Bachelor of Education Honours in Curriculum and Instruction

Purpose

The purpose of the Bachelor of Education Honours in Curriculum and Instruction is to consolidate and deepen the learner's expertise in the discipline of curriculum. Curriculum studies include all aspects of teaching and learning, such as the intended learning outcomes, assessment, and methodology of the qualification. It is a study that focuses on the curriculum and related instructional processes and tools. The qualification will also develop research capacity in the methodology and techniques of educational research. The qualification demands a high level of theoretical engagement and intellectual independence from the learner.

The qualification is intended to enable learners to become curriculum and instructional/teaching specialists, and therefore include the fields of curriculum studies, curriculum development and design, curriculum evaluation, comparative curriculum, and aspects related to the implementation of the curriculum, such as teaching/instruction, learning (including E-Learning), and evaluation in education. These concepts covered in the qualification relate directly to the basic function of schools and are central concepts in the basic as well as higher education systems, and will enable learners to become proficient instructional leaders and curriculum specialists.

Learners will be challenged to develop critical thinking, problem-solving skills and responsiveness to instructional and curriculum-related challenges. They will be guided to display appropriate values, including respect for, tolerance and patience towards diverse viewpoints as well as positive Christian and professional ethics in their conduct as leaders in the curriculum and instructional fields.

A sense of personal, social and community responsibility will be fostered in and among graduates by encouraging involvement as an individual and as a member of a team in school, community and public service, enabling them to develop sensitivity towards curriculum and instructional matters, and particularly towards the challenges and opportunities inherent in the development and implementation of a curriculum within the educational sector. Learners will be led to display leadership and become agents of change to deliver positive contributions to the general well-being of the communities and institutions in which they live and work.

Rationale

School staff and learners focus on the processes of learning and teaching of what is contained in the curriculum. The qualification will focus primarily on curriculum and related topics, teaching, and learning. The qualification will cover modules such as Curriculum Studies, Curriculum Development and Design, Teaching and Learning in Theory and Practice, E-learning, Curriculum Studies: International Comparative Perspectives, and Assessment in Education. The qualification is thus ideally suited to prepare learners to become leaders in the school and educational context. The qualification will allow learners to explore careers in a broad educational context, including basic education as teachers, and educational leaders, as well as in the higher education context as lecturers, curriculum coordinators, and curriculum developers. The qualification will address the needs by producing competent curriculum specialists within the education sector.

School leaders such as Senior Teachers and Master Teachers, as well as managers including Heads of Department, Deputy Principals and Principals will be able to execute the instructional leadership duties better and with more certitude, thereby promoting the quality of learning and teaching and the implementation of curricula in the institutions as a result of completing the qualification. The qualification is thus aimed at equipping leaders in education and teachers in general with the knowledge and skills required to enhance their work performance. The qualification will furthermore prepare Post Level 1 teachers to enhance their career prospects by preparing them to become instructional leaders with excellent teaching, as well as curriculum interpretation and application knowledge and skills. There is a dire need for instructional leaders within the South African educational system. All stakeholders within a school or educational context, such as teaching staff, learners, and parents, will reap the fruits of having better instructional leaders. The community at large will also benefit from schools having well-qualified instructional leaders.

The qualification will also address the need to provide a postgraduate pathway for learners who have completed undergraduate qualifications, as well as those who are currently enrolled in these qualifications. Due to an increase in learner enrolment, it is necessary to introduce postgraduate qualifications to satisfy the needs of its alumni and current learners who want to continue with postgraduate studies.

The qualification contains a research component that adds to the national and international body of knowledge in this field and assists learners to access further postgraduate opportunities, such as a Master's degree in Education as well as a Doctoral degree in Education.

Recognition of Prior Learning (RPL)

RPL for access

RPL for access applies to qualifications within the HEQSF in cases where applicants do not meet the formal entry requirements of a qualification for admission purposes but may have completed informal and/or non-formal learning that prepared them adequately for the specific qualification. RPL applicants are evaluated against the entry requirements in question, and if prospective learners meet the requirements, they will be required to complete an RPL assessment. RPL applicants are required to achieve at least 50% in the assessment to gain access to the qualification.

RPL for exemption

A full qualification cannot be obtained through RPL. The maximum portion of a full qualification that could be obtained through RPL is 50% of the credits of a full qualification.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Education, NQF Level 7.

Or

• An appropriate Bachelor's degree and a recognised professional teaching qualification; NQF Level 7.

Or

• A four-year professional teaching qualification and an Advanced Diploma NQF Level 7.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8, totalling 122 Credits.

Compulsory Modules, NQF Level 8, 122 Credits

• Introduction to Educational Research, 10 Credits.
• Curriculum Studies, 10 Credits.
• Religion and Curriculum Theory and Design, 10 Credits.
• Teaching and Learning in Theory and Practice, 10 Credits.
• Educational Research, 32 Credits.
• Philosophy of Education, 10 Credits.
• Curriculum Studies: International Comparative Perspectives, 10 Credits.
• Curriculum Design and Development, 10 Credits.
• E-Learning, 10 Credits.
• Assessment in Education, 10 Credits.

1. Demonstrate in-depth knowledge and a critical understanding of the philosophy of education and teaching and learning from a Christian perspective.
2. Demonstrate in-depth knowledge of, engagement in, and the ability to apply curriculum, curriculum development, and curriculum design theories, tasks, techniques, and skills in an educational context.
3. Apply the philosophical, epistemological, and anthropological basis of Christian curriculum theory to curriculum development and evaluation.
4. Conduct research and report critically and analytically on findings and recommendations
5. Evaluate global curriculum trends and compare elements of curricula of various education systems to make suggestions for own curriculum improvement.
6. Demonstrate an informed understanding of the theory and practice of e-learning and assessment in education.

Associated Assessment Criteria for Exit Level Outcome 1

• Critically analyse the philosophy of education and its importance in a school context.
• Identify and apply opportunities where Christian norms and biblical principles can be applied to enrich a norm-driven practice of education.
• Provide instructional leadership based on an in-depth knowledge of teaching and learning theory and practice.

Associated Assessment Criteria for Exit Level Outcome 2

• Discuss Curriculum Studies as a scientific area, curriculum transformation in South Africa, and the relationship between teaching, learning, assessment, technology, and curriculum.
• Use a range of integrated and specialised knowledge and skills regarding curriculum development and design within the school and tertiary context.

Associated Assessment Criteria for Exit Level Outcome 3

• Discuss the philosophical, epistemological, and anthropological basis of curriculum development
• Interrogate and evaluate the similarities and differences between Christian and other curriculum
• Apply theories and design theory into practice by developing a Christian subject or learning area curriculum for a specific school phase or grade.

Associated Assessment Criteria for Exit Level Outcome 4

• Explain the methodology of qualitative and quantitative research for the educational context.
• Design, execute, and report on a research study using an effective research methodology.

Associated Assessment Criteria for Exit Level Outcome 5

• Apply the comparative method and evaluate global and national trends in curriculum development and reform.
• Compare curricula of various education systems and extract what is useful for the South African context.
• Design and apply a process for curriculum changes and revisions using international comparative perspectives.

Associated Assessment Criteria for Exit Level Outcome 6

• Analyse terminology, principles, theories, strategies, and skills that apply to e-learning and use them in a practical educational context.
• Effectively conduct an assessment and discuss the theory behind the process of assessment.
• Apply acquired assessment knowledge and skills in a wide variety of contexts and learning areas.

INTEGRATED ASSESSMENT

To ensure constructive alignment of assessment tasks/methods with both the learning outcomes and the learning activities/methods, a variety of appropriate assessment tasks are included in the assessment design.

Assessment tasks are carefully chosen to support the achievement of the intended learning outcomes, and feedback forms an integral part of the assessment design. Frequent assessment moments throughout the qualification also support the institution's approach to assessment for learning. Opportunities for interactive online self-assessment as well as peer assessment will be provided, which will assist learners to work through the learning material in a consistent and structured way.

Assessment is seen as the collection, evaluation, and use of information to make decisions about the level of competence of a learner as well as to improve teaching. Teaching, learning, and assessment are planned in an integrated way and include the assessment of learner attitudes, values, knowledge, and skills. Continuous assessment is done to support the learning process.

A range of methods, tools, and techniques is used. Formative as well as summative assessments are done and aligned with the qualification outcomes. Each assessment plan must include a summative assignment, a summative semester test, e-Classroom activities, and at least two formal formative assessment activities, each covering a range of outcomes.