| Community,
Citizenship and Pastoral |
| |
|
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.)
|
| Developing life-skills, work-skills,
a critical, ethical and committed political attitude, and a
healthy lifestyle in learners. |
| Providing guidance to learners
about work and study possibilities. |
| Showing an appreciation of,
and respect for, people of different values, beliefs,
practices and cultures. |
| Being able to respond to current
social and educational problems with particular
emphasis on the issues of violence, drug abuse, poverty, child
and women abuse, HIV/AIDS and environmental degradation. Accessing
and working in partnership with professional services to deal
with these issues. |
| Counseling and/or tutoring learners
in need of assistance with social or learning
problems. |
Demonstrating caring, committed
and ethical professional behaviour and an
understanding of education as dealing with the protection of
children and the
development of the whole person. |
| Conceptualizing and planning
a school extra-mural programme including sport,
artistic and cultural activities. |
| Operating as a mentor through
providing a mentoring support system to student
educators and colleagues. |
| Foundational competence
(where the learner demonstrates an understanding of the knowledge
and thinking which underpins the actions taken.) |
| Understanding various approaches
to education for citizenship with particular
reference to your country and its diversity. |
| Understanding key community
problems with particular emphasis on issues of
poverty, health, environment and political democracy. |
| Knowing about the principles
and practices of the main religions , the customs,
values and beliefs of the main cultures, the Constitution
and the Bill of Rights. |
| Understanding the possibilities
for life-skill and work-skill education and training in local
communities, organisations and business. |
| Knowing about ethical debates
in religion, politics, economics, human rights and the environment. |
Understanding
child and adolescent development and theories of learning
and
behaviour with emphasis on their applicability in a diverse
and developing country. |
| Understanding the impact of
class, race, gender and other identity-forming forces on learning. |
| Understanding formative development
and the impact of abuse at individual, familial, and communal
levels. |
| Understanding common barriers
to learning and the kinds of school structures and processes
that help to overcome these barriers. |
Knowing about
available support services and how they may be utilised. |
| Knowing about the
kinds of impact school extra-mural activities can have on learning
I and the development of children and how these may best be
developed in co-operation\ with local communities and business. |
| 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.) |
| Recognizing and judging appropriate
intervention strategies to cope with learning and other difficulties. |
| Reflecting on systems of ongoing
professional development for existing and new
educators. |
| Adapting school extra curriculum
programmed in response to needs, comments and criticism. |
| Reflecting on ethical issues
in religion, politics, human rights and the environment. |
Reflecting on ways of developing
and maintaining environmentally responsible
approaches to the community and local development. |
| Adapting learning programmed
and other activities to promote an awareness of
citizenship, human rights and the principles and values of the
constitution. |
| Critically analysing the degree
to which the school curriculum promotes HIV/AIDS awareness. |
| Critically analysing the degree
to which the school curriculum addresses barriers to learning,
environmental and human rights issues. |
Mediator / Curriculum
Interpreter / Administrator /
Scholar / Pastoral
/
Assessor / Learning Area Specialist
|
|