Bachelor of Education in Foundation Phase Teaching

Purpose

The purpose of the qualification is to develop quality Foundation Phase teachers who are well-equipped to teach in a diversity of schools, especially those in the Eastern Cape. The intended outcomes are to develop in learners:

• Understanding of pedagogical praxis that is inclusive and values diversity, and prepares learners for living in multicultural and multilingual contexts.
• Knowledge and understanding of key terms, concepts, facts, principles, rules and theories related to foundation phase teaching and how to apply the knowledge to enable effective teaching strategies and methods consonant with the foundation phase context.
• Professional verbal, nonverbal and written communication practices in a variety of professional and interpersonal contexts.
• Ability to organise, manage and teach a class at foundation phase level effectively and ethically.
• Leadership skills to build a shared vision for effective teaching and learning that positively impacts all stakeholders within a given educational community.
• Knowledge and insight into the development and learning of the young child and reflection on personal beliefs and assumptions on the images of young children.
• The ability to monitor his/her own learning progress and apply relevant learning strategies to realise all the outcomes of this qualification.

The curriculum has been designed to provide many opportunities to be experienced, reflected upon and to acquire the practical and theoretical knowledge, the skills and dispositions as outlined above. Assessment is designed to provide the necessary feedback and opportunities for ongoing learning.

Rationale

One of the greatest challenges facing the South African education system is the production of sufficient qualified, competent teachers, who can provide quality teaching for all school subjects and phases. Whether South Africa is able to meet this critical challenge is a question that motivated the development of the qualification. The Department of Basic Education is committed to providing quality education to all learners. The Bachelor Education in Foundation Phase Teaching (BEd FP Teaching) is an initial teaching qualification designed to produce capable, well-educated teachers with a strong sense of self. Successful learning and teaching depends on learners having confidence in themselves and in their knowledge and abilities, the resilience and self-reliance to overcome difficulties and the capacity for critical reflection to enable them to introspect and learn from experience. Living in a multilingual society, learners also need confidence in their ability to speak and teach at least two languages. These capacities are essential if Bachelor of Education (Foundation Phase Teaching) learners are to become caring, competent and creative teachers.

The qualification has two different modes of delivery, which provide different routes to a professional qualification of teachers, in this way catering for both recent school leavers, who are able to study full time, and for people who are currently working as underqualified teachers and who will need to study part time.

Recognition of Prior Learning (RPL)

This is a teacher education qualification with set professional entrance requirements. Applicants who do not meet the admission criteria as stipulated, but who can demonstrate experiential or work-based learning at an equivalent level may be considered for RPL provided a proper assessment of the prior learning has been conducted. The process will be implemented in strict adherence to the relevant University RPL Policy.

Entry Requirements

There are four access routes into the qualification

• Senior Certificate (SC) with endorsement.

Or

• National Senior Certificate (NSC) passed with Bachelors' Degree admission.

Or

• National Certificate Vocational (NCV) at NQF Level 4.

Or

• Learners who are in possession of a recognised Certificate or Diploma in education or another relevant field, may also present their qualifications for entry into this Bachelor of Education with a possibility of transfer of credits, for cognate previous studies.

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

Compulsory Modules at NQF Level 5, 60 Credits

• Education and Professional Studies 1A, 25 Credits.
• Education and Professional Studies 1B, 25 Credits.
• Understanding the Social and Physical World 1, 10 Credits.

Compulsory Modules at NQF Level 6, 210 Credits

• Teaching Practice 1, 10 Credits.
• Education and Professional Studies 2, 10 Credits.
• Foundation Phase Studies 1: Languages-Afrikaans or isiXhosa (FAL), 5 Credits.
• Foundation Phase Studies 1: Languages-English FAL, 10 Credits.
• Foundation Phase Studies 1: Languages-English or isiXhosa Home Language, 10 Credits.
• Foundation Phase Studies 1: Life Skills, 10 Credits.
• Foundation Phase Studies 1: Mathematics, 10 Credits.
• Performance and Multimodalities 1A: Art, 5 Credits.
• Performance and Multimodalities 1B: Physical Education and Movement, 10 Credits
• Teaching Practice 1B, 15 Credits.
• Understanding the Social and Physical World 2, 15 credits.
• Education and Professional Studies 2, 10 Credits.
• Foundation Phase Studies 2: Languages-Afrikaans or isiXhosa (FAL), 5 Credits.
• Foundation Phase Studies 2: Languages-English FAL, 10 Credits.
• Foundation Phase Studies 2: Languages-English or isiXhosa Home Language, 10 Credits.
• Foundation Phase Studies 2: Life Skills, 10 Credits.
• Foundation Phase Studies 2: Mathematics, 10 Credits.
• Performance and Multimodalities 2A: Music, dance and drama, 10 Credits.
• Performance and Multimodalities 2B: Physical education, 5 Credits.
• Teaching Practice 2, 15 Credits.
• Understanding the Social and Physical World 3, 15 Credits.

Compulsory Modules at NQF Level 7, 150 Credits

• Education and Professional Studies 3, 30 Credits.
• Foundation Phase Studies 3: Languages-Afrikaans or isiXhosa (FAL), 12 Credits.
• Foundation Phase Studies 3: Languages-English FAL, 14 Credits.
• Foundation Phase Studies 3: Languages-English of isiXhosa Home language, 14 Credits.
• Foundation Phase Studies 3: Life Skills, 12 Credits.
• Foundation Phase Studies 3: Mathematics, 14 Credits.
• Teaching Practice 3, 24 Credits.
• Education and Professional Studies 2, 30 Credits.

Optional Modules at NQF Level 5 (Select two different languages), 60 Credits

• Afrikaans 1, 30 Credits.
• Afrikaans 1P, 30 Credits.
• English 1, 30 Credits.
• English 1A, 30 Credits.
• English Language and Linguistics 1, 30 Credits.
• isiXhosa 1 (Mother-tongue), 30 Credits.
• isiXhosa 1 (Non-mother tongue), 30 Credits.

Optional Modules at NQF Level 6 (Select two different languages), 60 Credits

• Afrikaans en Nederlands 2, 30 Credits.
• isiXhosa 2 (Mother-tongue), 30 Credits.
• isiXhosa 2 (Non-mother tongue), 30 Credits.
• English 2, 30 Credits.
• English Language and Linguistics 2, 30 Credits.

1. Demonstrate an understanding of pedagogical praxis that is inclusive and values diversity, and prepares learners for living in multicultural and multilingual contexts.
2. Detailed knowledge and understanding of key terms, concepts, facts, principles, rules and theories related to foundation phase teaching and how to apply the knowledge to enable effective teaching strategies and methods consonant with the foundation phase context.
3. Demonstrate professional verbal, nonverbal and written communication practices in a variety of professional and interpersonal contexts.
4. Organise, manage and teach a class at foundation phase level effectively and ethically.
5. Demonstrate leadership skills to build a shared vision for effective teaching and learning that positively impacts all stakeholders within a given educational community.
6. Demonstrate knowledge and insight into the development and learning of the young child and reflection on personal beliefs and assumptions on the images of young children.
7. The ability to monitor his/her own learning progress and apply relevant learning strategies to realise all the outcomes of this qualification.

Associated Assessment Criteria for Exit Level Outcome 1

• Acting in ways that honour multiple perspectives and affirming the dignity and respect of all individuals internal and external to the learning environment is demonstrated.
• Learners are treated equitably and their individual differences are recognised.
• Learners' practices are distinguished from another based on observation and knowledge of their interests, abilities, skills, knowledge, family circumstances, and peer relationships is adjusted.

Associated Assessment Criteria for Exit Level Outcome 2

• Terms, concepts, facts, principles, rules and theories related to foundation phase teaching are discussed and applied to enable effective teaching and learning strategies and methods in the foundation phase classroom.
• Knowledge of a classroom situation when doing practical and situational teaching is applied.
• The origin and content of the different schools of thought in the field of foundation phase teaching is discussed.
• The different schools of thought in the field of foundation phase teaching is compared and evaluated.

Associated Assessment Criteria for Exit level Outcome 3

• Speaking skills to articulate and present information related to school issues, community issues and research is effectively used.
• Writing skills to complete academic assignments and providing feedback to parents is used.
• Listening effectively during conversations and interactions with learners, and other relevant stakeholders to decipher meaning, including knowledge, values, attitudes and intentions is demonstrated.
• Arguing effectively for a particular alternative or idea is demonstrated.
• The impact and application for intellectual property conventions and rules applicable to plagiarism, both in written and verbal format is acknowledged.

Associated Assessment Criteria for Exit Level Outcome 4

• Effective and professional communication with relevant stakeholders within the school context is applied.
• The important principles of effective communication in developmental stages of learners at this level are identified and applied.
• Learning content, strategies, problems and possible solutions in the foundation phase classroom, with learners and other relevant stakeholders is discussed in the school.
• Individual abilities of learners and their diverse needs at this level are considered when developing teaching material to be used in class.

Associated Assessment Criteria for Exit Level Outcome 5

• Ownership in planning, implementing and evaluating service learning experiences with mentor guidance is taken.
• Interpersonal and problem-solving skills to influence and guide others toward a goal are used.
• Inspiration of others to reach their very best via example and selflessness is demonstrated.

Associated assessment Criteria for Exit Level Outcome 6

• Theories on child development and learning (0-9 years) are understood and applied.
• The child's psychosocial and socio-political context of development is taken into account when teaching.
• With regard to barriers to learning and inclusive approach to identification of learning problems and screenings is adopted.
• The challenges that foundation phase education face in South Africa in different educational contexts are identified.
• The challenges teachers face when teaching in an environment of HIV/AIDS and poverty is discussed.
• Possible solutions for the identified challenges is discussed and evaluated.

Associated Assessment Criteria for Exit Level Outcome 7

• The effectiveness of their own learning strategies is evaluated.
• Different strategies to improve their learning in order to realise the outcomes are developed.

Integrated Assessment

Official procedures relevant to assessment are set out in the Institution's calendar in both the general and faculty rules. To facilitate the writing of examinations, a number of important points of practice are formalised together with a list of rules and information for learners.

Description of the number and types of tests / assignments / projects / case studies

Learners do academic, academic literacy, research and practical assignments. They write at least 4 formal assignments for each course. They are provided with explicit assessment criteria. They also create and present a professional portfolio and give presentations.

Formative and summative assessment

Formative assessment is provided for all the above forms of assessment. Summative assessment is also provided in the form of marks justified in terms of the assessment criteria. Informal presentations are peer and lecturer formatively assessed. Learners are encouraged to assess their own performance on presentations and assignments. The culminating summative assessment is the end-of-year examination.

Internal and external moderation/examination

There is an end-of-year examination for all modules, which is both internally and externally moderated. The appointment of external examiners must be formally approved by the Faculty.