Bachelor of Education in Foundation Phase Teaching

Purpose

The purpose of the Bachelor of Education in Foundation Phase Teaching qualification is

• To provide FP teachers with the constructs, concepts and procedures inherent in what should be taught in the Foundation Phase (FP).
• To train well-grounded and competent FP teachers who will have adequate knowledge and skills to facilitate learners' epistemological access to Literacy, Numeracy and Life Skills which are the fundamental components of the FP curriculum, and who will be able to teach in the learners' home languages.
• To expose FP teachers to diverse and inclusive learning environments in order to understand the complexities and dynamics of teaching in the South African context.
• To develop FP teachers' theoretical foundations and research scholarship through orientations to research in FP classrooms. Research will challenge them to go beyond the theory into researching their own practices as prospective teachers, and prepare them for Postgraduate studies in various areas within early childhood education (e.g. BEd Hons).

The FP teachers will be placed in schools for at least seven to ten weeks, with supervised teaching practice in the third and fourth years of study. They will be supervised by mentor teachers in the first two years of study and by mentors and university lecturers in the third and fourth years of study.

Furthermore, the Academic Literacy module will enable teachers to develop their academic literacy skills in order to cope with academic tasks. This module will also provide teachers with ICT skills so that they can utilise the ICT for academic purposes and for their teaching in the FP.

Rationale

The rationale driving the faculty's decision to embark upon the conceptualisation and design of a Bachelor of Education in Foundation Phase Teaching (BEd FP) was influenced by the results from the late Professor Morrow's monitoring of enrolments in teacher education which indicated that the demand outstripped the supply of teachers. One compelling result was the virtual non-supply of teachers for the Foundation Phase (FP) and a near crisis situation for the supply of teachers to teach in the primary language of the learners in the FP, namely an African language.

Currently, 13 of the 23 Higher Education Institutions (HEIs) offer a Bachelor of Education (BEd) Degree specialising in the Foundation Phase (FP). The Departments of Basic Education (DBE) and Higher Education and Training (DHET) have both identified a serious gap in the number of FP teachers, particularly with regard to their ability to teach in African languages in the FP. To address this shortage, the DHET obtained funding from the European Union (EU) to increase the number of institutions offering the BEd (FP) to 18. Since 2011, the institution has been involved in a consortium with of universities in developing a BEd (FP) qualification.

Recognition of Prior Learning (RPL)

Access to the Bachelor of Education in Foundation Phase BEd (FP) qualification can also be provided in terms of the university's RPL policy and its admission criteria stipulated by Senate. In the RPL process learners have to undergo a Portfolio Development Course (PDC) to support their admission. The PDC will focus on written submission explaining the reasons for the candidates' interest in BEd (FP) as an adjunct to their existing professional competencies and qualifications.

Entry Requirements

To be able to gain access to the Bachelor of Education in Foundation Phase Teaching applicants should be in possession of a:

• National Senior Certificate (NSC) with admission for Degree purposes.

Or

• Senior Certificate (SC) with endorsement.

This qualification comprises of 22 Compulsory modules at NQF Levels 5, 6 and 7, totalling 480 Credits.

Compulsory Modules, NQF Level 5, 120 Credits

• Practical Learning 111, 15 Credits.
• Language Development for Literacy Enrichment, 15 Credits.
• Foundation Phase Mathematics 111, 15 Credits.
• Life Skills 111, 15 Credits.
• Child Development 111, 15 Credits.
• Academic Literacy, 15 Credits.
• Becoming a Foundation Phase teacher, 15 Credits.
• Second Additional Language (Afrikaans or Xhosa), 15 Credits.

Compulsory Modules, NQF Level 6, 120 Credits

• Practical Learning 211, 20 Credits.
• Early Literacy Development, 20 Credits.
• Foundation Phase Mathematics 211, 20 Credits.
• Life Skills 211, 20 Credits.
• Child Development 211, 20 Credits.
• Pedagogy for the young, 20 Credits.

Compulsory Modules, NQF Level 7, 240 Credits

• Practical Learning 311, 30 Credits.
• Teaching Reading and Writing 311, 30 Credits.
• Foundation Phase Mathematics 311, 30 Credits.
• Inclusive Education, 30 Credits.
• Practical Learning 411, 30 Credits.
• Teaching Reading and Writing 411, 30 Credits.
• Foundation Phase Mathematics 411, 30 Credits.
• Introduction to Educational Research, 30 Credits.

1. Acquire adequate knowledge and skills to facilitate FP teachers' epistemological access to Literacy, Numeracy and Life Skills which are the fundamental components of the Foundation Phase (FP) curriculum.
2. Be exposed to diverse and inclusive learning environments in order to understand the complexities and dynamics of teaching in the South African context.
3. Conduct research and develop theoretical foundations for orientations in FP classrooms.

Associated Assessment Criteria for Exit Level Outcome 1

• FP teachers ' are taught in their home languages.
• A well-rounded teacher with deep subject content and pedagogical knowledge is developed, particularly in the key subjects of the Foundation Phase (FP), namely Literacy, Numeracy and Lifeskills.
• An understanding of the notion of child development in the cognitive, emotional, social and psycho-motor domains is applied when teaching.
• Literature on various theories relevant to literacy, numeracy and life skills teaching is understood and critically engaged with.
• The constructs, concepts and procedures are integrated and applied in order to teach in the Foundation.

Associated Assessment Criteria for Exit Level Outcome 2

• FP teachers are empowered with practical skills in different areas of the curriculum e.g. designing and preparing lessons, developing materials for the Foundation Phase (FP) classroom, designing FP learning programmes and teaching and assessing lessons in the FP, and reflecting on them.
• Participation in group's experiences is shared and information is exchanged, and also confidence is gained.
• Micro teaching in the key areas of FP (Literacy, Numeracy and Lifeskills) is conducted.
• Understanding of their work and their ability to apply it in different settings is evaluated e.g. presentations to peers and micro teaching, as well as supervised teaching practice in the FP classrooms.
• Communication skills are strengthened and their sense of independence is developed.

Associated Assessment Criteria for Exit Level Outcome 3

• Research in the Foundation Phase (FP) classrooms based on one of the FP subjects is conducted in order to apply theoretical and practical knowledge.
• Theories of development and learning in the FP classroom are examined, critically analysed and applied in the teaching and learning of literacy, numeracy and life skills in the Foundation Phase.
• FP teachers are challenged to go beyond the theory into researching their own practices as prospective teachers in preparation for postgraduate studies in various areas within early childhood education.

Integrated Assessment

Activities will aim at assessing the learners' level of understanding and the extent to which they can apply, analyse, critique and evaluate knowledge as prospective teachers. Written assignments will expose learners to academic writing. In the fourth year, learners will be required to conduct research in the FP classrooms based on one of the FP subjects in order to apply theoretical and practical knowledge.

FP teachers will be placed in schools for observation of experienced teachers in the first two years of their study. During this period, they will be required to provide assistance in Grades R and 1. The learners will be placed in schools for at least seven to ten weeks, with supervised teaching practice in the third and fourth years of study. They will be supervised by mentor teachers in the first two years of study and by mentors and university lecturers in the third and fourth years of study. FP teachers will be assessed on their practice in the FP with set criteria such as the quality of their preparation, their subject content knowledge, how they interact with learners, the quality and use of teaching resources, the quality of assessment activities, their ability to challenge learners' critical thinking, how they manage classrooms and their ability to reflect on their lessons.

Formative and summative assessment

Formative assessment will be continuous, with regular feedback from tutors and lecturers. It will include classwork, tests, assignments (individual and group), presentations, projects and micro teaching. These activities will be marked by individual lecturers and will be given different weightings (e.g. 10%) as part of Formative Assessment. Feedback will be provided to FP teachers to enable them to see their performance and make improvements where necessary.

It will be in the form of examinations which are usually written in May/June and in October/November of each year. This form of assessment will cover the work done in and determine learners' progression from one level to the other.