Bachelor of Education in Foundation Phase Teaching

Purpose

The main purpose of the Bachelor of Education in Foundation Phase Teaching (B.Ed (Foundation Phase Teaching) is to equip learners with practice-based skills that will enable them to provide quality learning experiences to young learners. This qualification aims to provide learners with the basic competencies of a beginner teacher as stipulated in the Minimum Requirements for Teacher Education Qualifications (DHET, 2015). Foundation Phase teachers are responsible for laying the foundation of learning success in critical foundational concepts and skills which serve to scaffold learning in subsequent phases. This calls for in-depth, specialised knowledge and understanding of early childhood learning.

This qualification addresses theoretical and practical elements by requiring learners to demonstrate their competence in subject knowledge, practical skills, and reflexive ability. In building professional excellence as Foundation Phase teachers, learners will develop extensive content knowledge in mathematics and language. A broad range of general knowledge will augment this in preparing them to teach Life Skills. They will also advance their comprehension of fundamental premises, principles, and methods of effective teaching and learning and be empowered to create supportive and inclusive learning experiences in diverse and variable contexts.

The outcomes reflect the importance of acquiring, integrating, and applying knowledge for teaching purposes and, to this end, incorporate disciplinary, pedagogical, and practical learning.

Rationale

Quality education is one of South Africa's national development goals, and its education system is a cornerstone of national development and progress. According to research one of South Africa's most significant challenges is providing quality education to sustain the country's human resources. Despite the noble and significant efforts to rethink and reform basic education in South Africa, persistent challenges still plague learner performance at the school level. The causes of South Africa's persisting low quality of primary education are complex and multifaceted. This is attributed to inadequately trained teachers, resources, and insufficient learning time, particularly in underprivileged schools. South Africa's bimodal education system stemming from historical factors as a significant reason for the enduring poor quality of primary education in South Africa. Furthermore, the poorest 75 - 80 percent (75-80 %) of learners depend on dysfunctional public schooling and achieve poor outcomes, while the wealthiest 20 - 25 percent (20-25 %) of learners enrol in private schools and functional public schools and achieve better academic outcomes.

Across the literature, there is consistent evidence for the need for learners to master literacy and numeracy at the Foundation Phase to avoid gaps in subsequent phases. Still, this is challenging, given the lack of quality in the South African primary education system. In 2017, only 55 percent (55 %) of South Africa's learners completed secondary school. Unfortunately, a substantial part of the low retention rates is caused by learning deficits acquired at the primary level due to the low quality of education. The Progress in International Reading Literacy Study (PIRLS) 2021 results show that 81 percent (81 %) of South Africa's Grade 4 learners could not reach the lowest benchmark (DHET, 2023). Furthermore, in a group of Grade 5 learners from 64 countries participating in the Trends in International Mathematics and Science Study (TIMSS), South Africa was one of the three countries with the lowest achievement (TIMSS, 2019).

The dire need for quality primary education points directly to the need for suitably qualified, empowered, and responsive Foundation Phase teachers to facilitate successful progression through Grades R to 3 and prepare learners for subsequent phases. Given the need for teachers to enhance literacy and numeracy outcomes among Foundation Phase learners, it is alarming that South Africa will face a significant shortage of teachers in the next ten years. In a recent study investigating teacher supply and demand on behalf of the Department of Higher Education and Training (DHET), concerns were raised about the availability of qualified teachers to replace the large number of teachers who will be retiring in the next decade. Moreover, there seems to be a higher output of newly qualified qualifying learners in the Senior/FET phases than in other phases. This notion is supported by a report on the supply and demand of teachers for the period 2013-2025 published by The Centre for Development Enterprise, which suggests a significant gap in the training of Foundation Phase teachers in South Africa.

The institution developed the B.Ed. (Foundation Phase Teaching) to contribute specifically to the pool of competent beginner Foundation Phase teachers who are adequately trained and equipped with fundamental content knowledge and phase-appropriate pedagogical skills.

The B.Ed. (Foundation Phase Teaching) is intended for those who want to qualify as Foundation Phase teachers to teach in Grade R to Grade 3. This qualification aligns with one of the two pathways for developing professional teachers. Learners can start their careers as Foundation Phase classroom teachers. They may then choose to advance their expertise in the Foundation Phase, develop a new role, e.g., in Remedial Education, or embark on a different career within the field of education, e.g., a career in management and leadership.

Upon completing the qualification, learners will be regarded as professionally qualified Foundation Phase teachers able to register with the South African Council for Educators (SACE).

Recognition of Prior Learning (RPL)

The institution follows the CHE's Policies on the Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment (CHE, 2016). The institution's existing RPL policy and practices will be applied in relation to this qualification.

RPL for access to a qualification

• Learners who do not meet the minimum entrance requirements or the required qualification at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.
• Only 10 % of a cohort will be allowed admittance to a qualification on RPL basis.

RPL for exemption from modules

• Learners applying for admission to the qualification via RPL can only be exempted from a maximum of 50 % of the qualification modules.
• Learners need to be able to demonstrate their prior learning either through evaluation/verification and/or assessment. Each application will be considered on a case-by-case basis, and learners will enter discussion with the RPL advisor to determine the requirements for the RPL assessment/portfolio of evidence.
• Although learners are rigorously assessed, as per the principles of RPL, there is no guarantee that a learner will gain admittance into a qualification or receive exemptions from modules.

RPL & Age Exemption

In addition to the admission criteria, the institution recognises that many learners who have not achieved a National Senior Certificate (NSC) or an equivalent prior qualification (e.g., Senior Certificate without endorsement) can benefit from higher education. In keeping with the objectives of the Ministry of Higher Education and Training to support wider and more diverse access to higher education within the higher education system, potential candidates who do not meet the technical benchmark for admission to the qualification may be considered for candidacy under the institution's recognition of prior learning (RPL) arrangements.

Entry Requirements

• Senior Certificate, NQF Level 4, with endorsement.

Or

• National Senior Certificate, NQF Level 4, granting access to bachelor's degree studies.

Or

• National Certificate (Vocational), NQF Level 4, granting access to bachelor's degree studies.

Or

• Higher Certificate in Education, NQF Level 5.

Or

• Higher Certificate in Early Childhood Development, NQF Level 5.

This qualification consists of the following compulsory modules at National Qualifications Framework, Level 5, 6 and 7 totalling 498 Credits.

Compulsory Modules, NQF Level 5, 134 Credits

• Academic Literacy, 14 Credits.
• Computer Literacy, 16 Credits.
• Foundations of Education I, 8 Credits.
• Teaching and Learning in the Foundation Phase I, 8 Credits.
• English Home Language for Foundation Phase I, 12 Credits.
• Teaching Practice for Foundation Phase I: A, 8 Credits.
• Communicative Languages: Afrikaans Or isiXhosa Or isiZulu, 8 Credits (Select one).
• Mathematics for Foundation Phase I, 12 Credits.
• Life Skills for Foundation Phase I: Arts Education, 12 Credits.
• Psychology of Education I, 12 Credits.
• Afrikaans or isiXhosa or isiZulu First Additional Language for Foundation Phase I, 12 Credits (Select one).
• Teaching Practice for Foundation Phase I: B, 8 Credits.
• Inclusive Education I, 8 Credits.

Compulsory Modules, NQF Level 6, 216 Credits

• Teaching and Learning in the Foundation Phase II, 16 Credits.
• Mathematics for Foundation Phase II, 12 Credits.
• English Home Language for Foundation Phase II, 12 Credits.
• Teaching Practice for Foundation Phase II: A, 8 Credits.
• Foundations of Education II, 16 Credits.
• Psychology of Education II, 16 Credits.
• Life Skills for Foundation Phase II: Physical Education, 12 Credits.
• Afrikaans or isiXhosa or isiZulu First Additional Language for Foundation Phase II, 12 Credits (Select one).
• Teaching Practice for Foundation Phase II: B, 8 Credits.
• Inclusive Education II, NQF Level 6, 16 Credits.
• Life Skills for Foundation Phase III: Personal and Social Well-Being, 12 Credits.
• English Home Language for Foundation Phase III, 12 Credits.
• Teaching Practice for Foundation Phase III: A, 10 Credits.
• Teaching and Learning in the Foundation Phase III, 16 Credits.
• Teaching Practice for Foundation Phase III: B, 10 Credits.
• Reflective Practice, NQF Level 6, 16 Credits.
• Teaching English First Additional Language in the Foundation Phase, 12 Credits.

Compulsory Modules, NQF Level 7, 148 Credits

• Mathematics for Foundation Phase III, 12 Credits.
• Psychology of Education III, 16 Credits.
• Inclusive Education III, 8 Credits.
• Afrikaans or isiXhosa or isiZulu First Additional Language for Foundation Phase III, 12 Credits (Select one).
• Foundations of Education III, 16 Credits.
• Life Skills for Foundation Phase IV: Beginning Knowledge, 12 Credits.
• English Home Language for Foundation Phase IV, 12 Credits.
• Teaching Practice for Foundation Phase IV: A, 10 Credits.
• Foundations of Education IV, 16 Credits.
• Education Research Practice, 16 Credits.
• Teaching and Learning in the Foundation Phase IV, 8 Credits.
• Teaching Practice for Foundation Phase IV: B, 10 Credits.

1. Demonstrate integrated discipline, subject, curricular, and pedagogical knowledge underpinning effective teaching and learning that can be applied in the Foundation Phase.
2. Create conducive, supportive, inclusive learning environments that acknowledge individual, diverse learner needs in varied contexts.
3. Identify and apply evidence-based principles and methods of effective teaching and learning to plan meaningful learning experiences.
4. Select and apply best practice instructional strategies to suit the demand of the Foundation Phase content and the diverse needs of learners.
5. Identify and apply best practice assessment approaches and methods in accordance with the basic principles of good assessment practice and national policy requirements.
6. Reflect on practice, values, and behaviours to build professional excellence and enhance teaching practice.

Associated Assessment Criteria for Exit Level Outcome 1

• Critically evaluate and reflect on key philosophical, sociological, psychological, and historical foundations and educational theories that inform contemporary views of teaching and learning in the Foundation Phase.
• Apply knowledge of early childhood learning and developmental milestones and learner characteristics in the context of the Foundation Phase.
• Appropriately evaluate and apply critical subject matter concepts, processes, and procedures as they relate to the Foundation Phase.
• Interpret and apply the Foundation Phase content and its specialised curriculum in varied teaching and learning contexts.
• Apply general pedagogic knowledge and specialised pedagogic content knowledge in the context of the Foundation Phase.

Associated Assessment Criteria for Exit Level Outcome 2

• Capably acknowledge diversity and promote equitable opportunity and acceptance within the learner body, classroom, and school.
• Appropriately utilise the language of instruction and a second language to plan, prepare and present lessons, and foster relationships in varied teaching and learning contexts.
• Use an additional language for conversational purposes.
• Professionally and respectfully engage and communicate with all stakeholders, including learners, parents/guardians, colleagues, and relevant community members.
• Proactively acknowledge and promote constitutional human rights and social justice in education.
• Conduct administrative duties effectively in varied school contexts.
• Apply management and leadership theories, styles, and principles in practice and actively participate in school decision-making structures.

Associated Assessment Criteria for Exit Level Outcome 3

• Constructively align teaching and learning elements to promote academic success and optimise learning in the Foundation Phase.
• Apply systematic approaches to long- and short-term planning in varied teaching and learning contexts.
• Promote and successfully implement inclusive learning and teaching principles and practices in the Foundation Phase classroom.
• Create tailored teaching and learning materials aligned to diverse contexts, learner needs, and available resources.
• Select an appropriate sequence and pace of learning in accordance with the different needs of the learners and the Foundation Phase content.
• Develop suitable textual and visual resources aligned to learner and contextual needs.

Associated Assessment Criteria for Exit Level Outcome 4

• Select and apply best practice instructional strategies to suit the demand of the Foundation Phase content and the diverse needs of learners.
• Work competently with Grade R learners to prepare them for formal learning.
• Select and utilise appropriate teaching and learning strategies to facilitate effective and collaborative learning in the Foundation Phase.
• Recognise individual learner needs and identify suitable learning opportunities to mitigate barriers to learning.
• Appropriately select and utilise educational and instructional technologies to enhance learning in the Foundation Phase classroom.

Associated Assessment Criteria for Exit Level Outcome 5

• Explain the role and different purposes of assessment as essential features of the teaching and learning process.
• Select appropriate good practice assessment strategies, methods and techniques aligned with the basic principles of good assessment practice for assessing learners in the Foundation Phase.
• Apply best practice assessment principles to capably plan and design reliable, varied and inclusive assessments aligned to the needs of young learners in the Foundation Phase.
• Competently conduct a continuous evaluation of learner progress and recommend implementable mitigation strategies to promote and aid learner success.
• Demonstrate proficient knowledge and understanding of recording and reporting learner achievement aligned with national policy requirements.

Associated Assessment Criteria for Exit Level Outcome 6

• Successfully engage with and draw from literature to inform professional conduct.
• Display positive work ethics and values, professional conduct, and accountability that befits, enhances, and develops the teaching profession.
• Efficiently conduct continuous evaluations of personal, academic, and professional growth within the context of Foundation Phase education.
• Competently analyse and evaluate teaching practice using evidence-based reflective approaches to enhance professional conduct, develop teaching practices, and address complex challenges in professional contexts.
• Engage in collaborative professional activities with colleagues.

INTEGRATED ASSESSMENT

The institution has adopted a range of fit-for-purpose assessment strategies (i.e., the specific number, configuration, weighting and combination of assessment events) per qualification and per module. The level and complexity of the qualification and/or module determine the assessment strategies. Each assessment strategy consists of various assessment typologies (e.g., summative, formative), that can take on the form of various assessment modalities (i.e, the instrument by which students are assessed) used for assessment purposes.

Formative assessments

• Formative assessments typically include an assignment or test.

Summative assessments

• Summative assessments typically include either a final exam, capstone project, research, or reflective essay or a combination of modalities.

The assessment strategy includes the following configuration and combination of weighted assessment typologies

• Assessment Strategy C (ASC): This strategy consists out of two (2) formatives assessments. Each formative assessment will count fifty percent (50 %) - twenty-five.

percent (25 %) each - toward the overall mark. The summative assessment (SA1) will count fifty percent (50 %) towards the overall mark.

• Assessment Strategy 3 (AS3) - One formative assessment (FA1) will count forty.

percent (40%) towards the overall mark. Summative assessment one (SA1) will count.

1. Assessment Strategy 8 (AS8) - Two (2) formative assessments (FA1 and FA2) will count sixty percent (60%)-thirty percent (30%) each towards the overall mark. One (1) summative assessment in (SA1), will count forty percent (40%) towards the overall mark.

Workplace-based learning

Workplace-based learning (WBL) forms part of the BEd (Foundation Phase Teaching) qualification, the WPL modules are stand-alone modules (Teaching Practice) in this qualification and not embedded in other modules. The assessment approach for the WPL modules is as follows:

Teaching Practice modules are structured to integrate knowledge and skills and provide opportunities for learners to put the theoretical aspects they learn throughout the qualification into action in a classroom in a school. Learners are assisted in transforming their experiences into learning through a systematic reflection approach before, during, and after school placement.

Teaching Practice aims to contribute to developing competent beginner teachers who can demonstrate the knowledge and skills necessary for entry into a professional teaching career. In addition to formal assessment, Teaching Practice allows Learner Teachers to gather evidence of their ability to deliver, monitor, and adjust classroom practice.

Assessment is based on several components. Learners Teachers are required to compile a PoE. The PoE will have a consistent structure and number, nature, weighting, and marks for individual components. The PoE consists of:

• Detailed classroom records.
• Daily diaries/journals and reflections.
• Schemes of work and lesson plans signed off by the Mentor Teacher.
• Observation reports, including all formative and summative assessment reports conducted by all role players.

A Portfolio of Evidence (PoE) is a comprehensive assessment tool in the BEd (Foundation Phase Teaching), assessing learners' knowledge and skills through tangible artefacts, reflective writings, and achievements. This approach, extending beyond traditional assessment methods, accommodates diverse learning styles and approaches, offering a more authentic assessment of practical skills. The PoE allows students to demonstrate their development, showcasing their practical application of skills, reflective insights, and overall growth as learner teachers.

The PoE comprises individual components, both formative and summative. Compiling the PoE provides a structured support system with guidance, mentorship, and constructive feedback loops for each PoE element, emphasising continuous improvement. Each component and the PoE in its totality will be graded and contribute to the final mark. This cumulative assistance fosters confidence and a strong foundation for success.

The assessment approach makes provision for different purposes and includes assessment of learning, for learning, and as learning. To ensure the assessment of Teaching Practice aligns with the qualification outcomes and assessment criteria, the assessment for each.