Advanced Certificate in Senior Phase English First Additional Language Teaching
Education, Training and Development - Schooling
Purpose and Rationale
Qualification Title: Advanced Certificate in Senior Phase English First Additional Language Teaching
Purpose:
- Strengthening Subject Specialisation: Enhance subject knowledge for teachers with prior qualifications in English first additional language.
- Retraining Teachers: Retrain teachers for teaching English first additional language in the Senior Phase.
- Develop Competences: Develop disciplinary, pedagogical, practical, and situational learning reflexive competences in teaching English FAL.
- Deepen Knowledge: Deepen subject matter knowledge, principles, and methodology in English FAL teaching in the Senior Phase.
- Foster Self-reflexivity: Encourage self-understanding and reflection among teachers.
- Manage Diversity: Equip teachers to manage diverse learners in various learning contexts.
- Create Conducive Environment: Enable teachers to manage the English classroom effectively for teaching and learning.
- Curriculum Interpretation: Interpret curricula and apply pedagogy for teaching listening, writing, reading, and speaking in the Senior Phase English FAL classroom.
Rationale:
- University Reputation: Establishment as a reputable provider of teacher education and training.
- Addressing National Priorities: Advancing national strategic priorities in teacher qualifications and training.
- Teacher Advancement: Advancing practicing teachers' qualifications and status.
- Career Pathway: Addressing the need for a teaching and learning pathway for teachers to advance their careers.
- Teacher Shortage: Addressing the shortage of adequately qualified Senior Phase English FAL teachers.
- Professional Capacity: Enhancing professional capacity among teachers teaching Senior Phase English FAL.
- Teacher Needs: Meeting the needs of teachers wanting to specialize, retrain, or upgrade in English FAL teaching.
- Curriculum Enhancement: Providing additional content knowledge credits to deepen subject-specific knowledge.
- Department Approval: Expected positive response from education departments for the delivery of the qualification.
Outcomes
- Managing diversity in the learning context.
- Managing the English classroom and creating an environment conducive for teaching and learning.
- Interpret curricula at a classroom level and apply the pedagogy associated with the teaching of listening, writing, reading and speaking in the Senior Phase English FAL classroom.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Understanding of diversity in South Africa
- Awareness of challenges as an agent of change
- Proposal of plans for implementation in the classroom to promote equality
- Critical examination of Inclusive Education
- Understanding of Transformative Inclusive Education framework
- Comparison of South Africa's implementation of Inclusive Education with other countries
- Adaptation of lessons according to learning styles and learners' needs
- Introduction to various learning styles and models (e.g. VAKT, Kolb, Gardner)
- Acquisition and integration of barriers to learning
Associated Assessment Criteria for Exit Level Outcome 2:
- Demonstration of accountability, responsibility, and relationships in the classroom
- Interpretation of curricula at a classroom level
- Application of pedagogy for teaching language structure and convention in the Senior Phase English FAL classroom
- Creation of a conducive English FAL classroom environment through creative planning and organization
- Acquisition and demonstration of sound pedagogic content knowledge
- Planning and designing of learning programmes
- Teaching of scripted lessons
- Critical analysis and reflection on the value and limitations of scripted lessons
- Exercise of professional judgements and explanation of lesson rationale
- Application of broad teaching approaches in different contexts
- Consideration of different types of learning to construct learning environments
- Understanding of various perspectives on learning, with emphasis on constructivist and contemporary learning theories
- Interpretation and exploration of teaching approaches in the English FAL classroom
- Utilization of resources creatively in the subject classroom
Associated Assessment Criteria for Exit Level Outcome 3:
- Analysis of traditional and contemporary approaches to English FAL learning and teaching
- Application of relevant teaching strategies
- Interpretation of curriculum at a classroom level
- Application of sound assessment principles in planning and designing integrated assessment activities
- Understanding of integrated assessment and feedback in the English FAL classroom
- Application of relevant teaching strategies such as large class discussions, co-operative learning, learner-research, and problem-solving
- Identification and addressing of barriers to learning
- Provision of assessment and feedback to learners
- Demonstration of applied competence through formative assessment methods
- Conducting of summative assessments through examinations
- Constructive alignment of assessment activities with qualification and module outcomes
- Integration of Work Integrated Learning (WIL) in teaching modules
- Integration of practical assessment activities, assignments, and reflective journal to develop learners' sense of agency as teachers
Qualification Details
- Type
- Advanced Certificate
- NQF Level
- 06
- 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.