Bachelor of Education in Intermediate Phase Teaching

Purpose

This qualification aims to develop graduates as competent, professional teachers to be abled and committed to the enhancement of education in diverse schools in South Africa and beyond. Furthermore this qualification aims to provide teachers with the required knowledge, understanding and skills to enhance teaching and learning in all the Intermediate Phase subjects (Languages, Mathematics, Life Skills, Natural Science and Technology, Arts and Culture, Social Sciences and Economic Management Sciences). The Exit Level Outcomes and the Associated Assessment Criteria are designed to engage with the teacher competencies provided by the Department of Education in the MRTEQ of 2011.

Rationale

The current challenges in education in South Africa are well documented, as is the poor performance of learners in critical learning areas. The legacy of apartheid education and history still prevails in schools, and this affects educational contexts and the people who participate in it. It is therefore of paramount importance to ensure that future teachers are enabled with the requisite skills, knowledge, values and attitudes to attend fully to the needs of learners, and the overall goals of education, including to help build a better, socially just society in which citizens can live a decent life. South Africa needs teachers who are responsible, accountable and highly motivated to teach their subjects-teachers who are empowered to not only apply theory to and in practice, but to critically reflect on the suitability and appropriateness of specific approaches, strategies and techniques within diverse learning contexts-teachers who can educate the 21st Century Learner.

The outcome of National Reviews of Teacher Education programmes that took place in 2007/8, captured in the Report on the National Review of Academic and Professional Programmes in Education (Soudien & Menon, 2010), highlighted a need for the re-design of the Bachelor of Education in Intermediate Phase Teaching (BEd Intermediate Phase) qualifications. The recommendations from those reviews and this report have informed the new 'Minimum Requirements for Teacher Education Qualifications' (MRTEQ) Policy (2011). These policy recommendations have been taken into account in the re-curriculation of this qualification submitted for accreditation.

This qualification will replace the BEd Intermediate Phase Programmes and will aim to address the increasing need for suitably qualified Intermediate Phase teachers who can function and contribute to more effective education in Intermediate Phase as it is evident that the previous qualifications did not fully prepare Teachers for the changing context and demands of education in South Africa in the past, hence the need for a revised curriculum to address these demands and to meet the requirements of the 'Minimum Requirements for Teacher Education Qualifications' (MRTEQ) Policy (2015) is warranted.

The primary employer of teachers, the Department of Basic Education, emphasises in their publication, Action Plan to 2014: Towards the Realisation of Schooling 2025 (Department of Basic Education, 2011), the need for new teachers to be nurtured at university level, to enable well qualified young teachers to enter into teaching in the school sector. As such, this qualification will play an important role to realise this need of the Department of Basic Education.

Recognition of Prior Learning (RPL)

• Students admitted to the Bachelor of Education in intermediate Phase Teaching [BEd IP Teaching] must be in possession of a recognised qualification at Level 4. By way of exception, students may be admitted through RPL in terms of the institution's RPL policy.
• Teachers who are in possession of a recognised certificate or Diploma in education or another relevant field, may present their qualifications for entry into the programme with a possibility of transfer of credits for cognate previous studies.

Entry Requirements

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

Or

• National Certificate Vocational (NCV), Level 4 granting access to Bachelor's Degree studies.

AND

• English (Home Language or First Additional Language) and Afrikaans or isiXhosa (Home Language or First Additional Language), Mathematics, Mathematical Literacy.

This qualification comprises compulsory and elective modules at Levels 5, 6 and 7 totalling 481 Credits.

Compulsory Modules, Level 5, 106 Credits

• Starting out as beginner teacher, 10 Credits.
• Intermediate Phase: English 1st Additional Language, 10 Credits.
• Intermediate Phase: Mathematics: Number Development, Patterns and Data, 10 Credits.
• Intermediate Phase: Natural Sciences and Technology: Doing Science and Technology, 10 Credits.
• Intermediate Phase: Social Sciences: Introduction to Social Sciences, 10 Credits.
• Intermediate Phase: Life Skills: The basics of Life Skills, 10 Credits.
• Maths Fundamental 101 & 102, 16 Credits.
• Becoming a student teacher, 10 Credits.
• Intermediate Phase: Introduction to Economic and Management Sciences, 10 Credits.
• Intermediate Phase: Basic Arts Education, 10 Credits.

Elective Modules, Level 5.

Choose one as LOLT, 10 Credits

• Intermediate Phase: English 1st Language, 10 Credits.
• Intermediate Phase: Afrikaans 1st Language, 10 Credits.
• Intermediate Phase: isiXhosa 1st Language, 10 Credits.

Choose one (only if English 1st Language has been chosen)

• Intermediate Phase: Afrikaans 1st Language, 10 Credits.
• Intermediate Phase: Afrikaans 1st Additional Language, 10 Credits.
• Intermediate Phase: isiXhosa 1st Language, 10 Credits.
• Intermediate Phase: isiXhosa 1st Additional Language, 10 Credits.

Choose one, 10 Credits

• Fundamental ICT literacy, 10 Credits.
• Basic ICT for Teachers, 10 Credits.

Compulsory for no additional language option, 10 Credits

• Human Movement Sciences for teachers, 10 Credits.
• Intermediate Phase: Advanced Economic Management Sciences (compulsory for no additional Language option), 10 Credits.

Choose one, 5 Credits

• Afrikaans Conversational Competence, 5 Credits.
• IsiXhosa Conversational Competence, 5 Credits.

Choose one, 10 Credits

• Basic ICT for teachers, 10 Credits.
• Advanced ICT for Teachers (Basic ICT for Teachers pre-requisite), 10 Credits.

Choose one (same Language choice as year 2), 5 Credits

• Afrikaans Conversational Competence, 5 Credits.
• IsiXhosa Conversational Competence , 5 Credits.

Choose one, 10 Credits

• Human Movement Sciences for teachers (if not done in first year), 10 Credits.
• Human Movement Science for teachers 260 (if already done HMS153/154/155/156), 10 Credits.
• Advanced ICT for teachers, 10 Credits.

Choose one (same Language choice as year 3), 5 Credits

• Afrikaans Conversational Competence, 5 Credits.
• IsiXhosa Conversational Competence, 5 Credits.

Compulsory Modules, Level 6, 110 Credits

• The self and human development, 20 Credits.
• Intermediate Phase: English 1st Additional Language, 10 Credits.
• Intermediate Phase: Mathematics: Measurement, Space and Shape, 10 Credits.
• Intermediate Phase: Natural Sciences and Technology: Understanding and Connecting Ideas, 10 Credits.
• Intermediate Phase: Social Sciences: Themes in History and Geography, 10 Credits.
• Intermediate Phase: Life Skills: Development of the Self, 10 Credits.
• Being a student teacher, 20 Credits.
• Intermediate Phase: English 1st Additional Language, 10 Credits.
• Intermediate Phase: Extended Arts Education (Basic Arts Education pre-requisite), 10 Credits.

Elective Modules, Level 6

Choose one (same Language choice as year 1), 10 Credits

• Intermediate Phase: English 1st Language, 10 Credits.
• Intermediate Phase: Afrikaans 1st Language, 10 Credits.
• Intermediate Phase: isiXhosa 1st Language, 10 Credits.

Choose one: same language choice as year 1 (only if English 1st Language has been chosen)

• Intermediate Phase: Afrikaans 1st Language, 10 Credits.
• Intermediate Phase: Afrikaans 1st Additional Language, 10 Credits.
• Intermediate Phase: isiXhosa 1st Language, 10 Credits.
• Intermediate Phase: isiXhosa 1st Additional Language, 10 Credits.

Choose one (same Language choice as year 2)

• Intermediate Phase: English 1st Language, 10 Credits.
• Intermediate Phase: Afrikaans 1st Additional Language, 10 Credits.
• Intermediate Phase: IsiXhosa 1st Additional Language, 10 Credits.

Choose one (same Language choice as year 2) only English 1st Language has been chosen

• Intermediate Phase: Afrikaans 1st Language, 10 Credits.
• Intermediate Phase: Afrikaans 1st Additional Language, 10 Credits.
• Intermediate Phase: isiXhosa 1st Language, 10 Credits.
• Intermediate Phase: IsiXhosa 1st Additional Language, 10 Credits.
• Intermediate Phase: Afrikaans 1st Language, 10 Credits.
• Intermediate Phase: Afrikaans 1st Additional Language, 10 Credits.
• Intermediate Phase: isiXhosa 1st Language, 10 Credits.
• Intermediate Phase: IsiXhosa 1st Additional Language, 10 Credits.

Compulsory Modules, Level 7, 110 Credits

• The self, society and education, 20 Credits.
• Theories underpinning education, 20 Credits.
• Belonging to a community of practice, 40 Credits.
• Intermediate Phase: English 1st Additional Language, 10 Credits.
• The self as reflective, professional educator and agent of change, 20 Credits.

Elective Modules, Level 7

Choose two (if additional Language was chosen) CHOOSE THREE (if no additional Language option was selected)

• Intermediate Phase: Mathematics: Extended Primary School Mathematics 1, 10 Credits.
• Intermediate Phase: Natural Sciences and Technology: Science, Technology and Society, 10 Credits.
• Intermediate Phase: Social Sciences: South African History and Agriculture, 10 Credits.
• Intermediate Phase: Life Skills: Generic Skills, 10 Credits.

Choose one (same Language choice as year 3)

• Intermediate Phase: English 1st Language, 10 Credits.
• Intermediate Phase: Afrikaans 1st Additional Language, 10 Credits.
• Intermediate Phase: IsiXhosa 1st Additional Language, 10 Credits.

Choose one (same Language choice as year 3) only English 1st Language has been chosen

• Intermediate Phase: Afrikaans 1st Language, 10 Credits.
• Intermediate Phase: Afrikaans 1st Additional Language, 10 Credits.
• Intermediate Phase: isiXhosa 1st Language, 10 Credits.
• Intermediate Phase: IsiXhosa 1st Additional Language, 10 Credits.

Choose two (if additional Language was chosen) CHOOSE THREE (if no additional Language option was selected)

• Intermediate Phase: Mathematics: Extended Primary School Mathematics 2, 10 Credits.
• Intermediate Phase: Natural Sciences and Technology: Teaching and Learning in Science, 10 Credits.
• Intermediate Phase: Social Sciences: Teaching and Learning in Social Science, 10 Credits.
• Intermediate Phase: Life Skills: Teaching and Learning in Life Skills, 10 Credits.

1. Engage critically with theoretical knowledge related to educational philosophy, sociology, history, psychology, politics and economics from an educational perspective.
2. Select, organise, design, plan and implement systematic and effective teaching, learning and assessment in different educational context to respond to diverse learner needs.
3. Coherently integrate educational theory, pedagogical content knowledge and subject discipline knowledge in praxis.
4. Demonstrate the ability to teach effectively in English and Afrikaans or isiXhosa as Language of Learning and Teaching [LOLT].
5. Demonstrate conversational competence in Afrikaans and isiXhosa.
6. Demonstrate the ability to mediate learning through developing numeracy, literacy and information technology skills.
7. Demonstrate sound subject knowledge in Intermediate phase subjects (Languages, Mathematics, Natural Science and Technology, Social Sciences, Life Skills, Arts and Culture and to a lesser degree Economic Management Sciences).

Associated Assessment Criteria for Exit Level Outcome 1

• Explain, identify, compare, analyse, synthesise, evaluate and critically reflect on aspects pertaining to knowledge related to the 21st Century learners and their development in social contexts by using a variety of pedagogies.
• Explain, identify, compare, analyse, synthesise, evaluate and critically reflect on aspects pertaining to knowledge of teaching for the 21st century teacher by embracing humanising pedagogies.
• Explain, identify, compare, analyse, synthesise, evaluate and critically reflect on aspects pertaining to knowledge of curriculum goals and the education system for the 21st Century School in society by embracing humanising pedagogies.

Associated Assessment Criteria for Exit Level Outcome 2

• Select and sequence content effectively.
• Plan, select and design appropriate teaching, learning and assessment strategies in response to learner needs.
• Communicate effectively to mediate learning.
• Implement Information and Communications Technology (ICT) for teaching and learning.
• Reflect critically on effective teaching, learning and assessment strategies.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate the ability to facilitate learning by implementing effective classroom management strategies.
• Portray a positive and professional work ethic and values related to the teaching profession.

Associated Assessment Criteria for Exit Level Outcome 4

• Demonstrate the ability to teach effectively in English and Afrikaans or isiXhosa as Language of Learning and Teaching [LOLT].

Associated Assessment Criteria for Exit Level Outcome 5

• Demonstrate the ability to converse at conversational level in isiXhosa and Afrikaans.

Associated Assessment Criteria for Exit Level Outcome 6

• Formulate knowledge and practice standards in terms of what and how Languages, Mathematics, Natural Science and Technology, Social Sciences, Life Skills, Arts and Culture and to a lesser degree Economic Management Sciences), should be included and taught within the intermediate phase classroom in order to improve the quality of literacy numeracy and life skills.

Associated Assessment Criteria for Exit Level Outcome 7

• Demonstrate sound knowledge and abilities to teach Intermediate phase subjects (Languages, Mathematics, Natural Science and Technology, Social Sciences, Life Skills, Arts and Culture and to a lesser degree Economic Management Sciences), effectively.

Integrated Assessment

The procedures and requirements as stipulated in the institutions assessment policy will be followed. The assessment will be used for a variety of reasons. These can be categorised as follows:

• Diagnostic assessment: Assessment to establish the existing knowledge of students.
• Formative Assessment: This is done on a continuous basis and used to provide feedback to students on their progress. It also serves to assist lecturers in their planning of the teaching of the content.
• Summative Assessment: Formal assessment activities which include examination, determining promotion and graduation.
• Integrated Assessment: The School-Based Learning modules include integrated assessment where students are required to develop an evidence-based portfolio reflecting their professional engagement in the educational context in which they have been practising.
• Evaluative Assessment: To obtain feedback on the quality of the modules of the BEd qualification.

The nature of assessment will be based on the nature of the modules, including what the lecturer(s) facilitating the module deem most appropriate assessment for and of learning. A wide range of assessment activities will be employed, including:

• Assignments.
• Tests.
• Projects.
• Reflections.
• Presentations.
• Case studies.
• Role play.
• Posters.
• Electronically delivered projects.
• Reflections.
• Journal writing.
• Lesson planning.
• Group assignments.
• Online assessments.
• School-based lesson presentations.
• Formal final assessment.
• Capstone portfolio.