PROFESSIONAL DEVELOPMENT PROGRAMMES FOR TEACHERS PD POINTS

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1 Continued Professional Teacher Development CPTD PROFESSIONAL DEVELOPMENT PROGRAMMES FOR TEACHERS PD POINTS 2014 Fully accredited NQF aligned Approved Provider Your new resource towards accumulating your Professional Development Points and effectively closing your competency gap

2 Contents 1. What is Professional Development? 3 2. The CPTD Management System at a glance 3 3. Professional Development (PD) Points 7 4. Approving Professional Development Providers Where can I get a Professional Development Portfolio document? 18 EDUTEL - SACE APPROVED PROVIDER 19 Recognition of Prior Learning: The key to your future learning 20 SCHOOL MANAGEMENT AND LEADERSHIP COURSES 23 OTHER SHORT COURSES 50 MATHEMATICAL LITERACY COURSES 77 Application form Manual SACE sign-up form for Principles and Deputy Principles 2

3 The following are extracts from the CPTD Management System Handbook, January 2013, published by SACE and SACE website: 1. Professional Development Like all professionals, teachers need to grow their knowledge and skills throughout their careers. Like all professions, teaching requires a knowledge which is continuously being updated and broadened, and involves complex skills that need to be continually adapted to new circumstances. Because teachers are entrusted by parents with profound responsibilities, they need to continuously strengthen their capacity to help children along the path of learning, understanding and development. Teachers need to continuously renew their commitment to their profession, expressing their pride in its ideals of service, their dedication to our children's development and their determination to contribute to a just and thriving nation. That is professional development. One of SACE's main functions is to promote and facilitate the professional development of teachers. 2. The CPTD Management System at a glance CPTD stands for Continuing Professional Teacher Development. Each teacher will have a personal Professional Development Portfolio (PDP) developed according to SACE guidelines. The PDP will provide advice and support on professional development. It will also be a personal record of a teacher's professional development journey. SACE will allocate professional development (PD) points to teachers' professional development activities according to a schedule of points approved by SACE. Each teacher will sign up with SACE by filling in a form and will get a personal PD points account (PPDPA) that will be kept by SACE. A copy of the sign-up form must also be kept in the PDP. S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 3

4 When teachers achieve points for their professional development activities, the points will be reported to SACE and added to their Personal Professional Development Points Account (PPDPA). Each teacher will be expected to achieve 150 PD points on their PPDPA in every three year cycle. SACE will issue a Certificate of Achievement to each teacher who achieves the target number of PD points within the three years, as follows: 150 points: Certificate of Achievement (Bronze) points: Certificate of Achievement (Silver) 201+ points: Certificate of Achievement (Gold) PD points are not carried over to the next three year cycle. At the end of the teacher's three year cycle the PPDPA is reset at zero. SACE will issue a Certificate of Achievement to each teacher who achieved the target of PD points within the three years. What is the CPTD Management System for? It is to help teachers organise and focus their professional development in order to achieve maximum benefit and recognition and to ensure that external providers meet high standards. How will they do this? The CPTD Management System will promote and recognise teachers' professional development. Firstly, teacher's own individual efforts to improve themselves as professionals will be encouraged and recognised. Secondly, what schools do to grow teachers' knowledge, skills, commitment and service will be encouraged and their teachers' school-based professional development activities will be recognised. Thirdly, external providers will be assisted by SACE to improve and maintain the quality, effectiveness and relevance of their programmes for teachers. Providers must be approved by SACE and their activities endorsed by SACE. Only SACE endorsed programme activities will carry PD points. Teachers' participation in such programmes will be recognised and their feedback will be encouraged. Poor quality activities will be identified. Sub-standard activities and providers will be excluded from the system. 4

5 What ideas lie behind the CPTD Management System? The main ideas are to encourage teachers to become better at their jobs and to encourage school communities to become better sites of teaching, learning and development. Will the CPTD Management System benefit teachers? Yes, the system will facilitate their professional development by helping teachers focus their PD activities, by giving recognition to what teachers do for themselves and their schools, and by helping providers to offer high quality, meaningful and relevant service to teachers. So the CPTD Management System aims to assist all teachers to get good value from their professional development activities, whether undertaken on their own, in school or externally. Some provider activities could form part of a qualification pathway meaning that teachers could apply for credit transfers towards formal qualificaions. Will the CPTD Management System provide professional development to teachers? No. Such programmes are offered by employers, NGOs, HEIs, teacher unions, professional associations and other bodies through the CPTD system. SACE will approve such providers and endorse their activities. SACE will work with teachers and providers to improve the provision and take-up of professional development activities. How is SACE involved? SACE is empowered by the SACE Act to manage the CPTD Management System. SACE will manage the CPTD Management System with support from the Department of Education and education stakeholders. SACE and the Education Departments have co-operated to design the CPTD Management System, with advice from a broadly-based stakeholder reference group. The CPTD Management System is the way SACE will fulfil its mandate to encourage and help teachers to develop themselves professionally. SACE will: Provide all teachers with information on how to develop themselves professionally. Keep a record of teachers' professional development on its CPTD Information System (CPTD-IS). Screen external providers professional development activities and approve those that meet SACE's quality criteria. S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 5

6 Evaluate activities proposed by external providers and endorse those that meet SACE's criteria of relevance, effectiveness and quality. Monitor and evaluate the CPTD Management System in order to ensure that it helps improve teachers' professionalism and the quality of teaching and learning in schools. How are stakeholders involved? Teacher Unions, Higher Education Institutions and other stakeholders have advised SACE and the Departments of Education as the CPTD Management System has been developed. The CPTD Management System has become a part of the National Plan for Teacher Education and Development which is an outcome of the Teacher Development Summit held in All stakeholders in the summit and all Education Departments have given their blessing to the system and will help it to succeed and improve. How will the CPTD Management System help teachers to develop? The CPTD Management System is a new way of organising and recognising teachers' professional development. The CPTD Management System will encourage and recognise: what teachers do on their own to develop themselves and improve learning; what teachers do as part of the school collective to develop themselves and improve teaching, learning, assessment and service to the community; what teachers do to develop themselves and improve teaching, learning assessment and service to the community by taking advantage of good quality services provided by employers, unions, professional associations and others. Is participation in professional development compulsory? Yes. Participation in professional development is mandatory for all teachers. Professional development is part of SACE's Code of Professional Ethics for educators. Each educator pledges to uphold the Code when they register with SACE. Section 7 of the SACE Code says that all educators must keep abreast of educational trends and developments and promote the on-going development of teachers as a profession. Since all teachers commit themselves to observe the code, professional development is not an option but an obligation for all teachers. Moreover, all state-employed teachers and many privately-employed teachers are required to undertake professional development as part of their condition of service. 6

7 Principals, Deputy Principals and Heads of Department are required, as part of their duties and responsibilities, to help teachers develop professionally. Principals, Deputy Principals and Heads of Department are also required to develop themselves professionally. So, professional development is an all-teacher and all-school affair. SACE expects and encourages all teachers to sign up for the CPTD Management System as it rolls out so that they keep up to date and on their toes professionally. How will SACE monitor the CPTD Management System? SACE will monitor teachers' participation in the CPTD Management System in two ways: As the system is rolled out, authorised SACE representatives will visit a sample of schools every year. They will talk to teachers, look at teachers' PDPs and gather information on teachers' PD successes and problems. Each year SACE will analyse the trends in teachers' involvement in the system through its CPTD information system (CPTD-IS). 3. Professional Development (PD) Points What are PD points? PD points are just a way of assigning a numerical value to teachers' professional development activities. Is teaching the only profession whose members have to accumulate PD points? No, the professional bodies for Medical Professionals, Engineers, Managers and many other professions use PD points for the same purpose, both here and in other countries. Each professional body develops its own system. The idea is the same for all. How are PD points recorded? When a teacher signs up for CPTD Management System, a Personal Professional Development Points Account (PPDPA) in the teachers' name will be created automatically by SACE. The teacher must keep a record of engagement in PD activities. S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 7

8 How does a teacher sign up? A teacher signs up by completing a profile form. See middle of the brochure for the form, Principals and Deputy Principals need to complete. The form will be available as a paper document to be completed by hand or as an electronic document to be completed online. The online sign-up form can be accessed at CPTD System Phased-In Implementation SACE Council approved the CPTD Implementation Plan in November Thereafter, the Professional Development and Research Division had 25 national and provincial meetings with stakeholders and provincial education departments to share the CPTD Implementation Plan, get buy-in, clarify roles and responsibilities and identify areas of collaboration. In addition, the Division continues to share the CPTD System Implementation Plan at various educational gatherings such as Departments of Education meetings, Teacher Union conferences/meetings, SAPA district/provincial and national conferences, Independent Schools Associations and Principal meetings in the districts. The CPTD System Implementation Plan will be phased-in to the educators from January 2014 according to the three identified cohorts Principals and Deputy Principals, Heads of Department, and PL1 Teachers. This means, the first CPTD implementation cohort will start participating in the SACE Endorsed Professional Development activities provided by the SACE approved providers and earn points from them. st 1 Cohort (first CPTD Cycle starts from January 2014 December 2016 and thereafter every three years) The first cohort will combine Principals and Deputy-Principals. This will assist the phasing-in process because the numbers are small as compared to the HoDs and the rest of the teachers. Secondly, having learned from the processes on introducing new initiatives and policies in the system, it is important that the Principals and Deputy- Principals go through the system first so that they can be able to (a) create a culture of on-going development in their schools, (b) be in a strong position to support their educators from an informed position, and (c) manage the implementation of the CPTD system at school level. nd 2 Cohort (first CPTD Cycle starts from January 2015 December 2017 and thereafter every three years) The second cohort will be Heads of Departments (HoDs). Again the HoDs will be in a better position to support their staff on the implementation of the CPTD system. 8

9 rd 3 Cohort (first CPTD Cycle starts from January 2016 December 2018 and thereafter every three years) The third cohort will be Post Level 1 teachers. Their buy-in into the CPTD system will be enhanced since their seniors would have gone through the process already. The CPTD National Orientation and Sign-up team was established and capacitated on February This team is made up of SACE, Department of Basic Education (Teacher Development / EMGD / Educator Performance Management and Development Directorates), National Teacher Unions, SAPA and NAISA. This team is assisting SACE with the process of orientating educators on the CPTD Management System and signing them up on the CPTD Information System (CPTD-IS). Signing up on the CPTD Information System All educators must sign-up manually or electronically on the CPTD-IS before they st participate in their 1 CPTD Cycle. The following are the SIGN-UP YEARS for the three identified cohorts: st 1 Cohort Sign-Up: All Principals and Deputy Principals MUST sign-up on the st CPTD-IS from 1 March to 6 December 2013 in preparation for their 1 CPTD Cycle from January 2014 onwards. nd 2 Cohort Sign-UP: All HoDs MUST sign-up on the CPTD-IS from January to 31 st October 2014 in preparation for their 1 CPTD Cycle from January 2015 onwards. rd 3 Cohort Sign-Up: All Post Level 1 Teachers MUST sign-up on the CPTD-IS st from January to 31 October 2015 in preparation for their 1 CPTD Cycle from January 2016 onwards. You can sign-up manually by filling in the attached manual sign-up form (MANUAL SIGN-UP FORM - see back of brochure) and return it to SACE using one of the following contact details: Postal Address: Attention: Senior Manager PD and Research Private Bag X127, Centurion, 0048 OR Physical Address: SACE Building, Block 1, Krossway park, 240 Lenchen Avenue, Centurion, 0157 Fax-to ; member@sace.org.za; Tel: (Ella T/Zama) S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 9

10 LOGIN INTO THE CPTD SELF-SERVICE PORTAL AFTER RETURNING YOUR FORM TO SACE AND RECEIVING YOUR USERNAME AND PASSWORD THROUGH SMS 1. Go into 2. Go to the CPTD Tab on top and choose CPTD Self-service portal 3. Choose the Educator Login Tab on the left 4. Enter your username and password as you received them 5. You can now navigate through the self-service portal, update information, report a CPTD related problem, etc (b) Electronic Sign-up (CPTD Self-Service Portal) You have a choice of signing-up electronically as follows: ELECTRONIC SIGN-UP STEPS 6. Go into 7. Click on the CPTD Tab on top and choose CPTD Self-service portal 8. It will take you to the Sign-Up Screen. Then Choose "EDUCATOR SIGN-UP 9. Choose South African Educator or Foreign Educator 10. Enter your details (Name, Surname, SACE Number and ID Number). Remember ID number is a mandatory field. 11. SAVE 12. It will take you to a screen with your personal details to complete. 13. Once your done with filling in the information on the screen, SAVE 14. It will take you back to the LOGIN Screen and give you USERNAME and PASSWORD (Please save them somewhere where they will not get lost. You will also get your username and password through SMS on your cell phone. 15. Then choose EDUCATOR LOGIN on the same screen 16. Enter USERNAME and PASSWORD as they were when you received them 17. Fill in your qualifications, subjects etc 18. You can now navigate through the self-service portal, update information, report a CPTD related problem, etc 19. PLEASE GIVE US FEEDBACK ON YOUR SIGN-UP AND LOGIN EXPERIENCES though , fax, post, or phone. 10

11 How will a teacher accumulate PD points? A teacher will accumulate PD points by engaging in three types of professional development activities: Type 1: Activities initiated by the teacher Type 2: Activities initiated by the school Type 3: Activities initiated externally How have the PD points values been allocated? The PD points are a way of recognising the professional development teachers achieve through their own actions both individually and as part of a school collective, or community of practice. PD Points values have been allocated by SACE using professional judgement based on: The need to ensure that all teachers, regardless of their school circumstances and their professional qualifications and experience, have a fair chance to reach the target of 150 points every three years. The importance of all three types of professional development (teacher initiated, school initiated, externally initiated). The need to give special recognition to Type 1 and Type 2 activities (teacher initiated and school initiated). These should be part of the normal professional work of all teachers. Appreciation that teachers have limited time for professional development both within and outside normal school hours. The importance of maintaining a balance between different types and categories of activities. The need to keep the CPTD Management System as simple as possible. Can a teacher earn more than 150 points in a three-year cycle? Yes. 150 points is the minimum requirement. SACE acknowledges teachers' PD efforts by the award of Certificates of Achievement at the end of each three year cycle, as follows: 150 points: Certificate of Achievement (Bronze) points: Certificate of Achievement (Silver) 201+ points: Certificate of Achievement (Gold) Can additional points be carried over to the next three year cycle? No. The Personal PD Points Account (PPDPA) for each teacher is reset to zero at the end of the three year cycle. However, each teacher's PD points record is permanently stored by SACE. S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 11

12 1. Teacher Initiated Activity Categories Type 1 Activities Points per Semester Points per Annum Points per Three Year 1. Reading educational material from various publications and sources (From publishers, teacher unions, print media, libraries, employers, professional associations, Higher Education Institutions, conferences, seminars, workshops and others) Magazines Newspapers Journals Periodicals Books Website 2. Engaged in electronic media educational activities (From radio, television and others) Listening to educational programmes on radio Viewing educational programmes on TV 3. Attending educational meetings Examples: Attending and participating in union meetings Attending and participating in School Governing Bodies meetings Attending and participating in subject association meetings Attending and participating in other educational meetings and activities Participating in community development initiatives Discussing education topics with colleagues

13 Type 1 Activities Points per Semester Points per Annum Points per Three Year Cycle 4. Mentoring and Coaching Mentoring less experienced colleagues Coaching learners after school hours Teaching KariGude learners 5. Researching and Developing Examples: Undertaking research in teaching and learning Researching and writing articles for newsletters, newspapers, magazines, journals Researching and presenting at educational meetings, conferences, resource centres, radio, TV Storytelling Researching and writing script for educational radio, television Researching and developing materials for teaching and learning 6. Kick-starting/leading project Examples: Initiating and leading school projects Initiating and leading community initiatives 7. Marking and Assessing Examples: Marking or assessing NSC examinations/foundations of Learning / Grade 3, 6, 9 assessments (with employer approval) S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 13

14 Type 1 Activities Points per Semester Points per Annum Points per Three Year Cycle 8. Improving Personal Learning Examples: Attending voluntary self-funded workshop - ½ day: 5 points - 1 day: 7 points days: 10 points Completing voluntary full-time equivalent self-funded programme TYPE 1 maximum points to be earned School Initiated Activity Categories Type 2 Activities Points per Semester Points per Annum Points per Three Year Cycle 1. School Meetings Examples: Attending and participating in staff meetings Attending and participating in departmental/employer meetings Participating in extra-curricular activity Participating in fundraising Attending and participating in SGB meetings Attending and participating in cluster meetings Attending and participating in committee meetings Discussing education topics with colleagues

15 Type 2 Activities Points per Semester Points per Annum Points per Three Year Cycle 2. School Workshops Examples: Attending and participating in school workshop on curriculum Attending and participating in school workshop on teaching Attending and participating in school workshop on assessing Attending and participating in school workshops on management Attending and participating in school workshop on classroom management 3. School Projects Examples: Undertaking research and development on learning and teaching Participating in project on HIV/AIDS awareness, prevention and care Participating in food gardening/school nutrition Participating in community outreach project Participating in arts/culture/sports Participating in school twinning/partnership project Participating in excursion/camping project TYPE 2 maximum points to be earned Your new resource towards accumulating your Professional Development Points and effectively closing your competency gap S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 15

16 3. Externally Initiated Activity Categories Type 3 Activities Points per Semester Points per Annum Points per Three Year Cycle Points are allocated for externally initiated activities as endorsed by SACE. Refer to programmes in Edutel brochure for activities and point allocation. Must a teacher get PD points in all three types of activity? Yes. All three types have value for professional development. Types 1 (teacher initiated) and 2 (school initiated) activities are available to all teachers at any time. They are especially important ways of growing in professional knowledge and practice. Type 3 (eternally initiated) activities may be available to a teacher only from time to time. How will a teacher's PD points be reported to SACE? Type 1 and Type 2 points A teacher will record Type 1 and Type 2 PD points in the personal PDP according to the PD Points Schedule. SACE expects teachers to record their points honestly. Dishonest reporting is unprofessional conduct. It may also be a breach of SACE's Code of Professional Ethics. At the end of the school year a principal will request staff members to report their PD points for the year on a simple form supplied by SACE. The principal will then report all teachers' PD points to SACE on a simple form supplied by SACE and will send the form to SACE by post, fax or online. Type 3 points When SACE approves an external provider and endorses the provider's professional development activity, SACE will allocate the correct number of PD points to that activity according to the PD Points Schedule. 16

17 Type 3 PD points will be reported online to SACE by each SACE Approved Provider, using a simple electronic form. Teachers will record their Type 3 points in their PDPs. If a school initiated activity needs funding, who will fund it? A school activity is managed by the school. The school staff or the whole school community will decide what activities are needed. They will decide whether funds are needed and if so how to raise them. Many excellent school-based PD activities need only teachers' active involvement and creativity. When an employer or a union calls teachers to attend an activity will they get PD points? In principle, yes. Employer or union-initiated professional development activities are Type 3 activities and they are eligible for points according the PD Points Schedule. If the activity lasts for less than two hours it might not be eligible, but if it is for a halfday or longer it will carry points. SACE will work with employers, unions, professional bodies and other providers to raise the quality of their PD proposals so that they meet criteria for endorsement. 4. Approving Professional Development Providers Can anyone provide professional development activities to teachers? Only providers approved by SACE will be allowed to offer professional development activities with PD points value. They will be called SACE Approved Providers. They will offer professional development activities that are endorsed by SACE. The intention is that only SACE Approved Providers will be engaged and funded by employers, unions or other bodies supporting professional development of teachers. What does SACE Approved Provider status mean? SACE Approved Provider status means that a provider: Has met SACE's criteria for approval of providers. Has signed up to SACE's Code of Practice for P roviders. Is fit to offer professional development activities endorsed by SACE. S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 17

18 Will provide SACE with list of successful teacher participants in endorsed activities. Agrees to feedback from participants and monitoring by SACE. 5. Where can I get a Professional Development Portfolio document? You can visit the SACE website and download the portfolio from there. File the document in a lever arch file. This will help you to organise your PD point activities. Your new resource towards accumulating your Professional Development Points and effectively closing your competency gap 18

19 EDUTEL SACE APPROVED PROVIDER Edutel Skills Development Accreditation Edutel Skills Development (Pty) Ltd is fully accredited by the ETDP SETA and all its programmes are approved by the ETDP SETA ETQA. Teachers will not only earn PD points when they are declared competent on the unit standards completed but also the credits linked to these unit standards. Edutel is also a SACE Approved Provider and registered with the Department of Higher Education as a Private FET College, Registration: 2007/FE07/08. Some of the endorsed programmes can count as credits towards full qualifications. Mode of delivery of programmes Mixed mode, namely distance learning with the possibility of contact lectures in school holidays. Note: Special school workshops can be arranged pending on the number of teachers enrolling for a specific course!! Online training Edutel will be introducing online training in the near future. Please enquire with us for more information. Where are contact lectures offered? In major centres of South Africa or at schools - if number of enrolled teachers allow it. Will these short programmes lead to full qualifications? Many of these unit standards form part of full qualifications meaning that once you have completed these programmes you can apply for credits towards the full qualification in which they appear. Credits are granted in line with the RPL policy of the relevant institution offering the qualification it appears in. Must I buy extra books? No. All material will be provided. S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 19

20 What about exams and certification? No exams. You build a Portfolio of Evidence and complete a knowledge questionnaire. This you do in your own time. Once this is assessed and you are declared competent, you will receive a Certificate of Competence from Edutel and a statement of results from the relevant SETA, e. g. ETDP SETA. In some cases the University of Johannesburg will endorse your results. You may apply with any university to recognise these credits towards completing your ACE: School Management and Leadership. It remains the relevant university s prerogative to grant your credit or not. The curriculum covered in the School Management and Leadership unit standards offered by Edutel are national standards and the content should compare very favourably with that of any university offering the same courses. Can I register any time of the year? Yes. You can register when you are ready. How do I pay for my course? You can pay cash, by credit card or by bank debit order. When do I receive my books? You will receive your material once we have confirmed payment of your course. How long do I get to complete my course? You are allowed one year. RECOGNITION OF PRIOR LEARNING: THE KEY TO YOUR FUTURE LEARNING What it is Commonly called RPL, Recognition of Prior Learning is a mechanism which provides for acknowledgement of a person's knowledge and skills which might not have been acquired through formal training. SAQA's definition of RPL states "Recognition of Prior Learning means the comparison of the previous learning and experience of a learner howsoever obtained against the learning outcomes required for a specified qualification, and the acceptance for purposes of qualification of that which meets the requirements." This means that regardless of where, when or how a person achieved the learning, if such learning 20

21 meets the requirements of a unit standard or a qualification, it could be recognised for credits. RPL is therefore a form of assessment for persons who have not attended training but still wish to be acknowledged for their current knowledge and skills in a particular area. HOW IT WORKS The SAQA RPL policy states: "there is no fundamental difference in the assessment of previously acquired skills and knowledge and the assessment of skills and knowledge acquired through a current learning programme. The candidate seeking credits for previously acquired skills and knowledge must still comply with all the requirements as stated in unit standards and qualifications. The difference lies in the route to the assessment. We've already stated, RPL is an assessment process, and as such, the persons applying for RPL must understand that they will have to undergo some form of assessment to ensure that the required knowledge and skills are still current. Edutel's RPL assessment mainly consists of Questioning and Workplace Observation as methods of gathering the evidence to prove the candidate's competence. This means that the candidate will most probably be observed while he/she is working and his/her line manager will complete a form indicating what the person can do. The person will also have to complete either a knowledge questionnaire, case study questions or an assignment (or a combination of these) in order for the assessor to check that the knowledge or theory needed to use the skills properly is up to date. With Edutel there is a specific procedure which needs to be followed in order for the RPL assessment process to take place. It looks like this: 1. A prospective candidate, who knows that he/she most probably qualifies for RPL applies to Edutel by completing the relevant Application. 2. Once the file has been reviewed and approved, the potential candidate meets with an RPL Advisor, who explains the skills and knowledge requirements and checks whether the person does, in fact, have these at present. This is called the Screening process. 3. If the person has some major gaps in knowledge and skills, he/she is advised to attend training to fill these gaps and come back later for RPL. 4. If the person meets requirements, then the process is put in motion. 5. The successful candidate will be given thorough preparation for the assessment S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 21

22 which lies ahead and all concerns which the person might have are ironed out. 6. Then the evidence collection phase starts. At this point the Evidence Facilitator in the workplace (who might be the line manager) is trained on how to assist the candidate to collect the required evidence. 7. The evidence is collected over a period of time (which was agreed upon during assessment preparation) and this is all submitted to Edutel for formal assessment. 8. The assessment is done by a registered assessor, who makes a judgement as to whether the evidence submitted by the candidate covers all the requirements of the unit standard or qualification. 9. If it does, the candidate is declared Competent and, in due course, can celebrate his/her achievement. 10. If the evidence does not meet requirements, the candidate is given advice and support on what extra evidence is required and how to go about collecting this. Steps 7 to 9 then apply. Do not think that the RPL process is easy or quick. The candidate must focus on what evidence is needed and cannot merely produce a few pieces of paper and think that he/she is Competent. It takes time and thought on the part of all concerned to successfully complete an RPL process. But the results are wonderful! What it costs Just as the process is not a speedy one, so the costs are not excessively cheap. However, it is definitely less expensive than attending a formal workshop and then undergoing the assessment. It's not only the actual costing which needs to be taken in consideration. The hidden costs of being out of the workplace for formal training and therefore not being productive also have to be kept in mind. Is it worth it? Definitely! Imagine: perhaps a full qualification which acknowledges your knowledge and skills without you having been in a classroom or undergoing coaching... Your new resource towards accumulating your Professional Development Points and effectively closing your competency gap 22

23 SCHOOL MANAGEMENT AND LEADERSHIP COURSES Note: The following unit standards form part of the ACE: School Management and Leadership Qualifications and should you be declared competent on any of these unit standards, you will be able to apply for credits towards this qualification. Credit will be considered and allocated in line with the RPL or credit transfer policy of the University you apply with. Courses included are: US Understand school management and leadership in the SA context US Lead and manage people US Manage teaching and learning US Develop a portfolio to demonstrate school management and leadership competence US Manage organisational systems and physical and financial resources US Manage policy, planning, school development and governance US Conduct outcomes-based assessment US Conduct moderation of outcomes-based assessments US Mentor school managers and manage mentoring programmes in schools US Demonstrate effective language skills in school management & leadership US Computers in school management S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 23

24 CERTIFICATE IN PRINCIPALSHIP (60 PD POINTS) Purpose of programme Each one of the skills programmes is SAQA and NQF aligned and have been approved by the Quality Assurance division of the Education Training and Development SETA. You will thus be working with excellent, outcomesbased programmes which will allow you to develop competencies right there in the school. You have nothing to lose if you start now: be ahead and earn your PD points! Rules relating to assessment, academic credit, progression and qualification NO EXAMS!! Learners will be assessed by writing Knowledge Questionnaires and compiling Portfolios of Evidence. Once you are declared competent and your assessment outcomes have been verified by the ETDP SETA you will earn the credits linked to the unit standards making up your skills programme. These credits will be registered on the National Learner Records Database and will remain to your credit always. Should you want to continue with your studies, you will be able to apply for RPL/credits for what you have already achieved if it forms part of that qualifications' curriculum. This skills programme/ qualifications specialising in the same field at a higher level. Where and when do I write my Knowledge Questionnaires? This will be written when you attend contact sessions or in your own time. When can I start? Any time throughout the year. Will I attend any classes? Contact classes will be arranged during the course of the year during school holidays at major centres in January, April, July and September. You choose when you want to attend. If you are registered before 30 January, you can attend in April and if you are registered before 15 May you can attend in July or September. If you registered before 30 October you can attend in January. Do I have to buy extra books? No, all material will be provided, including DVDs on each unit standard. To which qualification can these unit standards lead? Advanced Certificate: Education (School Management and Leadership). Endorsement, accreditation and approval Full programme approval from Education, Training and Development SETA. SACE endorsed 60 PD Points. Unit Standard alignment US : Understand school management and leadership in the SA context, NQF 05 (10 credits) US : Lead and manage people, NQF 06 (20 credits) US : Manage teaching and learning, NQF 06 (20 credits) US : Develop a portfolio to demonstrate school management and leadership competence, NQF 06 (10 credits) 24

25 With whom can I complete my qualification should I so choose? Learners can apply for credits with any University offering the Advanced Certificate: Education (School Management and Leadership, ID 73529). Note: These unit standards can also be taken as single unit standards each earning 15 PD Points. Fees: See insert and/or application form. Duration of programme 600 notional hours, including contact sessions Added advantage These unit standards are written in outcomes-based format, are competency-based and are fully in line with the now 70/30 approach 30% instructional learning and 70% application. Workplace learning and DVDs Learners receive a workplace assessment guide and DVDs addressed to the principles or a senior district/circuit official to assist you with the necessary mentoring and workplace exposure. You will also receive a DVD on each unit standard which will help you and guide you through your course. Certification Learners found competent will receive a Certificate of Competence and a statement of Results from the ETDP SETA confirming that you have earned the credits for the respective unit standards, completed and same was recorded on the National Learner Database. Entry requirements A professional teaching diploma with at least three years full time study (M+3). S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 25

26 SCHOOL MANAGEMENT AND LEADERSHIP IN THE SA CONTEXT (30 PD POINTS) Purpose of programme To equip all teachers with broad based management skills and leadership techniques in order to manage their leadership activities more effectively. Description of programme This programme covers generic school management and leadership issues specific to the schooling environment in SA. It equips the learner with the knowledge and some skills to become an efficient leader in the general school environment. Educational needs addressed by programme It addresses the very real gap of teachers who do not have the necessary knowledge and skills to manage school related activities and projects in an efficient manner. Knowledge, skills, attributes, competences addressed An understanding of what is involved in school management Utilising own abilities in management and leadership Application in the relevant divisions of the school e.g. Sport, classroom etc. Learning outcomes addressed Demonstrate a basic understanding of what is involved in school management Make an assessment of own abilities in management and leadership in the school environment Demonstrate an understanding of the portfolio as a flexible assessment instrument 26 Plan and prepare for the development of a portfolio to reflect own management competencies Compile a portfolio which reflects own management and leadership competencies Programme delivery Distance learning and contact sessions (depending on number of bookings) Lecturing and facilitation Structured activities Self assessments Accessibility of programme As this is distance learning, it is accessible to all. Contact sessions may be held in major centers (pending learner numbers). Endorsement, accreditation and approval Full programme approval from Education, Training and Development SETA. SACE endorsed 30 PD Points. Unit Standard alignment US : Understand school management and leadership in the SA context, NQF 05 (10 credits) US : Develop a portfolio to demonstrate school management and leadership competence, NQF 06 (10 credits) Scope of programme Broad context of transformation Policies and legislation related to Education Broad perspective of education management The educational manager Educational leadership Current notions of school management

27 and leadership Concept of a portfolio Portfolio development Concept of evidence for a portfolio Critical reflection of the process Note: These unit standards can also be taken as single or loose unit standards each earning 15 PD Points. Fees: See insert and/or application form. Duration of programme 200 notional hours. Do I have to buy extra books? No, all material will be provided, including DVDs on each unit standard. Formative assessments Self-assessment activities in manual to be completed 3 X assignments Summative assessments Knowledge Questionnaire Review of Portfolio of Evidence Learner participation Interaction with manual and formative assessment activities Attendance at contact sessions (if taking place). Possible online training Which qualification can these unit standards lead to? These unit standards forms part of the ACE: School Management and Leadership. Access to programme Full access for educators with a teaching qualification. How to apply See insert for application form to apply for this course. S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 27

28 OVERVIEW OF SCHOOL LEADERSHIP AND MANAGEMENT PRINCIPLES (15 PD POINTS) Purpose of programme To develop in the educators the fundamental knowledge, skills and personal qualities so that they can manage and lead people effectively towards contributing to the improved delivery of education in the school system. Develop the professional skills of self, groups, individuals to enhance performance Create an environment conducive to collective bargaining, collaboration and negotiation Apply relevant content knowledge in leading and managing people Description of programme The programme features realistic and practical perspectives on aspects pertaining to leading and managing people in the school environment. Educational needs addressed by programme It addresses the very real gap of teachers who do not have the necessary knowledge and skills to manage school related activities and projects in an efficient manner. Knowledge, skills, attributes, competences addressed Identifying personal qualities necessary for effective leadership and management Planning for future education initiatives Allocation of tasks and support for teachers undertaking the tasks Resources required Enhancement of professional skills Learning outcomes addressed Demonstrate personal qualities necessary for the effective leadership and management of people Plan, allocate, support and evaluate work done by groups, teams, individuals Programme delivery Distance learning and contact sessions (depending on number of bookings) Lecturing and facilitation Structured activities Self assessments Accessibility of programme Ast it is distance learning, it is accessible to all. Contact sessions may be held in major centers (depending on learner numbers). Endorsement, Accreditation, Approval Full programme approval from Education, Training and Development SETA. SACE endorsed 15 PD Points. Unit Standard alignment US : Lead and manage people, NQF 06 (20 credits) Do I have to buy extra books? No, all material will be provided, including DVDs on this unit standard. Scope of programme Establish a positive school culture Lead employees to achieve goals Ensure effective teamwork and democratic leadership Formulate training and development requirements of educators Organise required resources for 28

29 effective functioning Plan allocate and evaluate group actions Create environments which are conducive to learning Create an environment conducive to collective bargaining, collaboration and negotiation Fees: See insert and/or application form. Duration of programme 200 notional hours, including contact sessions (if applicable). Formative assessments Self-assessment activities in manual to be completed Summative assessment Knowledge Questionnaire Review of Portfolio of Evidence Learner participation Interaction with manual and formative assessment activities Attendance at contact sessions (if taking place) Possible online training. Which qualification can these unit standards lead to? These unit standards forms part of the ACE: School Management and Leadership. Access to programme Full access for educators with a teaching qualification. How to apply See insert for application form. S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 29

30 MANAGING RESOURCES AND SYSTEMS (15 PD POINTS) Purpose of programme To equip teachers with adequate knowledge and skills to effectively manage the resources at their disposal. To give teachers the necessary knowledge to work within the organisational systems within the school environment. Description of programme The programme covers all the crucial aspects related to managing the very special systems and resources found in the school. It gives the teacher the necessary skills to manage and deal with resources in a creative manner. Educational needs addressed by programme It addresses the educator's need to identify and effectively use those physical, financial and human resources available. This has always been a problem in the schools. The need to manage the unique organisational systems in a school is a gap which has been identified and covered in this learning programme. Knowledge, skills, attributes, competences addressed Decision making Creative problem solving Systematic but flexible management skills All CCFOs as identified in the unit standard Learning outcomes addressed Set up, implement, maintain and evaluate organisational systems Manage financial resources in a transparent and accountable way Apply relevant content knowledge in leading and managing people Develop and communicate school values, vision, mission, policies and plans Develop and maintain sound working relationships with the School Governing Body Apply relevant content knowledge in leading and managing people Programme delivery Distance learning and contact sessions (depending on number of bookings) Lecturing and facilitation Structured activities Self assessments Accessibility of programme As this is distance learning, it is accessible to all. Contact sessions may be held in major centres. Endorsement, Accreditation, Approval Full programme approval from Education, Training and Development SETA. SACE endorsed 15 PD Points. Unit Standard alignment US : Manage organisational systems and physical and financial resources, NQF 06 (20 credits) Scope of programme Problem solving and decision making Effective problem solving skills Tools for creative decision making I the school School management and problem solving Communication as a management task Communication systems in the school Information systems 30

31 Administration systems Legislation Physical resources management Effective policy making and school policies Managing school finances School budgets Financial statements Duration of programme 200 notional hours. Formative assessments Self-assessment activities in manual to be completed. Summative assessment Knowledge Questionnaire Review of Portfolio of Evidence Learner participation Interaction with manual and formative assessment activities Attendance at contact sessions (if taking place). Possible online training. Which qualification can these unit standards lead to? These unit standards forms part of the ACE: School Management and Leadership. Access to programmes Full access for educators with a teaching qualification. How to apply See insert for application form. Fees: See insert and/or application form. S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 31

32 MANAGE POLICY, PLANNING SCHOOL DEVELOPMENT AND GOVERNANCE (15 PD POINTS) Purpose of programme To give teachers in management positions the background required to manage policy, planning and school governance issues appropriately. Description of programme The programme covers the instructional and practical aspects of school policy and governance, including the relevant legislation and how it impacts on the management of the school. Educational needs addressed by programme The need to develop policies and manage policy issues is addressed. School governance issues relating to both teachers and managers in the school environment are addressed in order for effective management to take place. Knowledge, skills, attributes, competences addressed Development of school vision, mission and policies Strategic thinking Community involvement in school Appropriate legislation Department and operational planning Learning outcomes addressed Using personal qualities to manage effectively Develop and communicate school values Develop school vision, mission statements Develop school policies Develop sound relationships with community Apply school development and 32 improvement initiatives Programme delivery Distance learning and contact sessions (depending on number of bookings) Lecturing and facilitation Structured activities Self assessments Accessibility of programme As this is distance learning, it is accessible to all. Contact sessions may be held in major centres. Endorsement, Accreditation, Approval Full programme approval from Education, Training and Development SETA. SACE endorsed 15 PD Points. Unit Standard alignment US : Manage policy, planning, school development and governance, NQF 06 (20 credits) Scope of programme The effective education leader Strategic thinking Vision and mission statements School development plan Effective school policies School Governing Bodies Departmental and operation planning School improvement plan Co-operative governance Duration of programme 200 notional hours. Formative assessment Self-assessment activities in manual to be completed.

33 Summative assessment Knowledge Questionnaire Review of Portfolio of Evidence Learner participation Interaction with manual and formative assessment activities Attendance at contact sessions (if taking place) Possible online training. Which qualification can these unit standards lead to? These unit standards forms part of the ACE: School Management and Leadership. Access to programmes Full access for educators with a teaching qualification. How to apply See insert for application form. Fees: See insert and/or application form. S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 33

34 MANAGE TEACHING AND LEARNING (15 PD POINTS) Purpose of programme The programme is aimed at developing educators and school managers in the fundamentals of managing the variety of classroom situations where teaching and learning take place. Description of programme The programme deals with the basics of managing teaching and learning effectively. It covers all aspects related to the actual teaching as well as the supervision of these aspects. Educational needs addressed by programme Effective teaching and learning leads to more competent learners. The gap identified is that many teachers do not have the skills to enable their learners to become competent in an outcomes based learning environment or are still stuck in the old paradigm of norm based teaching. This learning programme assists these teachers to achieve the correct skills. Knowledge, skills, attributes, competences addressed Strategies to ensure full potential of learners Sustaining a culture of learning Management principles in the classroom Use of national and provincial curricula Discipline and behaviour in the school Learning outcomes addressed Encourage an interest in teaching and learning Set targets for achievement Encourage learners to reach full potential Manage processes for teaching and learning Monitor classroom practices Manage co- and extra curricular activities Evaluate and implement curriculum changes Ensure the safety, welfare and security of the learners Identify pastoral needs of learners and address Develop and manage a co-operative disciplinary system Programme delivery Distance learning and contact sessions (depending on number of bookings) Lecturing and facilitation Structured activities Self assessments Do I have to buy extra books? No, all material will be provided, including DVD s on the unit standard. Accessibility of programme As this is distance learning, it is accessible to all. Contact sessions may be held in major centres. Endorsement, Accreditation, Approval Full programme approval from Education, Training and Development SETA. SACE endorsed 15 PD Points. Unit Standard alignment US : Manage teaching and learning, NQF 06 (20 credits) Scope of programme Creating a culture of learning 34

35 Encouraging teaching and learning in a school Creating a support system Modeling teaching and learning Pedagogical principles Manage school time effectively Assessment, recording and reporting the learning environment Extra-curricular activities Deployment if resources Provision of support Classroom management Curriculum changes Safety and security issues Creation of a caring environment Co-operative discipline Access to programmes Full access for educators with a teaching qualification. How to apply See insert for application form. Fees: See insert and/or application form. Duration of programme 200 notional hours. Formative assessments Self-assessment activities in manual to be completed. Summative assessment Knowledge Questionnaire Review of Portfolio of Evidence Learner participation Interaction with manual and formative assessment activities Attendance at contact sessions (if taking place) Possible online training Which qualification can these unit standards lead to? These unit standards forms part of the ACE: School Management and Leadership. S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 35

36 CONDUCT OUTCOMES-BASED ASSESSMENT (15 PD POINTS) Purpose of programme To equip teachers with the knowledge and skills related to the assessment process as determined by SAQA. Description of programme This programme intends developing the assessment skills of educators in schools in order to be aligned with the relevant ETQA processes. Educational needs addressed by programme The outcomes-based process of assessment is unfamiliar to the teachers and yet teachers need to become registered assessors against US The gaps in the teachers' knowledge are therefore addressed in this programme. Knowledge, skills, attributes, competences addressed Background to outcomes-based assessment in relation to SAQA and the NQF Assessment process Assessment methods, tools and techniques Learning outcomes addressed Distinguish between the different forms of assessment in terms of: o philosophy o approaches o advantages o disadvantages. Explain the concept of Recognition of Prior Learning as it is used in industry: o purpose o process 36 o benefits o challenges o impact. Describe the different assessment methodologies that could be used in the schooling environment. Define and explain the key principles of assessment within the schooling environment. Explain the feedback approach in the schooling environment, specifically in relation to its impact. Prepare for a formal assessment in the classroom by addressing: o required resources o logistical issues o assessment instruments o assessment environment o health and safety issues. o Ensure that all parties are notified about the impending formal assessment, including parents. o Ensure that the required moderation process is in place. Prepare the candidates for the assessment by dealing with: o content to be covered in the assessment o process to be followed o questions that may arise o possible barriers to the assessment o readiness for assessment. Address the special needs of learners, where necessary and without affecting the validity of the assessment. Ensure that all learners are ready for the assessment and deal with issues where the learner is not ready yet. Gather the evidence which is sufficient and according to the relevant plan and schooling regulations. Make adjustments if necessary. Use the most appropriate questioning

37 techniques for the level of the learners. Evaluate the evidence provided by the learners and make consistent judgements based on the evidence. Record the judgements made according to regulations and school requirements. Provide constructive feedback to the individual learners within the require timeframes. Ensure that the way forward is clearly identified for the learners. Deal with any queries and disagreements which may arise. Obtain feedback for the learners regarding how they experienced the assessment. Produce the relevant reports for learners as required by the education authorities. Identify the strengths and weaknesses of the assessment process which was followed. Identify any shortcomings in the assessment instruments which were used. Consider the feedback given by learners and decide what can be used. Give suggestions and recommendations for future assessments to the relevant party. Programme delivery Distance learning and contact sessions (depending on number of bookings) Lecturing and facilitation Structured activities Self assessments Accessibility of programme As this is distance learning, it is accessible to all. Contact sessions may be held in major centres. Endorsement, Accreditation, Approval Full programme approval from Education, Training and Development SETA. SACE endorsed 15 PD Points. Unit Standard alignment US : Conduct outcomes-based assessment, NQF 05 (15 credits) Scope of programme 1. Different forms of assessment and methodologies in the schooling environment 2. Recognition of Prior Learning 3. Feedback in the schooling environment 4. Preparation of a formal assessment in the classroom 5. Notification of all parties about the impending formal assessment, including parents 6. Checking that the learners are ready for the assessment 7. Ensuring that the required moderation process is in place 8. Preparation of the candidates for the assessment 9. Gathering evidence according to the relevant plan and schooling regulations 10. Evaluating the evidence provided 11. Recording the judgements made according to regulations and school requirements 12. Ensure that the way forward is clearly identified for the learners 13. Produce relevant reports for learners as required by the education authorities S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 37

38 Duration of programme 150 notional hours. Formative assessments Worksheets at the end of each module to be completed 1 X assignment Summative assessment Review of Portfolio of Evidence Learner participation Interaction with manual and formative assessment activities Attendance at contact sessions (if taking place). Possible online training Which qualification can this unit standard/s lead to? This unit forms part of the ACE: School Management and Leadership qualification. Access to programmes Full access for educators with a teaching qualification. How to apply Please complete the application form at the back of this brochure and return to us with the required payment. Fees: See insert and/or application form. 38

39 CONDUCT MODERATION OF OUTCOMES-BASED ASSESSMENTS (15 PD POINTS) Purpose of programme To equip qualified educator-assessors with the knowledge and skills related to the moderation process as determined by SAQA. Entry requirement National registration as an assessor. Description of programme The programme builds on the skills of the assessment process by capacitating the assessors with the moderation knowledge and skills required by a registered moderator. Educational needs addressed by programme Utilisation of the moderation process according to SAQA requirements is an aspect which the school based educators need to know. Internal quality assurance of assessments is important in the school environment. Knowledge, skills, attributes, competences addressed Knowledge of moderation methods Identification of purposes of moderation Skills for moderation feedback Giving advice and support to assessors Learning outcomes addressed Demonstrate an understanding of the concept of moderation in OBE Plan and prepare for moderation Conduct moderation Advise and support assessors Report, record and administer moderation Review moderation systems and processes Programme delivery Distance learning and contact sessions (depending on number of bookings) Lecturing and facilitation Structured activities Self assessments Accessibility of programme As this is distance learning, it is accessible to all. Contact sessions may held in major centres. Endorsement, Accreditation, Approval Full programme approval from Education, Training and Development SETA. SACE endorsed 15 PD Points. Unit Standard alignment US : Conduct moderation of outcomes-based assessment, NQF 06 (10 credits) S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T Scope of programme Review of outcomes based assessment process Definition of moderation Types of moderation Components of moderation Functions of moderator Developing a moderation process Assessment policies and procedures Appeals procedure Key principles of moderation Principles for assessment from a moderation perspective Moderation reports Plan and prepare for moderation Conduct moderation Advise and support assessors Report, record and administer 39

40 moderation Review moderation systems and processes Duration of programme 100 notional hours Formative assessments Self-assessment activities in manual to be completed 1 X assignment Summative assessment Knowledge Questionnaire Review of Portfolio of Evidence Learner participation Interaction with manual and formative assessment activities Attendance at contact sessions (if taking place). Possible online training Which qualification can this unit standard/s lead to? This unit forms part of the ACE: School Management and Leadership qualification. Access to programmes Full access for educators with a teaching qualification. How to apply Please complete the application form at the back of this brochure and return to us with the required payment. Fees: See insert and/or application form. 40

41 MENTOR SCHOOL MANAGERS & MANAGE MENTORING PROGRAMMES IN SCHOOLS ( PENDING 15 PD POINTS) Purpose of programme Learners will understand the potential of mentoring and coaching in the professional development of school managers and be able to manage mentoring and coaching programmes to enhance management competence. Description of programme The unit standard is not only useful to office-based educators supporting school managers, but also at school managers who need to coach and mentor management staff in their own school or in other schools. Educational needs addressed by programme It addresses the very real gap of teachers who do not have the necessary knowledge and skills to manage mentoring and coaching programmes in an efficient manner. Knowledge, skills, attributes, competences addressed Skills and personal qualities for successful mentoring. Understanding of the importance and potential benefits of mentoring and coaching in continuing professional development Apply relevant content knowledge in mentoring Managing a mentoring/coaching programme as part of the school development plan Learning outcomes addressed Explain the origin, concepts and nature of mentoring and coaching. Explain the difference between a mentee and a mentor with S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T references to: the implications of the differences; and; the nature of the management guidance offered. Identify and explain the importance and benefits of mentoring and coaching. Apply current legislation and policies which underpin mentoring and coaching. Establish selection criteria and identify mentors and coaches. Identify the roles, responsibilities, skills, values and attitudes required in mentoring and coaching relationship. Establish a successful mentoring and coaching relationship that is conducive to learning. Refer to: roles and responsibilities; personal qualities, values and attitudes; skills required; Reveal the ability to listen and empathise with the school manager/mentee. Accurately and clearly analyse the school management issues raised by the mentee. Oversee and monitor appropriate matching of mentors and mentees. Matching relationships refer to: being sensitive; cross cultural; and; gender considerations. Maintain the mentoring relationship with the school manager/mentee. A relationship refers to: non-judgmental and trustworthy; supportive; challenging; and instils confidence. Develop appropriate activities and approaches to address the management issues raised by the mentee. 41

42 Identify mentoring and coaching needs of the mentee. Identify areas for improvement. Conduct the mentoring and coaching process. Evaluate the relationship and progress on activities undertaken with the mentee. Evaluate, document and report the mentoring and coaching processes. Provide ongoing support to mentors and mentees. Identify different models of mentoring and coaching. Identify and explain challenges and obstacles within the mentoring and coaching programme. Establish and facilitate appropriate organisational arrangements to support mentoring, coaching and cultural collegiality. Organise appropriate training for mentors. Apply the management processes to set up and maintain a mentoring and coaching programme, With reference to: skills and personal qualities for successful mentoring programmes; and; manage the establishment, monitoring and evaluation of a mentoring and coaching programme. Promote the importance and benefits of mentoring and coaching for continuing professional development How do we monitor ongoing progress Design and develop mentoring and coaching programmes Continuous professional development Training for mentors and coaches Establish, manage, monitor and evaluate mentoring and coaching programmes Mentoring and coaching programme standards Duration of programme 120 notional hours. Programme delivery Distance learning and contact sessions (depending on number of bookings) Lecturing and facilitation Structured activities Self-assessments Accessibility of programme As this is distance learning, it is accessible to all. Contact sessions may be held in major centres. Endorsement, Accreditation, Approval Full programme approval from Education, Training and Development SETA. SACE endorsement pending for15 PD Points. Unit Standard alignment US : Mentor school managers and manage mentoring programmes in schools, NQF 06 (12 credits) Scope of programme Coaching and mentoring concepts Different types of mentoring Legislative framework Responsibilities of a mentor and coach Personal qualities, values, attitudes and skills Plan and prepare to conduct mentoring and coaching programmes 42

43 Maintain the mentoring/coaching relationship Matching mentors/coaches and mentees Conduct mentoring and coaching programmes Formative assessments Self-assessment activities in manual to be completed 1 X assignment Summative assessment Knowledge Questionnaire Review of Portfolio of Evidence Learner participation Interaction with manual and formative assessment activities Attendance at contact sessions (if taking place). Possible online training Which qualification can this unit standard/s lead to? This unit forms part of the ACE: School Management and Leadership qualification. Access to programmes Full access for educators with a teaching qualification. How to apply Please complete the application form at the back of this brochure and return to us with the required payment. Fees: See insert and/or application form. S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 43

44 DEMONSTRATE EFFECTIVE LANGUAGE SKILLS IN SCHOOL MANAGEMENT & LEADERSHIP (15 PD POINTS) Purpose of programme The unit standard is suitable for those in school management and leadership positions, for office-based educators supporting school managers, for aspirant school managers, and for those responsible for subject/learning area/phase leadership in schools. Effective communication and use of language is crucial for successful management of schools. Qualifying educators/school managers should be able to demonstrate competence in a range of school management related reading, writing, listening, and speaking skills. To equip the educator with the skills to use language effectively in a managerial position in the schooling situation Description of programme Qualifying educators will be able to demonstrate competence in a range of school management related reading, writing, listening and speaking skills for use with a broad spectrum of clients. Educational needs addressed by programme Effective communication and use of language is crucial for successful management of schools. Learning outcomes addressed Identify relevant education matters in the various media. Use the media issues to the benefit of the school, when necessary. Read departmental circulars received in order to gather essential information. Convey the content of the circular to the relevant role players and staff members. Familiarise yourself with policies and procedures specific to a situation. Convey the content of the policies and procedures to the relevant role players. Ensure that the policies and procedures are being adhered to. Follow the correct format for a policy. Ensure that procedures are logically and systematically compiled. Write policies and procedures in clear language which is understandable and easy to follow. Compile an official letter in the correct format and register. Write a short memorandum in the correct format. Compile a report using the correct format. Identify the target audience for the presentation. Determine the purpose of the presentation. Determine the content of the presentation. Identify the format of the presentation. Knowledge, skills, attributes, competences addressed School based communication skills Interpretation of documents and media. Compilation of documents according to protocol Programme delivery Distance learning and contact sessions (depending on number of bookings) Lecturing and facilitation Structured activities Self assessments 44

45 Accessibility of programme As this is distance learning, it is accessible to all. Contact sessions may be held in major centres. Endorsement, Accreditation, Approval Full programme approval from Education, Training and Development SETA. SACE endorsed 15 PD Points. Unit Standard alignment US : Demonstrate effective language skills in school management and leadership, NQF 05 (6 credits) Scope of programme Education-related media Departmental documentation Write clear policies and procedures Write effective communicative documents Make presentations Learner participation Interaction with manual and formative assessment activities Attendance at contact sessions (if taking place). Possible online training Access to programmes Full access for educators with a teaching qualification. How to apply Please complete the application form at the back of this brochure and return to us with the required payment. Fees: See insert and/or application form. Duration of programme 60 notional hours. Formative assessments Self-assessment activities in manual to be completed Summative assessment Knowledge Questionnaire Review of Portfolio of Evidence Which qualification can this unit standard/s lead to? This unit forms part of the ACE: School Management and Leadership qualification. S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 45

46 COMPUTERS IN SCHOOL MANAGEMENT (PENDING 15 PD POINTS) (SACE endorsement pending) Purpose of programme Equip the learners with the knowledge and skills to use information and communication technology to improve professional and administrative efficiency. Description of programme Fundamental learning suitable for those educators in school management positions or looking towards promotion. Educational needs addressed by programme The educator who is not computer literate and/or proficient needs to gain the skills which are required by the school management task. Knowledge, skills, attributes, competences addressed Utilisation of information technology in general Internet Different software programmes for use in the school Learning outcomes addressed Use word processing, spreadsheets and databases for school administration Access the internet and use information found Use as a communication tool Programme delivery Distance learning and contact sessions (depending on number of bookings) Lecturing and facilitation Structured activities Self assessments 46 Accessibility of programme As this is distance learning, it is accessible to all. Contact sessions may be held in major centres. Endorsement, Accreditation, Approval Full programme approval from Education, Training and Development SETA. SACE endorsement Pending for 15 PD Points. Unit Standard alignment US : Demonstrate basic computer literacy in school management, NQF 03 (4 credits). Scope of programme Using work processing software for school management Using spreadsheets in the school environment Use database software for school administration Accessing the internet Using information found on the internet Duration of programme 40 notional hours. Formative assessments Self-assessment activities in manual to be completed 2 X assignments Summative assessment Knowledge Questionnaire Review of Portfolio of Evidence Learner participation Interaction with manual and formative assessment activities Attendance at contact sessions (if taking place).

47 Possible online training Which qualification can this unit standard/s lead to? This unit forms part of the ACE: School Management and Leadership qualification. Access to programmes Full access for educators with a teaching qualification. How to apply Please complete the application form at the back of this brochure and return to us with the required payment. Fees: See insert and/or application form. S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 47

48 COMPUTERS IN SCHOOL MANAGEMENT (PENDING 15 PD POINTS) (SACE endorsement pending) Purpose of programme Equip the learners with the knowledge and skills to use information and communication technology to improve professional and administrative efficiency. Description of programme Fundamental learning suitable for those educators in school management positions or looking towards promotion. Educational needs addressed by programme The educator who is not computer literate and/or proficient needs to gain the skills which are required by the school management task. Knowledge, skills, attributes, competences addressed Utilisation of information technology in general Internet Different software programmes for use in the school Learning outcomes addressed Use word processing, spreadsheets and databases for school administration Access the internet and use information found Use as a communication tool Programme delivery Distance learning and contact sessions (depending on number of bookings) Lecturing and facilitation Structured activities Self assessments 48 Accessibility of programme As this is distance learning, it is accessible to all. Contact sessions may be held in major centres. Endorsement, Accreditation, Approval Full programme approval from Education, Training and Development SETA. SACE endorsement Pending for 15 PD Points. Unit Standard alignment US : Demonstrate basic computer literacy in school management, NQF 03 (4 credits). Scope of programme Using work processing software for school management Using spreadsheets in the school environment Use database software for school administration Accessing the internet Using information found on the internet Duration of programme 40 notional hours. Formative assessments Self-assessment activities in manual to be completed 2 X assignments Summative assessment Knowledge Questionnaire Review of Portfolio of Evidence Learner participation Interaction with manual and formative assessment activities Attendance at contact sessions (if taking place).

49 Possible online training Which qualification can this unit standard/s lead to? This unit forms part of the ACE: School Management and Leadership qualification. Access to programmes Full access for educators with a teaching qualification. How to apply Please complete the application form at the back of this brochure and return to us with the required payment. Fees: See insert and/or application form. S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 49

50 OTHER SHORT COURSES Note: Should you achieve any unit standards - and they appear in a full qualification you want to apply for - you can apply for credits/rpl with the institution you register with. Credits/RPL are always done and granted in line with the relevant Institution's Policies and Procedures. 50

51 APPLYING KNOWLEDGE OF HIV/AIDS IN THE WORKPLACE (15 PD POINTS) Purpose of programme To give teachers the basic knowledge and skills to address the issue of HIV/AIDS in the workplace in terms of information distribution. Description of programme The programme gives the educators the skills to offer presentations about HIV and AIDS to everyone in the school both learners and adults. Educational needs addressed by programme The need for teachers to be able to give correct information about HIV and AIDS in the most appropriate manner, based on the target audience. Prepare for the information session Offer the information session Evaluate the information session Explain the implications of the pandemic for the community, the economy and the specific organisation Programme delivery Distance learning and contact sessions (depending on number of bookings) Lecturing and facilitation Structured activities Self assessments Accessibility of programme As this is distance learning, it is accessible to all. Contact sessions may be held in major centres. Knowledge, skills, attributes, competences addressed Knowledge of HIV and AIDS Implications of pandemic for the school environment Organisation of HIV/AIDS awareness programmes in the workplace Support for those affected by HIV/AIDS Learning outcomes addressed Explain HIV and AIDS Describe safe and unsafe behaviour Interpret data in order to explain the potential impact on the organisation Describe attitudes towards HIV/AIDS in the organisation Identify factors which influence attitudes towards HIV/AIDS Investigate the assistance which is available to support persons affected by HIV/AIDS Plan an information session in the workplace Endorsement, Accreditation, Approval Full programme approval from Services SETA. SACE endorsed 15 PD Points. Unit Standard alignment US : Apply knowledge of HIV/AIDS to a specific sector and a workplace, NQF 03 (4 credits) Scope of programme An overview of HIV/AIDS Safe and unsafe behaviour Potential impact of HIV/AIDS on the organisation HIV/AIDS and the workplace Identifying factors which influence attitudes towards HIV/AIDS Supporting those affected by HIV/AIDS Organising and offering an awareness programme on HIV/AIDS Considering the implication of the pandemic S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 51

52 Duration of programme 40 notional hours. Formative assessments Self-assessment activities in manual to be completed. Summative assessment Knowledge Questionnaire Review of Portfolio of Evidence Learner participation Interaction with manual and formative assessment activities Attendance at contact sessions (if taking place). Possible online training Access to programmes Full access for educators with a teaching qualification. How to apply Please complete the application form at the back of this brochure and return to us with the required payment. Fees: See insert and/or application form. 52

53 MENTORING LEARNERS (30 PD POINTS) Purpose of programme To equip educators with the information and skills to make informed decisions whether they must support learners themselves or refer them to specialists. Description of programme This learning programmes addresses the two phases of supporting learners in their learning and assessment: phase one which addresses effectively supporting the learner and phase two which deals with the referral of learners. Educational needs addressed by programme More and more, teachers are expected to give support to learners in the schools and to each other. How to give support effectively and when to withdraw and refer are decisions which many teachers are unable to make. This need for information is addressed in this programme. Knowledge, skills, attributes, competences addressed Support vs counseling Methods of identifying a learner's needs Support resources Support interventions Referral of learners Maintaining records in a confidential manner Learning outcomes addressed Identify and analyse the learner's needs Source and maintain information to assist and support learners Provide guidance and support to learners Refer learners when necessary Maintain records of learner needs and guidance and support provided Review and evaluate services provided Programme delivery Distance learning and contact sessions (depending on number of bookings) Lecturing and facilitation Structured activities Self-assessments Accessibility of programme As this is distance learning, it is accessible to all. Contact sessions may be held in major centres. Endorsement, Accreditation, Approval Full programme approval from Education, Training and Development SETA. SACE endorsed 30 PD Points. Unit Standard alignment US : Assist and support learners to manage their learning experiences, NQF 04 (5 credits) US : Guide learners about their learning, assessment and recognition opportunities, NQF 05 (6 credits) Scope of programme Counseling vs interviewing and support Establishing a relationship between the practitioner and learner Establishing relations of trust Communication skills Identifying the learner's needs Maintaining continuous interaction Providing advice and support Steps in the referral process Expertise at one's disposal Ensuring that the learner has been S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 53

54 assisted Records of interactions Confidentiality issues Importance of evaluating the process Note: These unit standards can also be taken as single or loose unit standards each earning 15 PD Points. Duration of programme 110 notional hours. Formative assessments Self-assessment activities in manual to be completed Summative assessment Knowledge Questionnaire Review of Portfolio of Evidence Learner participation Interaction with manual and formative assessment activities Attendance at contact sessions (if taking place). Possible online training Access to programmes Full access for educators with a teaching qualification. To which qualification can these unit standards lead? These unit standards forms part of the National Diploma: Occupationally Directed Education, Training and Development Practices qualification on NQF Level 05. Full credit transfer will be given to successful candidates. How to apply Please complete the application form at the back of this brochure and return to us with the required payment. Fees: See insert and/or application form. 54

55 FACILITATE LEARNING (15 PD POINTS) Purpose of programme To give the learner the opportunity to reflect on and make informed choices about facilitation skills, learning strategies and the presentation of information in order to keep learners interested. Description of programme Programme covers up to date knowledge and skills for facilitating the learning of groups of learners in order for them to achieve competence. Educational needs addressed by programme Teachers are able to teach but it is a new field when they are expected to facilitate the learning of others. This programme gives the skills and knowledge to address the gap in the teachers' expertise. Deal with conflict Organise effective group work Link old knowledge with new Gather feedback from learners Evaluate the facilitation process Programme delivery Distance learning and contact sessions (depending on number of bookings) Lecturing and facilitation Structured activities Self assessments Accessibility of programme As this is distance learning, it is accessible to all. Contact sessions may be held in major centres. Endorsement, Accreditation, Approval Full programme approval from Education, Training and Development SETA. SACE endorsed 15 PD Points. Knowledge, skills, attributes, competences addressed Concept of facilitation Facilitation methodologies Methods for provision of information Adapting facilitation strategies Organising the learning environment Concept of learning Learning styles Bloom's Taxonomy Giving support Obtaining feedback from learners Learning outcomes addressed Prepare the learners and learning environment for facilitation Facilitate learning using different methodologies Use participatory methods during facilitation Unit Standard alignment US : Facilitate learning using a variety of given methodologies, NQF 05 (10 credits) Scope of programme The concept of learning The concept of facilitation Preparing for learning to take place Using Bloom's Taxonomy A variety of learning strategies Different participatory methods Strategies to encourage dialogue VIPP method of learning Presenting information Using mind maps to link old with new Using group work Giving appropriate feedback Obtaining feedback form the learners valuating the facilitation. S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 55

56 Duration of programme 100 notional hours. Formative assessments Self-assessment activities in manual to be completed Summative assessment Knowledge Questionnaire Review of Portfolio of Evidence Learner participation Interaction with manual and formative assessment activities Attendance at contact sessions (if taking place). Possible online training To which qualification can this unit standard lead? This unit standard forms part of the National Diploma: Occupationally Directed Education, Training and Development Practices qualification on NQF Level 05. Full credit transfer will be given to successful candidates. Access to programmes Full access for educators with a teaching qualification. How to apply Please complete the application form at the back of this brochure and return to us with the required payment. Fees: See insert and/or application form. 56

57 DEVELOPING OUTCOMES-BASED LEARNING PROGRAMMES (30 PD POINTS) Purpose of programme This learning programme will enable the educator to design and develop an outcomes-based learning programme suitable for the learning environment and the identified requirements of the learners. Description of programme The learning programme covers the identification of the contexts within which the programme is required, formulating learning outcomes and designing the actual programme based on these outcomes. Educational needs addressed by programme Educators have the resources at their disposal, but do not have the know how to use the resources in a sequenced learning programme based on the outcomes to be achieved. The learning programme addresses this need. Knowledge, skills, attributes, competences addressed Guidelines regarding development of learning programmes OBE principles SAQA requirement for outcomesbased learning programmes Learning styles Learning and facilitation methodologies Barriers to learning Principles of assessment Writing learning outcomes Learning outcomes addressed Draft learning outcomes for the programme Conduct an analysis for the learning programme design Design the learning programme Draft a brief for the development of the learning programme Plan and prepare for the development of the learning programme Develop the learning materials Develop learning facilitation guidelines Pilot the programme and evaluate the design Programme delivery Distance learning and contact sessions (depending on number of bookings) Lecturing and facilitation Structured activities Self assessments Accessibility of programme As this is distance learning, it is accessible to all. Contact sessions may be held in major centres. Endorsement, Accreditation, Approval Full programme approval from Education, Training and Development SETA. SACE endorsed 30 PD Points. Unit Standard alignment US : Design outcomes-based learning programmes, NQF 06 (15 credits) US : Develop outcomes-based learning programmes, NQF 05 (10 credits) Scope of programme The concept of learning Drafting learning outcomes for the learning programme Unpacking learning outcomes Special needs and barriers to learning S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 57

58 Sequencing the learning Analysing the existing materials and resources Learning programme outlines Designer's brief to the developer Frameworks for materials Review of existing learning support materials Legal issues Facilitator's guides Piloting the programme Duration of programme 250 notional hours Access to programmes Full access for educators with a teaching qualification. How to apply Please complete the application form at the back of this brochure and return to us with the required payment. Fees: See insert and/or application form. Note: These unit standards can also be taken as single or loose unit standards each earning 15 PD Points Formative assessments Self-assessment activities in manual to be completed Summative assessment Knowledge Questionnaire Review of Portfolio of Evidence To which qualification can these unit standards lead? These unit standards forms part of the National Diploma: Occupationally Directed Education, Training and Development Practices qualification on NQF Level 05. Full credit transfer will be given to successful candidates. Learner participation Interaction with manual and formative assessment activities Attendance at contact sessions (if taking place). Possible online training 58

59 DESIGN INTEGRATED ASSESSMENTS (15 PD POINTS) Purpose of programme To equip learner to become a better assessment designer in relation to outcomes based assessment. Description of programme The programme provides the skills required to design integrated assessments and develop assessment strategies and assessment guides. Educational needs addressed by programme The vast variety of assessment methods and techniques is not well known to teachers. This programme broadens their scope of methods, techniques and tools that could be used. Knowledge, skills, attributes, competences addressed Use of source documents for assessment purposes Learning outcomes Assessment strategies Design assessment activities Assessment guides Learning outcomes addressed Demonstrate understanding of principles for design of outcomes based assessments Design outcomes based assessments Develop assessment activities Develop assessment strategies Develop assessment guides Evaluate assessment designs and guides Programme delivery Distance learning and contact sessions (depending on number of bookings) Lecturing and facilitation Structured activities Self assessments Accessibility of programme Because it is distance learning, it is accessible to all. Contact sessions may be held in major centres. Endorsement, Accreditation, Approval Full programme approval from Education, Training and Development SETA. SACE endorsed 15 PD Points. Unit Standard alignment US : Design and develop outcomesbased assessments, NQF 06 (10 credits) Scope of programme Reflecting before designing Integrating learning styles into assessment methods Sufficient evidence Levels at which to assess (Bloom's Taxonomy) Principles of assessment Using source documents to prepare for design The assessment strategy Assessment activities The assessment guide Evaluating the assessment instruments Duration of programme 100 notional hours. Formative assessments Self-assessment activities in manual to be completed. S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 59

60 Summative assessment Knowledge Questionnaire Review of Portfolio of Evidence Learner participation Interaction with manual and formative assessment activities Attendance at contact sessions (if taking place). Possible online training To which qualification can this unit standards lead? These unit standards forms part of the National Diploma: Occupationally Directed Education, Training and Development Practices qualification on NQF Level 05. Full credit transfer will be given to successful candidates. Access to programmes Full access for educators with a teaching qualification. How to apply Please complete the application form at the back of this brochure and return to us with the required payment. Fees: See insert and/or application form. 60

61 SKILLS DEVELOPMENT FACILITATOR (90 PD POINTS) Purpose of programme To equip learners with the knowledge and skills in order to conduct effective skills development facilitation in the workplace. Description of programme The programme addresses the entire process of skills development facilitation, from identifying the employees' learning needs to accessing the levy from the relevant SETA. Educational needs addressed by programme It often happens that a teacher is called upon to facilitate the skills development needs of her colleagues and other staff members. This programme allows such a teacher to be better equipped for the process. Knowledge, skills, attributes, competences addressed Provision of information and advice about skills development Promotion of a learning culture amongst staff Developing a training and development plan Co-coordinating the programmes for skills development to take place Manage the QMS for the learning initiatives Skills development administration Learning outcomes addressed Provide information and advice on legislation related to skills development Provide information and advice about learning and assessment S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T Provide advice about the promotion of skills development in an organisation Investigate and analyse the status of the learning culture of the organisation Develop and implement strategies for the promotion of a learning culture within the organisation Conduct an analysis to identify the skills requirements of the organisation Develop a skills profile for the organisation Define training needs and establish priorities Develop a training and development plan Plan and organise learning interventions Review and report on learning interventions Assist in the identification and interpretation of quality assurance Develop a quality assurance plan Develop effectiveness indicators for skills development practices Implement and improve a QMS Conduct skills development administration in an organisation Unit Standard alignment US 15221: Provide information and advice regarding skills development and related issues, NQF 05 (4 credits) US : Promote a learning culture in an organization, NQF 05 (5 credits) US 15217: Develop an organizational training and development plan, NQF 05 (6 credits) US 15232: Co-ordinate planned skills development interventions in an organisation, NQF 05 (6 credits) US 15228: Advise on the establishment and implementation of a QMS for skills development practices in an organization, NQF 05 (10 credits) 61

62 US 15227: Conduct skills development administration in an organisation, NQF 04 (4 credits) Duration of programme 350 notional hours Formative assessments Self-assessment activities in manual to be completed. Summative assessment Knowledge Questionnaire Review of Portfolio of Evidence Programme delivery Distance learning and contact sessions (depending on number of bookings) Lecturing and facilitation Structured activities Self assessments Accessibility of programme As this is distance learning, it is accessible to all. Contact sessions may be held in major centres. To which qualification can these unit standards lead? These unit standards forms part of the National Diploma: Occupationally Directed Education, Training and Development Practices qualification on NQF Level 05. Full credit transfer will be given to successful candidates. Access to programmes Full access for educators with a teaching qualification. How to apply Please complete the application form at the back of this brochure and return to us with the required payment. Fees: See insert and/or application form. Note: These unit standards can also be taken as single or loose unit standards each counting 15 PD Points. Endorsement, Accreditation, Approval Full programme approval from Education, Training and Development SETA. SACE endorsed 90 PD Points. Learner participation Interaction with manual and formative assessment activities Attendance at contact sessions (if taking place). Possible online training 62

63 SPECIAL NEEDS (15 PD POINTS) Purpose of programme To equip educators with the knowledge of special needs and a sense of dealing with these effectively. Description of programme This learning programme will be very useful to those persons who work with learners in a variety of learning environments. Educational needs addressed by programme Many learners experience barriers to learning or have special needs which have to be addressed in order for the achievement of learning outcomes to take place. In this programme you will learn how to deal with these issues. bookings) Lecturing and facilitation Structured activities Self assessments Accessibility of programme As this is distance learning, it is accessible to all. Contact sessions may be in all major centres. Endorsement, Accreditation, Approval Full programme approval from Education, Training and Development SETA. SACE endorsed 15 PD Points. Unit Standard alignment US 10294: Identify and respond to learners with special needs and barriers to learning, NQF 05 (10 credits) Knowledge, skills, attributes, competences addressed Recognition of learners with special needs Appropriate interventions Absenteeism Learning outcomes addressed Define own role as ETD practitioner in learner support Recognise learners who have special needs Discuss with learner the need for further intervention Refer learner for further intervention Implement strategies to assist learners Investigate and respond to absenteeism and drop out Programme delivery Distance learning and contact sessions (depending on number of S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T Scope of programme Distinguish between counselling and giving advice. Acknowledge the involvement of the learner's request for support Ensure that the intervention is confidential Define your own role with regard to support expertise Identify learners with physical disabilities Determine the impact of the physical disability on the learner's progress Use a simple eye test to identify eyesight problems Identify learners with personal problems Determine the nature of the personal problem Decide whether you can deal with the barrier or whether you need to refer Hold the appropriate discussion with the learner regarding the barrier and its impact Discuss with the learner whether testing 63

64 or referral are required Give the correct advice and information Identify the correct agency for the specific referral Formulate the report to be given to the referral agency Give sufficient information to a learner with regard to the referral which has been made Conduct follow up on the support given Display a willingness to assist the learner Organise the various learning environments to suit the learner's needs Implement the recommendations made by the expert where necessary Record interventions and subsequent progress Allow learner access to the records Refer if the progress (with your support) of the learner is not satisfactory Report on the support intervention Identify incidents of absenteeism from learning interventions Determine the drop out rate in a learning intervention Reflect on the possible or actual reasons for the phenomenon Make appropriate suggestions to address the problem Ask for permission to implement the suggestions. Summative assessment Knowledge Questionnaire Review of Portfolio of Evidence Access to programmes Full access for educators with a teaching qualification. To which qualification can these unit standards lead? These unit standards forms part of the National Diploma: Occupationally Directed Education, Training and Development Practices qualification on NQF Level 05. Full credit transfer will be given to successful candidates. Learner participation Interaction with manual and formative assessment activities Attendance at contact sessions (if taking place). Possible online training How to apply Please complete the application form at the back of this brochure and return to us with the required payment. Fees: See insert and/or application form. Duration of programme 100 notional hours. Formative assessments Self-assessment activities in manual to be completed. 64

65 ADMINISTER SCHOOL ASSETS (10 PD POINTS) Purpose of programme The purpose of this programme is to equip learners with the necessary knowledge and skills to administer school assets. Description of programme This programme will provide members of a School Governing Body (SGB) with the legal knowledge, processes and procedures relating to construction projects, maintenance and letting and correctly administering movable and immovable property of the school. Educational needs addressed by programme It addresses the processes and procedures relating to construction projects, maintenance and letting and to correctly administer movable and immovable property of the school. Knowledge, skills, attributes, competences addressed The legal framework within which schools occupy and administer school grounds and buildings. Maintaining school buildings. Letting buildings and land. Applying knowledge of the procurement and administration of movable and immovable assets in a school. Learning outcomes addressed Explain what SASA says on the rights, functions and obligations with regard to immovable property given to SGBs Explain the impact of other legislation on the administration of school grounds and buildings Explain the different tender and procurement procedures with regard to a school context to ensure financial and administrative accountability Explain provincial policies regarding maintenance of buildings and grounds to help schools comply Identify the different types of maintenance and explain the required legislative procedure for each Explain the need to maintain school buildings and grounds so as to keep them in good condition for activities Explain the reasons and principles for preventative maintenance procedures using examples Explain the selection, use, maintenance and safe and secure storing of equipment, machinery and tools to ensure they are used correctly and carefully to reduce costs Develop an annual maintenance schedule to conduct regular maintenance Scope of programme Rights, functions and obligations with regard to immovable property given to SGBs according to SASA. Legislation on the administration of school grounds and buildings Tender and procurement procedures to ensure financial and administrative accountability Provincial policies regarding maintenance of buildings Types of maintenance and explain the required legislative procedure for each Develop an annual maintenance schedule to conduct regular maintenance Provincial policy and process with regard to the letting of school grounds S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 65

66 and buildings to ensure compliance Contents of Lease agreements Classify school assets. Accountability of the school management team to the SGB in terms of the responsibility of the SGB regarding assets Procedures for managing thefts and acts of vandalism that destroy school property Monitoring and administration of a lease Explain the provincial policy and process with regard to the letting of school grounds and buildings to ensure compliance Explain the following clauses that are included in a lease which point the duties of the lessor and lessee o Lease term o Expiry/renewal date o Rental amount o Payment dates o Conditions and termination of lease o Maintenance o Cleaning o Use of water/electricity o Dispute resolution List and explain the reason for the existence of each document that must be kept by the school with regard to the letting of immovable school property. Explain the concept of movable and immovable property and classify school assets. Explain the accountability of the school management team to the SGB in terms of the responsibility of the SGB regarding assets. Prepare and apply the procedures for managing thefts and acts of vandalism that destroy school property. Explain the monitoring and administration of a lease to ensure that correct procedures are followed and that parties comply with the terms thereof. Programme delivery Distance learning and contact sessions (depending on number of bookings) Lecturing and facilitation Structured activities Self assessments Accessibility of programme As this is distance learning, it is accessible to all. Contact sessions may be held in major centres. Endorsement, Accreditation, Approval Full programme approval from Education, Training and Development SETA. SACE endorsed 10 PD Points. Unit Standard alignment US : Administer school assets, NQF 04 (12 credits) Duration of programme 120 notional hours Formative assessments Self-assessment activities in manual to be completed. Summative assessment Knowledge Questionnaire Review of Portfolio of Evidence Learner participation Interaction with manual and formative 66

67 assessment activities Attendance at contact sessions (if taking place). Possible online training Access to programmes Full access for educators with a teaching qualification. How to apply Please complete the application form at the back of this brochure and return to us with the required payment. Fees: See insert and/or application form. S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 67

68 PREPARE AND MONITOR THE BUDGET OF A SCHOOL (10 PD POINTS) Purpose of programme The purpose of this programme is to equip learners with knowledge and skills to prepare, implement and monitor a budget for the school. In addition, the learner must be able to present the budget to the parent body for consideration and adoption. Description of programme This programme is intended for persons who wish to prepare budgets for schools. Educational needs addressed by programme It addresses the preparation, implementation and monitoring of a school budget. Knowledge, skills, attributes, competences addressed The regulatory framework regarding the school budget and budget processes. The concept of budgeting pertaining to the cost centre. Preparing a draft budget. Monitoring the budget. Learning outcomes addressed Describe the regulatory framework relating to school budgets according to SASA. Explain the management of the finances of a Section 21 and a non- Section 21 school according to SASA. Describe the allocation of funds and their intended use according to the School Funding Norms and Standards. Explain how a school fund is 68 established and managed by the SGB as per directives from the HoD. Describe and explain the roles and responsibilities of the following finance personnel o Treasurer o Chairperson o The Finance Committee o The Principal o Administration staff. Explain the importance of a budget in the fiscal management of school funds. Explain the concept of a budget. Identify the elements that constitute a budget. Explain how elements of a budget relate to income and expenditure. Explain the preferred budgeting technique for a specific project. Prepare a needs analysis and allocate funds to deserving cost centres. Analyse and determine the best method of generating income for the school's needs. Prioritise projected expenditure in line with available funds. Calculate school fees in line with proposed budget, exemptions and school circumstances. Prepare a budget within the required parameters of the provincial guidelines. Measure actual expenditure against approved budget monthly. Prepare reports regularly and make a presentation that includes proposed actions and recommendations of the finance committee to the SGB. Describe formalities for a meeting to adopt a budget. Measure actual income against projected expenditure to prevent cash flow problems. Measure actual income against

69 projected expenditure of no-fee schools with Section 21 functions. Take corrective action when expenditure deviates from actual budget. Prepare documents for auditing and submit them to the SGB for approval. Monitor expenditure of all allocated funds to ensure accountability. Programme delivery Distance learning and contact sessions (depending on number of bookings) Lecturing and facilitation Structured activities Self assessments Accessibility of programme As this is distance learning, it is accessible to all. Contact sessions may be held in major centres. Endorsement, Accreditation, Approval Full programme approval from Education, Training and Development SETA. SACE endorsed 10 PD Points. Unit Standard alignment US : Prepare and monitor the budget of a school, NQF 04 (12 credits) Duration of programme 120 notional hours. Formative assessments Self-assessment activities in manual to be completed Summative assessment Knowledge Questionnaire Review of Portfolio of Evidence Learner participation Interaction with manual and formative assessment activities. Attendance at contact sessions (if taking place). Possible online training Scope of programme The regulatory framework relating to school budget according to SASA. The management of the finances of a Section 21 and a non-section 21 school according to SASA. The allocation of funds and their intended use according to the School Funding Norms and Standards The establishment and management of a school fund by the SGB as per directives from the HoD. The roles and responsibilities of the following finance personnel: o Treasurer o Chairperson o The finance committee o The Principal o Administration staff. The importance of a budget in the fiscal management of school funds. The concept and elements of a budget. Needs analysis and allocation of funds to cost centres. Generating income for the school's needs. Prioritising projected expenditure. Calculating school fees in line with proposed budget, exemptions and school circumstances. Access to programmes Full access for educators with a teaching qualification. S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 69

70 How to apply Please complete the application form at the back of this brochure and return to us with the required payment. Fees: See insert and/or application form. 70

71 CONDUCTING A SKILLS ANALYSIS FOR SKILLS DEVELOPMENT PURPOSES (15 PD POINTS) Purpose of programme To equip the identified educator with the skills and knowledge to conduct an analysis to determine outcomes of learning for the purposes of defining skills needs at organisational level. Description of programme Qualifying educators will be able to plan for, and conduct a skills analysis within the school and then compile a matrix of outcomes which would need to be addressed through training. Educational needs addressed by programme Within a school, there are several educators and support staff who require further knowledge and skills in order to become more effective. Very often these needs are not overly apparent and are therefore never identified properly. Through a formal skills analysis the training needs of the staff can be identified and subsequently addressed for a more effectively managed school. Knowledge, skills, attributes, competences addressed Planning a skills audit Preparation for a skills audit Conducting the skills audit through the facilitation of group processes and document studies Data collection Data analysis Development of a matrix of outcomes Learning outcomes addressed Explain the concept of outcomes based education and how it differs from norm based education. Analyse learning programmes in order to determine whether they support the principles and characteristics of competency based training. Discuss the characteristics of competence based training and development. Demonstrate the structure of an outcomes-based programme. Define the concept "unit standard". Give examples of specific outcomes and assessment criteria as found in unit standards. Identify the different analytical techniques that can be used to conduct a Skills Needs Analysis. Discuss the application, advantages and disadvantages of analytical techniques for Skills Needs Analysis. Prepare a Skills Needs Analysis Project to conduct an analysis of learning outcomes for skills development. Design an appropriate analyses process to identify learning outcomes. Apply a variety of analytical techniques for purposes of analysing learning outcomes for skills development. Contrast different skills needs analysis techniques to select the most appropriate technique for a particular purpose. Critically evaluate the results of a skills needs analysis. Interpret the results of a skills needs analysis to identify relevant learning outcomes. Develop a matrix of learning outcomes for skills development. S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 71

72 Discuss the importance of assigning Key Responsibility Areas/Key Performance Areas to employees in organisations. Illustrate the process of determining learning outcomes for skills development in an organisation using diagrams. Identify what initiates a Skills Needs Analysis. Discuss the objectives of a Skills Needs Analysis. List the different phases of a Skills Needs Analysis Procedure. Match the objectives of a Skills Needs Analysis with Performance Discrepancies. Identify the information requirements for effective Skill Needs Analysis. Explain the research process that can be used to plan and prepare for a Skills Needs Analysis. Identify different tools and techniques to use when wanting to conduct a Skills Needs Analysis. Identify the different data gathering techniques that can be used to gather data using different research methodologies. Discuss and explain the appropriate application of different data gathering techniques. Select the most appropriate method to gather data for skills development purposes. Demonstrate how data gathering techniques can be applied to obtain relevant information on learning outcomes. Plan and prepare for the use of relevant data gathering techniques to obtain relevant information on learning outcomes. Define the concept of learning outcomes. Describe what is meant by the term "education need". Discuss the importance of using appropriate verbs when writing learning outcomes. Interpret information for purposes of writing effective and appropriate learning outcomes. Write effective learning outcomes. Programme delivery Distance learning and contact sessions (depending on number of bookings) Lecturing and facilitation Structured activities Self assessments Accessibility of programme Because it is distance learning, it is accessible to all. Contact sessions may be held in major centres. Endorsement, Accreditation, Approval Full programme approval from Education, Training and Development SETA. SACE endorsed 15 PD Points. Unit Standard alignment US 15218: Conduct an analysis to determine outcomes and learning for skills development and other purposes, NQF 06 (4 credits) Scope of programme Purpose of a skills audit Format of a skills audit within the school context Planning a skills audit Preparation for a skills audit Methods of conducting the skills audit 72

73 Data collection Data analysis Verification of the results The outcomes matrix The way forward Fees: See insert and/or application form. Duration of programme 40 notional hours. Formative assessments Self-assessment activities in manual to be completed Summative assessment Knowledge Questionnaire Review of Portfolio of Evidence Learner participation Interaction with manual and formative assessment activities Attendance at contact sessions (if taking place) Possible online training To which qualification can these unit standards lead? These unit standards forms part of the National Diploma: Occupationally Directed Education, Training and Development Practices qualification on NQF Level 05. Full credit transfer will be given to successful candidates. Access to programmes Full access for educators with a teaching qualification. How to apply Please complete the application form at the back of this brochure and return to us with the required payment. S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 73

74 COACHING WITHIN THE SCHOOLING ENVIRONMENT (15 PD POINTS) Purpose of programme To equip the senior and/or more experienced educators with the skills to assist the less experienced educator with the daily functions of the classroom as well as those extra tasks which come the way of the teacher in the school and on the sports field etc. Description of programme Qualifying educators will be able to demonstrate competence in performing one-on-one training with teachers and support staff and, possibly, learners. Educational needs addressed by programme Educators who have received personal coaching and training will be better able to manage their classrooms and be more productive in the education of their learners. Knowledge, skills, attributes, competences addressed Theory of coaching Methods for performing one on one training Relationship between the coach and the learner Review of the coaching session for purposes of further improvement Learning outcomes addressed Compare the employee's performance with the requirement set for the task, possibly through a performance appraisal. Identify the learning needs of the learner in relation to the task to be completed and the requirements of the business unit. 74 Identify the outcomes of the coaching process. Identify possible learning barriers or special needs experienced by the learner. Structure an individual training plan for the learner in collaboration with the learner and line manager. Organise all logistics related to the training. Ensure that the learning environment is conducive to the planned training. Determine whether all health and safety requirements have been met. Confirm with the relevant personnel that the training is to take place. Prepare yourself for the coaching process. Determine what the criteria is for reviewing the coaching which is to take place. Discuss with the learner the outcomes of the coaching process and the learning outcomes which will be achieved. Explain the broad context of the task in question within the business unit. Explain to the learner the process to be followed during the individual training. Ensure that the learner is satisfied with the process to be followed by allowing the learner the opportunity to clarify issues. Demonstrate and explain the relevant tasks in a logical sequence. Provide appropriate opportunities for the learner to practise the skills and knowledge. Give the learner advice on the resources which can be used to make the learning easier. Use the correct language and terminology when training the learner. Ensure that the learner is progressing

75 adequately by monitoring regularly. Change the pace of the learning to suit the learner. Modify the training process if necessary. Monitor the progress of the learner in relation to the outcomes to be achieved through the training and what is required of the task. Use a logbook to record the progress of the learner. Give constructive feedback which is relevant to the task at hand in the appropriate manner. Provide feedback which allows the learner to determine his/her weaknesses and decide on the way forward. Report on the progress of the learner by using the relevant documents. Make recommendations with regard to the readiness of the learner for formal summative assessment. Gather feedback from the learner regarding the coaching process. Gather feedback from other stakeholders in the workplace such as line managers. Conduct a SWOT analysis of the data gathered by considering all the aspects of the individual training process. Make recommendations for the improvement of future one-to-one training interventions. Programme delivery Distance learning and contact sessions (depending on number of bookings) Lecturing and facilitation Structured activities Self assessments Accessibility of programme As thus is distance learning, it is accessible to all. Contact sessions may be held in major centres. Endorsement, Accreditation, Approval Full programme approval from Education, Training and Development SETA. SACE endorsed 15 PD Points. Unit Standard alignment US : Perform one-to-one training on the job, NQF 03 (4 credits) Scope of programme Coaching history and theory Preparation for the coaching intervention Elements of the coaching process Monitoring the learner's progress Reporting on coaching initiatives Review of the coaching process Duration of programme 40 notional hours. Formative assessments Self-assessment activities in manual to be completed 1 X assignment Summative assessment Knowledge Questionnaire Review of Portfolio of Evidence Learner participation Interaction with manual and formative assessment activities Attendance at contact sessions (if taking place). Possible online training. S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 75

76 Access to programmes Full access for educators with a teaching qualification. How to apply Please complete the application form at the back of this brochure and return to us with the required payment. Fees: See insert and/or application form. 76

77 MATHEMATICAL LITERACY COURSES S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 77

78 EXPLORING 2- AND 3-DIMENSIONAL SPACE IN DIFFERENT CONTEXTS (60 PD POINTS) Purpose of programme The programme assists learners to solve real and abstract mathematical problems. Description of programme The programme allows the learners to examine geometric shapes and relate to their real life situation. Educational needs addressed by programme Assists in solving problems using geometric shapes. Knowledge, skills, attributes, competences addressed Mathematical calculations Instruments for calculations Calculations Properties of geometric shapes Surface area and volume Spatial inter-relationships Learning outcomes addressed Measure, estimate and calculate physical quantities in practical situations relevant to the adult Explore, analyse and critique, describe and represent, interpret and justify geometrical relationships Programme delivery Distance learning and contact sessions (depending on number of bookings) Lecturing and facilitation Structured activities Self assessments Accessibility of programme As this is distance learning, it is accessible to all. Contact sessions may 78 be held in major centres. Endorsement, Accreditation, Approval Full programme approval from Wholesale & Retail SETA. SACE endorsed 60 PD Points. Unit Standard alignment US 9016: Represent, analyse and calculate shape and motion in 2- and 3- dimensional space in different contexts, NQF 04 (4 credits) US 12417: Measure, estimate & calculate physical quantities & explore, critique & prove geometrical relationships in 2 and 3 dimensional space in the life and workplace of adult with increasing responsibilities, NQF 04 (4 credits) US 9008: Identify, describe, compare, classify, explore shape and motion in 2- and 3-dimensional shapes in different contexts, NQF 02 (3 credits) US 9013: Describe, apply, analyse and calculate shape and motion in 2- and 3- dimensional space in different contexts, NQF 03 (4 credits) Scope of programme Performing operations on numbers Rounding and approximations Estimation Error propagation Calculator work Rational and irrational numbers Equations and problem solving Percentages and interest Ratios Mortgage bonds Budgets Simple and compound interest Depreciation Pensions and retirement annuities

79 Imaginary numbers Complex numbers Vector quantities Newton's equations of motion Duration of programme 150 notional hours Formative assessments Self-assessment activities in manual to be completed 2 X assignments (US 9016/12417) Summative assessment Knowledge Questionnaire Review of Portfolio of Evidence Learner participation Interaction with manual and formative assessment activities Attendance at contact sessions (if taking place). Possible online training Access to programmes Full access for educators with a teaching qualification. How to apply Please complete the application form at the back of this brochure and return to us with the required payment. Fees: See insert and/or application form. Note: These unit standards can also be taken as single or loose unit standards each earning 15 PD Points. S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 79

80 USE MATHEMATICS TO INVESTIGATE LIFE AND WORK ISSUES (60 PD POINTS) Purpose of programme This programme equips the learner with the ability to be critically sensitive to the role of mathematics in a democratic society. Description of programme The programme addresses a variety of circumstances and scenarios where mathematics is used to solve problems and make choices Programme delivery Distance learning and contact sessions (depending on number of bookings) Lecturing and facilitation Structured activities Self assessments Accessibility of programme As this is distance learning, it is accessible to all. Contact sessions may be held in major centres. Educational needs addressed by programme An insightful knowledge of Mathematics as a tool for living is required by any adult. Knowledge, skills, attributes, competences addressed Research concepts and definitions Statistics Income and expenditure Budgeting principles Interest Mathematics and the national economy Learning outcomes addressed Represent, analyse and interpret data using various techniques Use random events to explore and apply probability concepts in simple life Use mathematics to plan and control personal and/or household budgets and income and expenditure Use simple and compound interest to make sense of and define a variety of situations Use mathematics to debate aspects of the national economy Endorsement, Accreditation, Approval Full programme approval from Wholesale & Retail SETA. SACE endorsed 60 PD Points. Unit Standard alignment US 9012: Investigate life and work related problems using data and probabilities, NQF 03 (5 credits) US 7456: Use Mathematics to investigate and monitor the financial aspects of personal, business and national issues, NQF 03 (5 credits) US 7468: Use Mathematics to investigate and monitor the financial aspects of personal, business, national and international issues, NQF 04 (6 credits) US 7469: Use Mathematics to investigate and monitor the financial aspects of personal and community life, NQF 02 (2 credits) Scope of programme Using statistical methods in everyday life Variables and data samples Graphical representations Comparisons and calculations Data modeling Data classification Determination of probabilities 80

81 Predictions Projections in terms of income and expenditure Computational tools Recording of findings Simple and compound interest Maths and the national economy Duration of programme 180 notional hours. Formative assessments Self-assessment activities in manual to be completed 2 X assignments Summative assessment Knowledge Questionnaire Review of Portfolio of Evidence Learner participation Interaction with manual and formative assessment activities Attendance at contact sessions (if taking place) Possible online training Access to programmes Full access for educators with a teaching qualification. How to apply Please complete the application form at the back of this brochure and return to us with the required payment. Fees: See insert and/or application form. Note: These unit standards can also be taken as single or loose unit standards each earning 15 PD Points. S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 81

82 WORKING WITH NUMBER SYSTEMS AND PATTERNS ( 30 PD POINTS) Purpose of programme To equip the learners with the knowledge and skills to work with numbers and number systems for the purposes of Mathematical literacy. Description of programme The programme addresses the computational basics of working with number systems and patterns. Educational needs addressed by programme It is essential to have a basic knowledge and possess the required skills to work with numbers. This learning programme provides these basics. Knowledge, skills, attributes, competences addressed Number systems Rational and irrational numbers Estimation and approximation Relationships between variables Mathematical functions Representations of functions and relations Learning outcomes addressed Use and analyse computational tools and strategies Make estimates and approximations Demonstrate understanding of numbers and relationships among numbers and number systems Convert flexibly between and within various representations of functions Compare, analyse and describe the behaviour of patterns and functions Represent situations mathematically in order to interpret and solve problems 82 Programme delivery Distance learning and contact sessions (depending on number of bookings) Lecturing and facilitation Structured activities Self assessments Accessibility of programme As this is distance learning, it is accessible to all. Contact sessions may be held in major centres. Endorsement, Accreditation, Approval Full programme approval from Wholesale & Retail SETA. SACE endorsed 30 PD Points. Unit Standard alignment US 7480: Demonstrate understanding of rational and irrational numbers and number systems, NQF 02 (3 credits) US 9007: Work with a range of patterns and functions and solve problems, NQF 02 (5 credits) Scope of programme Accurate computation Following the steps of algorithm Using algorithms appropriately Problem solving with rational and irrational numbers Using instruments to obtain measurement Estimating vs approximation Basic algebra Mathematical conventions for expressing numbers Appropriate use of scientific conventions Converting problems into calculations Converting flexibly between and within representations of functions Represent functions accurately and appropriately

83 Comparison if patterns and functions Interpret the key features of the graphs of functions Visually determine the behaviour of functions Point to point plotting Symbolic representations Manipulation of representations Properties of the mathematical model Note: These unit standards can also be taken as single or loose unit standards each earning 15 PD Points. Duration of programme 80 notional hours. Formative assessments Self-assessment activities in manual to be completed 2 X assignments Summative assessment Knowledge Questionnaire Review of Portfolio of Evidence Learner participation Interaction with manual and formative assessment activities Attendance at contact sessions (if taking place). Possible online training Access to programmes Full access for educators with a teaching qualification. How to apply Please complete the application form at the back of this brochure and return to us with the required payment. Fees: See insert and/or application form. S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 83

84 USING NUMBER BASES AND MEASUREMENT UNITS (15 PD POINTS) Purpose of programme The equip learners with the knowledge and skills to use number bases and measurement units correctly. Description of programme This programme enables the learner to use different number bases and measurement units. Educational needs addressed by programme This is a mathematical programme which addresses the understanding of our world in terms of numbers and measurements. Knowledge, skills, attributes, competences addressed Number systems Rational and irrational numbers Estimation Approximation Scientific notation Using number systems Calculating error in measurements Learning outcomes addressed Convert numbers between the decimal number system and the binary number system. Work with numbers in different ways and express size and magnitude. Demonstrate the effect of error in calculations. Programme delivery Distance learning and contact sessions (depending on number of bookings) Lecturing and facilitation Structured activities Self assessments Accessibility of programme As this is distance learning, it is accessible to all. Contact sessions are held in all major centres. Endorsement, Accreditation, Approval Full programme approval from Wholesale & Retail SETA. SACE endorsed 15 PD Points. Unit Standard alignment US 9010: Demonstrate an understanding of the use of different number bases and measurement units and an awareness of error in the context of relevant calculations NQF 03 (2 credits) Scope of programme Binary and decimal systems Calculations in the binary system Practical applications of the decimal and binary systems Prefixes indicating magnitude Systeme International Conversions between related units Irrational numbers Estimations Approximation Duration of programme 20 notional hours. Formative assessments Self evaluation activities in manual to be completed Summative assessment Knowledge Questionnaire Review of Portfolio of Evidence 84

85 Learner participation Interaction with manual and formative assessment activities. Attendance at contact sessions (if taking place). Possible online learning Access to programmes Full access for educators with a teaching qualification. How to apply Please complete the application form at the back of this brochure and return to us with the required payment. Fees: See insert and/or application form. S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 85

86 STATISTICS AND LIFE RELATED PROBLEMS (30 PD POINTS) Purpose of programme This learning programme will allow learners to apply knowledge of statistics to basic research projects. Accessibility of programme As this is distance learning, it is accessible to all. Contact sessions may be held in major centres. Description of programme Provides an insight into the use of Mathematics in the management of daily needs. Educational needs addressed by programme Addresses the need to understand the application of statistics in real life situations. Knowledge, skills, attributes, competences addressed Methods for collecting, organising and analysing data Measures of centre and spread Techniques for representing and evaluating statistics Randomness, probability and association Learning outcomes addressed Critique and use techniques for collecting, organising and representing data Use theoretical and experimental probability to develop models Critically interrogate and use probability and statistical models Programme delivery Distance learning and contact sessions (depending on number of bookings) Lecturing and facilitation Structured activities Self assessments Endorsement, Accreditation, Approval Full programme approval from Wholesale & Retail SETA. SACE endorsed 30 PD Points. Unit Standard alignment US 9009: Apply basic knowledge of statistics and probability to influence the use of data and procedures in order to investigate life related problems, NQF 02 (3 credits) US 9015: Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems, NQF 04 (6 credits) Scope of programme Obtaining data Using data Measurement of data Variables Measures of central tendency Measures of spread Random numbers Contaminated data Using data collection methods correctly Correct calculations Representation of data Probability Interpretation of statistics Use research instruments Duration of programme 90 notional hours. 86

87 Formative assessments Self-assessment activities in manual to be completed 2 X assignments Summative assessment Knowledge Questionnaire Review of Portfolio of Evidence Learner participation Interaction with manual and formative assessment activities Attendance at contact sessions (if taking place). Possible online learning Access to programmes Full access for educators with a teaching qualification. How to apply Please complete this application form at the back of this brochure and return to us with the required payment. Fees: See insert and/or application form. S E T T I N G T H E P A C E I N S K I L L S D E V E L O P M E N T 87

88 For additional enrolment forms us at or contact us on: Your new resource towards accumulating your Professional Development Points and effectively closing your competency gap

89 Enrolment form - EDUTEL Office no: My name: My postal address to which material must be posted: My contact tel: (W) (H) (C) Name of my school: Address of my school: My highest qualification is: Signed on at Signature: ID number Mail your enrolment form to PO Box 7632, Westgate, 1734 together with a copy of your salary advice, copy of your ID document and first page of your bank statement. Tick your option No. of Unit Standards Cash Terms Fee 3 months 6 months 10 months 1 R x R 836,66 6 x R418,33 10 x R251,00 2 R x R1624,00 6 x R812,00 10 x R487,20 3 R x R2411,00 6 x R1205,50 10 x R723,30 4 R x R2906,67 6 x R1453,33 10 x R872,00 5 R x R3050,00 6 x R1525,00 10 x R915,00 6 R x R3316,67 6 x R1658,33 10 x R995,00 I wish to pay over 3 months 6 months or 10 months

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