CPTD Courses for Teachers

CPTD Courses for Teachers

Embury Institute for Higher Education offers a number of Continuing Professional Teacher Development (CPTD) short courses as part of professional development for practicing educators.

PLEASE NOTE

A CPTD course can never replace the need for a formal qualification. In other words, a CPTD course does not provide you with a Certificate with which you can look for employment at a school or pre-school.

The courses offered in 2018 are listed in the table below.

Holistic Education for Deaf and Language-Delayed Children (10 PD Points)**

According to the South African Hearing Institute, approximately 1.2 million children in sub-Saharan Africa between the ages of five and 14 suffer from hearing loss in both ears. Children who are deaf or suffer from hearing loss require special education and quality teaching to assist them with their special educational needs.

Embury identified the need for quality inclusive education for deaf and language-delayed children and partnered with the Fulton School for the Deaf and other specialists in the field to develop this comprehensive SACE approved short course.

As a teacher of deaf children or children who are language-delayed, you will be required to have the necessary understanding and skills to assist children with special hearing needs. In this course you will learn about disability, communication and deafness, South African Sign Language (SASL), diagnosis and intervention of deaf and language-delayed children, teaching the multiple-disabled child, as well as various educational models and debates in the field of Deaf Education. You will also be instructed in offering counselling and support, as well as how to practically promote language creativity.

Course Outline

Unit 1 – Disability, Communication and Deafness
Unit 2 – South African Sign Language (SASL)
Unit 3 – Diagnosis and Intervention
Unit 4 – Teaching the Multiple-disabled Child
Unit 5 – Educational Models and Contemporary Debates in the field of Deaf Education and Language Remediation
Unit 6 – Counselling and Support
Unit 7 – Practically Promoting Language Creativity

Assessment

Continuous assessment is used to determine the progress of teachers. In order to complete the course successfully, teachers need to attend all five contact sessions and attain a minimum of 50% in the continuous assessment activities.

Certification

On successful completion of the course, Embury will issue a certificate bearing the appropriate SACE points, the duration of the CPTD short course, as well as the learning content covered in the course.

SACE Points

You will receive 10 SACE points upon successful completion of this course.

Duration

The course will be presented on five Saturdays over a six-month period for five hours per session, totalling 25 hours of contact.

Physical Education: for Foundation and Intermediate Phase Teachers (6-months) (10 PD Points)

Embury offers two CPTD short courses in Physical Education, namely:

  • 6-month Course in Physical Education for Foundation and Intermediate Phase Teachers
  • 2-day Course in Physical Education for Foundation and Intermediate Phase Teachers

Physical Education improves the developmental, social and healthy living skills of learners, and is a compulsory part of the CAPS Life Skills curriculum. However, most schools in South Africa do not have specialised Physical Education teachers. Most schools rely on the skills of classroom teachers to translate the Physical Education curriculum into sound personal and social developmental activities for learners. Therefore, classroom teachers must be able to plan, prepare and present Physical Education lessons and activities in a fun and informative way that caters for learners with diverse and special needs.

This CPTD short course is aimed at all Foundation and Intermediate Phase teachers who would like to become skilled in planning and presenting Physical Education lessons and activities, and who are passionate about improving the physical and social education provided to children.

In this short course, you will learn how to:

  • explore Physical Education in the Foundation and Intermediate Phases;
  • plan and teach Physical Education lessons and activities;
  • explore human anatomy;
  • create a physically safe movement environment for learners; and
  • understand the sociological aspects of learners moving; and
  • plan for learners with diverse and special needs.

Course Outline

Unit 1 – Physical Education in the Foundation and Intermediate Phases
Unit 2 – Managing and teaching the Physical Education lesson
Unit 3 – Physical Development; the Human Anatomy and how to create a physically safe environment
Unit 4 – Sociological aspects of learners moving
Unit 5 – How to plan for learners with diverse and special needs

Assessment

Continuous assessment is used to determine the progress of teachers. In order to complete the course successfully, teachers need to attend all contact sessions and attain a minimum of 50% in the continuous assessment activities. The course comprises 3 Tests and an Assignment. It is imperative that you study the assignment rubric in order to familiarise yourself with the assessment criteria for the assignment.

Certification

On successful completion of the course, Embury will issue a certificate bearing the appropriate SACE points, the duration of the CPTD short course, as well as the learning content covered in the course.

SACE Points

You will receive 10 SACE points upon successful completion of this course.

Duration

The course will be presented on five Saturdays over a six-month period for eight hours per session, totalling 40 hours of contact.

Physical Education: for Foundation and Intermediate Phase Teachers (2-days) (10 PD Points)

Embury offers two CPTD short courses in Physical Education, namely:

  • 6-month Course in Physical Education for Foundation and Intermediate Phase Teachers
  • 2-day Course in Physical Education for Foundation and Intermediate Phase Teachers

This CPTD short course is aimed at all Foundation and Intermediate Phase teachers who would like to become skilled in planning and presenting Physical Education lessons and activities, and who are passionate about improving the physical and social education provided to learners.

 

On this 2-day course, you will learn how to:

  • interpret the CAPS curriculum for Physical Education lessons and activities in the Foundation and Intermediate Phases;
  • plan and present Physical Education lessons and activities; and
  • plan and write Physical Education assessments and rubrics.

Course Outline

Unit 1 – CAPS of Physical Education in the Foundation and Intermediate Phases
Unit 2 – Managing and Teaching the Physical Education Lesson
Unit 3 – Assessments and Rubrics

Assessment

Continuous assessment is used to determine the progress of teachers. In order to complete the course successfully, teachers need to attend all contact sessions and attain a minimum of 50% in the continuous assessment activities.

Certification

On successful completion of the course, Embury will issue a certificate bearing the appropriate SACE points, the duration of the CPTD short course, as well as the learning content covered in the course.

SACE Points

Embury is awaiting confirmation of the allocated points from SACE for this course.

Duration

The course will be presented on a Friday and Saturday, totalling 11.5 hours of contact.

Early Childhood Development (ECD) Course 1 - Introduction to Childcare Practices in the South African Context (from birth to five years)- (15 SACE PD POINTS)

Course Description

This short-course introduces you to the topic of teaching and learning in the early years of a
child’s life. The theory learned during your studies will help you understand children’s needs
within the childcare environment. You will find entering into a child’s world fascinating, and what
you learn by doing this course will give you good grounding for working with young children.

The contact sessions in which you will participate as part of this course will discuss ECD, the role
of the teacher, how to establish a baby care centre, the daily programme in a pre-school, and
certain aspects of the South African Education curriculum. It will introduce you to the
psychological theory, which will in turn help you to understand the early childhood development
needs of each age group. The session will also afford you the opportunity to take part in
discussions, group session and individual tasks to promote your understanding of the course
content. The course will provide you with the knowledge necessary to carry out the duties of a
professional ECD practitioner or caregiver.

Course Outline:

  • Unit 1: The Nature and Scope of an ECD Programme according to the Abridged NCF Document
  • Unit 2: Introduction to Early Childhood Development and the Role of the Teacher
  • Unit 3: The Baby Care Unit
  • Unit 4: Planning a Daily Programme in a Pre-School
  • Unit 5: Planning a Daily Programme in a Pre-School (cont.)

Once you have worked through a contact session, you need to identify the corresponding assessment task in your portfolio of evidence (PoE) and complete it.

Assessment

At the end of the course, you will include your completed assessment tasks in your portfolio of evidence (PoE) and hand that PoE to your lecturer for marking. The mark you receive for your PoE will be your mark for the course. You need to achieve a mark of at least 50% for your PoE to pass this course.

Certification

Upon successful completion of this short course, you will be issued with:

  • a certificate of competence by Embury;
  • an official transcript of your marks; and
  • a SACE certificate.

SACE Points

You will receive 15 (PD) SACE points upon successful completion of this course.

Duration

The course takes place over ten Saturdays, with each Saturday contact session lasting from 08:00 am to 14:00 pm, totalling 50 hours of contact. Each session includes a 15-minute tea break and 30-minute lunch break.

Early Childhood Development (ECD) Course 2: Daily Activities in a Pre-school / Baby Care Centre - (15 SACE PD POINTS)

Course Description

This short-course introduces you to the topic of teaching and learning in the early years of a child’s life. The theory learned during your studies will help you understand children’s needs within the childcare environment. You will find entering into a child’s world fascinating, and what you learn by doing this course will give you good grounding for working with young children.

The contact sessions in which you will participate as part of this course will discuss ECD, the role of the teacher, how to establish a baby care centre, the daily programme in a pre-school, and certain aspects of the South African Education curriculum. It will introduce you to the psychological theory, which will in turn help you to understand the early childhood development needs of each age group. The session will also afford you the opportunity to take part in discussions, group session and individual tasks to promote your understanding of the course content. The course will provide you with the knowledge necessary to carry out the duties of a professional ECD practitioner or caregiver.

Course Outline:

  • Unit 1: Planning, Registration and Administration of a Pre-School/Baby Care Centre
  • Unit 2: Child Development and background, talent and intelligence
  • Unit 3: School Readiness
  • Unit 4: Thematic Teaching
  • Unit 5: Common Children’s illnesses and Ailments

Once you have worked through a contact session, you need to identify the corresponding assessment task in your portfolio of evidence (PoE) and complete it.

Assessment

At the end of the course, you will include your completed assessment tasks in your portfolio of evidence (PoE) and hand that PoE to your lecturer for marking. The mark you receive for your PoE will be your mark for the course. You need to achieve a mark of at least 50% for your PoE to pass this course.

Certification

Upon successful completion of this short course, you will be issued with:

  • a certificate of competence by Embury;
  • an official transcript of your marks; and
  • a SACE certificate.

SACE Points

You will receive (15PD) SACE points upon successful completion of this course.

Duration

The course takes place over ten Saturdays, with each Saturday contact session lasting from 08:00 am to 14:00 pm, totalling 50 hours of contact. Each session includes a 15-minute tea break and 30-minute lunch break.

Practising Inclusive Education Course 1: Screening, Identification, Assessment and Support (SIAS) (10 PD Points)

Embury offers two CPTD short courses in Practising Inclusive Education, namely:

  • Course 1: Screening, Identification, Assessment and Support (SIAS)
  • Course 2: Responding to Barriers to Learning

Research suggests that children with disabilities benefit greatly when they attend classes with children who don’t have disabilities.

Inclusive Education refers to all children, with or without disabilities, who learn and participate together in the same classroom. Therefore, teachers must be able to identify these learners and must also be able to effectively teach the Inclusive Education curriculum to these learners.

Embury recognises Inclusive Education as one of the most effective ways to promote an inclusive and tolerant society, and has designed this CPTD short course to address the needs of inclusive classroom teaching.

In Short Course 1 – Screening, Identification, Assessment and Support (SIAS) – you will learn the definition of inclusive education, how to break down barriers to inclusive education, how to introduce SIAS (screening, identification, assessment and support) in the classroom, how to focus on inclusion, collaboration and curriculum differentiation in the classroom, and how to provide educational support to learners with disabilities or special needs.

This course is aimed at all teachers who want to practice inclusive education in the classroom, thereby effectively teaching and assisting learners with disabilities or special needs.

Once you have completed Practising Inclusive Education Short Course 1, you can register for Short Course 2 (Responding to Barriers to Learning).

Course Outline

Unit 1 – What does Inclusive Education really Mean?
Unit 2 – Breaking down the Barriers
Unit 3 – Introducing the Screening, Identification, Assessment and Support (SIAS)
Unit 4 – Inclusion in the Classroom
Unit 5 – Collaboration, Curriculum Differentiation and Support

Assessment

Continuous assessment is used to determine the progress of teachers. In order to complete the course successfully, teachers need to attend all five contact sessions and attain a minimum of 50% in the continuous assessment activities.

Certification

On successful completion of the course, Embury will issue a certificate bearing the appropriate SACE points, the duration of the CPTD short course, as well as the learning content covered in the course.

SACE Points

You will receive 10 SACE points upon successful completion of this course.

Duration

The course will be presented on five Saturdays over six months for five hours per session, totalling 25 hours of contact.

Practising Inclusive Education Course 2: Responding to Barriers to Learning (15 PD Points)**

Embury offers two CPTD short courses in Practising Inclusive Education, namely:

  • Course 1: Screening, Identification, Assessment and Support (SIAS)
  • Course 2: Responding to Barriers to Learning

Inclusive Education refers to all children, with or without disabilities, who learn and participate together in the same classroom. Therefore, teachers must be able to identify these learners and must also be able to effectively teach the inclusive education curriculum to these learners.

Embury recognises Inclusive Education as one of the most effective ways to promote an inclusive and tolerant society, and has designed this CPTD short course to address the needs of inclusive classroom teaching.

In Short Course 2 – Responding to Barriers to Learning – you will learn how to support learners with intellectual, sensory, physical, neurological, behavioural and psychosocial impairments, understand specific learning disorders such as Dyslexia, Dyscalculia, Dyspraxia and Dysgraphia, correctly identify reading difficulties at higher grades, understand autistic spectrum disorder, identify giftedness in learners, and build resilience in vulnerable children.

Course Outline

Unit 1 – Supporting Learners with Intellectual, Sensory, Physical, Neurological, Behavioural and Psychosocial Impairments
Unit 2 – Specific Learning Disorders: Dyslexia, Dyscalculia, Dyspraxia, Dysgraphia
Unit 3 – Reading Difficulties at Higher Grades
Unit 4 – Autistic Spectrum Disorder
Unit 5 – Giftedness
Unit 6 – Building Resilience in Vulnerable Children

Assessment

Continuous assessment is used to determine the progress of teachers. In order to complete the course successfully, teachers need to attend all five contact sessions and attain a minimum of 50% in the continuous assessment activities.

Certification

On successful completion of the course, Embury will issue a certificate bearing the appropriate SACE points, the duration of the CPTD short course, as well as the learning content covered in the course.

SACE Points

Embury is awaiting confirmation of the allocated points from SACE.

Duration

The course will be presented on five Saturdays over six months for five hours per session, totalling 25 hours of contact.

Movement Play in Créches for Babies, Toddlers and Young Children (15 PD points)

Course Description

The course will equip crèche-based practitioners and teacher assistants to design and implement physical activities for the key developmental stages of babies, toddlers and young children and will also develop their critical awareness and understanding of children’s physical and motor abilities and the unique needs and abilities required for the development of children’s large and small muscles. In this CPTD short course, you will also be made aware of the challenges of Physical Education in the Education System in the light of lifestyle-diseases. You will gain an understanding of the physiological benefits of regular physical activities as part of a lifestyle. We will also expose you to fun practical activities that include skills demonstration in the assessment and evaluation of the baby, toddler and young children’s learning and performance.

This course is aligned to the CAPS and the National Curriculum Framework (NCF) and will provide you with the necessary support and equip you with the tools and techniques to be able to facilitate active learning and promote healthy development among children. The course is uniquely designed to assist you as a practitioner in addressing the needs of children in your care with greater confidence and will contribute towards your professional development as an educator.

Course Outline:

  • Unit 1 Movement-play and its influence on Young Children’s Development
  • Unit 2 Implementing a Movement-play-based Curriculum for Children from Birth to Five Years of Age
  • Unit 3 Movement-play for Children with Impairments
  • Unit 4 Practical Assessments
  • Unit 5 Practical Assessments

Once you have worked through a contact session, you need to identify the corresponding assessment task in your portfolio of evidence (PoE) and complete it.

Assessment

In order to complete the course successfully, participants must attend all 5 contact sessions and complete their Portfolio of Evidence and hand it in to the lecturer for marking. The mark you receive for the PoE will be the mark for the course. You need to achieve a mark of at least 50% for your PoE to pass this course.

Certification

Upon successful completion of this short course, you will be issued with:

  • a certificate of competence by Embury;
  • an official transcript of your marks; and
  • a SACE certificate.

SACE Points

You will receive 15 SACE points upon successful completion of this course.

Duration

The course takes place over five Saturdays for five hours per session, totalling 25 hours of contact. Each session includes a 15-minute tea break and 30-minute lunch break.

Physical Education: Lesson Planning and Assessment in the Foundation and Intermediate Phase Teachers (10 PD Points)**

Course Description

Physical Education is a compulsory component of the CAPS Life Skills programme.  We will teach you about the principles of physical education that will help you formulate what learning about movement entails and how we can support the school curriculum with the various teaching methods and strategies. We will highlight how to professionally design and develop lesson plans and effective, yet creative assessment tasks and rubrics. We explore effective work station techniques and a physical fitness programme that develops particular aspects of fitness with demonstration on the field that comprises:

  • Locomotor skills
  • Invasion games
  • Rhythmic movement, and
  • Fielding games

Course Outline:

  • Unit 1: Physical education in the foundation phase and intermediate phases
  • Unit 2: Managing and teaching the physical education lesson
  • Unit 3: Physical development; the human anatomy and creating a physically safe movement environment
  • Unit 4: Sociological aspects of learners moving and creating a physically safe movement environment

Once you have worked through a contact session, you need to identify the corresponding assessment task in your portfolio of evidence (PoE) and complete it.

Assessment

Learners are assessed through discussions, role plays and demonstrations using a variety of assessment instruments such as rubrics; observation checklists and rating scales. At the end of the course, you will include your completed assessment tasks in your portfolio of evidence (PoE) and hand that PoE to your lecturer for marking. The mark you receive for your PoE will be your mark for the course. You need to achieve a mark of at least 50% for your PoE to pass this course.

Certification

Upon successful completion of this short course, you will be issued with:

  • a certificate of competence by Embury;
  • an official transcript of your marks; and
  • a SACE certificate.

SACE Points

You will receive 10 (PD) SACE points upon successful completion of this course.

Duration

The course takes place over five Saturdays, with each Saturday contact session lasting from 08:00 am to 14:00 pm. Each session includes a 15-minute tea break and 30-minute lunch break.

Natural Science and Technology Teaching in the Intermediate Phase: Matter and Materials (15 PD points)

Course Description

The purpose of this course is to provide educators with the pedagogical foundational knowledge to teach Natural Science and Technology and to equip them with the skills necessary to formulate lesson plans, develop resources and design assessment activities that stimulate and advance scientific and technological inquiry.

The sessions will empower teachers with teaching strategies and techniques that will enable them to teach Natural Science and Technology in the Intermediate Phase. They will develop the theoretical and practical knowledge to facilitate the conceptual learning of natural science and technology through scientific and technological literacy and skills and techniques to improvise where facilities such as appropriate apparatus and materials are lacking. They will be able to teach Natural Science and Technology in the Intermediate Phase with confidence and improve their understanding of fundamental concepts that are critical to the teaching of natural science and technology in the intermediate phase.

Course Outline:

  • Unit 1 Understanding the Nature of Science and Technology
  • Unit 2 Skills Development and Core Knowledge in Science and Technology
  • Unit 3 Increasing the Scope for Practical Work in Natural Science and Technology
  • Unit 4 Exploring Matter
  • Unit 5 Metals and Non-Metals

Once you have worked through a contact session, you need to identify the corresponding assessment task in your portfolio of evidence (PoE) and complete it.

Assessment

At the end of the course, you will include your completed assessment tasks in your portfolio of evidence (PoE) and hand that PoE to your lecturer for marking. The mark you receive for your PoE will be your mark for the course. You need to achieve a mark of at least 50% for your PoE to pass this course.

Certification

Upon successful completion of this short course, you will be issued with:

  • a certificate of competence by Embury;
  • an official transcript of your marks; and
  • a SACE certificate.

SACE Points

You will receive 15 (PD) SACE points upon successful completion of this course.

Duration

The course takes place over five Saturdays, with each Saturday contact session lasting from 08:00 am to 14:00 pm. Each session includes a 15-minute tea break and 30-minute lunch break.

Natural Science and Technology Teaching in the Intermediate Phase: Energy and Change (15 PD points)

Course Description

The purpose of this short-course is to provide teachers with the subject content knowledge and the practical knowledge to develop scientific skills and concepts among their learners. This course sets out to support intermediate phase teachers to engage their learners in relevant practical science activities relating to the strand of energy and change in natural science. Moreover, the
course is integrated with the systems and control strand in technology to provide a holistic approach to the teaching of natural science and technology.

Course Outline:

  • Unit 1: Energy as a Property of Objects and Systems
  • Unit 2: Energy Forms and Uses
  • Unit 3: Energy and Change
  • Unit 4: Energy and Electricity
  • Unit 5: Systems for Moving Things

Once you have worked through a contact session, you need to identify the corresponding assessment task in your portfolio of evidence (PoE) and complete it.

Assessment

At the end of the course, you will include your completed assessment tasks in your portfolio of evidence (PoE) and hand that PoE to your lecturer for marking. The mark you receive for your PoE will be your mark for the course. You need to achieve a mark of at least 50% for your PoE to pass this
course.

Certification

Upon successful completion of this short course, you will be issued with:

  • a certificate of competence by Embury;
  • an official transcript of your marks; and
  • a SACE certificate.

SACE Points

You will receive 15 (PD) SACE points upon successful completion of this course.

Duration

The course takes place over five Saturdays for five hours per session, totalling 25 hours of contact. Each session includes a 15-minute tea break and 30-minute lunch break.

Natural Science and Technology Teaching in the Intermediate Phase: Life and Living (15 PD points)

Course Description

The purpose of this course is to stimulate scientific and technological inquiry in the area of life sciences. It is intended that the sessions will equip teachers with both content and practical knowledge and skills to teach the strands of life and living and structures in natural science and technology in the intermediate phase. Teachers will be equipped with both the foundational and
conceptual knowledge to facilitate learning in the designated area of natural science and technology. Moreover, the course intends to harness the development of a scientific attitude by assisting teachers to make critical observations so as to contribute to unbiased and impartial thinking. Further, the course aims to increase teacher understanding of living systems and to allow
them to consider the systems in relationship to the self and other organisms in the natural environment.

Course Outline:

  • Unit 1: Living and non-living things
  • Unit 2: Structure of plants and animals
  • Unit 3: Habitats of animals and structures for animals’ shelters
  • Unit 4: Growth and Development
  • Unit 5: Interdependence in Ecosystems

Once you have worked through a contact session, you need to identify the corresponding assessment task in your portfolio of evidence (PoE) and complete it.

Assessment

At the end of the course, you will include your completed assessment tasks in your portfolio of evidence (PoE) and hand that PoE to your lecturer for marking. The mark you receive for your PoE will be your mark for the course. You need to achieve a mark of at least 50% for your PoE to pass this course.

Certification

Upon successful completion of this short course, you will be issued with:

  • a certificate of competence by Embury;
  • an official transcript of your marks; and
  • a SACE certificate.

SACE Points

You will receive 15 (PD) SACE points upon successful completion of this course.

Duration

The course takes place over five Saturdays for five hours per session, totalling 25 hours of contact. Each session includes a 15-minute tea break and 30-minute lunch break.

Fraction Concepts and Computation: A Conceptual Approach for Intermediate Phase Teachers (10 PD points)

Course Description

This short course is aimed at teachers who are currently teaching Grades 4 to 6 mathematics who require up-skilling in fraction concepts and computation and would also benefit teachers wanting to improve their pedagogy in mathematics. The teachers who register for this course may have a wide range of experience and subject knowledge in the discipline.

The purpose of the course is to revise, develop and consolidate subject knowledge of fraction concepts and computation as a teacher. The topics covered include ideas that are important if you are to develop a correct conceptual understanding of fractions and fraction computation. This understanding will enable participants to solve fraction problems and practice instructional
approaches that underpin conceptual development in fraction concepts and computation.

Course Outline:

There are five contact sessions for this short course. They are:

  • Unit 1: Fraction Concepts;
  • Unit 2: Fraction Concepts;
  • Unit 3: Adding and subtracting Fractions;
  • Unit 4: Adding and subtracting Fractions; and
  • Unit 5: Multiplying and dividing Fractions.

Once you have worked through a contact session, you need to identify the corresponding assessment task in your portfolio of evidence (PoE) and complete it.

Assessment

At the end of the course, you will include your completed assessment tasks in your portfolio of evidence (PoE) and hand that PoE to your lecturer for marking. The mark you receive for your PoE will be your mark for the course. You need to achieve a mark of at least 50% for your PoE to pass this course.

Certification

Upon successful completion of this short course, you will be issued with:

  • a certificate of competence by Embury;
  • an official transcript of your marks; and
  • a SACE certificate.

SACE Points

You will receive 15 (PD) SACE points upon successful completion of this course.

Duration

The course takes place over five Saturdays, with each Saturday contact session lasting from 08:00 am to 14:00 pm, totalling 25 hours of contact. Each session includes a 15-minute tea break and 30-minute lunch break.

Geometry: A Conceptual Approach for Intermediate Phase Teachers (15 PD points)

Course Description

The course covers defining angles, naming and measuring angles. Definition of polygons, constructing a pentagon from a circle and working with quadrilaterals (square, rectangle, parallelogram, trapezium, rhombus and kite) and the need for classifying shapes. Learning about geometric properties allows learners to develop concepts, and explore the skills to draw, identify, analyse and describe 3-dimensional figures. Through practical experiences the learners will be able to utilise higher order thinking skills of evaluation, synthesis and analysis. Learners discover relationships between 2- and 3- dimensional figures, work with identifying, comparing, sorting, and classifying figures according to their basic properties. They will draw, build models and make links between 2- and 3-dimensional figures. An understanding of transformational geometry is provided together with a knowledge of symmetry, translation, reflection, rotation, dilation and isometry. Finally the course includes a conceptual understanding of measurement and closes with a basic understanding of Euclidian Geometry.

Course Outline:

  • Unit 1: Construct lines, line segments, rays, angles (right,acute and obtuse) and perpendicular and parallel lines.
  • Unit 2: Classify 2-dimensional figures based on their properties.
  • Unit 3: Analyse characteristics and properties of 2- and 3- dimensional geometric figures and develop mathematical arguments about geometric relationships.
  • Unit 4: Apply transformations and use symmetry to analyse mathematical problems.
  • Unit 5: Understand and apply measurements which are length, area and volume.

Once you have worked through a contact session, you need to identify the corresponding assessment task in your portfolio of evidence (PoE) and complete it.

Assessment

At the end of the course, you will include your completed assessment tasks in your portfolio of evidence (PoE) and hand that PoE to your lecturer for marking. The mark you receive for your PoE will be your mark for the course. You need to achieve a mark of at least 50% for your PoE to pass this course.

Certification

Upon successful completion of this short course, you will be issued with:

  • a certificate of competence by Embury;
  • an official transcript of your marks; and
  • a SACE certificate.

SACE Points

You will receive 15 (PD) SACE points upon successful completion of this course.

Duration

The course takes place over five Saturdays, with each Saturday contact session lasting from 08:00 am to 14:00 pm, totalling 25 hours of contact. Each session includes a 15-minute tea break and 30-minute lunch break.

The 21st Century Educator (15 PD points)

Course Description

A needs analysis was carried out with the Phase Heads, Executive Heads and Operational Heads at Curro Schools and the highest needs identified were in leadership and technology (Curro, 2014/2015 CPTD Strategic Plan). There is gap in the technology knowledge required for conceptualisation and implementation of 21st Century Learning in schools and the leadership knowledge required to promote technology and innovation. The target group is teachers and the school leadership who will be equipped to ensure that the media generation or the digital age learners are taught differently using the application of new advancements in technology and mobile learning.

Course Outline:

  • Unit 1: Building a Shared Vision and Exemplary Leadership
  • Unit 2: School Management, Skills Training and Learning Organisations
  • Unit 3: Management of Change and transforming schools with Lead Management
  • Unit 4: Powerpoint, Email and Word-processing
  • Unit 5: Advanced Word-Processing
  • Unit 6: Basic to Intermediate Excel features
  • Unit 7: The 21st Century Hype and Introducing and Implementing Mobile Technology
  • Unit 8: Leadership in the Transformation Process
  • Unit 9: Creating and Managing Digital Learning Content
  • Unit 10: Input form External Providers of Technology

Once you have worked through a contact session, you need to identify the corresponding assessment task in your portfolio of evidence (PoE) and complete it.

Assessment

At the end of the course, you will include your completed assessment tasks in your portfolio of evidence (PoE) and hand that PoE to your lecturer for marking. The mark you receive for your PoE will be your mark for the course. You need to achieve a mark of at least 50% for your PoE to pass this course.

Certification

Upon successful completion of this short course, you will be issued with:

  • a certificate of competence by Embury;
  • an official transcript of your marks; and
  • a SACE certificate.

SACE Points

You will receive (15PD) SACE points upon successful completion of this course.

Duration

The course takes place over ten Saturdays, with each Saturday contact session lasting from 08:00 am to 14:00 pm, totalling 50 hours of contact. Each session includes a 15-minute tea break and 30-minute lunch break.

Mentoring a Student Teacher (15 PD points)

Course Description

As a mentor, a teacher’s job is to share the knowledge, experience and passion for teaching. The course introduces mentor teachers to important mentoring concepts and practices; offers expert advice on how to inspire and motivate student teachers; discuss ways to confidently guide and assist student teachers with lesson planning and preparation; discuss how to model and encourage the development of appropriate professional and interpersonal behaviour and explain the assessment process and the various documents used by the Teaching Practice Department.

Course Outline:

  • Unit 1: The qualities of teachers and mentors
  • Unit 2: The mentoring process
  • Unit 3: Strategies for successful mentoring
  • Unit 4: Reflective practice, feedback and evaluation
  • Unit 5: Leaving a legacy: My mentoring philosophy

Once you have worked through a contact session, you need to identify the corresponding assessment task in your portfolio of evidence (PoE) and complete it.

Assessment

At the end of the course, you will include your completed assessment tasks in your portfolio of evidence (PoE) and hand that PoE to your lecturer for marking. The mark you receive for your PoE will be your mark for the course. You need to achieve a mark of at least 50% for your PoE to pass this course.

Certification

Upon successful completion of this short course, you will be issued with:

  • a certificate of competence by Embury;
  • an official transcript of your marks; and
  • a SACE certificate.

SACE Points

You will receive 15 (PD) SACE points upon successful completion of this course.

Duration

The course takes place over five Saturdays, with each Saturday contact session lasting from 08:00 am to 14:00 pm, totalling 25 hours of contact. Each session includes a 15-minute tea break and 30-minute lunch break.

** Courses undergoing SACE Review.


To enquire more about our CPTD Courses, please fill out the form below and we will get back to you shortly.

How did you hear about us?

What is CPTD?

Continuing Professional Teacher Development (commonly known as CPTD) is the system that helps teachers grow professionally.

In the same way that professional people (such as doctors or lawyers) are expected to develop their skills and knowledge every year after they have qualified, teachers are now also expected to further develop their professional skills.

The South African Council for Educators (SACE) created the CPTD system for all South African teachers. From 2016, all high school teachers must achieve CPTD points in order to meet the mandatory requirements of the CPTD system, while the requirements for primary school teachers start in 2017.

Teachers must achieve at least 150 points every 3 years by participating in various activities, such as doing short courses, reading or writing education articles, attending workshops, or mentoring other teachers. These activities can be initiated by the teacher, the school, or externally (such as when you do a short course through Embury).

 

What is SACE?

 

The South African Council for Educators was established to uphold the education profession. SACE registers all qualified South African teachers (which means you need a SACE registration number before you can teach). SACE also manages the CPTD system and encourages the development of teachers through the system.

Each teacher will have a Professional Development Portfolio (PDP) developed according to SACE guidelines, which will act as a record of your development journey.

For more information about SACE, click here.

Embury is a SACE-approved provider

Embury is an approved training provider with SACE. We are a Category A provider, because we are accredited by the Council on Higher Education (CHE). Our status as a SACE-approved provider means that:

  • We have met SACE’s criteria for approval of providers.
  • We have committed to SACE’s Code of Practice for providers.
  • We are fit to offer professional development activities endorsed by SACE.
  • We provide SACE with lists of successful teachers who took part in endorsed activities.
  • We are monitored by SACE.

What Embury offers you as a teacher

Since 2002 Embury has successfully trained over 30,000 in-service teachers and pre-school practitioners through its range of short courses that address the specific developmental needs of the CPTD market.

To enquire more about the courses offered at the Durban Musgrave Campus please fill out the form and we will get back to you shortly.

Head: CPTD

Linda Chettiar

  • MBA
  • B Ed (Hons) [Education Management]
  • PGCE
  • B Sc [Microbiology / Zoology]

10 REASONS WHY YOU SHOULD BECOME A TEACHER

The Department of Basic Education provides the following 10 reasons why you should become a teacher:

  • Turn your love of learning into a love of teaching.
  • Make the same difference to a child’s life as your favourite teacher made to yours.
  • Experience the joy of seeing children learn to read, write and count; and set them on a path to success.
  • Mould and shape ordinary children into extraordinary citizens.
  • Share your knowledge and make the world a better place.
  • Help children understand the values that make South Africans strong and proud.
  • Ignite the spark of curiosity in children.
  • Pass on your love of learning and help students discover their potential.
  • See the world through the eyes of a child and learn something in return.
  • Serve children, your community and your country.