Bachelor of Education in Foundation Phase Teaching

Purpose

The Bachelor of Education in Foundation Phase Teaching equips teachers with knowledge of the three critical learning areas: literacy, numeracy and life skills. The qualification also imparts the skills and techniques needed to integrate the learning areas into their learning programmes. The delivery of the qualification ensures that classroom competencies are developed across the four years of the qualification and that teachers are able to produce appropriate teaching and learning media, targeting the learning needs of their learners. The curriculum provides academic and professional subject matter and ensures that classroom-based experiential learning opportunities for the practice of teaching take place.

The qualification aims to

• Provide teachers with subject and discipline knowledge.
• Provide sound pedagogical content knowledge.
• Produce teachers to be self-reflexive and demonstrate a commitment to a professional work ethics.
• Grow teachers who are empowered, active citizens who are able to respond to the needs of their learners.
• Develop the skill and ability needed from teachers to organise and encourage learning in all learners.

Rationale

The qualification that is currently being offered in the Department of Early Childhood Education is the Bachelor of Education in Early Childhood Education and Foundation Phase (BEd: ECD/FP). The University is required to align this qualification (BEd: ECD/FP) with the Minimum Requirements for Teacher Education Qualifications (MRTEQ). According to MRTEQ, a new qualification is needed thus the Bachelor of Education in Foundation Phase Teaching (BEd Foundation Phase Teaching) has been developed.

South Africa faces an urgent need for teachers to be well-trained to address the shortage of teachers in the country and in particular the shortage of Foundation Phase teachers. Moreover, the education system needs teachers who are work-ready, and who are able to put in place the strategies for improvement in school education. The Bachelor of Education in Foundation Phase Teaching includes extensively assessed and mentored school experience activities which ensure that the theory learnt is translated into professional practice.

Recognition of Prior Learning (RPL)

Admission via RPL is possible in certain cases. Candidates for RPL admission will be required to demonstrate suitability either through work experience and/or other prior learning that has taken place.

Entry Requirements

• National Senior Certificate granting access to Bachelor's Degree studies with a minimum achievement of Level 4 for Mathematics and English (as a first or first additional language).

Or

• National Certificate (Vocational) at Level 4 granting access to Bachelor's Degree studies and with a minimum achievement of level 4 for Mathematics and English (as a first or first additional language).

This qualification consists of compulsory modules at Levels 5, 6 and 7 totalling 490 Credits.

Compulsory Modules at Level 5, 84 Credits

• IsiZulu (HL) 1, 10 Credits.
• Basic Mathematics 1A, 10 Credits.
• Life Skills 1A, 10 Credits.
• Academic and Computer Literacy, 16, Credits.
• School Experience 1, 10, Credits.
• Pedagogical Studies: Classroom Management, 12 Credits.
• Conversational Language (Afrikaans), 16 Credits.

Compulsory Modules at Level 6, 252 Credits

• English (FAL) 1, 10 Credits.
• Basic Mathematics 1B, 10 Credits.
• Life Skills 1B, 10 Credits.
• Education Studies 1A, 12 Credits.
• English (FAL) 2, 10 Credits.
• Language Education (English) 2A, 10 Credits.
• Mathematics Education 2A, 12 Credits.
• Life Skills 2A, 10 Credits.
• IsiZulu (HL) 2, 10 Credits.
• Language Education (IsiZulu) 2B, 10 Credits.
• Mathematics Education 2B, 12 Credits.
• Life Skills 2B, 10 Credits.
• Pedagogical Studies 2A: (Curriculum Development), 12 Credits.
• Education Studies 2B: Child Development, 12 Credits.
• School Experience 2, 10 Credits.
• English (FAL) 3, 10 Credits.
• IsiZulu (HL) 3, 10 Credits.
• Language Education (English) 3A, 10 Credits.
• Life Skills Education 3B, 10 Credits.
• Education Studies 3A: Child Development, 12 Credits.
• School Experience 3, 40 Credits.

Compulsory Modules at Level 7, 154 Credits

• Language Education (IsiZulu) 3B, 12 Credits.
• Mathematics Education 3, 24 Credits.
• English (FAL) 4, 10 Credits.
• IsiZulu (HL) 4, 12 Credits.
• Education Studies: Educational Law and Systems, 12 Credits.
• Education Studies: Sociology and Philosophy, 12 Credits.
• Life Skills Education 4 (Service Learning), 20 Credits.
• Education Studies: History and Comparative Education, 12 Credits.
• School Experience 4, 40 Credits.

1. Demonstrate a keen understanding of the required knowledge for teaching in the Foundation Phase.
2. Use and apply the skills and dispositions needed for teaching in the Foundation Phase.
3. Explore, critique and apply a range of practices relevant to diverse teaching and learning contexts.
4. Integrate knowledge acquired from a variety of subjects and disciplines.
5. Act in keeping with the pedagogical content knowledge acquired.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate knowledge about how foundation phase learners develop and learn.
• Demonstrate skill in working with children, including with their possible barriers to learning.
• Display professional ethics in the context of the school, classroom and community adopted when working with children.

Associated Assessment Criteria for Exit Level Outcome 2

• Develop and deliver appropriate learning programmes in languages, mathematics and life skills.
• Observe, reflect on and address children's learning and development needs.
• Reflect on classroom and other information and knowledge acquired to inform practice, planning and referrals.

Associated Assessment Criteria for Exit Level Outcome 3

• Understand and apply the key concepts and principles which inform the teaching and learning of languages, mathematics and life skills.
• Integrate the knowledge so that it informs teaching practice in different contexts and of all children in a democratic and inclusive culture.
• Stay up to date with developments in the teaching and learning of languages, mathematics and life skills.

Associated Assessment Criteria for Exit Level Outcome 4

• Plan and implement curriculum and teaching activities taking into account the diverse needs of the foundation phase learner.
• Source materials, activities and use media appropriately in order to integrate and manage effective learning in languages, mathematics and life skills.
• Demonstrate self-reflexivity in designing and delivering language, mathematics and life skills teaching is evident.

Associated Assessment Criteria for Exit Level Outcome 5

• Employ a clear work ethic and community-centred approach to the learning context.
• Demonstrate the ability to work alone and collaboratively with others.

Integrated Assessment

Quality assessment is central to credible certification and recognition of learner achievement. The institution will ensure credibility in assessment through the application of clear and rigorous procedures and practices, in keeping with the principles of fairness, validity, reliability and practicability.

Integrated assessment is used extensively across the qualification, including in the School Experience modules. Self- and formative assessment takes place in various ways in the face to face context, including through classroom activities, assignments, and written work. Summative assessments are integrated into the learning in that they take place at the end of each of the constituent modules of the programme.