Bachelor of Education in Intermediate Phase Teaching

Purpose

Upon completion of the qualification the learner will be able to demonstrate the following

• Demonstrate knowledge of universal moral and ethical values and instil these values in learners to live according to them.
• Analyse and critically reflect on and address the complex problems regarding intermediate phase teaching in different contexts.
• Apply innovative educational practices in different learning contexts in the community at large.
• Apply, communicate and assess knowledge in the education of learners from Grade 4 to Grade 7.
• Communicate disciplinary subject knowledge and skills and general and specialised pedagogical knowledge appropriate to intermediate phase teaching.

Rationale

The Bachelor of Education in Intermediate Phase Teaching qualification has been designed in accordance with current legislative requirements, the needs of various stakeholders as well as the envisaged learner intake.

The design of the qualification is in accordance with national teacher training and higher education statutory requirements detailed in The Minimum Requirements for Teacher Education Qualifications (Government Gazette, Nr 15, July 2011), the Intermediate Phase Curriculum and Assessment Policy (January 2012) of the Department of Basic Education, the Criteria for Programme Accreditation (2004) of the Council on Higher Education and the Higher Education Qualifications Framework (2007).

The importance of local, regional and national educational needs was also taken into consideration. As an institution situated in the Western Cape, the specific needs of this region were taken into account as reflected in the Western Cape's Department of Education Annual Report (2010-2011). The institution will contribute to the Department's vision of creating opportunities for all learners in the realisation of improved educational outcomes. The decision to start the teacher training at the institution specifically with an Intermediate Phase qualification reflects the desire to contribute towards the Department's vision of improved education in primary schools, particularly in the fields of literacy and numeracy. Improving the quality of primary schooling and of literacy and numeracy competence in particular, is a prerequisite to effecting quality gains on a long-term basis in secondary schooling as well as post-school tertiary education.

It is the conviction of the institution to play an important part in the upgrading of the competency levels of South African Intermediate Phase teachers. The development of a high quality Intermediate Phase qualification with strong emphasis on disciplinary and pedagogical content knowledge and the coherent integration of these types of knowledge with school-based practical learning are proof of the scope and possibilities within the private higher education sector in this regard.

Apart from learners who have difficulty gaining access to public institutions, the institution envisages to attract learners from the private schools managed by the institutions' Foundation. The constructive and positive role these schools are playing in the reconstruction of communities creates a situation that learners from these schools have the desire to enter the teaching profession and to eventually return to their communities to fulfil their role as teachers in a context they know intimately. Furthermore, the design of the qualification is specifically directed to equip teachers to work and teach in communities with specific socioeconomic needs.

The institution is furthermore convinced that the way to improve the quality of teaching and learning in South African schools lies in the quality training of teachers that will be fed into the system, or are already in the system. A report on Changes in Education Since 1994 (Taylor, Fleisch and Shindler, 2008) emphasises that teacher capacity is central to improving the quality of schooling at all levels. One of the major reasons for South Africa's poor educational performance compared with that of the country's impoverished neighbours is the level of teacher knowledge.

Thus upon completion of the Bachelor of Education in Intermediate Phase Teaching will enable learners to articulate and practice education as a faith-based service to intermediate learners and schools in diverse contexts. Underpinned by universal values, they will guide learners in a contextualised and inclusive way to attain the relevant knowledge and skills applicable to the intermediate phase of teaching and learning.

Recognition of Prior Learning (RPL)

Recognition of prior learning will be done in terms of the Policy for the Recognition of Prior Learning of the institution. The point of departure of the policy is that prior learning can be assessed and credits awarded on the basis of that assessment, to enable entry into the qualification. The previous learning and experience of an applicant will be compared with the outcomes required for the Intermediate programme. Recognition of prior learning will apply to prospective students seeking exemption from certain requirements of a programme, leading to advanced placement in the qualification. This can mean either credit transfer or credit recognition towards attainment of the qualification.

Entry Requirements

Admission requirements

• A National Senior Certificate (NSC) passed with Bachelor's Degree admission.

Or

• A National Certificate Vocational (NCV) passed with Bachelor's Degree admission.

Or

• An Advanced Certificate.

Or

• A 240 or 360 Credit Diploma.

Or

• An Advanced Diploma in a cognate discipline.

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

Modules at NQF Level 5, 100 Credits

• Introduction: Foundations of Education, 5 Credits.
• History of Education in SA, 10 Credits.
• English First Language I OR, 10 Credits.
• Afrikaans First Language I, 10 Credits.
• Afrikaans First Additional Language I OR, 10 Credits.
• English First Additional Language I, 10 Credits.
• Higher Education Learning, 5 Credits.
• Information and Communication Technology, 5 Credits.
• English Communication OR, 5 Credits.
• Afrikaans Communication, 5 Credits.
• Introduction to Teaching Practice, Observation and whole school evaluation, 10 Credits.
• Intermediate Phase Mathematics Concepts, 10 Credits.
• IsiXhosa Communication, 5 Credits.

Modules at NQF Level 6, 145 Credits

• Economic and Management Sciences Introduction (Grade 7), 10 Credits.
• Inclusive Education I, 10 Credits.
• Teaching Practice: Supervised Teaching I, 10 Credits.
• Community Studies, 5 Credits.
• Educational Philosophy I, 10 Credits.
• Teaching and Learning Theory (Didactics), 10 Credits.
• Classroom Management and School governance, 10 Credits.
• Teaching Practice: Guided Teaching II, 10 Credits.
• English First Language II OR, 10 Credits.
• Afrikaans First Language II, 10 Credits.
• Afrikaans First Additional Language II OR, 10 Credits.
• English First Additional Language II, 10 Credits.
• Curriculum Studies, 10 Credits.
• Assessment Theory I, 10 Credits.
• Teaching Practice: Guided Teaching I, 10 Credits.

Elective Modules at NQF Level 6, 10 Credits

The learner must choose one

• First Subject Domain Elective, 10 Credits.
• Second Subject Domain Elective, 10 Credits.
• Second Major Elective I, 10 Credits.
• First Major Elective I, 10 Credits.

Modules at NQF Level 7, 210 Credits

• Educational Philosophy II, 10 Credits.
• Educational Psychology I, 10 Credits.
• Teaching English First Language III OR, 10 Credits.
• Teaching Afrikaans First Language III, 10 Credits.
• Teaching Afrikaans First Additional Language III OR, 10 Credits.
• Teaching English First Additional Language III, 10 Credits.
• Educational Psychology II, 10 Credits.
• Assessment Theory II, 10 Credits.
• Sociology of Education, 10 Credits.
• Teaching Practice: Supervised Teaching II, 10 Credits.
• Educational Psychology III, 10 Credits.
• Inclusive Education II, 10 Credits.
• Introduction to research methodology, 10 Credits.
• Teaching Practice: Independent Teaching I, 10 Credits.
• Community directed education, 10 Credits.
• Social Pedagogy, 10 Credits.
• Inclusive Education III, 10 Credits.
• Research Project/Integrated summative programme assessment, 20 Credits.
• Teaching Practice: Independent Teaching II, 20 Credits.

Elective Modules at NQF Level 7, 10 Credits

The learner must choose one

• First Major Elective II, 10 Credits.
• Second Major Elective II, 10 Credits.
• Teaching First IP Elective III, 10 Credits.
• Teaching Second IP Elective III, 10 Credits.

1. Demonstrate knowledge of universal moral and ethical values and instil these values in learners to live according to them.
2. Analyse and critically reflect on and address the complex problems regarding intermediate phase teaching in different contexts.
3. Apply innovative educational practices in different learning contexts in the community at large.
4. Apply, communicate and assess knowledge in the education of learners from Grade 4 to Grade 7.
5. Communicate disciplinary subject knowledge and skills and general and specialised pedagogical knowledge appropriate to intermediate phase teaching.

Associated Assessment Criteria for Exit Level Outcome 1

• Appropriate values, skills and attitudes towards the effective teaching of children on the basis of the South African school curriculum are applied.
• Critical cognitive abilities to enhance the cognitive abilities of children are portrayed.

Associated Assessment Criteria for Exit Level Outcome 2

• Education against the background of the broader South African context with specific reference to the diverse socioeconomic needs is interpreted.
• Socioeconomic needs of communities and different cultural contexts are analysed in the learning and teaching of children.

Associated Assessment Criteria for Exit Level Outcome 3

• Values, morals and attitudes as role models that will reflect the ethos of the institution are portrayed.
• Education is practised from a faith-based premise and as a point of departure.

Associated Assessment Criteria for Exit Level Outcome 4

• Understanding of the development of the child towards the accommodation and enhancement of different learning abilities is demonstrated.
• Equal opportunities for all learners, especially those from disadvantaged backgrounds towards leadership abilities are demonstrated.
• The abilities of learners in reliable and varied ways to improve teaching and learning are assessed.

Associated Assessment Criteria for Exit Level Outcome 5

• Highly developed literacy, numeracy, classroom management, information technology and blackboard skills are demonstrated.
• Sound subject knowledge of the foundation of education and the intermediate phase specialisation is illustrated.

Integrated Assessment

Assessment of teaching practice is the integrated assessment, both formative and summative, of different sets of outcomes of learning towards the demonstration of applied competence. The intended learning outcomes of the Teaching Practice modules are therefore aligned, in an integrated way, with the learning outcomes of the other fields of learning within the Intermediate Phase learning.

Assessment of Teaching Practice will focus on the following types of school-based learning: school-based theoretical learning, problem-based learning, and project-based learning and classroom practice learning.

Formative assessment is dependent on ongoing communication between learner and supervisor-teacher as well as between learner and lecturer, to enhance, recognise and respond to the learning in the context of the classroom and the school. Formative assessment in the classroom situation takes place through responding to questions, asking questions and interacting with learners after practical classroom learning activities. Self-assessment using a checklist related to the specified assessment criteria is also a recognised form of formative assessment.

Summative assessment of teaching practice is used to measure attainment against the particular assessment criteria of the teaching practice modules. Summative assessment of teaching practice will be done at the end of each semester's placement in schools, on the evidence provided in a teaching portfolio compiled by the students and on reports by supervision-teachers. The Teaching Practice strand involves teaching, learning and assessment in the integrated fields of Intermediate Phase subject knowledge, teaching theory and applied teaching theory. Teaching Practice modules are therefore designed coherently against the above integrated fields of learning. The Teaching Practice strand comprises 27 weeks of school-based practical learning spread over the four years of study. Modules are pegged at NQF Levels 5-7 (totalling 80 Credits).