Bachelor of Education in Foundation Phase Teaching

Purpose

The purpose of this qualification is to ensure that qualifying learners are able to facilitate Foundation Phase Teaching and Learning ethically, professionally and innovatively in both rural and urban landscapes. The purpose of this qualification is also to ensure that learners are able to demonstrate an appropriate collaborative attitude and value the involvement of multiple stakeholders that contribute to Foundation Phase Teaching and Learning success.

Qualified learners will be able to administer and manage Foundation Phase Teaching and Learning effectively through best classroom practice in stimulating learning amongst Foundation Phase learners. On completion of the qualification, learners will be able to implement and continuously adapt to national legislation/policies and guidelines governing and addressing Foundation Phase Teaching and Learning in a coherent and purposeful manner.

This is an initial qualification for Educators in schools. Teachers are members of a profession whose definitive aim is to enable systematic learning. In order to prepare prospective Teachers for this comprehensive role, this qualification seeks to:

• Develop and consolidate in an integrated way appropriate disciplinary, practical, pedagogical and situational knowledge.
• Cultivate a practical understanding of teaching and learning in a diverse range of South African schools, in relation to educational theory, phase and/or subject specialisation, practice and policy.
• Foster self-reflexivity and self-understanding among prospective teachers.
• Nurture commitment to the ideals of the teaching profession and an understanding of teaching as a profession.
• Develop the professional dispositions and self-identity of learners as teachers.
• Develop learners as active citizens and enable them to develop the dispositions of citizenship in their learners.
• Promote and develop the dispositions and competences to organize learning among a diverse range of learners in diverse contexts.
• It is assumed that learners who achieve the Exit Level Outcomes will be competent novice teachers who will still need time, experience and appropriate support to develop as fully-fledged extended professionals.

Rationale

The shortfall of well-trained, competent Foundation Phase Teachers is evident amongst all language groups, in both private and public schools and communities and in both rural and urban communities in South Africa.

The Bachelor of Education in Foundation Phase Teaching aims to provide an opportunity for suitable learners to qualify as Foundation Phase teachers who can contribute meaningfully and appropriately to schooling in South Africa. We believe that Foundation Phase is very important for successful school learner achievement in South Africa.

This qualification is intended to develop qualified classroom Teachers who can demonstrate focused knowledge and skills in the teaching of particular specialisations.

This qualification also requires a specific depth of, and specialisation in knowledge, together with practical skills and workplace experience, to enable successful learners to enter into teaching and apply their learning as beginner teachers in schools in varying contexts. They should be able to demonstrate initiative and responsibility in an academic and professional teaching environment.

The qualification also requires intellectual independence and the development of some level of research competence in the field of education and, more specifically, teaching and learning, in order to provide a basis for postgraduate studies in the field of Education as well as for further professional development as a Teacher.

Recognition of Prior Learning (RPL)

As noted previously, the Bachelor of Education (Bed) is primarily addressed to school-leavers wishing to enter the teaching profession. However, serving teachers with incomplete teacher qualifications or with Certificates and Diplomas in teaching gained in the past may apply for advanced standing in the BEd qualification in line with the Institutions RPL policy stipulation. Each application will be assessed on its individual merits.

Entry Requirements

The minimum admission requirement to this qualification is

• A National Senior Certificate (NSC).

Or

• A National Certificate (Vocational) granting access into Bachelor's Degree studies.

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

Compulsory Modules

Level 5, 60 Credits

• Being a Professional Teacher, 12 Credits.
• Emergent Literacy, 12 Credits.
• Emergent Mathematics, 12 Credits.
• English Teaching for Communication, 12 Credits.
• Mathematics for Foundation Phase Teachers, 12 Credits.

Level 6, 144 Credits

• Becoming a Teacher, 12 Credits.
• Children's Literature, 12 Credits.
• Computer Integration in the Classroom, 12 Credits.
• Life Skills: Creative Arts and Music in Foundation Phase, 12 Credits.
• Life Skills: Physical Education in Foundation Phase, 12 Credits.
• Life Skills: Science and Technology Teaching in Foundation Phase, 12 Credits.
• Management in Foundation Phase, 12 Credits.
• Resource Development in Foundation Phase, 12 Credits.
• Sociology of Education, 12 Credits.
• Teacher as Manager, 12 Credits.
• Teaching Practice I, 12 Credits.
• Teaching Practice II, 12 Credits.

Level 7, 204 Credits

• Assessment in Education, 12 Credits.
• Child Development (0-9), 12 Credits.
• Curriculum Studies, 12 Credits.
• Environmental Education, 12 Credits.
• First Additional Language Teaching in Foundation Phase, 12 Credits.
• Foundation Phase Teaching, 12 Credits.
• Foundation Phase Mathematics Teaching, 12 Credits.
• History of Education in Foundation Phase, 12 Credits.
• Home Language Teaching (Foundation Phase), 12 Credits.
• Inclusive Education, 12 Credits.
• Inclusive Education in Foundation Phase, 12 Credits.
• Instructional Studies in Context, 12 Credits.
• Life Skills: Social and Personal Development in Foundation Phase, 12 Credits.
• Philosophy of Education, 12 Credits.
• South African Education System, 12 Credits.
• Teaching Practice III, 12 Credits.
• Teaching Practice IV, 12 Credits.

Elective Modules, 72 Credits (select six modules)

• Applied African Language Grammar for Home Language Foundation and Intermediate Phase, 12 Credits.
• Applied African Language Grammar for First Additional Language, 12 Credits.
• Basiese teksvaardighede (Basic text skills), 12 Credits.
• Afrikaans vandag: Taalkunde en skrftelike kommmunikasie, 12 Credits.
• Applied African Language Communicative Competence for Second Additional Language, 12 Credits.
• Basiese Kommunikatiewe Vaardigheid in Afrikaans (Basic communicative competence in Afrikaans), 12 Credits.
• Applied African Languages Literature for Home Language, Foundation Phase, 12 Credits.
• Applied African Language Literature for First Additional Language, 12 Credits.
• Voetspore: Op Reis in Afrikaans/Footprints: Afrikaans Travels, 12 Credits.
• Ontdek die Afrikaanse Letterkunde/Discover Afrikaans Literature, 12 Credits.
• Applied English Language for Foundation and Intermediate Phase Home Language, 12 Credits.
• Applied English Language Foundation and Intermediate Phase First Additional Language, 12 Credits.
• Applied English Literature Foundation Phase Home Language, 12 Credits.
• Applied English Literature Foundation Phase First Additional Language, 12 Credits.
• Applied English Language for Foundation and Intermediate Phase Home Language, 12 Credits.
• Applied English Language for Foundation and Intermediate Phase First Additional Language, 12 Credits.

1. Demonstrate a sound subject knowledge of the Foundation Phase specialisation subjects taught.
2. Demonstrate ability to teach their elected subjects and are able to select, determine the sequence and pace content in accordance with both subject and learner needs.
3. Demonstrate knowledge of who their learners are, how they learn, and understand their learners' individual needs in order to tailor their teaching accordingly.
4. Communicate effectively in general, as well as in relation to their specialisation, in order to mediate learning effectively.
5. Demonstrate highly developed literacy, numeracy and Information Technology (IT) skills.
6. Demonstrate a sound knowledge about the school curriculum and are able to unpack its specialised content, as well as being able to use available resources appropriately, so as to plan and design suitable learning programmes.
7. Demonstrate ability to identify learning or social problems and work in partnership with professional service providers to address these.
8. Manage classrooms effectively across diverse contexts in order to ensure a conducive learning environment.
9. Assess learners in reliable and varied ways, as well as being able to use the results of assessment to improve teaching and learning.
10. Demonstrate a positive work ethic, display appropriate values and conduct themselves in a manner that befits, enhances and develops the teaching profession.
11. Reflect critically, in theoretically informed ways and in conjunction with their professional community of colleagues in their own practice in order to constantly improve and adapt it to evolving circumstances.

Associated Assessment Criteria for Exit Level Outcome 1

• Learning programmes and lesson plans reflect mastery of the curriculum content of the specialisation; no conceptual errors are evident.
• Observed lessons reflect mastery of the curriculum content of the specialisation (including facility in revision of key underpinning concepts from previous level for remedial support as well ability to extend the curriculum to provide appropriate challenge for more gifted learners).
• Reflection on a planned and taught lesson demonstrates the ability to identify changes that need to be made for future practice informed by appropriate theory and policy.
• Written assignments and professional discussions with mentors and supervisors.
• Demonstrate an understanding of the fields of knowledge which underpin the subjects of specialisation.
• Demonstrate a commitment to the epistemic values and principles which characterize the fields of knowledge in their specialisation.
• Show an ability to use the kinds of evidence, modes of argument or criteria of adequacy appropriate to the fields of knowledge in their specialisation.
• Use the characteristic language, terminology and concepts of their subjects of specialisation appropriately, and with confidence.
• Critically discuss the content of curricular knowledge in their area of specialisation, and apply appropriate values and conceptual frameworks to problem solving in the relevant fields of knowledge.
• Interpret curricular knowledge in practice, in their area of specialisation, in terms of a broader understanding of the relevant fields of knowledge.
• Evaluate what learning material (including textbooks) should be selected, at what level, in what sequence, and how it should be assessed, in their area of specialisation (Foundation Phase).

Associated Assessment Criteria for Exit Level Outcome 2

• Lesson plans reflect appropriate sequencing, progression and time allocation.
• Observed lessons reflect ability to adjust the lesson plan for a better fit with learner and contextual needs.
• Reflection on a planned and taught lesson demonstrates the ability to identify changes that need to be made for future practice informed by appropriate theory and policy.

Associated Assessment Criteria for Exit Level Outcome 3

• Lesson plans reflect provision for different learner needs in the form of differentiated learning and assessment activities.
• Observed lessons reflect ability to adjust the lesson plan for a better fit with individual learner needs.
• Reflection on a planned and taught lesson demonstrates the ability to identify changes that need to be made for future practice to ensure a more inclusive approach informed by appropriate theory and policy.

Associated Assessment Criteria for Exit Level Outcome 4

• Written assignments reflect the ability to communicate knowledge of subject and practice effectively using diverse and appropriate means.
• Observed lessons reflect the ability of the student-teacher to adjust their classroom communications to suit different learning and learner needs.
• Feedback sessions with supervisors and school mentors reflect the ability to communicate knowledge of subject and practice effectively using diverse and appropriate means informed by appropriate theory and policy.

Associated Assessment Criteria for Exit Level Outcome 5

• Student-teachers successfully complete the on-line signature module Being a Teacher and African languages as the Fundamental modules.
• Lesson plans reflect provision for different and appropriate use of media and technology suitable to content and learning needs.
• Observed lessons reflect ability to utilise different and appropriate media and technology suitable to content and learning needs and to adapt when the chosen media or technology is not serving the intended purpose.
• Reflection on a planned and taught lesson demonstrates the ability to identify changes that need to be made for future practice to ensure a more effective integration of appropriate media and technology informed by appropriate theory and policy.

Associated Assessment Criteria for Exit Level Outcome 6

• Written assignments reflect the ability to critically engage with the school curriculum and interpret it for different diverse contexts.
• Lesson plans reflect a sound and critical engagement with the school curriculum and the ability to adapt to context.
• Observed lessons reflect the ability of the student-teacher to adjust their classroom practice to suit different learning and learner needs.
• Feedback sessions with supervisors and school mentors reflect the ability to critically review curriculum practice in order to identify possible future improvements informed by appropriate theory and policy.

Associated Assessment Criteria for Exit Level Outcome 8

• Lesson plans reflect provision for diverse learning needs in the classroom in the form of alternative activities and assessment and/or the provision of additional supportive human and other resources.
• Observed lessons reflect the ability of the student-teacher to adjust their classroom practice to suit different learning and learner needs in the process of teaching.
• Feedback sessions with supervisors and school mentors, as well as teaching and assessment records, reflect the ability to critically review practice in order to identify possible future improvements and that the student-teacher was able to make referrals and engage appropriate support from the School Based Support Team when/if needed.

Associated Assessment Criteria for Exit Level Outcome 9

• Lesson plans reflect provision for appropriate identification and use of time, space and resources to meet learning needs and contextual realities.
• Observed lessons start and end on time, and the full lesson time available is used for productive teaching and learning.
• Disciplinary problems are pre-empted or dealt with effectively when they do arise.
• Feedback sessions with supervisors and school mentors, as well as teaching and assessment records, reflect the ability to critically review practice in order to identify possible future improvements in classroom management informed by appropriate theory and policy.

Associated Assessment Criteria for Exit Level Outcome 10

• Lesson plans reflect provision for diverse learning needs in the classroom in the form of alternative activities and assessment tasks/strategies for different learning and learner needs.
• Observed lessons reflect the ability of the student-teacher to adjust their assessment practice to suit different learning and learner needs in the process of teaching and the ability to maintain appropriate assessment records.
• Feedback sessions with supervisors and school mentors, as well as teaching and assessment records, reflect the ability to critically review practice in order to identify possible future improvements in assessment practice informed by appropriate theory and policy.

Associated Assessment Criteria for Exit Level Outcome 11

• Written assignments reflect awareness of professional guidelines, values and practices such as the South African Council for Educators (SACE) Code of Conduct.
• Lesson planning reflects a professional commitment and interest.
• Observed lessons reflect appropriate values and behaviour such as punctuality, preparedness, non-discrimination, appropriate dress, behaviour and language.
• Feedback sessions with supervisors and school mentors and the ways in which student-teachers talk about their learners, other teachers, the school, union and education authorities and other stakeholders such as parents display appropriate values and conduct that befits, enhances and develops the teaching profession.

Associated Assessment Criteria for Exit Level Outcome 12

• Written assignments reflect a critical engagement with appropriate policy and theory.
• Feedback sessions with supervisors and school mentors reflect a critical engagement with appropriate policy and theory.

Integrated Assessment

In response to the last point in Section 12, during Teaching Practice learners are expected to complete 4 Teaching Practice modules, including 4 periods of 5 weeks of independent teaching in diverse school contexts. The learner needs to complete practical assignments that require the application of their total knowledge base, applied competence with all modules contributing to a well-rounded, balanced and well-informed professional teacher.

A portfolio completed over all four Teaching Practice modules is a visual tool to illustrate their professional and personal growth over the period and to enhance their reflective competence as an emerging professional teacher.

As noted by National Teacher Institute (NTI) (2009:47-48), the conducing of actual teaching practice requires a phased intervention involving several role players. They make the following recommendations which inform the work of the University of South Africa (Unisa) College of Education Teaching Practice Office:

National Teacher Institute (NTI). c.2009. Teaching Practice Manual (PDE 207). Undated document emailed to Saide by Prince Olude Ademola O, 25 May 2009.

Recommendations which inform the work of the Unisa College of Education Teaching Practice Office

Conducting the Actual Teaching Practice

The following procedures are to be followed in conducting the actual teaching practice

- Orientation of Staff Members

The coordinators, managers, supervisors, facilitators, course tutors, and cooperating teachers should first of all undergo an orientation before teaching practice to familiarize themselves with the requirements for this category of trainees on teaching practice.

- Orientation of Student-Teachers

The course Managers/Supervisors and the cooperating teachers should orientate the student-teachers in areas such as the concepts, modalities, procedures and guidelines for organizing teaching practice activities. This should last for the first week of the teaching practice.

- Guided Teaching Practice

The orientation activities are followed by guided teaching practice in which the student-teacher works under the cooperating teacher in the planning, implementing, and evaluating of lessons. The guided teaching practice should be participatory, interactive, and collaborative. It should last two weeks of the semester preceding the teaching practice exercise.

- Full Teaching Practice Sessions

The remaining teaching practice sessions of the programme are devoted to full teaching supervision in the sense of coaching and preliminary assessment of the students. These sessions should involve: observation of lesson notes' format, procedures, language and organization, supervision and assessment of the lesson (introduction, presentation, activities, evaluation, summary and conclusion); immediate feedback after each lesson observed; and the return of the students' assessment forms with comment.

- Monitoring of Teaching Practice Activities

It is desirable that Teaching Practice activities are monitored by the State Ministries of Education, Federal Inspectorate Services and NTI State and Zonal offices. Their efforts will be complemented by NTI Headquarters Staff and the External Moderators. In each case, comprehensive report should be written and submitted to Headquarters.