Bachelor of Education in Foundation Phase Teaching

Purpose

The purpose of the qualification is to deliver professionally qualified beginner teachers for the foundation phase. This is done by providing learner teachers with a well-rounded education that equips them with the required subject content knowledge base, teaching competence, a sound and nuanced understanding of the integrated nature of theory and practice in education and the context of the teaching profession in South Africa. The qualification focuses specifically on child development, literacy, numeracy (mathematics) and the knowledge that underpins life skills.

Rationale

In developing this qualification the Faculty of Education is responding to the current national shortage of Foundation Phase Educators. Also, in consultation with the Department of Basic Education (DBE) a primary objective of the Foundation Phase Teacher Education qualification is to advance teacher language and literacy competence. This objective has been jointly identified by the University and the DBE as a priority, particularly for Foundation Phase teachers in metropolitan areas.

In order to address the complex phenomenon of multilingual teaching innovative ways for teaching the young in their primary/first language have to be designed. Many of the efforts around improving pedagogy and also classroom resources have neglected to focus on the teachers' own language performance. Teachers' oral use of language and also their ability to read and write, to perform their literacy, have not been emphasised in either professional development qualifications or in their pre-service education. Many learners who qualify as teachers are not nearly sufficiently literate for the profession where language is the very carrier of the concepts that have to be learned (and thus also for the teaching of these concepts). Hence, in this model of teacher education in the Bachelor of Education in Foundation Phase Teaching, intense focus is on the learners' (pre-service teachers) own literacy and also their language competence. Our reasoning is not only to enhance teacher proficiency, but also to add value to their practice across the curriculum - especially in the teaching of initial mathematics, where language is pivotal for good pedagogy.

In approaching teacher literacy and language proficiency in this way focus is on African languages (isiNdebele and isiSwati) as well as English. In addition to the advancement of language, focus is also on multilingual pedagogy. The qualification also addresses the need for teachers in African languages.

Recognition of Prior Learning (RPL)

The Faculty accepts RPL as an integral part of education and academic practice. It is acknowledged that all learning has value and the Faculty accepts the challenge to assess prior learning and award credit that is aligned to Faculty qualifications to promote lifelong learning. The purpose of the institution's RPL policy, which directs the Faculty's RPL procedure, is to recognise prior learning in order to provide for admission to qualifications, grant advanced placement in qualifications and grant credits for modules on the principles and processes that serve as a basis for faculty-specific RPL practices.

A panel of selected staff members will determine, on a one-on-one basis, the competence of prospective learners who apply for RPL. In determining an applicant's competence against the relevant exit level outcomes, this panel will do one or more of the following:

• Verify the standard/quality of an applicant's prior qualifications.
• Ask for and assess a portfolio containing examples of the applicant's work in the field of education, training and development.
• Observe the applicant's performance in authentic and/or in situ teaching-learning situations and/or contexts.
• Conduct one-on-one interviews with applicants to discuss the results of the evidence collection process.

Learners are supported mainly through monitoring of assessment results and provision of assistance through the tutor system.

• The lecturer in conjunction with the tutor identifies at-risk learners.
• A support strategy is developed by the lecturer and discussed with the tutor.
• Support includes: Individual tutor sessions with learners, group work sessions, referral to the Academic Development Division for professional services.
• The learner's progress is then tracked and monitored.

Entry Requirement

• National Senior Certificate granting access to Degree studies.
• Learners, who are in possession of a recognised certificate in education or another relevant field, may also present their qualifications for entry into a Bachelor of Education with the possibility of transfer of credits, for cognate previous studies.

NQF Level 5 Modules

• Education Studies 1A, 16 Credits.
• Teaching Studies 1A, 8 Credits.
• Mathematics for the Foundation Phase 1A, 8 Credits.
• English for the Foundation Phase 1A, 8 Credits.
• isiNdebele/isiSwati for the Foundation Phase 1A, 8 Credits.
• Teaching Methodology and Practicum 1A, 12 Credits.

Total Credits: 60.

NQF Level 6 Modules

• Education Studies 1B, 16 Credits.
• Teaching Studies 1B, 8 Credits.
• Mathematics for the Foundation Phase 1B, 8 Credits.
• English for the Foundation Phase 1B, 8 Credits.
• Culture and the Natural Environment for the Foundation Phase 1B, 8 Credits.
• isiNdebele/isiSwati for the Foundation Phase 1B, 8 Credits.
• Teaching Methodology and Practicum 1B, 12 Credits.
• Education Studies 2A, 16 Credits.
• Education Studies 2B, 16 Credits.
• English for the Foundation Phase 2A, 8 Credits.
• English for the Foundation Phase 2B, 8 Credits.
• isiNdebele/isiSwati for the Foundation Phase 2A, 8 Credits.
• Mathematics for the Foundation Phase 2A, 8 Credits.
• Mathematics for the Foundation Phase 2B, 8 Credits.
• Culture and the Natural Environment for the Foundation Phase 2A, 8 Credits.
• Culture and the Natural Environment for the Foundation Phase 2B, 8 Credits.
• Teaching Studies 2B, 8 Credits.
• Teaching Methodology and Practicum 2A, 12 Credits.
• Teaching Methodology and Practicum 2B, 12 Credits.
• English for the Foundation Phase 3A, 8 Credits.
• isiNdebele/isiSwati for the Foundation Phase 3A, 8 Credits.
• Mathematics for the Foundation Phase 3A, 8 Credits.
• Culture and the Natural Environment for the Foundation Phase 3A, 8 Credits.
• Teaching Methodology and Practicum 3A, 12 Credits.

Total Credits: 232.

NQF Level 7 Modules

• Education Studies 3A, 16 Credits.
• Education Studies 3B, 16 Credits.
• English for the Foundation Phase 3B, 8 Credits.
• isiNdebele/isiSwati for the Foundation Phase 3B, 8 Credits.
• Mathematics for the Foundation Phase 3B, 8 Credits.
• Teaching Studies 3B, 8 Credits.
• Teaching Methodology and Practicum 3B, 12 Credits.
• Teaching Studies, Methodology and Practicum, 120 Credits.

Total Credits: 196.

1. Read, write and speak the language/s of instruction in ways that facilitate own academic learning, and learning in the foundation phase of schooling.
2. Interpret and use numerical and elementary statistical knowledge to facilitate own academic learning, and to manage teaching, learning and assessment.
3. Demonstrate knowledge base underpinning foundation phase teaching.
4. Plan, design, and reflect on learning qualifications appropriate to intermediate phase teaching.
5. Select, use and adjust teaching and learning strategies in the intermediate phase teaching, using strategies that meet the needs of specific target groups and context.
6. Manage and administer learning environments and support learners in ways that are sensitive, stimulating, democratic and well organised.
7. Demonstrate competence in monitoring and assessing learner progress and achievement in the foundation phase.
8. Function responsibly within the education system, schools and the communities in which schools are located.
9. Demonstrate a respect for and commitment to the educator profession.

Associated Assessment Criteria for Exit Level Outcome 1

• Select, read, interpret, create and use text relating to the foundation phase of schooling, necessary for own learning and for facilitating the learning of others.
• Convey learning content proficiently orally and in writing.
• Use information and communications technology to further own learning and facilitate the learning of others.
• Use at least two languages when interacting with peers, school learners and members of the teaching profession.

Associated Assessment Criteria for Exit Level Outcome 2

• Read and interpret numerical and statistical information related to own learning, general educational matters and/or educational research.
• Apply understanding of numbers and statistics in the performance of a range of educational tasks, in various educational contexts and/or in discussions of educational matters/issues.

Associated Assessment Criteria for Exit Level Outcome 3

• Use the language, processes, procedures, arguments and evidence characteristic of intermediate phase teaching and apply the epistemic values of the latter when doing so.
• Critically discuss curriculum matters relating to the foundation phase.
• Select and/or evaluate learning materials for the foundation phase in terms of accuracy and appropriateness.
• Apply appropriate values and conceptual frameworks to problem solving in the foundation phase.

Associated Assessment Criteria for Exit Level Outcome 4

• Select and design materials and resources appropriate to foundation phase teaching and justify their choice and/or design.
• Select, adapt, or design coherent learning qualifications and lessons appropriate to specific target groups, and context.
• Plan lessons and other learning experiences within teaching qualifications, select appropriate teaching and learning strategies and justify the choices.
• Evaluate and improve learning qualifications, lessons and materials on the basis of experience, classroom research, and an understanding of the knowledge base underpinning foundation phase teaching.

Associated Assessment Criteria for Exit Level Outcome 5

• Select and use a range of teaching and learning strategies appropriate to the intermediate phase.
• Create and convey appropriate expectations and support learners in their efforts to take initiative and accept responsibility for their own learning.
• Identify and assist learners with special needs and barriers to learning and development.
• Assess teaching and learning strategies used in particular contexts in terms of the extent to which the envisaged outcomes of the learning experience have been achieved.

Associated Assessment Criteria for Exit Level Outcome 6

• Create and maintain learning environments that are safe, sensitive to individual differences and conducive to learning.
• Resolve conflict situations within classrooms ethically and sensitively.
• Perform the range of administrative duties required for the effective management of learning environments.
• Support and nurture learning and development in diverse educational contexts.
• Evaluate, justify and, where necessary, adjust own actions in ways that show knowledge and understanding of management and administration.

Associated Assessment Criteria for Exit Level Outcome 7

• Select, adapt and/or design assessment tasks and strategies appropriate to foundation phase teaching and specific learning contexts.
• Use a range of inclusive and culturally sensitive assessment strategies appropriate to intermediate phase teaching.
• Systematically record and regularly report the progress of individual learners.
• Use assessment results to inform future teaching, learning and assessment strategies.

Associated Assessment Criteria for Exit Level Outcome 8

• Co-operate effectively, efficiently and amicably with others in institutional and community settings.
• Engage critically with a wide variety of stakeholders regarding issues that are specifically relevant to teaching and learning practices.
• Apply relevant policies and development plans to their own teaching.
• Participate in and organise curricular, cross-curricular and extra-curricular activities.

Associated Assessment Criteria for Exit Level Outcome 9

• Behave in ways that enhance the status of professional educators, ensure accountability and promote the establishment and maintenance of a culture of teaching and learning.
• Encourage, create and maintain a supportive and empowering environment for learners, parents, colleagues and the immediate school community.
• Formulate a personal teaching philosophy and critically reflect on own teaching philosophy and how it relates to teaching conduct.

Integrated Assessment

Assessment will be continuous (as per the Assessment Policy of the institution) and will be used in the following ways

• Formative assessment: students' performance is recognised, discussed with them (i.e. timeous feedback) and appropriate follow-up steps are planned.
• Diagnostic assessment: learning problems are identified and classified so that appropriate support may be offered to students.
• Summative assessment: the overall performance of a student is recorded, followed by feedback to the student.
• Evaluation: capturing and comparing students' performances with a view to using the information in curriculum development and evaluation of teaching and learning.