Associated Assessment Criteria for Exit Level Outcome 1:

• Explain the origins and development of knowledge within a field of study: Teachers need to understand how knowledge within their subject specialisation has evolved over time to provide a comprehensive foundation for effective teaching strategies.
• Explain and discuss the different types of knowledge needed for Senior Phase teaching: Teachers must be able to articulate the various types of knowledge required for teaching at the Senior Phase, such as content knowledge, pedagogical knowledge, and knowledge of learners.
• Apply knowledge in a practical classroom environment: Teachers should demonstrate the ability to apply theoretical knowledge in a real classroom setting to enhance teaching effectiveness.
• Compare and evaluate the different schools of thought on teaching and learning in the field of Senior Phase teaching: Teachers need to critically analyze and assess various educational theories to inform their teaching practices.
• Understand the different approaches to teaching and learning apply them when teaching: Teachers should be able to adapt different teaching approaches to cater to the diverse needs of learners in the Senior Phase.
• Demonstrate an in-depth understanding of the knowledge appropriate to a subject specialisation: Teachers should have a deep understanding of the content and principles specific to their subject area.
• Demonstrate sound knowledge of subject content and various principles, strategies and resources appropriate to teaching in a South African context: Teachers should be well-versed in subject content and have a thorough understanding of teaching strategies suitable for the South African context.

Associated Assessment Criteria for Exit Level Outcome 2:

• Identify and apply the important principles of effective communication in a school context: Teachers must be able to effectively communicate with learners and other stakeholders to facilitate a conducive learning environment.
• Discuss learning content, strategies, problems and possible solutions with learners and other relevant stakeholders in the school: Teachers should engage in open discussions with learners and colleagues to address challenges and find solutions collaboratively.
• Demonstrate a critical, committed and ethical attitude towards developing a sense of respect and responsibility towards others: Teachers should exhibit a respectful and ethical attitude in all interactions within the school community.

Associated Assessment Criteria for Exit Level Outcome 3:

• Demonstrate an understanding of scientific and theoretical knowledge of the various aspects of teaching and learning in the Senior Phase: Teachers should have a solid grasp of educational theories and practices to inform their teaching strategies.
• Critically discuss the principles of good classroom management and organisation: Teachers need to understand and evaluate effective classroom management techniques to create a conducive learning environment.
• Apply effective classroom management, organisation, teaching and learning in an authentic classroom situation: Teachers should demonstrate the ability to implement classroom management strategies in a real classroom setting.
• Understand and interpret provided learning programmes and design own learning programmes: Teachers need to interpret curriculum guidelines and develop their own lesson plans accordingly.
• Identify the requirements for a specific context of learning and select and prepare suitable teaching and learning resources for a class: Teachers should be able to choose appropriate resources and adapt teaching methods to meet the needs of their learners.
• Select the sequence and pace of learning in a manner sensitive to the differing needs of both the subject and the learners: Teachers should adjust the pace and sequence of learning activities to accommodate diverse learning needs.

Associated Assessment Criteria for Exit Level Outcome 4:

• Demonstrate an ability to develop a supportive and empowering environment for the learner, and respond to the educational and other needs of learners and fellow-educators: Teachers should create a nurturing environment that supports the holistic development of learners and colleagues.
• Mediate learning in a manner which is sensitive to the diverse needs of learners (including those with barriers to learning): Teachers should cater to the diverse learning needs of all learners, including those with barriers to learning.
• Construct learning environments that are appropriately contextualised by showing recognition of and respect for the differences among learners: Teachers should create inclusive learning environments that respect and celebrate the diversity of learners.
• Identify the range of challenges faced by Senior Phase education within the different South African contexts: Teachers should be aware of the challenges specific to Senior Phase education in various South African contexts.
• Discuss the challenges teachers face when teaching in an environment with a high incidence of HIV/AIDS and poverty: Teachers need to understand the impact of social issues like HIV/AIDS and poverty on teaching and learning and be able to address these challenges effectively.
• Evaluate and discuss possible solutions for the identified challenges: Teachers should critically analyze and propose solutions to the challenges faced in Senior Phase education.

Associated Assessment Criteria for Exit Level Outcome 5:

• Understand the purpose, methods and effects of assessment and provide helpful feedback to learners: Teachers should comprehend the role of assessment in the learning process and give constructive feedback to learners.
• Design and manage both formative and summative assessments in ways that are appropriate to the level and purpose of the learning: Teachers should be able to create and administer assessments that align with the learning objectives.
• Understand why and how detailed and diagnostic records of assessment results need to be kept: Teachers should understand the importance of maintaining accurate records of assessment results for monitoring and improvement purposes.
• Interpret and use assessment results to feed into processes for the improvement of learning programmes: Teachers should utilize assessment data to enhance teaching practices and student learning outcomes.

Integrated Assessment:

• Formative Assessment: Teachers will complete individual written assignments per module to demonstrate analytical, evaluative, and problem-solving skills in the Senior Phase classroom.
• Summative Assessments: One 3-hour written examination per module will assess practical assignments, reports, or portfolios. The final mark for the module will be based on these assessments.
• Practical Professional Competency Assessment: Teachers will be evaluated on their professional competency in an authentic teaching setting, with experienced teachers serving as co-assessors.
• Teaching Resource Portfolio Assessment: Teachers will compile a teaching resource portfolio that will be assessed by a mentor lecturer after the teaching practice period.