Associated Assessment Criteria for Exit Level Outcome 1:
Understand the controversial nature of ‘curriculum’ and its broader impact on society.
Explain the complexities of educational change in South African Curricula and discuss the mismatch between the intention and the realities in South African classrooms.
Analyse the various theoretical models which attempt to explain how curricula are constructed and assessed.
Explain why curriculum change in South Africa has not always had the desired outcome of the curriculum framers.
Discuss the different theories of career guidance, as well as the different techniques for providing career guidance.
Explain the psychology of career behaviour of children in South African schools.
Discuss professional practical theories of career counselling with individual learners and with groups of learners.
Explain how career guidance and assessment processes can enhance the potential of a child within the South African educational context.

Associated Assessment Criteria for Exit Level Outcome 2:
Describe concepts, theories and issues in Developmental Psychology and explain the critical impact of the social context on the development of the child.
Understand child development from a South African socio-cultural perspective.
Apply Piaget’s and Vygotsky’s theories of cognitive development and identify ways to apply them cognitive, language and moral development.
Discuss the phenomenon of resilience in the face of barriers to learning due to poverty, violence and health issues in South Africa and how all of these influence child development.
Discuss the dynamics involved in modern families in contemporary South Africa and the psychological influence of communities and how they impact on families.
Understand how the social systems influence child development within families.

Associated Assessment Criteria for Exit Level Outcome 3:
Explain the philosophical underpinnings of inclusive educational theory and support.
Discuss Functional Behaviour Assessment (FBA) theory and Positive Behaviour Support (PBS) and intervention theory and the application of PBS and FBA in South African schools and classrooms.
Explain the importance of educational collaboration for the successful inclusion of all learners.

Associated Assessment Criteria for Exit Level Outcome 4:
Develop and sustain a community of practice in collaboration with peers and others.
Explain the advantages of developing a community of practice in collaboration with peers and others to demonstrate attributes of leadership in Education.
Describe the ways in which humanising pedagogy is practised in the educational environment.
Explain the main tenets of Critical Pedagogy, and interrogate their roles as agents of social justice.
Outline the attributes of a reflexive instructional leader in relation to classroom practice, the school and the wider community.
Solve problems in novel situations which requires complex cognition linked to experience, self-efficacy and adaptive expertise.

Associated Assessment Criteria for Exit Level Outcome 5:
Understand the value of classroom or school-based research as a decision-making tool to change practice.
Identify an area of concern in the classroom or at school in an area of specialisation.
Design a small- scale project using one action research cycle.
Implement the action research process [including the required reflective and reflexive processes].
Develop a written plan of action based on the action research cycle.

Integrated Assessment:
The qualification complies with the institution’s Assessment Policy with a focus on assessment for and as learning in formative assessment and of learning in the summative component of the assessment.

Formative Assessments will include a range of assignments and activities that will be classroom or school-based which include team collaboration/communities of practice and the demonstration of leadership skills in the area of Educational Psychology. Summative Assessments will include Final Exams and an action research based Research Report in Educational Leadership and Management.