Bachelor of Education in Foundation Phase

Purpose

The purpose of the Bachelor of Education in Foundation Phase (B Ed FP) qualification is to provide the initial training to prepare learners to teach from Grade R to Grade 3.

The purpose of the qualification is to engage learners with questions of what to teach, why to teach and how to teach. The aim is to prepare beginner teachers to be active, creative and to be reflective practitioners in a world of change, and to equip them with an understanding of teaching as a professional practice.

The university takes pride in the strength of its professional practice, and accompanying this, aims to provide learners with a strong knowledge base and disposition of enquiry.

Based on the above, the qualification is underpinned by four general areas of knowledge that the prospective teacher must acquire in order to be successful with their teaching:

• Knowledge of subject matter and how to teach it.
• Knowledge of learners and their development in social contexts.
• Knowledge of theories of learning and meta-cognition.
• Knowledge of classroom practice, particularly curriculum construction, teaching methods and assessment.

The B Ed FP, as an initial qualification, should prepare the beginner teacher for a profession with complex and comprehensive aims, roles, knowledge, skills and attitudes and should serve the purpose of:

• The development of subject knowledge and pedagogical content knowledge, thus the knowledge of subject matter and the knowledge of how to teach it (it includes the knowledge structure that enables one to work within the subject, organising theories of the particular subject, an understanding of the theories, research methodologies, methods and techniques of the particular subject and applying subject knowledge in a particular context).
• The development of knowledge of learners and their development in diverse social contexts, the practical understanding of teaching and learning, the development of knowledge and skills to organise teaching, learning and assessment effectively in a diverse range of South African schools.
• The development of knowledge of classroom practices which will enhance the teaching and assessment of the curriculum (it includes the intentional attempts to organise the systematic learning of others, the selection, the organising, the sequencing of knowledge, the presentation of knowledge in a understandable format, professional judgment, ethics and inclusivity).
• The development of knowledge of theories of learning and meta-cognition, including the fostering of an ability to critically reflect on own and others` thinking processes (it also include analysing teaching practice, conceptions of teaching, working with knowledge, pedagogical content knowledge, the influence of language and professional judgment).
• The development of a clear vision of professional practice based on the above, the development of a professional disposition, the development of a strong commitment to the ideals and practices of the teaching as a profession (it includes an ability to critically reflect on teaching as a profession, its issues and value systems).
• The development of a beginner teacher who understands and anticipates continuing professional development, lifelong learning and the development of citizenship in themselves and in the lives of their learners.

Rationale

As reported on 20 May 2013 by the Western Cape Minister of Education announced that 41% of teachers working currently in the province will retire within the next 15 years (Die Burger 2013). This is the same position in most of the provinces.

The university is presently the largest provider of teachers in the Western Cape with campuses in both urban (Mowbray) and rural settings (Wellington) catering for both English and Afrikaans as language of instruction modules. Within the syllabus of the new qualification the aim would be to attract teachers who can teach the indigenous languages in primary schools of the identified areas. For this the university already has the lecturer expertise in place, both at Mowbray and Wellington in the current Bachelor of Education in Foundation Phase (B Ed FP). The university has a specific focus on equity and diversity, and the provision of this qualification will lend credence to this specific vision.

The aim of the B Ed FP qualification is to provide initial preparation for teachers. Furthermore, the qualification will build the knowledge skills, and values required for teachers' professional practice, and to lay the basis for continuing professional development through lifelong learning.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning is subject to policies of the University. The process involves the identification, mediation, assessment and acknowledgement of knowledge and skills obtained through informal, non-formal and/or formal learning. The RPL process is multi-dimensional and multi-contextual in nature, aimed at the individual needs of applicants and is handled in accordance with an institutional RPL policy by a unit dedicated to this activity. The RPL process includes guidance and counselling, as well as the preparation of a body of evidence to be presented by the RPL candidate to meet institutional requirements. An appeal procedure is also in place to accommodate queries.

Recognition of Prior Learning can be used to grant credits for subjects. Exemptions will be granted for appropriate NQF Level subjects with the same credit value completed at other institutions Verified evidence must be provided.

Entry Requirements

Admission requirements

• A National Senior Certificate (NSC) passed with Bachelors' Degree admission.

Or

• A National Certificate Vocational (NCV) passed with Bachelors' Degree admission.

Or

• An Advanced Certificate.

Or

• A 240 or 360 Credit Diploma.

Or

• An Advanced Diploma in a cognate discipline.

The qualification consists of modules at NQF Levels 5, 6 and 7 and Electives Modules at Levels 5, 6 and 7, totalling 480 Credits.

Modules at NQF Level 5, 90 Credits

• First Additional Language 1, 10 Credits.
• Language 3 (Afrikaans 1/isiXhosa 1), 5 Credits.
• Professional Practice 1 (incl Teaching Experience (TE)), 15 Credits.
• Language in Education 1, 15 Credits.
• Maths in Education 1, 15 Credits.
• Arts 1 (incl visual and performing), 15 Credits.
• Human Movement 1, 5 Credits.
• Academic Literacy 1, 10 Credits.

Electives Modules at NQF Level 5, 10 Credits

The learner must choose one

• Afrikaans, 10 Credits.
• English, 10 Credits.
• IsiXhosa, 10 Credits.

Modules at NQF Level 6, 210 Credits

• First Additional Language 2, 10 Credits.
• First Additional Language 3 (Afrikaans/English), 10 Credits.
• Language 3 (Afrikaans 2/isiXhosa 2), 10 Credits.
• Education 1, 15 Credits.
• Education 2, 15 Credits.
• Professional Practice 2(incl Teaching Experience (TE)), 20 Credits.
• Professional Practice 3(incl Teaching Experience (TE)), 20 Credits.
• Language in Education 2, 15 Credits.
• Maths in Education 2, 15 Credits.
• Maths in Education 3, 15 Credits.
• Life Skills 1, 10 Credits.
• Life Skills 2, 10 Credits.
• Life Skills 3, 10 Credits.
• Arts 1 (incl. visual and performing), 10 Credits.
• Arts 2 (incl. visual and performing), 10 Credits.
• Human Movement 2, 10 Credits.
• Human Movement 3, 5 Credits.

Electives Modules at NQF Level 6, 10 Credits

The learner must choose one

• Afrikaans, 10 Credits.
• English, 10 Credits.
• IsiXhosa, 10 Credits.

Modules at NQF Level 7, 140 Credits

• Education 3, 15 Credits.
• Education 4, 30 Credits.
• Professional Practice4 (incl Teaching Experience (TE), 40 Credits.
• Language in Education 3, 15 Credits.
• Language in Education 4, 20 Credits.
• Maths in Education 4, 20 Credits.

Electives Modules at NQF Level 7, 10 Credits

The learner must choose one

• Afrikaans, 10 Credits.
• English, 10 Credits.
• IsiXhosa, 10 Credits.

1. Understand, interpret and critically analyse the role of Grade R- 3 in the National Curriculum Statements (NCS) and Curriculum Assessment Policy Statements (CAPS) Protocol for Assessment documents, and mediate active learning.
2. Promote, develop and manage a healthy and holistic learning and development environment in Grade R-3.
3. Develop and evaluate the use of suitable resources (including technological) effectively for optimal learning in Grade R-3.
4. Plan and assess developmentally appropriate learning activities and define and apply standards for assessment, development and education of learners.
5. Compare and analyse different models of teaching Grade R- 3 in different contexts.
6. Understand and plan the needs for a multilingual classroom.
7. Participate in a knowledgeable and critical way in the debates around formal versus informal approaches, "school readiness" and multilingualism.
8. Identify and intervene effectively with learning problems, apply theoretical principles of sound Grade R practices in the classroom and adapt according to the contextual challenges.

Associated Assessment Criteria for Exit Level Outcome 1

• Policy documents and curriculum according to the needs of the target group and context are applied and adapted.
• The role of Grade R- 3 against the background of school curriculum, policy and Department of Basic Education statistics is interpreted.
• Optimal learning opportunities in Grade R-3 classroom are created.

Associated Assessment Criteria for Exit Level Outcome 2

• Sensory experiences, involving the learners physically through actions, cognitively and emotionally are planned and taught.
• Developmental theory to inform planning and teaching against the contextual background is used.

Associated Assessment Criteria for Exit Level Outcome 3

• Resources appropriate to the purpose of the task to integrate optimal learning are used.
• A set of criteria to evaluate the appropriateness of resources and their use in different contexts are created.

Associated Assessment Criteria for Exit Level Outcome 4

• Prescribed lesson plan, weekly planners and yearly planners to show developmental progression and alignment with curriculum are used.
• Standards according to Curriculum Assessment Policy Statements (CAPS) minimum requirements are defined and compared in various contexts, and findings on national and international standards are interpreted.

Associated Assessment Criteria for Exit Level Outcome 5

• Models of Grade R-3 teaching within broad paradigms: behaviourist, cognitivist, constructivist are identified.
• Models in terms of content, role of teacher, role of learner, materials, role of environment are compared and analysed.

Associated Assessment Criteria for Exit Level Outcome 6

• Understanding of the terminology (e.g. bilingualism, multilingualism), additive (maintain and develop current language while second language is added) and subtractive (concerned with the development of the second language) models of teaching in multilingual classrooms is illustrated.
• A variety of strategies and techniques to support the learners who are not HL speakers of the Language of Teaching and Learning (LoLT) are used.
• Language policy of national/ school is interpreted.
• Lessons/learning activities are planned and materials designed for multilingual classes are implemented.

Associated Assessment Criteria for Exit Level Outcome 7

• Academic literature on formal versus informal approaches to school readiness is interpreted.
• Approaches from various angles to show understanding of the theoretical underpinnings of the different views are viewed.

Associated Assessment Criteria for Exit Level Outcome 8

• Follow-up on learning problems, are defined, diagnosed and planned.
• Learning problems in the classroom are dealt with.
• In-depth understanding of the theoretical principles underpinning Grade R-3 practices in the many different and challenging contexts of SA is shown.
• Evidence of an ability to interrogate the beliefs and assumptions of self and others in order to develop a critical reflexive practice is given.
• Teacher identity is developed and own beliefs informing the practice are reflected on.

Integrated Assessment

The qualification complies with the institutional and the faculty assessment policy and the institutional and faculty policy and procedures on internal and external moderation. The qualification will have both the summative and formative assessments.

Summative Assessment

The qualification is based on the institutional system of continuous assessment which is combined with final summative assessments at the end of the year. The appropriate types of knowledge required to work reflectively and effectively in the field of education form the basis of assessments. The wide variety of subjects offered requires subject specific and focused assessments, reflecting the rational, procedures and conventions of the relevant subjects. Assessments will also reflect the unique needs of the subject and that will, at the same time, guide the number as well as the weightings of the assessments. The emphasis of the assessments in the subject methodologies also link very strongly with authentic assessments and therefore providing opportunities to form links with the field of education.

Formative Assessment

A variety of assessment techniques are used and will therefore provide opportunity for students with varying learning styles to succeed. Assessment techniques include tests, online-tests, online-assignments, portfolios, digital storytelling, reflective journals, research assignments, methodology assignments, presentations, individual and group work assignments, reports, work based and/or integrated assessments and research assignments. Module guides will reflect the formal timetable for formal assessments throughout the year, while the subject guides will provide learner with the finer detail and weightings.

The assessment for school experience will comprise of an assessment of teaching practice and the portfolio. In teaching practice, learners are expected to satisfy the teaching practice criteria. Supervisors will be appointed by the School of Education, and together with the external examiner, the school in which they teach will be visited schools to assess the teaching practice. The assessment will comprise the supervisors' reports, confidential reports by schools, a student report and the examiner's reports.