Bachelor of Education in Intermediate Phase Teaching

Purpose

The Bachelor of Education in Intermediate Phase Teaching is primarily intended to provide a well-coordinated training in education that provides learners with the required content knowledge base, educational theory and practice, and methodology that will enable them to demonstrate competence and responsibility as academically and professionally qualified intermediate teachers. This qualification is intended to develop qualified classroom teachers who can demonstrate focused knowledge and skills in teaching in specialist areas such as mathematics and science. Learners are required to display practical skills and workplace experience in order to complete this qualification. This qualification also requires intellectual independence and development of some level of research in the field of education and, more specifically, teaching and learning, in order to provide a basis for Postgraduate studies and for further professional development as a teacher.

Rationale

The Bachelor of Education in Intermediate Phase Teaching is designed to meet basic requirements for teaching such as problem solving with particular focus in mathematics and science. In the report released by the Center for Development and Enterprise, it is stated that, South Africa need to start to produce fifteen thousand (15 000) teachers every year in order to meet the classroom requirement. The urgent need for teacher training in this regard has been carefully and systematically place within the institution's strategic plan document.

Recognition of Prior Learning (RPL)

Where there is no match between the applicant's previous qualifications or in the event that the applicant has extensive practical workplace experience, but no formal qualifications, such an applicant may request Recognition of Prior Learning based on such experience. The applicant will be supplied with the course curriculum outline in order to identify areas of the curriculum for which they wish to receive credits (based on Recognition of Prior Learning). In cases like these, the formal written exams/test used to assess the existing full time learners will be applied to determine the extent and depth of the applicant's knowledge and/or skills. These test papers have all undergone a process of internal and external moderation as part of quality assurance. The paper will, however, be assessed qualitatively and not quantitatively. These tests serve as the pre-determined minimum criteria that need to be complied with in order to be considered for course credits.

Entry Requirements

The minimum requirement for entry into Bachelor of Education in Intermediate Phase Degree is

• A National Senior Certificate granting access to Bachelor of studies.
• A Senior Certificate with endorsement.

This qualification consists of compulsory and optional modules at NQF Levels 5, 6, and 7.

Compulsory Modules, NQF Level 5

• Academic Literacy, NQF Level 5, 12 Credits.
• Educational Research 1, NQF Level 5, 12 Credits.

Optional Modules at NQF Level 5

• English 1, NQF Level 5, 12 Credits.
• Afrikaans 1, NQF Level 5, 12 Credits.
• Zulu 1, NQF Level 5, 12 Credits.
• Geography 1, NQF Level 5, 10 Credits.
• History 1, NQF Level 5 , 10 Credits.
• Arts Education 1, NQF Level 5, 10 Credits.
• Natural Science and Technology 1, NQF Level 5, 10 Credits.
• Mathematics 1, NQF Level 5, 10 Credits.
• Physical Education and Sport 1, NQF Level 5, 10 Credits.
• Language Conversational: English, NQF Level 5, 12 Credits.
• Language Conversational: Zulu, NQF Level 5, 12 Credits.
• Language Conversational: Afrikaans, NQF Level 5, 12 Credits.

Compulsory Modules at NQF 6

• Service Learning, NQF Level 6, 18 Credits.
• Teaching Social Science, NQF Level 6, 12 Credits.
• Teaching Life Orientation, NQF Level 6, 12 Credits.
• Education Studies, NQF Level 6, 12 Credits.
• Educational Psychology 1, NQF Level 6, 12 Credits.
• English First Additional 1, NQF Level 6, 12 Credits.
• Teaching Arts and Culture, NQF Level 6, 12 Credits.
• Institutional Teaching Practice 1, NQF Level 6, 10 Credits.
• Inclusive Education 1, NQF Level 6, 12 Credits.
• Economic Management Science, NQF Level 5, 12 Credits.
• Teaching Mathematics, NQF Level 6, 12 Credits.
• Institutional Teaching Practice 2, NQF Level 6, 10 Credits.
• Education and Diversity, NQF Level 6, 12 Credits.
• Teaching Natural Sciences and Technology, NQF Level 6, 12 Credits.
• Pastoral Care 1 NQF Level 6, 10 Credits.
• Institutional Teaching Practise 3 NQF Level 6, 10 Credits.

Optional Modules at NQF level 6

• Geography 2, NQF Level 6, 10 Credits.
• History 2, NQF Level 6, 10 Credits.
• Arts Education 2, NQF Level 6, 10 Credits.
• Zulu 2, NQF Level 6, 12 Credits.
• English 2, NQF Level 6, 12 Credits.
• Afrikaans 2, NQF Level 6, 12 Credits.
• Natural Science and Technology 2, NQF Level 6, 10 Credits.
• Mathematics 2, NQF Level 6, 10 Credits.
• Physical Education and Sport 2, NQF Level 6, 10 Credits.

Compulsory Modules at NQF Level 7

• Educational Psychology 2, NQF Level 7, 12 Credits.
• Teaching Practice 1, NQF Level 7, 20 Credits.
• English First Additional 2, NQF Level 7, 12 Credits.
• Sociopadegogic, NQF Level 7, 10 Credits.
• Teaching Practice 2, NQF Level 7, 20 Credits.
• Inclusive Education 2, NQF Level 7, 12 Credits.
• Teaching Practice 3, NQF Level 7, 20 Credits.
• Educator and the Law, NQF Level 7, 12 Credits.
• Curriculum Design, NQF Level 7, 12 Credits.
• School Management, NQF Level 7, 12 Credits.
• Pastoral Care 2, NQF Level 7, 10 Credits.

Optional Modules at NQF Level 7

• Geography 3 NQF Level 7, 12 Credits.
• History 3, NQF Level 7, 12 Credits.
• Arts Education 3, NQF Level 7, 12 Credits.
• Mathematics 3, NQF Level 7, 20 Credits.
• English 3, NQF Level 7, 12 Credits.
• Afrikaans 3, NQF Level 7, 12 Credits.
• Zulu 3, NQF Level 7, 12 Credits.
• Physical Education and Sport 3, NQF Level 7, 20 Credits.
• Natural Science and Technology 3, NQF Level 7, 20 Credits.

Compulsory Modules at NQF Level 8

• Information Technology in Education, NQF Level 8, 12 Credits.
• Educational Research 2, NQF Level 8, 12 Credits.

1.Demonstrate competence in reading, writing and speaking the language/s of instruction in a way that facilitates academic learning and leaning in classrooms.

2.Demonstrate competence with regard to the knowledge base underpinning the learning areas or subjects learners will be teaching.

3.Apply competence in planning, designing, and reflecting on learning programmes appropriate for their learners and learning context in area(s) of specialisation.

4.Demonstrate competence in selecting, using and adjusting teaching and learning strategies in ways which meet the needs of the learners and the context in area(s) of specialisation.

5.Manage and administrate learning environments and supporting learners in ways that are sensitive, stimulating, democratic and well-organised.

6.Monitor and assess learner progress and achievement in the area(s) of specialisation.

7.Demonstrate responsibility within the education system, institution, and the community in which the institution is located.

Associated Assessment Criteria for Exit Level Outcome 1

• Written and graphic materials relating to their areas of specialization are read and interpret with understanding.
• Study methods appropriate to the learner's needs as well as the demands of their specialization are selected and used.
• Information and communications technology is used to further learning and facilitate learning of others.
• The content of the learner's area of specialisation in written, graphic and other forms which are appropriate to the developmental level/s and language ability of the learners in their care is conveyed.
• Interactive communication with learners through the use of non-judgmental language, supportive replies, and constructive feedback is fostered.
• Feelings are acknowledged and mediation skills are demonstrated.
• Main language of instruction is used to explain, describe, discuss and relate key concepts in their area of specialisation.
• Additional language is used to explain, describe and discuss such key concepts in a conversational style.

Associated Assessment Criteria for Exit Level Outcome 2

• Interpret numerical information in learning areas, subject or discipline is interpreted.
• Understanding of numerical and statistical information to educational issues, cross-curricular activities, and own learning is applied.
• Understanding of numeracy and elementary statistics to manage classroom resources and monitor learner attendance is applied.
• Understanding of numeracy and elementary statistics to record, interpret and report on the academic progress and achievement of learners is applied.
• Numerical data relating to psychological assessment of learners is interpreted and understood.
• Elementary procedures for financial management and budgeting are used.

Associated Assessment Criteria for Exit Level Outcome 3

• Materials and resources appropriate to learning programmes are allocated taking cognisance of issues such as teaching approach, the conceptual adequacy and accuracy of the information of the content of the programmes.
• Coherent learning programmes and lessons appropriate for the learners, context and specialisation are selected, adapted and designed taking into account national, regional and school curriculum policies, learner contexts, and learner differences.
• Lessons and other learning experiences within teaching programmes shared and appropriate teaching and learning strategies are planned and selected.
• Selection and design of learning programmes are done in a way that shows knowledge and understanding of a range of theories about teaching, learning, child development and curriculum.
• Learning programmes, lessons and materials are evaluated and improved on the basis of experience, classroom research, and an understanding of the knowledge base underpinning the relevant learning areas or subjects being taught.

Associated Assessment Criteria for Exit Level Outcome 4

• Teaching and learning strategies appropriate to the subject, phase and topic are selected and used on the basis of careful assessment, appropriate to the learners in their class.
• Expectations that make appropriate demands on the learners are created.
• Teaching and learning strategies, which motivate learners to meet those demands and to take initiative are selected and used.
• Differences in learning style, pace and ability in the planning and use of teaching and learning strategies are accommodated.
• Learners with special needs and barriers to learning and development are identified and assisted.
• Occasions where learners are taught in groups, pairs and as individuals are facilitated.
• Judgements about the effect that language has on learning are made and in that light necessary adjustments to the teaching and learning strategies are implemented.
• Teaching and learning strategies are adjusted to cater for cultural, gender, ethnic, language and other differences among learners in a range of contexts, both familiar and unfamiliar.
• Teaching and learning support materials are used to facilitate learner progress and development.
• Teaching and learning strategies are used in a particular context and in the light the extent to which the objectives of the learning experience have been achieved are assessed.
• Success of teaching and learning strategies with reference to key educational concepts, needs and abilities of learners are evaluated and demands of specialisation are explained on the basis of classroom research.

Associated Assessment Criteria for Exit Level Outcome 5

• Learning environments that are safe and conducive to learning are created and maintained.
• Learning environments are managed democratically and in ways that foster creative and critical thinking.
• Learners are disciplined in ways that are firm, promoting growth and fairness.
• Learning environments that are sensitive to cultural, linguistic, gender and other differences are created.
• Conflict situations are resolved within classrooms in an ethical and sensitive way.
• Administrative duties required for the effective management of learning environments are performed.
• Learners are assisted to manage themselves, their time, physical space and resources.
• Appropriate action is taken to assist or refer learners in the solution of personal or social problems.
• Learners are evaluated and, where necessary, their own actions are adjusted in ways that show knowledge and understanding of management and administration.
• Actions are justified in ways reflecting knowledge and understanding of various ways of managing individual learners and classes.

Associated Assessment Criteria for Exit Level Outcome 6

• Assessment tasks and strategies appropriate to the area(s) of specialisation and range of learning contexts are select, adapted to and designed.
• Link between the method of assessment, the overall assessment purpose and the outcomes being assessed is explained.
• Assessment tasks using clear language and instructions are designed and administered.
• Sufficient confirming evidence of learner competence is collected from a variety of sources.
• A range of assessment strategies is used to accommodate differences in learning style, pace and context.
• Assessment strategies in terms of their validity, fairness, reliability and sensitivity to gender, culture, language and barriers to learning and development are evaluated.
• Progress of individual learners is assessed and recorded systematically.
• Assessment results are used to provide feedback in educationally constructive ways on learner progress and achievement.
• Assessment results are interpreted and used to inform future teaching, learning and assessment strategies.
• Choice and design of assessment strategies, methods and procedures in ways which show knowledge and understanding of the assumptions that underlie a range of assessment approaches and their particular strengths and weaknesses in relation to age and learning area being assessed is justified.

Associated Assessment Criteria for Exit Level Outcome 7

• Sense of respect towards others in the learning environment is maintained.
• Effective, professional communication with parents, guardians and other members of the community and involve them in school affairs is initiated and maintained.
• Ability to engage critically with a wide variety of stakeholders regarding issues that are specifically relevant to teaching and learning practices is demonstrated.
• Internal and external networking opportunities are used effectively.
• Education policies, procedures and systems which impact on institutions and classrooms, as well as on the national education and training landscape are critically engaged with.
• School policies and development plans to their own teaching are applied.
• Curricular, cross-curricular and extra-curricular activities are organised.
• Extra-curricular activities are selected, created, justified, delivered, reflected upon and improved.
• A sense of respect and responsibility towards others by cultivating a critical, committed and ethical attitude is practiced and promoted.
• Behaviour in ways that enhance the status of professional educators and ensure an accountable culture of teaching and learning is maintained.

Integrated Assessment

The institution policy document on integrated assessment requires that all semester modules be subjected to a minimum of at least two (2) assessment options prior to the formal examinations. The assessment options should include one (1) formal written test as it serves as preparation for the exams. The minimum assessment requirements for a year module are two (2) formal tests and one (1) assignment. Different types of assessment are used, for example, tests, assignments, poster presentations, portfolios, observation journals, oral presentations, practical assessments, groupwork assessments, and classwork assessments.