Bachelor of Education Honours in Foundation Phase Education

Purpose

To consolidate and deepen the student's knowledge of and expertise in particular disciplines of Foundation Phase education, and to develop research capacity in the methodology and techniques used in that discipline by capacitating learners as follows:

• Questions for further investigation in chosen area of research are outlined.
• Key elements involved in research design and data analysis are demonstrated with understanding.
• Key elements involved in research design and data analysis for education research are demonstrated with understanding.
• A Critical stance towards the teaching and assessment of language and literacy are developed.
• Procedures for developing, monitoring and evaluating a project research into an area of foundation phase teaching are developed.
• School literacy programmes are outlined.
• Mathematics education aims and methods are formulated, motivated and communicated.
• Teaching, learning and assessment of Foundation Phase mathematics are aligned.
• A coherent research proposal and successful defence are formulated.

Rationale

The BEd Hons (Foundation Phase Education) aims is to expand and strengthen content knowledge and depth of professional judgement of teachers in Literacy and Mathematics for grades R to 3. The aim is to capacitate learners with the subject content knowledge and pedagogical content that will enable them to demonstrate competence and responsibility as academically and professionally qualified teachers and instructional leaders. The programme will furthermore serve to build research capacity and develop critical thinking of students.

Teachers assume a wide range of official and unofficial leadership roles such as lead teacher, master teacher, head of department, grade head, mentor or coach. These teachers are expected to carry out a wide range of functions. These functions include, for example, stimulating the professional growth of colleagues, representing the school at district level and leading school improvement efforts. This BEd Hons (Foundation Phase Education) offers leadership capacity building for Foundation Phase teachers that will enhance a vision for leading, learning, teaching and living that is culturally respectful and socially just.

Recognition of Prior Learning (RPL)

The ARPL policy (Senate, June 2004) allows for learners who do not meet the minimum access requirements to be admitted to qualifications and for the awarding of Credits or modules for prior formal and non formal learning towards the completion of a qualification.

Entry Requirements

The minimum requirement for this qualification is

Bachelor of Education Degree at NQF Level 7.

Or

General Bachelor's Degree at NQF Level 7 plus a 120 Credit Teaching Qualification at NQF Level 7.

This qualification consists of compulsory modules at NQF Level 8 totalling 120 Credits

• Educational Research, 10 Credits.
• Research Methodology (Foundation Phase), 5 Credits.
• Research Assignment, 30 Credits.
• Literacy Education (Foundation Phase) Module 1, 15 Credits.
• Literacy Education (Foundation Phase) Module 2, 15 Credits.
• Knowing, Acting and Being, 15 Credits.
• Mathematics Education (Foundation Phase) Module 1, 15 Credits.
• Mathematics Education (Foundation Phase) Module 2, 15 Credits.

1. Outline the key elements involved in research design, field-specific research methods and data analysis and adopt a critical stance towards the teaching, assessment, monitoring and evaluating of a research-based whole school literacy and language programme.
2. Formulate, motivate and communicate a grounded view of mathematics and effective mathematics education.
3. Align teaching, learning and assessment of Foundation Phase mathematics.
4. Formulate a coherent research proposal and successfully defend it.

Associated Assessment Criteria for Exit Level Outcome 1

• Selected core concepts and practices in education are explained.
• Literature is used to explain and discuss certain core concepts and practices in education.
• An appreciation of the importance of multi-data production techniques is expressed.
• The relationship between ethics and research are comprehended.
• Key features of appropriate research methods in the fields of Mathematics and Literacy Education and Leadership are demonstrated.
• The assumptions which underpin different research methods are critically analysed.
• Data is generated and the data collection technique in the fields of Mathematics or Literacy Education and Leadership is understood.
• Understanding of emergent and conventional literacy in the primary school is expanded.
• Reading performance of young learners is examined and investigated.
• A literacy instructional programme and assessment system that integrate the core elements of literacy are outlined.

Associated Assessment Criteria for Exit Level Outcome 2

• An appropriate level of knowledge, understanding, values, attitudes and skill with regard to the nature of mathematics is demonstrated.
• Historical, philosophical, cultural, theoretical and practical perspectives and approaches to the teaching and learning of mathematics, generally and specifically in Foundation Phase are articulated.
• A problem-centred mathematics approach is adopted.
• Processes of mathematical learning are demonstrated.

Associated Assessment Criteria for Exit Level Outcome 3

• An appropriate level of knowledge, understanding, values, attitudes and skill with regard to crucial factors shaping meaningful mathematics teaching and learning are applied.
• The role and implementation of learning trajectories in coherent mathematics learning and different learning trajectories for optimized learning; are demonstrated.

Associated Assessment Criteria for Exit Level Outcome 4

• A Literacy Education or Mathematics Education-related problem is conceptualised.
• Current and appropriate literature is identified and the appropriate research design and methodology proposed.
• Available literature that is sufficient and context sensitive is collected and structured in a research problem.
• Appropriate data to the research problem in an ethically defensible manner is collected.
• Results and conclusions in a coherent argument that adheres to discipline-specific content are presented.
• Consistent and complete referencing is conducted and a reference list is included.

Integrated Assessment

Student assessment is integrated in the whole system of a programme approach to teaching and learning and as such forms part of the institutional context. Assessment may take place through a system of examinations or continuous assessment.

Postgraduate modules in the Faculty of Education can be assessed by means of a system of continuous assessment or formal examinations. The continuous assessment of learners is a process whereby a student's work is systematically assessed on successive occasions using a variety of assessment tasks during the semester (semester modules) or year (year modules). The pass mark is 50%. No formal university examination is written at the end of the module. In modules where a formal examination is required, a class mark is allocated during the course of the semester (for semester modules) or year (for year modules) required for admission to the examination. A student's class attendance, class work and practical work (where appropriate) are taken into account to calculate a class mark. A student's overall performance in a module is represented by a final mark. To determine the final mark, the results of examinations and class marks are taken into account in accordance with a fixed formula. This formula is a ratio of 40%:60% (class mark: examination mark) for semester modules and a ratio of 50%:50% (class mark: examination mark) for year modules.

This specific qualification complies with the assessment policy of the institution. In this programme learners are assessed continuously via several methods and at different opportunities. The continuous assessment for modules in Literacy Education and Leadership and Mathematics Education includes individual and group assignments; written tests; oral presentations; discussions during contact sessions as well as on discussion forums on wikis and module; and peer and self-assessment. In each semester module at least four opportunities for formative assessment will offered in the form of an assignment, project or portfolio, tests and/or online discussions.