Bachelor of Education in Foundation Phase Teaching

Purpose

The purpose of the Bachelor of Education in Foundation Phase Teaching Degree is to provide a well-rounded education that equips graduates with the required subject content knowledge base, educational theory and methodology that will enable them to demonstrate competence and responsibility as academically and professionally qualified beginner teachers able to teach from Grade R to 3. It also offers initial professional preparation for graduates who wish to develop focused knowledge and skills as classroom teachers in the Foundation Phase. For this purpose, the qualification offers a specific depth and specialisation of knowledge, together with practical skills and workplace experience to enable successful teachers to enter into teaching and apply their learning as beginner teachers in schools in varying contexts. The qualification provides intellectual independence and the development of some research competence in the field of education related to learning and teaching.

This qualification aims to develop teachers who can act ethically and professionally, who can make decisions and act on it, draw on appropriate ethical values within their personal and professional contexts. Teachers will be able to demonstrate integrated knowledge of the main area/disciplines/fields associated with Foundation Phase teaching and educate young learners in meaningful and innovative ways and be able to interact effectively with the public and stakeholders.

Rationale

Since the closure of the Colleges of Education there has been an inadequate supply of educators for the Foundation Phase (FP). In the light of current global and national educational thinking, the thrust of teacher education is towards enhanced professional status, identity, quality and responsibility. Becoming a professional teacher requires thorough preparation which is achieved through a process of praxis, whereby theory informs practice and practice is in turn critically appraised by theory.

This qualification is for learners wanting to become fully qualified professional teachers in schooling. It provides a deeply grounded basis for professional practice. In particular it caters for those wanting an educational focus from the outset of their studies. It is intended primarily as an initial professional qualification.

The qualification will provide specific depth and specialisation of knowledge, together with practical skills and workplace experience to enable successful learners to enter into teaching and apply their learning as beginner teachers in schools in varying contexts.

Upon qualifying, graduates will be able to register with the South African Council for Educators (SACE) which assures professional and ethical standards and behaviour for educators. In line with the requirements of SACE, the Bachelor of Education Foundation Phase Teaching will ensure that teachers are groomed in the SACE code of ethics and conduct, acknowledging that teaching is a noble calling and profession for the education of learners of the country. Teachers completing this qualification will be exposed to the expected relationships as prescribed by SACE.

Recognition of Prior Learning (RPL)

It is acknowledged that prospective learners may not necessarily need to acquire this qualification by attending all the institutional and workplace learning experiences. There may be prospective learners who have achieved learning outcomes comparable to some of the Exit Level Outcomes of the qualification through other learning opportunities or through work experience. These candidates may apply to be assessed through RPL to gain recognition for the outcomes already achieved and to ascertain which Exit Level Outcomes they still need in order to obtain the qualification. Recognition will only take place where prior learning corresponds to the required level and in terms of applied competencies relevant to the contents and outcomes of the qualification.

Learners who do not meeting the minimum entry requirements may be admitted to the qualification through RPL.

Entry Requirements

The minimum entrance requirements are

• Senior Certificate with endorsement.

Or

• National Senior Certificate granting access to Bachelor's Degree studies.

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

Modules at Level 5: 140 Credits

• General Mathematics Content and Method I, 20 Credits.
• Literacy (Language IsiXhosa HL) Content and Method I, 16 Credits.
• Literacy (Language English FAL) Content and Method I, 16 Credits.
• Education Studies I, 20 Credits.
• Professional Studies I, 16 Credits.
• Conversational Sesotho, 06 Credits.
• Academic Literacy: English Language Skills, 06 Credits.
• Information literacy, 08 Credits.
• Computer Application in Education, 08 Credits.
• School Based Experience I (SBE) Observation all Grades, 04 Credits.
• Life Skills Content and Method I, 20 Credits.

Modules at Level 6: 194 Credits

• General Mathematics Content and Method II, 20 Credits.
• Literacy (Language IsiXhosa HL) Content and Method II, 16 Credits.
• Literacy (Language English FAL) Content and Method II, 16 Credits.
• Professional Studies II, 20 Credits.
• Education Studies II, 20 Credits.
• School Based Experience II (All three subjects), 08 Credits.
• General Mathematics Content and Method III, 20 Credits.
• Literacy (Language IsiXhosa HL) Content and Method III, 15 Credits.
• Literacy (Language English FAL Content and Method III, 15 Credits.
• Life Skills Content and Method II, 16 Credits.
• School Based Experience III (all three teaching subjects), 08 Credits.
• Basic Research Skills, 12 Credits.
• Research Essay, 08 Credits.

Modules at Level 7: 146 Credits

• Education Studies III, 30 Credits.
• Foundation Phase Pedagogy Studies, 16 Credits.
• General Mathematics Content and Method IV, 12 Credits.
• Literacy (Language IsiXhosa HL) Content and Method IV, 12 Credits.
• Literacy (Language English FAL Content and Method IV, 12 Credits.
• Life Skills Content and Method III, 12 Credits.
• Education Studies IV, 14 Credits.
• School Based Experience IV, 38 Credits.

1. Apply educational and theoretical knowledge needed to equip young children with relevant values, skills and knowledge applicable to their development.
2. Demonstrate competence in educating learners from Grade R to Grade 3.
3. Demonstrate leadership and innovative practices in the classroom, school and community.
4. Apply basic research and academic principles to evaluate and manage information.
5. Integrate relevant policies with classroom practice.
6. Evaluate performance against given criteria and use the results to improve teaching and learning.
7. Enhance the teaching profession by demonstrating professional and ethical behaviour.

Associated Assessment Criteria for Exit Level Outcome 1

• An understanding of the latest developments and trends in Foundation Phase Teaching and learning is demonstrated.
• Knowledge of developmental theories including theories of play is applied.
• An understanding of language learning and teaching, language acquisition and children's literature as a genre is demonstrated.
• Reading and writing lessons across the Foundation Phase curriculum are planned and prepared.
• Different approaches to teaching Mathematics are applied.
• Life Skills in the Foundation Phase are understood and applied.
• Factors impacting on the development of the child are identified.
• Barriers to learning and the concept of learner support are understood.
• Foundation phase learners with barriers to learning are identified, planned for and supported.

Associated Assessment Criteria for Exit Level Outcome 2

• Theories of Foundation Phase learning and teaching are understood and applied.
• Available resources and suitable content for teaching Language, Mathematics and Life Skills are identified and used.
• Learning programmes for Grades R, 1, 2 and 3 are planned, organised and managed.
• Development of technological literacy in classroom activities is provided for.
• A classroom is organised in a way that accommodates diversity.
• Diversity and discipline in the classroom are managed in a values-driven way.
• All aspects of the Foundation Phase curriculum are taught.

Associated Assessment Criteria for Exit Level Outcome 3

• Social and community theories are identified and applied.
• Opportunities for communicating with and involving parents and service providers in relevant education activities are created.
• Partnerships with others to identify ways of providing support to communities are created.
• Communicate clearly and consistently on all aspects of teaching practice within the classroom, school and community.

Associated Assessment Criteria for Exit Level Outcome 4

• Technology is used to access, select and manage information.
• Knowledge of academic conventions by reading and writing clearly and coherently is demonstrate and applied.
• Possible research themes are identified and a research proposal is written.
• Appropriate research techniques are applied and research is conducted.
• Key features of academic and information literacy in a research project are applied.

Associated Assessment Criteria for Exit Level Outcome 5

• An understanding of laws and policies which affect equality, equity and diversity in South Africa is demonstrated.
• Relevant policies, laws and regulations applicable to education are accessed, interpreted and applied.
• Policy pertaining to classroom and learner management is understood and applied.
• Foundation Phase learning materials compliant with relevant policy are planned and produced.

Associated Assessment Criteria for Exit Level Outcome 6

• Different ways of assessing the young child are identified and applied.
• Language learning, Mathematical learning and Life Skills learning are assessed on a continuous basis.
• Own learning is reflect on by conducting on-going self-assessment.
• Results of assessments are used to improve learning and teaching and adapt to evolving circumstances.

Associated Assessment Criteria for Exit Level Outcome 7

• Knowledge of human spirituality and religions is demonstrated.
• Work and communicate with others in a professional, respectful manner.
• Existing philosophies of education are used to formulate a personal philosophy of teaching which demonstrates good teaching practice and integration with religious values.
• Religious values are used and applied as the foundation of all wisdom and ethical behaviour.

Integrated Assessment

Teaching, learning and assessment are integrated and assessment is done on a continuous basis. Assessment tasks consist of individual work or co-operative work where research and reporting is divided between learners, or group work where groups complete assignments or presentations. In the final year all assessment tasks include the application of basic research skills. Some of the assessment tasks are an integration of two or more Level 7 modules.

Applied and Integrated Assessment will be focused on applied and integrated competence. The assessment evidence will include:

• Assignments and/or examinations, providing evidence of the ability to apply knowledge to practice.
• Observations in context in order to observe ability to communicate with comprehension.
• A portfolio of evidence reflecting insightful understanding between theory and practice, experiences and skills acquired during School Based Experience (SBE).
• A Research paper which should demonstrate the ability of the learners to apply theory into practice.

The final Integrated Assessment needs will have the following characteristics

• It will assess the extent to which candidates can teach competently and effectively in South African schools.
• It will measure the extent to which candidates have integrated the roles, knowledge and skills delivered through the different courses/modules which make up the educator development programme.
• It will be designed in such a way that the seven roles of an educator are assessed through the specialisations.
• It will measure applied competence, in other words, it will assess whether candidates are able to integrate the ability to perform important teaching actions competently (a practical competence), understand the theoretical basis for these actions (foundational competence) and reflect on and make changes to teaching practices (reflexive competence).

The assessment criteria and evidence required are as follows

In a practical teaching and learning situation, a simulated situation, or situation that combines the practical, the simulated and the written, candidates will:

• Generate, explore and consider options for appropriate action.
• Identify the most appropriate course of action in relation to the particular context, topic, learner group, level of learning and resources available.
• Explain the reasons for that particular selection as well as what was taken into account in making the selection.
• Perform the identified action, while continuously monitoring and adapting performance as required and explain the reasons for the performance.
• Evaluate his/her performance and identify areas for improvement.
• Reflect on learner progress and performance.
• Develop a plan or strategy for future action which reflects an integration of what has been learnt through reflection.