Bachelor of Education in Intermediate Phase Teaching

Purpose

The purpose of this qualification is to ensure that teachers are able to demonstrate integrated knowledge of the main areas of the fields and disciplines associated with Intermediate Phase Teaching. Qualifying learners will thus be equipped with knowledge and skills that will enable them to teach intermediate phase learners the values, skills and knowledge necessary to prepare them for the Senior and Further Education and Training phases. Furthermore, on completion of this qualification, teachers will be able to implement and continuously adapt to national legislation/policies and guidelines governing and addressing intermediate phase teaching and learning in meaningful and innovative ways and interact effectively with the public and stakeholders.

This qualification will also to empower teachers to apply theoretical and practical knowledge in of Grades 4, 5, 6 and 7 in the South African context. This is an initial teaching qualification intended to develop qualified classroom teachers in the intermediate phase level in schools. Teachers are members of a profession whose definitive aim is to enable systematic learning. In order to prepare prospective teachers for this comprehensive role this qualification seeks to:

• Develop and consolidate in an integrated way appropriate disciplinary, practical, pedagogical and situational knowledge.
• Cultivate a practical understanding of teaching and learning in a diverse range of South African schools, in relation to educational theory, phase and/or subject specialisation, practice and policy.
• Foster self-reflexivity and self-understanding among prospective teachers.
• Nurture commitment to the ideals of the teaching profession and an understanding of teaching as a profession.
• Develop the professional dispositions and self-identity of learners as teachers.
• Develop learners as active citizens and enable them to develop the dispositions of citizenship in their learners.
• Promote and develop the dispositions and competences to organise learning among a diverse range of learners in diverse contexts.

Rationale

The Bachelor of Education in Intermediate Phase Teaching is a professional qualification that prepares a learner to register as a professional teacher with the South African Council for Educators. The qualification focuses on the development and practice of teaching competence in an educational context. The teaching competence includes practising individual activities and understanding the school environment. This qualification is practice-and profession-based and empowers learners to become effective teachers. The modules are offered as semester modules, except for the Subject Methods and Teaching Practice modules Work Integrated Learning (WIL). This is a Higher Education Qualifications Framework compliant qualification, in line with the National Qualification Framework (NQF) levels, NQF credits, designators and qualifiers as prescribed by the Department of Higher Education and Training (DHET) and in Adherence with Minimum Requirements for Teacher Qualifications (RSA, 2015).

This qualification provides a well-rounded education that equips teachers 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 teachers. Principles and theory are emphasised as a basis for entry into a professional teaching career. This qualification is designed to lead to the development of all the competences required of a teacher. It is directed primarily at school leavers wishing to enter the teaching profession but may also be accessed by serving Teachers who lack formal or who have incomplete teaching qualifications and who may be able to gain some credit through Recognition of Prior Learning (RPL).

This qualification develops qualified classroom Teachers who can demonstrate focused knowledge and skills in the teaching of particular specialisations. This qualification requires a specific depth of, and specialisation in knowledge, together with practical skills and workplace experience, to enable teachers to enter into teaching career and apply their learning as beginner Teachers in schools in varying contexts. They should be able to demonstrate initiative and responsibility in an academic and professional teaching environment.

This qualification also requires intellectual independence and the development of some level of research competence in the field of education and, more specifically, teaching and learning, in order to provide a basis for postgraduate studies in the field of education as well as for further professional development as a Teacher.

Recognition of Prior Learning (RPL)

Assessment of prior learning could also lead to entry or an advanced credit standing in accordance with the University's RPL policy. The Institution's RPL policy is in alignment with the updated guidelines developed by South African Qualification Authority (SAQA) and the requirements of the Higher Education Qualification Sub-Framework (HEQSF) 2014 and MRTEQs 2015. RPL can be awarded provided that evidence is offered of learning achievement is equivalent to the learning outcomes and level of the module/s for which RPL is requested. The University's RPL policy, however will not disregard the Revised Policy on the Minimum Requirements for Teacher Education Qualification (DHET, 2015 and the Higher Education Qualifications Sub-Framework in order to protect qualifying graduates employability.

Entry Requirements

The minimum admission requirement to this qualification is

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

Or

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

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

Compulsory Modules, Level 5, 24 Credits

• Being a Professional Teacher, 12 Credits.
• Orientation to IP Mathematics, 12 Credits.

Elective Modules, Level 5, Credits (select one)

• African Language Communicative Competence, 12 Credits.
• Basiese Kommunikatiewe Vaardigheid in Afrikaans, 12 Credits.

Select one

• African Language Grammar for HL, 12 Credits.
• FAL Basiese Teksvardighede (HL), 12 Credits.
• Afrikaans Vandag: Taalkunde en Skriftelike Kommuikasie (FAL), 12 Credits.

Select two of the specialisations below

Natural Sciences

• Chemistry, 12 Credits.
• Natural Science and Technology, 12 Credits.

Social Sciences

• Africa in the world: Historical perspectives, 12 Credits.
• Know your world: Introduction to Geography, 12 Credits.

Life Skills

• Introduction to Personal and Social Wellbeing, 12 Credits.
• Introduction to Creative Arts, 12 Credits.

Mathematics

• Mathematics for Intermediate Phase teachers I, 12 Credits.
• Mathematics for Intermediate Phase teachers II, 12 Credits.

Compulsory Modules, Level 6, 84 Credits

• Computer Integration in the Classroom, 12 Credits.
• Sociology of Education, 12 Credits.
• Teacher as Manager, 12 Credits.
• Teaching Practice I Observation, 12 Credits.
• Becoming a Teacher, 12 Credits.
• Teaching practice II-Team Teaching, 12 Credits.
• Research and Critical Reasoning, 12 Credits.
• Orientation to Teaching EMS, 12 Credits.

Elective Modules, Level 6, Credits

• Applied English Language and Literature for IP (HL OR FAL), 12 Credits.
• Applied English Literature for IP (HL OR FAL), 12 Credits.

Select one

• African Language Literature for HL OR FAL), 12 Credits.
• Genre en Tema (HL), 12 Credits.
• Storiew�relde en/in genrefiksie (FAL), 12 Credits.

Select one

• African Language Grammar for HL OR FAL, 12 Credits.
• Afrikaans Grammatika (HL), 12 Credits.
• Inleiding tot Afrikaanse Grammatika vir Eerste Addisionele Taalsprekers, 12 Credits.

Select two of the specialisations below

Natural Sciences

• Waves, 12 Credits.
• Astronomy, 12 Credits.

Social Sciences

• Themes in 19th century history: Power and the Western world, 12 Credits.
• The African challenge: people and the environment, 12 Credits.

Life Skills

• Care and Support for Personal and Social Well-being, 12 Credits.
• Visual and performing Arts, 12 Credits.

Mathematics

• Mathematics for Intermediate Phase teachers III, 12 Credits.
• Mathematics for Intermediate Phase teachers IV, 12 Credits.

Compulsory Modules, Level 7, 192 Credits

• Psychology of Education, 12 Credits.
• Instructional Studies in Context, 12 Credits.
• Curriculum Studies, 12 Credits.
• Assessment in Education, 12 Credits.
• Philosophy of Education, 12 Credits.
• Teaching Practice III Guided Teaching, 12 Credits.
• Physical Education and Sports Coaching, 12 Credits.
• South African Education System, 12 Credits.
• Inclusive Education, 12 Credits.
• Environmental Education, 12 Credits.
• Teaching Home Language in IP, 12 Credits.
• Teaching Social Sciences, 12 Credits.
• Teaching Life Skills, 12 Credits.
• Teaching Mathematics, 12 Credits.
• Teaching Natural Sciences and Technology, 12 Credits.
• Teaching Practice IV - Independent Teaching, 12 Credits.

Elective Modules, Level 7, Credits

• Teaching English FAL in IP.

1. Demonstrate sound subject knowledge of the subjects they have elected to teach.
2. Demonstrate ability to teach their elected subjects and select, determine the sequence and pace content in accordance with both subject and learner needs.
3. Demonstrate knowledge of who their learners are, how they learn, and understand their learners' individual needs in order to tailor their teaching accordingly.
4. Communicate effectively in general, as well as in relation to their subject(s), in order to mediate learning effectively.
5. Demonstrate highly developed literacy, numeracy and Information Technology (IT) skills.
6. Demonstrate a sound knowledge about the school curriculum and are 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.
7. Teach in a manner that includes all learners based on a sound understanding of diversity in the South African context.
8. Demonstrate ability to identify learning or social problems and work in partnership with professional service providers to address these.
9. Manage classrooms effectively across diverse contexts in order to ensure a conducive learning environment.
10. Assess learners in reliable and varied ways, as well as being able to use the results of assessment to improve teaching and learning.
11. Demonstrate a positive work ethic, display appropriate values and conduct themselves in a manner that befits, enhances and develops the teaching profession.
12. Reflect critically, in theoretically informed ways and in conjunction with their professional community of colleagues in their own practice in order to constantly improve and adapt it to evolving circumstances.

Associated Assessment Criteria for Exit Level Outcome 1

• Reflect mastery of the curriculum content of the specialisation; no conceptual errors are evident.
• Reflect mastery of the curriculum content of the specialisation (including facility in revision of key underpinning concepts from previous level for remedial support as well ability to extend the curriculum to provide appropriate challenge for more gifted learners).
• Identify changes that need to be made for future practice that is informed by appropriate theory and policy.
• Demonstrate an understanding of the fields of knowledge which underpin the subject/learning area/s of specialisation.
• Demonstrate a commitment to the epistemic values and principles which characterize the fields of knowledge in their area/s of specialisation.
• Show an ability to use the kinds of evidence, modes of argument or criteria of adequacy appropriate to the fields of knowledge in their area/s of specialisation.
• Use the characteristic language, terminology and concepts of their subject/s of learning area/s appropriately, and with confidence.
• Critically discuss the content of curricular knowledge in their area/s of specialisation , and apply appropriate values and conceptual frameworks to problem solving in the relevant fields of knowledge.
• Interpret curricular knowledge in practice, in their area/s of specialisation, in terms of a broader understanding of the relevant fields of knowledge.
• Evaluate what learning material (including textbooks) should be selected, at what level, in what sequence, and how it should be assessed, in their area of specialisation (phase and subjects/learning areas).

Associated Assessment Criteria for Exit Level Outcome 2

• Ensure lesson plans reflect appropriate sequencing, progression and time allocation
• Adjust the lesson plan for a better fit with learner and contextual needs.
• Identify changes that need to be made for future practice informed by appropriate theory and policy.

Associated Assessment Criteria for Exit Level Outcome 3

• Ensure lesson plans reflect provision for different learner needs in the form of differentiated learning and assessment activities.
• Adjust the lesson plan for a better fit with individual learner needs.
• Identify changes that need to be made for future practice to ensure a more inclusive approach informed by appropriate theory and policy.

Associated Assessment Criteria for Exit Level Outcome 4

• Communicate knowledge of subject and practice effectively using diverse and appropriate means.
• Adjust classroom communications to suit different learning and learner needs.
• Communicate knowledge of subject and practice effectively using diverse and appropriate means informed by appropriate theory and policy.

Associated Assessment Criteria for Exit Level Outcome 5

• Complete the Fundamental module Being a Professional Teacher and African Language.
• Reflect upon the provision for different and appropriate use of media and technology suitable to content and learning needs.
• Utilise different and appropriate media and technology suitable to content and learning needs and to adapt when the chosen media or technology is not serving the intended purpose.
• Identify changes that need to be made for future practice to ensure a more effective integration of appropriate media and technology informed by appropriate theory and policy.

Associated Assessment Criteria for Exit Level Outcome 6

• Critically engage with the school curriculum and interpret it for different diverse contexts
• Reflect upon a sound and critical engagement with the school curriculum and the ability to adapt to context.
• Observed lessons reflect the ability of the student-teacher to adjust their classroom practice to suit different learning and learner needs.
• Feedback sessions with supervisors and school mentors reflect the ability to critically review curriculum practice in order to identify possible future improvements informed by appropriate theory and policy.

Associated Assessment Criteria for Exit Level Outcome 8

• Reflect provision for diverse learning needs in the classroom in the form of alternative activities and assessment and/or the provision of additional supportive human and other resources.
• Adjust their classroom practice to suit different learning and learner needs in the process of teaching.
• Critically review practice in order to identify possible future improvements and that the student-teacher was able to make referrals and engage appropriate support from the School Based Support Team when/if needed.

Associated Assessment Criteria for Exit Level Outcome 9

• Identify and use of time, space and resources to meet learning needs and contextual realities.
• Use for productive teaching and learning.
• Pre-empt and deal with disciplinary problems effectively when they do arise.
• Critically review practice in order to identify possible future improvements in classroom management informed by appropriate theory and policy.

Associated Assessment Criteria for Exit Level Outcome 10

• Ensure lesson plans reflect provision for diverse learning needs in the classroom in the form of alternative activities and assessment tasks/strategies for different learning and learner needs.
• Adjust assessment practice to suit different learning and learner needs in the process of teaching and demonstrate the ability to maintain appropriate assessment records.
• Critically review practice in order to identify possible future improvements in assessment practice informed by appropriate theory and policy.

Associated Assessment Criteria for Exit Level Outcome 11

• Understand professional guidelines, values and practices such as the South African Council of Educators (SACE) Code of Conduct.
• Reflect a professional commitment and interest.
• Reflect appropriate values and behaviour such as punctuality, preparedness, non discrimination, appropriate dress, behaviour and language.
• Hold feedback sessions with supervisors and school mentors and discuss the ways in which student-teachers talk about their learners, other teachers, the school, union and education authorities and other stakeholders such as parents display appropriate values and conduct that befits, enhances and develops the teaching profession.

Associated Assessment Criteria for Exit Level Outcome 12

• Reflect a critical engagement with appropriate policy and theory.

Integrated Assessment

Learners spend a minimum of 20 weeks in schools which are spread over all 4 years of the qualification; the 3rd and 4th teaching practice sessions are seen as integrated culmination of the qualification. Since teachers are pursuing the Bachelor of Education (BEd) while already in-service, they will spend more time in school than learners who are truly pre-service. Nonetheless, in-service BEd learners will undertake specific supervised practice activities for a minimum of 20 weeks and the Institution will try, where practicable, to enable teacher exchanges so that learners experience different contexts of teaching without disrupting the continuity of classroom teaching for learners.

A teacher needs to complete practical assignments that require the application of their total knowledge base-applied competence-with all modules contributing to a well-rounded, balanced and well-informed professional teacher.

A portfolio completed over all four teaching practice modules is a visual tool to illustrate their professional and personal growth over the period and to enhance their reflective competence as an emerging professional Teacher.

Teachers receive support from school-based mentors and they are visited by decentralised Supervisors.