Bachelor of Education Honours in Life Sciences

Purpose

The purpose of the Bachelor of Education Honours in Life Sciences qualification is to empower learners with an understanding of the theoretical underpinnings of Life Sciences education and thus develop their professional and critical expertise in certain aspects of the more modern practices or study of Life Sciences and Life Sciences Education. This qualification fosters progressive thinking in the field of Life Sciences and Life Sciences education. It develops a cadre of educators with a broader and more in-depth understanding of the transformation of Life Sciences education.

This qualification will deepen the expertise of Life Sciences educators and broaden the leadership base in the field of education, training and development as well as in subject-specific content knowledge. The curriculum includes an introduction to independent research and prepares learners for further Postgraduate studies.

Rationale

The Bachelor of Education Honours in Life Sciences qualification provides professional Life Sciences educators and leaders at a Postgraduate level with a clear understanding of theories and theoretical frameworks, which underwrite education systems and Life Sciences content. Given the different levels of preparation offered to Life Sciences educators, it could, therefore, serve as a critical bridge between pre-service professional Life Sciences education and advanced studies at the Master's level and beyond. Consequently, a primary function of this qualification is to ensure that Life Sciences educators have the competence required for independent research at higher levels.

Recognition of Prior Learning (RPL)

The University accepts the principle underlying outcomes-based, source-based- and life-long learning For the Recognition of Prior Learning, whether acquired by formal education curricula or informally (by experience). These types of learning are indispensable elements in deciding on admission to and awarding credits.

Formal prior learning

Prior accredited learning at the Further Education and Training or at Higher Education level in relevant domains which constitute credit-bearing modules is recognisable. The learner needs to produce evidence that shows that they have achieved at a satisfactory level, the Exit Level Outcomes and Associated Assessment Criteria specified for modules of this qualification and, if appropriate, allow the Recognition of Prior Learning for the achievement of the qualification in part or in full.

Non-formal and informal prior experiential learning

A learner who does not have a formal qualification or has a non-formal qualification may apply for RPL. There will be a consideration for those learners if they can demonstrate (through the production of substantial and satisfactory evidence) experiential, or work-based learning for admission or the recognition of prior learning for the achievement of the qualification in part or in full. An applicant who, after such assessment, is deemed to have sufficient potential but needs further academic development, must be directed to other suitable qualifications before admission or to qualifications after admission.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Education, NQF Level 7.

Or

• Bachelors qualification and a Postgraduate Certificate in Education, NQF Level 7.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8, totalling 128 Credits.

Compulsory Modules, 128 Credits

• Teaching, Learning and Assessment, 16 Credits.
• Research Project, 32 Credits.
• Conservation Ecology, 16 Credits.
• Environmental Education for Life Sciences Teaching, 16 Credits.
• Interdisciplinary Perspectives on Core Aspects in Bioethics, 16 Credits.
• Foundations of Education Research, 16 Credits.
• Curriculum Development, 16 Credits.

1. Demonstrate a sound knowledge base and critical understanding of Life Sciences and Life Sciences education;
2. Critically analyse and evaluate knowledge and to contribute to systematic and disciplined thinking about educational matters and issues, with particular reference to Life Sciences education;
3. Conduct independent inquiry (under supervision) in Life Sciences education and to report their findings in academically appropriate ways;
4. Demonstrate the potential to act as academic leaders and experts in the field of education, training and development;
5. Make responsible decisions and solve salient problems in respect of crucial educational matters;
6. Work effectively with others as a team, with the staff and the learners of the school as a teaching-learning organisation and in other relevant contexts.

Integrated Assessment

As stipulated in the Assessment and Moderation Policy of the institution, assessment criteria are formulated according to the national Level Descriptors and correctly communicated to learners as a guiding principle for assessment practices at the institution. Formative assessment occurs regularly in the form of class tests, homework assignments and integrated semester tests. Integrated summative assessment, where there is an assessment of the main purpose and key outcomes of the qualification, is included in the assessment activities for this qualification. Competence is when learners can demonstrate a deep understanding of the theories and practices of the teaching, learning and assessment of the Life Sciences and can apply such in diverse social and cultural contexts critically while evaluating best practices of teaching. Formative assessment: Class tests, homework, written assignments, report writing, practicals, class discussions, semester tests. Summative assessment: Written exam papers and oral presentations.