Bachelor of Education in Senior Phase and FET Teaching

Purpose

The purpose of the Bachelor of Education in Senior Phase (SP) and Further Education and Training (FET) teaching is to deliver professionally qualified beginner teachers for the Senior and FET phase of schooling. This is done by providing teachers with a well-rounded education that equips them with specialised teaching competence in at least one school subject area (one SP subject and one FET subject and one FET subject or an additional learning support role), a nuanced understanding of the integrated nature of theory and practice in education and the context of the teaching profession in South Africa.

Upon qualifying learners will be able to

• Teach at three specialisations (one SP subject and two FET subjects or one SP subject, one FET subject and one support role) linked to the following subject domains and learning support specialisations.

Subject Domains

• Humanities.
• Science and Technology.
• Languages.
• Business and Management.

Learning Support Specialisations.

• School Guidance and Support.
• Physical Education.
• Support and nurture learning and development in diverse educational contexts.
• Identify and address barriers to learning in the classroom.
• Formulate a personal teaching philosophy and critically reflect on their teaching philosophy and how it relates to teaching conduct.
• Identify and address barriers to learning in the classroom.

Recognition of Prior Learning (RPL)

The Faculty accepts Recognition of Prior Learning (RPL) as an integral part of education and academic practice. It is acknowledged that all learning has value and the Faculty accepts the challenge to assess prior learning and award credit that is aligned to Faculty programmes to promote lifelong learning. The purpose of the Institution's RPL policy, which directs the Faculty's RPL procedure, is to recognise prior learning in order to provide for admission to qualifications, grant advanced placement in qualifications and grant credits for modules on the principles and processes that serve as basis for faculty-specific RPL practices.

A panel of selected staff members will determine, on a one-on-one basis, the competence of prospective students who apply for RPL. In determining an applicant's competence against the relevant Exit Level Outcomes, this panel will do one or more of the following:

• Verify the standard/quality of an applicant's prior qualifications.
• Ask for and assess a portfolio containing examples of the applicant's work in the field of education, training and development.
• Observe the applicant's performance in authentic and/or in situ teaching-learning situations and/or contexts.
• Conduct one-on-one interviews with applicants to discuss the results of the evidence collection process.

Entry Requirements

The following minimum admission requirements must be met

• A National Senior Certificate granting access to Bachelor's Degree studies.

Or

• Senior Certificate with endorsement.

Or

• A National Certificate (Vocational) NC (V) at NQF Level 4.

The qualification consists of compulsory modules at NQF Levels 5, 6 and 7 totalling 504 Credits.

Modules at NQF Level 5 (92 Credits)

• Education Studies 1A, 16 Credits.
• Teaching Studies 1A, 8 Credits.
• Academic Literacy for Education (Year module), 8 Credits.
• 1st Academic Major 1A, 16 Credits.
• 2nd Academic Major 1A, 16 Credits.

Modules at NQF Level 6 (208 Credits)

• English for Teaching and Learning 1B, 8 Credits.
• Teaching Studies 1B, 8 Credits.
• Education Studies 1B, 16 Credits.
• Education Studies 2A, 16 Credits.
• Education Studies 2B, 16 Credits.
• Zulu/-Sepedi for the Senior and Further Education and Training (FET) Phase 1A, 4 Credits.
• Zulu/-Sepedi for the Senior and FET Phase 1B, 4 Credits.
• Teaching Studies and Practicum 2B, 4 Credits.
• Teaching Studies 2A, 8 Credits.
• Teaching Studies 2B, 8 Credits.
• Teaching Studies 3A, 12 Credits.
• 2nd Academic Major 1B, 16 Credits.
• 2nd Academic Major 2B, 16 Credits.
• 2nd Academic Major 2A, 16 Credits.
• 1st Academic Major 1B, 16 Credits.
• Teaching Methodology and Practicum 2A, 4 Credits.
• Teaching Methodology and Practicum 2B, 4 Credits.
• 1st Academic Major 2A, 16 Credits.
• 1st Academic Major 2B, 16 Credits.
• Teaching Methodology and Practicum 3A, 8 Credits.

Modules at NQF Level 7 (204 Credits)

• Education Studies 3A, 16 Credits.
• Education Studies 3B, 16 Credits.
• Teaching Studies 3B, 12 Credits.
• Teaching Studies, Methodology and Practicum, 120 Credits.
• Teaching Methodology and Practicum 3B, 8 Credits.
• 1st Academic Major 3A, 16 Credits.
• 1st Academic Major 3B, 16 Credits.

1. Teach at three specialisations (one Senior Phase (SP) subject and two Further Education and Training (FET) subjects or one SP subject, one FET subject and one support role) linked to the subject domains and learning support specialisations.
2. Support and nurture learning and development in diverse educational contexts.
3. Identify and address barriers to learning in the classroom.
4. Formulate a personal teaching philosophy and critically reflect on their teaching philosophy and how it relates to teaching conduct.

Associated Assessment Criteria for Exit Level Outcome 1

• Knowledge about the adolescent as learner, the teaching profession, education policies, communication, teaching as the practice of citizenship, classroom management and information and communication technologies for the teaching profession is demonstrated.
• Teaching methodology and practicum are integrated.
• Specialised pedagogical content knowledge and teaching competence in the chosen subject area are developed from practice and learning from service.
• The curriculum is organised to enable coherence and cohesiveness and an integration of theory and practice.

Associated Assessment Criteria for Exit Level Outcome 2

• Sound subject knowledge in the chosen area is demonstrated.
• Subject is taught in accordance with subject and learner needs.
• Literacy, numeracy and Information Technology skills are developed among the learners.
• The school curriculum is used to plan and design suitable learning material.
• The diversity of the South African context is understood in order to teach in a manner that includes all learners.
• Positive work ethic and act as a professional are demonstrated.
• Effective learning and assessment opportunities are designed to facilitate learner progress in the subject.

Associated Assessment Criteria for Exit Level Outcome 3

• Student teachers' knowledge and skills base to provide support to individual learners facing learning barriers is developed.
• Learners are assessed in reliable and informed ways.
• The classroom is managed effectively.
• The teaching practice is reflected upon critically and theoretically.
• The diversity on how children learn is investigated, analysed and used in teaching and learning.
• Barriers that affect teaching and learning are identified and communicated effectively to relevant stakeholders involved in teaching and learning.

Associated Assessment Criteria for Exit Level Outcome 4

• The ability to become critically-reflective practitioners is developed.
• Personal teaching philosophies are developed.
• Resource portfolio is compiled and developed to improve personal practice within teaching and learning environment.

Integrated Assessment

The broad assessment strategy of the Faculty assessment policy is

There are a minimum of three summative assessment opportunities per semester module and at least seven summative assessment opportunities per year module. One of these summative assessment opportunities, preferably towards the end of a module, should be substantial (such as a written examination, a portfolio or substantial assignment) to ensure that outcomes are assessed in an integrated manner. The weighting of the latter assessment opportunity should be at least 50% but not more than 60% of the final mark.

Formative and summative assessment opportunities are available to learners. Formative assessment supports teaching and learning, provides feedback to the learner, diagnoses the learners' strengths and weaknesses, assists in the planning of future learning and helps to make decisions on the readiness of the learner to do a summative assessment. Summative assessments are conducted for the purpose of making a judgment about the level of competence of learners in relation to the outcomes of a module. The marks reflect a pass or fail. An assessment analysis is done for each assessment to ensure that all questions are on the correct cognitive level as well as to ensure an appropriate percentage of higher and lower cognitive questions.

Internal and external moderation/examination

All major assessments are internally moderated. All major assessment tasks in the final year are moderated externally for quality purposes. Moderators are experienced Assessors with knowledge of the learning field. Reports from external moderators are used to improve teaching and learning as well as summative assessment tasks.