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

Purpose

The Bachelor of Education: Senior Phase and FET Teaching provide a well-rounded education that equips learners with the required subject content knowledge base, educational theory and methodology. Its purpose is therefore to develop qualified classroom teachers who can demonstrate focused knowledge and skills in teaching Senior Phase and FET learners. The qualification is focused on developing practical competence, reflexively grounded in educational theory (i.e. the qualification seeks to develop teachers who are able to organise systematic learning based on knowledge of their subject, of their learners and of the process of learning; who are able to communicate effectively and employ a range of teaching strategies which they can justify; and who are committed to professional development and reflection).

Through the facilitation of learning the various modules in this qualification will ensure that learners obtain sound subject knowledge; understand teaching and learning; communicate and mediate learning effectively; further develop literacy, numeracy and Information Technology (IT) skills; use resources to design learning programmes; understand and manage diverse classrooms; assess learners reliably; display positive work ethics and values; and can reflect on their own practice critically and constructively.

Upon qualifying the learners will be able to

• Demonstrate integrated and detailed knowledge regarding the subjects they will be teaching.
• 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.
• Use available resources appropriately, for planning and designing suitable learning programmes.
• Manage classrooms effectively across diverse contexts in order to ensure a conducive learning environment.
• Assess learners using reliable and varied ways, as well as using the results of the assessments to improve teaching and learning.
• Display positive work ethics, appropriate values and conduct in a manner that benefits, enhances and develops the teaching profession.

Rationale

The Bachelor of Education in Senior Phase (SP) and Further Education and Training (FET) aims to provide a relevant and contemporary learning programme in South Africa, where learners from diverse backgrounds are equipped to adapt to teaching in the Senior and FET phases in diverse contexts. The stakeholder needs are reflected in the eleven basic competences of a teacher (as gazetted in the Minimum Requirements for Teacher Education Qualifications, July 2011) and it is believed that this qualification will help to cultivate prospective teachers to encompass these competences.

Recognition of Prior Learning (RPL)

The institution accepts 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 credits, as aligned to the qualification to promote life-long learning. Persons with teaching experience will be accepted to the qualification.

Recognition of prior learning is based on the following process

• Applicant indicates the reason for applying for recognition of previous learning (could be entrance to a qualification or exemption from certain modules in the qualification).
• The RPL committee determines the criteria for the recognition of prior learning based on the request (could be admission requirements of the qualification, assessment of exit level outcomes of modules for which exemption is requested or approved guidelines required by the professional body/industry).
• The applicant must submit a portfolio of evidence of learning in place (what the applicant knows).
• The RPL committee assesses the evidence of previous learning supplied by the applicant against the criteria and makes a recommendation to the Faculty's quality committee in a full report describing the process followed.
• The Quality committee will make a recommendation to Faculty Board to ratify the decision.

Entry Requirements

• A National Senior Certificate (NSC) granting access for entry into bachelor studies.

Or

• Senior Certificate with endorsement

Or

• Teachers who are in possession of a recognised certificate or diploma in education, may present their qualifications for entry into this qualification with a possibility of credit transfer.

This qualification comprises 22 compulsory modules at NQF Levels 5, 6 and 7, totalling 520 Credits.

Modules at NQF Level 5, 76 Credits

• Teaching Practice 1, 8 Credits.
• Conversational Language 1, 20 Credits.
• Conversational Language 2, 20 Credits.
• Life Long Learning Skills for Teachers, 28 Credits.

Modules at NQF Level 6, 280 Credits

• Education Studies 1, 24 Credits.
• Education Studies 2, 32 Credits.
• General Pedagogy 1, 12 Credits.
• General Pedagogy 2, 24 Credits.
• Subject Teaching 1, 20 Credits.
• Subject Teaching 2, 20 Credits.
• Subject Teaching 3, 20 Credits.
• Subject Content 1, 32 Credits.
• Subject Content 2, 32 Credits.
• Subject Content 1, 32 Credits.
• Teaching Practice 2, 8 Credits.
• Teaching Practice 3, 24 Credits.

Modules at NQF Level 7, 164 Credits

• Education Studies 3, 32 Credits.
• Subject Teaching 1, 20 Credits.
• Subject Teaching 2, 20 Credits.
• Subject Teaching 3, 20 Credits.
• Subject Content 2, 32 Credits.
• Teaching Practice 4, 40 Credits.

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 and 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.
• 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.

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 processes 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.
• 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.

Integrated Assessment

Assessment is seen as central to the learning and teaching process, providing both formative and summative assessment opportunities as well as requiring an element of holistic, integrated assessment in line with the overall purpose of the qualification.

Integrated Assessment is understood as providing an opportunity for learners to demonstrate their achievement holistically in terms of the overall purpose of the qualification and across the Exit Level Outcomes.

Integration is encouraged at three levels

• Within a constituent module.
• Between modules.
• Across the qualification as a whole through the teaching practice.

School-based Work-Integrated Learning (WIL), including supervised and assessed teaching practice, constitutes an essential part of the Bachelor of Education qualification. Teachers will spend a minimum of 20 weeks and a maximum of 32 weeks in a formally supervised classroom over the four-year duration of the Degree.