Advanced Certificate in Foundation Phase Teaching

Purpose

The qualification aims to enhance teachers' understanding of core domain knowledge and professional teaching knowledge in mathematics, language, natural and social sciences for the Foundation Phase. This involves knowledge of the specific curriculum to be taught, a deeper understanding of the concepts that underpin the specific subject knowledge as well as effective ways of teaching these concepts. It also focuses on developing teachers' understanding of how children learn to count and calculate, and how children learn to read.

The qualification has two key aims in relation to the issue of subject content knowledge. The first aim is to develop the teachers' own engagement with reading and writing as well as oral and written English accuracy and fluency and their general knowledge of key concepts and content in the natural and social sciences. The second is to address specific areas of difficulty that teachers encounter in teaching in the Foundation Phase, for example an integrated approach to teaching and differentiated instruction that accommodates various levels of learner competence in a single class.

The qualification enables teachers to analyse and reflect on learner products for the purposes of feedback as well as to inform further teaching and learning. The qualification is conceptualised around giving teachers greater confidence in both what they are teaching and how they are teaching, thus they will be developing both their ability to teach as well as their professional identities. The qualification takes seriously the notion of progression from Grade R to Grade 1 and from Foundation to Intermediate Phase, and thus consolidates both the teachers' knowledge of Foundation Phase and extends their knowledge beyond this to what knowledge learners will encounter in the future years of schooling.

Rationale

This qualification responds to a research-based consensus on the need to develop teachers' subject knowledge, as well as to develop practical knowledge of how to teach that content. It is based on the understanding that teachers cannot teach effectively if they do not have a solid grounding in the subjects that they are teaching, and invariably will not understand the ways in which the learners learn.

The qualification aims to

• Recognise the professional development of teachers with a qualification in Foundation Phase teaching and/or to retrain qualified teachers in a new area of teaching, namely teaching in the Foundation Phase.
• Deepen subject matter knowledge, general principles and methodology in relation to teaching Grades R-3.
• Develop appropriate knowledge, skills, values, attitudes and dispositions of teachers within the fields of Foundation Phase curriculum, policy, and pedagogy.
• Enable teachers to develop disciplinary, pedagogical, practical and situational learning and reflexive competences in teaching and learning in the Foundation Phase of schooling.

The qualification includes a simulated work experience or work integrated learning (WIL). In addition, this qualification will equip teachers to undertake more specialised and intensive learning as part of their continuing professional development.

Recognition of Prior Learning (RPL)

The University has policies and systems to admit learners who do not meet the formal or statutory requirements for entrance, but who demonstrate that they possess the appropriate knowledge and skills required for admission to a specific qualification. In this regard, the University supports the principle of RPL as a mechanism for providing prospective learners with status and the opportunity to enrol for a specific qualification.

RPL will be used to assess specific existing knowledge and skills in one or more ways against the exit level outcomes of the qualification. Such assessment procedures are in line with the assessment policy of the institution.

Entry Requirements

For admission to the qualification, a teacher must either have

• A Bachelor of Education Degree, Level 7.

Or

• Postgraduate Certificate in Education, Level 8 or equivalent.

Or

• A Diploma in Education, Level 7.

Or

• National Professional Diploma in Education, Level 5.

This qualification comprises compulsory modules at NQF Level 6 totalling 120 credits as well as an optional module at NQF Level 5, totalling 12 Credits.

Compulsory Modules, at NQF Level 6. 120 Credits

• Beginning Knowledge FP, 16 Credits.
• English Classroom Proficiency, 8 Credits.
• English First Additional Language FP, 12 Credits.
• Language and Literacy FP, 12 Credits.
• Learning in the Foundation Phase, 12 Credits (which includes 8 Credits for WIL).
• Number and Algebra FP, 20 Credits.
• Space, Measurement and Data Handling FP, 20 Credits.
• Teachers as Readers and Writers, 8 Credits.
• Teaching in the Foundation Phase, 12 Credits.

Optional Module, at NQF Level 5 (Teachers are expected to be ICT competent and if not then are required to take this module at Level 5):

• Introduction to ICTs for Teachers, 12 Credits.

1. Demonstrate understanding and application of content knowledge and pedagogical skills for teaching Foundation Phase subject areas.
2. Identify and address challenges (barriers to learning) in relation to emergent school knowledge acquisition.
3. Facilitate curriculum differentiation for multiple learning levels within a grade in the Foundation Phase.
4. Demonstrate professional dispositions (attitudes, values and beliefs).

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 are discussed.
• The different schools of thought in the field of foundation phase teaching are compared and evaluated.
• Knowledge of the general content of the Language, Mathematics and Life Skills subjects in Foundation Phase is shown during teaching.
• Literacy skills and a culture of reading and writing for enjoyment and information are demonstrated.

Associated Assessment Criteria for Exit Level Outcome 2

• The range of challenges faced by early childhood education within the different South African contexts is identified.
• The challenges teachers face when teaching in an environment with a high incidence of HIV/AIDS and poverty are discussed.
• Possible solutions for the identified challenges are evaluated and discussed.

Associated Assessment Criteria for Exit Level Outcome 3

• Different perspectives on learning with specific emphasis on constructivist and contemporary learning theories are understood and applied.
• Different types of learning are explained and applied.
• Learning environments are constructed with the use of different teaching methods.

Associated Assessment Criteria for Exit Level Outcome 4

• Effective and professional communication with relevant stakeholders within the school context is undertaken demonstrating the ability to communicate accurately and coherently, while acknowledging respect for intellectual property conventions, both in written and verbal format.
• A critical, committed and ethical attitude towards developing a sense of respect and responsibility towards others is practiced and promoted.
• A supportive and empowering environment for the learner is created taking into account the educational needs of the learner and fellow-educators.
• Decisions are taken and acted upon in a professional, ethical and moral manner.
• Decisions and actions are justified by drawing upon appropriate ethical and moral values.

Integrated Assessment

Assessment is seen as central to the learning and teaching process, providing both formative and summative assessment opportunities as well as requiring an element of holistic, integrated assessment in line with the overall purpose of the qualification.

Formative (or continuous) assessment offers teachers feedback on their progress and occurs throughout the teaching and learning process. The assessment process assists both the learner and lecturer to identify advantageous and disadvantageous aspects in performance, thereby aiming to improve the module or qualification each time it is revised.

Assignments are often used in formative assessment and contribute to a minimum of 10% of the teacher's final mark for some modules.

Summative assessment often takes place at the end to assess whether the teacher has achieved the exit level outcomes stipulated to determine whether he or she can proceed further in the qualification or may eventually graduate. Most modules make use of written examinations, although some modules take the form of a portfolio or research project or workplace feedback reports to assess in a summative manner.

The practical professional competency of teachers in the selected area/s of specialisation is assessed in an authentic setting and there are clear procedures for experienced teachers in associate schools to serve as co-assessors Teachers are required to compile a teaching resource portfolio that is assessed by the mentor lecturer after completion of the teaching practice period.