teaching aims to enhance existing specializations and develop new roles in supporting FET Mathematical Literacy Teaching. The two-year, part-time qualification offers intellectual enrichment, specialization, and meets the requirements of FET Mathematical Literacy Teaching in a changing educational environment.
Outcomes
- Integrate knowledge of learning and instructional theories and psychology in the educational context.
- Using the necessary specialised knowledge and critical social cognition, to develop significant leadership in a complex and rapidly changing society of the South African teaching environment.
- Integrate knowledge of the fundamentals and skills of teaching mathematics literacy.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Application of appropriate instructional theories and psychological principles
- Providing evidence-based solutions to problems
- Facilitation of collaborative learning processes
- Demonstrating theory-driven arguments in support of learning theories
Associated Assessment Criteria for Exit Level Outcome 2:
- Understanding the role of instructional leadership in managing and leading subject and learning areas
- Understanding key features of the curriculum and its impact on planning, teaching, and assessment practices
- Explaining how school structures, systems, and procedures impact curriculum delivery
- Providing leadership in curriculum implementation and guidance on development of learning programmes
- Competence in monitoring and evaluating learner achievement, policy development, and curriculum development
- Managing teaching and learning resources creatively through innovation
Associated Assessment Criteria for Exit Level Outcome 3:
- Demonstrating teaching of mathematics content that engages learners in understanding, reasoning, and problem-solving
- Using strategies or activities that promote understanding and reasoning
- Utilizing small-group learning, teacher questioning, and classroom discussions to help learners construct their own understanding
- Asking probing questions instead of leading questions
Integrated Assessment:
- Formative assessments include tests, assignments, projects, case studies, etc.
- Summative assessments consist of formal examinations written in November, with first and second opportunities
- Class marks are allocated throughout the year, with a minimum required for examination admission
- Final marks are determined by a fixed formula based on class marks and examination marks
- Passing a module requires a final mark of 50%
- Regulations are published in the General Calendar, communicated to students before each academic year
- Work Integrated Learning (WIL) is integrated in teaching modules for practical learning and reflection on practice
- Practical assessment activities, assignments, and reflective journals aim to develop learners' sense of agency as teachers.
Qualification Details
- Type
- Advanced Diploma
- NQF Level
- 07
- Min. Credits
- 120
- SAQA Source
- More Information
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This page includes information from the South African Qualifications Authority (SAQA) . Builtneat Pty Ltd trading as Study Start, has modified all or some of this information. SAQA has not approved, endorsed, or tested these modifications.