ENC1501 ASSIGNMENT 3 PORTFOLIO 2025 (Answer Guide)

ENC1501 ASSIGNMENT 3 PORTFOLIO 2025 (Answer Guide) QUESTION 1 (20 marks) 1.1 Standards for Graduate Teachers (Aitchison, Dixon, Pretorius, Reed & Verbeek, 2018) (5) Aitchison et al. (2018) outline exit-outcome standards for language and literacy teachers in South Africa that specify what a newly qualified teacher must know and be able to do on completion of initial teacher education. In my own words, the standards require the graduate teacher to demonstrate four integrated areas of competence: 1. Knowledge of language, literacy and how to teach them A graduate must understand how language works (phonology, vocabulary, syntax, discourse) and how reading and writing develop, and must connect that knowledge to evidence-based pedagogy. This is not generic “good teaching”; it is specialised content and pedagogical content knowledge for literacy (Aitchison et al., 2018). 2. Capacity to organise systematic instruction aligned to the curriculum Graduates must plan and deliver coherent, cumulative programmes that prioritise reading and writing, set clear goals, sequence skills, use continuous assessment, and respond to learner data, all while aligning to Curriculum and Assessment Policy Statement (CAPS) requirements (Aitchison et al., 2018). 3. Competence to teach English as First Additional Language (EFAL) Because most learners switch to English as the language of learning and teaching by Grade 4, graduates must understand the knowledge, skills and processes needed to teach EFAL both as a subject and as the classroom medium e.g., scaffolding academic language, subject vocabulary, and extended discourse in English (Aitchison et al., 2018). 4. Competence to teach African languages or Afrikaans as First Additional Languages (FALs)