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

Purpose

The purpose of the Bachelor of Education (B Ed) (Senior Phase (SP) and Further Education and Training (FET) Teaching) is to produce graduate teachers who are able to integrate theory, principles, proven techniques, practical experience and appropriate skills competently in the field of teaching.

The qualification is designed to develop the competencies of a novice teacher as set out in Appendix C of the DHET July 2001: Policy on the Minimum Requirements for Teacher Qualifications. Thus the B Ed (SP and Further Education and Training (FET) Teaching) will prepare the qualifying learner to have a thorough knowledge of the subjects they are going to teach. Being able to take into account the learner and the subject needs in order to be able to teach in diverse contexts and to be able to effectively manage the classroom. The learners will also acquire the necessary skills such as communication, information technology, literacy etc. in order to be able to teach more effectively. Furthermore, learners will be able to improve their teaching and learning as they will be able to assess in reliable and varied ways. Qualifying learners will be able to portray a positive work ethic as they will be able to reflect critically on their own practice in conjunction with their professional community.

Rationale

The Bachelor of Education in Senior Phase (SP) and Further Education and Training (FET) Teaching qualification is an initial teaching qualification which intends to improve the scientific and intellectual capacity of South Africa by producing well-trained teachers in the subject domains of Languages, Business and Management, Sciences and Technology. It is premised on the following principles:

• School-Based Learning (SBL) provides the guiding thread around which the qualification is designed. The qualification is structured around what students need to know and be able to do for each tranche of SBL, distributed in each year of study.
• Education Studies will be taught across-cutting themes, rather than in disciplinary silos as in the present qualification (Psychology of Education, Sociology of Education, Philosophy of Education and History of Education).
• Careful attention has been given to the linkage, progression and logical sequencing of what is taught. Students' needs will inform the sequencing and timetabling of learning.
• The qualification will be taught as an integrated four-year programme, rather than over three years.
• The new qualification will be aligned with the Minimum Requirements for Teacher Education Qualifications (MRTEQ) policy. Therefore, three teaching subjects will be offered, as opposed to the current two, one Senior Phase teaching subject and two Further Education and Training subjects.

The qualification accredits the development of professional competence informed by the purpose of the qualification, sound knowledge and understanding of the area(s) of specialisation and of educational theory.

The qualification aims to equip students with the necessary knowledge, skills, values, attitudes and hands-on experience to pursue a teaching career. The qualification helps to establish the Central University of Technology, Free State as an active role player in development of South African society in terms of providing well-trained teachers.

Recognition of Prior Learning (RPL)

This qualification can be achieved in part through Recognition of Prior Learning (RPL), in terms of the policy and guidelines of the institution concerning the recognition of other forms of formal, informal and non-formal learning experience. RPL takes place only where prior learning corresponds with the required NQF Level and in terms of applied competencies relevant to the content and outcomes of the qualification. Through RPL learners may gain access to the qualification, be given advanced status and be given credits. RPL applications are submitted to the Unit for Assessment and Graduation. Candidates are required to complete a RPL application document. Accompanying the RPL application must be certified copies of all previous qualifications and a comprehensive portfolio of evidence, reflecting on extensive prior learning and experience. Once the institution's RPL coordinator has deemed the RPL application as being complete, the application will be sent to the Faculty of Humanities for assessment. The RPL committee of the School of Teacher Education assesses the candidate's application thoroughly against the relevant learning outcomes and upon consensus makes a recommendation to the relevant Head of Department. Such recommendation is returned to the Unit for Assessment and Graduation for further procedural actions.

Entry Requirements

The entrance requirements for learners who matriculated after 2008 are the National Senior Certificate (NSC) with endorsement for entry into Bachelor studies and with appropriate subject combinations. Whilst learners who matriculated before 2007 must have a Senior Certificate (SC) with Matriculation Exemption. An admission score of 27 or more apply in both cases. Over and above these admission requirements, learners must meet qualification-specific requirements.

The Bachelor of Education in Senior Phase (SP) and Further Education and Training (FET) Teaching consists of modules at NQF Levels 5, 6 and 7 adding up to 535 credits.

Modules at NQF Level 5, 181 credits

• Academic Literacy and Communication Studies,12 credits
• Communication in second official language, 12 credits
• Digital Literacy, 12 credits
• Numeracy, 6 credits
• Life Skills, 6 credits
• Micro Teaching and Observation I, 6 credits
• School Based Learning I, 12 credits
• Education I (Learner & Learning and Media in T&L), 31 credits
• Choose 1 Major from 6specialisations SPI, 16 credits
• Choose 1 Major from 6specialisationsFET I, 16 credits
• Choose 1Major from 6specialisationsFET I, 16 credits
• General Subject Methodology I, 6 credits
• Specific Subject Methodology A - SP I, 6 credits
• Specific Subject Methodology B - FET I, 6 credits
• Language of Learning and Teaching I, 12 credits
• Specific Subject Methodology C - FET I, 6 credits

Modules at NQF Level 6,158 credits

• Language of Learning and Teaching II, 12 credits
• Micro Teaching II, 6 credits
• Education II (Working in Classroom & Curriculum Studies), 38 credits
• Choose 1 Major from 6specialisations SPII, 16 credits
• Choose 1 Major from 6specialisations FETII, 16 credits
• Choose 1 Major from 6specialisationsFET II, 16 credits
• School Based Learning II, 24 credits
• Micro Teaching III, 6 credits
• General Subject Methodology II, 6 credits
• Specific Subject Methodology A - SP II, 6 credits
• Specific Subject Methodology B - FET II, 6 credits
• Specific Subject Methodology C - FET II, 6 credits

Modules at NQF Level 7, 196 credits

• Education III (Being a Teacher & Learner Centered Schools), 38 credits
• Choose 1 Major from 6specialisationsSP III, 16 credits
• Choose 1 Major from 6specialisationsFET III, 16 credits
• Choose 1 Major from 6specialisationsFET III, 16 credits
• School Based Learning III, 24 credits
• Specific Subject Methodology A - SP III, 6 credits
• Specific Subject Methodology B - FET III, 6 credits
• Specific Subject Methodology C - FET III, 6 credits
• Education IV (School Administration), 19 credits
• Introduction to Classroom Research, 25 credits
• School Based Learning IV, 24 credits

Qualifying learners will be expected to demonstrate the following competences

1. Demonstrate integrated and detailed knowledge regarding the subjects they will be teaching.
2. Show an understanding of diversity in the South African context in order to teach their subject(s), how to select, determine the sequence and pace content in accordance with both subject and learner needs.
3. Using available resources appropriately, for planning and designing suitable learning programmes.
4. Ability to manage classrooms effectively across diverse contexts in order to ensure a conducive learning environment.
5. Assessing learners using reliable and varied ways, as well as using the results of the assessments to improve teaching and learning.
6. Display positive work ethics, appropriate values and conduct in a manner that benefits, enhances and develops the teaching profession.

Associated Assessment Criteria for Exit Level Outcome 1

• Knowledge, principles, methods and procedures relevant to the phase, subject discipline or practice are understood.
• Key terms, concepts, facts, principles, rules and theories of the specialisations involved are evaluated and applied.
• Learning programmes are interpreted, original learning programmes are designed, the requirements for a specific context of learning are identified.

Associated Assessment Criteria for Exit-Level Outcome 2

• An understanding of who their learners are and how they learn are demonstrated.
• Learning in a manner sensitive to the differing needs of both the subject and the learners is selected, sequenced and paced.
• Learning in a manner which is sensitive to the diverse needs of learners, including those with barriers to learning is mediated.
• Showing recognition of, and respect for the differences in others is displayed.
• Complex learning and/or social problems is identified, analysed, evaluated, critically reflected on and addressed and working in partnership with professional services to address these problems is shown.
• Teaching and learning needs in a learner- and self-directed manner in unfamiliar and variable contexts are aligned.

Associated Assessment Criteria for Exit-Level Outcome 3

• Knowledge of the strategies and resources appropriate to use for teaching in a South African context are demonstrated.
• Suitable textual and visual resources for learning are selected and prepared.
• Different approaches to teaching and using them in ways which are appropriate for the learners and the context are selected and used.

Associated Assessment Criteria for Exit-Level Outcome 4

• Learning in the classroom is managed.
• Classroom administrative duties are carried out efficiently.
• Participate in school decision-making structures is displayed.
• Competence in communicating effectively in order to mediate learning is demonstrated.
• Learning environments that are appropriately contextualised and inspirational are constructed.

Associated Assessment Criteria for Exit-Level Outcome 5

• Assessment into the teaching and learning process is integrated.
• Helpful feedback to learners is provided.
• Both formative and summative assessment in ways that are appropriate to the level and purpose of learning is designed and managed.
• Assessment results to feed into process of the improvement of learning programmes are interpreted and used.

Associated Assessment Criteria for Exit-Level Outcome 6

• A critical, committed and ethical attitude towards developing a sense of respect and responsibility towards others is practiced and promoted.
• A supportive and empowering environment for the learner is developed and the educational needs for the learner and fellow-educators are created.
• Decisions are taken and in a professional, ethical and moral manner are acted upon.
• Decisions and actions are justified by drawing upon appropriate ethical and moral values.
• On-going personal, academic, occupational and professional growth is achieved, through reflective study and research in the field.

Integrated Assessment

The assessment strategy for this qualification is underpinned by integrated assessment strategies which are reflective and continuous and include formative and summative assessment methods.

Formative assessment

Formative assessment involves integrated types of assessment, used to inform students about their progress on a continuous basis through the whole year. Formative assessment includes types such as:

• Assignments.
• Projects.
• Practical work.
• Informal assessment.

Summative assessment

Summative assessment refers to assessment which will take place at the end of a learning experience. Results are expressed in marks in terms of level of competence achieved, with regard to level descriptors, and associated assessment criteria. This assessment is also used for promotional purposes. Summative assessment includes:

• Formal tests.
• Examinations.