Advanced Certificate in Foundation Phase Teaching

Purpose

The purpose of the qualification is to enable educators who wish to specialise in Foundation Phase teaching to gain knowledge which will enable them to teach in this particular phase. The main target group for this programme are teachers who wants to specialise in a new teaching subject not studied in a prior professional teaching qualification, teachers with a prior general professional teaching qualification who by teaching in the Foundation phase gained background knowledge and now would like to strengthen their knowledge and skill by completing a formal qualification and teachers who hold a National Professional Diploma in Education who wish to upgrade their qualification.

The purpose of the qualification is to enable teachers to develop their disciplinary and pedagogical skills in teaching of the Foundation Phase.

This will be pursued in the curriculum through specialised learning, and the application of specialised knowledge and skills to teaching and learning in the Foundation Phase classroom. Furthermore the qualification is designed to deepen the learner's subject matter knowledge, general principles and methodology in Foundation Phase teaching.

The main target group for this programme are teachers who want to specialise in a new teaching subject not studied in a prior professional teaching qualification, teachers with a prior general professional teaching qualification who by teaching in the Foundation phase gained background knowledge and now would like to strengthen their knowledge and skill by completing a formal qualification and teachers who hold a National Professional Diploma in Education who wish to upgrade their qualification.

Upon completion of the qualification learners will be able to

• Construct a suitable situation/environment for learning and facilitate learning within diverse education contexts.
• Design suitable activities to stimulate active participation in acquiring listening, reading and writing skills.
• Apply principles, concepts, theories and practices of effective teaching and learning of inclusivity and addressing barriers to learning in the classroom.
• Identify teaching strategies, assessment approaches and the application of ICT skills to Foundation Phase Teaching.
• Transform and monitor own subject competence into learning experiences, reflect on professional practice and act with integrity by maintaining the highest level of work ethics.

Rationale

It is envisaged that the qualification will address Department of Education (DoE)'s needs by providing qualified specialist teachers to schools in the Province. It provides an opportunity for the development of content knowledge, currently lacking amongst foundation phase teachers in the Eastern Cape. Its target audience is qualified teachers currently teaching foundation phase with a generic qualification who wishes to specialise.

Entry Requirements

The minimum requirement for this qualification is either one of the following

• Professional Bachelor of Education (BEd) Degree.

Or

• Post Graduate Certificate in Education (PGCE) or equivalent.

Or

• Three-year Diploma in Education, or a three year Teachers Diploma, or National Professional Diploma in Education (NPDE - Level 5) and at least three years approved teaching experience.

This qualification consists of one Optional Module at NQF Level 5 compulsory modules at NQF level 6 for a total of 120 Credits.

Optional Modules at NQF Level 5

• Information Communication Technology (ICT), 12 Credits.

Compulsory Modules at NQF Level 5

• Foundations of Education, 16 Credits.
• Literacy 1, 8 Credits.
• Numeracy 1, 8 Credits.
• Life Skills 1, 8 Credits.
• Home Language, 16 Credits.
• Education and Diversity, 8 Credits.
• Multigrade Teaching, 8 Credits.
• Literacy 2, 8 Credits.
• Numeracy 2, 8 Credits.
• Life skills 2, 8 Credits.
• First Additional language, 16 Credits.
• Work integrated Learning, 8 Credits.

1. Construct a suitable situation/environment for learning and facilitate learning within diverse education contexts.
2. Design suitable activities to stimulate active participation in acquiring listening, reading and writing skills.
3. Apply principles, concepts, theories and practices of effective teaching and learning of inclusivity and addressing barriers to learning in the classroom.
4. Identify teaching strategies, assessment approaches and the application of ICT skills to Foundation Phase Teaching.
5. Transform and monitor own subject competence into learning experiences, reflect on professional practice and act with integrity by maintaining the highest level of work ethics.

Assessment criteria for Exit Level Outcome 1

• Learning programmes and materials are interpreted and designed for Foundation Phase teaching.
• New lesson plans based on needs of own learners are created and delivered.
• Adaptations to lessons are made considering learning styles and needs of own learners.
• Knowledge of learners and how they learn is effectively communicated and learning in the Foundation Phase teaching is mediated.

Assessment criteria for Exit Level Outcome 2

• Understanding of how children learn with particular emphasis on numeracy, literacy and life skills is demonstrated.
• Various strategies to promote active learning, including questioning technique, activity-based teaching and group work are used.
• Specific outcomes for the learning areas in the Foundation Phase to plan learning programmes are used.
• Progress of learners using a variety of assessment strategies is assessed.

Assessment criteria for Exit Level Outcome 3

• Barriers to learning in Foundation Phase teaching and learning are identified and managed.
• An inclusive approach to identification and screening of learning problems is applied.
• Plans that could bring about equality in the classroom are proposed and implemented.

Assessment criteria for Exit Level Outcome 4

• Information Communication Technology (ICT knowledge and skills are designed, planned and applied in the FP teaching.
• Competence in the use of hardware and software in ICT is demonstrated.
• Scripted lessons are taught and standardised assessment methods in classroom are applied.
• Foundation Phase classrooms are managed effectively and learners are assessed effectively.

Assessment criteria for Exit Level Outcome 5

• Positive work ethic in the classroom is displayed.
• Classroom professionalism through attitudes, skills and knowledge of the Fair Play is demonstrated.
• Sound subject knowledge and how to teach it are demonstrated.

Integrated Assessment

The following methods of assessment shall be integrated for this module

Formative Assessment

A variety of modules are included in the Certificate programme, therefore different types of formative assessment will be applied to the nature of each module. Assessment during the year will consist of a combination of assignments and classroom practice to be submitted to and assessed by the lecturer.

Summative Assessment

Examinations will be conducted to assess knowledge of the theoretical components of some modules. Classroom and assessment practices will be evaluated through structured observation.