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

Purpose

The aim of the Bachelor of Education in Senior Phase (SP) and Further Education (FET) and Training Education is to provide well-trained, caring, reflective and critically thinking teachers in the country, as well as schools in various contexts and schools with specific contextual stressors. Qualifying learners should be enabled to achieve maximum results with minimum resources. Furthermore, the qualification covers content knowledge, educational theory, methodology, and practical learning which enable the learner to be vibrant and effective in the classroom. The qualification offers a rigorous grounding of subject-specific content, establishing learners in knowledge and skills to meet the demands of secondary education. In addition, the qualification develops foundational knowledge in educational studies, explores transferable knowledge application and introduces learners to research skills in the field of education.

Upon completion of the qualification, qualifying learners will be able to

• Demonstrate integrated knowledge of the main areas of the fields and disciplines associated with Senior and Further Education and Training.
• Demonstrate the knowledge needed to equip learners with the relevant values, skills and knowledge applicable to their developmental level.
• Demonstrate and apply a wide range of educational contexts and competence in managing and working with diversity in the classroom.
• Demonstrate effective and innovative leadership practices in the context of their calling as educators of learners in school and in the school community.
• Demonstrate basic research skills, and principles in being a lifelong learner.
• Apply specialised and extensive theoretical and educational subject knowledge and skills.
• Evaluate the different schools of thought in teaching and learning and select the best principles to apply in the classroom according to the needs of the learners in the Senior and FET Phase.
• Apply a comprehensive assessment strategies and different learning styles according to the needs of the learners.
• Apply different sources of information and select that which is appropriate to enhance teaching and learning.
• Demonstrate the ability to work effectively in a team.
• Demonstrate an understanding of professional ethics, values and professional conduct in the school and the community.

Rationale

The qualification addresses the need for quality trained teachers in the South African Education Sector, who are equipped to meet the social and educational demands of twenty-first-century teaching practice and expectations.

• The subject expertise and pedagogical understanding appropriate to their area of teaching interest.
• The skills and expertise to engage effectively with the social demands and expectations of schooling.
• The compliance requirements of mandated curriculum issues and expectations.

The qualification offers entry-level initial professional preparation for learners who wish to develop focused knowledge and skills as classroom teachers in the Senior and FET phase. It is an initial professional teacher education qualification for learners to be registered as fully qualified professional teachers in schooling. This qualification complies with the Revised Policy on the Minimum Requirements for Teacher Education Qualifications (MRTEQ) February 2015). The qualification will therefore provide learner teachers with five types of learning, namely:

• Disciplinary learning.
• Pedagogical learning.
• Practical learning.
• Fundamental learning.
• Situational learning.

The qualification endeavours to serve the interests of South African society by addressing educational needs in six key areas.

• Teacher shortages in acute areas.
• Providing affordable education opportunities.
• Support learners.
• Upliftment of rural communities in previously disadvantaged areas.
• Community Participatory Action Research (PAR).
• Curbing the devastation of HIV/AIDS.

The values, skills and knowledge necessary to prepare learners for a work environment or further tertiary education are embedded in the qualification. Learners adapt to changing legislation and policies in meaningful and innovative ways and interact effectively with the public and stakeholders.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy which is applicable with regard to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules

• Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4.

Or

• National Certificate (Vocational), NQF Level 4.

Or

• Senior Certificate with endorsement, NQF Level 4.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 5, 6 and 7 totalling 506 Credits.

Compulsory Modules, Level 5,32 credits

• Academic Writing Competency, 8 credits
• Learning Theories, 8 credits
• Information and Communication Technologies, 8 credits
• Teaching Practice, 8 credits

Elective Major Modules, Level 5, 20 Credits (Select two modules)

• Accounting, 10 credits
• Business Studies, 10 credits
• Computer Application Technology, 10 credits
• Economics, 10 credits
• English, 10 credits
• Geography, 10 credits
• History, 10 credits
• Information Technology, 10 credits
• Life Sciences, 10 credits
• Mathematics, 10 credits
• Physical Sciences, 10 credits

Elective Modules, Level 5, 16 Credits (select one module)

• Afrikaans (M), 16 Credits.
• Afrikaans (NM), 16 Credits.
• Zulu (M), 16 Credits.

Elective Modules, Level 5, 8 Credits (select one module)

• Conversational Competence Afrikaans, 8 credits
• Conversational Competence isiZulu, 8 credits

Elective Modules, Level 5, 8 Credits (select one module)

• English First Additional Language as Medium of Instruction, 8 credits
• English Home Language as Medium of Instruction, 8 credits

Elective Modules, Level 5, 8 Credits (select one module)

• Economic Management Science, 8 credits
• Mathematics, 8 credits
• Natural Sciences, 8 credits
• Social Sciences, 8 credits
• Technology, 8 credits

Compulsory Modules, Level 6,106 credits

• Curriculum Design and Development 1, 10 credits
• Classroom Management, 10 credits
• Pedagogy in Practice, 10 credits
• Religion and Worldview Studies, 8 credits
• Wellbeing in Education, 10 credits
• Teaching Practice, 10 credits
• Multi-Grade Teaching, 10 credits
• Behaviour Management, 10 credits
• Assessment for Quality Learning, 10 credits
• Health Promotion, 8 credits
• Teaching Practice, 10 credits

Electives, Modules, Level 6,10 Credits (select one module)

• Inclusive Education A, 10 credits
• Multicultural Education, 10 credits

Elective Modules, Level 6, 92 Credits (select two modules)

• Accounting,46 Credits.
• Business Studies,46 Credits.
• Computer Application Technology,46 Credits.
• Economics,46 Credits.
• English,46 Credits.
• Geography,46 Credits
• History,46 Credits.
• Information Technology,46 Credits.
• Life Science,46 Credits.
• Mathematics,46 Credits.
• Physical Sciences,46 Credits

Elective Modules, Level 6, 18 Credits (select one module)

• Economic Management Science, 18 Credits.
• Mathematics, 18 Credits.
• Natural Sciences, 18 Credits.
• Social Sciences, 18 Credits.
• Technology, 18 Credits.

Elective Modules, Level 6, 8 Credits, (select one module)

• English First Additional Language as Medium of Instruction, 8 credits
• English Home Language as Medium of Instruction, 8 credits

Compulsory Modules, Level 7, 98 credits

• Historical and Political Perspective, 10 credits
• Educational Psychology, 10 credits
• Teaching Practice, 10 credits
• Education Law and Learner Interactions, 10 credits
• Introduction to Research in Education, 15 credits
• Teaching Practice, 8 credits
• Philosophy of Education, 10 credits
• Educational Sociology, 10 credits
• Research in Education: Research Project, 15 credits

Electives Modules, Level 7, 10 Credits (select one module)

• Inclusive Education B, 10 credits
• Emerging Trends and Education, 10 credits

Elective Modules, Level 7, 72 Credits. (Select two modules)

• Accounting, 36 Credits.
• Business Studies, 36 Credits.
• Computer Application Technology, 36 Credits.
• Economics, 36 Credits.
• English, 36 Credits.
• Geography, 36 Credits.
• History, 36 Credits.
• Information Technology, 36 Credits.
• Life Sciences, 36 Credits.
• Mathematics, 36 Credits.
• Physical Sciences, 36 Credits.

1. Demonstrate the knowledge needed to equip learners with the relevant values, skills and knowledge applicable to their developmental level.
2. Demonstrate and apply a wide range of educational contexts and competence in managing and working with diversity in the classroom.
3. Demonstrate effective and innovative leadership practices in the context of their calling as educators of learners in school and in the school community.
4. Demonstrate basic research skills and principles in being a lifelong learner.
5. Apply specialised and extensive theoretical and educational subject knowledge and skills to use professionally during the teaching and learning situation in the various subjects responsible for.
6. Evaluate the different schools of thought in teaching and learning and select the best principles to apply in the classroom according to the needs of the learners in the Senior and FET phases.
7. Apply comprehensive assessment strategies and different learning styles according to the needs of the learners.
8. Apply different sources of information and select that which is appropriate to enhance teaching and learning.
9. Demonstrate the ability to work effectively in a team.
10. Demonstrate an understanding of professional ethics, values and professional conduct in the school and the community.

Associated Assessment Criteria for Exit Level Outcome 1

• Evaluate and apply the key principles and terms, theories, and rules of specific and general pedagogy.
• Reflect on own learning and identify own teaching and learning needs.
• Select the appropriate knowledge to teach different subjects in the Senior and FET Phase.
• Evaluate and select appropriate principles for the holistic, and moral development of the learners in the Senior and FET Phase.
• Interpret, evaluate and apply policy documents concerning pedagogical learning and disciplinary learning applicable to the teaching and learning of the Senior and FET Phase

Associated Assessment Criteria for Exit Level Outcome 2

• Explain the difference between teaching and learning.
• Apply suitable teaching and learning techniques to teach learners in the Senior and FET phases.
• Identify the requirements of the various subjects to teach relevant subject matter to the learners.
• Equip learners with efficient language skills to teach in a diverse classroom.
• Develop suitable teaching and learning material for the various subjects responsible for.
• Demonstrate lesson planning skills.
• Plan and present suitable learning activities in real-life teaching and learning as part of WIL.
• Plan and apply effective classroom management strategies, environmental management in the school and community and effective disciplinary measures in class and in the school.
• Reflect critically on own teaching and learning practices.

Associated Assessment Criteria for Exit Level Outcome 3

• Take full acceptance of their actions and decisions as educators responsible for teaching and learning.
• Take full responsibility for the management of resources.
• Demonstrate efficiency to work as part of a team or group in a self-regulatory manner.
• Identify and analyse problems.
• Evaluate and apply problem-solving skills.
• Demonstrate and initiate relevant and effective involvement of all stakeholders in school affairs.
• Initiate and manage networking opportunities to improve teaching and learning opportunities.
• Communicate in a professional manner in the teaching and learning environment.

Associated Assessment Criteria for Exit Level Outcome 4

• Motivate and apply the necessity to keep up to date with new developments regarding teaching and learning.
• Evaluate methods of enquiry and apply a range of methods to find information.
• Evaluate information as to the relevance thereof.
• Formulate personal goals and reflect on own learning, identifying own needs.
• Apply self-assessment skills to improve own teaching and learning skills.
• Apply skills to be a lifelong learner.

Associated Assessment Criteria for Exit Level Outcome 5

• Use appropriate language to convey and present information in well-formulated arguments.
• Compile a variety of texts.
• Find and evaluate general and academic texts, integrating this into teaching and learning.
• Apply basic mathematical skills to manage own classroom administration and assessment of learners.
• Apply knowledge of relevant policies, educational philosophies, psychology and sociology in the teaching and learning situation.

Associated Assessment Criteria for Exit Level Outcome 6

• Analyse and apply knowledge according to the needs of the South African school environment.
• Plan for and accommodate diversity in the South African classroom.
• Analyse and plan for the inclusive classroom.
• Create a safe environment, conducive to teaching and learning.
• Interpret the learning environment and plan effective pedagogical and situational learning practices in context.
• Reflect on own teaching and learning regarding teaching and learning in specific learning environments in a diverse classroom.

Associated Assessment Criteria for Exit Level Outcome 7

• Analyse and apply the different ways of assessment.
• Analyse and explain the reasons for choosing different ways and methods of assessment.
• Formulate effective and suitable assessment goals according to the principles of assessment.
• Apply the components of a curriculum in the Senior and FET phase.
• Assess the effectiveness of teaching and learning in the school system.
• Apply the principles of assessment in personal learning.
• Apply the results of the assessment of personal learning to improve personal teaching and learning.
• Apply the results of the assessment of the schooling system to improve teaching and learning in the school.

Associated Assessment Criteria for Exit Level Outcome 8

• Discuss relevant and appropriate information in the teaching and learning environment.
• Use information technology to manage administrative tasks and to further personal learning.

Associated Assessment Criteria for Exit Level Outcome 9

• Promote value-driven teaching and learning practices.
• Justify the importance of teamwork in the teaching and learning environment.
• Recommend ways to ensure a positive working environment.

Associated Assessment Criteria for Exit Level Outcome 10

• Select, evaluate and apply knowledge ethically.
• Be a role model to the learners and other staff members.
• Motivate a value-driven teaching model in the school.
• Motivate the development of a supportive and empowering teaching and learning environment for learners from diverse backgrounds.

INTEGRATED ASSESSMENT

Assessment is seen as the collection, evaluation and use of information in order to make decisions about the level of competence of a learner as well as to improve teaching. Continuous assessment is done to support the learning process.

Apart from the integrated assessment that will occur regularly during practical teaching at schools (WIL), integrated assessment can also be part of contact sessions. This may include assessment of more than one outcome as well as cross-field assessment where applicable.

Formative assessment

Assessment for learning and assists the teaching and learning process by providing feedback to students. It involves providing the student with information that can be used to improve their knowledge and skills and identifying specific needs that require more attention. Thus, a formative is an improvement assessment in contrast to a summative assessment that focuses on accountability. It is mainly informal and should not be used for promotion purposes. The fundamental distinguishing characteristic of formative assessment is constant feedback to learners, particularly regarding learning processes. The information provided by formative assessment can also be used by teachers to inform the method and pace of teaching. Test(s), small task(s) and assignment(s) form part of formative assessment

Summative assessment

Assessment of learning since it focuses on measuring the achievement of expected learning and module outcomes. In contrast to the character of formative assessment, summative assessment is carried out after the completion of a topic or a cluster of related topics. The results of the summative assessment are recorded and used for promotional purposes. Summative assessment often takes the form of an examination in discipline-based subjects at the end of each year that complies with the institution's policy of assessment, procedures and practices.

The institution has a robust internal process for the moderation of assessment task design. Moderation ensures alignment and validity of the assessment.