Bachelor of Education in Foundation Phase Teaching

Purpose

The purpose of this initial teacher education qualification is to promote access to higher education and to qualify learners to become Foundation Phase teachers.

The 4-year professional teaching qualification in Foundation Phase Teaching will develop Foundation Phase classroom teachers with the knowledge, skills and applied competencies identified as critical to enter the world of work as beginner teachers in order to teach learners from Grades R to 3. Specifically, qualification will provide learners with specialisation linked to this phase of teaching along with competences in subject matter knowledge, and the integration of all types of learning associated with the acquisition, integration and application of knowledge for teaching purposes within the South African context (DHET, 2011: 8).

This 4-year degree is structured in accordance with the new Minimum Requirements for Teacher Education Qualifications (February 2015). It is also aligned to the new HEQSF guidelines and will provide learners with the knowledge, skills and applied competencies identified to be critical for teaching at this level. Learners will be well-prepared with insight and skills that are both employable and relevant to further specialisation study in support of the principles of life-long learning.

Therefore, learners will be suitably prepared to move into their teaching career whereby they will be able to demonstrate basic competences of a beginner teacher (as laid out in the Minimum requirements for Teacher Education Qualifications, 2015): These include the following (DHET, 2011: 53). Thus newly qualified teachers will:

• Have a sound subject knowledge.
• How to teach their subject(s) and how to select, determine the sequence and pace content in accordance with both subject and learner needs.
• Know who their learners are and how they learn; they must understand their individual needs and tailor their teaching accordingly.
• Know how to communicate effectively in general, as well as in relation to their subject(s), in order to mediate learning.
• Have highly developed literacy, numeracy and Information Technology (IT) skills.
• Be knowledgeable about the school curriculum and be 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.
• Understand diversity in the South African context in order to teach in a manner that includes all learners. They must also be able to identify learning or social problems and work in partnership with professional service providers to address these.
• Be able to manage classrooms effectively across diverse contexts in order to ensure a conducive learning environment.
• Be able to assess learners in reliable and varied ways, as well as being able to use the results of assessment to improve teaching and learning.
• Have a positive work ethic, display appropriate values and conduct themselves in a manner that befits, enhances and develops the teaching profession.
• Be able to reflect critically, in theoretically informed ways and in conjunction with their professional community of colleagues on their own practice in order to constantly improve it and adapt it to evolving circumstances.

Rationale

The Bachelor of Education in Foundation Phase Teaching is intended as an initial professional qualification with specialisation linked to the Foundation Phase of teaching (Grades R to 3).

This qualification will provide learners with a thorough grounding in the key disciplines related to Foundation Phase teaching. This qualification is thus structured in such a way so as to ensure knowledge specialisation is linked with the Foundation Phase of teaching, while simultaneously developing practical skills and work integrated learning experiences in order to prepare beginner teachers for teaching in diverse contexts.

The design of this degree has been informed by the Department of Higher Education and Training (DHET) minimum requirements for teacher education qualifications (2015), coupled with the national drive to produce and increase the number of teachers, while also ensuring teachers are well-equipped for the classroom. This B.Ed degree seeks to provide a fundamental and comprehensive education underpinned by subject knowledge in the teaching of all three subjects (Language, Mathematics and Life Skills) in Grades 1 to 3 as well as enabling Foundation Phase teachers to prepare Grade R learners for formal learning. Alongside this, there is a focus on educational theory and methodology aligned with the requirements of a professionally qualified beginner teacher.

This Degree will qualify learners to work in schools to be able to teach at the Foundation Phase Level. The outcomes in the design of this qualification were identified as critical to drive a successful career in teaching the Foundational Phase.

This qualification has been designed to address specific skills shortages identified in teaching. The curriculum will address scarce and critical skills in Foundation Phase teaching aligning with DHET's minimum requirements for Teacher Education Qualifications. As such, the degree is designed to respond effectively to the teaching demands whilst maintaining the core nature of a Bachelor in Education, and to prepare learners to enrol into more specialised further studies at HEQSF Level 8.

Recognition of Prior Learning (RPL)

Learners can achieve this qualification in part through Recognition of Prior Learning. The institution`s RPL Policy (IIE010) and it`s Academic Credit and Qualification Completion Policy (IIE004) guide this process. Skills, knowledge and experience in respect of competence acquired through formal and non-formal learning are assessed. All RPL submissions are managed by an academic committee under the supervision of the Academic Manager and Registrar.

Entry Requirements

Admission Requirements

• A National Senior Certificate (NSC) granting access to Degree studies.

Or

• A NC(V) granting access to Degree studies.

Or

• A Senior Certificate (SC) with endorsement.

Or

• An Advanced Certificate.

Or

• A 240 or 360 Credit Diploma.

Or

• An Advanced Diploma in a cognate discipline.

Or

• A learner who did not achieve Degree entry in the NSC/NC (V) and who has obtained a registered and accredited Higher Certificate in an appropriate field may also be allowed access to an appropriate Bachelor's Degree.

This qualification comprises compulsory modules at NQF Levels 5, 6 and 7 and electives at Levels 5 and 6, totalling 482 Credits.

Compulsory Modules at NQF Level 5, 96 Credits.

• Academic Literacy, 5 Credits.
• English for Education 1A, 6 Credits.
• First Additional Language: Afrikaans for Education A, 6 Credits.
• Psychology 1A, 12 Credits.
• Teaching FP Life Skills: Movement Grade R, 6 Credits.
• Teaching FP Life Skills: Early Childhood Art, 6 Credits.
• Introduction to Personal Computing, 5 Credits.
• Psychology 1B, 12 Credits.
• Teaching FP English First and First Additional Language 1A (Children's Literature), 6 Credits.
• Teaching FP English First and First Additional Language 1B (Emergent Language), 6 Credits.
• Teaching FP Mathematics 1 (Emergent Mathematics, 6 Credits.
• Teaching Experience 1, 8 Credits.

Electives Modules at NQF Level 5

Learners must select one module

• Communicative Languages: Xhosa 1, 12 Credits.
• Communicative Languages: Zulu 1, 12 Credits.
• Communicative Languages: Sotho 1, 12 Credits.

Compulsory Modules at NQF Level 6, 178 Credits.

• Early Childhood Teaching and Learning Environment, 12 Credits.
• English for Education 1B, 6 Credits.
• First Additional Language: Afrikaans for Education 1B, 6 Credits.
• Child development and Learning Theories, 12 Credits.
• Teaching FP English First and First Additional Language 2 (Reading and Phonics), 12 Credits.
• Teaching FP Life Skills: Beginning Knowledge - NS and Tech, 10 Credits.
• Teaching FP Mathematics 2A (Number, Operations and Relationships), 12 Credits.
• ICT integration into the Classroom, 12 Credits.
• Teaching FP Mathematics 2B (Patterns, Functions and Algebra), 12 Credits.
• Teaching FP Life Skills: Beginning Knowledge SS, 10 Credits.
• Teaching FP Handwriting, 6 Credits.
• Teaching Experience 2, 12 Credits.
• Teaching FP Mathematics 3A (Shape and Space), 12 Credits.
• Teaching FP First Additional Language: Afrikaans A, 12 Credits.
• Teaching FP Life Skills: Physical Education, 10 Credits.
• Teaching FP Life Skills: Personal and Social well-being, 10 Credits.

Electives Modules at NQF Level 6

Learners must select one module

• Teaching FP Life Skills: Performing Arts - Music, 12 Credits.
• Teaching FP Life Skills: Performing Arts - Drama, 12 Credits.

Compulsory Modules at NQF Level 7, 208 Credits.

• Inclusive Education A, 12 Credits.
• Inclusive Education B, 12 Credits.
• Multi-cultural education, 12 Credits.
• Professional Ethics, 12 Credits.
• Teaching FP English First and First Additional Language 3 (Writing & integration of all skills and content areas), 12 Credits.
• Social Education, 12 Credits.
• Assessment in the Foundation Phase Classroom, 12 Credits.
• Teaching FP Mathematics 3B (Measurement and Data Handling, Integration skills and content areas), 12 Credits.
• Teaching FP First Additional Language: Afrikaans B, 12 Credits.
• Teaching Experience 3, 12 Credits.
• Foundations of Education, 12 Credits.
• Special Study in Development or Learning in the Foundation Phase A, 10 Credits.
• The Reflective Practitioner A, 10 Credits.
• Special Study in Development or Learning in the Foundation Phase B, 10 Credits.
• Educational Management, 12 Credits.
• The Reflective Practitioner B, 10 Credits.
• Problem Solving and Creativity with FP Children, 12 Credits.
• Teaching Experience 4, 12 Credits.

1. Demonstrate an understanding of the key concepts in assessment and measurement in a range of educational contexts and curricular areas.
2. An understanding of theories, principles and expectations relating to child development, learning and motivation and how that information is applied to classroom teaching, with a focus on early childhood through adolescence.
3. Develop effective communicative skills by being able to initiate and sustain conversations through various mediums, with confidence and expressiveness in Xhosa, Zulu or Sotho.
4. Have an insight into the aims of early education; the informal teaching approach, the daily programme, play opportunities and evaluation in early childhood education.
5. Equipped with relevant leadership and management skills, educators will motivate other educators as well as learners to develop excellence within the South African school systems by addressing current school management issues, including aspects such as gender equity, community involvement, multicultural education as well as the management of information and time by using holistic and current theories and practices.
6. Understanding of basic terms, contested understandings and concepts of the study of inclusive education as well as an understanding of international and national policies and the historical development thereof.

Assessment Criteria for Exit Level Outcome 1

• The difference between formative and summative assessments is explained.
• A range of assessment techniques is utilised and its appropriateness for different learning areas is evaluated.
• Knowledge of the informal assessment techniques required in Grade R is described.
• Knowledge of the informal daily assessment and the formal assessment process in Grades 1 - 3 is described.
• The purpose of assessment in early childhood teaching is explained.
• The moderation process is understood and true and trustworthy assessments are implemented.
• The assessment process, ways of assessing the young child, recording and interpretation of assessment is described.
• Evidence of how assessment will inform further planning is shown.

Assessment Criteria for Exit Level Outcome 2

• Developmental characteristics and theories of child development between birth and adolescence is identified and evaluated.
• Significant concepts, processes and issues in the development of children's learning are identified.
• An understanding of learning and thinking theories is developed and the impact upon the teaching and learning situation is explained.
• The knowledge acquired is applied in situations where they work with children in this developmental phase.

Assessment Criteria for Exit Level Outcome 3

• The language and understanding of concepts and vocabulary related to Xhosa/Zulu/Sotho grammar is used.
• Understanding of the language by appropriately responding and sustaining conversations is demonstrated.
• An awareness of the Xhosa/Zulu/Sotho Culture and History is demonstrated.
• The differences with Xhosa/Zulu/Sotho Culture and other cultures in South Africa is explained.
• An understanding of sounds, words and grammar of the language to create and interpret texts is discussed.

Assessment Criteria for Exit Level Outcome 4

• The importance, purpose and outcomes of early childhood education are discussed.
• General developmentally appropriate teaching practice principles and theory in the classroom situation is Applied.
• Developmentally appropriate teaching programmes taking the development of the whole child into account are Planned and managed.
• The importance of play in the daily programme is understood, and opportunities for play in the classroom and outdoors are planned.
• The multicultural nature of South African education is discussed.
• Awareness of barriers to learning is understood and content is adapted to suit the needs of the learner.

Assessment Criteria for Exit Level Outcome 5

• The factors that influence the field of educational management on a macro- as well as micro level are clearly differentiated.
• Factors that influence schools from different economic and cultural backgrounds are compared and discussed.
• Strategies that will lead to harmonious relations between all stakeholders within a school system are developed and applied by utilising different theories of motivation.
• The factors influencing the organisational climate within an educational institution is explained and evaluated.
• The socio-economic and political factors which influences the development of excellence within the school system is discussed.
• Strategies that address the current management issues within the South African School context are communicated and implemented.

Assessment Criteria for Exit Level Outcome 6

• The current debates in the field of inclusion, both internationally and nationally are critically engaged with.
• Psychological theory is applied to given scenarios of behaviour.
• Current educational perspectives of what learning support is against the varied definitions presented by peers and literature are evaluated.
• The various learning support strategies that can be implemented and their constraints are evaluated.
• Been exposed to the different learning theories which they are also able to link to the Psychology modules.
• The different learning theories pertaining to the advantages and disadvantages of each theory in a given discipline are compared and discussed.
• A unique understanding of the different forms of assessment (such as the SIAS strategy) is developed.
• The current paradigm shift in educational philosophy that is needed before being able to fully embrace inclusion is implemented in context of diverse classrooms.
• Knowledge about the challenges inherent in implementing successful inclusion pertaining to the learning area or barrier to learning is constructed.
• Developed skills to enable them to promote the move towards inclusionary practices in schools.

Integrated Assessment

Formative assessment

Learning and assessment are integrated. Continual formative assessment is required so that learners are given feedback on their progress in the achievement of learning outcomes. The scheme of work includes assignments based on the learning material and learners are given feedback. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes.

Summative assessment

Summative assessment is concerned with the judgement of the learning in relation to the Exit Level Outcomes of the qualification. Such judgement must include integrated assessments which test the learner's ability to integrate the larger body of knowledge, skills and attitudes that are represented by the Exit Level Outcomes as a whole. Examinations, projects, reports or equivalent assessments, such as a portfolio of evidence, assess a representative selection of the outcomes practised and assessed. Summative assessment also tests the learner's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module.

Furthermore, school-based WIL, including supervised and assessed teaching practice, will constitute an essential part of the Bachelor of Education qualification. Teachers will spend a minimum of 20 weeks and a maximum of 32 weeks in formally supervised and assessed school-based practices over the four-year duration of the Degree.