Advanced Diploma in Education in Further Education and Training Mathematics Teaching
Education, Training and Development - Schooling
Purpose and Rationale
Qualification Information
Purpose:
The purpose of this qualification is to provide learners with knowledge and skills to teach Mathematics at Further Education and Training (FET) Level. It is designed for practising teachers to strengthen and enhance their existing specialization in FET Mathematics teaching. Graduates will be able to take full responsibility for their work, make informed decisions, and demonstrate accountability. They will understand instructional leadership roles, education systems, and relevant policies. Additionally, they will apply comprehensive knowledge of Mathematics fundamentals and skills in teaching as per the current curriculum.
Rationale:
The South African education system faces challenges in maintaining quality learning despite improved access and participation. Research indicates that many learners lack a solid foundation in numeracy and literacy, affecting their educational progression. The Advanced Diploma in Education in Further Education and Training Mathematics Teaching aims to address this gap by equipping teachers with the necessary knowledge and skills to teach mathematics effectively at the FET level. This qualification fosters critical thinking, professionalism, technological literacy, and cultural competence within diverse teaching environments. It is crucial in developing teacher attributes and skills essential for the profession and meeting the demand for subject specialists proficient in mathematics at the FET phase in a diverse school setting.
Outcomes
- Take full responsibility for own work, decision-making, use of resources and take limited accountability for the decisions and actions of others.
- Understanding the roles of instructional leadership in managing and leading the subject and learning areas at school and classroom level.
- Apply an integrated knowledge of the fundamentals and skills of numbers, operations, relationships, patterns, functions, algebra, space, shape, measurement, statistics and probability to own teaching as they relate to the current curriculum.
Assessment Criteria
Associated Assessment Criteria for Exit Level Outcome 1:
- Evidence based solutions to problems are applied.
- Facilitation of collaborative learning processes is carried out.
- Teaching and learning resources are used creatively and managed through innovation.
- Advice is given to colleagues and subordinate teachers on teaching matters.
Associated Assessment Criteria for Exit Level Outcome 2:
- Integrated knowledge of learning and instructional theories in the educational context is applied.
- Appropriate instructional theories and principles are identified, described, evaluated, explained and analysed.
- Key features of the curriculum and how these impacts on planning, teaching and assessment practices are demonstrated.
- Understanding of how school structures, systems, and procedures impact on curriculum delivery is shown in own teaching.
- Leadership in the implementation of the curriculum and guidance on the development of learning programmes, teaching, learning, and assessment methods is provided.
- Competence in monitoring and evaluating learner achievements, policy development, and facilitating curriculum development and subject management are demonstrated.
- Necessary specialized knowledge and critical social cognition needed for significant leadership in a complex and rapidly changing society such as the South African teaching environment are demonstrated.
- Knowledge of South African education systems is integrated with understanding of educational policies and used to explain, evaluate, and apply appropriate educational methods and techniques.
Associated Assessment Criteria for Exit Level Outcome 3:
- Collaborative learning processes and basic research skills are identified.
- The theory of learning and how to teach the mathematics content in a way that engages learners in understanding, reasoning, and problem-solving is applied.
- The strategies/activities that promote understanding and reasoning, small-group learning, teacher questioning, and the use of classroom discussions are demonstrated.
- Activities that help educators to construct their understanding of the content to teach effectively are used.
Integrated Assessment:
- Learner assessment is integrated into the qualification approach to teaching and learning.
- Formative assessments include tests, assignments, projects, and case studies.
- Summative assessments include formal examinations in November.
- Class marks are allocated throughout the year for modules requiring formal examinations.
- A final mark is determined by a fixed formula of class mark and examination mark ratio.
- A final mark of 50% is required to pass a module.
- Work-Integrated Learning (WIL) is integrated into teaching modules.
- Practical assessment activities, assignments, and reflective journals are included in all modules 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.