Advanced Certificate in Foundation Phase Teaching

Purpose

The purpose of the Advanced Certificate in Foundation Phase Teaching is to guide learners towards developing specialised knowledge, skills and competencies, problem-solving in particular, so that they can recognise, identify, evaluate and manage teaching and learning problems typical of foundation phase teachers and learners. They would also acquire an improved understanding of and be able to apply values that will enhance the development of not only the foundation phase learners, but also the teaching profession.

It is expected that foundation phase teachers need to be competent to teach from Grade R to Grade 3, therefore the curriculum includes pedagogical and practical learning, in order to enable teachers to work competently with Grade R to Grade 3 learners and to enhance their teaching competency in a theoretical and practical manner. The scope of the Advanced Certificate in Foundation Phase Teaching encompasses teaching that focuses on learning through play, developing physical co-ordination; as well as developing spoken language competence and fundamental ideas that will form the basis for the future development of number sense and literacy which prepares children for formal learning in Grade R to Grade 3.

In addition, this qualification will provide teachers with the opportunity to enhance their specialisation in Foundation Phase Teaching as they are required to teach all four subjects (Home Language, First Additional Language, Mathematics and Life Skills) while drawing from a broad range of general knowledge that will support and enable them to implement the national school curriculum. These teachers require extensive and specialised knowledge of early childhood learning to teach reading, writing and numeracy, as well as to develop key initial concepts and skills that lay the foundation for learning in future phases. They require skills in the early identification of barriers to learning and need to be knowledgeable and competent with regard to the differentiation of prescribed curriculum content that enables various learning styles and preferences.

Rationale

The Department of Higher Education and Training expects teachers to develop their careers and enhance their teaching practices continuously in order to provide quality education to learners. According to the Department of Basic Education, a large number of teachers have insufficient subject knowledge, whilst others would prefer to teach a different subject or in a different school phase. Thus teachers with existing qualifications need to continually engage in professional development programmes so as to deepen their subject knowledge, improve their current qualification, or to be retrained to teach a new subject or a phase thus giving new impetus to their teaching careers. The Advanced Certificate in Foundation Phase Teaching is one such qualification that will offer teachers the opportunity to develop their academic careers, while enhancing their personal and social well-being.

Recognition of Prior Learning

The institution accepts the principle underlying outcomes based, source based and lifelong learning, in which consideration of articulation and mobility plays a meaningful role. The University endorses the view that recognition of prior learning, gained either through formal programmes at this or other institutions, or informally (through experience), is an essential element when deciding on admission to and granting of credits for a particular chosen teaching learning programme of the University.

Recognition of Prior Learning deals with proven knowledge and learning an applicant has gained, either by undergoing formal training programmes or through experience. At all times the question will be what level of skill, reviewed in the context of the exit level skill required for the envisaged teaching learning programme, or modules within it, or status for which the applicant applies, and not only the experience an applicant has record of. Recognition of Prior Learning is thus granted based on the applied competencies the applicant has demonstrated, considering the Exit Level Outcomes to be reached with the chosen teaching learning programme, in this case, the Advanced Certificate in Foundation Phase Teaching.

Entry Requirements

A recognised professional teaching qualification is required for entry into the Advanced Certificate in Foundation Phase Teaching. Teachers may present a professional Bachelor of Education or an Advanced Diploma in Education (or a former PGCE or Higher Diploma Postgraduate) for admission into the Advanced Certificate in Foundation Phase Teaching. Teachers in possession of a three year Diploma in Education, a Teachers Diploma or a completed National Professional Diploma in Education, may also be admitted to the Advanced Certificate in Teaching.

The Advanced Certificate in Foundation Phase Teaching consists of compulsory modules at NQF Levels 5 and 6 and 1 elective module at NQF Levels 6.

Compulsory Module, NQF Level 5, 12 Credits

• Information and Communication Technology in the classroom (Additional module), 12 Credits.

Compulsory Module, NQF Level 6, 104 Credits

• Foundations of Education in the Foundation Phase, 16 Credits at NQF Level 6.
• Work-integrated learning in Foundation Phase, 8 Credits at NQF Level 6.
• English First Additional Language in Foundation Phase, 16 Credits at NQF Level 6.
• Implementing effective Mathematics teaching and learning in the Foundation Phase, 16 Credits at NQF Level 6.
• Life Skills in Foundation Phase I, 16 Credits at NQF Level 6.
• Life Skills in Foundation Phase II, 16 Credits at NQF Level 6.
• Planning for effective Mathematics teaching and learning in the Foundation Phase, 16 Credits at NQF Level 6.

Electives (Select one, 16 Credits)

• English First (Home) Language, 16 Credits at NQF Level 6.
• Setswana First (Home) Language, 16 Credits at NQF Level 6.
• Afrikaans First (Home) Language, 16 Credits at NQF Level 6.

1. Detailed knowledge of key terms, concepts, facts, principles, rules and theories related to foundation phase teaching and how to apply the knowledge to enable effective teaching strategies and methods consonant with the foundation phase context.
2. Effectively and ethically organises, manages and teaches a class at foundation phase level.
3. Demonstrate knowledge and insight into the development and learning of children.
4. Monitor own learning progress and apply relevant learning strategies to realise all the outcomes of this qualification.

Associated Assessment Criteria for Exit Level Outcome 1

• Terms, concepts, facts, principles, rules and theories related to foundation phase teaching are discussed and applied to enable effective teaching and learning strategies and methods in the foundation phase classroom.
• Knowledge of a classroom situation when doing practical and situational teaching is applied.
• The origin and content of the different schools of thought in the field of foundation phase teaching is discussed, compared and evaluated.

Associated Assessment Criterion for Exit Level Outcome2

• Learning content, strategies, problems and possible solutions in the foundation phase classroom is discussed, with learners and other relevant stakeholders.

Associated Assessment Criteria for Exit Level Outcome 3

• Theories on child development and learning (0-9 years) are understood and applied.
• The child's psychosocial and socio-political context of development is taken into account when teaching.
• With regard to barriers to learning an inclusive approach is applied to identify learning problems.
• The challenges that are experienced in foundation phase education in South Africa in different educational contexts are identified.
• Possible solutions for the identified challenges is discussed, evaluated and implemented.

Associated Assessment Criteria for Exit Level Outcome 4

• The effectiveness of their own learning strategies is evaluated.
• Different strategies to improve their learning in order to realise the outcomes are developed.
• The important principles of effective communication in a written assignment is identified and applied.

> Acknowledging respect for intellectual property conventions and rules applicable to plagiarism is applied both in written and verbal format, when executing assignments and tasks.

> An assignment that adheres to all academic conventions is submitted.

Integrated Assessment

In agreement with the National Education Policy for Outcomes-based Education and the level descriptors of the National Qualifications Framework, the assessment approach of the institution is one of appropriate, continuous formative and summative assessment activities within an outcomes-based higher education environment.

The assessment and moderation procedures are applicable to all of the Faculty's teaching and learning qualifications and where necessary, specific procedures are set out according to the different modes of delivery. The procedures should be read in conjunction with the Teaching and Learning Policy, Teaching and Learning Guidelines and Procedures, as well as the Assessment and Moderation Policy. The procedures are based on the most important principles contained in the above-mentioned policies.

Qualification and module outcomes are formulated clearly according to the level descriptors and are communicated correctly to learners via their module study guides. These outcomes guide all assessment practices in the modules of this qualification. All assessment instruments adhere to the requirements of NQF Level 6, and Level 5 for the ICT module, and are appropriate, valid and reliable in measuring the stated qualification and module outcomes.

Formative assessment will consist of at least an individual written assignment per module, mostly demanding analysis and evaluation and the solving of problems in the foundation phase classroom. Summative assessments will consist of one 3-hour written examination per module, written at the examination centre where the student has registered to complete that examination.

In instances in which summative assessment is based on a practical assignment(s), report or portfolio, a final examination is not required and the allocated and moderated mark is the student's final (total) mark for the module.

At least one opportunity for integrated assessment, assessing the main objective and key purpose of the qualification, will be included in the assessment activities of each module in the qualification. The WIL module provides the teacher with the opportunity of applying their knowledge and skills to the practical teaching situation.