Bachelor of Education in Foundation Phase Teaching

Purpose

The purpose of this qualification is to provide learners with the relevant integrated knowledge and skill in foundation phase teaching that will enable them to demonstrate applied competence, commitment and responsibility as academically and professionally qualified foundation phase teachers. This qualification also aims to create learning spaces outside the classroom where learners of different races, genders, culture and language will be challenged to work collaboratively and interdependently across various school contexts.

Upon qualifying the learner will be able to

• Demonstrate understanding of education system, knowledge of the context of education and attributes such as passion, integrity and commitment in enhancing education as a profession.
• Demonstrate appropriate pedagogical content knowledge and conversational language.
• Demonstrate a practical understanding of teaching and learning for the foundation phase in relation to theory and practice.

Rationale

The Bachelor of Education in Foundation Phase Teaching qualification is designed to provide learners with the insight, skills and enhanced appropriate attitude and values regarding teaching at foundation phase level. This qualification is based on the national imperative to revise and re-design teacher education offerings in order to adhere to the nationally developed policy. The findings on research conducted by the Children's Gauge in 2009, show that teachers at foundation phase level lack sufficient conceptual understanding on the implementation of the Numeracy Learning Programme at foundation phase level.

The following types of knowledge underpin this curriculum

• Subject content knowledge which is the conceptualised factual knowledge of a specific subject that teachers need in order to demonstrate a high level of subject competence.
• Curriculum knowledge which displays the full range of other modules in the qualification that sustains the teaching of a particular subject at a specific level.
• Pedagogical knowledge which refers to, for example, the knowledge of the child, learning, inclusiveness and curriculum.

The acquisition and integration of the above knowledge results in Pedagogical Content Knowledge (PCK) to enhance the knowledge in teachers, ultimately empowering them to teach their specific subject(s)/phase. PCK is concerned with the dimensions of subject matter for teaching by connecting the content of a subject with its teach-ability. Knowledge of this kind empowers teachers to explain a subject comprehensibly to their learners. PCK is the kind of knowledge that contributes to the professionalisation of teaching (Shulman 1986).

Recognition of Prior Learning (RPL)

The structure of this qualification makes RPL possible. The qualification may therefore be achieved in part or completely through the RPL, which includes formal, informal and non-formal learning and work experience.

Each learner will be considered according to the institution's RPL policy and guidelines. The learner will be thoroughly briefed on the mechanism to be used and the appropriate support/guidance will be provided. The process will provide the learner with an opportunity to demonstrate competence in the relevant learning areas/outcomes and will not prevent him/her from taking up the RPL option towards attempting to gain a qualification.

If the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits will be assigned to him/her. RPL will be achieved by means of an appropriate integrated assessment method as mentioned above.

This RPL may allow a successful learner

• Accelerated access to further learning at this or higher levels on the NQF.
• Obtaining of this qualification in part or in whole.

Entry Requirements

The minimum admission requirement for this qualification is the National Senior Certificate granting access to Degree studies or the Senior Certificate with endorsement.

This qualification comprises of modules at NQF Levels 5, 6, and 7 totalling 544 Credits.

NQF Level 5 Modules

• General Academic Skills for Teachers, 16 Credits.
• Sesotho Conversational Language 1, 8 Credits.
• Sesotho Conversational Language 2, 8 Credits.
• isiZulu Conversational Language 1, 8 Credits.
• Sign Conversational Language 1, 8 Credits.
• Sign Conversational Language 2, 8 Credits.
• isiZulu Conversational Language 2, 8 Credits.
• Teaching Practice 1, 8 Credits.

NQF Level 6 Modules

• UFS101, 16 Credits.
• The individual in Education Context, 12 Credits.
• Theoretical perceptions and significance for SA education, 12 Credits.
• General Pedagogy I in Early Childhood Development and Learning (0-9), 12 Credits.
• Life Skills 1, 16 Credits.
• Life Skills 2, 16 Credits.
• Numbers, Operations, Relationships, 16 Credits.
• Algebra, Geometry, Measurement and Statistics, 16 Credits.
• Mathematics Teaching 1, 16 Credits.
• Life Skills Teaching 1, 16 Credits.
• Teaching Practice 2, at NQF level 6, 8 Credits.
• Teaching Practice 3, at NQF level 6, 24 Credits.

NQF Level 7 Modules

• Teaching and learning in Education Context, 16 Credits.
• Human Relationships in Education Context, 16 Credits.
• Systems in Education Context, 16 Credits.
• Contemporary Education Theory in Current Social Context, 16 Credits.
• Learning in an Inclusive Environment, 12 Credits.
• Teaching and Learning in the Foundation Phase, 12 Credits.
• Reception year studies, 16 Credits.
• Foundations in Early Childhood Education (Birth to four), 16 Credits.
• Mathematics Teaching 2, 20 Credits.
• Life Skills Teaching 2, 20 Credits.
• Teaching Practice 4, 40 Credits.

Elective Modules

NQF Level 6 Modules

• English (Home Language).

> Module 1, 16 Credits.

> Module 2, 16 credits.

• English (Additional Language).

> Module 1, 16 Credits.

> Module 2, 16 Credits.

• Afrikaans (Home Language)

> Module 1, 16 Credits.

> Module 2, 16 Credits.

• Afrikaans (Additional Language).

> Module 1, 16 Credits.

> Module 2, 16 Credits.

• Sesotho (Home Language).

> Module 1, 16 Credits.

> Module 2, 16 Credits.

• Sesotho (Additional Language).

> Module 1, 16 Credits.

> Module 2, 16 Credits.

• isiZulu (Home language).

> Module 1, 16 Credits.

> Module 2, 16 Credits.

• Content: isiZulu (Additional Language).

> Module 1, 16 Credits.

> Module 2, 16 Credits.

• English Teaching 1 (Home Language), 16 Credits.
• English Teaching 1 (Additional Language), 16 Credits.
• Afrikaans Teaching 1 (Home Language), 16 Credits.
• Afrikaans Teaching 1 (Additional Language), 16 Credits.
• Sesotho Teaching 1 (Home Language), 16 Credits.
• Sesotho Teaching 1 (Additional Language), 16 Credits.
• isiZulu Teaching 1 (Home Language), 16 Credits.
• isiZulu Teaching 1 (Additional Language), 16 Credits.

NQF Level 7 Modules

• English Teaching 2 (Home Language), 20 Credits.
• English Teaching 2 (Additional Language), 20 Credits.
• Afrikaans Teaching 2 (Home Language)), 20 Credits.
• Afrikaans Teaching 2 (Additional Language), 20 Credits.
• Sesotho Teaching 2 (Home Language), 20 Credits.
• Sesotho Teaching 2 (Additional Language), 20 Credits.
• isiZulu Teaching 2 (Home Language), 20 Credits.
• isiZulu Teaching 2 (Additional Language), 20 Credits.

1. Demonstrate a practical understanding of teaching and learning for the foundation phase in relation to theory and practice.
2. Demonstrate appropriate pedagogical content knowledge and conversational language.
3. Demonstrate understanding of education system, knowledge of the context of education and attributes such as passion, integrity and commitment in enhancing education as a profession.

Associated Assessment Criteria for Exit Level Outcome 1

• Areas where learning is required are identified.
• Most suitable situation/environment for learning is constructed.
• Learning is facilitated within diverse educational contexts which have implications for children.
• Work with colleagues, learners and community in an inter-dependent way and provide leadership is encouraged.
• Change in the curriculum for early education, the broader education context and society is acted upon and contributed to.

Associated Assessment Criteria for Exit Level Outcome 2

• Learning programmes are interpreted and adapted to and original learning programmes are designed and managed.
• Knowledge of concepts, principles and procedures relevant to foundation phase are demonstrated.
• Principles and practice of effective teaching and learning are demonstrated.
• Use of language skills are demonstrated clearly and accurately.

Associated Assessment Criteria for Exit Level Outcome 3

• Subject competence is transformed into conceptual learning experiences.
• Professional practise based on an integrated knowledge base is reflected on.
• Reflective critical disposition towards the history of the education context of the diverse communities is demonstrated.
• A high level of work ethics is maintained with integrity.

Integrated Assessment

Integrated assessment is in line with the overall purpose of the qualification and gives an opportunity to each learner to demonstrate their achievement holistically across the exit level outcomes. Each module has a specific assessment strategy that complies with the institution's rules and policies regarding assessment and examination. The educator's competence in the modules will be assessed through assignments, tests and examinations or tasks equivalent to examinations. The type of assessment will however, depends on the nature of the module and/or on the lecturers involved in the module. Continuous assessment activities will include tests, assignments, projects, lesson presentations, posters, and presentations, critique of lessons, group assignments, portfolios and practical work.

Formative Assessment

Formative assessment is an important component of the qualification and will be used for developmental purposes. Detailed feedback will be given to learners and opportunities will be scheduled for special tutorials to address indicated deficiencies in the learners' performance. Formative assessment items vary and include tests (during contact sessions or online); assignments; group assignments; projects; presentations and critique of lessons as mentioned above.

Summative Assessment

Through summative assessment the overall performance of the learners will be recorded, and this will also be followed up with feedback to the learners. Summative assessment is in the form of semester examinations, but in the case of the optional modules, summative assessment will be in the form of assignments. However, some of the core modules will only be formatively assessed. Examinations will be written at outside centres and have to comply with all institutional rules on examinations.