Bachelor of Education in Intermediate Phase Teaching

Purpose

The purpose of this initial teacher education qualification is to promote access to higher education and to qualify learners to become Intermediate Phase teachers. The 4-year professional teaching qualification in Intermediate Phase Teaching 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 in order to teach learners from Grades 4 to 7. Specifically, the Bachelor of Education in Intermediate Phase Teaching will provide learners with specialisations linked to this phase of teaching along with competence in subject matter knowledge, and the integration of all types of learning associated with the acquisition, integration and application of knowledge for teaching purposes within the South African context (DHET, 2011: 8).

This 4-year degree is structured in accordance with the new Minimum Requirements for Teacher Education Qualifications (July 2011). It is also aligned to the new HEQSF guidelines and will provide learners with the knowledge, skills and applied competencies identified to be critical for teaching at this level. Learners will be well-prepared with insight and skills that are both employable and relevant to further specialisation study in support of the principles of life-long learning.

Upon completion of the qualification, the learner will be able to

• Demonstrate integration of knowledge, skills and abilities when conducting the lesson.
• Demonstrate a thorough understanding of the content of the curricular areas and phase specialisations.
• Demonstrate the ability to carry out the roles of a teacher as appropriate to their practice that includes: specialist in a phase, subject discipline or practice; learning mediator; interpreter and designer of learning programmes and material; leader, administrator and manager; scholar, researcher and lifelong learner; assessor; and community, citizenship and pastoral role.
• Demonstrate the ability to undertake various functions responsibly in terms of manager/administrator/leader within the education system, institution and community, underpinned by respect for and commitment to the teaching profession.

Rationale

"The primary purpose of all Initial Teacher Education (ITE) qualifications is to certify that the holder has specialised as a beginner teacher in a specific phase. This specialisation can take a variety of forms, all of which are associated with competence in subject matter knowledge, and it integrates all types of learning" (DHET, 2011: 15).

The Bachelor of Education in Intermediate Phase Teaching is intended as an initial professional qualification with specialisation linked to the Intermediate Phase of teaching (Grades 4 to 7). This qualification will provide learners with a thorough grounding in the key disciplines related to Intermediate Phase teaching. This qualification is thus structured in such a way so as to ensure knowledge specialisation linked with the Intermediate Phase of teaching, while simultaneously developing practical skills and work integrated learning experiences in order to prepare beginner teachers for teaching in diverse contexts.

The design for this qualification has been informed by the Department of Higher Education and Training (DHET) minimum requirements for teacher education qualifications (2011) coupled with the national drive to produce and increase the number of teacher, while also ensuring a better quality teacher in the classroom. This qualification seeks to provide a fundamental and comprehensive education underpinned by subject knowledge in the teaching in various Intermediate Phase subjects, underpinned by subject knowledge, educational theory and methodology aligned with the requirements of a professionally qualified beginner teacher.

This degree will enable qualified learners to work in schools, teaching at the Intermediate Phase. The outcomes in the design of this qualification were identified as critical to drive a successful career in teaching the Intermediate Phase. Therefore, learners will be suitably prepared to move into their teaching career whereby they will be able to demonstrate basic competences of a beginner teacher (as laid out in the Minimum requirements for Teacher Education Qualifications, 2011): These include the following for newly qualified teachers (DHET, 2011: 53):

• Posses sound subject knowledge.
• Know how to teach their subject(s) and how to select, determine the sequence and pace content in accordance with both subject and learner needs.
• Know who their learners are and how they learn; they must understand their individual needs and tailor their teaching accordingly.
• Communicate effectively in general, as well as in relation to their subject(s), in order to mediate learning.
• Possess highly developed literacy, numeracy and Information Technology (IT) skills.
• Knowledgeable about the school curriculum and be 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.
• Understand diversity in the South African context in order to teach in a manner that includes all learners. They must also be able to identify learning or social problems and work in partnership with professional service providers to address these.
• Manage classrooms effectively across diverse contexts in order to ensure a conducive learning environment.
• Able to assess learners in reliable and varied ways, as well as being able to use the results of assessment to improve teaching and learning.
• Possess positive work ethic, display appropriate values and conduct them in a manner that befits, enhances and develops the teaching profession.
• Reflect critically, in theoretically informed ways and in conjunction with their professional community of colleagues on their own practice in order to constantly improve it and adapt it to evolving circumstances.

Recognition of Prior Learning (RPL)

The institution's RPL Policy and the Academic Credit and Qualification Completion Policy will guide the process whereby skills, knowledge and experience in respect of competence acquired through formal and non-formal learning are assessed. All RPL submissions are managed by an academic committee under the supervision of the Academic Manager and Registrar.

Entry Requirements

Admission Requirements

• A National Senior Certificate (NSC) granting access to Degree studies.
• A National Certificate Vocational NC (V) granting access to Degree.
• A Senior Certificate (SC) (with endorsement) or equivalent.

Or

• An Advanced Certificate.

Or

• A 240 or 360 Credit Diploma.

Or

• An Advanced Diploma in a cognate discipline.

Or

• A candidate who did not achieve degree entry in the NSC/NC (V) and who has obtained a registered and accredited Higher Certificate in an appropriate field may also be allowed access to an appropriate Bachelors' Degree.

This qualification comprises compulsory modules at NQF Level 5, 6 and 7 and elective modules at NQF Levels 5, totalling 511.

Compulsory Modules at NQF Level 5, 76 Credits

• Academic Literacy, 5 Credits.
• English for Education 1A, 6 Credits.
• First Additional Language: Afrikaans for Education 1A, 6 Credits.
• Psychology 1A, 12 Credits.
• Teaching IP Social Sciences 1, 8 Credits.
• Teaching IP Mathematics 1A, 8 Credits.
• Introduction to Personal Computing, 5 Credits.
• Psychology 1B, 12 Credits.
• Teaching IP Natural Science and Technology 1, 8 Credits.
• Teaching Experience 1, 6 Credits.

Electives Modules at NQF Level 5, 12 Credits

• Communicative Language - Xhosa 1, 12 Credits.
• Communicative Language - Zulu 1, 12 Credits.
• Communicative Language - Sotho 1, 12 Credits.

Compulsory Modules at NQF Level 6, 196 Credits

• Intermediate Phase Teaching and Learning, 12 Credits.
• English for Education 1B, 6 Credits.
• First Additional Language: Afrikaans for Education 1B, 6 Credits.
• Teaching IP Mathematics 1B (Number, Operations and Relationships), 8 Credits.
• Child Development and Learning Theories, 12 Credits.
• Teaching IP Social Sciences 2A (Hist), 15 Credits.
• Teaching IP Mathematics 2A (Patterns, Functions and Algebra), 8 Credits.
• Teaching IP First Additional Language: Afrikaans 1A (Listening and Speaking), 6 Credits.
• Teaching IP English First and First Additional Language 1A (Speaking and Listening), 6 Credits.
• ICT integration into the Classroom, 12 Credits.
• Teaching IP Social Sciences 2B (Geog), 15 Credits.
• Teaching IP Mathematics 2B (Space and Shape - Geometry), 8 Credits.
• Teaching IP First Additional Language: Afrikaans 1B (Reading and Viewing), 6 Credits.
• Teaching IP English First and First Additional Language 1B (Reading and Viewing), 6 Credits.
• Teaching Experience 2, 8 Credits.
• Teaching IP English First and First Additional Language 2A (Writing and Presenting), 6 Credits.
• Teaching IP First Additional Language: Afrikaans 2A (Writing & Presenting), 6 Credits.
• Teaching IP Mathematics 3A (Measurement and Data Handling), 8 Credits.
• Teaching IP Natural Science and Technology 2A (Integrated Natural Science and Technology studies), 15 Credits.
• Teaching IP English First and First Additional Language 2B (Language Structure and Conventions), 6 Credits.
• Teaching IP First Additional Language: Afrikaans 2B (Writing and Presenting), 6 Credits.
• Teaching IP Natural Science and Technology 2B (Natural Science, Technology and Sustainability), 15 Credits.

Compulsory Modules at NQF Level 7, 227 Credits

• Inclusive Education A, 12 Credits.
• Inclusive Education B, 12 Credits.
• Multi-cultural Education, 12 Credits.
• Professional Ethics, 12 Credits.
• Social Education, 12 Credits.
• Assessment and Measurement, 10 Credits.
• Teaching IP Mathematics 3B (Integration of all skills and content areas), 15 Credits.
• Teaching Experience 3, 8 Credits.
• Foundations of Education, 12 Credits.
• Special Study in Development or Learning in the Intermediate Phase A, 10 Credits.
• The Reflective Practitioner A, 10 Credits.
• Teaching IP English First and First Additional Language 3 (Integration of all skills and content areas), 15 Credits.
• Teaching IP Social Sciences 3A (Hist), 8 Credits.
• Teaching IP Natural Science and Technology 3A (Mechanical Systems), 8 Credits.
• Special Study in Development or Learning in the Intermediate Phase B, 10 Credits.
• Educational Management, 12 Credits.
• The Reflective Practitioner B, 10 Credits.
• Teaching IP First Additional Language: Afrikaans 3 (Integration: Language structure and conventions), 15 Credits.
• Teaching IP Social Sciences 3B (Geog), 8 Credits.
• Teaching IP Natural Science and Technology 3B (Energy and Electricity), 8 Credits.
• Teaching Experience 4, 8 Credits.

1: Demonstrate integration of knowledge, skills and abilities when conducting the lesson.

2: Demonstrate a thorough understanding of the content of the curricular areas and phase specialisations.

3: Demonstrate the ability to carry out the roles of a teacher as appropriate to their practice that includes: specialist in a phase, subject discipline or practice; learning mediator; interpreter and designer of learning programmes and material; leader, administrator and manager; scholar, researcher and lifelong learner; assessor; and community, citizenship and pastoral role.

4: Demonstrate the ability to undertake various functions responsibly in terms of manager/administrator/leader within the education system, institution and community, underpinned by respect for and commitment to the teaching profession.

Associated Assessment Criteria for Exit Level Outcome 1

• Content competence in the areas of the chosen specialisation of the Intermediate Phase of teaching is demonstrated.
• Relevant written and spoken language is used to foster relationships within the teaching context.
• Information collected about learners in the classroom is analysed to enhance learning in the Intermediate Phase of teaching.
• Self-management competencies as a foundation to successful leadership within the dynamic and tiered structure of a school are demonstrated.
• ICT is used to enrich the learning experience of others and continued self-learning is facilitated.

Associated Assessment Criteria for Exit Level Outcome 2

• Understanding of the field of knowledge which underpins Intermediate Phase teaching is demonstrated.
• Global changes that impact on the relevance of the subject content ensuring a current pedagogically sound content base is applied.
• The correct terminology with subject/phase of specialisation within the Intermediate Phase of teaching is used.
• Curricular knowledge to inform the design of relevant learning material specific to subject/phase specialisation within the Intermediate Phase of teaching is interpreted.

Associated Assessment Criteria for Exit Level Outcome 3

• An understanding of the fields of knowledge which underpin the Intermediate Phase of teaching is demonstrated.
• Coherent learning programmes and lessons appropriate for the learners, context and the Intermediate Phase, taking into account the school curriculum, learner contexts, and diverse needs of learners, including those with barriers to learning are selected, adapted or designed.
• Lessons and other learning experiences within teaching programmes, selecting appropriate teaching and learning strategies are planned.
• A range of assessment strategies to accommodate differences in learning style, pace and context are used.
• Ways that enhance the status of professional educators and ensure an accountable culture of teaching and learning are complied with.
• Learning in the classroom while ensuring the competencies of the teacher are performed in a democratic way which supports the school context is managed.
• Supportive and empowering learning contexts for learners and responding to diverse needs of learners and colleagues, educational and other are provided.
• A reflective commentary on professional development supported by a portfolio of evidence is presented.
• The phase of specialisation, Intermediate Phase, knowledge and work - based experiences to select an area for primary based research are drawn upon.

Associated Assessment Criteria for Exit Level Outcome 4

• Work professionally with colleagues in the institutional setting is demonstrated.
• Effective, professional communication with parents, guardians and other members of the community and involve them in school affairs is initiated and maintained.
• A sense of respect and responsibility towards others by cultivating a critical, committed and ethical attitude is practiced and promoted.
• Ways that enhance the status of professional educators and ensure an accountable culture of teaching and learning are applied.
• Commitment to act in and actively promote the best interests of learners, parents, communities, colleagues, and the profession is shown.

Integrated Assessment

This qualification has both formative and summative assessment.

Formative assessment

Learning and assessment are integrated. Continual formative assessment is required so that learners are given feedback on their progress in the achievement of learning outcomes. The scheme of work includes assignments based on the learning material and learners are given feedback. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes.

Summative assessment

Summative assessment is concerned with the judgement of the learning in relation to the Exit Level Outcomes of the qualification. Such judgement must include integrated assessments which test the learner's ability to integrate the larger body of knowledge, skills and attitudes that are represented by the Exit Level Outcomes as a whole. Examinations, projects, reports or equivalent assessments, such as a portfolio of evidence, assess a representative selection of the outcomes practised and assessed. Summative assessment also tests the learner's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module.

In addition, School-based Work Integrated Learning, including supervised and assessed teaching practice, constitutes an essential part of the qualification. Teachers will spend a minimum of 20 weeks to a maximum of 32 weeks in a formally supervised classroom to assess the school-based practices over the four-year duration of the degree. A maximum of 12 such weeks will be spent in schools, and at least three of these will be consecutive.