# data[].attributes.attachment_link.title
eLearning | Western Cape Education Department

# data[].attributes.attachment_link.description
The way learners access and absorb information has changed significantly over the past decades. They want lessons that are interactive, engaging and fun. Technology allows educators to adopt eLearning as a teaching pedagogy by using different apps, images, videos and other online resources to enhance the traditional ways of teaching and keep learners engaged.

# data[].attributes.attachment_link.readable_text
Search for eResources by keyword

OR search by choosing a grade and subject

The Practical Assessment Tasks (PATs) have been set in selected subjects by the Department of Basic Education (DBE) and in Sport and Exercise Science by the Independent Examinations Board. These PATs are part of the assessment requirements for the 2021 National Senior Certificate examinations as stipulated in the Curriculum and Assessment Policy Statement (CAPS) of each relevant subject. The PATs are assessed internally at schools and then moderated externally within the province.

The 18 Curriculum and Assessment Policy Statements subjects which contain a practical component all include a practical assessment task (PAT). These subjects are:

AGRICULTURE: Agricultural Management Practices, Agricultural Technology

ARTS: Dance Studies, Design, Dramatic Arts, Music, Visual Arts

SCIENCES: Computer Applications Technology, Information Technology, Technical Sciences, Technical Mathematics

SERVICES: Consumer Studies, Hospitality Studies, Tourism

TECHNOLOGY: Civil Technology, Electrical Technology, Mechanical Technology and Engineering Graphics and Design

A practical assessment task (PAT) mark is a compulsory component of the final promotion mark for all candidates offering subjects that have a practical component and counts 25% (100 marks) of the end of the year examination mark. The PAT is implemented across the first three terms of the school year. This is broken down into different phases or a series of smaller activities that make up the PAT. The PAT allows for learners to be assessed on a regular basis during the school year and it also allows for the assessment of skills that cannot be assessed in a written format, e.g. test or examination. It is therefore important that schools ensure that all learners complete the practical assessment tasks within the stipulated period to ensure that learners are resulted at the end of the school year. The planning and execution of the PAT differs from subject to subject.

Source: Department of Basic Education

# data[].attributes.attachment_link.description
Home Practical Assessment Tasks Share this content

# data[].attributes.attachment_link.readable_text
A National Curriculum and Assessment Policy Statement is a single, comprehensive, and concise policy document, which has replaced the Subject and Learning Area Statements, Learning Programme Guidelines and Subject Assessment Guidelines for all the subjects listed in the National Curriculum Statement Grades R - 12 in January 2012.

The National Curriculum Statement Grades R - 12 represents a policy statement for learning and teaching in South African schools and comprises the following:

Curriculum and Assessment Policy Statements for each approved school subject as listed in the policy document National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R - 12;

The policy document National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R - 12 which describes the number of subjects to be offered by learners in each grade and the promotion requirements to be obtained; and

The policy document National Protocol for Assessment Grades R - 12 which standardises the recording and reporting processes for Grades R - 12 within the framework.

Wally Morrow (2008) defined teaching as "the organisation of systematic learning... characterised by the content knowledge, lesson preparation, classroom management, teaching strategies and finally the assessment of work by the teacher".

Effective teaching starts with good planning which serves as a framework for:

the teacher to engage in pedagogies that are learner-centred, organised and deeply reflective, and

a School Management Team (SMT) to ensure continuity and progression of knowledge, skills and related attitudes and values across grades/phases as well as assessment that provides evidence of strengths, weaknesses and the next steps in teaching and learning.

In support of this, the WCED Senior Curriculum Planners and Subject Advisers developed Teaching and Assessment Plans (TAPs) for every subject and every grade. The plans are aligned to the Curriculum and Assessment Policy Statements and the 2020 amendments (Section 4) to the requirements for school-based assessment (SBA).

Source: Department of Basic Education

Foundation Phase Multigrade Foundation Phase Intermediate Phase Multigrade Intermediate Phase Senior Phase Multigrade Senior Phase FET

Intermediate Phase Documentation

Life Skills: Personal and Social Well-being

Electrical Technology: Electronics

Electrical Technology: Power Systems

Engineering Graphics and Design

English Second Additional Language

Mechanical Technology: Automotive

Mechanical Technology: Fitting and Machining

Mechanical Technology: Welding and Metalwork

# data[].attributes.attachment_link.title
Curriculum Assessment Policy Statements (CAPS)

# data[].attributes.attachment_link.description
A National Curriculum and Assessment Policy Statement is a single, comprehensive, and concise policy document, which has replaced the Subject and Learning Area Statements, Learning Programme Guidelines and Subject Assessment Guidelines for all the subjects listed in the National Curriculum Statement Grades R - 12 in January 2012.

# data[].attributes.attachment_link.readable_text
Western Cape Education Department

eLearning Directorate

Welcome to the...

Technology Adoption & Transformation Hub

e-learning
TPD PROGRAMME

The teacher professional development sessions initiated by eLearning are based on district and educational transformational needs identified to accelerate high levels of technology adoption and integration. Workshops, seminars and conferences are hosted to support teachers and officials, at different integration levels.

MORE FROM WCED
E-LEARNING

# data[].attributes.attachment_link.title
Digital Teaching and Learning | Remote Education | Cape Town

# data[].attributes.attachment_link.description
Welcome to the... Technology Adoption & Transformation Hub e-learning TPD PROGRAMME The teacher professional development sessions initiated by eLearning are based on district and educational transformational needs identified to accelerate high levels of technology adoption and integration. Workshops, seminars and conferences are hosted to support teachers and officials, at different integration levels.

# data[].attributes.attachment_link.readable_text
The professional digital competence (PDC) of teachers is of growing importance in classrooms, now that digital resources and digital media are becoming important parts of teachers' everyday practice. This study explores how newly qualified teachers are prepared to use information and communication technology (ICT) in their initial teacher education (ITE). We present findings of a nationwide survey in Norway on 356 newly qualified teachers. It explores how these teachers' ICT self-efficacy is related to how they perceive the quality of, and contributions from, their ITE related to ICT and the development of their PDC. In general, newly qualified teachers report fairly poor quality and contribution of ICT training during their teacher education. We claim that continuous effort is needed to review the quality of ITE and contribute specifically to the development of PDC and developing student teachers' ICT self-efficacy in ITE.

Descriptors: Beginning Teachers, Teacher Competencies, Pedagogical Content Knowledge, Technological Literacy, National Surveys, Self Efficacy, Educational Quality, Relevance (Education), Teacher Attitudes, Beliefs, Questionnaires, Elementary School Teachers, Middle School Teachers, Structural Equation Models, Knowledge Level, Teaching Skills, Foreign Countries, Teacher Education

Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals

# data[].attributes.attachment_link.title
ERIC - EJ1170453 - Newly Qualified Teachers' Professional Digital Competence: Implications for Teacher Education, European Journal of Teacher Education, 2018

# data[].attributes.attachment_link.description
The professional digital competence (PDC) of teachers is of growing importance in classrooms, now that digital resources and digital media are becoming important parts of teachers' everyday practice. This study explores how newly qualified teachers are prepared to use information and communication technology (ICT) in their initial teacher education (ITE).