Diploma in Grade R Teaching

Purpose

The purpose of the Diploma in Grade R Teaching is to equip learners with skills, knowledge and values that are ethically appropriate to respond to the holistic needs of the learners in Grade R. The skills encapsulated in this qualification systematically ground learners with the ability to implement, continuously observe and appreciate the integrated legislative tools upon which Grade R Diploma is established. The context and content of Grade R Teaching require learners who are deliberate and consistent in planning, leading and managing learners through collaboration and involvement of various stakeholders such as parents and other related national departments. The knowledge and skill of how, when and who to collaborate and involve, contribute to the quality of teaching and the best practice for teaching and learning.

As in line with norms and standards on teacher education, qualifying learners will develop rounded disciplinary, reflexive, pedagogical and situational knowledge application characterising teaching at Grade R level. Through practical experience, learners will get the required exposure to hone their appreciation of theories, which underpin practise in a variety of classroom settings. Resultantly, qualifying learners will find a sense of purpose in their professional journey through:

• Acquisition of situational, practical and pedagogical skills in an integrated context;
• Adapt to a teaching environment by demonstrating an understanding of self and concerning other prospective teachers;
• Develop learner agency within the critical sphere of Grade R teaching;
• Take initiatives using a creative and innovative approach to promote the ideals of the teaching profession for Grade R; and
• Display sound and reasonable accountability in planning and executing decisions on competencies required in organising learning for the divergent needs of learners.

The National Qualifications Framework Policy on the Minimum Requirements for Teacher Qualifications (MRTEQ) prescribes the importance of developing all the basic competencies of a beginner teacher. The qualification will develop fundamental competencies such as literacy, numeracy skills for teachers, and computer skills.

Grade R is the first year of the Foundation Phase that spans from Grade R to 3 in the formal schooling system. In this grade, young children (4-5 years of age) are prepared for formal schooling. The focus of this grade is on learning through play, developing physical coordination, as well as developing spoken language competence and fundamental concepts that will form a basis for the further development of number sense and literacy.

Rationale

The development of this qualification is underpinned by the National Development Plan 2030 (NDP) and the responsibility that the education system has to assist in building an inclusive society, by providing equal opportunities for South Africans to reach their full potential. The NDP specifically highlights the role that universities play. This qualification aims to address the national need in terms of critical challenges that basic education in South Africa is currently facing, as pointed out in the MRTEQ, 2015. The policy emphasises issues such as poor conceptual knowledge and competences found amongst Grade R teachers. It further focuses on the need to develop Grade R teachers to deal with diversity and transformation.

The rationale of this qualification is supported by the need to re-establish Grade R Teaching as the foundation of Early Childhood Development (ECD) with an academically sound qualification to best prepare learners to teach Grade R. Furthermore, this qualification opens an alternative pathway for teachers to advance in their careers as well as promoting further study. Also, as stated in MRTEQ and the requirements specified for the Diploma, this qualification intends to offer learners, who wish to become trained foundation phase teachers, an alternative pathway to enter into the Bachelor of Education in Foundation Phase Teaching and present credits for transfer through RPL.

This qualification intends to draw current in-service Grade R teachers, with a former qualification in the field of ECD in need of an upgraded qualification option to develop and enhance their skills and practice. It will also serve a broader community of teachers who are not qualified, with insufficient access opportunities to higher education. Learners will also do a WIL component at approved schools in the Grade R classroom.

The qualification will produce professional Grade R teachers with intrinsic values to be instrumental in creating societies that are better able to respond to the challenges of the 21st century. The qualification intends to do instil lifelong learning, continuous professional development and knowledge to empower teachers to be agents of change for the Grade R learners, the society and the economy as a whole.

The qualification will produce professional Grade R teachers who can use and apply knowledge, tools/resources, and skills acquired, in a Grade R classroom setting. Also, opportunities for reflection are included in the qualification affording learners to reflect on their teaching practices based on their professional values, foundational knowledge and understanding of diversity in the South African teaching context. To become quality teaching professionals and agents of change, the qualification also contributes to the outcomes by embedding the principles, values and skills to promote life-long learning.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) will be applied to grant access to the qualification, for prospective learners who do not meet the minimum entry requirements. Also, RPL will be applied to grant exemption from modules found to be equivalent to those in the qualification in terms of informal/non-formal learning completed (e.g. short learning qualifications). RPL will be applied following the national Recognition of Prior Learning, Credit Accumulation and Transfer, and Assessment (CHE 2016) policies and the institution's RPL Policies.

Aligned with the institutional Policy on RPL, specific guidelines of the RPL Office, in collaboration with the Faculty of Education, quality assurance processes will be put into place to address the specificities of the RPL process (including applications, assessment, and reporting and management systems). Care will be taken that administrative and support systems, both prior and after RPL assessment, are in place.

Credit Accumulation and Transfer (CAT): In exceptional individual cases, prospective learners may present former completed or incomplete credits earned in a formal qualification to be assessed for CAT. The process will be conducted in strict adherence to the parameters as set by the national CAT policy, as well as the institution-specific guidelines.

Entry Requirements

The minimum entry requirement for this qualification is

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

Or

• Senior Certificate, NQF Level 4.

Or

• National Certificate (Vocational) (NC (V)), NQF Level 4 granting access to Diploma studies.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 5 and 6 totalling 360 Credits.

Compulsory Modules, Level 5, 172 Credits

• Introduction to ICT, 8 Credits.
• Literacy Skills for Teachers, 8 Credits.
• Numeracy Skills for Teachers, 8 Credits.
• Early Childhood Development and Learning, 16 Credits.
• Introduction to Home Language, 12 Credits.
• Introduction to English FAL, 8 Credits.
• Life Skills I, 8 Credits.
• Numeracy I, 12 Credits.
• Teaching Practice I, 8 Credits.
• Education Studies I: Oppression and Equitable Social Relations, 8 Credits.
• Professional Studies I: Inclusive Education, 8 Credits.
• Home Language I, 12 Credits.
• English FAL I, 12 Credits.
• Life Skills II, 8 Credits.
• Numeracy II, 12 Credits.
• ICT in the Classroom, 8 Credits.
• Conversational Language, 16 Credits.

Compulsory Modules, Level 6, 188 Credits

• Reception Year Studies, 16 Credits.
• Teaching Practice II, 16 Credits.
• Education Studies II: Socialisation and Identity, 8 Credits.
• Home Language II, 12 Credits.
• English FAL II, 8 Credits.
• Life Skills III, 8 Credits.
• Numeracy III, 12 Credits.
• Teaching Practice III, 16 Credits.
• Professional Studies II: Teaching and Learning and Classroom Management, 16 Credits.
• Home Language III, 12 Credits.
• English FAL III, 8 Credits.
• Life Skills IV, 12 Credits.
• Numeracy IV, 12 Credits.
• Teaching Practice IV, 32 Credits.

1. Construct a suitable situation or environment for learning to facilitate learning within diverse educational contexts.
2. Apply principles, concepts, theories and practices of effective teaching and learning of inclusivity and address barriers to learning in the classroom.
3. Identify and apply teaching strategies, assessment approaches and the application of ICT skills to Grade R teaching.
4. Transform and monitor their subject competence into learning experiences and reflect on professional practice and an integrated knowledge base and act with integrity by maintaining the highest level of professional work ethics.
5. Work with colleagues and the community to contribute to change in the broader educational context and society.

Associated Assessment Criteria for Exit Level Outcome 1

• Interpret and design learning qualifications and materials for Grade R teaching.
• Create and deliver new lesson plans based on the needs of the learners.
• Make adaptions to lessons considering learning styles and needs of own learners.
• Mediate knowledge of learners and how they learn is effectively communicated and learning in Grade R teaching.

Associated Assessment Criteria for Exit Level Outcome 2

• Reflect upon the citizenship and pastoral role within the community and integrate Grade R learning and teaching.

Associated Assessment Criteria for Exit Level Outcome 3

• Identify and manage barriers to learning in Grade R teaching and learning.
• Apply an inclusive approach to identification and screening of learning problems.
• Propose and implement plans that could bring about equality in the classroom.

Associated Assessment Criteria for Exit Level Outcome 4

• Design, plan and apply ICT knowledge and skills in Grade R teaching.
• Demonstrate competence in the use of hardware and software in ICT.
• Apply scripted lessons taught and standardised assessment methods in the classroom.
• Manage the Grade R classrooms effectively and assess learners.

Associated Assessment Criteria for Exit Level Outcome 5

• Display a positive work ethic in the classroom.
• Demonstrate classroom professionalism through attitudes, skills and knowledge of Grade R.
• Demonstrate sound subject knowledge and how to teach.

Integrated Assessment

Assessment is seen as central to the teaching and learning process. This qualification assessment strategy is based on the Constructivist Learning Theory and Kolb's Learning Cycle, using continuous, integrated performance-based assessment. Formative and summative assessment is thus authentic and classroom-based. Learners draw from experience and apply new knowledge in the Grade R classroom. Reflection forms an integral part of the qualification and learners reflect and use feedback to improve their practice.

The number and type of assessment activities are aligned to specific modules outcomes. Each module makes use of continuous assessment, which includes, but are not limited to, individual assignments, case studies, group tasks, self-study and reflective activities. Learners will also be required to submit formative assessment tasks during the modules, as a continuous assessment which contributes to the final module mark.

Formative and Summative Assessment

The Dip (Grade R Teaching) makes use of continuous assessment. Learners will regularly submit short, assessments and receive detailed feedback to inform their learning during the modules, as part of the continuous assessment which contributes to the final module mark. Learners' assessment tasks will provide evidence that they have met the Exit Level Outcomes. Feedback also informs the adaptation and improvement of the modules.

Assessment of experiential learning (if applicable)

Learners will conduct practical activities and assignments in their classrooms and reflect critically on their practice. A Portfolios of Evidence, guided by instructions of what needs to be included in each year's portfolio, is part of the assessment criteria in all four (4) Teaching Practice modules.