Bachelor of Education in Senior Phase and Further Education and Training Teaching

Purpose

The Bachelor of Education in Senior Phase and Further Education and Training Teaching (BEd (Senior and Further Education and Training Teaching)) will contribute contribute to the pool of highly educated and fully equipped teachers in order to address the need for professional educators in South Africa. The Christian values-driven approach promotes the concept of viewing teaching as a 'calling' where the best interest of learners and schools are served. The purpose of the Bachelor of Education in Senior Phase and Further Education and Teaching Training is to produce graduates who have respect for all created life and the whole creation and who will see the teaching profession as a lifelong task with an eye to the reconstitution, transformation and restoration of society.

The qualification will deliver the Senior phase and Further Education and Training (FET) teaching and learning teachers who will be able to act ethically and professionally, and who can justify their decisions and actions drawing on appropriate ethical values within the organisational and ethical contexts. They will be able to apply their Christian values in the teaching environment. On completion of the qualification, teachers will be able to demonstrate integrated knowledge of the main fields and disciplines associated with their chosen electives. They will be able to educate Senior and FET Phase learners while adapting to changing legislation and policies in a meaningful and innovative way. They will be able to interact effectively with all stakeholders.

In order to comply with the specialist requirements for the knowledge mix in the BEd in Senior Phase Teaching Training Qualification, the following subject specialisation is included:

• All teachers will have conversational competence in Sepedi.
• All teachers will be qualified to teach two subjects offered in the FET phase as well as the corresponding subject in the Senior Phase that underpin the FET subject.

Rationale

The Bachelor of Education in Senior Phase and Further Education and Training Teaching (BEd (Senior and Further Education and Training Teaching)) qualification has been designed according to current legislative requirements and the needs of various stakeholders. The specific educational needs of South Africa, as reflected in the DHET Strategic planning document (2010-2011) are met in the qualification. The qualification also complies with national teacher training and higher education statutory requirements detailed in the Policy On The Minimum Requirements for Teacher Education Qualifications (Government Gazette, Nr 38487, 19 February 2015), The Curriculum and Assessment Policy Statement for the FET phase (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) are also met.

Not only has the qualification been developed in line with The Minimum Requirements for Teacher Education Qualifications but was subjected to external comparison by education consultants and experts from the South African public tertiary and an international institution. Mapping of the qualification shows articulation with other Senior Phase and FET Teaching and Learning qualifications locally and abroad.

The qualification is aimed at those teachers who want to enter into the teaching profession. In completing the qualification teachers will have a wide range of occupations in the field of education to choose from. The qualification's focus is mainly on delivering qualified teachers for schools. With the wide range of modules offered, teachers will be equipped to teach and specialise in different subjects in Senior and FET schools.

In the qualification, teachers will be familiarised with a broad range of general as well as in-depth knowledge, to enable them to teach the South African national school curriculum from a more comprehensive foundation and background. The rationale of the qualification is to equip teachers with the knowledge, skills and values that will enable meaningful participation in and offer benefits for society as well as providing a basis for continuing learning in higher education and training, and enable teachers to be productive and responsible in the workplace. The qualification is value based with the purpose of developing teachers to engage and contribute in a changing diverse society. The Christian, values-driven character as summarised by "love others as you love yourself", promotes the inclusion of values in all teaching and learning. A caring and engaged teacher is an asset in any school. In this way the qualification aims to benefit the teacher and the schools where the teachers will work once the qualification has been successfully completed.

Recognition of Prior Learning (RPL)

RPL is organised according to the institution s' Policy for Recognition of Prior Learning. Teachers who lack the minimum requirements for entry into the qualification, candidates who exited formal education but who accumulated experience, under-qualified teachers and those who wish to fast-track their progress, are eligible to apply for RPL. Advanced standing in the qualification can be applied for and achieved through Credit Accumulation and Transfer (CAT) or Recognition of Prior Learning (RPL). Application for advanced standing through CAT or RPL must be made on the relevant application form and be supported by evidence.

RPL is applicable where

• The candidate has workplace experience in a certain field.
• The candidate has received informal training in a certain field.

The institution s' RPL constitutes an essential element for providing access for candidates from all backgrounds to the cohort of formally qualified teachers. In order to provide the candidate with an opportunity to demonstrate knowledge and skills, the candidate 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

The minimum entry requirement for this qualification is

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

Or

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

Or

• Certificate or Diploma in Education or another relevant field.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Levels 5, 6 and 7 totalling 519 Credits.

Compulsory Modules, Level 5, 50 Credits

• Educational Foundations of the Old Testament, 6 Credits.
• Educational Law, 10 Credits.
• Philosophy: Faith and Learning Methods, 6 Credits.
• Professional Studies, 10 Credits.
• Academic Literacy: Language Competency, 4 Credits.
• Afrikaans Reading, 1 Credit.
• English Reading, 1 Credit.
• Information Technology and Computer Skills, 6 Credits.
• Sepedi Communication, 6 Credits.

Electives Modules, Level 5, 22 Credits: (For the specialisation, choose at least two subjects in the FET Phase and the corresponding subjects in the Senior Phase, or one Senior Phase subject, one corresponding Further Education and Training subject and one support role):

• Accounting 1A, 8 Credits.
• Afrikaans Home Language 1A, 8 Credits.
• Accounting for the Senior Phase, 6 Credits.
• Business Studies 1A, 8 Credits.
• Business Studies for the Senior Phase, 6 Credits
• Computer Applications Technology 1A, 8 Credits.
• Economics 1A, 8 Credits.
• Creativity in the classroom, 6 Credits.
• Economics for the Senior Phase, 6 Credits.
• English First Additional Language 1A, 8 Credits.
• English Home Language 1A, 8 Credits.
• Geography 1A, 8 Credits.
• Geography for the Senior Phase (Natural Sciences), 6 Credits.
• Geography for the Senior Phase (Social Sciences), 6 Credits.
• Guidance, counselling and learner support 1A, 8 Credits
• History 1A, 8 Credits.
• History for the Senior Phase, 6 Credits
• Integrating Technology in Education, 6 Credits
• Life Orientation 1A, 8 Credits
• Life Sciences 1A, 8 Credits.
• Mathematics 1A, 8 Credits
• Physical Science 1A, 8 Credits.
• Religious Studies 1A, 8 Credits.
• Life Sciences for the Senior Phase, 6 Credits.
• Movement Sciences for Life Orientation 1, 6 Credits.
• Movement Sciences for Life Orientation 2, 6 Credits.
• Physical Science for the Senior Phase, 6 Credits.
• Statistics for Education, 6 Credits.

Compulsory Modules, Level 6, 152 Credits

• Assessment, 10 Credits.
• Education for Sustainable Development, 10 Credits.
• Educational Foundations of the New Testament 1, 6 Credits.
• Educational Foundations of the New Testament 2, 6 Credits.
• Educational Management, 10 Credits.
• Educational Psychology 1, 10 Credits.
• Educational Psychology 2, 10 Credits.
• Inclusive Education, 10 Credits.
• Philosophy: Foundations of Christian, 6 Credits.
• Teaching in English 2, 6 Credits.
• Teaching in English 2, 10 Credits.
• Teaching Practice 1, 10 Credits.
• Teaching Practice 2, 24 Credits.
• Teaching Practice 3, 24 Credits.

Electives Modules, Level 6, 84 Credits: (Choose the same subjects as chosen for Level 5 and its corresponding subject methodologies as the disciplinary, pedagogical and practical learning of both the Senior and Further Education and Training (FET) phases are incorporated in the modules):

• Accounting 1B, 8 Credits.
• Accounting 2A, 8 Credits.
• Accounting 2B, 8 Credits.
• Accounting 3A, 10 Credits.
• Accounting Methodology 1A, 8 Credits.
• Afrikaans Home Language 1B, 8 Credits.
• Afrikaans Home Language 2A, 8 Credits.
• Afrikaans Home Language 2B, 8 Credits.
• Afrikaans Home Language 3A, 10 Credits.
• Afrikaans Home Language Methodology 1, 8 Credits.
• Business Studies 1B, 8 Credits.
• Business Studies 2A, 8 Credits.
• Business Studies 2B, 8 Credits.
• Business Studies 3A, 8 Credits.
• Business Studies Methodology 1, 8 Credits.
• Computer Applications Technology 1B, 8 Credits.
• Computer Applications Technology 2A, 8 Credits.
• Computer Applications Technology 2B, 8 Credits.
• Computer Applications Technology 3A, 10 Credits.
• Computer Applications Technology Methodology 1, 8 Credits.
• Economics 1B, 8 Credits.
• Economics 2A, 8 Credits.
• Economics 2B, 8 Credits.
• Economics 3A, 10 Credits.
• Economics Methodology 1, 8 Credits.
• English First Additional Language 1B, 8 Credits.
• English First Additional Language 2A, 8 Credits.
• English First Additional Language 2B, 8 Credits.
• English First Additional Language 3A, 10 Credits.
• English First Additional Language Methodology 1, 8 Credits.
• English Home Language 1B, 8 Credits.
• English Home Language 2A, 8 Credits.
• English Home Language 2B, 8 Credits.
• English Home Language 3A, 10 Credits.
• English Home Language Methodology 1, 8 Credits.
• Geography 1B, 8 Credits.
• Geography 2A, 8 Credits.
• Geography 2B, 8 Credits.
• Geography 3A, 10 Credits.
• Geography Methodology 1, 8 Credits.
• Guidance, counselling and learner support 1B, 8 Credits.
• Guidance, counselling and learner support 2A, 8 Credits.
• Guidance, counselling and learner support 2B, 8 Credits.
• Guidance, counselling and learner support 3A, 10 Credits.
• Guidance, counselling and learner support Methodology 1, 8 Credits.
• History 1B, 8 Credits.
• History 2A, 8 Credits.
• History 2B, 8 Credits.
• History 3A, 10 Credits.
• History Methodology 2, 8 Credits.
• Life Orientation 1B, 8 Credits.
• Life Orientation 2A, 8 Credits.
• Life Orientation 2B, 8 Credits.
• Life Orientation 3A, 10 Credits.
• Life Orientation Methodology 1, 8 Credits.
• Life Sciences 1B, 8 Credits.
• Life Sciences 2A, 8 Credits.
• Life Sciences 2B, 8 Credits.
• Life Sciences 3A, 10 Credits.
• Life Sciences Methodology 1, 8 Credits.
• Mathematics 1B, 8 Credits.
• Mathematics 2A, 8 Credits.
• Mathematics 2B, 8 Credits.
• Mathematics 3A, 10 Credits.
• Mathematics Methodology 1, 8 Credits.
• Physical Science 1B, 8 Credits.
• Physical Science 2A, 8 Credits.
• Physical Science 2B, 8 Credits.
• Physical Science 3A, 10 Credits.
• Physical Science Methodology 1, 8 Credits.
• Religious Studies 1B, 8 Credits.
• Religious Studies 2A, 8 Credits.
• Religious Studies 2B, 8 Credits.
• Religious Studies 3A, 10 Credits
• Religious Studies Methodology 1, 8 Credits.

Compulsory Modules, Level 7, 119 Credits

• Curriculum Studies, 12 Credits.
• Education in South Africa, 10 Credits.
• Educational Psychology 3, 13 Credits.
• Philosophy: Educational Philosophy, 12 Credits.
• Philosophy: Ethics and Professional Praxis, 12 Credits.
• Research Project, 12 Credits.
• Research Theory, 12 Credits.
• Teaching Practice 4, 36 Credits.

Elective Modules, Level 7, 92 Credits: (Choose the same two subjects as chosen for the Levels 5 and 6 and its corresponding subject methodologies as the disciplinary, pedagogical and practical learning of both the Senior and Further Education and Training (FET) phases are incorporated in the modules):

• Accounting 3B, 10 Credits.
• Accounting 4A, 10 Credits.
• Accounting 4B, 10 Credits.
• Accounting Methodology 2, 8 Credits.
• Accounting Methodology 3, 8 Credits.
• Afrikaans Home Language 3B, 10 Credits.
• Afrikaans Home Language 4A, 10 Credits.
• Afrikaans Home Language 4B, 10 Credits.
• Afrikaans Home Language Methodology 2, 8 Credits.
• Afrikaans Home Language Methodology 3, 8 Credits.
• Business Studies 3B, 10 Credits.
• Business Studies 4A, 10 Credits.
• Business Studies 4B, 10 Credits.
• Business Studies Methodology 2, 8 Credits.
• Business Studies Methodology 3, 8 Credits.
• Computer Applications Technology 3B, 10 Credits.
• Computer Applications Technology 4A, 10 Credits.
• Computer Applications Technology 4B, 10 Credits.
• Computer Applications Technology Methodology 2, 8 Credits.
• Computer Applications Technology Methodology 3, 8 Credits.
• Economics 3B, 10 Credits.
• Economics 4A, 10 Credits.
• Economics 4B, 10 Credits.
• Economics Methodology 2, 8 Credits.
• Economics Methodology 3, 8 Credits.
• English First Additional Language 3B, 10 Credits.
• English First Additional Language 4A, 10 Credits.
• English First Additional Language 4B, 10 Credits.
• English First Additional Language Methodology 2, 8 Credits.
• English First Additional Language Methodology 3, 8 Credits.
• English Home Language 3B, 10 Credits.
• English Home Language 4A, 10 Credits.
• English Home Language 4B, 10 Credits.
• English Home Language Methodology 2, 8 Credits.
• English Home Language Methodology 3, 8 Credits.
• Geography 3B, 10 Credits.
• Geography 4A, 10 Credits.
• Geography 4B, 10 Credits.
• Geography Methodology 2, 8 Credits.
• Geography Methodology 3, 8 Credits.
• Guidance, counselling and learner support 3B, 10 Credits.
• Guidance, counselling and learner support 4A, 10 Credits.
• Guidance, counselling and learner support 4B, 10 Credits.
• Guidance, counselling and learner support Methodology 2, 8 Credits.
• Guidance, counselling and learner support Methodology 3, 8 Credits.
• History 3B, 10 Credits.
• History 4A, 10 Credits.
• History 4B, 10 Credits.
• History Methodology 2, 8 Credits.
• History Methodology 3, 8 Credits.
• Life Orientation 3B, 10 Credits.
• Life Orientation 4A, 10 Credits.
• Life Orientation 4B, 10 Credits.
• Life Orientation Methodology 2, 8 Credits.
• Life Orientation Methodology 3, 8 Credits.
• Life Sciences 3B, 10 Credits.
• Life Sciences 4A, 10 Credits.
• Life Sciences 4B, 10 Credits.
• Life Sciences Methodology 2, 8 Credits.
• Life Sciences Methodology 3, 8 Credits.
• Mathematics 3B, 10 Credits.
• Mathematics 4A, 10 Credits.
• Mathematics 4B, 10 Credits.
• Mathematics Methodology 2, 8 Credits.
• Mathematics Methodology 3, 8 Credits.
• Physical Science 3B, 10 Credits.
• Physical Science 4A, 10 Credits.
• Physical Science 4B, 10 Credits.
• Physical Science Methodology 2, 8 Credits.
• Physical Science Methodology 3, 8 Credits.
• Religious Studies 3B, 10 Credits.
• Religious Studies 4A, 10 Credits.
• Religious Studies 4B, 10 Credits.
• Religious Studies Methodology 2, 8 Credits.
• Religious Studies Methodology 3, 8 Credits.

1. Apply proper leadership and innovative practices in the context of their calling and in the community.
2. Demonstrate the knowledge needed to equip learners with the relevant values, skills and knowledge applicable to their developmental level.
3. Demonstrate competence in the education of learners in the Senior Phase and Further Education and Training (FET) Teaching and Learning.
4. Portray (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. Effectively apply knowledge in the classroom/school/community.
6. Apply basic research principles and practice lifelong learning.
7. Evaluate different sources of information and select information appropriate to tasks and apply well developed processes of analysis and synthesis.
8. Demonstrate the ability to work effectively in a team.
9. Demonstrate knowledge of the Bible and Christian values and the intention to live according to these Biblical principles.

Associated Assessment Criteria for Exit Level Outcome 1

• Accept full personal responsibility for actions in the teaching and learning environment.
• Effectively work as part of a team or group in a self-directed manner.
• Initiate effective involvement in school affairs of all stakeholders.
• Develop and manage internal and external networking opportunities in order to constantly improve teaching and learning.
• Take full responsibility regarding decisions and actions within the learning context.
• Take full responsibility for the management of resources.
• Choose and apply appropriate ways for identifying, analysing, critically reflect on, evaluating and solving problems.
• Develop and communicate information according to the requirements of the situation, using appropriate academic and professional discourse is demonstrated.
• Effectively demonstrate knowledge of different types of teaching-learning techniques for example cooperative learning, flipped classroom, problem based learning and self- directed learning.
• Effectively identify the socio-economic background of the learners and adjust lesson plan and preparation accordingly.

Associated Assessment Criteria for Exit Level Outcome 2

• Apply and evaluate the key terms, principles, rules and theories of general as well as specialised pedagogy.
• Critically reflect on the different schools of thought regarding teaching and learning in the Senior Phase and Further Education and Training (FET) Teaching and Learning as part of this continuum.
• Analyse relevant factual knowledge and be updated to new information in the relevant field associated with the teaching of subjects in the Senior Phase and FET Teaching and Learning.
• Motivate and apply principles for the ethical, holistic development of the learner in the Senior Phase and FET Teaching and Learning.
• Identify and interpret relevant policy documents, situational learning, disciplinary learning and pedagogical learning applicable to the teaching and learning situation across the Senior Phase and FET Teaching and Learning, differentiating between the requirements of teaching and learning in Grade 7, Grade 8, and Grade 9 as well as in Grades 10 to 12 learning needs.
• Reflect on own learning and identify own learning.
• Effectively facilitate the teaching-learning context and apply external motivation techniques for promoting factual content.

Associated Assessment Criteria for Exit Level Outcome 3

• Analyse the difference in teaching and learning in the Senior Phase and FET Teaching and Learning.
• Explain the requirements of the two specialist subjects.
• Plan and prepare for the appropriate teaching of the two specialist FET subjects.
• Create suitable Learning and Teaching Supporting Material (LTSM) and lessons spanning all aspects of teaching their senior and FET subjects.
• Plan for continuous assessment of subjects in the Senior Phase and FET Teaching and Learning where assessment includes different types of assessments, methods of assessments, instruments of assessment and forms of assessment and attention given to criteria assessment and not norm assessment.
• Critically discuss management of the classroom, the environment and discipline in the school.
• Plan and present suitable learning activities in authentic contexts as part of Work Integrated Learning (WIL).
• Apply theoretical disciplinary, pedagogical and situational knowledge in the classroom.
• Reflect critically on own practices is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 4

• Find, read and evaluate general and academic texts critically and integrate information into own knowledge system, applying well-developed processes of analyses, synthesis and evaluation on that information.
• Write a variety of texts.
• Use information technology to manage administrative tasks, further own learning and facilitate the learning of others.
• Apply knowledge of the relevant policies, educational philosophy, psychology and sociology to create and justify an ethical personal philosophy of education.
• Develop, evaluate, present, apply and communicate information reliably and coherently in well-formed arguments by using appropriate conventions.

Associated Assessment Criteria for Exit Level Outcome 5

• Analyse knowledge regarding the varied South African learning situations, contexts and environments.
• Plan for accommodating diverse challenges faced by children in schools and the communities they serve.
• Analyse the inclusive classroom and create a safe environment that is conducive to learning.
• Interpret situational learning, disciplinary learning, pedagogical learning and different practices across a variety of contexts in order to plan suitable learning activities.
• Create, teach and reflect on teaching and learning activities with a focus on the suitability of these activities regarding the specific classroom, school and community in order to resolve identified problems.
• Integrate subject knowledge (theory with practice).

Associated Assessment Criteria for Exit Level Outcome 6

• Motivate the necessity of keeping up to date regarding the teaching profession.
• Apply a range of methods for finding relevant information.
• Critically discuss and evaluate methods of enquiry.
• Investigate and solve problems identified during teaching practice.
• Reflect on own learning and identify own needs.
• Formulate personal goals.
• Use self-assessment in order to improve own practice.
• Motivate lifelong learning.

Associated Assessment Criteria for Exit Level Outcome 7

• Evaluate different sources of information.
• Analyse specific tasks across the field of study, specify information needed for a specific task, research and select suitable information.
• Analyse, evaluate, validate, apply and manage information is demonstrated.

Associated Assessment Criteria for Exit Level Outcome 8

• Analyse the institution's values.
• Promote a values driven teaching practice by demonstrating a supportive, committed and ethical attitude.
• Explain the importance of responsible participation in team work in the school context.
• Justify the Biblical foundations for loving others as you love yourself.
• Propose ways of ensuring a positive work environment for all.
• Motivate the personal responsibility of every team member to carry out all appropriate.

Associated Assessment Criteria for Exit Level Outcome 9

• Explain the interrelatedness of knowledge and faith.
• Evaluate, select and apply knowledge and values in an ethical manner.
• Behave in ways that promote Biblical and Christian values in order to enhance the practice of teaching.
• Motivate a values driven model within all teaching contexts.
• Motivate the development of a supportive and empowering environment for all learners and for learners from diverse backgrounds.

Integrated Assessment

Assessment and moderation for the Bachelor of Education (BEd) in Senior Phase and FET teaching is done according to the Assessment Policy, the Moderation Policy and the Examination Policy of the institution. The National Qualifications Framework (NQF) Levels and relevant taxonomies are used to ensure that learning is assessed at the correct level. All summative assessment activities are moderated, while the moderation process is verified according to the requirements of the Moderation Policy. All summative assessment of modules at the exit level (NQF Level 7) is externally moderated.

Assessment is seen as the collection, evaluation, interpretation and use of information in order to make decisions about the level of competence of a teacher as well as to improve teaching and learning. Teaching, learning and assessment is planned in an integrated way, and includes the assessment of the teacher's attitudes, values, knowledge and skills. Continuous assessment is done in order to support the learning process.

The principles of assessment such as reliability and validity are taken into account during all assessment activities. Exit Level Outcomes and Associated Assessment Criteria are clearly formulated and explained to all teachers at the beginning of each lesson. A range of methods, tools and techniques is used. Formative as well as summative assessment is done and aligned with the qualification Exit Level Outcomes. Sufficient evidence is collected for each module.

The results of the continuous assessment activities count for 50% of the module mark and the final summative examination at the end of the semester for 50% of the module mark.

Experiential learning is seen as the integration of theory and practice, and assessment in the workplace is done regarding the theoretical and practical aspects of teaching and learning in the Senior Phase and FET Teaching and Learning. Assessment of this learning in the school situation takes place through cooperation between the institution, the subject lecturers, mentor teachers, school heads of departments and school principles. All will be provided with guidelines and criteria for assessing the teachers. Regular contact sessions for teachers and lecturers will provide for ongoing formative assessment in order to identify strengths and weaknesses and to use the results for improvement of teaching practice. The monitoring of practical work will be done on different levels, and includes regular feedback from schools as well as a summative report to be completed by the school at the end of each semester. The lecturers will visit schools in order to evaluate teaching practice as well as the authenticity of evidence provided by teachers. Summative assessment will be done at the end of each semester on the evidence provided in a portfolio compiled by the teacher. No examination is done, with the moderated mark of the portfolios providing the final mark for the module.