|
Mediator
/ Curriculum Interpreter /
Administrator / Scholar
/ Pastoral /
Assessor / Learning Area Specialist
Practical competence
- Where the learner demonstrates the ability, in an authentic
context, to consider a range of possibilities for action, make
considered decisions about which possibility to follow, and
to perform the chosen action.)
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| Adapting general educational
principles to the phase/subject/learning area. |
Selecting, sequencing and pacing
content in a manner appropriate to the
phase/subject/learning area, the needs of the learners and the
context. |
| Selecting methodologies appropriate
to learners and contexts. |
Integrating subjects into broader
learning areas and learning areas into learning
programmed. |
| Teaching concepts in a manner
which allows learners to transfer this knowledge and use it
in different contexts. |
| Foundational competence
(where the learner demonstrates an understanding of the knowledge
and thinking which underpins the actions taken.) |
Understanding the assumptions
underlying the descriptions of competence in a
particular discipline/subject/learning area. |
Understanding the ways of thinking
and doing involved in a particular
discipline/subject/learning area and how these may be taught. |
| Knowing and understanding the
content knowledge of the discipline/subject/learning area. |
| Knowing of and understanding
the content and skills prescribed by the national
curriculum. |
| Understanding the difficulties
and benefits of integrating this subject into a broader learning
area. |
| Understanding the role that
a particular discipline/subject/learning area plays in the work
and life of citizens in society – particularly
with regard to human rights and the environment. |
| Reflexive competence
- (where the learner demonstrates the
ability to integrate or connect performances and decision making
with understanding and with the ability to adapt to change and
unforeseen circumstances and explain the reasons behind these
actions.) |
| Reflecting on and assessing
own practice. |
| Analysing lesson plans, learning
programmed and assessment tasks and demonstrating an understanding
of appropriate selection, sequencing and pacing of content. |
| Identifying and critically evaluating
what counts as undisputed knowledge, necessary skills, important
values. |
| Making educational judgments
on educational issues arising from real practice or
from authentic case study exercises. |
| Researching real educational
problems and demonstrating an understanding of the implications
of this research. |
| Reflecting on the relations
between subjects/disciplines and making judgments on the possibilities
of integrating them. |
Mediator / Curriculum
Interpreter / Administrator /
Scholar / Pastoral
/
Assessor / Learning Area Specialist
|