Bachelor of Education in Intermediate Phase Teaching

Purpose

On completion of the qualification, learners will be able to demonstrate integrated knowledge of the main fields and disciplines associated with Intermediate Phase Teaching. They will be able to educate Intermediate Phase learners while adapting to changing legislation and policies in a meaningful and innovative way.

Rationale

Bachelor of Education (B.Ed.) in Intermediate Phase Teaching qualification has been designed according to current legislative requirements, the needs of various stakeholders and the envisaged learner intake.

The qualification aims to cater for those learners who cannot be accommodated in public universities; those who are not able to attend full-time classes and those who are not able to cope with distance education without personal contact. Unqualified and under-qualified teachers will be able to study, as the mode of delivery makes it possible to learn while working at a school.

Furthermore, the aim of the Bachelor of Education in Intermediate Phase Teaching is to produce learners who will see the teaching profession as a lifelong task with an eye to the reconstitution, transformation and restoration of society. This qualification aims to contribute to the pool of highly educated and fully equipped teachers in order to address the need for professional educators in South Africa.

Recognition of Prior Learning (RPL)

RPL constitutes an essential element for providing access for learners from all backgrounds to the cohort of formally qualified teachers. The institution subscribes to the principle of lifelong learning and supports access, equity and redress for learners who wish to improve their qualifications. In order to provide the learner with an opportunity to demonstrate knowledge and skills, learners will undergo a series of assessments specifically designed to assist them to display their competence. This assessment is subject to the same moderation process as all assessment processes.

Entry Requirements

Learners are required to have either the following in order to be considered for admission

• Senior Certificate with endorsement.
• National Senior Certificate granting access to a Bachelors' Degree studies.

This qualification consists of compulsory modules at NQF Levels 5, 6 and 7 totalling 522 Credits.

Compulsory modules, NQF Level 5

• Introduction to Information Technology, 6 Credits.
• Education in South Africa, 12 Credits.
• Religious Studies, 6 Credits.
• Didactics, 12 Credits.
• Afrikaans First Language Teaching 1, 6 Credits.
• Academic Literacy, 6 Credits.
• English First Additional Language Teaching 1, 6 Credits.
• Sepedi Communication, 6 Credits.
• Sepedi Communication, 6 Credits.

Elective modules at NQF Level 5

Elective Group A in Mathematics Teaching, Science and Technology Teaching or Elective. Group B in Social Sciences Teaching or Life Skills Teaching.

• Elective Group A 1, 6 Credits (first semester).
• Elective Group B 1, 6 Credits (first semester).
• Elective Group A 1, 6 Credits (second semester).
• Elective Group B 1, 6 Credits (second semester).

Total number of Credits for NQF Level 5 is 96.

Compulsory modules at NQF Level 6

• Biblical Studies 1, 6 Credits.
• Classroom Management, 12 Credits.
• Educational Psychology 1, 12 Credits.
• Biblical Studies 2, 6 Credits.
• Assessment, 12 Credits.
• Educational Psychology 2, 12 Credits.
• Afrikaans First Language Teaching 2, 12 Credits.
• Teaching Practice 2, 12 Credits.
• Biblical Studies 3, 6 Credits.
• English First Additional Language Teaching 2, 12 Credits.
• Co-teaching 2B, 12 Credits.
• Socio Pedagogics, 12 Credits.
• Biblical Studies 4, 6 Credits.
• Afrikaans First Language Teaching 3, 12 Credits.
• Teaching Practice 3, 12 Credits.
• Curriculum Studies, 12 Credits.
• English First Additional Language Teaching 3, 12 Credits.
• Mentor Teaching 3B, 12 Credits.

Elective modules at NQF Level 6

Elective Group A in Mathematics Teaching, Science and Technology Teaching or Elective. Group B in Social Sciences Teaching or Life Skills Teaching:

• Elective Group A2 or B 2, 12 Credits (first semester).
• Elective Group A2 or B 2, 12 Credits (second semester).
• Elective Group A3 or B3, 12 Credits (first semester).
• Elective Group A3 or B3, 12 Credits (second semester).

Total number of Credits for NQF Level 6 is 240.

Compulsory modules at NQF Level 7

• Educational Psychology 3, 12 Credits.
• Learner Support 1, 12 Credits.
• Integrated Intermediate Phase Teaching, 6 Credits.
• Biblical Studies 5, 6 Credits.
• Educational Philosophy 1, 12 Credits.
• Biblical Studies 6, 6 Credits.
• Learner Support 2, 12 Credits.
• Research Theory 12, Credits.
• Educational Philosophy 2, 12 Credits.
• Afrikaans First Language Teaching 4, 12 Credits.
• Teaching Practice 4, 12 Credits.
• Learner Support 3, 12 Credits.
• Research Project, 12 Credits.
• English First Additional Language Teaching 4, 12 Credits.
• Independent Teaching 4B, 12 Credits.

Elective modules at NQF Level 7

Elective Group A in Mathematics Teaching, Science and Technology Teaching or Elective. Group B in Social Sciences Teaching or Life Skills Teaching:

• Elective A4 or B4, 12 Credits (first semester).
• Elective A4 or B4, 12 Credits (second semester).

Total number of Credits at NQF Level 7 is 186.

1. Apply proper leadership and innovative practices in the context of the teaching profession.
2. Demonstrate the knowledge needed to equip children with the relevant values, skills and knowledge applicable to their developmental level.
3. Demonstrate competence in the education of learners in the Intermediate Phase and learners in the first year of the Senior Phase.
4. Present and communicate extensive and specialised educational and theoretical subject knowledge and skills reliably and coherently using academic and professional conventions appropriate to the qualification.
5. Evaluate performance against the given criteria.
6. Apply basic research principles and practice lifelong learning.
7. Demonstrate the ability to work effectively in a team.

Associated Assessment Criteria for Exit Level Outcome 1

• Internal and external networking opportunities are developed and managed in order to constantly improve teaching and learning.
• Effective involvement in school affairs of all stakeholders is initiated.
• Full responsibility regarding decisions and actions within the learning context is taken.

Associated Assessment Criteria Exit Level Outcome 2

• Principles for the ethical, holistic development of the learner in the Intermediate Phase and in Grade 7 are motivated and applied.
• The different schools of thought regarding teaching and learning in the Intermediate Phase, with Grade 7 as part of this continuum are critically reflect upon.
• Relevant factual knowledge associated with the teaching of subjects in the Intermediate Phase and in Grade 7 is analysed.

Associated Assessment Criteria Exit Level Outcome 3

• The requirements of all subjects in the Intermediate Phase and Grade 7 Curriculum are explained.
• Suitable learning activities in authentic contexts as part of Work Integrated Learning (WIL) are planned and presented.
• Suitable learning, teaching material and lessons spanning all aspects of teaching Afrikaans Home Language, English First Additional Language and the two subjects of Grade 11 are created.
• Continuous assessment of the Intermediate Phase and Grade 7 learner is planned for.

Associated Assessment Criteria Exit Level Outcome 4

• Information technology to manage administrative tasks, further own learning and facilitate the learning of others is used.
• A variety of texts is written.
• General and academic texts are found, read and critically evaluated.
• Information into own knowledge system, applying well-developed processes of analyses, synthesis and evaluation on that information is integrated.

Associated Assessment Criteria Exit Level Outcome 5

• The different ways of assessing the Intermediate Phase learner and the Grade 7 learner are explained.
• The link between the purpose, the method and the strategy chosen for the assessment is analysed.
• A comprehensive assessment plan, applying the theoretical foundations of assessing the Intermediate Phase and the Grade 7 learner in an age appropriate way is created.
• A suitable criterion for different assessment goals according to the principles of fairness, validity and reliability is formulated.
• The results of reflection and self-assessment to address own problems and problems in the schooling system, and to improve assessment practices are used.

Associated Assessment Criteria Exit Level Outcome 6

• Methods of enquiry are critically discussed and evaluated.
• A range of methods for finding relevant information are applied.

Associated Assessment Criteria Exit Level Outcome 7

• A values-driven teaching practice is promoted by demonstrating a supportive, committed and ethical attitude.
• Ways of ensuring a positive work environment for all is proposed.
• Principles of cordial relation within the context of teaching and learning are observed and cherished.

Integrated Assessment

All summative assessment activities are moderated, while the moderation process is verified at the exit level according to the requirements of the Moderation Policy. All summative assessment of modules (NQF Level 7) is externally moderated. Formative as well as summative assessment is done and aligned with the qualification outcomes. Sufficient evidence is collected for each module.