Bachelor of Education in Foundation Phase

Purpose

The purpose of the Bachelor of Education: Foundation Phase, NQF Level 7 is to deliver well-rounded professional educators competently trained in educational theory and relevant subject content, as well as in applying acquired knowledge and skills within the foundation phase schooling context.

The Bachelor of Education: Foundation Phase, NQF Level 7 intends to deliver educators who can act ethically and professionally, and who can justify their decisions and actions, drawing on appropriate ethical values within their personal and professional context. The Bachelor of Education: Foundation Phase, NQF Level 7 learner will be able to demonstrate integrated knowledge of the main areas, fields and disciplines associated with Foundation Phase teaching and be equipped to teach young children the basic values, skills and knowledge necessary to integrate them into society and prepare them for acquiring values, skills and knowledge on the next developmental level.

The Bachelor of Education: Foundation Phase, NQF Level 7 educators will be empowered to apply theoretical and practical knowledge in any Grade R, 1, 2 or 3 classes in the South African context. They will be able to educate young learners in meaningful and innovative ways and interact effectively with the public and stakeholders.

Learners wishing to enrol for this qualification should confirm with the South African Council for Educators (SACE) that they will be granted registration as an educator in South Africa. They should also check with the Department of Basic Education that completion of the qualification would qualify them for employment in public schools as a foundation phase educator.

Rationale

There is a growing realisation globally about the importance of proper stimulation and encouragement of learners in the Foundation Phase of Development and the profound influence it has on their performance during later schooling. It is therefore essential that Foundation Phase educators are able to provide learners with a solid foundation in the early schooling years.

It is essential that Bachelor of Education: Foundation Phase qualifications meet the Minimum Requirements for Teacher Education Qualifications (Government Gazette, 15 July 2011, vol. 553, no 34467) and deliver professional educators, competent in teaching and facilitating learning in Grades R to 3. This qualification identifies the most effective pedagogical strategies for application in the Foundation Phase environment to support the development of the young learners' skills, attitudes, concepts and knowledge and ensure that they have a good start to their schooling career.

The Bachelor of Education: Foundation Phase, NQF Level 7 allows for articulation with Honours Degrees as well as with Postgraduate Diploma qualifications. In addition, successful learners can also specialise in the theory and foundations of pedagogy as well as the study of different aspects of the education profession.

The qualification thus provides a well-rounded learning and meaningful career pathway in the area of Foundation Phase Education.

It is assumed that learners applying for this qualification are competent in

• English at NQF Level 4.
• Afrikaans at NQF Level 4.

Recognition of Prior Learning

AROS subscribes to the principles underlying Recognition of Prior Learning which constitutes an essential element of the transformation of access and admissions policies. This qualification can be achieved in part through recognition of relevant prior learning and experience in accordance with the policies of AROS. Admission can also be obtained through Recognition of Prior Learning.

Access to the Qualification

Access is open to learners in possession of

• A National Senior Certificate with access to Bachelors Degree study.

OR

• A Senior Certificate with exemption.

Learners who do not meet the admission requirements can apply for admission through the Recognition of Prior learning.

All the modules in the Bachelor of Education: Foundation Phase are compulsory. The qualification comprises 510 credits.

Modules at NQF Level 5 (84 credits)

• Introduction to Information Technology, 6 credits.
• Academic Literacy, 6 credits.
• Education in South Africa, 12 credits.
• Religious Studies, 6 credits.
• Didactics, 12 credits.
• Observation of Teaching and Learning 1A, 12 credits.
• Teaching Home Language 1, 12 credits.
• Biblical Studies, 6 credits.
• Observation of Teaching and Learning 1B, 12 credits.

Modules at NQF Level 6 (222 credits)

• Afrikaans 1, 12 credits.
• Educational Psychology 1, 12 credits.
• Classroom Management, 12 credits.
• Teaching Mathematics 1, 12 credits.
• Educational Psychology 2, 12 credits.
• Biblical Studies 2A, 6 credits.
• Assessment, 12 credits.
• Co-teaching 2A, 12 credits.
• Teaching Home Language 2, 12 credits.
• Teaching Mathematics 2, 12 credits.
• English 1, 12 credits.
• Educational Psychology 3, 12 credits.
• Biblical Studies 2B, 6 credits.
• Co-teaching 2B, 12 credits.
• Teaching Home Language 3, 12 credits.
• Teaching Life Skills 1- Movement, Art, Music, 12 credits.
• Sociopedagogics, 12 credits.
• Biblical Studies 3A, 6 credits.
• Curriculum Studies, 12 credits.
• Mentor Teaching 3A, 12 credits.

Modules at NQF Level 7 (204 credits)

• Teaching Mathematics 3, 12 credits.
• Teaching Life-skills 2- Science and Health Studies, 12 credits.
• Educational Philosophy 1, 12 credits.
• Biblical Studies 3B, 6 credits.
• Learner Support 1, 12 credits.
• Mentor Teaching 3B, 12 credits.
• Teaching Additional Language, 12 credits.
• Sepedi Communication, 12 credits.
• Community Development, 12 credits.
• Biblical Studies 4A, 6 credits.
• Learner Support 2, 12 credits.
• Independent Teaching 4A, 12 credits.
• Teaching Life Skills 3- Life orientation, 12 credits.
• Research Theory, 12 credits.
• Research Project, 12 credits.
• Educational Philosophy 2, 12 credits.
• Learner Support 3, 12 credits.
• Independent Teaching 4B, 12 credits.

1. Apply educational and theoretical knowledge needed to equip young children with relevant values, skills and knowledge applicable to their developmental level.
2. Demonstrate competence in educating learners from Grade R to Grade 3.
3. Demonstrate leadership and innovative practices in the classroom, school and community.
4. Apply basic research and academic principles to evaluate and manage information.
5. Integrate relevant policies with classroom practice.
6. Evaluate performance against given criteria and use the results to improve teaching and learning.
7. Enhance the teaching profession by demonstrating professional and ethical behaviour based on Christian values and Biblical principles.

Critical Cross-Field Outcomes

All the Critical Cross-Field Outcomes are addressed in this qualification.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate an understanding of the latest developments and trends in foundation phase teaching and learning.
• Apply knowledge of developmental theories including theories of play.
• Demonstrate an understanding of language acquisition, language learning and teaching, and Children's literature as a genre.
• Plan and prepare reading and writing lessons across the foundation phase curriculum.
• Understand how children learn Mathematics and apply different approaches to teaching Mathematics.
• Understand and apply Life Skills in the foundation phase.
• Identify factors impacting on the development of the child.
• Understand barriers to learning and the concept of learner support.
• Identify, plan for and support foundation phase learners with barriers to learning.

Associated Assessment Criteria for Exit Level Outcome 2

• Understand and apply theories of foundation phase teaching and learning.
• Identify and use available resources and suitable content for teaching Language, Mathematics and Life Skills.
• Plan, organise and manage learning programmes for Grades R, 1, 2 and 3.
• Provide for development of technological literacy in classroom activities.
• Organise a classroom in a way that accommodates diversity.
• Manage diversity and discipline in the classroom in a values-driven way.
• Teach all aspects of the foundation phase curriculum.

Associated Assessment Criteria for Exit Level Outcome 3

• Identify and apply social and community theories.
• Create opportunities for communicating with and involving parents and service providers in relevant education activities.
• Work in partnership with others to identify ways of providing support to communities.
• Communicate clearly and consistently on all aspects of teaching practice within the classroom, school and community.

Associated Assessment Criteria for Exit Level Outcome 4

• Use technology to access, select and manage information.
• Demonstrate and apply knowledge of academic conventions by reading and writing clearly and coherently.
• Identify possible research themes and write a research proposal.
• Apply appropriate research techniques and conduct research.
• Apply key features of academic and information literacy in a research project.

Associated Assessment Criteria for Exit Level Outcome 5

• Demonstrate an understanding of laws and policies which affect equality, equity and diversity in South Africa.
• Access, interpret and apply relevant policies, laws and regulations applicable to education.
• Understand and apply policy pertaining to classroom and learner management.
• Plan and produce foundation phase learning materials compliant with relevant policy.

Associated Assessment Criteria for Exit Level Outcome 6

• Identify and apply different ways of assessing the young child.
• Assess Language learning, Mathematical learning and Life Skills learning on a continuous basis.
• Reflect on own learning by conducting on-going self-assessment.
• Use results of assessments to improve teaching and learning and adapt to evolving circumstances.

Associated Assessment Criteria for Exit Level Outcome 7

• Demonstrate knowledge of human spirituality and religions.
• Work and communicate with others in a professional, respectful manner.
• Use existing philosophies of education to formulate a personal philosophy of teaching which demonstrates good teaching practice and integration with Christian values.
• Know the Word of God and apply this as the foundation of all wisdom and ethical behaviour.

Integrated Assessment

Teaching, learning and assessment are integrated and assessment is done on a continuous basis. Assessment tasks consist of individual work or co-operative work where research and reporting is divided between students, or group work where groups complete assignments. In the final year all assessment tasks include the application of research skills. Some of the assessment tasks are an integration of two or more NQF Level 7 modules.

Formative Assessment

Formative assessment monitors and supports the process of learning and teaching, and is used to inform facilitators and learners about the learners' progress to improve learning and teaching. Facilitator and learner work together to improve both teaching and learning. This makes the learner an active participant and responsible for his or her own development. The final marks for these formative tasks are used as part of the final results.

Summative Assessment

Summative assessment gives an overall picture of the learners' progress over a given time. Summative assessment comprises two aspects:

• Semester tests written during the designated test week.
• Examinations at the end of the semester.

Teaching Practice

Each Teaching Practice module must be completed successfully during one year. Where the learner is not able to complete the work allocated during the first semester, this may be submitted at the end of the academic year together with the work required at the end of the second semester. Should the year's work not be of an acceptable level, the learner will be required to repeat the Teaching Practice modules. Teaching Practice modules are assessed on the portfolio of evidence submitted.