Bachelor of Education in Intermediate Phase Teaching

Purpose

The Bachelor of Education in Intermediate Phase Teaching is to be achieved by means of four main components on which the curriculum is designed:

• Competences related to fundamental learning.
• Competences related to subject and content of teaching. Two areas of specialisation are provided, namely Life Skills and Social Sciences or Mathematics, Natural Science and Technology.
• Competences related to teaching and learning processes.
• Competences related to the school and the educator profession.

Upon completion of this qualification, qualifying learners will be able to

• Make decisions based upon a deep understanding of the context and specialised knowledge and apply these decisions to the relevant learning areas in the class when planning appropriate activities.
• Manage own learning and demonstrate the ability to evaluate own performance in an academic and professional context.
• Apply the knowledge and skills, acquired in this programme, in the workplace.
• Apply a successful application of learning theories and the foundations of education in adopting appropriate teaching and learning methods in diverse classroom contexts.
• Demonstrate ethical professional conduct visible in their duty of care towards the children. Practise and promote a critical, committed, and ethical attitude towards developing a sense of respect and responsibility towards others.
• Understand diverse backgrounds and the management of classrooms.

The qualifying learner must always be aware of the whole child and ensure that each child develops socially, emotionally, physically, morally, and intellectually within the diversity of the environment and cultures.

Rationale

This qualification is for persons wanting to become fully qualified as professional educators teaching learners in the Intermediate Phase of schooling. The qualification will develop Intermediate Phase classroom teachers with the knowledge, skills and applied competencies identified as critical to enter the world of work as beginner teachers to teach learners from Grades 4 to 6.

The qualification has been developed in line with the revised policy on the Minimum Requirements for Teacher Education Qualifications (Department of Higher Education and Training, Government Gazette No 36721, 15 August 2013).

This qualification is intended to develop qualified classroom teachers who can demonstrate focused knowledge and skills in the teaching of particular specialisations. The qualification will equip teachers to choose different pathways to deepen and extend competence in the chosen teaching and learning specialisations.

The qualification will capacitate learners to uphold the Constitution and promote democratic values and practices in schools and society and demonstrate the ability to develop a supportive and empowering environment for the learner and respond to the educational and other needs of learners.

This qualification will provide learners with a thorough grounding in the key disciplines related to Intermediate Phase teaching.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules

• Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for Credit

• Learners may also apply for RPL for Credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4, granting access to Bachelor's degree studies.

Or

• Senior Certificate, NQF Level 4, granting access to Bachelor's degree studies.

Or

• National Certificate Vocational, NQF Level 4, granting access to Bachelor's degree studies.

Or

• A former three-year College of Education Diploma or a National Professional Diploma in Education.

Or

• A Former undergraduate Higher Diploma in Education.

Or

• A former Further Diploma in Education.

This qualification consists of the following compulsory and elective modules at NQF Levels 5, 6 and 7 totalling 520 (life Skills and Social Sciences) and 505 (Mathematics, Natural Science and Technology) Credits.

The qualification is structured to allow learners to choose either the Two Languages plus Life Skills and Social Sciences - endorsement carrying 520 Credits OR the Two Languages plus Mathematics, Natural Science and Technology carrying 505 Credits

Compulsory Modules, Level 5, 70 Credits (General), 102 Credits for the Mathematics and Natural Science and Technology Stream, 115 for the Life Skills and Social Sciences Stream.

• Communication and ICT Skills, 15 Credits.
• Blended Teaching and Learning, 10 Credits.
• Educational Psychology and Sociology, 15 Credits.
• Teaching Practice (year 1) WIL, 15 Credits.

And

1 Language of Communication, Level 5.

• isiXhosa 1, 15 Credits.

Or

• isiZulu 1, 15 Credits.

Or

• Sepedi 1, 15 Credits.

Or

• Setswana, 15 Credits.

And

Compulsory Modules for Mathematics and Natural Science and Technology, Level 5, 32 Credits

• Mathematics 1, 16 Credits.
• Natural Science and Technology 1, 16 Credits.

Or

Compulsory Modules, Level 5, Life Skills, and Social Sciences, 45 Credits

• Elementary Mathematics, 15 Credits.
• Life Skills 1: Personal and Social Wellbeing, 15 Credits.
• Social Sciences: History 1, 15 Credits.

Elective Modules, Life Skills and Social Sciences, Level 5, 35 Credits.

• Afrikaans Home Language 1, Level 5, 20 Credits.

Or

• English Home Language 1, Level 5, 20 Credits.

And

• Afrikaans First Additional Language 1, Level 5, 15 Credits.

Or

• English First Additional Language 1, Level 5, 15 Credits.

Elective Modules, Mathematics and Natural Science and Technology, Level 5, 35 Credits

• Afrikaans Home Language 2, Level 5, 20 Credits.

Or

• English Home Language 2, Level 5, 20 Credits.

And

• Afrikaans First Additional Language 2, Level 5, 15 Credits.

Or

• English First Additional Language 2, Level 5, 15 Credits.

Compulsory Modules, Level 6, 110 Credits (General), 182 Credits for the Mathematics and Natural Science and Technology Stream, 188 Credits for the Life Skills and Social Sciences Stream.

• Education Philosophies, 15 Credits.
• Inclusive Education, 15 Credits.
• Economic Management Sciences: Teaching and Learning, 15 Credits.
• Foundations of Law, Ethics and Values, 15 Credits.
• Classroom Management, 15 Credits.
• Teaching Practice (year 2) WIL, 15 Credits.
• Teaching Practice (year 3) WIL, 20 Credits.

And

Compulsory Modules, Level 6, Mathematics and Natural Science and Technology, 72 Credits

• Mathematics 2, 18 Credits.
• Mathematics Teaching and Learning 3, 18 Credits.
• Natural Science and Technology 2, 18 Credits.
• Natural Science and Technology 3: Teaching and Learning, 18 Credits.

Or

Compulsory Modules, Level 6, Life Skills, and Social Sciences, 78 Credits

• Life Skills 2 - Physical Ed, 16 Credits.
• Life Skills 3 - Creative Arts, 16 Credits.
• Social Sciences: History 2, 15 Credits.
• Social Sciences: Geography 1, 15 Credits.
• Social Sciences: Geography 2, 16 Credits.

Elective Modules, Levels 6, 35 Credits: Life Skills and Social Sciences and Mathematics and Natural Science and Technology

• Afrikaans Home Language 2, Level 6, 20 Credits.

Or

• English Home Language 2, Level 6, 20 Credits.

And

• Afrikaans First Additional Language 2, Level 5, 15 Credits.

Or

• English First Additional Language 2, Level 5, 15 Credits.

Compulsory Modules, Level 7, 80 Credits (General), 116 Credits for Mathematics and Natural Science and Technology, 112 for Life Skills and Social Sciences

• Teaching and Learning Theories, 20 Credits.
• 21st Century Teaching and Learning, 20 Credits.
• Critical Thinking and Social Justice in Education, 20 Credits.
• Teaching Practice Year 4 (WIL), 20 Credits.

Compulsory Modules, Level 7, Mathematics and Natural Science and Technology, 36 Credits.

• Mathematics: Teaching and Learning 4, 18 Credits.
• Natural Science and Technology: Teaching and Learning, 18 Credits.

Compulsory modules, Level 7, Life Skills, and Social Sciences, 32 Credits

• Life Skills 4; Teaching and Learning, 16 Credits.
• Social Sciences: Teaching and Learning - History and Geography, 16 Credits.

Elective Modules, Level 7, 35 Credits: Mathematics and Natural Science and Technology, and Life Skills and Social Sciences:

• Afrikaans Home Language 3, Level 6, 20 Credits.

or

• English Home Language 3, Level 6, 20 Credits.

And

• Afrikaans First Additional Language 3, Level 5, 15 Credits.

or

• English First Additional Language 3, Level 5, 15 Credits.

Total Credits per stream

Mathematics and Natural Science and Technology, 505 Credits.

Life Skills and Social Sciences: 520 Credits.

1. Apply detailed, integrated knowledge and concepts of language learning to facilitate learning and teaching in the classroom.
2. Demonstrate competence regarding the knowledge base underpinning the curricular areas and phase specialisations to develop appropriate learning and teaching programmes for Intermediate Phase teaching.
3. Demonstrate knowledge of the foundations of education, analyse and interpret relevant education theories, critically reflect on teacher professionalism, and display appropriate professional values, attitudes, and behaviours.
4. Assess learners in reliable and varied ways suitable for variable contexts and be able to use the assessment results to improve teaching and learning.
5. Engage with education policies, procedures and systems which impact institutions and classrooms, as well as the national education and training landscape.

Associated Assessment Criteria for Exit Level Outcome 1

• Read academic and professional texts critically, and integrate information gained in their studies and in teaching.
• Read and interpret written and graphic materials with understanding.
• Convey information to others in written, graphic, and other forms which are appropriate to the developmental level/s and language ability of intermediate-phase learners.
• Use the language of instruction to explain, describe, discuss, and relate key concepts.
• Use additional language to explain, describe, and discuss such key concepts in a conversational style.

Associated Assessment Criteria for Exit Level Outcome 2

• Use the correct terminology with subject specialisation within the Intermediate Phase of teaching.
• Interpret curricular knowledge to inform the design of relevant learning material specific to subject/phase specialisation within the Intermediate Phase of teaching.
• Select, adapt, or design coherent learning programmes and lessons appropriate for the learners, context, and the Intermediate Phase, considering the school curriculum, learner contexts, and diverse needs of learners (including those with barriers to learning).
• Plan lessons and other learning experiences within teaching programmes, selecting appropriate teaching, and learning strategies.
• Use information and communications technology to further learning and facilitate the learning of others.

Associated Assessment Criteria for Exit Level Outcome 3

• Describe the general patterns of how children learn and develop in terms of the ideas of key education theorists in the field.
• Use the theoretical knowledge to justify an approach to teaching and learning used during practicum sessions.
• Tailor an understanding of how teaching to the needs of individual learners by identifying barriers to learning is demonstrated.
• Promote a values-driven teaching practice by demonstrating a supportive, committed, and ethical attitude.
• Manage classrooms across diverse contexts to ensure a conducive learning environment.
• Show attributes such as passion, integrity, and commitment to enhancing education as a profession.

Associated Assessment Criteria for Exit Level Outcome 4

• Design appropriate formative and summative assessment tasks and develop well-conceptualised assessment methods appropriate to the areas/subjects taught.
• Analyse the link between the purpose, the method and the strategy chosen for the assessment.
• Create a comprehensive assessment plan, applying the theoretical foundations of assessing the Intermediate Phase and the Grade 7 learner in an age-appropriate way.
• Formulate a suitable criterion for different assessment goals according to the principles of fairness, validity, and reliability.
• Utilise assessment to inform teaching and improve the quality of learning.
• Develop and motivate for future lesson plans following an analysis of errors identified in learner classwork.

Associated Assessment Criteria for Exit Level Outcome 5

• Compile with ways that enhance the status of professional educators and ensure an accountable culture of teaching and learning.
• Provide supportive and empowering learning contexts for learners and respond to diverse needs of learners and colleagues, educational and other.
• Engage with education policies, procedures and systems which impact institutions and classrooms, as well as the national education and training landscape.
• Maintain behaviour in ways that enhance the status of professional educators and ensure an accountable culture of teaching and learning.
• Use a variety of online teaching methods to provide opportunities for blended learning outside traditional classrooms.

Integrated Assessment

Assessment is seen as central to the learning and teaching process, providing both formative and summative assessment opportunities as well as requiring an element of holistic, integrated assessment in line with the overall purpose of the qualification.

To assess the achievement of the outcomes of this qualification an integrated, practice-based approach to assessment will be used. School context plays an integral role in this qualification since some of the assessment activities will take place at the schools. Thus site-based assessment (WIL) will form part of the assessment strategy.

The assessment strategy will measure knowledge and skills, it will assess whether learners are competently able to engage in appropriate practices (practical competence), understand the theoretical bases for these practices (foundational competence) and reflect on and improve learner engagement in such practices (reflexive competence).

The assessment will include an on-site assessment of practical competence in teaching so that it can assess the extent to which learners can work competently, flexibly, responsively, and effectively in authentic classroom contexts.

Formative assessment opportunities include a range of formal and informal assessment opportunities during the learning process to modify teaching and learning activities to improve learner attainment. Self-assessment activities include interactive assessment activities included in all learning materials. The submission of the three formative assignments per module is compulsory.

Continuous feedback will take place and involves giving qualitative feedback that focuses on the details of content and performance.

Summative assessment consists of marks allocated for assignments, written examinations and the reflective portfolio of evidence submitted as part of the Work-Integrated Learning process. The summative assessment focuses on the exit-level outcomes of the programme and is characterised as an assessment of learning and is contrasted with formative assessment, which is an assessment of learning.

School-based Work-Integrated Learning (WIL), including supervised and assessed teaching practice, constitutes an essential part of the Bachelor of Education qualification. Learners will spend a minimum of 20 weeks in a formally supervised classroom over the four-year duration of the qualification.

Formative assessment marks count for 30% and summative assessment counts for 70% of the final mark in each module.