Associated Assessment Criteria for Exit Level Outcome 1:
An understanding of the latest developments and trends in Foundation Phase Teaching and learning is demonstrated.
Knowledge of developmental theories including theories of play is applied.
An understanding of language learning and teaching, language acquisition and children’s literature as a genre is demonstrated.
Reading and writing lessons across the Foundation Phase curriculum are planned and prepared.
Different approaches to teaching Mathematics are applied.
Life Skills in the Foundation Phase are understood and applied.
Factors impacting on the development of the child are identified.
Barriers to learning and the concept of learner support are understood.
Foundation phase learners with barriers to learning are identified, planned for and supported.

Associated Assessment Criteria for Exit Level Outcome 2:
Theories of Foundation Phase learning and teaching are understood and applied.
Available resources and suitable content for teaching Language, Mathematics and Life Skills are identified and used.
Learning programmes for Grades R, 1, 2 and 3 are planned, organised and managed.
Development of technological literacy in classroom activities is provided for.
A classroom is organised in a way that accommodates diversity.
Diversity and discipline in the classroom are managed in a values-driven way.
All aspects of the Foundation Phase curriculum are taught.

Associated Assessment Criteria for Exit Level Outcome 3:
Social and community theories are identified and applied.
Opportunities for communicating with and involving parents and service providers in relevant education activities are created.
Partnerships with others to identify ways of providing support to communities are created.
Communicate clearly and consistently on all aspects of teaching practice within the classroom, school and community.

Associated Assessment Criteria for Exit Level Outcome 4:
Technology is used to access, select and manage information.
Knowledge of academic conventions by reading and writing clearly and coherently is demonstrate and applied.
Possible research themes are identified and a research proposal is written.
Appropriate research techniques are applied and research is conducted.
Key features of academic and information literacy in a research project are applied.

Associated Assessment Criteria for Exit Level Outcome 5:
An understanding of laws and policies which affect equality, equity and diversity in South Africa is demonstrated.
Relevant policies, laws and regulations applicable to education are accessed, interpreted and applied.
Policy pertaining to classroom and learner management is understood and applied.
Foundation Phase learning materials compliant with relevant policy are planned and produced.

Associated Assessment Criteria for Exit Level Outcome 6:
Different ways of assessing the young child are identified and applied.
Language learning, Mathematical learning and Life Skills learning are assessed on a continuous basis.
Own learning is reflect on by conducting on-going self-assessment.
Results of assessments are used to improve learning and teaching and adapt to evolving circumstances.

Associated Assessment Criteria for Exit Level Outcome 7:
Knowledge of human spirituality and religions is demonstrated.
Work and communicate with others in a professional, respectful manner.
Existing philosophies of education are used to formulate a personal philosophy of teaching which demonstrates good teaching practice and integration with religious values.
Religious values are used and applied as the foundation of all wisdom and ethical behaviour.

Integrated Assessment:
Teaching, learning and assessment are integrated and assessment is done on a continuous basis. Assessment tasks consist of individual work or co-operative work where research and reporting is divided between learners, or group work where groups complete assignments or presentations. In the final year all assessment tasks include the application of basic research skills. Some of the assessment tasks are an integration of two or more Level 7 modules.

Applied and Integrated Assessment will be focused on applied and integrated competence. The assessment evidence will include:
Assignments and/or examinations, providing evidence of the ability to apply knowledge to practice.
Observations in context in order to observe ability to communicate with comprehension.
A portfolio of evidence reflecting insightful understanding between theory and practice, experiences and skills acquired during School Based Experience (SBE).
A Research paper which should demonstrate the ability of the learners to apply theory into practice.

The final Integrated Assessment needs will have the following characteristics:
It will assess the extent to which candidates can teach competently and effectively in South African schools.
It will measure the extent to which candidates have integrated the roles, knowledge and skills delivered through the different courses/modules which make up the educator development programme.
It will be designed in such a way that the seven roles of an educator are assessed through the specialisations.
It will measure applied competence, in other words, it will assess whether candidates are able to integrate the ability to perform important teaching actions competently (a practical competence), understand the theoretical basis for these actions (foundational competence) and reflect on and make changes to teaching practices (reflexive competence).

The assessment criteria and evidence required are as follows:
In a practical teaching and learning situation, a simulated situation, or situation that combines the practical, the simulated and the written, candidates will:
Generate, explore and consider options for appropriate action.
Identify the most appropriate course of action in relation to the particular context, topic, learner group, level of learning and resources available.
Explain the reasons for that particular selection as well as what was taken into account in making the selection.
Perform the identified action, while continuously monitoring and adapting performance as required and explain the reasons for the performance.
Evaluate his/her performance and identify areas for improvement.
Reflect on learner progress and performance.
Develop a plan or strategy for future action which reflects an integration of what has been learnt through reflection.