Bachelor of Education in Foundation Phase Teaching

Purpose

The qualification aims to provide teachers with the required knowledge, understanding and skills to enhance teaching and learning in all Foundation Phase subjects (Languages, Mathematics and Life Skills), from Grade R to Grade 3. Hence, the Exit Level Outcomes and the Associated Assessment Criteria are designed to prepare teachers for a high level of theoretical engagement and intellectual independence that will enable them to engage successfully with issues and challenges in school.

The Foundation Phase qualification aims to ensure that the graduates are well-rounded, critically and socially engaged graduates with necessary subject-content knowledge, pedagogical-content knowledge, educational theory and teaching methodologies that will enable them to participate and act responsibly as academically and professionally qualified teachers working towards a just, diverse and democratic society. This will allow our candidates to work across the South African context as agents of change, transforming the educational landscape.

Rationale

The current challenges in education in South Africa are well documented, as is the poor performance of learners in critical learning areas. It is of paramount importance to ensure that future teachers are enabled with the requisite skills, knowledge, values and attitudes to attend fully to the needs of learners and the overall goals of education, including contributing to the building of a better, socially just society in which citizens can live a decent life. South Africa needs teachers who are responsible, accountable and highly motivated to teach their subjects - teachers who are empowered to not only apply theory to and in practice, but to critically reflect on the suitability and appropriateness of specific approaches, strategies and techniques within diverse learning contexts - teachers who can educate the 21st Century Learner.

The outcome of National Reviews of Teacher Education qualifications that took place in 2007/8, captured in the Report on the National Review of Academic and Professional Qualifications in Education, highlighted the need for the re-design of Bachelor of Education in Foundation Phase Teaching (BEd FP) qualifications. Recommendations from the national reviews as well as Soudien and Menon's report informed the new Minimum Requirements for Teacher Education Qualifications (MRTEQ) Policy 38487 (2015).

The South African schooling system is in a crisis, inter alia due to a vast shortage of properly qualified and competent teachers, within the Foundation Phase. This qualification aims to address this need by preparing competent and properly equipped newly qualified teachers for the Foundation Phase by providing a well-rounded education qualification that equips graduates to become passionate, engaged, knowledgeable, effective and compassionate Foundation Phase teachers, committed to applying knowledge, developing skills, and refining attitudes to advance social justice and public good.

This BEd FP Teaching will replace the current BEd FP and aims to address the increasing need for suitably qualified Foundation Phase teachers by improving the quality of teacher education and development in so-doing, improve the quality of teaching and learning in Foundation Phase classrooms. The BEd FP Teaching promotes increased understanding of the literacy and numeracy development and levels of Grade R to 3 learners, the instructional practices within classrooms, teacher preparation, and resources required for effective teacher education qualification s in the languages of learning.

Recognition of Prior Learning (RPL)

Learners admitted to the Bachelor of Education in Foundation Phase Teaching (BEd FP) Teaching must be in possession of a recognised qualification at Level 4. By way of exception, learners may be admitted through RPL in terms of the institutions RPL policy.

Teachers who are in possession of a recognised certificate or diploma in education or another relevant field, may present their qualifications for entry into a BEd FP with a possibility of transfer of credits for cognate previous studies.

Entry Requirements

The minimum admission requirement for this qualification is

• Senior Certificate (SC) with endorsement.

Or

• National Senior Certificate (NSC) granting access to Bachelor's Degree studies.

Or

• National Certificate Vocational (NCV), Level 4, granting access to Bachelor's Degree studies.

This qualification consists of compulsory and elective modules at Levels 5, 6 and 7 totalling 480 Credits.

Compulsory Modules Level 5, 90 Credits

• Starting out as beginner teacher (PSBL100), 10 Credits.
• The Self and Human Development, 20 Credits.
• Introduction to Multilingualism in Education, 10 Credits.
• Discovering Mathematics in Foundation Phase, 20 Credits.
• Teacher and child in context, 20 Credits.
• Introduction to Professional Development, 10 Credits.

Elective Modules at Level 5 (Choose one as a LOLT), 30 Credits

• Emerging literacy: English, 20 Credits.
• Emerging literacy: isiXhosa, 20 Credits.
• Emerging literacy: Afrikaans, 20 Credits.

And

Choose One

• Introduction to IsiXhosa communication, 10 Credits.
• Introduction to Afrikaans communication, 10 Credits.

Compulsory Modules Level 6, 180 Credits

• Becoming a student teacher (PSBL200), 10 Credits.
• The self, society and education, 20 Credits.
• Being a student teacher (PSBL300), 20 Credits.
• Multilingualism in Education (PFML200), 10 Credits.
• Exploring Mathematics in the Foundation Phase, 20 Credits.
• Learning in the Early Years, 10 Credits.
• Arts Education for the Foundation Phase, 10 Credits.
• Professional Development, 10 Credits.
• Theories underpinning education, 20 Credits.
• Continuous exploring of Mathematics in the Foundation Phase, 20 Credits.
• Movement Education for the Foundation Phase, 10 Credits.
• Natural and Life Sciences for the Foundation Phase, 20 Credits.

Elective Modules at Level 6 (Choose One LOLT as chosen in Level 5), 40 Credits

• Method literacy: English, 20 Credits.
• Method literacy: isiXhosa, 20 Credits.
• Method literacy: Afrikaans, 20 Credits.

And

Choose One

• Afrikaans communication in Context (PFXC200) , 10 Credits.
• IsiXhosa communication in Context (PFAC200), 10 Credits.

And

Choose One

• Afrikaans communication in Context (PFXC300), 10 Credits.
• IsiXhosa communication in Context (PFAC300), 10 Credits.

Compulsory Modules Level 7, 90 Credits

• Belonging to a community of practice, 40 Credits.
• The Self as Reflective Professional Educator and Agent of Change, 20 Credits.
• Inquiry-based learning of Mathematics in Foundation Phase, 20 Credits.
• Life Skills for the Foundation Phase, 10 Credits.

Elective Modules at Level 7 (Choose the same LOLT as selected for Level 5), 50 Credits

• Reflective literacy practice: English, 20 Credits.
• Reflective literacy practice: isiXhosa, 20 Credits.
• Reflective literacy practice: Afrikaans, 20 Credits.

And

Choose One

• Literacy across the curriculum: English, 20 Credits.
• Literacy across the curriculum: isiXhosa, 20 Credits.
• Literacy across the curriculum: Afrikaans, 20 Credits.

And

Choose One

• IsiXhosa communication in Context, 10 Credits.
• Afrikaans communication in Context, 10 Credits.

1. Critically engage with theoretical knowledge related to educational philosophy, sociology, history, psychology, politics and economics from an educational perspective.
2. Select, organise, design, plan and implement systematic and effective teaching, learning and assessment in different educational context to respond to diverse learner needs.
3. Coherently integrate educational theory, pedagogical content knowledge and subject discipline knowledge in praxis.
4. Demonstrate the ability to teach effectively in English, Afrikaans or isiXhosa as Language of Learning and Teaching [LOLT].
5. Demonstrate conversational competence in isiXhosa and Afrikaans.
6. Mediate learning through developing numeracy, literacy and information technology skills and sound subject knowledge in Language, Numeracy and Life Skills.

Associated Assessment Criteria for Exit Level Outcomes 1

• Explain, identify, compare, analyse, synthesise, evaluate and critically reflect on aspects pertaining to knowledge related to the 21st Century learners and their development in social contexts by using a variety of pedagogies.
• Explain, identify, compare, analyse, synthesise, evaluate and critically reflect on aspects pertaining to knowledge of teaching for the 21st Century teacher by embracing humanising pedagogies.

Associated Assessment Criteria for Exit Level Outcomes 2

• Select and sequence content effectively.
• Plan, select and design appropriate teaching, learning and assessment strategies in response to learner needs.
• Communicate effectively to mediate learning.
• Implement ICT for teaching and learning.
• Reflect critically as individual and in community on (in) effective teaching, learning and assessment strategies.

Associated Assessment Criteria for Exit Level Outcomes 3

• Facilitate learning by implementing effective classroom management strategies.
• Portray a positive and professional work ethic and values related to the teaching profession.

Associated Assessment Criteria for Exit Level Outcomes 4

• Demonstrate the ability to teach effectively in English and Afrikaans or isiXhosa as Language of Learning and Teaching [LOLT].

Associated Assessment Criteria for Exit Level Outcomes 5

• Converse at conversational level in isiXhosa and Afrikaans.

Associated Assessment Criteria for Exit Level Outcomes 6

• Formulate knowledge and practice standards in terms of what and how literacy, numeracy and life skills that should be included and taught within a foundation phase classroom in order to improve the quality of literacy numeracy and life skills.

Integrated Assessment

The procedures and requirements as stipulated in the institutions assessment policy will be followed. In the Bachelor of Education in Foundation Phase Teaching (BEd FP) Teaching, assessment will be used for a variety of reasons. These can be categorised as follows:

• Diagnostic assessment: Assessment to establish the existing knowledge of Learners.
• Formative Assessment: This is done on a continuous basis and used to provide feedback to learners on their progress. It also serves to assist lecturers in their planning of the teaching of the content.
• Summative Assessment: Formal assessment activities which include Examinations, determining promotion and graduation.
• Integrated Assessment: The School-Based Learning modules include integrated assessment where learners are required to develop an evidence-based portfolio reflecting their professional engagement in the educational context in which they have been practising.
• Evaluative Assessment: To obtain feedback on the quality of the modules of the Bachelor of Education qualification.

The nature of assessment will be based on the nature of the modules, including what the lecturer(s) facilitating the module deem most appropriate assessment for and of learning. A wide range of assessment activities will be employed, including:

• Assignments.
• Tests.
• Projects.
• Reflections.
• Presentations.
• Case studies.
• Role play.
• Posters.
• Electronically delivered projects.
• Reflections.
• Journal writing.
• Lesson planning.
• Group assignments.
• Online assessments.
• School-based lesson presentations.
• Formal final assessment.
• Capstone portfolio.