Assessment is an integral part of curriculum development as outlined in the Curriculum Policy. During curriculum development an assessment strategy is developed that is aligned to the ODeL Policy and strategy of UNISA. Assessment can have different focuses, namely to:
The department is inviting suitable applicants for providing assessment services to be appointed as independent contractors (markers) on a yearly basis. The purpose of this positions is to appoint competent and suitable candidates to complete and execute assessment task professionally and ethically align to the Assessment Policy and Guidelines.
Requirements:
Duties:
Knowledge, skills and abilities
Recommendations:
Note: The required documents should be submitted as a single file (one PDF) to the email provided below.
E-mail applications to the attention of Mr. Lawrance Masuvhe: masuvl@unisa.ac.za and Mrs. Tshinanne Hlongwane: hlongt@unisa.ac.za
Assumption of duty: The candidates will have to undergo an interview (Microsoft Teams) and online Moodle training sessions. Completion of the prescribed training on various aspects of Marking on the Moodle platform is compulsory.
Closing date: 28 February 2023
Independent Contractor (MARKER) positions are available in the modules listed in the Department of Inclusive Education
MODULE CODE |
MODULE NAME |
Purpose of module |
Curriculum Delivery and Assessment Mode |
NQF LEVEL 5 |
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TEC1502 |
Technology 2 for the Classroom |
The module provides prospective teachers with an overview of the role of technology education in society and in a school curriculum. |
Blended and Continuous assessment |
NST1501 |
Natural Science and Technology for Classroom I |
The purpose of the module is to gain insight into content related to Sciences and Technology; stages of development; aims and objectives; the role of the teacher and Sciences and Technology activities. Furthermore, the module aims to develop student teachers theoretical knowledge related to implementing Sciences and Technology in the classroom. |
Blended Formative and summative assessments |
PSC1501 |
Practical Science for the Classroom |
The module helps candidates to explore and develop their understanding of a practical approach to teaching science in the classroom involving an iterative conversation between what is meant by practical science, why such an approach is necessary and how it can be done, By the end of the module, candidates will have a clear idea of why they might want to become science teachers and what this entails. |
Fully online Continuous assessment |
SCC1501 |
Science for the Classroom 1 |
The module provides prospective candidate teachers with an overview of Science, specifically the Natural sciences, and in the GET school curriculum. It identifies core concepts such as the scientific method, science process skills combined with the knowledge strand Life and Living and the knowledge strand Planet Earth and Beyond. It explores how that knowledge and skills might best be mediated in the classroom. By the end of the module, candidates will have a clear idea of some of the core skills and knowledge they would require to become science teachers. |
Fully online Continuous assessment |
IED1501 |
Introduction to Environmental Education |
The module explores the concept of environment and a broad range of environmental issues in South Africa. It identifies why education about the environment is a critical aspect of the school curriculum and the ways in which environmental issues can be integrated into the school curriculum. Apart from providing a useful foundational basis for all prospective teachers, the module will help candidates decide whether environmental issues are something they would like to focus on in further study. |
Fully online Continuous assessment |
NQF LEVEL 6 |
|||
EED2601 |
Environmental education |
The purpose of this module is to assist student teachers to consider key environmental issues (such as land degradation, water supply, industrial pollution, poverty, overpopulation and health) that will influence what and how teachers teach, and why. The module draws upon and in turn informs many of the other core modules in terms of both policy and practice. It is particularly relevant to teaching methodologies and practical teaching. |
Blended and Continuous assessment |
NST2601 |
Natural Science and Technology for classroom II |
The module builds on the foundation as laid out by the module Science in the Classroom 1, as it provides prospective teachers with an overview of the role of science in society as it is viewed in the school curriculum. It identifies core concepts, such as the contributions of notable scientists and indigenous knowledge combined with the knowledge strand Matter and Materials and the knowledge strand Energy and Change. It explores how the relevant Science knowledge is built and how that knowledge might best be mediated in the classroom. By the end of the module, candidates will have a clear idea of why they might want to become science teachers and what this entails. |
Blended Formative and summative assessments
|
NST2602 |
Natural science and technology for classroom IV |
The module provides prospective teachers with an overview of the role of Technology Education in society and in the school curriculum. It identifies core concepts on which all technology education knowledge is built and explores how that knowledge might best be mediated in the classroom. |
Blended Formative assessment |
NQF LEVEL 7 |
|||
CIC2601 |
Computer Integration in the classroom |
The purpose of the module is to ensure that student-teachers are equipped to make the most appropriate use of the most appropriate technology to help them to be successful in their studies through ODL and to develop the competencies to work as efficiently and effectively as possible, harnessing the potential of ICT, in their work as teachers |
Fully Online. Continuous Assessment |
TMN3705 |
Teaching Natural Sciences and Technology |
The purpose of this module is to gain knowledge, skills, values and attitudes to teach Natural Science and Technology in the Intermediate Phase (Grade 4-6) of the General Education and Training Band. The purpose is also to design learning programmes for the units in Natural Science and Technology, plan lessons, assess learners and act as learning mediators to Natural Science and Technology learners |
Fully online Formative and summative assessments |
TMS3706
|
Teaching Computer Applications Technology in Further Education and Training
|
The purpose of this module is to ensure that qualifying student teachers: - acquire the knowledge, skills, values and attitudes that will enable them to teach Computer Applications Technology in FET; integrate - knowledge and skills acquired from other modules in the qualification such as Instructional studies, Curriculum Development and Implementation, Assessment, Classroom management, Inclusive Education and the disciplinary knowledge in the subject to develop and enhance their teaching ability, preparing them to fulfil their roles as a classroom teacher in the varying contexts of South African classrooms; - acquire, integrate and practice their foundational, practical and reflexive competences to prepare them to facilitate the teaching and learning of Computer Applications Technology on a beginner teacher's level. |
Fully Online Continuous assessment
|
TMS3711 |
Teaching Agricultural Management, Science and Technology in Further Education and Training. |
The purpose of this module is to ensure that qualifying student teachers: - acquire the knowledge, skills, values and attitudes that will enable them to teach Agricultural Management, Science and Technology in FET; - integrate knowledge and skills acquired from other modules in the qualification such as Instructional studies, Curriculum Development and Implementation, Assessment, Classroom management, Inclusive Education and the disciplinary knowledge in the subject to develop and enhance their teaching ability, preparing them to fulfil their roles as a classroom teacher in the varying contexts of South African classrooms; - acquire, integrate and practice their foundational, practical and reflexive competences to prepare them to facilitate the teaching and learning of Agricultural Management, Science and Technology on a beginner teacher's level. |
Fully online Continuous assessment |
TMS3705 |
Teaching Natural Science and Technology |
The purpose of this module is to gain knowledge, skills, values and attitudes to teach Natural Science and Technology in the Intermediate Phase (Grade 4-6) of the General Education and Training Band. The purpose is also to design learning programmes for the units in Natural Science and Technology, plan lessons, assess learners and act as learning mediators to Natural Science and Technology learners |
Blended Formative and summative assessments |
TMS3710 |
Teaching Engineering Graphics and Design in Further Education and Training |
The purpose of this module is to ensure that qualifying student teachers: - acquire the knowledge, skills, values and attitudes that will enable them to teach Engineering Graphics and Design in FET; - integrate knowledge and skills acquired from other modules in the qualification such as Instructional studies, Curriculum Development and Implementation, Assessment, Classroom management, Inclusive Education and the disciplinary knowledge in the subject to develop and enhance their teaching ability, preparing them to fulfil their roles as a classroom teacher in the varying contexts of South African classrooms; - acquire, integrate and practice their foundational, practical and reflexive competences to prepare them to facilitate the teaching and learning of Engineering Graphics and Design on a beginner teacher's level |
Blended Formative and summative assessments |
TMS3733 |
Teaching Technology in the senior phase |
The purpose of this module is to ensure that qualifying student teachers: - acquire the knowledge, skills, values and attitudes that will enable them to teach Technology in the senior phase; - integrate knowledge and skills acquired from other modules in the qualification such as Instructional studies, Curriculum Development and Implementation, Assessment, Classroom management, Inclusive Education and the disciplinary knowledge in the subject to develop and enhance their teaching ability, preparing them to fulfil their roles as a classroom teacher in the varying contexts of South African classrooms; - acquire, integrate and practice their foundational, practical and reflexive competences to prepare them to facilitate the teaching and learning of Technology on a beginner teacher's level |
Fully online Continuous assessment |
Publish date: 2023-01-31 00:00:00.0