Bachelor of Education in Foundation Phase Teaching

Purpose

The purpose of the qualification is to equip graduates with the required content knowledge base, educational theory and methodology that will enable them to demonstrate applied competence and responsibility as academically and professionally qualified beginner Foundation Phase Teachers.

This qualification will lead to the development of all eleven beginner teaching competencies which include the required teaching knowledge, that is, integrated subject, broader curriculum, and pedagogical knowledge for each of the four subjects, as well as knowledge and skills that will strengthen Foundation Phase specialisation. Graduates should have the necessary depth of, and specialisation in knowledge, together with practical skills and workplace experience, that will enable them to apply their learning as beginner teachers in any Grades R - 3 class in varying contexts.

Rationale

The qualification will contribute towards the Department of Basic Education's vision of improved education in primary schools, particularly in the fields of literacy and numeracy. The qualification is intended to equip qualifying learners with the necessary knowledge, skills, values, attitudes, and hands-on experience to improve the quality of teaching and learning in South African schools.

The qualification design is based on the national teacher training and higher education statutory requirements detailed in The Minimum Requirements for Teacher Education Qualifications (Government Gazette, February 2015), the Foundation Phase Curriculum and Assessment Policy Statement (January 2012) of the Department of Basic Education, the Criteria for Qualification Accreditation (2004, revised in 2012) of the Council on Higher Education and the Revised Higher Education Qualifications Sub Framework (HEQSF) (Government Gazette, August 2013).

This qualification addresses the need for quality trained teachers in the South African education sector, equipped to meet the social and educational demands of twenty-first-century teaching practice and expectations. The design of the qualification took into consideration the importance of local, regional, and national educational needs.

The qualification is a professional education qualification that is aimed at providing professional teacher training to learners who want to enter the teaching profession. On successful completion of the qualification, learners will be able to register as professional teachers with the South African Council for Educators (SACE).

Recognition of Prior Learning (RPL)

Recognition of Prior Learning is applied in terms of policy and criteria of the institution. The necessary documentary evidence will have to be provided and a formal RPL process will be followed.

RPL will be applied in the following circumstances

• To grant admission to the qualification by learners who do not meet the admission requirements and they can be granted advanced standing.
• To grant advanced standing through exemption from modules or courses at lower levels of the qualification in accordance with the institution's RPL Policy.
• To gain credits towards the qualification. RPL can be awarded for a qualification if evidence is offered of learning achievement equivalent to the learning outcomes and level of the module/s for which RPL is requested.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4, granting access to Bachelor studies.

Or

• National Certificate (Vocational), NQF Level 4, granting access to Bachelor studies.

Or

• Senior Certificate, NQF Level 4 with endorsement.

Or

• Higher Certificate in Early Childhood and Education, NQF Level 5.

Or

• Higher Certificate in Education, NQF Level 5.

This qualification consists of the following compulsory modules at National Qualifications Framework Levels 5, 6 and 7 totalling 500 Credits.

Compulsory Modules, Level 5,124 Credits

• Home Language 1, 12 Credits.
• First additional language 1, 12 Credits.
• Life Skills 1, 12 Credits.
• Mathematics 1, 12 Credits.
• General Pedagogy 1, 16 Credits.
• Education 1A, 16 Credits.
• Education 1B, 16 Credits.
• Skills for Student Teachers, 16 Credits.
• Teaching Practice 1, 12 Credits.

Compulsory Modules, Level 6,124 Credits

• General Pedagogy II A, 16 Credits.
• General Pedagogy II B, 16 Credits.
• Education II A, 16 Credits.
• Education II B, 16 Credits.
• Home Language II, 12 Credits.
• First Additional Language II, 12 Credits.
• Life Skills II, 12 Credits.
• Mathematics II, 12 Credits.
• Teaching Practice II, 12 Credits.

Compulsory Modules, Level 7,128 Credits

• Education III A, 16 Credits.
• Education III B, 16 Credits.
• Early Childhood Education 1, 12 Credits.
• First Additional Language Teaching 1, 16 Credits.
• Life Skills Teaching 1, 16 Credits.
• Home Language Teaching 1, 16 Credits.
• Mathematics Teaching 1, 16 Credits.
• Work Integrated Learning 1, 20 Credits

Compulsory Modules, Level 7,124 Credits

• Indigenous Home Language Teaching II, 20 Credits.
• First Additional Language Teaching II, 20 Credits.
• Life Skills Teaching II, 20 Credits.
• Mathematics Teaching II, 20 Credits.
• Early Childhood Education II, 12 Credits.
• Work Integrated Learning II, 24 Credits.

1. Demonstrate the ability to analyse and apply sound subject knowledge of Home Language, First Additional Language, Mathematics and Life Skills.
2. Demonstrate ability to mediate learning in the teaching of Home Language, First Additional Language, Mathematics and Life Skills in diverse contexts.
3. Demonstrate the ability to interpret and design learning programmes and materials in the four mentioned subjects above.
4. Demonstrate the ability to be an instructional leader and to administer and manage the classroom effectively in the elected subject(s) in diverse contexts.
5. Achieve ongoing personal, academic, occupational, and professional growth, through pursuing reflective study and research in their elected subject(s), in broader educational matters.
6. Show competence to integrate assessment into teaching and learning, assess learners in reliable and varied ways, as well as being able to use the results of assessment to improve teaching and learning.
7. Demonstrate, practice, and promote a critical, committed, and ethical attitude towards developing a sense of respect and responsibility towards others.

Associated Assessment Criteria for Exit Level Outcome 1

• Apply subject knowledge with the full understanding of underlying fields of knowledge, skills, values, principles, methods, and procedures of the relevant subject.
• Apply and understand why certain teaching and learning approaches are appropriate for learners and the context.
• Demonstrate that they can use the characteristic language, terminology, and concepts of their subject.
• Indicate a well-developed understanding of the relevant content when implementing subject knowledge.
• Evaluate what learning material (including textbooks) should be selected, at what level, in what sequence, and how it should be assessed, in their subject.

Associated Assessment Criteria for Exit Level Outcome 2

• Demonstrate that they know their learners and how they learn.
• Adapt their teaching and mediate learning to address the diverse needs of learners, including those with barriers to learning.
• Construct learning environments that are appropriately contextualised and inspirational.
• Communicate and facilitate learning effectively in the Language of Learning and Teaching (LoLT).
• Recognize and respect the differences among learners by facilitating learning in Language of Conversational Competence (LoCC) where applicable.
• Identify and adjust classroom communications to suit different learning and learner needs.
• Evaluate and apply relevant subject content and various principles, strategies, and resources appropriate to the teaching of the subject in a South African context.

Associated Assessment Criteria for Exit Level Outcome 3

• Critically engage with the school curriculum and interpret it for different diverse contexts.
• Analyse and interpret the related subject curriculum.
• Unpack the content in the relevant curriculum documents.
• Understand and interpret provided learning qualifications/experiences.
• Design own learning qualifications/ experiences.
• Identify the necessities for a specific context of learning.
• Select and prepare suitable textual and visual resources for learning.
• Select, sequence and pace learning are supportive to the differing needs of both the subject and the learners.

Associated Assessment Criteria for Exit Level Outcome 4

• Lead and manage in an ethical, value-driven, and democratic way that is responsive to changing circumstances and needs.
• Identify and use time, space, and resources to meet learning needs and contextual realities.
• Plan to utilize full lesson time available for productive teaching and learning.
• Manage learning in diverse contexts in the classroom effectively to ensure a conducive learning environment.
• Identify and handle disciplinary problems when it arises.
• Carry out administrative duties efficiently.

Associated Assessment Criteria for Exit Level Outcome 5

• Apply highly developed literacy, numeracy, and Information Technology skills.
• Reflect critically on own practice in theoretically informed ways.
• Engage with the mentor, teacher, and co- learners.
• Constantly improve their practice and adapt to evolving circumstances.
• Strive towards lifelong learning.

Associated Assessment Criteria for Exit Level Outcome 6

• Integrate assessment into teaching and learning by means of constructive alignment.
• Understand and apply the purposes and methods of assessment.
• Interpret the effects of assessment and be able to provide constructive feedback to learners.
• Design and manage appropriate purposeful driven formative and summative assessments on the required cognitive level.
• Design and provide for diverse learning needs in the classroom in the form of alternative activities and assessment tasks/strategies.
• Administer assessment results.

Associated Assessment Criteria for Exit Level Outcome 7

• Identify learning and social problems and consult with the mentor and relevant teacher.
• Practice and promote a sense of respect and responsibility towards others by cultivating a critical, committed, and ethical attitude.
• Display appropriate values that will uphold the Constitution and promote democratic values and practices in the classroom, school, and community at large.
• Conduct themselves in a manner that befits, enhances, and develops the teaching profession.
• Practice and promote a critical, committed, and ethical attitude towards developing a sense of respect and responsibility towards others.
• Develop a supportive and empowering environment for the learner.
• Respond to the educational needs of learners.