Postgraduate Certificate in Education in Foundation Phase

Purpose

The qualification accredits the development of professional competence reflexively grounded in educational theory.

The curriculum incorporates the essential components (theory, application and practice) as specified for a Postgraduate Certificate in Education in the Government Gazette of 19 February 2015, No. 38487, "The Minimum Requirements for Teacher Education". This has resulted in a curriculum that places a particular emphasis on educators as community builders and agents of transformation in the South African context.

The theory and practice focus throughout on the meta-skills that are critical for the preparation of the next generation of professional educators in all the roles defined for educators in the Norms and Standards for Educators (2000): learning mediator; interpreter and designer of learning qualification and materials; leader, administrator manager; scholar, researcher and lifelong learner; community, citizenship and pastoral role; assessor; learning area/subject discipline/phase specialist.

Rationale

The Postgraduate Certificate in Education in Foundation Phase (PGCE FP) is designed for students who want to obtain a formal qualification as a professional educator in the foundation phase after having completed an appropriate Bachelor's Degree other than a Bachelor of Education (B.Ed.) or an approved Diploma. As such, it meets the national requirements set out in the Higher Education Qualifications Sub-Framework (HEQSF). The PGCE FP focuses on specialised knowledge and skills required for classroom teaching, classroom management and teacher-learner interaction in the foundation phase. To this end, the core teaching areas in the PGCE FP will focus predominantly on Language acquisition and Literacy Teaching and Learning, Mathematics Education and Life Skills. These are the three learning areas that Foundation Phase teachers are expected to teach.

Typically graduates enter a career in education out of a deep sense of calling to make a difference in the lives of students. It is a natural development for those who desire to be community leaders to choose to do that as teachers: a recognised community leadership role. Therefore, students enrolled in the PGCE FP qualification will become knowledgeable in the content and pedagogy for Language Acquisition and Literacy Teaching, Mathematics Education and Life Skills. Furthermore, the institution wants to offer the PGCE in Foundation Phase, for the following reasons:

• As an addition to and therefore to complement our current PGCE in Intermediate Phase, which we have offered successfully for four years.
• Responding proactively to a situational analysis conducted in the community in which such a programme is of great need.
• Addressing a current gap that exists in our own course structure.
• Filling a capacity gap in the existing teacher training system at national level. The four reasons emanated partly from the Integrated Strategic Planning Framework for Teacher Education and Development in South Africa (2011 to 2025). Of particular importance for the design and systematic implementation of this new programme, PGCEFP is the following problem statement encapsulated in the aforementioned document.

Formal teacher education provisioning is located within the higher education system. Currently, this system is not producing sufficient new teachers to meet the needs of the schooling system. The need is more pronounced in some phase/ subject areas than in others. The schooling system needs more teachers and better teachers: more teachers, qualified and competent enough to teach specific subjects or learning areas, in specific phases, in specific languages, in all schools, including special schools, in Early Childhood Development (ECD) centres, and in rural and remote schools. Foundation Phase teacher production has been identified as an area needing urgent intervention (Department of Basic education and Higher Education and Training, 2011).

To this end, through the design and systematic implementation of the PGCE FP the institution will be addressing, in part, the national educational need in training qualified Foundation Phase teachers while simultaneously broadening its teaching, research and community service endeavours through the inclusion of this new training qualification.

Recognition of Prior Learning (RPL)

RPL applies to this qualification and credits will be given to students.

Procedure for credits

Applicants requesting credits for certain modules as a result of formal prior learning, need to have the prior learning assessed to determine whether the applicant has the knowledge and skills that the modules require (competence). If the previous work completed is at the same NQF level and of comparable content, then credit for credit is granted:

• Applicants must submit a portfolio of evidence (e.g. course description, transcript, class notes, assessments), which is assessed by a qualified assessor.
• Applicants are assessed for each module for which credit is sought, by means of assignments or an examination.

Entry Requirements

The minimum requirements for admission into a Postgraduate Certificate in Foundation Phase Teaching is either a

• Complied with all the requirements of a Bachelor's Degree (or an approved Diploma of minimum 360 Credits at Level.7 The Bachelor's Degree (or approved Diploma) must include a selection of subjects/disciplines that will provide a teacher with appropriate disciplinary knowledge to effectively teach Literacy, Numeracy and Life Skills to young learners and lay foundations for learning in future grades.

Or

• Holders of multi-disciplinary Degrees (or approved Diplomas) without a main focus in a single field related to teaching (with the exception of Life Orientation) could be allowed into the Post Graduate Certificate in Education in Foundation Phase (PGCE FP), provided that the disciplines underpin the learning requirements for the foundation phase and, where relevant, the subjects to be taught are taken to Level 6 at least.

This qualification comprises compulsory modules at Level 7 totalling 136 Credits.

Compulsory Modules, Level 7, 136 Credits

• History of Education, 10 Credits.
• Philosophy of Education, 10 Credits.
• Educational Psychology, 12 Credits.
• Education and Ethics in Social Context, 8 Credits.
• Instructional Methods, 8 Credits.
• Didactics: First Language (English), 8 Credits.
• First Additional Language (English), 8 Credits.
• Afrikaans, 8 Credits.
• Conversational IsiXhosa, 5 Credits.
• Life Skills Didactics, 12 Credits.
• Mathematics Didactics, 12 Credits.
• Teaching Practice (School A), 6 Credits.
• Teaching Practice (School B), 9 Credits.
• Teaching Practice (School C), 12 Credits.
• Study Praxis and Classroom Management, 8 Credits.

1. Read, write, listen and speak the language/s of instruction in ways that facilitate their own academic learning, and learning in their classrooms.
2. Interpret and use numerical and elementary statistical knowledge to facilitate their own academic learning, and manage teaching, learning and assessment.
3. Demonstrate conversational competence (listening and speaking) in one of the official language of South Africa other than English and Afrikaans in ways that facilitate classroom learning.
4. Demonstrate competence with regard to the knowledge base underpinning the learning areas or subjects they will be teaching.
5. Plan, design, and reflect on a learning qualification appropriate for their learners and learning context.
6. Select, use and adjust teaching and learning strategies in ways that meet the needs of the learners and the context.
7. Manage and administer learning environments and support learners in ways that are sensitive, stimulating, democratic and well organised.
8. Monitor and assess learner progress and achievement in their specialisation.
9. Demonstrate the ability to function responsibly within the education system, the institution where they are working, and the community in which the institution is located.
10. Demonstrate a respect for and commitment to the educator profession.

Associated Assessment Criteria for Exit Level Outcome 1

• Read academic and professional texts critically, and integrate and use the knowledge in their own studies and in their teaching.
• Read and interpret with understanding written and graphic materials relating to their areas of specialisation.
• Select and use study methods appropriate to their own needs as well as the demands of their specialisation.
• Use information and communications technology to further their own learning and facilitate the learning of others.
• Convey the content of their area of specialisation in written, graphic and other forms which are appropriate to the developmental level/s and language ability of the learners in their care.
• Foster interactive communication with learners through the use of non-judgmental language, supportive replies, constructive feedback. acknowledgement of feelings and demonstration of mediation skills.
• Use the main language of instruction to explain, describe, discuss and relate key concepts in their area of specialization.
• Use an additional language to explain, describe and discuss such key concepts in a conversational style.

Associated Assessment Criteria for Exit Level Outcome 2

• Interpret numerical information in their learning area, subject or discipline.
• Apply their understanding of numerical and elementary statistical knowledge to educational issues, cross-curricular activities, and their own learning.
• Apply their understanding of numeracy and elementary statistics to manage classroom resources and monitor learner attendance.
• Apply their understanding of numeracy and statistics to record, interpret and report on the academic progress and achievement of their learners.
• Interpret and understand numerical data relating to psychological assessment of learners.
• Use elementary procedures for financial management, including budgeting.

Associated Assessment Criteria for Exit Level Outcome 3

• Understand learners' statements and questions and communicate an appropriate response.
• Use the language to communicate feelings and constructive feedback to learners regarding their learning process.

Associated assessment criteria for Exit Level Outcome 4

• Demonstrate an understanding of the fields of knowledge, which underpin their subject/learning area/s of specialisation.
• Demonstrate a commitment to the epistemic values and principles, which characterise the fields of knowledge in their area/s of specialisation.
• Show an ability to use the kinds of evidence, modes of argument or criteria of adequacy appropriate to the fields of knowledge in their area/s of specialisation.
• Use the characteristic language, terminology and concepts of their subject/s of learning area/s appropriately, and with confidence.
• Critically discuss the content of curricular knowledge in their area/s of specialisation, and apply appropriate values and conceptual frameworks to problem solving in the relevant fields of knowledge.
• Interpret curricular knowledge in practice, in their area/s of specialisation, in terms of a broader understanding of the relevant fields of knowledge.
• Evaluate what learning material (including textbooks) should be selected, at what level, in what sequence, and how it should be assessed, in their area of specialisation (phase and subjects/learning areas).

Associated Assessment Criteria for Exit Level Outcome 5

• Select and/or design materials and resources appropriate to learning programmes, taking cognisance of issues such as teaching approach, and the conceptual adequacy and accuracy of the information of the content of the programmes.
• Select, adapt, or design coherent learning programmes and lessons appropriate for the learners, context and specialisation, taking into account national, regional and school curriculum policies, learner contexts, and learner differences.
• Plan lessons and other learning experiences within teaching programmes, selecting appropriate teaching and learning strategies.
• Justify selection and design of learning programmes in ways, which show knowledge and understanding of a range of theories about teaching, learning, child development and curriculum.
• Evaluate and improve learning programmes, lessons and materials on the basis of experience, classroom research, and an understanding of the knowledge base underpinning the relevant learning areas or subjects being taught.

Associated Assessment Criteria for Exit Level Outcome 6

• Select and use teaching and learning strategies appropriate to the subject, phase and topic and, on the basis of careful assessment, to the learners in their classes.
• Create expectations, which make appropriate demands on the learners.
• Select and use teaching and learning strategies, which motivate learners to meet those demands and to take initiative.
• Accommodate differences in learning style, pace and ability in the planning and use of teaching and learning strategies.
• Identify and assist learners with special needs and barriers to learning and development.
• Facilitate occasions where learners are taught in groups, pairs and as individuals.
• Make judgments on the effect that language has on learning and, in that light, make the necessary adjustments to the teaching and learning strategies.
• Adjust teaching and learning strategies to cater for cultural, gender, ethnic, language and other differences among learners in a range of contexts, both familiar and unfamiliar.
• Use teaching and learning support materials to facilitate learner progress and development.
• Assess the teaching and learning strategies used in a particular context in the light of the extent to which the objectives of the learning experience have been achieved.
• Explain, on the basis of classroom research, the success or otherwise of teaching and learning strategies with reference to key educational concepts, the needs and abilities of the learners, and demands of the specialisation.

Associated Assessment Criteria for Exit Level Outcome 7

• Create and maintain learning environments, which are safe as well as conducive to learning.
• Manage learning environments democratically and in ways that foster creative and critical thinking.
• Discipline learners in ways that are firm, growth promoting and fair.
• Create learning environments that are sensitive to cultural, linguistic, gender and other differences.
• Resolve conflict situations within classrooms in an ethical and sensitive way.
• Perform administrative duties required for the effective management of the learning environment.
• Assist learners to manage themselves, their time, physical space and resources.
• Take appropriate action to assist or refer learners in the solution of personal or social problems.
• Evaluate and, where necessary, adjust their own actions in ways that show knowledge and understanding of management and administration.
• Justify actions in ways, which reflect knowledge and understanding of a variety of ways of managing individual learners and classes.

Associated Assessment Criteria for Exit Level Outcome 8

• Select, adapt and/or design assessment tasks and strategies appropriate to the specialisation and a range of learning contexts.
• Explain the link between the method of assessment, the overall assessment purpose and the outcomes being assessed.
• Design and administer assessment tasks using clear language and instructions.
• Collect from a variety of sources sufficient confirming evidence of learner competence.
• Use a range of assessment strategies to accommodate differences in learning style, pace and context.
• Evaluate own and other's assessment strategies in terms of their validity, fairness, reliability and sensitivity to gender, culture, language and barriers to learning and development.
• Assess and record systematically the progress of individual learners.
• Use assessment results to provide feedback in educationally constructive ways on learner progress and achievement.
• Interpret and use assessment results to inform future teaching, learning and assessment strategies.
• Justify choice and design of assessment strategies, methods and procedures in ways, which show knowledge, and understanding of the assumptions that underlie a range of assessment approaches and their particular strengths and weaknesses in relation to age and learning area being assessed.

Associated Assessment Criteria for Exit Level Outcome 9

• Maintain a sense of respect towards others in the learning environment.
• Co-operate professionally with colleagues in an institutional setting.
• Co-operate in maintaining orderly learning environments.
• Initiate and maintain effective, professional communication with parents, guardians and other members of the community and involve them in school affairs.
• Demonstrate an ability to engage critically with a wide variety of stakeholders regarding issues that are specifically relevant to teaching and learning practices.
• Use internal and external networking opportunities effectively.
• Engage critically with education policies, procedures and systems which impact on institutions and classrooms, as well as on the national education and training landscape.
• Apply school policies and development plans to their own teaching.
• Organise curricular, cross-curricular and extra-curricular activities.
• Select, create, justify, deliver and reflect upon and improve extra-curricular activities.

Associated Assessment Criteria for Exit Level Outcome 10

• Practice and promote a sense of respect and responsibility towards others by cultivating a critical, committed and ethical attitude.
• Behave in ways that enhance the status of professional educators and ensure an accountable culture of teaching and learning.
• Promote the values and principles of the Constitution, particularly those related to human rights and the environment.
• Promote the practice of democratic values, attitudes and dispositions in the school, as well as in society at large.
• Encourage, create and maintain a supportive and empowering environment for learners.
• Evaluate their own professional progress effectively.
• Show a commitment to act in and actively promote the best interests of learners, parents, communities, colleagues, and the profession.

Integrated Assessment

• Continuous assessment of the foundational knowledge competencies through tests, assignments and examinations.
• Continuous assessment of practical competencies through simulations, role plays and case studies.
• A critical reflection of the students' perception of their psychological assessment knowledge, skills, strengths and limitations.